Using LanguageⅡ板书设计及设计说明

人教版选修八Unit 2 cloning Using language教学设计

旬邑县中学

第五秀兰

【教材依据】本节教学设计选自人教版选修8第二单元的Using language 部分。

一、设计思路

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指导思想

本节课在新课程理念的指导下展开，主要以老师为指导，体现学生的主体地位，充分发挥学生的主观能动性。以培养学生合作交流，自主探究的意识及发扬学生的个性为宗旨，构建和谐高效的英语课堂，做到因材施教，以学定教，使每一位学生都能有所收获，真正实现以人为本的教学目标。

本节课选自人教版选修8的Using language 部分，以课本为载体，锻炼学生的英语口语和写作能力。学生通过图片来了解克隆技术和克隆的种类，进一步讨论到底能不能克隆人类，就此话题展开辩论，不仅能充分发挥学生的想象力，培养学生的英语口语能力和运用英语思维的能力，更能培养学生的思辨能力。鼓励学生大胆的讨论交流，提出自己的观点和见解，通过写作进行有效的输出，达到提高学生书面表达能力的目的。

本节课的授课对象是选自本校的高二年级的学生。尽管学习了多年英语，积累了许多单词和短语，有了一定的语言基础，但是大多数学生还是不能够用英语流畅的表达自己的思想感情。因此老师适时的指导和帮助还是非常有必要的。

2教学目标

2.1 Knowledge and ability知识与能力

(1) Language knowledge（语言知识）

Make students master and make use of some useful expressions as follows. That’s a good idea.

I support …because…

I agree with…because.

No, I can’t agree with … because…

How can you believe that?

(2) Language skills（语言技能）

A: At the beginning of the class, the students predict the topic according to the teacher’s questions.

B: Improve the students’ speaking and critical thinking skills by debating the topic.

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C: Improve students’ writing and language organizing ability by the way of imitating time.

2.2 Methods and approaches方法与途径

By discussing, the students’ speaking and debating ability could be cultivated. Besides, the students’ writing ability will be improved by practicing writing and correcting with each other.

2.3 Affects and culture awareness 情感与评价

(1) Students know the advantages and disadvantages of cloning humans by discussing. (2)

Develop students’ creativity and imagination.

2.4 Teaching methods教学手段

Multimedia devices and PPT documents 3. Important and difficult points教学重难点

3.1 Teaching important points（教学重点）

(1) Help the students master some important words and expressions

(2) Cultivate the student’s speaking and writing skills.

3.2 Teaching difficult points（教学难点）

(1) How to develop the students’ speaking and critical thinking skills by debating the topic. (2) How to improve students’ writing and language organizing ability by the way of imitating time. 二．Teaching preparations教学准备

本节课所用的教育教学资源有部分图片选自网络，课件的制作在学校电子室操作的，在多媒体的辅助下进行教学。

三、Teaching Procedures教学过程

Step I. lead-in (Greetings and free talking)

Lead into the topic by asking the students some questions.

T:

Hello! Boys and girls! Ss: The students say hello to the teacher. T:

Do you have any favorite animals? Ss yes. T:

What animals do you like best? Ss：Dogs, cats, sheep and so on.

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T: Good. Now suppose your favorite pet died one day. You feel very sad, and miss it very much. What should you do? S: I can copy one. T: How to copy one? S: It means that I can clone one. T: Good, what is a clone? S: A clone is an animal or plant produced naturally or artificially from the cells of another animal or plant and is exactly the same as it. T: Wonderful! Today we will learn cloning. [设计意图] 通过假设宠物的死亡，来巧妙设问，引入话题“克隆”。此环节旨在训练学生的积极思考能力及运用英语思维的能力。

Step II.Wok in pairs

(The teacher asks the students some questions about cloning.) T: Dear boys and girls, look at the following pictures, please decide which ones are natural clones and which ones are man-made. Besides , what clones have you seen in life? S1: I have seen cloning sheep. S2: Cloning cats and cloning cattle. S3: Cloning dogs and cloning rabbits and so on. T: Well done! Have you seen cloning humans? S: No.

T: Should we clone humans? S: Yes / No. T: Why? Please tell me your reasons. …..

T: Good. Different people have different opinions. Now please discuss the topic and hold a debate . Ok? 【设计意图】此环节旨在将学生引入新的话题，我们是否应该克隆人类？让学生进行思考，讨论，然后进行精彩的辩论，充分展现学生的口语表达能力和批判性思维能力。

Step III. Discussing and holding a debate

A topic: Should we clone humans?

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1. Before discussing, the students are divided into eight groups. The students can choose one of their group as their chairman, then two to four students as the positive side and another two to four students as negative side. 2. Look at some students some useful expressions, which are helpful for their debating.

3. If necessary, the students are given some help during the discussion. After finishing the discussion, the students act out in front of the class. 【设计意图】本环节的设计旨在通过给学生创设平台让学生上台辩论，锻炼学生的口语表达能力及相互间的合作探究能力，培养学生的胆识和勇气，使学生敢于面对自我，挑战自我，敢于展示自我的才能。

Step IV. Writing

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After heatedly debating, the students are required to reorganize their thoughts, write an argumentative composition according to their discussion. The composition is requested to complete within ten minutes. One volunteer will write down their compositions on the blackboard and correct them together. 2.

Give students some useful expressions 3.

Sample writing

The students are asked to read the sample writing together in order to improve their comprehensive language usage ability. 【设计意图】本环节的设计旨在锻炼学生书面表达能力和语言组织能力，促进学生的相互评价，相互欣赏，相互提高。

Step V. Summary and homework 1.

Summary

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Homework

Write an English argumentative composition

Topic：Should we stay at home or take a trip?

Teaching reflection教学反思

本节课从学生的学习兴趣、生活经验和认知水平出发, 以合作与交流的学习方式和任务型的教学方式为途径，以阅读材料为载体，以克隆话题为主线，通过阅读、讨论、辩论、表演、写作等一系列教学活动培养学生的综合语言运用能力。在教学中充分激发学生强烈的学习愿望，在注重学生知识能力发展的同时，特别强调学生人格的发展和英语思维能力的培养。本节课不足之处在于部分学生参与不够积极,表演互动没有顾及到每一位学生。在今后的教学中力争改

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进教学方法，照顾到全体学生, 给学生创造更多的发挥自我才能的机会，使每一位学生都能有所收获。

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