Unit 9 Human Biology-Reading Club 教案-2025-2026学年高中英语北师大版选择性必修第三册

Unit 9 Human Biology-Reading Club 教学目标和重难点 教学目标 Language Ability: Master key vocabulary and complex sentences related to Human Biology, improve reading comprehension and expression skills. Cultural Awareness: Understand the development of biological technology at home and abroad, enhance cultural confidence and cross-cultural communication awareness. Thinking Quality: Cultivate critical thinking by analyzing and evaluating biological topics, form objective views on scientific and technological development. Learning Ability: Master effective reading strategies, develop autonomous and cooperative learning habits, and improve the ability to explore biological knowledge independently. 教学重难点 Key Points: Grasp the main idea and key details of the Reading Club passages, master core vocabulary (such as clone, gene, epidemic) and typical sentence patterns, and understand the logical structure of the texts. Difficult Points: Analyze the author’s attitude and writing purpose, understand the deep meaning of the passages, and use the learned language knowledge to express views on biological topics accurately and fluently. 教学过程 Pre-reading: Lead-in and Preparation The pre-reading stage aims to activate students’ prior knowledge, arouse their interest in the topic, and lay a solid foundation for the subsequent reading activities. First, the teacher greets students in English and starts with a free discussion to guide students to connect with their existing knowledge and life experience. The teacher asks open questions: “What do you know about human biology? Have you heard of cloning technology or DNA detection? What role do these technologies play in our life?” The teacher encourages students to express their views freely in English, and does not restrict their expression accuracy, focusing on stimulating their enthusiasm for participation. During the discussion, the teacher records the key words and sentences mentioned by students on the blackboard, such as “clone”, “gene”, “DNA”, “epidemic”, which will help students better connect with the content of the Reading Club passages. Next, the teacher carries out vocabulary and background knowledge preview. Combined with the key vocabulary in the Reading Club passages, the teacher presents pictures, short videos and other materials to help students understand the meaning and usage of core words and phrases. For example, when introducing “clone”, the teacher shows pictures of Dolly the cloned sheep and plays a 1-minute short video about the cloning process, so that students can intuitively understand the concept of cloning; when explaining “epidemic”, the teacher connects it with common infectious diseases in life, such as influenza, and guides students to talk about the characteristics and prevention methods of epidemics, which not only helps students master vocabulary, but also lays a foundation for understanding the passages about epidemics in the Reading Club. At the same time, the teacher briefly introduces the background of the Reading Club passages: the Reading Club includes two passages, one about traditional Chinese medicine and its role in human biology, and the other about DNA detection technology and its application in solving cases and diagnosing diseases. This introduction helps students have a preliminary understanding of the text content and clarify the reading focus. Finally, the teacher introduces reading strategies to students, such as skimming and scanning. The teacher explains the purpose and method of skimming: skimming is to read quickly to grasp the main idea of the text, focusing on the title, first paragraph, last paragraph and topic sentences of each paragraph; scanning is to read quickly to find specific information, such as time, place, figures and key events. The teacher gives a simple example to demonstrate the use of the two strategies, so that students can master the basic reading methods and improve their reading efficiency. While-reading: In-depth Reading and Comprehension The while-reading stage is the core part of the teaching process, which aims to guide students to read the passages in depth, grasp the main idea, key details and logical structure of the texts, and improve their reading comprehension ability. The teacher divides this stage into two parts: skimming and scanning, and intensive reading, focusing on training students’ reading skills and thinking ability. First, skimming and scanning activities. The teacher distributes the Reading Club passages to students and asks them to read the two passages quickly by skimming, and then answer the following questions: “What is the main idea of each passage? What are the key topics mentioned in the passages?” After students finish reading, the teacher invites several students to share their answers, and then summarizes and corrects them, helping students clarify the main idea of each passage: the first passage mainly introduces the development history, theoretical basis and therapeutic methods of traditional Chinese medicine, and emphasizes its important role in human health; the second passage mainly introduces the principle of DNA detection technology and its wide application in criminal investigation, medical diagnosis and other fields. Then, the teacher asks students to use the scanning strategy to find specific information in the passages, such as “What are the theoretical bases of traditional Chinese medicine?”, “What are the applications of DNA detection technology?”, “When was the first successfully cloned animal born?” Students read the passages quickly to find the answers, and then discuss