Using LanguageⅡ评课稿

Unit 2

Cloning

I．教学内容分析

本单元的中心话题是“克隆”，涉及克隆哺乳动物、克隆的历史和是否能够克隆已经绝种的动物所引起的争议等话题。

Warming Up部分呈现一组图片，引入有关克隆的话题，要求学生回答有关是否能区分自然与人工无性繁殖克隆的问题，激发学生对克隆话题的兴趣，既能集中学生的注意力，又为他们学习本课话题做准备。因为这部分的问题比较有趣，所以能调动学生讨论的积极性，达到热身的效果。

Pre-reading部分要求学生讨论有关克隆的问题，看学生对克隆有多少了解，对这个话题学生想知道什么并有什么启示。这样可以激活学生的背景知识和思维，为下面的阅读文章做铺垫，并培养学生的想象力和判断力。

Reading部分介绍了植物与动物克隆之间的区别、多莉羊的诞生与死亡以及由此引发的争论。通过阅读，在训练学生的阅读方法和技能同时，帮助学生进一步认识克隆的意义在于为人类服务。

Learning about Language部分突出了词汇和语法的学习与训练。本单元的语法是掌握并运用同位语从句及同位语从句与that引导的定语从句的区别。

Using Language部分中包括了读、讨论和写、听三个部分的内容，通过学习“恐龙回归”的阅读材料，了解是否能克隆已经绝种的动物和讨论哪一种动物是最值得克隆及其理由，然后写成一份报告。听说部分是听一段关于克隆是否对动物残忍的对话并进行讨论，该部分可以激发学生的想象力和语言运用能力。

Learning Tip教导学生要提高英语口语能力，需要长时间地听英国或美国人朗读的磁带，并大声跟读。

I．教学重点和难点

1. 教学重点

(1) 本单元的生词和短语；

(2) 熟练掌握同位语的用法；

(3) 了解什么是克隆、克隆的利弊及对克隆技术的反思；

(4) 进一步熟悉和运用有关接受与拒绝、表扬与鼓励、不关心的表达方式。

2. 教学难点

(1) 了解克隆技术以及有关的争议；

(2) 学会发表评论和表达自己的看法；

(3) 学写有关表达观点的文章。

II．教学计划

本单元计划分六课时：

第一课时：Warming Up, Pre-reading, Reading & Comprehending 第二课时：Learning about Language (1)

第三课时：Learning about Language (2)

第四课时：Reading, discussing and writing (Using Language) & Reading task (Workbook)

第五课时：Listening and speaking (1) (Using Language) & Listening task (Workbook)

第六课时：Listening and speaking (2) (Using Language) &Writing task (Workbook)

Period 4 Reading, discussing and writing (Using Language) & Reading task (Workbook) Teaching material Teaching aims

高中人教新课标Book8

Unit2

cloning ：Using Language 1.Language aim：

A. To get Ss to learn more about cloning.

B. To get Ss to think about the development of the cloning.

C. Learn and master the useful words , phrases and sentence patterns in this period. 2.Ability aim:

A. Train the students’ reading speed.

B. Train the students’ reading skills. C. Enable the students to have a better understanding of the content and structure of the passage. 3. Emotion aim:

A. Enable the students to improve their cooperative ability by joining in group work.

B. Help the students to know science developing.

C. Activate the students’ interest of learning English by using many kinds of classroom activities. How to help the students to use different reading techniques for different reading aims. A. How to help the students understanding the passage better. B. Enable the students to be interested in science. 1．Cooperative learning

2. Competition.

3.Task-based teaching

1. the multimedia

2. the blackboard

Teaching important point Teaching difficult points Teaching methods Teaching aids

Teaching Procedures: Step 1. Reading, discussing and writing (Using Language)

1. Leading-in Purpose: To lead Ss to the topic and arouse the Ss’ interest in reading. Ask Ss to discuss the following questions. (1) Do you like dinosaurs? Where have you seen them? Can you see them in our real life? Why? (2) Do you think it is possible to clone dinosaurs? Why?

