Using LanguageⅡ设计意图

高中英语模块八教学设计

Unit 2 Cloning

教材：人教版《英语8[选修] New Senior English for China》

一、教学对象分析

本校生源素质大多较好，英语基础知识比较扎实。其中，本节课授课教学对象是高二第二学期的学生，高二年的学生经过一年的衔接和调整，已经基本能适应高中英语阅读教学，学习本课之前已具备较好的听、说、读、写技能。授课班级的学生，求知欲和思维能力强，能较独立自信地用英语表达自己的看法。尽管这样，学生大部分来自城乡结合部，英语表达的准确性比较欠缺，知识结构不够全面。其中，部分学生来自新疆，基础底子较为薄弱，课堂参与和课外学习较缺乏主动性。通过本节课学习，学生能够提高阅读能力和口头表达能力，扩大知识面，提高学习的积极性和主动性。

二、教材内容分析

本节课是人教版高中英语教材选修八第二单元的阅读课Cloning: where is it leading us?，阅读难度中等。就阅读课而言，学生常常有畏难情绪，尤其是当文章较长或者生词较多，往往没有耐心看完或者仔细阅读。因此很有必要经常在阅读教学中渗透阅读技巧，并且不断重复，以达学生能熟练使用这些技巧。此前，授课班级学生已学习过阅读的基本技巧，比如概括大意、推测词义以及细节查找和推断，利用本节课加深题目难度设置，着重巩固这些阅读技巧。此外，本单元主

题是克隆，本节课的教学围绕克隆的定义和克隆的利弊展开教学。学生虽有接触过这个话题，但是并不了解，通过简单的学习克隆，并且提出一些关于克隆的问题，可以激发学生对一些社会议题的思考，培养独立思考的能力，形成具备个人见解的看法。

三、教学目标

（1）能根据猜词技巧，掌握以下词汇identical，straightforward，breakthrough，procedure，cast down，altogether，attain，accumulate （2）培养和巩固阅读技巧：概括大意、推断态度、猜测词义。

（3）通过讨论或辩论，提高口头表达能力。

（4）在训练阅读技能的基础上，了解克隆这门生物科学以及有关争议，引发关于伦理道德的思考。

（5）

培养合作学习的能力以及独立思考，形成个人见解的能力。

四、

教学过程

Step 1 Warming up（10mins）

1. 问候和导入

教师和学生进行聊天式的讨论，PPT显示聊天内容：一张卡通《喜洋洋和灰太狼》的图片以及各种“羊”的图片，引导学生思考“羊”年的羊是sheep、goat、ram、还是antelope，以此引出主题动物Dolly the sheep. •

T: Happy the new year of Yang. What is really the symbol animal of the year?

Is Yang a goat, a sheep or a ram? Is it possibly a Xi

Yangyang? It is funny that it is even translated into any ruminant horned animals. 2. 热身及读前活动

教师在PPT上展示各种克隆的图片，多利羊、草莓繁殖、嫁接、双胞胎，要求学生思考两种不同的克隆：自然克隆与人工克隆。并且逐渐引导学生给出克隆的定义。

T：

We’ll talk about a sheep rather than a goat or a ram. It is as famous as a panda. It was born in 1996 and unfortunately, died in 2003. What is its name? What do you think makes it famous? (Show a picture of strawberry.) Give a definition of a natural clone. (Show a picture of a cutting.) Give a definition of a man-made clone. (Show a picture of a twin.) What do you know about twins?

(Show a picture of a man.) What do you think he is thinking about? [意图说明]让学生简单了解克隆的相关知识，克隆的定义，克隆的分类，引出文章的主题。同时，学生在参与活动中，提高了课堂学习的主动性和积极性。为课堂的阅读任务做了良好的铺垫。

Step2 Reading for main idea (6mins) 教师让学生概括文章大意，如果不能找出主题句，就找出关键词，或者用自己的话概括。如果有难度，教师给予一定的提示。

T: Read the passage quickly and try to get the main idea of each paragraph. Find out the topic sentences if any. If not, sum them up in your own words.

