Unit4 The Rise of Bioengineering Section 4 Expanding Our Horizons 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 4 Expanding Our Horizons 教学目标和重难点 教学目标 Language competence: Master bioengineering-related vocabulary and expressions to read and discuss related topics. Cultural awareness: Understand global bioengineering development and respect technological diversity. Thinking quality: Cultivate critical thinking on bioengineering’s pros and cons. Learning ability: Improve autonomous and cooperative learning skills in thematic exploration. 教学重难点 Key points: Grasp core vocabulary (e.g., bioengineering, gene editing) and complex sentences; understand the text’s main idea and logical structure. Difficult points: Use learned language to express views on bioengineering’s impacts and conduct in-depth thematic discussions. 教学过程 Lead-in: Activate Prior Knowledge and Arouse Interest The teacher starts the class by showing a set of pictures and short video clips, which include scenes of genetically modified crops, artificial organs, gene therapy, and environmental bioremediation. After playing the video, the teacher asks the following questions in English: “Have you ever heard of bioengineering? What do you know about its applications in our daily life? Do you think bioengineering can change the world for the better?” Then, the teacher invites 3-4 students to share their answers freely. During the sharing process, the teacher does not interrupt students’ expressions, but only gives appropriate prompts and affirmations, such as “That’s a great point!” “Could you explain it in more detail?” After the student sharing, the teacher briefly summarizes: “Bioengineering is a rapidly developing field that combines biology, engineering and other disciplines to solve practical problems in human life, health, environment and other aspects. Today, we will learn Section 4 Expanding Our Horizons to explore more about the development and impacts of bioengineering, and improve our ability to read and discuss related topics in English.” Design Intention: The lead-in links bioengineering with students’ daily life through visual materials such as pictures and videos, which can quickly activate students’ prior knowledge and life experience, reduce the cognitive difficulty of the new lesson. Asking open questions encourages students to express their own views freely, which not only exercises their oral expression ability, but also arouses their interest in the theme of the lesson, laying a good emotional and cognitive foundation for the subsequent teaching. Pre-reading: Preview Vocabulary and Clear Obstacles First, the teacher presents the core vocabulary and phrases of this section on the screen, including bioengineering, gene editing, genetic modification (GM), artificial organ, bioremediation, ethical issue, potential risk, sustainable development, breakthrough, application. For each word and phrase, the teacher provides accurate English pronunciation, Chinese meaning and simple example sentences, and guides students to read aloud twice to ensure that students can master the pronunciation and basic usage. Then, the teacher designs a vocabulary matching activity: divide students into groups of 4, give each group a set of word cards and meaning cards, and ask them to match the words with their corresponding meanings within a certain time. After the activity, the teacher checks the results randomly, corrects the wrong matches, and emphasizes the key words that are easy to be confused, such as the difference between “gene editing” and “genetic modification”, and the usage of “ethical” and “ethics”. In addition, the teacher briefly introduces the background of the text: “This section mainly introduces the latest development of bioengineering in different fields, discusses its positive impacts on human society and the potential ethical and environmental problems it may bring, and guides us to think about how to view the rise of bioengineering rationally.” Design Intention: Vocabulary is the foundation of English reading and expression. Previewing core vocabulary before reading can help students eliminate language obstacles in the process of reading the text, improve reading efficiency. The group matching activity increases the interactivity of vocabulary learning, makes students learn in cooperation and communication, and deepens their memory of vocabulary. The brief introduction of the text background helps students establish a preliminary understanding of the text content and clarify the reading focus. While-reading: Intensive Reading and Comprehend the Text Fast Reading: Grasp the Main Idea The teacher asks students to read the text quickly and answer two questions: (1) What is the main topic of this text? (2) What aspects of bioengineering does the text mainly talk about? After students finish reading, the teacher invites students to answer the questions. The correct answers are: (1) The main topic is the rise of bioengineering and its impacts on human society. (2) The text mainly talks about the applications of bioengineering in agriculture, medicine, environmental protection, as well as the ethical issues and potential risks it brings. Then, the teacher guides students to sort out the structure of the text: the first paragraph introduces the rapid development of bioengineering; paragraphs 2-4 introduce the applications of bioengineering in different fields (agriculture, medicine, environmental protection); paragraphs 5-6 discuss the ethical issues and potential risks of bioengineering; the last paragraph puts forward suggestions on how to promote the healthy development of bioengineering. Design Intention: Fast reading is to train students’ ability to obtain key information quickly. Through answering questions and sorting out the text structure, students can grasp the main idea and logical framework of the text, lay a foundation for intensive reading, and also cultivate their ability to generalize and sort out information. Intensive Reading: Analyze Details and Master Language Points The teacher guides students to read the text paragraph by paragraph, analyze the key details and language points, and help students deeply understand the text content. For Paragraph 1: The teacher asks students to find the sentence that reflects the rapid development of bioengineering: “In recent years, bioengineering has made remarkable breakthroughs, bringing profound changes to various fields of human society.” Then, the teacher explains the key phrase “make remarkable breakthroughs” and guides students to make sentences with it, such as “China has made remarkable breakthroughs in space exploration.” For Paragraphs 2-4 (Applications of Bioengineering): The teacher divides students into three groups, and each group is responsible for analyzing one field (agriculture, medicine, environmental protection). The task of each group is to find the specific applications of bioengineering in the field and the benefits it brings. After group discussion, each group sends a representative to report the results. The teacher supplements and summarizes: In agriculture, bioengineering is used to develop GM crops, which can improve crop yield and resistance to diseases and pests; in medicine, it is used to develop artificial organs and gene therapy, which can help treat many incurable diseases; in environmental protection, it is used for bioremediation, which can effectively solve environmental pollution problems. In this process, the teacher focuses on explaining the complex sentences in the text, such as “Genetically modified crops, which are developed through bioengineering technology, have the advantages of high yield, pest resistance and drought