Using LanguageⅡ教学目标

教案设计

教学课题：人教版高中英语 Book 8 Unit 2 Cloning 课型描述：Using language 学校：南宁市第五中学

执教者：喻为

一．教学目标：

1.

Knowledge aims: (1)

Get students to master words and expressions: extinct, merely, decoration, mammal, fierce, unable, bring … back to life, in favor of, in good condition, etc. (2)

Get students to learn word formation: impossible, unsuitable, possibility, unfortunately, etc. (3)

Get students to master reading skills. (4)

Get students to know how to write argumentations. 2.

Ability aims: (1) Let students learn to cooperate with other teammates; (2) Let students learn how to get the whole understanding and the detailed information of the given material.

①

Be able to do fast reading to get the whole understanding of the given material. More importantly, students will learn how to make use of transitional words (but, unfortunately, etc) and causality words (so, etc) to find out the main idea in a very quick way. ②

Be able to do detailed reading to get specific information we need. (3) Let students grasp two types of argumentations, including how to write down the outline of it.

①

Type 1: 只介绍自己的观点（给出观点，陈述理由，重申观点）；

②

Type 2: 分析利弊并给出自己的观点。

3.

Affection aims: (1)

Let students have a critical thinking about cloning: Technology is a double-edged sword. We should make development of cloning in right direction. (2)

Develop students’ sense of group cooperation and teamwork. 二．教学重难点: 1. Let them have the general knowledge of cloning and have a critical thinking about the technology of cloning extinct animals; 2. Help students how to improve their reading skills; 3. Discuss the questions; 4. How to write argumentations and develop writing skills; 三．教学方法：

1.

Task-based language teaching method; 2.

Activity-teaching approach; 3.

Whole-language teaching method; 4.

Scaffold teaching method. 四．教学手段:

A computer and a multi-media courseware.

五．教学过程及步骤: Teaching procedures: Step 1: Warming up and lead in: 1.

The teacher plays a video and ask students to think about two questions: Q1: What is the key word in the video? Q2: What can it do? 2.

From the video, teacher concludes that technology has greatly improved people’s lives and it benefits us in many ways. However, there is one kind of technology, and it’s very controversial, because even scientists don’t know whether it will help us or harm us. Guess what is it? The answer is cloning. 3.

Teacher checks how much students know about background information of cloning. Here, a questionnaire about cloning is given. Ask them to decide T or F.

Statement 1: There are two kinds of cloning. One is natural clones and the other is man-made ones. ( T ) Statement 2: Cloning only happens in animals. ( F ) Statement 3: Dolly the sheep is the first cloned animal. ( F ) (T: Dolly the sheep is considered to be the greatest success in the development of cloning) 4.

Have students to look back the development of cloning and lead them to have a wild imagination: What do you think will be the next cloned animal? The answers may be as follows: pandas, snakes and dinosaurs, etc. 5.

Teacher introduces a science fiction movie called Jurassic Park about dinosaurs in 1993. Play two episodes of it and ask students to answer: Q1: What kind of animals do you see in episode 1? Are they real? Q2: In episode 2, a scientist cloned many kinds of animals and brought them back to life. T: Do you think dinosaurs will return to the earth by cloning like the movie showed us? Step 2: Presentation: 1.

Reading. (1) Read the passage fast and get the whole understanding of it. Main idea of the passage …

Main idea of each paragraph …

Writing style of the passage …

Outline of the passage …

Task 1: Choose the main idea of the passage. The writer of the passage __________ A. is excited by the possibility of cloning fierce and extinct animals B. thinks it impossible and unsuitable to clone extinct animals like dinosaurs C. believes that extinct animals can be brought back to life by cloning D. dreams of dinosaurs returning to the earth

(T: When we read, the quickest way for us to find out the main idea of the passage is that we should pay more attention to the first paragraph and the last paragraph. Sometimes, the main idea also lies in the body part. In addition, focusing more on the transitional words and causality words will provide us important clues in a shorter time.) Task 2: Match the paragraph with main ideas. Paragraph 1

conclude that it’s just a dream Paragraph 2

introduce the topic of the passage Paragraph 3

explain the impossibility of cloning dinosaurs Task 3: What is the writing style of the passage? A.

narration B.

description C.

argumentation Task 4: The outline of the passage:

The introduction

The return of the dinosaurs?

The reasons for the impossibility of cloning dinosaurs

The conclusion

(2)

Detailed reading:

Read paragraph 2 for reasons why it is impossible or unsuitable to clone dinosaurs. Reason 1: You need perfect DNA. Reason 2: There is not enough diversity for cloned animals to overcome new diseases. Reason 3: A lack of a suitable habitat. T: Based on the reasons above, people cannot clone animals that have been extinct longer than 10,000 years. Dinosaurs disappeared 65,000,000 years ago. So the returning of dinosaurs is a dream. But it is not a dream for those who died out less than 10,000 years ago. Let’s get to know them. 2.

