Unit4 The Rise of Bioengineering Section3 Using English in Context 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 3 Using English in Context 教学目标和重难点 教学目标 It focuses on language ability by practicing context-based English application; cultivates cultural awareness to view bioengineering’s global impact; develops thinking quality through critical discussion; and fosters learning ability via independent and cooperative exploration. 教学重难点 Key points: Master bioengineering-related vocabulary and sentences, and use them flexibly in different contexts. Difficult points: Apply language comprehensively in practical scenarios and express views on bioengineering logically and fluently. 教学过程 Lead-in: Activate Background and Arouse Interest The teacher starts the class by showing a series of pictures and short video clips related to bioengineering, including genetic modification, biomedical technology, and bioengineered food. The materials are selected to be close to students’ daily lives, such as genetically modified tomatoes, insulin produced by bioengineering, and gene therapy for rare diseases. After playing the video, the teacher asks open-ended questions in English: “Have you ever heard of bioengineering? What do you think bioengineering can bring to our life? Do you have any questions about the application of bioengineering?” Students are invited to share their views freely in English. Some students may mention genetically modified foods they have eaten, while others may talk about the news related to gene editing they have seen. The teacher listens carefully to each student’s answer, gives positive feedback, and guides students to focus on the theme of “The Rise of Bioengineering”. Finally, the teacher makes a brief summary: “Bioengineering is changing our world in many ways, from the food we eat to the medical treatment we receive. Today, we will learn how to use English properly in different contexts related to bioengineering, so that we can express our views and communicate effectively.” Design Intention: The lead-in links the teaching content with students’ real life and existing knowledge reserve. The vivid pictures and short videos can quickly attract students’ attention, reduce their nervousness in English expression, and arouse their interest in bioengineering. The open-ended questions provide students with opportunities to express themselves in English, initially exercise their oral expression ability, and lay a solid foundation for the follow-up context application and language practice. At the same time, it helps students establish a connection between the theme of the unit and real life, which is in line with the requirements of cultivating students’ language ability and learning ability. Presentation: Master Core Vocabulary and Sentence Patterns in Context Based on the lead-in activity, the teacher presents the core vocabulary and sentence patterns of this section, which are closely related to bioengineering. The vocabulary mainly includes bioengineering, genetic, mutation, biomedical, cell, infection, ecology, prospect, etc. For each vocabulary, the teacher does not simply explain the meaning, but presents it in a specific context. For example, when teaching the word “genetic”, the teacher says: “Genetic modification is a common technology in bioengineering. It can change the genetic characteristics of plants and animals to make them more resistant to diseases.” Then, the teacher asks students to make simple sentences with the word “genetic” combined with their own understanding. In terms of sentence patterns, the key is to master the expressions used to introduce bioengineering technologies, express advantages and disadvantages, and put forward views. For example, “Bioengineering has made great progress in recent years, which brings both opportunities and challenges.” “One of the main applications of bioengineering is in the medical field, helping to treat many incurable diseases.” “Some people are worried about the safety of bioengineering products, while others believe it will bring a better future.” The teacher explains the structure and usage of these sentence patterns, and gives more examples related to bioengineering scenarios, such as the application of bioengineering in agriculture, environmental protection and other fields. After the presentation, the teacher organizes a small group activity: each group is given a card with a bioengineering-related scenario (such as “introducing genetic modification technology to your classmates”, “discussing the advantages of bioengineered food”), and students need to use the newly learned vocabulary and sentence patterns to complete the dialogue or introduction within the group. Each group selects one representative to present their results to the whole class, and the teacher comments and corrects them, focusing on the correct use of vocabulary and sentence patterns and the fluency of expression. Design Intention: This link adheres to the principle of “context-based language teaching”. By presenting vocabulary and sentence patterns in specific bioengineering contexts, students can not only remember the words and sentences, but also understand their practical usage, avoiding mechanical memorization. The group activity provides students with opportunities to apply the learned knowledge in practice, which helps to improve their language application ability. At the same time, the teacher’s comments and corrections can help students find their own mistakes and improve their language accuracy, which is conducive to the cultivation of students’ language ability. Practice: Strengthen Language Application Through Contextual Tasks This part is divided into three levels of practice activities, from simple to complex, to help students gradually master the ability of using English in context. The first level is contextual filling in the blanks. The teacher provides a short passage about bioengineering, which contains blanks that need to be filled with the core vocabulary and sentence patterns learned in this section. The passage mainly introduces the development and basic applications of bioengineering, with appropriate difficulty, which is suitable for students to consolidate the learned knowledge. Students complete the filling in the blanks independently, and then check the answers with their deskmates. The teacher explains the key and difficult blanks, especially the collocation of vocabulary and the flexible use of sentence patterns. The second level is situational dialogue. The teacher sets up two practical situations related to bioengineering: Situation 1: You are having a discussion with your friend about whether genetically modified food is safe. You need to express your views, list the advantages and disadvantages of genetically modified food, and put forward your own suggestions. Situation 2: You are introducing a new bioengineering technology (such as gene therapy) to your teacher. You need to explain the principle, application and prospect of this technology clearly. Students are divided into pairs, choose one situation, and complete the dialogue according to the requirements. During the dialogue, students need to use the learned vocabulary and sentence patterns, pay attention to the appropriateness of language in different communication occasions, and ensure the fluency and logic of the dialogue. The teacher walks around the classroom, observes students’ performance, and provides timely guidance for students who have difficulties in expression. The third level is short paragraph writing. The teacher asks students to write a short paragraph (about 80-100 words) with the theme “My View on Bioengineering”. Students need to combine the learned knowledge, express their own views