读写3教案-Unit-4.doc

贵 州 财 经 大 学
教 案
2018 ～2019 学年度第 一 学期

学 院 （部） 外语学院_________
教 研 室 大学英语第二教研室
课 程 名 称 大学英语3 ______
任 教 专 业 _非英语专业___________
任 教 年 级、班 级 2017级____________
教 师 姓 名 唐雅乔
职 称 助教 ___________
使 用 教 材 创新大学英语综合教程3

贵 州 财 经 大 学 教 务 处 制

课程中文名称
大学英语3
课程英文名称
College English III
课程性质
必修课
适用专业
2017级非英语专业全体学生
先修课程
大学英语读写3
并修课程
大学英语听说3
总学时
32
总学分
2

使用教材

创新大学英语 综合教程 第三册
参考资料

参考资料（含参考书目、文献等）：
1.《大学英语课程教学要求：试行》教育部高等教育司，高等教育出版社，2004年8月
2.《创新大学英语综合教程》教师用书第三册（第二版），华东师范大学出版社，2017年
3.《牛津现代英汉双解词典（增补版）》，（英）汤普森，商务印书馆，2005年1月
4.《朗文当代高级英语词典》，英国培生教育出版亚洲有限公司， 外语教学与研究出版社，2004年 3月
5.《大学英语四级考试大纲)》，全国大学英语四、六级考试委员会，清华大学出版社，2017年6月
6.《新编英语语法教程》，章振邦，上海外语教育出版社，2005年6月
7.《英语教学法教程》，王蔷， 高等教育出版社，2000年7月
教学方式
教师授课可采用多种方式，如讲授、讨论、自学指导、参与式教学及其他方式。既可以采用其中一种，也可以是多种教学方式的综合运用。
考核方式
1．期末考核（50%）：
2．平时考核（40%）：
3．能力考核（10%）：
课 程 概 述
（本课程在学科或专业中的地位和作用、教学目标、内容简介等）
大学英语课程在我校本科培养中具有重要的地位。大学英语课程作为一门基础学科，既是一门非英语专业大学生公共必修基础课，也是一门融语言知识，技能运用，学习和交际策略培养和跨文化交际修养为一体的综合性课程，它涉及语言知识，语言技能，学习策略，文化意识和情感价值等方面内容。
根据我校“一个主基调、两个发展极”的发展战略，着力提高本科教学质量，打造一流本科教育。我校从2016级实施“大类招生，分流培养”改革措施。因此，大学英语教学旨在培养学生的语言运用能力，沟通能力，培养学生的英语学习兴趣，增强学生竞争意识，提高学生自主学习能力，能较好的掌握英语基础知识和技能，具有一定的听，说，读，写，译的能力。为培养“厚基础、宽口径”的、并适应区域经济社会发展的高素质“儒魂商才”打下坚实的语言基础。

课 时 分 配 表
章次
章 名
讲授学时
实验学时
实践学时
备注
Unit 1
petition and Cooperation
6
4

Unit 4
Biochemistry
6

Unit 6
Career
6

Unit 8
Advertising
6

课堂理论教学学时合计
24

实验课程学时合计

4

总学时总计
32 (含四级讲解4学时)

Unit 4 Biochemistry
[授课内容]
Unit 4：Biochemistry
Part One Listening prehension: Listening for Important Details
Part Two Reading prehension
Part Three Intensive Reading: Should We Take puter Addiction Seriously?
Part Four Oral Practice: Biochemistry
Part Five Writing: Essay Writing
Practical Writing — Instructions (1)
[教学目的与要求]
1. to master new words, phrases typical sentence patterns and grammatical structures in the text;
2. to understand the main idea of the text and know some background information related to the text;
3. to grasp the writing skill: Sentence Writing;
4. to conduct a series of speaking activities related to the topic of biochemistry
[重点]
1. Understand the definition of biochemistry
2. Master Key words & phrases
3. Understand some long and difficult sentences in the text；
4. Analyze the structure of the text and the way to develop it；
5. Learn writing technique of sentence writing
[难点]
1. Make correct use of key words and phrases
2. Analyze the structure of some long and difficult sentences and translate them
3. Practice writing and speaking
[教学过程设计]
1. Listening Strategy: Identifying Causes and Effects
2. Fast Reading: Dolly: The Heaven Sent Sheep
3. Text study: Genetically Modified Foods---Feed the World?
1) Pre-reading:
a. warm up questions and activities
b. Background information
2) While-reading:
a. Text structure b. prehension of the text
c. Words and phrases d. difficult sentences
3) Post-reading
a. Summary of the text b. homework
[教学时数] 6

Part one Listening Strategy
Identifying Causes and Effects
Identifying causes and effects is a very important strategy in listening prehension. A cause is the reason why something happens, and an effect is the event that happens as a result of the cause or the reason. So while listening, it is necessary for us to make clear the relationship between a cause and its effect.
Usually, there are some lexical markers indicating the relation between causes and effects.

