Using LanguageⅡ教案1

英语教学设计与反思

Teaching Plan for M8U2 Cloning 花都区新华中学英语科组

刘伟东

2018-07-14

一.

三维目标

1.

语言知识目标

掌握词汇:lone , commercial , undertake , arbitrary , accumulate ,cast down , object to , the media , in favor of 句型：1).The fact is that…

2).It is a way of ….. 3).The question that occurred is …

2.

语言技能目标：以篇章的常识训练学生听说读写译的技能，及学会如何用英语描述克隆的能力

3.

情感态度目标：

通过本节课的内容学习，尤其是学生同伴之间的活动，帮助学生了解克隆技术的优缺点，让学生用已有的知识和经验讨论对克隆技术的看法和观点。

4.

学习策略目标：以学生同伴，小组活动培养学生交际策略，设计一些活动来帮助学生化难为易，提高自信心，明确阅读的重点，达到启迪心智，增强理解能力的目标。

5.

文化意识目标

通过对第一篇阅读文章的学习，了解克隆技术的优缺点，学会表达和支持个人观点。了解英文的句子结构的复杂性但又有规可循,运用中文的句法来理解英文句子结构,俩种语言既有相似点又有各自的特色。

二.

教材分析

1. 教学重点: 如何用英语描述克隆的过程。

2. 教学难点:如何帮助学生分析文章的写作技巧。

三.学情分析

基本状况:高三1、2班是理科班, 理科班,整体成绩都不如文科班，英语科尤为严重,虽然女生比较勤奋,但对理解方面及文章中形容克隆的细胞分裂，提取，移植的过程并不像常人所认为的那么快，那么容易。所以这些学生也不能操之过急，一定要鼓励学生课前预习，上课认真听并做好笔记，回去要花一定的时间去复习，才能把老师所讲，书上所写的知识消化，转化成为自己的知识。

四．教学方法

1．任务型活动

2．探究性学习

3．对比归纳

4．交际性应用

五．教具准备

电脑平台，课件，黑板

六．教学过程

Step One Lead-in This topic is difficult for students. Ask students to give questions if they are interested in cloning and teacher answers questions.

According to this play , the teacher can ask the students several questions. 1.

Do you want to be cloned or not ? Why? 2.

If you are the judge what will you do ? 3.

Can you tell me the advantages of cloning ? 4.

And what is the disadvantage? Discussion

In this part the students will discuss the relationship between the development of technology and social customs. Look at pictures Look at the pictures and discuss which ones are natural clones and which ones are man-made. Then explain how they differ. Step Two

Pre-reading

Before class, ask the students to search for some information about this topic. Now show your questions on the screen, and then let them discuss with each other. Questions about cloning: 1.

What is clone? 2.

How is a clone produced? 3.

What benefits can humans gain from cloning? 4.

What problems may arise when humans are cloned? 5.

Should we clone human? 6.

Could cloning replace sex as the means of creating new human life? 7.

Could a parent clone a child who is dying of a terminal illness? Step Three

While –reading

Get the students to comprehend the passage quickly and accurately and meanwhile help the students form a good habit of reading.

While reading , divide the whole passage into several parts and find out the main idea of each part. Step

Four

Post-reading

Ask the students to read the passage again to finish four tasks. 1.

What are the dangers of cloning? 2.

What are the advantages of cloning? 3.

What is the writer’s opinion? What do you think is the writer’s point of view in this reading passage? Is it in favor of cloning or against it? 4.

What is your opinion of cloning ? Give the reasons. Explanation Deal with some language points. Step

Five

Homework 1.

Complete the exercise on P13. 2.

Recite the key sentences in the text.

反思：这两个班的学生是理科班，(1)班学生比较活跃，爱表现，当老师提问时，学生都喜欢讨论然后大声发言，不管答案对错，总之就喜欢说说。实质性的根本不理解，因为基础比较差，单词没耐心去背。

Do you want to be cloned or not ? Why? If you are the judge what will you do ? Can you tell me the advantages of cloning ? And what is the disadvantage? Lead-in的问题对他们来说相对容易。

What are the dangers of cloning? What are the advantages of cloning? What is the writer’s opinion? What do you think is the writer’s point of view in this reading passage? Is it in favor of cloning or against it? What is your opinion of cloning ? Give the reasons. Post-reading 的问题因为需要认真思考，发散性思维要求较高，他们觉得难度很大，所以通常在阅读课的这部分会花很多时间而又达不到预想的效果

2班学生基础较好，在做Post-reading部分较1班好。但课堂气氛较沉，学生不爱讨论，但由于有小组合作分层作业回答问题还是可以完成的。整体上，理科班要注重解题技巧，在学生眼中就是捷径。单词记忆方面也要加强，也主要在记忆的技巧上，如构词法，因为理科生不爱背单词，但高考对词汇量的要求又很高。