Reading and vocabulary第一课时教学实录

教学设计

课文标题Jurassic Park--Scientific fact Or Hollywood fiction. 教材版本:外研社。

授课年级，高二。

一

整体设计思路。

本文选自外研社第册五单元cloning。文章以侏罗纪公园到底是客观科学事实还是好莱坞幻想为话题，作者通过提供论据，清晰地表达了自己的观点。作为一篇典型的议论文，该文本脉络清晰，语言凝练，词汇表达地道。本节课的教学设计思路，从话题，体裁，与语言三个层次入手。 1.

话题层面。通过一张恐龙图片引入话题。获取学生相关方面的知识。引入相关的话题，词汇及表达。激活学生关于该话题的学习兴趣和认知模式。

2.

体裁方面，通过对文本的深入剖析，使学生明确议论文的写作框架。

3.

语言层面，通过赏析文本语言，让学生学习归纳本文话题相关的表达。引导学生表达自我观点。

二

教学目标

1.

培养学生的阅读技巧，特别是细节信息获取，读前预测。

2.让学生了解克隆恐龙的相关科学知识背景和问题，在了解文本信息的基础上，交流自己的观点并理解文章结构。

3. 学习议论文的基本框架，和语言特点。

4. 建立一定的科学常识：即克隆是一把双刃剑。

三

教学过程

Activity one：Involving the students in the dinosaurs topic By introducing a picture，lead students to talk about dinosaurs to warm up and introduce some related vocabulary. Purpose:

Use your picture to introduce the topic and motivate the students’

interest in it and related cognition.

Activity two: Find out the information about the movie Jurassic park (Paragraph 1) Read paragraph one to find answers to the questions 1.

Who is on the tour to the amusement park? 2.

Who creates living dinosaurs? How? 3.

What happens to the park Purpose: by reading paragraph 1, students can have a general understanding of the film Jurassic park, especially the technology to create living dinosaurs.

Activity three: prediction According to the title and paragraph one, what do you think the writer will talk about in the following parts, thus motivating the students to think about the function of paragraph 1.

Purpose: practice the skill of prediction in pre-reading and make the students aware we are going to read a discussion rather than a film.

Activity four: identifying the author’s conclusion to the discussion. (para. 2- 6)

Purpose: get the students to find out the author’s answer.

Activity five: Read the whole passage again to get the main idea of the passage and the author’s job.

1. finish exercise 3 and 4 on the textbook. 2. think about how the author draw the conclusion. 3. find out the reasons.

4. as for the language, how does the author make the reasons logic and clear? 5. find expressions that are useful for expressing one’s opinion

Purpose: make the students understand the passage as a whole. More importantly, learn how to justify one’s opinion in a clear and logical way. Learn the language.

Activity six: think about what type of article the passage is and its structure.

Purpose: make students know the basic structure of argumentation.

Activity seven: Discussion Do you support bringing dinosaurs back to life by cloning? Use the expressions from the passage when you are expressing ideas. Purpose:

make students follow the author’s example to give opinion with clear and logical reasons.

Activity eight: assessing the learning outcome. Write a short article:

Do you support bringing dinosaurs back to life by cloning? Use the expressions from the passage when you are expressing ideas. Purpose:

help the students to consolidate what has been learned and improve their language outcome.