Unit4 The Rise of Bioengineering Section1 Reading for Meaning 教学设计-2025-2026学年高中英语冀教版选择性必修第三册

Unit 4 The Rise of Bioengineering-Section 1 Reading for Meaning 教学目标和重难点 教学目标 Language Competence: Enable students to master core vocabulary and complex sentences related to bioengineering, improve abilities in skimming, scanning and deep reading to understand scientific texts accurately, and express views on bioengineering in simple English. Cultural Awareness: Help students understand the development of bioengineering worldwide, appreciate the value of scientific innovation and cross-cultural scientific communication, and establish a rational attitude towards the global development of bioengineering. Thinking Quality: Cultivate logical thinking by analyzing the structure and arguments of the text, and develop critical thinking by discussing the advantages and ethical challenges of bioengineering. Learning Ability: Guide students to master effective reading strategies for scientific articles, form the habit of independent reading and cooperative inquiry, and enhance the ability to apply knowledge to practice and explore extended information actively. 教学重难点 Key Points: Grasp the main idea and logical structure of the reading text, master core vocabulary (such as bioengineering, gene editing, renewable resources) and key sentence patterns related to bioengineering, and understand the specific achievements and development trends of bioengineering described in the text. Difficult Points: Comprehend complex long sentences and professional expressions in the scientific text, infer implicit information from the context, and deeply analyze the ethical and social impacts of bioengineering to form objective and rational views. 教学过程 Step 1: Lead-in (Warm-up and Theme Activation) The teacher starts the class with multimedia presentation, showing pictures and short video clips related to bioengineering in daily life and scientific research, such as genetically modified crops, gene therapy for rare diseases, bionic robots, and biofuels. After playing the materials, the teacher asks two open-ended questions to guide students to discuss freely: “Have you ever heard of bioengineering before? What do you think bioengineering can bring to our life?” Then, invite 3-4 students to share their ideas in front of the class, and the teacher makes simple comments and supplements. Finally, the teacher summarizes and leads in the theme of the lesson: “Today we will read an article about The Rise of Bioengineering, which will show us the development, achievements and potential impacts of bioengineering. Let’s explore this wonderful scientific field together through reading.” Design Intention: Visual materials (pictures and short videos) are closely related to students’ daily life and scientific reality, which can quickly attract students’ attention and arouse their interest in the theme of bioengineering. The open-ended questions encourage students to activate their prior knowledge and life experience, help them establish a connection between the theme and their own life, and lay a solid foundation for the subsequent reading and understanding. Meanwhile, the teacher’s comments and theme introduction can clarify the learning focus of the lesson, guide students to enter the reading state actively, and cultivate their initial awareness of scientific exploration. Step 2: Pre-reading (Vocabulary Preview and Background Supplement) First, the teacher presents the core vocabulary and professional terms of the reading text on the courseware, including bioengineering, gene editing, clone, renewable resource, ethical, sustainable, manipulate, organism, etc. For each word, the teacher provides simple English definitions, example sentences related to the text, and phonetic symbols to help students master the pronunciation and basic meaning. Then, the teacher organizes students to do a quick vocabulary matching exercise: match the words with their corresponding definitions, and check the answers together in class to consolidate the memory of new words. Next, the teacher briefly introduces the background knowledge of bioengineering: “Bioengineering is a comprehensive discipline that combines biology, engineering, and technology to solve practical problems in medical treatment, agriculture, energy and other fields. In recent years, with the rapid development of science and technology, bioengineering has made great progress, bringing both convenience and challenges to human society.” The teacher also supplements 1-2 simple and typical cases, such as the application of genetically modified crops in solving food shortages, to help students have a preliminary understanding of the development and value of bioengineering. Finally, the teacher guides students to predict the content of the reading text according to the title “The Rise of Bioengineering” and the vocabulary they have just learned. Ask students to work in pairs to discuss: “What aspects do you think the article will introduce about the rise of bioengineering?” After 2 minutes of discussion, invite several pairs to share their predictions, such as the development history of bioengineering, key technological breakthroughs, practical applications, and existing problems. Design Intention: Vocabulary is the foundation of understanding scientific texts. Previewing core vocabulary and professional terms can help students reduce reading obstacles, improve reading efficiency, and lay a foundation for grasping the text content. The simple background introduction and typical cases can help students make up for the lack of professional knowledge, expand their horizons, and better understand the theme and significance of the text. Predicting the text content can stimulate students’ reading desire, cultivate their ability of logical prediction, and make them read with purpose and focus, which is conducive to improving the effect of reading comprehension. Step 3: While-reading (Layered Reading and Text Analysis) This step is divided into three sub-tasks: skimming, scanning, and intensive reading, which are carried out step by step to guide students to understand the text from shallow to deep, and cultivate their reading strategies and logical thinking ability. Sub-task 1: Skimming (Grasp the Main Idea) Ask students to read the whole text quickly, skip the details, and focus on the topic sentences of each paragraph