Using LanguageⅡ教案设计（一等奖）

高中英语必修8 Unit 2 Cloning Period 1 教学设计

一、教学目标：

（一）知识与技能：

（1）通过本课的学习使学生初步了解有关“克隆”的相关知识，了解“克隆羊多利”的诞生过程，了解克隆技术的利与弊，体会作者在写本文时是如何进行内容安排的。

（2）掌握基本的阅读技巧如skimming，scanning；在阅读中体会并初步掌握生词、词组、句型的用法。

（二）过程与方法：

（1）学习分析文章脉络、提炼文章大意的过程。

（2）学会及运用自主学习与小组合作学习的学习方式。

（三）情感、态度与价值观：

通过本课学习，使学生了解克隆的定义及分类，认识克隆在生活中的功能作用，能用所学的有关Cloning的词汇去表述自己对这一新技术的观点和看法。

二、教学重点难点：

（一）重点：

1.了解科技说明文的文体特点并以此指导阅读；训练skimming, scanning, fast reading, careful reading等阅读技能； 2.对文章深层次的理解及细节的欣赏，认识及了解克隆技术。

（二）难点：

1.阅读技能的训练；

2.对科技说明文的鉴赏能力及事物的客观评价。

三、教学方法：

问答法(question and answer)、讨论法(discussion)、任务教学法（tasks-based method）

四、教学步骤：

Step 1 Leading-in ( 3 minutes) T shows a movie clip from Multiplicity which is a movie about clone man. Ask Ss what do we call those men who are copies of the same men. Let

Ss talk about what a clone is. Thus, the topic is naturally led in.

目的及依据：本环节通过相关影视作品激发学生的学习兴趣激活已有的背景知识，使学生能运用已有的知识和经验思考猜测本单元的中心话题，能起到温故而知新的作用。

Step 2 Pre-reading (5 minutes) Give Ss the definition of cloning. Next show students some cactuses which are identical. Ask Ss if they can be called cloning. Then T presents the two types of cloning to Ss. Let Ss have a general idea about the differences between natural clone and man-made clone. Ss now know that the cactuses belong to natural clone. Show Ss some pictures of different types of cloning and let them judge which type they belong to.

目的及依据：本部分根据学生的认知规律而设计，首先让学生知道克隆的定义，再通过实物（仙人掌）展示引导学生思考克隆的种类。进而通过学习分类依据了解文章中提到的自然克隆和人工克隆，并通过观察图片来加深理解，为下一步阅读理解做好充分的准备。

Step 3 While reading (15 minutes) 1.Fast reading

Read the passage as quickly as you can and finish Task 1. Read the text quickly and choose the key words to conclude the main idea of each paragraph. Para. 1: the of cloning Para. 2: the and of cloning Para. 3: the of Dolly Para. 4: the of Dolly Para. 5: people’s to cloning A. problems

B. reaction C. definition D. major uses

E. impact

F. procedures 目的及依据：新课程理念要求让学生对语篇整体学习。通过快速阅读进行段落与篇章学习，了解文章段落与篇章结构特点，掌握理解段落大意的技巧与策略（如找段落的主题句），使学生了解文章的脉络。通过查找相关词汇、短语加深对课文理解。

2.Detailed- reading Read the passage again and finish the following Task 2. Read the text carefully. Tell the following statements are true(T) or false(F). Find the related statements in the text and fill in the blanks. Eg. Cloning has only one major use. ( F ) Reason: Para. 2 Line 1 Related Statement: Cloning has two major uses. 1.

Cloning means making a copy of an animal or a plant. ( ) Reason: Para. Line Related Statement: 2.

Gardeners can make a lot of money by cloning plants. ( ) Reason: Para. Line

Related Statement: 3.

Cloning animals is as complicated as cloning plants. ( ) Reason: Para. Line Related Statement: 4.

Dolly the sheep is the first successful clone of a mammal. ( ) Reason: Para. Line Related Statement: 5.

The lifetime of the original sheep is about thirteen years. ( ) Reason: Para. Line Related Statement: 6.

The UK forbade research into human cloning. ( ) Reason: Para. Line Related Statement: 目的及依据：通过精读使学生加深对课文的理解，对克隆的相关知识有更全面细致的认识。通过判断正误题，有效的检查出学生的理解结果，而教师对错误答案的订正更有效地帮助学生理解课文。

Step 4 Post reading (15 minutes) Let Ss finish Task 3 in groups. Fill in the chart using the information from the text. Add one reason of your own in each column. Problems or dangers of cloning Advantages of cloning Let Ss discuss in groups and present their opinions on cloning to the whole class. T then concludes what Ss have put forward. Let Ss finish Task 4 in groups. Suppose there is an interview on the street(街头采访). A newspaper reporter is interviewing some people about their opinions on human cloning. Work in groups and make a dialogue between a reporter and some interviewees and finally act it out. The expressions bellow may be helpful:

Do you think it is wise to …?

What’s your opinion of …?

What will you do if you are cloned? I am in favor of…because…

I would never accept …because…

If I am cloned, I will…

After the discussion, T selects some groups to give their performances. 目的及依据：课堂应本着“教师为主导，学生为主体”的教学思想，以任务为主线，重视体验参与。让学生通过小组合作的方式用英语表达自己的观点见解，提高了团队意识和口语表达能力。通过表演展示训练学生的发散思维，同时加深了对克隆技术利与弊的理解。

Step 5 Homework(2 minutes) 1. Read the text again to draw a diagram of it and retell the story with your own words. 2. Surf the internet to find more information about cloning.