Using LanguageⅡ课件配套优秀获奖教案

选修8 unit 2 Cloning 高中英语教学设计

教学年级：高二年级

课题名称：Using Language II

教材版本：普通高中英语课程标准实验教科书

授课时间（每节课的长度）：40 分钟

一、

学生分析

所教班级是文科班的高二学生，他们正处于向成年转化的特殊时期，正处于逻辑思维能力的发展和完善阶段。大部分学生已学了五六年的英语,尽管整体英语基础较差，不过还是有一部分的学生对英语比较感兴趣，具备了初步用英语获取信息、处理信息、分析和解决问题的能力，但因为他们学习英语的场所主要局限在英语课堂里，所以鼓励学生在英语课堂教学中积极尝试、主动实践，提高运用英语的能力显得尤为重要。

二、教材分析：

这是本单元的第三个课时。前面两节课学习了一些有关克隆的知识： 1.克隆的定义；2.自然克隆与人造克隆的不同；3.克隆羊Dolly的克隆过程及其给科学界所带来的希望和困惑； 4.克隆的利弊。应该说学生对于克隆这个话题已有了一定的了解和认识；也学习了有关英语辩论赛的基本要求和步骤。而本单元无论是第一个Reading部分,或是 Reading task部分, 还是Using language部分，都要求学生锻炼先阐述自己的观点、然后说明理由的逻辑思维表达能力，因此在设计这个Using language 部分时，在课堂内砍掉了后面比较难的练习（留作课后练习），只保留了阅读文章部分，以高考的出题方式给予学生几道整体理解与细节理解相结合的选择题，代替文章后面第一大题的3个问答题；弃用常用的一对一的简单对话模式，增加debate 部分；缩短阅读教学，重点为debate服务。尝试着让学生利用所学知识，

进行比较完整的观点表达，同时让学生学会合作学习和发展与人沟通的能力，让更多的学生参与课堂活动，初尝学以致用的甜头，以便以后更踊跃的表达观点。在学生理解了文章内容和辨别清楚了克隆利弊之后，再在课后处理课堂内被砍掉的练习，既降低了习题的难度，又达到了以说促写的目的。

三、教学目标

1．新《课标》明确指出阅读教学的目的是：培养学生的阅读策略和语感，特别注重培养学生在阅读过程中获取和处理信息的能力。在教学的过程中，教师要注意逐步培养学生的各项阅读技能，如：略读；找读，理解语篇的主旨大意和重点细节；分清文章中的事实和观点；根据上下文猜测词义，进行推理判断；理解文章的结构和逻辑关系；理解作者的意图态度等。所以本节课旨在培养学生带着问题，以略读和找读的方式快速处理阅读材料的能力：①以略读(skimming )的方式找出作者对克隆恐龙可能性的态度（possible or impossible）及克隆动物死于同种疾病的原因（难点）；②以找读( scanning )的方式查出关于两个细节题的答案。 2．新《课标》同样对高中学生在口语方面提出了第七级语言技能目标：能根据熟悉的话题，稍做准备后，有条理地作简短的发言；能就一般性话题进行讨论；能根据话题要求与人交流、合作，共同完成任务。因此本人给学生创造了在真实语境中使用英语的机会，在班上举行一个debate, 让学生切身体验英语辩论赛的过程，唤醒他们的合作学习意识，

并运用本课所学的句型恰当、准确地阐述自己对事物或支持或反对的观点和意见（Are you for the cloning or against it?）

（重、难点）。

四、教学策略：

本节课是全校性的科组公开课，考虑到教学任务的完成和让学生完成学习任务时目的明确，因而采用任务式教学方法，辅以开放式的self-assessment表，随时跟综学生的学习状况，使学生和老

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师能直观、有效地了解在每一个教学环节中教学的成果和学生学习的进展情况，更好地促进老师的教和学生的学。整节课分为泛读、口语两个部分。第一部分的泛读是本单元第一节阅读课Cloning: where is it leading us? 内容的延伸，课前准备了收录机、磁带、下载了一些有关恐龙的图片及电影 Jurassic Park 片段，采用多媒体等教学辅助手段，让学生通过观看图片、电影Jurassic Park片段发现问题，启发思维：在电影中克隆恐龙没问题，我们是否真的能克隆恐龙呢？然后从文章中找出不可克隆恐龙的三个原因（与第二部分辩论中持反对观点的内容相衔接）。任务型教学方法要求任务应具有真实意义，最好是接近现实生活的、开放性的各种活动任务，使学生的经历得到真实表达；并在信息的接收、处理和传递等过程中，充分利用、分享已有的知识与经验，发挥学生的创造力和想象力。因此设计了debate活动，在这样的语言活动中，学生需要开展合作，运用英语表达个人想法、交流观点、谈论事件、解决问题，这样的活动也更加接近口语在实际生活中的应用。可以说第二部分的辩论是对整个单元有关克隆知识以及克隆之利弊的掌握和扩展（或叫知识的输入和输出）。新《课标》指出：“高中英语课程的设计与实施要有利于学生学会运用多种媒体和信息资源，拓宽学习渠道，形成有个性的学习方法和风格。”故课前也让学生利用休息时间上网搜寻了一些有关“克隆”的知识以及“克隆”之利弊的资料。总体说来本节课的设计旨在：一方面增加教学形式的多样性：让学生的多个感官都能得到有效刺激：欣赏电影、聆听课文磁带、阅读文章和参与辩论等，另一方面增加探究性的学习内容，增强学生自主学习的能力，扩充知识范围而不只是局限于课本。通过辩论赛，学生不仅更清楚地了解克隆的利弊：1）克隆有利于农业、医学等科学的发展，给人们带来好处。2）克隆会引起宗教、伦理道德及法律等方面的问题。而且锻炼了用英语思考及利用所获得的信息进行清楚和有条理的口头表达能力。

五、教学过程

Step 1. Lead-in

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1）

First welcome all the English teachers present.

2）

Show pictures of the dinosaurs and introduce to the Ss a few kinds of dinosaurs. 3）

First give the Ss the question “who cloned (invented) dinosaurs in the film?”, then let them watch a little of the famous film called Jurassic Park. 设计说明：对于恐龙，学生绝大部分只在书上或电视里偶尔见过单一的brontosaurus的图片，并无深刻印象，所以为了对学生进行多方面的感官刺激，用多媒体向学生展示了几幅不同种类的恐龙图片（tyrannosaurus，stegosaurus ，ceratopsids ，

pterodactyl），然后插入了电影Jurassic Park

中

cloning the dinosaurs的过程，恰好与前面课文里cloning animals过程的紧密相连、遥相呼应，让学生在欣赏影片的同时又能感性地学到克隆的知识。

4) ( check the answer to the question ) Dr John and his assistants cloned the dinosaurs.

Step2. Listen to the tape and read the passage, then do the comprehension of the text. 1)

Open the books at P15 and get ready to listen to the tape and read the passage about the dinosaurs. Yet before doing the listening and reading, tell the Ss to scan the problems about the passage and try to remember the key words of them.

①

What is the writer’s opinion of the text? ②

Why is the film Jurassic Park popular ?

③

Did China succeed in cloning mammals?

④

What are the reasons why a group of cloned animals all die of the same illnesses ?

⑤

What can we infer from the text about dinosaurs? 设计说明：对于已是高二第二学期期末的学生，一方面要培养他们快速阅读的技巧，另一方面必须培养他们的阅读速度，为高三的高考做准备。而相对来说，带着问题去阅读目的性更强，阅读的效果会

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更好，所以设计了5个与文章内容理解相关的问题

（从整体理解到细节理解），让学生先读题再读文章。

2) Listen to the tape, read the passage and at the same time pay attention to the information involved in the problems. 3) After finishing the passage, one by one choose the best answers about the problems given above.

A. is excited by the possibility of cloning fierce and extinct animals

B. believes that extinct animals can be brought back to life by cloning

C. thinks it impossible or unsuitable to clone extinct animals like dinosaurs

D. dreams of dinosaurs returning to the earth ②

The film Jurassic Park is popular

B. because all the actors are dinosaurs

C. because it was directed by a scientist who clones dinosaurs

D. because it proves very interesting ③Which of the following is true?____ A.

Mice were cloned in 1981.

B. Dolly the sheep was the first cloned animal. C. The name of the cloned cow is “Bison”

D. China was successful in cloning mammals. ④

The reasons why a group of cloned animals all die of the same illness do NOT include____.

B. there isn’t enough diversity in the group for it to overcome illnesses C. the illness is a new one

4 ①

The writer of the text_____

A. because people are interested in the subject of cloning

A. they have the same arrangement of genes

D. their arrangement of genes can not resist that new disease ⑤

We can infer from the text that____

A. scientists are experimenting to clone dinosaurs

B. dinosaurs will never return to the earth C. cloned animals will only live in the zoo D. the DNA of dinosaurs can only survive 10 000 year

(

Answers 1—5 CADCB

) 设计说明：

应该说如果让学生看完文章后，直接回答所给问题的1、4、5题是有一定难度的，所以把那5 个问题以选择题的形式出现,以降低难度又达到理解知识的目的。

Step 3. the debate 1)

Use a funny picture to bring in the topic of the debate: Should cloning be allowed?

设计说明：展示一幅滑稽画。画上画着一个original boy

对他的克隆体说“

Ok, clone, here’s my homework !”“

No way, man!”, 克隆体回答说。用这幅画既逗学生发笑，放松神经，又把主题很自然地从dinosaurs克隆的梦想上扩展转移到有关辩论赛的内容，引出下面的辩论话题：是否应该允许克隆？

2)

Teach some useful oral expressions that may be used in the debate.

I support…because.../I agree with…because…

Your argument has convinced me because…

Your ideas sound very encouraging to me.

That’s a good idea./ How can you believe that?

I can’t accept your argument because…

No, I can’t agree with…because…

No, that isn’t reasonable because….

I don’t care for your ideas because…

I’d like to argue with you but…

设计说明：为了让学生更好地表达清楚自己的观点，而同时注意

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语言的得体性，在屏幕上打出了一些常用的同意或不同意对方观点的表达方式

并带读一遍然后给学生两分钟自己诵读以加深印象。因为语言的辅助材料和课文共同构成输入性学习和体验的素材，

同时也构成学生口语输出的语言支持。尽管高中学生对很多事件具备条理清楚的表达能力，对问题具有自己的看法和思考，但是如果缺乏语言支持，他们就很难用英语自如准确地进行表达。

3)

Choose a chairperson , then divide the Ss into two sides—one for the cloning and the other against the cloning, and have a debate with each other. 设计说明：现代教育理论认为，学生接受教育的过程不是纯粹接受知识的过程，而是促进全面发展的过程。

本校已连续举行三届汉语辩论赛，对于其程式学生比较熟悉，但对于英语的debate

还是比较陌生，所以为了培养学生的口头表达能力而又不言之无物，提高学生的上课积极性，增加学生的参与度，更为了加强对本单元“克隆”的益处与害处清楚的认识，把学生分成Team A

( for the cloning )与Team B ( against the cloning )

两支辩论队和他们各自的supporters, 每支辩论队4人。按照本单元课本P58—P59 中debate

的程式进行辩论。

Chairperson:

Good afternoon, dear teachers and classmates, I’m glad to declare that we’ll have a debate between Team A and Team B. The topic is “ Should cloning be allowed? ” First Team A give out the point of view.

Point of views of Team A:

Cloning should be allowed.

①

Gardeners use cloning all the time to produce quantities of commercial plants. ②

Cloning is valuable for research on new plants and animals. ③

Cloning is helpful for doctors to cure serious illnesses and can

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make dying patients restored to perfect health. Point of

view of

Team B

Cloning should be forbidden



Cloning technology is not perfect. 

Cloning causes a storm of objections and a great impact on the media and public imagination



If Cloning techniques are overused on human cloning, the …

…

…

( About the content of the debate,

See附录) 设计说明：①本次辩论的主席、和辩论队成员不分英语成绩的优劣完全由学生自由组合，②在屏幕上打出了辩论双方的主要观点，让所有学生无论英语基础好坏，都能明白他们的观点。这就达到了教师在教学中应能尽可能满足不同学生的学习需要，给不同层次的学生留有空间，使学生有机会展示自己；使所有的学生都能有所收获的教学理念。

4）Teacher reaches the conclusion: as we can see, on the one hand, science is developing very fast, scientists have achieved great progress in cloning animals and cloning is still going on, but on the other hand, there is really much left for us to think about. Just as a famous saying, every coin has its two sides, we should be cautious about the cloning. Step four:

homework

Finish Ex. 1-2, Page16;

Ex. 3-4, Page17

设计说明：通过这节课的阅读和辩论，这些练习已变得相对比较容易，让学生课后完成不成问题。

附录

7 whole world will grow out of control.

the debate chairperson:

