Using LanguageⅡ优质课教案设计

Teaching Design

Book 8

Unit 2 Cloning-Using language

Topic课题

Teacher教者

Book 8 Unit 2 Using language Extensive reading --- The Return of The Dinosaurs?

Zhao Li Class班级

Class 1, Grade 2 Knowledge aims: 1. Get students to learn some knowledge about cloning of the extinct animals. 2. Let students have a good understanding of the whole text. Ability aims：

Teaching Aims 教学目标

1. Improve students’ reading ability by skimming, scanning, discussing. 2. Get students to use English freely and correctly by discussing and writing. Emotional aims：

1. Cultivate students’ ability of self-studying and develop their habit of thinking and imagining actively. 2. Help students form a proper attitude towards science. Key Points 教学重点

Difficult Points 教学难点

Teaching Steps 教学过程

1. Enable students to get the important information and understand it.

2. Improve students’ ability to solve problems. 1.

Develop their habit of thinking and imagining actively. 2. Enable students to put what they learn into practice. Contents

教学内容

Purpose 设计目的

1. Show pictures of some cloned animals. 2. Give students some information about the development of cloning. 3. Ask some questions: Step I

What animals do you see in the pictures? Leading -in

导入课题

Are they real?

Which film are the pictures from? In our real life, is it possible to clone dinosaurs? Why? Step II Learning Aims 目标展示

Step III

Guiding

and Learning 师导生学

激发兴趣

引出课题

1. Learn some knowledge about cloning of the extinct animals. 2. Improve the ability to read, speak and write in English. 3. Develop the habit of thinking and imagining actively. Fast reading

Read the passage (on Page 15 ) quickly and then choose the best answer.

Detailed reading

Task 1: Rearrange the events according to time. Task 2: Give some reasons why it is either impossible or unsuitable to clone extinct animals. 1 明确目标

有的放矢

获得新知

训练技巧

Teaching Design

Book 8

Unit 2 Cloning-Using language

Step IV Discussion and Writing 合作探究

写作延伸

Further understanding:

1. Q: Why shouldn’t

you clone an extinct animal unless there is enough diversity in the group?

2. Fill in the chart: Diversity in a group of cloned animals.

3. Q: Why is it wrong to clone an extinct animal if it would live in a zoo?

Summary

1. Q: In our real life, is it possible to clone dinosaurs? (首尾呼应)

2. Fill in the blanks to summarize the key information about the whole passage. Group work：

Show the pictures of four extinct animals: Great Auk (1844), Dodo bird (1755), Aurochs (1627), Quagga (1883). Now the students in groups discuss which extinct animals described are worth restoring by means of cloning. They should choose one and use the information in the textbook to help you argue why this animal should be restored to the earth.

Give students a structure: Part 1: (The reasons why you choose … instead of others.)

The … is the most suitable animal to bring back to life. Here are the reasons…….

Part 2. (The benefits.) Here are the benefits of restoring the …. First, … Second,….

So we think the … would be the best choice to bring back to life.

Each group should write a short passage on a piece of paper. 互动交流

解决问题

学以致用

提高能力

Step V Showing Time: Presentation

Ask several groups to read their passages. The teacher makes 成果展示

comments. Step VI Evaluation and Homework评价与作业

自我突破

享受成功

1. Evaluate the students’ performance in class. 2. Homework: 1) Read the text again to understand it better. 2) Writing task: Give your opinion on cloning.

课后巩固

深入内化

2