Using LanguageⅡ教学设计及教案分析

Book6 Module5 Cloning

Reading 教学设计

[教材分析]

本节阅读课选自Cloning为话题的教学模块。Warming Up提供了几幅有关Dolly the sheep(多莉羊)，A stem（花茎），

Twins（双胞胎婴儿）的图片，把学生带入到克隆主题和情境中来，引发学生参与、思考和讨论。Pre-reading是Reading的热身活动，让学生们列出他们想知道的关于克隆的问题和想得到解答的疑问。Listening作为阅读前的听力训练，让学生掌握全文大意。通过Scanning掌握各个段落的段落大意，在While reading中让学生们理解全文,使学生了解什么是克隆、克隆的优缺点和人们对克隆的反应，最后通过Post Reading 让学生学会判断和表达个人观点。

[学情分析]

通过课前询问得知，学生们对克隆这个话题并不陌生，他们在生物课上了解过克隆的一些知识，比如他们都知道第一只克隆羊多莉。这对本节课的热身与导入是很有利的，学生们的相关背景知识也可以帮助他们在阅读过程中更好地理解克隆。作为高二级的学生，他们既拥有对科学知识的兴趣，又具有理解科学知识的信息储备和能力。老师要做的就是一步步引导他们在阅读过程中探究、讨论、理解和读透这篇关于克隆的文章。

Teaching goals 1.Knowledge Objectives key words and expressions clone, cloned, commercial，producer，undertake，arbitrary，object，forbid，accumulate，cast down，object to，the media，in favour of Key sentences It happens both in...and in... It is a way of... The fact is that... 2.Ability goals Enable the students to describe cloning:

What is cloning？

How to produce a cloned sheep? Help students to analyze the attitude of people and the author. Teaching important points

1)

How to grasp the main idea of each paragraph and the whole passage 2)

How to describe cloning 3)

How to get people’s opinions about cloning 4)

How to catch the details of the text Teaching difficult points Help the students analyze the attitude of the author. Teaching strategy and methods

Task-based teaching , Cooperative method, Warming up, Pre-reading, Listening, Scanning, Careful reading, Consolidation and Post-reading Teaching aids

Blackboard, multimedia,computer and some slides Preparations before the class Prepare a tape; Making PPT; Making learning plan ; Ask students to preview it before class using the learning plan provided by the teacher Teaching procedures & ways

Step I

Warming Up 【导入】

The teacher invites twin girls to come to the platform T:What a lovely thing.Twin girls are in our class.Welcome to the platform. Students Clap

T:Look at the twin girls. What are the same features of twins? S:The same in sex and appearance.Cloning...

T:What will you think of when you hear the word “cloning”? S:Twins,dolly,gene... T:Are there any other examples about cloning? S:Plants...

T:Good.For example ,a stem taking cuttings from growing plants to make new ones... Are there any examples about cloned animals? S:Dolly the sheep... T:How does dolly differ from other sheep? S:She was cloned.

T:YES.She was cloned while the others are born naturally.so ...Dolly was a ______ sheep. S:cloned.

T:Any other cloned animals? S:Cloned cats…

T:There are cats cloned in 2002,dogs cloned in 2005... 【设计意图】邀请双胞胎姐妹上台做模特让学生们在趣味中观察双胞胎的共同特征，引导学生们联想到其他的克隆现象和人工克隆的例子，让学生们在生活化的情境中自然切入主题。

Step II Pre-reading 【教师活动和学生活动】

T: Read the title and list the questions you want to find out. Questions about cloning …

S:What is cloning?

What is a natural clone ?