Guessing game (who am I? ) No 1

I am a large wild cattle.

I have long horns and hair. My hair is good for making into clothes.

I need grassland. My horns can be used for decoration.

No 2

I am unable to fly.

I am friendly and not harmful.

I need hot climate.

I lay large eggs and my tasty meat that could be developed for food. No 3 I am a very large bird that cannot fly.

I live by and in the sea. My feathers do not absorb water and they are useful for protecting clothes from water. No 4 My skins look like a zebra.

My skin can be used for decoration My meat is very tasty.

I need warm climate. 3.

Discussion (group work): Among the four extinct animals, if only one can be brought back to life, which one will you choose? And why? Please discuss it in your group and write down the reasons on your paper sheet.

You may begin like this: I think … can be brought back to life, because…

4.

Writing task 1: 基于你们的讨论结果，写一篇Let’s bring _______ back to life的报告，要求列举理由并说服别人。

(1) Before writing: 要点突破：

体裁是什么？________________ 议论文的几种类型？

①

只介绍自己的观点（给出观点，陈述理由，重申理由）

②

分析利弊并给出自己的观点

③

只介绍两种不同的观点

框架结构怎么做？

Title

Para 1: introduction paragraph

Para 2:

reason 1 body

reason 2

…

Para 3: conclusion paragraph (2) A sample one is provided. Let’s bring the dodo back to life

The dodo is the most suitable animal to be brought back to life. Here are the reasons.

Firstly, it’s friendly and not harmful, so we can keep it as pets for children. Secondly, its large eggs and tasty meat could be developed for food.

Finally, farmers can sell its feathers as decoration.

So I think the dodo would be the best choice to be brought back to life. Teacher asks students to write their own one.

5.

Critical thinking: (1) Think, if we really bring these extinct animals back to life, what benefits will people get? And what problems do you think will arise? (2) Group work: the following statements are about the benefits and problems of cloning extinct animals, please sort them out. Benefits are: Cloning extinct animals will bring dead pets to life. More species of animals can live in the world and it is beneficial for biodiversity. It can promote our technology. Problems are: As for some huge and fierce extinct animals, people may not have the power to control them.

Some evil men may use these extinct animals to do something wrong.

It may break the present balance of the nature. The land is so limited that we may not have enough space to build natural habitats for them. 6. Writing task 2：

针对人类克隆已经灭绝动物的利弊，写一篇英语短文。

内容包括：1. 克隆已灭绝动物的益处；2. 克隆已灭绝动物的弊端。

注意：1. 字数在100字左右；2. 开头已为你写出。

(1) Before writing:

体裁：议论文

框架结构是什么？

Para 1: introduction (导入话题&观点有分歧)

Para 2-3: discussion

正方观点及理由

反方观点及理由

Para 4: conclusion (表明自己的观点) (2) A sample: With the development of cloning, it may be possible to bring extinct animals back to life. The controversial issue of it has aroused wide concern in the public. The views of this issue vary from person to person.

Some people are in favor of cloning extinct animals. Here are the reasons. Firstly… Secondly…Finally…

However, the others are strongly against it. Their reasons are as follows. In the first place…What’s more…In addition…

Personally speaking…

The composition 2 is left as students’ homework after class. Step 3: Conclusion: 1.

Teacher shows her personal opinion of it. Technology of cloning is a double-edged sword. On the one hand, it can break backward; on the other hand, it may bring human endless disasters. Its negative effects should not be overlooked, only if we don’t go against nature of way in the

fairness and justice of heart, we can make development of cloning in right direction. 2.

Students’ assessment & summary. What have I learned in this class? Knowledge: Master words, word formation and expression; Master reading skills; Know how to write argumentations; Ability: I learn to cooperate with others;

I know how to find main idea and the specific information of the given material;

I can write two types of argumentations; Emotion: Technology is a double-edged sword;

We should make development of cloning in right directions. Step 4: Homework:

1.

Finish composition 2. 2.

Watch Jurassic Park ⅠⅡⅢif you are interested in it, and I believe it will bring you more thinking about cloning. 六．板书设计：

Book 8 Unit 2 Cloning Using language 1. Words: Reading skills: mammal, extinct, etc. 1. Fast reading 2. Expressions: 2. Detailed reading bring… back to life, in favor of…, etc.

3. Word formation: Writing: impossible, unsuitable, possibility, etc. How to write two types of argumentations