Learning about Language公开课教案（教学设计）

新课标高中英语必修八第二单元阅读课

Cloning: Where is it leading us教学设计

江西省萍乡中学

高三英语教研组

潘雅丽

13517993393

Teaching Design for Unit 2 Reading Pan Yali Pingxiang Secondary School Types of Lesson: Reading, Thinking and Discussing. Teaching Material: NSEFC Student Book 8 Unit2 Reading

I. Analyses of Teaching Materials The topic of this unit is cloning. Students should know what clone is, the advantages and disadvantages of cloning and they should also be encouraged to express their own opinions on the controversial technology. The reading text introduces the distinguish between animal cloning and plant cloning, the birth and death of the first cloning sheep Dolly and the controversy caused by it, aimed at helping students know more about the significance of cloning and build up a correct and positive attitude towards cloning to make use of it to serve people.

1.

Teaching objectives: 1) To develop reading ability and practise some specific reading skills. 2) To know something about cloning. 3) To express opinions on cloning. 2.

Teaching methods Task-based learning approach, self-regulated learning approach, teamwork 3.

Teaching Aids Multi-media, PowerPoint, blackboard and smart board II. Teaching procedure Step I: Lead-in

Activities: 1) Show Ss a video clip of the film The Sixth Day

2) Talk about the topic the clip shows (cloning)

Aims:

1) Arouse Ss’ interest; 2) Lead to the topic of cloning

Step II: Pre-reading Activities: 1) Highlight the reading skills (tell the difference between skim and

scan) The better way to get the main idea is: (Ask Ss to choose the answer) A: Read the passage sentence by sentence and study the meaning of each or sentence.

B: Try to find out a topic sentence in the first, the last or sometimes in the middle paragraph. 2) Ask Ss to predict the main idea of the text through the topic sentences of first and last paragraph.

Aim: Help Ss to go over the skill of skimming for the main idea. Step III: While-reading

Task 1) Extensive reading: Do the multiple choice exercises (including one about main idea ; three about detailed facts and one about make inferences)

Aim: To consolidate the reading skills such as skim, scan and making inferences

Task 2) Intensive reading: Ask Ss to get the main idea of each paragraph and do some exercises related to the details of each paragraph.

Aim: Understand some detailed facts and pay attention to some important words and phrases.

Para 1: The definition of cloning. 1)

What is cloning? It is __________________________. (within 10 words) 2)

It happens both in ___ and in___. They can be divided into ____and ___. 3)

Look at the following pictures, and decide whether they are cloning. If it is, which kind does it belong to.

Para 2: The major uses and procedures of cloning

1) What are the two major uses of cloning? (within 20 words) ________________________________________. 2)“Cloning plants is straightforward while cloning animals is very complicated”. In this sentence , the word “straightforward’’ means ____ A. simple B. honest C. frank D. difficult

3) The procedure of cloning (Ask Ss to draw the procedure)

Para 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. Para 4: The impact of Dolly

On the one hand, its appearance raised _____ and ____ the media and public imagination.

On the other hand, it suddenly opened everybody’s eyes to the possibility of using cloning to cure ____ and even to produce____.

Para 5: People’s attitude to cloning

1) What problems may arise when humans are cloned? (within 14 words)

2) Did all the countries forbid research into human cloning? (within 10words)

3) The writer’s attitude towards cloning A. Objective (be fair)

B. Negative (be against it)

C. Positive (be in favor of it)

D. Indifferent Step IV: Post-reading Task:

Encourage Ss to have a heated debate to express their opinions on cloning. Ss are allowed to exchange their seats to sit with those who share the same opinion.

Aims: 1) learn to write about opinions with given structure 2) form the ability of expressing idea and sharing with others

Before their discussion, gives Ss some expressions to help them: be in favor of…; be for sth; agree with the idea…; be supportive of…

be against sth; disagree with the idea of…/that…

People have different opinions on cloning. Some are for it. The reasons are as follows. Firstly,…

Secondly,…

However, others are against it. For one thing,…

For another,…

Step V: Assignment (Homework)

Task: Write an essay with given title” Is cloning good or bad for us”

Aim: Learn to write with given topic, grasp the structure of argumentative writing

III. Students’ reflective assessment

Questions Reflection How much do you know about

cloning ?( type ,procedure, benefit, harm) How much words and phrases do you know in

this lesson?

IV. Teaching Reflection 这是一节关于克隆话题的阅读课。由于克隆是一个抽象的话题，学生虽然在生物课对克隆有所了解，但是仍然有部分学生对克隆了解不足。而克隆是一个具有争议性的热点话题，阅读、听力，写作可能涉及到这个话题。因此，让学生了解这个话题相关内容，学会运用相关的单词与词组，是这个单元的重点。因此，在导入这一环节中，通过学生比较喜欢的电影片段《第六日》，引出克隆这个话题，逐步过渡到对克隆未来的预测，从而进入课文的学习。

由于这篇课文的结构十分清晰，而且通过第一段和最后一段中心句的阅读就能预测课文的重要内容。因此，在阅读前，我渗透了略读的阅读技巧，让学生先阅读前通过浏览中心句猜测课文大意。其次，结合高考题型，我设计了五道阅读题，分别从三个角度来训练学生的阅读能力（即大意题、细节题、推断题），从中渗透阅读技巧的教学。接下来，由于这篇课文的篇章十分清晰，每个段落涵盖信息很多，我根据篇章与高考要求设计了不同练习，比如词义猜测，阅读表达，作者意图题等。第二段的画图题极大地调动起了学生的兴趣与参与热情。通过这些练习，学生不但能更加清楚课文的篇章内容，也能通过这个练习强化单词与词组学习。最后，让学生通过谈论作者对克隆的态度，让学生用给定的句型表达自己对克隆的态度。这对我们这些基础比较弱的学生来说，是十分必要的。

而在实践过程中，我发现大部分活动都是有效的，同学能轻松地一起完成课前设计的任务，课堂气氛比较活跃。但是在完成为每段落练习的时候，我发现学生都需要花比较长的时间去完成，而且部分学生还无法组织合适的词语完成在规定字数内的练习，导致后面的讨论时间不够。这是我预先没想到的。后来经过与教研组的讨论，我发现是我的题目设计的太难太多，题目既然涉及总结能力又涉及分析能力，因此，在写此教案的时候，我就对这道题目进行了简化。我想下次设计这些题目的时候，我一定要注意考虑学生的实际能力，不能求全，否则反而无法提高学生的学习效率。