What is a man-made clone? …

【设计意图】读前让学生们读标题列出自己想知道和得到解答的问题，让学生们养成带着问题和目的去阅读的习惯。

Step III

While- reading Task1

【教师活动和学生活动】

T:Listen and fill in the blanks The teacher plays the tape Students listen to the tape and then fill in the blanks to get the main idea of the passage. The passage tells us that animal cloning raised _________ and scientists are not sure about its______. 【设计意图】让学生们通过听录音填空，掌握全文大意同时训练学生们的听力。

Task 2

Scanning 【教师活动和学生活动】

T:Scan the passage and match each paragraph with the

general idea. Para 1

A.The problems of Dolly Para 2

B.The major uses and procedures of cloning Para 3

C.People’s reaction to cloning Para 4

D.The definition of cloning Para 5

E.The impact of Dolly The teacher asks some students to present their answers

【设计意图】让学生们通过浏览全文搭配各段的段落大意，进一步把握全文脉络。

Task 3

Careful reading Para 1 The definition of cloning 【教师活动和学生活动】

T:Firstly .Read para.1 to find out the The definition of cloning and fill in the blanks. It happens both in ______ and in_______. They can be cloned by ________ and _______. T:When they are cloned by themselves,we can called them ... S:natural clones

. T:When they are cloned by humans,we can called them ... S:man-made clones T:What is cloning ? Cloning is a way of making an exact _____ of another animal and plant. S:copy The teacher asks students to read the word out together. 【设计意图】让学生们细读第一段，通过填空找出克隆能够同时发生在动物和植物身上的信息，通过讨论和老师进一步引导，学生们区分克隆类型包括自然克隆和人工克隆，最后让学生们能够理解和掌握克隆的定义。

Para 2The major uses and procedures of cloning 【教师活动和学生活动】

T:Now,let’s read para.2 and answer the two questions as follow. T:1.How many major uses does cloning have?What are they? S:Two.Firstly, …commercial…Secondly, …research…

T:2.When was the cloning of Dolly the sheep born? S: 1996 T:Next,Read the content in the square frame and tell me “how to produce a sheep”

The teacher asks some students to present the procedure,at the same time,presenting it on the screen using slides. 【设计意图】让学生们带着两道理解题阅读第二段，让学生们找出克隆的两大用途和克隆多莉羊的时间信息，然后让他们做科学家来陈述克隆羊程序，老师使用生动有趣的演示图给学生们展示克隆羊的整个过程，成功攻克学生们对克隆过程的理解难题。

Para 3

The problems of Dolly 【教师活动和学生活动】

T:Next,Read para.3 and find out The problems of Dolly. At first, the fact that Dolly developed ______ was __________. Later, the news that she lived for six years, half the length of the life of the ______ one was __________. T:Choose the correct phrase from the following phrases. Finally, a cloned animal lives _____________

the original one. as long as / shorter than / longer than 【设计意图】让学生们通过补全信息找出克隆羊会出现的问题，然后通过短语选择让学生们分析得出克隆羊比原型羊寿命短的结论。

Para 4 The impact of Dolly 【教师活动和学生活动】

T:Read para.4 and finish the multiple choice

The word “controversial” in Para. 4

probably means

____________.

A. complicated

B. arguable

C. Important Students give the key and explain why to choose it. The teacher ask students to explain the meanings of the other two words. 【设计意图】通过词义辨析题让学生们知道克隆羊所带来的影响是引发了人们广泛而不同的争议。也通过对其他两个词的词义解析让学生们比较和区分不同词汇的含义用法。

Para 5 People’s reaction to cloning

【教师活动和学生活动】

T:Let’s read para.5 and tell if the statements as follow are true or false: 1 .People feared that Cloned evil leaders 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. The teacher asks the students to find the related content to tell if the statements are true or false and present how to change the statements if they are false. 【设计意图】通过正误判断题以及对错误的陈述的修改，让学生们敏锐而正确地了解到不同国家和人们对克隆的绝然不同的反应。