and the beginning and ending paragraphs. Then, ask them to complete two tasks: 1. Summarize the main idea of the text in one sentence; 2. Divide the text into several parts and briefly describe the main content of each part. After students finish reading, organize them to share their answers in groups, and the teacher makes comments and supplements, helping students sort out the logical structure of the text: The text mainly introduces the rise of bioengineering, including its definition, key development stages, major achievements in different fields, and the ethical and social issues it brings. The text can be divided into four parts: Part 1 (Paragraph 1): The definition and significance of bioengineering; Part 2 (Paragraphs 2-3): The development process and key technological breakthroughs of bioengineering; Part 3 (Paragraphs 4-6): The practical applications of bioengineering in medical treatment, agriculture and energy fields; Part 4 (Paragraph 7): The ethical and social challenges brought by bioengineering and people’s attitudes towards it. Design Intention: Skimming is an important reading strategy for grasping the main idea of a text quickly. By guiding students to focus on topic sentences and key paragraphs, they can form an overall understanding of the text structure and main content, avoid getting lost in details, and cultivate their ability of overall perception and logical induction. Group discussion can promote students’ mutual communication and learning, help them make up for their individual deficiencies, and improve their ability of expression and cooperation. Sub-task 2: Scanning (Locate Key Details) Ask students to read the text again, scan for specific details according to the following questions, and find the corresponding information in the text to answer the questions. The questions are designed as follows: 1. What is the definition of bioengineering? 2. What are the key technological breakthroughs in the development of bioengineering? 3. In which fields has bioengineering been widely applied? Please give specific examples. 4. What ethical and social challenges does bioengineering bring? After students finish answering, the teacher checks the answers one by one, guides students to find the original sentences in the text, and emphasizes the key vocabulary and sentence patterns in the answers. For example, when answering the definition of bioengineering, the teacher points out the key sentence in Paragraph 1 and explains the structure of the sentence, helping students understand the expression of scientific definitions. At the same time, the teacher guides students to sort out the details and fill in a simple information form, which helps them systematize the key details and deepen their understanding of the text content. Design Intention: Scanning is a common reading strategy for locating specific information quickly. By designing targeted questions, students can read with purpose, improve their ability of locating and extracting key information, and consolidate the understanding of details. Checking answers and analyzing key sentences can help students master the expression of scientific texts, accumulate language knowledge, and lay a foundation for subsequent language application. The information form can help students sort out the details systematically, cultivate their ability of information sorting and induction, and make the text content more intuitive and easy to remember. Sub-task 3: Intensive Reading (Analyze Deeply and Understand Implicit Information) Ask students to read the text carefully, focus on the difficult sentences and implicit information, and complete the following tasks: 1. Analyze the difficult long sentences in the text (the teacher lists 3-4 typical long sentences in advance, such as sentences with attributive clauses, adverbial clauses or passive voice) and explain their structure and meaning; 2. Discuss the implicit meaning of the following sentences in groups: “Bioengineering is a double-edged sword, bringing both hope and challenges to human society.” 3. Think about the author’s attitude towards the rise of bioengineering and find evidence in the text to support their views. First, for the difficult long sentences, the teacher guides students to analyze the sentence structure step by step, such as identifying the subject, predicate, object, and various clauses, and explains the usage of key grammatical structures (such as passive voice, relative clauses) in scientific texts, helping students break through the difficulty of understanding long sentences. Then, organize students to discuss the implicit meaning of the sentences in groups, encourage them to express their own views, and guide them to realize that bioengineering has brought great benefits to human beings (such as curing diseases, solving food shortages, developing new energy) while also bringing ethical and social problems (such as the ethical issues of gene editing, the impact of genetically modified crops on the environment). Finally, guide students to find the author’s attitude in the text: the author holds an objective and rational attitude, acknowledging the great achievements of bioengineering, and also pointing out the existing challenges, and calling on people to treat bioengineering rationally. Design Intention: Intensive reading is the key to understanding the deep meaning of the text. By analyzing difficult long sentences, students can break through the language barriers in scientific texts, master the expression characteristics of complex sentences, and improve their ability of understanding complex texts. Group discussion on implicit information can cultivate students’ critical thinking and logical reasoning ability, guide them to think deeply about the theme of the text, and not just stay on the surface of the text. Analyzing the author’s attitude can help students understand the writing purpose of the text, cultivate their ability of literary appreciation and critical thinking, and lay a foundation for subsequent views expression. Step 4: Post-reading (Consolidation, Application and Expansion) This step is divided into three parts: language consolidation, theme discussion, and extended application, aiming to help students consolidate the language knowledge and text content learned, apply the learned knowledge to practice, and expand their thinking and vision. Part 1: Language Consolidation Organize students to carry out two language practice activities: 1. Fill in the blanks with the core vocabulary and key phrases learned in the text. The blanks are designed based on the text content, and students need to choose the appropriate words and change the form if necessary. 