2. Fast reading Purpose: To get a brief understanding of the text. (1) Ask Ss to read the text in two minutes and try to get the main idea of the text.

(2) Ask Ss to discuss the following questions and then answer them in pairs.

①

Why shouldn’t you clone an extinct animal unless there is enough diversity in the group?

②

Why is it wrong to clone an extinct animal if it would have to live in a zoo?

③

Why can’t you clone the DNA of animals that have been extinct longer than 10,000 years?

3. Intensive reading Purpose: To get Ss to have some details in the text.

(1) Ask Ss to read the passage carefully and choose the best answer to complete each sentence.

①

Who are interested in cloning fierce and extinct wild animals?

A. Film makers

B. Ordinary people

C. Film makers and ordinary people

D. No one ②

We are a long way from being able to clone extinct animals because ________.

A. scientists are not experimenting with cloning mammals

B. the cloning of mammals is not difficult

C. scientists have not succeeded in cloning any mammals

D. the cloning of mammals is a new field ③

The cloning of mammals began seriously ________

A. 1950

B. 1996

C. 1n the ninety century sixty years

D. in the twenty century fifty years ④

What is the meaning of diversity in a group ?

A. It means passing on the ability to resist that disease to their children

B. It means having animals with their genes arranged in different ways C. It means all of them would be left to continue the species if there is a new illness

D. It means all of them might die of the same illness

Suggested Answers:

①

C

②

D

③

D

④

B

(2) Ask Ss to read the text again and have a discussion according to the requirement of Ex2 on P16. Ss work in groups; when discussing, the head of each group should write down the opinions of all the members. Ask some volunteers to show their opinions.

4. Language point

Ask Ss to go through the text, and find out the following sentences and analyze them. (1) The popularity of the film Jurassic park, in which a scientist clones several different kinds of extinct dinosaurs, proves how interested ordinary people are in the subject.

(2) This is because the cloning of mammals is still a new science and its story began seriously in the 1950s as this chart shows: (3) From time to time people suggest that the animals that have disappeared from the earth, like dinosaurs, can possibly be brought back to life through cloning.

(4) Unfortunately, with what we know now, this is either impossible or unsuitable.

(5) The advantage is that if there is a new illness some of these animals may die, but others will survive and pass on the ability to resist that disease to their children. (6) It would be unfair to clone any extinct animals if they would have to live in a zoo.

(7) Based on what we know now, you cannot clone animals that have been extinct longer than 10,000 years. Step 2. Reading task (Workbook) 1. Leading-in Divide Ss into groups and ask them to discuss the following questions. (1) Do you know something about “ Medical cloning” ?

(2)

What do you think of the “Medical cloning ”?

Suggested Answers:

(1)

“Medical cloning ”

is a medical cure using cells from an embryo to cure very serious illnesses (2) Different people have different opinions. 2. Fast reading (1) Ask Ss to read the text quickly and try to get the main idea of the text. (2) Ask Ss to answer the following questions. ①

What is a debate? ②

What should you pay attention to when you have a debate? ③

What is the topic of the debate? ④

When will everyone in the room vote and we can see who has won the debate? 3. Intensive reading (1) Arrange a competition according to the following steps. ①

Divide the class into boy groups and girl groups. Boy groups read the part “Team A”, while girls group read the part “Team B”. Each group read carefully, have a discussion and write down at least three questions about the part they read ②

Ss close their books, and each group ask questions for the other group to answer. Each correct answer will win one point for his/her group. (2) Ask Ss to red the text again and finish the exercise under the text. Step 3. Feeding back

1. Ask Ss to ask some questions about the two passages learnt in this class. 2. Ask some Ss to answer the questions first, and then teacher makes a conclusion.

Step 4. Homework 1. Ask Ss to review what has been learned in this period. 2. Ask Ss to preview Listening and speaking (Using Language) and Listening task (Workbook).