Learning about Language教案设计范例

Book 8 Unit 2 Cloning 教学设计

授课教师：棠下中学

罗爱勤

授课班级：棠下中学高二（21）班

文本分析：

本文是SEFC Book8 Unit2的文章，课题为Cloning, 本节课为第二课时。本单元具体涉及“什么是克隆”、“克隆羊多莉是如何诞生的”、“克隆的利弊”等。语言技能和语言知识都是围绕“克隆”这一中心话题设计的。通过对本文的阅读，帮助学生进一步认识克隆的意义在于解决医学上的难题，为人类服务。本节课是在学生已阅读了课文的前提下对语言点进行学习和掌握运用，达到正确使用本单元中一些重要词汇和短语的目的。本文线索和脉络清晰，通过本文的学习，学生可以增强篇章结构的意识，并且增强对克隆的认识，进一步思考科学技术的价值和社会道德的意识。

学生分析：

高二（21）班是一个平行班，英语基础起点较低，但是学生态度较认真，学习热情也比较高。学生已基本具备在阅读中获取细节信息的能力，但是多数学生在单词短语的掌握、语言表达（内容和语言的准确性和得体性方面）的能力都比较欠缺。除此之外，学生对于对于克隆知之甚少，对克隆这一主题认识非常浅显。

学习目标：

1.让学生熟练地掌握本课文的短语，长难句和重点句式，让学生能够准确应用这些短语和句式完成句子或篇章。

2.小组合作，自主探究。

3.激情投入，快乐学习。

重点难点：

学会在具体语境中准确、恰当运用本课文的短语和句型。

学法指导：

1.自主学习学生必须独立划出导学案里的短语。

2.限时完成导学案的课堂探究部分的问题

，可查阅相关教辅资料。

3.学生主动积极合作，组织讨论并展示成果

。

Teaching Procedure & ways Step I. Leading- in 1.

Students underline some phrases according to the given Chinese. 1.是...的一种方式

2.一种精确的复制

3.事实是...

4.是...的例子

5.首先...第二...最后...

6.总是

7.做...有价值

8.在...方面做研究/调查

9.这是一个很难开展的任务/工作

10.得到好结果，偿清

11.为...提供...

12.把...分成... 13.一方面...另一方面...

14.沮丧

15.适合，使...相符合

16...的一半长度

17....的主要的困难

18.引起一阵强烈的反对

19.对...有

巨大的影响

20.使...看清...21...的可能性

22.目前

23.很难（做）...

24.达到...目标

25.提出道德问题

26.充足的医疗救助

27.禁止某人做...

28.继续做... 2.

Check the answers. (Designing purpose: enable the students to memory some important phrases in the passage and have a better understanding of the passage.) Step II. Reflecting

Ask the students to translate some difficult sentences and master the usage of some phrases by translating some Chinese sentences into English. (Designing purpose: enable the students to understand the long and difficult sentences and to know how to use some phrases and sentence patterns to make new sentences.) Step III. Discussing

Group-discussion, students discuss in groups to exchange their answers with other group members. (Designing purpose: encourage the students to cooperate with their classmates and have a better understanding of the passage.) Step IV. Presenting

Students show their own paper in class and explain them to the other classmates. (Designing purpose: allow the students to practice their oral English and encourage them to express themselves in English.) Step V. Commenting

Teacher makes a comment on the answers given by the students. (Designing purpose: to correct the mistakes that the students have made.) Step VI. Checking

Students do some relative exercise to check whether they can master what they learned in class. 使用本课学到的内容翻译下列句子。(选择适合自己的做) 1.1 这是一项很难开展的工作。

1.2 虽然这是一项很难开展的工作，但是只要你能坚持下去，你的决心和耐心就一定会得到回报的。

2.1学生是否应该带手机回校。

2.2 学生是否应该被禁止带手机回校, 这引起了一阵强烈的讨论。

3.1 他们彼此的文化和宗教不同。

3.2 他们彼此的文化和宗教不同, 但并不影响他们在这个研究上的共同合作。

(Designing purpose: to consolidate the knowledge that the students have learned .) Step VII. After-class Exercise (Homework) Students do some after-class exercise to consolidate the knowledge they learned.

改错题。共有10处错误，改错、删词或加词。

Cloning has two majority uses. Firstly, gardeners use it all the time to produce commercial quantities in plants. Second, it is valuable for

research on new plant species and for medical research on animal. Cloning plans are straightforward while cloning animals is very much complicated. It is the difficult task to undertake. Many attempts clone mammals failed. And at last the determination and patience of the scientists pay off in 1996 with a breakthrough-- the cloning of Dolly the sheep. (Designing purpose: to enlarge the students’ knowledge after class.