on the development of bioengineering, and can appropriately mention its advantages, challenges and future prospects. When writing, students should pay attention to the correct use of vocabulary and sentence patterns, the clarity of logic, and the fluency of language. After completing the writing, students exchange their works in groups, put forward revision suggestions to each other, and then the teacher selects several representative works to comment on, affirming the advantages and pointing out the areas that need improvement, such as the rationality of the structure, the accuracy of vocabulary and the fluency of sentences. Design Intention: The three-level practice activities follow the law of students’ language learning, from simple vocabulary and sentence filling to situational dialogue and short writing, which gradually improves the difficulty and helps students consolidate and apply the learned knowledge in a step-by-step way. The contextual filling-in-the-blank activity helps students deepen their memory and understanding of core vocabulary and sentence patterns; the situational dialogue activity focuses on cultivating students’ ability to use language flexibly in practical communication, which is in line with the requirements of “Using English in Context”; the short paragraph writing activity not only exercises students’ writing ability, but also guides students to think deeply about the theme of bioengineering, which is conducive to the cultivation of students’ thinking quality and language ability. The group exchange and teacher’s comment link can help students learn from each other and improve their language application level comprehensively. Consolidation and Exploration: Deepen Understanding and Expand Thinking First, the teacher organizes a class discussion with the theme “The Advantages and Challenges of Bioengineering”. The teacher puts forward guiding questions: “What are the main advantages of bioengineering? What challenges may it bring to society, environment and human beings? How should we deal with these challenges?” Students are divided into groups of 4-5, and discuss these questions in English. During the discussion, students need to express their views clearly, support their own views with specific examples, and listen to the opinions of other group members, put forward their own suggestions and supplement. For example, some students may think that bioengineering can help solve food shortages and cure diseases, while others may worry about the ethical issues brought by gene editing and the impact of genetically modified organisms on the ecological environment. After the group discussion, each group selects one representative to report the discussion results to the whole class. The teacher summarizes the views of each group, guides students to view the development of bioengineering from an objective and comprehensive perspective, and emphasizes that bioengineering is a double-edged sword, which can bring benefits to human beings only if it is used reasonably and standardized. Then, the teacher introduces some latest developments in bioengineering (such as the application of CRISPR gene editing technology in medical treatment, the research progress of bioengineered vaccines) through pictures and short texts, and asks students to talk about their feelings and views, so as to expand students’ horizons and stimulate their interest in scientific exploration. In addition, the teacher assigns a small exploration task: students need to collect information about a bioengineering technology they are interested in after class, and prepare a short English report (about 100 words), introducing the technology’s principle, application and prospect. The report will be shared in the next class. This task requires students to use the Internet, books and other resources to collect information, which helps to cultivate their independent learning ability and information collection and sorting ability. Design Intention: The class discussion activity not only provides students with more opportunities to express themselves in English, but also guides students to think critically about the theme of bioengineering, analyze its advantages and challenges from multiple perspectives, and cultivate their critical thinking ability and logical reasoning ability, which is in line with the requirements of cultivating students’ thinking quality. The introduction of the latest developments in bioengineering helps to connect classroom learning with the real world, expand students’ knowledge and stimulate their interest in scientific exploration. The after-class exploration task focuses on cultivating students’ independent learning ability and information processing ability, which is conducive to the long-term development of students’ learning ability. At the same time, it further consolidates the language knowledge learned in this section and improves students’ language application ability. Summary and Reflection: Sort Out Knowledge and Improve Ability First, the teacher invites students to summarize the key content of this class independently. Students are asked to talk about the core vocabulary, sentence patterns and important knowledge points they have learned, as well as the experience and gains in language practice. Some students may summarize the key vocabulary related to bioengineering, some may talk about the skills of using English in contextual communication, and others may share their views on bioengineering. The teacher supplements and improves the students’ summary, combs the knowledge framework of this class, and emphasizes the key and difficult points, helping students form a systematic understanding of the knowledge learned. Then, the teacher guides students to reflect on their own performance in this class: “What did you do well in this class? What aspects do you need to improve? For example, did you use the learned vocabulary and sentence patterns flexibly? Did you express your views clearly in the discussion? What difficulties did you encounter in language practice, and how to solve them?” Students think independently and share their reflection results with their deskmates. The teacher listens to students’ reflections, gives targeted guidance and suggestions, and encourages students to make continuous progress in future English learning. Finally, the teacher makes a final summary: “In this class, we have mastered the core vocabulary and sentence patterns related to bioengineering, and practiced using English in different contexts through a variety of activities. We have also discussed the advantages and challenges of bioengineering, which not only improved our language application ability, but also expanded our thinking. I hope you can continue to consolidate the knowledge learned after class, actively practice English, and pay more attention to the development of bioengineering, so as to apply English better and understand the world better.” Design Intention: The summary link helps students sort out the knowledge learned in this class, form a systematic knowledge framework, and deepen their understanding and memory of the key and difficult points. The reflection link guides students to examine their own learning process, find their own advantages and disadvantages, and clarify the direction of improvement, which is conducive to the cultivation of students’ learning ability and self-reflection ability. The teacher’s final summary not only affirms the students’ performance in this class, but also puts forward expectations for their future learning, which helps to stimulate students’ enthusiasm for learning and lay a foundation for their long-term English learning and development. 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 $