Using LanguageⅡ课件配套优秀公开课教案设计

Module 8

Unit 2 Cloning 写作教学设计

主题语境：克隆——科学研究

语篇类型：辩论文章、新闻报道

授课时长：一课时（每课时40分钟）

教材分析

选用了Workbook中Reading Task的阅读材料作为文本内容。文章介绍了A、B两队就“是否允许医学克隆”的话题展开辩论的内容，两队分别阐述观点并予以展开，在阅读文本的基础上，要求学生就此内容书写一篇关于辩论赛的新闻报道。鉴于高考英语作文中应用文的要求，作文的词数要求控制在80词左右，通过本课的学习，训练学生的应用文写作能力。

学情分析

本班学生英语基础一般，学习态度较认真，学习热情高。学生已基本具备在阅读中获取细节信息的能力，能用英语提取信息、处理信息、简单表达自己的观点。但是在整合知识、逻辑推理和分析论证以及批评评价方面还有所欠缺

教学目标

经过本课的学习，学生能够：

1.

提取文章信息，归纳文中关于医学克隆的不同观点与论据。

2.

通过自主学习与小组合作学习，进一步梳理整合文章的信息，提高归纳总结的能力。

3.

掌握应用文新闻报道的写作手法和语言特点，提高写作能力。

学习准备：学生课前自学了新单词，预习了新课文。

教学过程

步骤

Step 1 Lead in 教学活动

设计意图

互动时间

& 模式

5’

IW 1.

T shows a video of Chinese first cloned monkey.

利用视频，创2.

T asks Ss what information they got from the 设情境，引出video. 主题。

3.

Ss share their answers 4.

T asks Ss what their opinions of cloning are 5.

Ss share and explain their opinions with the following expressions In my opinion, …

In my point of view, …. 1.

T makes a consumption that our school held a debate yesterday. T introduces the topic of the debate “Should the medical cloning be allowed?”

2.

T explains what the medical cloning is. 3.

Ss share their opinions. 4.

T asks Ss to read the debate carefully and then work in groups to finish Ex. On Page 59. What are the arguments of Team A and Team B? Find out the reasons for/against medical cloning 5.

Ss share and explain their answers 学生自主阅读，关注文章内容，提取和归纳基本信息，并为后面的写作环节积累材料。

Step 2 Read & Discuss 12”

IW GW

6.

T gives feedback 7.

T asks Ss to predict which team will win and give reasons.

Step 3 Write a news report 1.

T shows Ss a picture of a news report and asks Ss what essential elements in a news report are. 2.

Ss give their answers. 3.

T analyzes the structure of a news report headline, lead, body T explains the function of a lead 4.

T asks Ss what information should be included in the news report based on the passage they’ve read. 5.

Ss give their answers and have a discussion. 6.

T asks Ss to discuss in groups and give the headline and then lets one representative of each group to write down their version of headline on the blackboard. 7.

Ss write down their headlines and T analyzes. 8.

T gives Ss about 8 minutes to write the news report. 强调新闻报道的内容和结构。解释新闻报道中标题、导语和主体的主要特点，为学生写作构建框架。

小组讨论的方式确定报道的标题，实现语言与知识的内化。

写作环节训练思维与表达。

15”

CW IW GW Step 4 1.

T asks some Ss to exchange their reports with 学生互评的Evaluation group members. 方式训练学2.

Ss check the writing with the following 生的批判思standards 想与语言表content

language(words, grammar)

达。

connection 3.

T asks some students to give comments on the reports shared. Step 5 Review the passage of the debate Homework Polish your news report

and hand it in

巩固所学内容，修改作文。

7”

GW CW 1”

备注：

Ss: Students

T: Teacher

IW: Individual work

GW: Group work

CW: Class work

Blackboard Design

A news report

Headline Lead Body