with their deskmates to check the accuracy of the answers. The teacher walks around the classroom to guide students who have difficulties in finding information, and after the discussion, the teacher explains the key information and answers to the whole class, helping students grasp the key details of the passages. Next, intensive reading activities. The teacher guides students to read the passages sentence by sentence, paragraph by paragraph, focusing on analyzing difficult sentences, logical structure and the author’s attitude. For difficult sentences, the teacher helps students parse them from the aspects of sentence structure, word collocation and meaning expression. For example, in the first passage, there is a sentence: “Traditional Chinese medicine focuses on the balance of the human body, believing that diseases are caused by the imbalance of yin and yang.” The teacher parses the sentence structure: the main clause is “Traditional Chinese medicine focuses on the balance of the human body”, and the participle phrase “believing that...” is used as an adverbial of accompanying circumstance. The teacher explains the meaning of “yin and yang” and “balance of the human body”, helping students understand the core concept of traditional Chinese medicine. In the second passage, the sentence “DNA detection technology can identify genetic markers, which helps police find suspects and identify victims in criminal cases.” The teacher explains the function of “genetic markers” and the logical relationship between the main clause and the attributive clause, helping students master the usage of attributive clauses and understand the application value of DNA detection technology. At the same time, the teacher guides students to analyze the logical structure of the passages. The first passage adopts the logical structure of “introduction - elaboration - summary”: first, it introduces the concept and status of traditional Chinese medicine, then elaborates on its theoretical basis, therapeutic methods and development history, and finally summarizes the important role of traditional Chinese medicine in human health and its development prospects. The second passage adopts the logical structure of “principle - application - prospect”: first, it introduces the principle of DNA detection technology, then elaborates on its application in different fields, and finally looks forward to the development trend of DNA detection technology. The teacher asks students to draw a mind map of the logical structure of each passage in groups, which helps students clarify the connection between paragraphs and deepen their understanding of the text content. In addition, the teacher guides students to analyze the author’s attitude and writing purpose. The teacher asks questions: “What is the author’s attitude towards traditional Chinese medicine? What is the author’s attitude towards DNA detection technology? What is the author’s writing purpose?” Students discuss in groups, and the teacher guides them to find supporting evidence in the passages. For example, in the first passage, the author uses words such as “valuable”, “effective”, “important” to describe traditional Chinese medicine, which shows that the author holds a positive and affirmatory attitude towards traditional Chinese medicine; the author’s writing purpose is to introduce the characteristics and value of traditional Chinese medicine, enhance people’s understanding and recognition of traditional Chinese medicine. In the second passage, the author objectively introduces the principle and application of DNA detection technology, and mentions both its advantages and potential problems, showing an objective and rational attitude; the author’s writing purpose is to help readers understand DNA detection technology and its impact on society. Through this link, students’ critical thinking ability is cultivated, and they learn to analyze and evaluate the author’s views objectively. Post-reading: Consolidation and Application The post-reading stage aims to help students consolidate the knowledge and skills learned in the reading process, apply the learned language knowledge to practical communication, and improve their language expression ability and comprehensive application ability. This stage includes three parts: vocabulary and sentence pattern consolidation, group discussion and language output, and summary and reflection. First, vocabulary and sentence pattern consolidation. The teacher designs a series of exercises to help students consolidate the core vocabulary and typical sentence patterns learned in the passages. For example, vocabulary exercises: fill in the blanks with the correct form of the given words (clone, gene, epidemic, identify, cure); sentence pattern exercises: rewrite the sentences according to the given requirements, or use the learned sentence patterns to complete the sentences. For example, the teacher asks students to use the sentence pattern “...focus on..., believing that...” to make sentences, combining the knowledge of human biology. After students finish the exercises, the teacher checks and corrects them, and explains the key and difficult points in the exercises, helping students master the usage of vocabulary and sentence patterns flexibly. At the same time, the teacher guides students to sort out the collocations and extended usages of core words, such as “clone an animal”, “genetic marker”, “prevent an epidemic”, “identify a suspect”, which enriches students’ vocabulary reserve and improves their ability to use words. Next, group discussion and language output. The teacher divides students into groups of 4-5, and assigns