Good afternoon, dear teachers and classmates, I’m glad to declare that we’ll have a debate between Team A and Team B. The topic is “ Should cloning be allowed? ” First Team A , give out the point of view. Team A: Hello, chairperson and everyone here. We support the idea that there should be cloning. As we know, many kinds of plants in nature have natural cloning, such as strawberry. We can use cloning to do many useful things. Firstly, gardeners can use it all the time to produce quantities of commercial plants to make more money. Secondly, it is valuable for research on new plants and animals. It’s useful to produce a large number of good domestic animals and reduce the costs of the animal industry, save the rare and endangered animals from dying out and keep the balance of nature. Thirdly, cloning can produce enough animals for the scientific experiments and the study of good new medicine as well as enlarge good kinds of animals and improve the quality of genes. It’s clear that the benefits of cloning are so obvious that we hope all of you will be able to support our points of view. Thank you. chairperson:’ Well, Team B, please let us know your point of view. Team B: Good afternoon, chairperson and everyone else. Today our opinion is that cloning should be forbidden. Why do we say so? Because cloning has raised many problems? Firstly, cloning techniques are not perfect. For example, cloned animals die earlier than the original animals and cloned plants are bad for our health. Secondly, cloning raises a storm of objections and has a great impact on the media and public imagination after Dolly the sheep’s appearance. Thirdly, if cloning techniques are overused on human clone, the whole world will grow out of control. It will destroy the balance of nature and cause serious illnesses. At that time, human will have a hard time, so it is obvious that we must be very careful about cloning until all these problems are solved. Everyone, we hope you will agree with us and support our point of view. Thank you. chairperson:

Now, Team A and Team B, you can argue with each other freely. One question at a time.

Team B: Why so many people object to the cloning techniques? Team A: I have to say that people object to cloning because they don’t understand how important it can be. If it is used in a proper way, it can save many people’s lives. Everything starts with a hard beginning. I believe the people will accept the cloning in the future. Thank you. Team B : I don’t agree with your idea, then I want to ask you another question How can you solve the problem that will be caused by cloning humans in the future?

Team A: We agree that cloning doesn’t mean only cloning many useful things but also human cloning. If you say

Cloning is not good , neither is the nuclear weapon. Why do people still develop it? While on the contrary, cloning will do much good to our mankind, such as promote the scientific technology , protect the environment and let the humans get rid of hunger and deadly illnesses.. Team B: Your argument hasn’t convinced me. If so, how can we tell the real person from the cloned person? Team A: Firstly, we can use DNA card to tell the difference. Secondly, although they look the same, yet their habits, minds and behaviors are different because a famous professor once said how a person grows depends on the environment. Different environment will produce different human.

Team A: Why are you so worried about the cloning? Team B: The biggest problem with the use of cloning on a large scale is the decline in genetic diversity. Think about it, if everyone has the same genetic material, what happens if we lose the ability to clone? Team A: A recent survey shows that in America 67% of people agree with the cloning. How can you explain the fact? Team B: your idea doesn’t sound reasonable. If you believe that human life comes into existence as soon as the cells starts to grow, then the practice of removing human stem cells from an embryo kills it. This embryo, if it was allowed to continue to grow and develop, would eventually become another human being. So by using stem cells to save one person, we’re actually killing another. Is this ethically justified?

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chairperson: Well, time is limited. Your arguments should stop here. Now, it’s time to summarize your arguments. This time Team B first . please.

Team B : Hello, chairperson and everyone here in the room. From the debate, our team draw a conclusion that cloning should be banned because cloning techniques still aren’t safe or perfect. Cloning has raised so many problems for us to think about such as religious and moral problems. It’s clear that we can’t clone until all these problem are solved. We hope you will agree with us and be on our side. Team A: Hello, chairperson and everyone here here. As is known, nothing in the world is perfect. Everything has a very long way to go if it wants improvements, it is the same with the cloning. If we don’t try, how could we know the stronger points of it. Although clone technology isn’t ripe at all, we need to try because the any new things just goes from green to ripe. It is very important for us to say, we should be cautious about cloning humans but we should go on cloning the useful things to help the humans and also to the world. Clone can make a great breakthrough to the science. Clone plant such as hybrid rice is useful to the agriculture , clone organs to the seriously-sick patients. Clone makes the plant grow without the farm chemicals, so it can protect the environment. The future is bright and the road is full of twists and turns. Although many people disagree with cloning, with its development, sooner or later you’ll learn that cloning is so important to us.

chairperson: everybody, Team A and Team B have finished their debate, but they also leave much for us to think about. Thank you all.

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