resistance.” The teacher analyzes the attributive clause in the sentence, explains the usage of “which” and guides students to understand the logical relationship between the clauses. At the same time, the teacher asks students to translate the sentence into Chinese to check their understanding. For Paragraphs 5-6 (Ethical Issues and Potential Risks): The teacher guides students to read carefully and find the ethical issues and potential risks mentioned in the text: ethical issues mainly involve gene editing of human embryos, which may lead to unfairness in society; potential risks include the impact of GM crops on the ecological environment and human health, and the possible abuse of bioengineering technology. Then, the teacher asks students to discuss: “Do you think these ethical issues and potential risks can be solved? How?” The discussion lasts for a few minutes, and the teacher invites several students to share their views. For the last paragraph: The teacher asks students to find the suggestions put forward in the text: “To promote the healthy development of bioengineering, we need to strengthen supervision, formulate relevant laws and regulations, and guide scientists to use bioengineering technology in a responsible manner.” Then, the teacher explains the key words “supervision” and “formulate”, and guides students to understand the importance of standardized development of bioengineering. Design Intention: Intensive reading is the key link of text learning. By analyzing details paragraph by paragraph, students can deeply understand the specific content of the text and master the key language points. The group cooperation task enables students to learn in communication and cooperation, improve their ability of cooperation and exploration. Discussing ethical issues and potential risks can not only deepen students’ understanding of the text, but also cultivate their critical thinking ability. Post-reading: Consolidate and Extend Language Consolidation The teacher designs two exercises to help students consolidate the language points learned in this lesson. Exercise 1: Fill in the blanks with the correct form of the given words. The words provided are bioengineering, gene editing, breakthrough, ethical, supervise, formulate. The sentences are: (1) ________ has brought great changes to medical treatment. (2) Scientists have made a major ________ in the field of ________. (3) We need to ________ relevant laws to regulate the development of bioengineering. (4) There are many ________ issues in the application of gene editing. After students finish the exercise, the teacher checks the answers and explains the reasons for the errors, emphasizing the correct usage of words and the consistency of tenses and forms. Exercise 2: Rewrite the following sentences using attributive clauses. For example: “Genetically modified crops have high yield. They are developed through bioengineering technology.” → “Genetically modified crops, which are developed through bioengineering technology, have high yield.” The sentences provided to students are: (1) Artificial organs can help patients recover. They are made by bioengineering technology. (2) Bioengineering has made great progress. It combines biology and engineering. Design Intention: Language consolidation exercises can help students review and master the key vocabulary and grammar points learned in this lesson, and improve their ability to use language flexibly. The design of exercises is closely combined with the text content, which can enhance the relevance and pertinence of the exercises. Thematic Discussion The teacher puts forward the discussion topic: “With the rapid development of bioengineering, it brings both opportunities and challenges to human society. What do you think is the most important thing we should do to ensure that bioengineering can better serve human beings?” First, students discuss in groups of 4-5. During the discussion, the teacher walks around the classroom, listens to the students’ discussions, and gives appropriate guidance and prompts when necessary, such as “You can combine the content of the text and your own life experience to talk about it.” “What are the specific measures we can take?” After the group discussion, each group sends a representative to make a speech in front of the whole class, expressing the group’s views. The teacher listens carefully to the students’ speeches, gives affirmations and comments, and guides students to form a correct view: bioengineering is a double-edged sword. We should give full play to its positive role, strengthen supervision and regulation, and avoid its potential risks, so as to promote its healthy development and better serve human beings. Design Intention: Thematic discussion is an important way to cultivate students’ critical thinking and oral expression ability. Through group discussion and class speech, students can deeply think about the theme of the lesson, express their own views in English, and improve their ability to use language to solve practical problems. At the same time, it can also guide students to establish a correct view on the development of science and technology. Extended Reading The teacher provides a short extended reading material related to bioengineering. The material mainly introduces the latest progress of bioengineering in the treatment of rare diseases, and asks students to read it after class. The requirements are: (1) Grasp the main idea of the material; (2) Find out 3 new words and look up their meanings; (3) Write a short comment (about 50 words) on the material, expressing their own views. Design Intention: Extended reading can expand students’ reading scope, enrich their knowledge about bioengineering, and improve their reading ability. Asking students to look up new words and write comments can not only consolidate their vocabulary learning, but also exercise their ability of thinking and expression, and extend the teaching content from class to after class. Summary and Homework Summary The teacher summarizes the content of this lesson: “In this lesson, we have learned Section 4 Expanding Our Horizons. We have mastered the core vocabulary and phrases related to bioengineering, understood the main idea and logical structure of the text, and discussed the applications, ethical issues and potential risks of bioengineering. We have also improved our ability to read, discuss and use English in thematic exploration. I hope you can keep thinking about the impact of bioengineering on our life and society, and establish a correct view on the development of science and technology.” Design Intention: Summarizing the lesson can help students sort out the knowledge learned in this lesson, form a systematic knowledge framework, and deepen their understanding and memory of the lesson content. Homework The teacher assigns three layers of homework to meet the needs of different students: Basic homework: Copy the core vocabulary and phrases of this lesson, and make 5 sentences with each word or phrase. Intermediate homework: Retell the text in your own words (about 100 words), focusing on the applications and impacts of bioengineering. Advanced homework: Write a short essay (about 150 words) on the topic “My View on Bioengineering”, combining the text content and your own life experience. Design Intention: The layered homework takes into account the differences of students’ English level, so that each student can complete the homework within their ability, and at the same time, it can help students consolidate the knowledge learned in the lesson, improve their writing ability, and extend the learning effect. 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 $