1. The main idea of each paragraph Para1 Cloning is a way of making an exact copy of another animal or plant. Para2 Cloning has two major uses. Para3 The problem of Dolly Para4 The impact of Dolly Para5 People’s reaction/attitude 2. The gist of the passage The main idea of the text is____.

A. The birth of Dolly represented the great development of animal cloning.

B. Animal cloning could be misused by evil leaders to clone themselves.

C. Animal cloning has raised arguments and scientists are not sure about its future

D. Animal cloning is so valuable that it deserves great efforts of the scientists.

[意图说明]学会跳读文章，以最快的速度，了解文章各段中心，，学会不受个别生词的干扰，由此概括文章主旨，提高阅读能力。

Step3 Reading for words (6mins) T: Find out the following words from the passage and try to explain them in your own words. You can also use other words to replace them.

•

Identical (Line3) •

Straightforward (Line7) •

Undertake (Line8) •

Paid off (Line9) •

Procedure (Line10) •

Cast down (Line13)

•

Altogether (Line14) •

Attain (Line23)

•

Accumulate (Line26) The word “controversial” (Line20) in Para 4 probably means _______.

A. complicated

B. arguable

C. conservative

D. arbitrary [意图说明]学生学会各种猜词技巧，并且在语境中推测词义。如利用同义词、反义词、词组搭配等等。同时为进一步阅读扫清障碍。

Step4 Reading for details (8mins) T: Since you have learned those difficult words, it must be easier for you to read the passage. Now read again and find out the dangers or problems of cloning, and also the advantages. Problems or dangers of cloning

Animal may____________________of animals. Animal may__________________than donor animals. Evil leaders Medical could______________________ cloning clones Cloning plants can be useful for Advantages of cloning

clones Cloning plants can older produce___________________. the _______________ may________________________

There are________questions towards In cloning. your own view, Cloning can________________

What’s the writer’s attitude towards cloning?

A. Neutral

B. Negative

C. Positive [意图说明] 学生学会查找细节，并且从细节中推敲作者的写作意图和观点态度，从而达到对整篇文章较为全面的了解，并为下一步的讨论提供信息和语料。同时了解克隆引发的各种争议和不同态度。

Step5 Discussion (15mins) T: (show the picture of Sun Wukong.) Since the ancient time, people have been thinking about cloning themselves to do multiple tasks at a time, which is believed by many people to be wonderful. Does human cloning always bring benefits? Let’s watch a short video and see what might happen if human beings can be cloned. T: Do you agree or disagree with human cloning? Choose either side of the topic and have a discussion with your group members. Here are some pictures and words to help you. organ 器官

transplant移植

moral

道德的

ethical 伦理的

variation of genes 基因变异

deformed 畸形的

infertile无法生育

T: In my opinion, human cloning is only a matter of time. The technology itself is not bad or good. It is how you treat it and use it that matters rather than itself. Try to make it useful for us and it is good! [意图说明] 学生了解克隆人引发的争议，并且通过教师给予的提示，概括升华自己个人的看法，培养独立思考的能力。讨论中，学生可灵活运用板书给出的语料，最终老师给予总结和评价。

Step6 Homework T: Try to make use of what we learned and discussed today to write a composition and state your personal opinions after class. Thank you. Cloning Your composition should include the following information. Also, the first sentence has been given. •

Advantages

•

Disadvantages •

Your opinion

With the rapid development of technology, human cloning will be possible.

_____________________ 板书:

U2M8 Cloning: where is it leading us? Cloning For

Against

commercial quality

illness cures

die younger new species

evil leaders variety of species

moral questions Human cloning For

Against organ transplant

lack uniqueness baby for the infertile

ethical problems great people

evil people …

…