Using LanguageⅡ教学设计(第二课时)

Unit 2 Cloning 教学设计

一、教学目标

知识与能力：

1.学习课文中关于克隆这一新生物技术的有关知识

2.利用已获取的信息发表自己对进行人类克隆的看法

3.形成分析篇章结构的能力，提升逻辑思维能力

4.学会对所学的内容进行复述，提高处理信息能力和语言表达能力

过程与方法：

1.自主探究与教师课堂上的点拨相结合，总结反思

情态、态度与价值观：

1.了解克隆技术的优缺点，引导学生关心科学，热爱科学，勇于和乐于对克隆技术发展前景的思考和探究。

2.学会一分为二的辩证地看待事物，形成科学的价值观

二、教学的重难点

1、掌握阅读说明文的技巧与方法，能够筛选和提取文章的一些重要的信息是教学的重点之一。

2、学会对所学的内容进行复述，弹性再现文本内容

三、说教学过程

Step I: Warming up Please look at the pictures on Page10, and discuss which ones are natural clones and which ones are man-made. Explain how they differ. 【设计意图】通过图片激发学生兴趣，引出本单元的话题，要求学生通过讨论,了解两种不同的克隆：自然克隆与人工克隆，为后面的阅读做铺垫。

Step II: Pre-Reading

Get the students to read the title of the reading passage and predict the content

呈现主题、预测主题

设计板书：

Cloning: Where is it leading us？

lead us to the good sides

What is cloning?

What is cloning used for?

lead us to the bad sides What is the steps of cloning?

【设计意图】利用头脑风暴法收集学生对课文内容的预测并板书下来。通过对课文内容进行预测，培养学生预测阅读内容的能力。同时通过预测激起进一步探究的好奇心，顺理成章的引入新课。

StepIII. While-reading Task 1. Fast reading

Get the students to match the main idea of each paragraph Para1:

A. people’s reaction to cloning

Para2:

B. The problems of Dolly. Para3:

C. the definition of cloning Para4: D. The effect of Dolly. Para5:

E. The major uses of cloning 点拨：指导学生略读文章每段的开头、结尾和扫视一些关键词，以快速把握段落的大意。

【设计意图】阅读教学应该培养学生的语篇意识。通过先匹配各段大意，让学生先关注对文章整体的认识，学生在掌握文章结构的基础上，可以顺利进行下一步的研读。既先见“森林”，再见“树木”，这样更合乎语言学习的规律。

Task 2 . Careful reading Ask the students to read the passage paragraph by paragraph and then retell the paragraph

a.Read Paragraph 1: the definition of cloning

1.What’s the cloning?

2.What are the two examples of it?

Retell Paragraph 1: 点拨：“段落先答后叙任务法”，

要求学生回答完这两个问题，再将自己的回答串联在一起进行叙述，重现段落内容。

b. Read Paragraph 2: The major uses of cloning

1.What are the two major uses of cloning? 2.In this paragraph, the word “straightforward” means ____.

A. uncomplicated

B. honest

C. frank

D. difficult 3.Find out the linking words in this paragraph 列举事物: firstly, secondly, at last 表转折：while, but Retell Paragraph 2:

点拨：排比+对比+转折叙述法，Cloning has two major uses. Firstly,---.Secondly,---. Cloning plants----while cloing animals----. But at last-----使文本叙述流畅

c.Read Paragraph 3: The problems of Dolly At first, the fact that Dolly developed ______ in a natural way was __________. Later, the news _____Dolly had become seriously ill was __________. Finally, the problem that occurred to the scientists was that a cloned animal lives _____________

the original one. Retell Paragraph 3: 点拨：分项陈述法,At first---- Later---- Finally----使文本叙述流畅

d.Read Paragraph 4: The impact of Dolly 1.Its’ appearance raised

and

the media and public imagination. 2.The word “controversial” in

para 4 probably means :____________.

A. complicated

B. arguable

C. important

D. traditional Retell Paragraph 4 with the help of the following key words:

raised,

had a great impact on,

became controversial, opened everybody’s eyes 点拨：通过提供的关键词将记忆中的文本内容片段整体创造性地重现

e.Read Para 5: people’s reaction to cloning True or false:

1.People feared that Cloned Hitlers would do harm to the world. 2 .All the research into human beings will be forbidden. 3 .Some countries will use cloning in a wise way. Retell Paragraph 5 according to the following words:

newspapers---- religious leaders---- governments---- some --- other countries like China and the UK----scientists---- 点拨：总陈述+排比列举法,There are many different reactions to cloning. newspapers---- religious leaders---- governments---- some --- other countries like China and the UK----scientists----，使文本流畅

【设计意图】让学生细读各个段落，完成不同的阅读任务，培养获取信息和分析信息的能力。通过对所学内容进行复述，弹性再现文本内容，其目的在于培养学生的记忆力、思维的流畅性和语言的组织归纳能力。读说有机结合，齐步共进。

Step IV.Post-reading Task 1. Fill in the chart about the advantages and disadvantages of cloning. Problems of dangers of cloning Advantages of cloning cloning could ________ 1. Animals may ________ ________ 5.Medical _______ of older animals. ________ for serious degenerative(变质的) _________in humans. 2. Animal clones may _________ 6. Cloning plants can ________ ______ of ________ than the doctor animals. similar __________ _______ _________. 3._______ _______ may want to clone 7.Cloning plants can be ________ for themselves. reacher ________. 4. There are _________ ________ to 8.Cloning can help save _________ cloning human beings. _________. on _________ ________ 【设计意图】通过表格让学生在阅读理解的基础上，综合归纳克隆的好处以及克隆存在的问题和危险并分析作者对克隆的态度和看法。

Task 2.Retelling Retell the passage with the help of the exercise above

以Dolly的身份，叙述自己对被克隆的看法（克隆的好处和坏处）. 【设计意图】在学生理解了文章的主旨大意，把握了文章的相关细节信息并进行了深入理解后，设计以Dolly的身份叙述自己对被克隆的看法，再次对信息进行整合。既实现了有语言输入到语言输出的跨越，又让学生在角色扮演中深刻了解克隆的好处以及克隆存在的问题和危险并分析不同的人对克隆的不同的态度和看法，从而实现了本节课的情感态度目标。

Step V: Summing up Step VI: Homework 1.

Find out the difficult and charming sentences and try to analyze them 【设计意图】通过让学生找出难句、典句并试着分析和欣赏，培养学生主动发现问题和解决问题的能力，同时为下节课语言点的学习做好铺垫。