2. Rewrite the difficult long sentences in the text with simple sentences, keeping the original meaning unchanged. After students finish the exercises, the teacher checks the answers together, explains the key points and common mistakes, and guides students to master the usage of vocabulary and sentence patterns flexibly. Design Intention: Language consolidation activities can help students consolidate the core vocabulary and sentence patterns learned in the text, improve their ability of language application, and avoid mechanical memory. Filling in the blanks and rewriting sentences can make students apply the learned language knowledge in a specific context, deepen their understanding and memory of language points, and lay a foundation for subsequent oral and written expression. Part 2: Theme Discussion Organize students to carry out a group discussion with the topic: “Should we fully develop bioengineering? What should we do to deal with the ethical and social challenges brought by bioengineering?” Divide students into groups of 4-5, and each group elects a recorder and a spokesman. During the discussion, the teacher walks around the classroom, guides students to express their views freely, encourages them to put forward their own opinions and support them with reasons, and reminds students to use the vocabulary and sentence patterns learned in the text. After the discussion, each group sends a spokesman to share their group’s views in front of the class, and other groups can ask questions and express different opinions. Finally, the teacher makes a summary, affirms the positive views of the students, guides them to establish a correct view: we should actively develop bioengineering to promote the progress of human society, and at the same time, formulate relevant laws and regulations to standardize its development, and solve the ethical and social challenges rationally. Design Intention: Theme discussion is an important way to cultivate students’ critical thinking, oral expression ability and cooperative learning ability. The discussion topic is closely related to the text content and social reality, which can stimulate students’ thinking, guide them to apply the learned knowledge to analyze practical problems, and deepen their understanding of the theme of the text. Group cooperation can promote students’ mutual communication and learning, improve their ability of cooperation and expression, and help them form a comprehensive and objective view of bioengineering. The teacher’s summary can guide students to establish a correct value orientation, and cultivate their sense of social responsibility and scientific literacy. Part 3: Extended Application First, the teacher introduces some latest developments of bioengineering (such as the latest progress of gene therapy, the application of bioengineering in environmental protection) through pictures and short texts, expanding students’ vision and stimulating their interest in scientific exploration. Then, assign a small task to students: Ask students to choose one field of bioengineering (medical treatment, agriculture, energy, environmental protection, etc.), search for relevant information after class, and write a short English passage (about 80-100 words) to introduce the application and development of bioengineering in this field. The teacher provides a simple writing framework: 1. The application of bioengineering in this field; 2. The existing achievements or problems; 3. Your own views on its development. Design Intention: Extended application can help students connect classroom learning with real life and scientific development, expand their knowledge and vision, and cultivate their ability of independent inquiry and information collection. Writing a short passage can consolidate the language knowledge learned, improve students’ written expression ability, and enable them to apply the learned knowledge to practical writing. The writing framework can guide students to organize their ideas, reduce the difficulty of writing, and improve their writing confidence. Step 5: Summary and Homework Summary The teacher invites 1-2 students to summarize the content of this lesson, including the main idea of the text, the core vocabulary and sentence patterns learned, and the views on bioengineering. Then, the teacher makes a comprehensive summary: In this lesson, we have learned the article about The Rise of Bioengineering, mastered the core vocabulary and key sentence patterns related to bioengineering, understood the development, achievements and challenges of bioengineering, and improved our reading ability and critical thinking ability. We also realized that bioengineering is closely related to our life, and we should treat it rationally and actively explore its positive value. Design Intention: Letting students summarize the lesson can help them sort out the knowledge learned in the class, deepen their memory and understanding, and improve their ability of induction and summary. The teacher’s comprehensive summary can help students form a systematic knowledge framework, clarify the key points of the lesson, and strengthen the emotional and value guidance, so as to achieve the teaching goal of integrating knowledge, ability and literacy. Homework 1. Finish the extended writing task assigned in the post-reading part, and hand it in the next class. 2. Review the core vocabulary and key sentence patterns of this lesson, and recite 5 key sentences. 3. Watch an English video about bioengineering after class, and take simple notes to share in the next class. Design Intention: The homework is designed to consolidate the knowledge learned in the class, extend the learning content, and cultivate students’ independent learning ability. The writing task can improve students’ written expression ability; reciting key sentences can consolidate the language knowledge; watching English videos can improve students’ listening ability and expand their knowledge of bioengineering, laying a foundation for the subsequent learning. 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 $