discussion tasks: “Discuss the advantages and disadvantages of cloning technology. Do you support the development of cloning technology? Why or why not?” “What role does traditional Chinese medicine play in modern society? How can we inherit and develop traditional Chinese medicine?” “What are the potential risks of DNA detection technology? How can we avoid these risks?” Before the discussion, the teacher reminds students to use the vocabulary, sentence patterns and views learned in the Reading Club passages, and encourages students to express their own views freely. During the discussion, the teacher walks around the classroom, listens to the discussion of each group, and guides students who have difficulties in expression, helps them organize their language and put forward reasonable views. After the discussion, each group sends a representative to make a report in English, introducing the group’s discussion results. The teacher comments on the reports of each group, affirming the advantages, pointing out the deficiencies, and guiding students to improve their language expression ability. For example, if a student uses incorrect sentence structures or inappropriate words, the teacher corrects them in time and gives examples to help students master the correct expression methods. Through group discussion and report, students’ cooperative learning ability and oral expression ability are improved, and their critical thinking ability is further cultivated. In addition, the teacher designs a writing task to guide students to carry out written output. The teacher asks students to write a short passage (about 150 words) with the title “My Views on Modern Biological Technology”, requiring students to combine the content of the Reading Club passages, use the learned vocabulary and sentence patterns, and express their own views on modern biological technology (such as cloning technology, DNA detection technology, traditional Chinese medicine). Before writing, the teacher guides students to sort out the writing ideas: first, briefly introduce modern biological technology; second, put forward their own views and supporting reasons; finally, summarize and look forward to the development of modern biological technology. During the writing process, the teacher provides guidance to students who have difficulties in writing, helps them organize their ideas and improve their writing level. After students finish writing, the teacher collects some representative compositions, comments on them in class, and guides students to learn from each other’s advantages and improve their writing ability. Finally, summary and reflection. The teacher guides students to summarize the content of this lesson: what they have learned in the Reading Club passages, what reading strategies they have mastered, what vocabulary and sentence patterns they have learned, and what views they have on human biology and modern biological technology. Students share their gains and difficulties in this lesson, and the teacher answers the questions raised by students, helping them solve the problems encountered in the learning process. At the same time, the teacher guides students to reflect on their own learning methods and attitudes, and encourages them to use the learned reading strategies and language knowledge to carry out independent reading and learning in daily life, so as to improve their learning ability. Extension and Expansion In order to expand students’ horizons, deepen their understanding of the topic of human biology, and improve their comprehensive quality, the teacher designs extension and expansion activities. First, the teacher recommends relevant English reading materials, such as English articles about the latest developments in biological technology, introductions to famous biologists, and reports on global public health events. Students are asked to read these materials after class and write a short reading report to share their reading experience in the next class. Second, the teacher organizes an English speech contest with the theme of “Biological Technology and Our Life”, encouraging students to participate actively, express their views on biological technology in English, and improve their oral expression ability and comprehensive quality. Third, the teacher guides students to carry out independent research activities: students can form groups to choose a topic related to human biology (such as the development of vaccines, the impact of environmental factors on human health), collect relevant information in English, and make a PPT to report their research results in class. Through these extension and expansion activities, students’ interest in learning English and human biology is stimulated, their autonomous learning ability and research ability are improved, and the four-dimensional core literacy goals are further implemented. Throughout the teaching process, the teacher adheres to the student-centered teaching concept, focuses on the implementation of the four-dimensional core literacy goals, combines the characteristics of the Reading Club texts, designs rich and diverse teaching activities, guides students to actively participate in teaching activities, and continuously improves their English language ability, cultural awareness, thinking quality and learning ability. At the same time, the teacher pays attention to the individual differences of students, adopts hierarchical teaching methods, provides targeted guidance to students with different learning levels, and ensures that every student can gain and progress in the learning process. 1 / 1 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $