昏睡症《英语》（选择性必修·第二册）
Unit 3 Fit for life
Welcome to the unit & Reading (I)
I. Learning objectives
By the end of the lesson, students will be able to:
1. read the lecture transcript about genome editing carefully；
2. know the main idea of each paragraph and understand how the passage is organized in the lecture;
3. improve their critical thinking ability by answering the given questions.
II. Key competence focus
Improve the ability of reading comprehension and critical thinking.
III. Predicted area of difficulty
Get the Ss to know how the lecture transcript is organized.
IV. Teaching procedures
Step 1 Warming up
T shows four pictures to the class.
属牛的几月出生好
1. T leads Ss to look at the pictures and asks the following three questions:
• What jobs are shown in the pictures?
• Would you like to be a medical professional? Why or why not?
• Can you describe an experience you had with a medical professional? What was it like?
送别的歌
• What advances in medical science have you heard about？
2. T leads Ss to read some ntences about health.
• Health is happiness.公仪休拒收礼物
• 合欢树的象征意义An apple a day makes a doctor away.
• When the sun comes in, the doctor goes out.
【设计意图：课前让学生们看一些与本课主题相关的图片营造氛围，为本课堂主题的阅读做好铺垫。老师与学生随意的聊天切入课堂，让同学很快地进入情景，通过和学生的问答，自然地导入阅读环节。】
Step 2 Reading for main idea
1. T asks Ss to predict the lecture transcript.
• What does the passage tell us?
• What do you know about genes?
2. T asks Ss to read the lecture transcript carefully, then complete the chart below with th
e main idea of each paragraph.
【设计意图：提取文本中的主要信息，梳理概括文本内容，训练学生快速获取信息的能力。】
Step 3 Reading for specific information
1. 澳门插座T asks Ss to read the lecture transcript again carefully and answer the following questions.
• What information does our personal genome carry?
• How can geneticists make changes to the genome?
• How might genome editing make it possible to prevent dias from developing?
• What is a “designer baby”?
• What does the lecturer compare uncontrolled genome editing to?
伟大的中国革命【设计意图：再次阅读求甚解。引到学生更深入地、全面地理解课文，培养学生语言组织能力。】
Step 4 Discussion
1. T asks Ss to discuss one of the following questions in groups. Each group can choo one of the questions.
• How does the lecturer feel about genome editing? Find evidence from the lecture transcript to support your opinion.
• The lecturer mentions that one day we will be able to create a “designer babies”. What do you think of “designer babies”?
• What control can we put in place to make sure that genome editing will work to our advantage?
2. Each group choos one Ss to prent their result of discussion.
【设计意图：体现迁移创新。进行话题的讨论，达到了学习的高潮。通过提问让学生理性回答，运用阅读材料训练学生主动思考、巩固并整合语言知识和所学的内容，培养和发展学生语言知识和思维能力。】
顾月华
Step 5 Summary
T encourages Ss to apply what they have read in this class to practice.
T: Are you excited about the new possibilities that genome editing can bring us? Why?
【设计意图：一堂课即将落幕，最后的问题让学生回扣今天所学的语言知识，也为听、说、读、写积累语言素材。】
V. Homework
Read the passage again and find the ntences that u the prent perfect continuous ten.
