Using LanguageⅡ教学实录及点评

New Senior English for China Student’s Book 8 Unit 2

Cloning Speaking and writing 授课班级：汕头市第二中学高二（8）班

授课教师：钟泽贤

日期：2018.5.22

教材分析：本单元的话题是“克隆”。本节授课是在学生们学习了单元内容后再进行相关的知识拓展，让他们发挥想象力，从科学，从人文等多角度，思考克隆科学的发展方向及其对人类未来的影响，并运用本单元的词汇和表达以及课堂拓展句型口头陈述自己的观点并形成书面文字。

学情分析：面上中学的理科生，思维活跃，有浓厚的英语学习热情，能主动开口讲英语，能积极参与到课堂活动中来。但基础薄弱，大部分学生的口语和书面表达还需要老师给予明确的句型指导。所以课堂上不纠结学生表达的细微错误，而是鼓励和肯定他们的观点表达和语言运用。

教学目标：

1.情感和价值观目标

引导学生树立反对克隆造人，但支持医疗性克隆的正确价值观。让他们知道克隆技术不应成为某些阴谋家的手段，而应该运用克隆技术为全人类的共同发展谋福利。

2语言和能力目标

运用本单元的词汇和表达以及课堂拓展句型，口头陈述自己的观点并形成书面文字。

教学重难点：

教学重点：创设情境，利用英文视频，英文短剧等让学生更好理解和树立有关克隆的正确价值观及运用本单元的词汇和表达以及课堂拓展句型口头陈述自己的观点。

教学难点：让基础薄弱的理科生顺利开展当堂作文（应对策略：除了提供可参考的短语和表达外，教师还在讲授过程中在黑板上画了简单的思维图，方便学生更好地理解课堂思路）

教学过程：

Step 1: Lead-in and revision Watch a video made by students. (Our classmate Lily had a nightmare(噩梦) about cloning yesterday. ) 1

◆设计意图：克隆人问题对于学生来说遥远而抽象，所以用学生自己拍摄的关于克隆人的英文小视频作为引入，能激发对克隆人问题的思考及用英文表达思维的热情！

Step 2: Start brainstorming. Question: Should human cloning be forbidden or not? Sentence patterns: I learnt from the English textbook that…

So human cloning should (not) be forbidden. ◆设计意图：让学生自由表达支持和反对克隆人的观点，以单元课文内容为依据，做到在表达观点时有理有据，为过渡到课外拓展做好准备。

Step 3: Watch a movie clip and argue against the controversial opinion. The plot:

A cloned man was killed and his liver was taken out for organ transplant. Controversial: A living cloned man could be produced for organ transplant. Sentence patterns: I object to the opinion that...because…（同位语从句）

◆设计意图：为了让学生有正确的价值观，剪辑了《逃出克隆岛》中的影视片段，让他们用本单元的重点语法同位语从句来表达反对利用克隆人活体取器官的错误想法。

Step 4: Introduce medical cloning and ask the students to follow the same sentence pattern to express their opinion. Medical cloning: It aims at cloning the organs or tissues for the people who are in need of them rather than cloning a whole man. Are you in favor of medical cloning? Why? Sentence patterns: I am in favor of medical cloning because we can just clone…for the people who…(定语从句) ◆设计意图：介绍医疗性克隆。引导学生反对克隆造人，但应该支持医疗性克隆的正确价值观，并让其表达支持医疗性克隆的发展。

Step 5: Enjoy a short play performed by the students and answer the question. Q1: What kind of problem might be solved with the development of cloning technology in the future according to the play? Q2: In the play, who wants to control humans using cloning technology? Q3：Who do you hope the cloning technology serve, the evil leader or the whole human race?

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The plot: In the near future, lots of medical problems can be solved with the development of cloning technology. However, Doctor Li is not happy at all because he lost his cloned wife. He comes to his boss’s office，who is an evil leader and always wants to control humans using cloning technology…

◆设计意图：用短剧形式让学生想象和感受穿越到克隆技术高度发展的未来场景。憧憬克隆技术为人类的未来生活带来巨大的改变的同时也要让克隆技术朝着正义的有利于全人类的方向发展。为更好地理解主题和写作做好铺垫。

Step6：Writing: A letter to the World Health Organization (WHO) 中国科学家成功克隆猴子，世界生命科学有了重大突破，从而也引起公众对克隆人的道德伦理担忧。请你代表中国青年学生，写一封邮件给世界卫生组织。内容包括：

1.

克隆人应该被禁止及原因

反对为器官移植而生产有生命的克隆人的想法

2.

支持医疗性克隆，目的是治疗疾病而非造人；例如只克隆心脏，皮肤等。

随着克隆技术发展，未来很多医学问题都被解决，

希望克隆技术能用于服务全人类，提高人类生命质量

Dear Sir/ Madam, I am a Chinese student and I am very proud that we have made great progress in cloning animals. In the meantime, the public become more concerned about the problems aroused by cloning. So I am writing to express my opinions on behalf of the Chinese teenagers.

….

Thank you for your attention. I would appreciate it if you could promote the healthy development of the cloning technology for the whole human race.

Yours,

XX ◆设计意图：为了让学生的口头表达形成书面文字，根据2018年1月25日发布的中国科学家成功克隆猴子的新闻，设计了让学生写一封信给世界卫生组织。表达作为中国的青年学生，在学习了课文有关克隆主题的内容和相关知识的拓展后，对人类的命运和共同未来的关注和思考。

Step 7: Share student’s writing and make assessment. One possible version: On the one hand, human cloning should be forbidden. Because I learnt from the English textbook that Dolly the sheep lived half the length of the life 3

of the original sheep and the same fate might affect other animals, including humans. Besides, we object to the opinion that a living cloned man could be produced for organ transplant. On the other hand, we are in favor of medical cloning, which aims at curing serious illnesses rather than creating humans. For example, we can just clone hearts for the people who have heart disease and the skins for the people who get burnt. With the development of cloning technology, lots of medical problems can be solved in the future. And we hope that this technology can be used to serve the whole human race and improve our quality of life.

◆设计意图:展示和交流一些学生的作文，不纠细微问题和错误，而在于肯定好的书面表达，特别是本单元相关的语言运用以及本节课强调的表达，让学生们学习同伴的语言运用，也激励他们的写作信心。

Step 8: Exchange your writing with your deskmate and make assessment. ASSESSMENT Is the composition divided into paragraphs? (作文是否有划分段落）

Are all the details stated? （是否涵盖了所有的细节）

Are there any mistakes? （有无任何语法错误）

Is the hand writing nice and clean? (书写是否工整漂亮) Structure (结构）

Content （内容）

Language （语言）

Handwriting （书写)

教学评价和反思：

优点和亮点：从课文内容到课外拓展，从口语表达到书面文字，循循善诱，层层铺垫，引导学生对克隆问题形成正确的价值观并激发其用英文表达观点的热情。

学生参与度高，课堂气氛活跃。其中学生拍摄的英文小视频和英文短剧的设计是此次公开课一致认同的最大亮点。

改进之处：在今后的教学中，可以更大胆地放开让学生探讨，注重学生思维的培养，让学生形成自己的思维导图。

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