Consolidation 【教师活动和学生活动】

T:Let’s sum up the text to consolidate it. Clone is a way of making an exact_______ of

another animal or plant. Cloning have two ______ uses. Firstly, gardeners use it all the time to produce _____________quantities. Secondly, it is valuable for research on new plant _________and for medical research on animals. But through the _________and death of Dolly, cloning has a lot of problems. On the other hand,

we know cloning is controversial in some countries for ________and ___________reasons. 【设计意图】总结全文，巩固学生们对全文的理解。

Step IV Post-reading 【教师活动和学生活动】

T:After reading the whole passage, We can conclude _______ A.Cloning is good for us. B.Cloning has two aspects. C.If cloning is used in a correct way it can bring many convenience to us. D.If cloning is used in an evil way it can cause much trouble. T:So we can conclude that we should use cloning in a wise way. T:We can also get the writer’s attitude towards cloning

A. Objective (to be fair)

B. Negative (to be against it) C. Positive (to be in favor of it) Because___________________________________________________ The teacher asks students to make choices and give the reasons using what they know after the whole reading of the passage. 【设计意图】在理解总结全文之后，通过选择题让学生们分析和总结人们对克隆应有的正确态度应该是理智利用克隆技术，同时通过讨论和对原因的分析判断出作者对克隆所持的态度也是客观公正的。

Homework 1.Read the passage again and find out all the noun clauses in the text. 2.Write a short passage according to the topic. 【设计意图】1、让学生们找出文中的名词性从句，整理和学习文中的重要句子结构，同时对下一节课的语言和语法学习做准备。2、写一篇以Should human cloning be allowed?为主题的作文，让学生们经过对文章的理解后进行信息和观点收集、储备、掌握和应用，同时训练写作技能。

Writing

Should human cloning be allowed?

最近班里同学就是否应该进行克隆的研究这个问题展开讨论。请你根据下表所提供的信息，客观地介绍讨论情况并发表自己的看法，根据讨论情况写一篇介绍。

For(40%) Against(60%) 1.在医学上, 可以利用克隆来治疗1.克隆动物比正常的动物寿命短; 重病; 2. 克隆植物可以研制出新的植物,2. 有些邪恶的人会试图克隆自己以提高产量; 实现他们的野心; 3. 克隆技术可以用来拯救濒临灭3. 克隆技术涉及到道德方面的问题,绝的动物. 应该加以阻止. [教学反思] 该课的设计从引导学生进入主题到读后判断作者意图，环环相扣、任务明确、图文并茂、富于趣味、讲练结合且同时训练和提高了学生的听、说、读、写四种学习技能。整个教学过程体现了教师主导、学生主体的关系。在老师循序渐进的引导下，整节课学生们在自主、合作、探究中轻松度过，老师在教学过程中穿插了学法指导，也通过主题教学促进了学生的情感教育，达到了良好的教学效果，我很欣慰，也有所思。

本节课亮点一是邀请双胞胎姐妹上台做模特让学生们在趣味中观察双胞胎的共同特征，同时呈现跟克隆有关的植物和动物图文，在生活化的情境中自然导入主题；亮点二是使用步骤清晰、层层递进、鲜活生动、细致有趣的演示图给学生们展示克隆羊的程序，成功攻克了学生们对克隆过程的理解难题；亮点三是在理解总结全文之后，通过让学生们分析和总结人们对克隆应有的正确态度应该是理智利用克隆技术，同时通过讨论和对原因的分析判断出作者对克隆所持的态度也是客观公正的。课后作业中，学生们通过写一篇以Should human cloning be allowed?为主题的作文，让学生们通过对文章的理解后进行信息和观点收集、储备、掌握和应用，同时训练和提高学生们的写作技能。

本节课的教学内容是根据我班学生的实际情况设计的，难度适中，满足了不同层次学生的需要，无论是总体把握还是细节理解，全面考虑了学生所想、学生所能、学生所悟。但是本节课也还存在一些不足，需加以改进。由于任务多容量大，导致时间比较紧张，部分学生没能完全消化本节课的教学精髓，今后将更加妥善合理安排时间。