Cause-effect expressions
because
because of
caused by
thanks to
lead to
attribute to
on account of
result in
Thus
Owing to
Result from
therefore
Causes
There are several reasons for this. Firstly,…
Other causes played a part. Firstly,
A key factor was…
This is due to…
This is a reflection of …
Effects
As a result,…
Consequently,…
This meant that…
One consequence of this is that…

Part Two
Fast Reading: Dolly: The Heaven Sent Sheep
在讲解阅读技巧过程中学生可以分小组进行讨论如何运用这些技巧来选择题目的正确回答，教师最后再来核对答案。

Part Three
Text: Genetically Modified Foods---Feed the World?

u Pre-reading
Warm-up Questions / Activities
1. Purposes:
To familiarize students with the topics in the text

2. Activity one
Directions: Ask Ss watch a video clip and answer the following questions.
1) Have you ever eaten genetically modified (GM) foods? Can you list some GM foods?
Tips:
l Yes, we can buy them from supermarkets.
l No, I still have concerns about their safety and the possible side-effects.
l soybean, corn, cotton and canola, potato, tomato, wheat…

2) What do you know about gene technology?
What do you know about genetically modified foods?
l gene technology, genetic engineering, genetic modification, modern biotechnology…
l molecular biology; transfer genes to reconstruct the genetic materials; the improvement of properties; more nutrition…
l We’re confronted with overpopulation, starvation, undernourishment…
l
3. Activity Two
Directions: Ask Ss to discuss what they think of genetically modified foods.
l Are Genetically Modified Foods the answer?

II. Background Information
Directions：ask Ss to work in groups to find related background information and make presentation in class.
1. Gene Technology
l “Gene technology”, “genetic engineering”, “genetic modification” all mean the same thing. They’re all one type of modern biotechnology.
l Until the 1950s, traditional biotechnology was a pretty imprecise and time-consuming affair. Then scientists discovered that the DNA wrapped up inside the cells of all living things is like a blueprint that is passed from one generation to another.
l Modern biotechnology took off when scientists found that all living things use the same genetic message code.
l Gene technology is just one branch of modern biotechnology used in an attempt to control or modify genes, or most significantly, move them between two unrelated species (this is what’s called rebinant DNA technology).

2. Genetically Modified Foods (GM Foods)
l made from crops that have been given specific traits through genetic engineering
l plant products including: soybean, corn, canola, and cotton seed oil; but they are now also experimenting with animals
l controversial

3. Golden Rice
l genetically engineered to produce beta-carotene, a substance which the body can convert to Vitamin A quickly heralded as a miracle cure for vitamin A deficiency (VAD), a condition which afflicts millions of people in developing countries, especially children and pregnant women

4. Franken-food
l Opponents of genetically modified food often refer to it as “Franken-food”, after Mary Shelley’s character Frankenstein and the monster he creates, in her novel of the same name.
l The term was coined in 1992 by Paul Lewis, an English professor at Boston College who used the word in a letter he wrote to the New York Times in response to the decision of the US Food and Drug Administration to allow panies to market genetically modified food.

u While-reading

I. Global Reading
Activity one: Text Structure (group work)
Directions: work in groups and skim the text quickly and try to find out the structure of the text.
Paras
Main Ideas
Paras 1–3
General introduction: Despite the fact that _________ ________ foods have found a way into our lives, it is still necessary to weigh the ______________ of GM.
Paras 4–10
The main part: With collaboration between government ________ and ______ biotech firms, biotechnology can help solve some problems.
Paras ____
The world is faced with some problems.
Paras ____
Biotechnology can help solve these problems.
Paras.____
Some factors prevent biotechnology from being effective.
Para ____
How to increase the impact of genetic research on the food production of the developing countries.
Para 11
Conclusion: Biotechnology is not a ________, but it does promise to _________agriculture in many developing countries.
Keys: genetically modified; benefits and risks; agencies; private; 4-5; 6-7; 8-9; 10; panacea; transform

Activity Two: prehension of the text (pair work)

II .Directions: Read the text carefully and choose the best answer for each question.
1) In countries with long agrarian traditions, the idea of genetically altered, high-tech crop production _______.
A. Seems against nature
B. Raises all kinds of questions
C. Has environmental and safety questions
D. Brings about ethical questions

2) What does the sentences “The genetic genie is out of the bottle” mean?
A. The genetic genie is out of the bottle that confines it.
B. Genetically modified foods are already very much a part of our lives.
C. The genetic genie brings a lot of damage to human beings.
D. There are clearly some very real issues about genetically modified foods that need to be resolved.

3) Which of the following statements is true?
A. In wealthy countries, the debate about biotech is tempered by the desperation of feeding the fast-growing and underfed population.
B. By 2050, the UN estimates that the arable land will decrease by half.
C. 100 million people suffer from other major ailments and nutritional deficiencies caused by lack of food.
D. Biotech could raise overall crop productivity in developing countries as much as 25%.

4) Why do biotech firms have a strong financial incentive to target rich markets?
A. Because more and more biotech research is being carried out in developing countries.
B. Because government agencies and other private biotech panies can find and deliver biotech solutions for farmers in developing countries.
C. Because their products are often too costly for poor farmers in the developing world
D. Because it helps them rapidly recoup the high costs of product development.

5) According to the article, will genetically modified foods feed the world?
A. The article doesn’t mention it.
B. It can be of some help.
C. Yes, they can.
D. No. they cannot.
1) Theuthor decided to do arithmetic for his grandma because
anted her to quit smoking. ( )

II. Detailed Reading
Directions: guide the Ss to go over the text paragraph by paragraph and explain the difficult language points, especially they don’t know or can’t understand, for them to make sure they can know how to use them.

² Words & Phrases
在授课过程可以对词汇的讲授打破传统一一讲授的方法，采取通过用生词造句，翻译句子了解生词含义，通过英文解释了解生词含义，从句子中猜测生词含义等方法来加强对生词，短语的含义的理解。
1. temper（Para.3）
vt. to make sth. less severe or extreme
e.g. The heat in this coastal town is tempered by cool sea breezes.
Difficult circumstances can temper one’s will.
n. a tendency to bee angry suddenly or easily
e.g. control/keep one’s temper
lose one’s temper
out of temper

2. array
n. (~ of) a group of people or things, especially one that is large or impressive
e.g. The government is faced with a plex array of economic problems.
The store had quite an array of leather shoes in stock.

3. exceed
vt. 1) to be more than a particular number or amount
e.g. The wisdom of the masses exceeds that of the wisest individual.
2) to go beyond what rules or laws say you are allowed to do
e.g. Drivers must not exceed a maximum of 55 miles an hour.

4. desperate
adj. 1) needing or wanting sth. very much
e.g. He was desperate for work to provide for a large family.
2) having lost all hope; despairing
e.g. He was desperate when he lost all his money.

5. desperate
adj. 1) needing or wanting sth. very much
e.g. He was desperate for work to provide for a large family.
2) having lost all hope; despairing
e.g. He was desperate when he lost all his money.

6. underfed
adj. not given enough food to eat
e.g. He looks underfed, as though he hasn’t had a square meal for months.
Prefix
under-:
1) not enough
e.g. undernourished; underestimate
2) located beneath
e.g. underground; underwater; underfoot
3) lower in rank or importance
e.g. undersecretary; undergraduate

7. expose
vt. 1) to put sb. in a situation where they are not protected from sth. dangerous or unpleasant
e.g. Away from me; I don’t want to be exposed to ridicule.
His crime of stealing secrets has been exposed in public.
2) to subject (a photographic film) to the action of light
e.g. Don’t expose the film to light.
exposure n.
e.g. Exposure of the body to strong sunlight can be harmful.

8. convert
vt. 1) (~ into) to change or make sth. change from one form, purpose, system, etc., to another
e.g. The solar cell can convert the energy of sunlight into electric energy.
They converted the garage into a theater.
2) cause sb. to change his beliefs
e.g. My mother has converted to Catholicism.

9. attribute（Para.6）
vt. (~ to) to believe or say that a situation or event is caused by sth.
e.g. They attribute their success to their teacher’s encouragement.
The fall in the number of deaths is generally attributed to improvements in diet.
n. quality regarded as a natural or typical part of sb./sth.
e.g. Patience is one of the most important attributes in a teacher.
Her greatest attribute was her kindness.

10. bring up（Para.1）
1) to mention a subject or start to talk about it 提起，谈到
e.g. He brought the matter up in the mittee meeting that afternoon.
2) to look after and influence a child until he or she is grown up 抚养，养育
e.g. The couple contrived to bring up their children on a small ine.

11. for all（Para.8）
in spite of 尽管，虽然
e.g. For all his qualifications, he isn’t really very good at the job.

Brainstorming
尽管你作出了解释，我仍像以前那样不理解。
For all your explanation, I understand no better than before.

12. live on（Para.8）
1) have it as food or diet 以……为食
e.g. They live on fish and rice.
2) depend on for support 靠……过活
e.g. The children in this village school live on only ¥ 10 a month.

² Difficult sentences
对于长难句部分可要求学生提前阅读课文，通过查阅和小组讨论的方式来解析和翻译句子，授课期间教师对此部分加以检查，并对一些难点句子重点讲析。
1. Particularly in countries with long agrarian traditions, the idea seems against nature. （Para.1）
Especially in the countries which have long traditions in agriculture, the idea of genetically modified food seems to violate the law of nature.
特别是在农业传统悠久的国家，这一理念似乎有悖自然
Note that “with long agrarian traditions” is used as a post-modifier to modify “countries”
e.g. China is an ancient civilization with long history.

2. In wealthy countries, the debate about biotech is tempered by the fact that we have a rich array of foods to choose from—and a supply that far exceeds our needs. （Para.3）
In rich countries where there is a rich choice of foods and the supply goes far beyond what is necessary, the debate about biotechnology is moderated or softened
在富裕的国家里，关于生物技术的争论相对缓和是由于有大量丰富的食