Using LanguageⅡ教学设计及说课稿

教学设计Using language: The Return of the Dinosaurs?

主题语境：人与社会——克隆技术与物种保护

语篇类型：议论性文章

授课时长：一课时（每课时40分钟）

教材分析

本单元的主题是“克隆技术与物种保护”。涉及两个语篇。其中第一个语篇是对克隆技术的介绍和克隆多利羊所引发的关于克隆利弊的讨论。本课为第二个语篇，是一篇议论性文章。该文从人类对克隆绝种动物的想法出发，提出了克隆绝种动物的条件，从而得出结论恐龙不可能重生。

本文共分为三个段落，作者在第一段由《侏罗纪公园》这部电影作为话题的引入，讲到了人类对克隆绝种动物的热衷，并表明了作者观点，即目前无法克隆恐龙。第二段列举了克隆绝种动物的条件，阐述不能克隆恐龙的原因。最后在第三段作者得出结论，即克隆恐龙仅仅是个梦想而已。文中多处用到了一些词组来表述作者的观点，例如，a long way from doing, either impossible or unsuitable, merely a dream。

作者也在陈述支撑自己观点的理由时，用到了丰富的句型，

如，the initial requirement is that…, all efforts of… will be in vain if…, the advantage is that…, the great drawback is that…, it would be… if…。本文读后所涉及的问题和活动需要学生通过想象力和相关知识，独立思考来获得答案，这对锻炼学生的思维品质起到了很好的作用。本文的价值取向在于学生通过对本文的学习，能够体会到克隆技术在物种保护方面的局限性，借此来呼吁保护濒危动物的重要性和科技进步的重要意义。

学情分析

本班学生总共23人，整体外向，思维活跃，学习热情较高。除了个别学生英语成绩较好之外，大部分处于中等水平和中等偏上水平。他们具备从文本中提取信息的能力，具有一定的分析和评价事物的能力，对文章整体结构的把握能力层次不齐，能用英语表达对某事的观点但会存在一些语法错误，写作上的谋篇布局能力存在一定欠缺。此外，学生对于克隆技术有一定的了解，但对能否运用该技术进行物种保护、克隆绝种的动物存在一定的疑问。

教学目标

在本课学习结束后，学生能够：

1.

提取本文作者对待“恐龙回归”的观点和支持其观点的理由，并能理清文章的整体结构。

2.

在文章内容和结构的基础上，进行信息的整合和再加工，并写成相关的报告。

3.

基于文章的内容和结构以及读后活动中的内容，能够从假设可以克隆的四种绝种动物中选取一种最值得克隆的动物，并阐述自己的理由和观点。

学习准备：学生课前自学新单词，预习课文。

教学重点

学生通过阅读把握文章的整体结构和内容要点，并对文章信息进行整合，形成相关的报告。

教学难点

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学生根据读后活动中的四种绝种动物以及对其的简单描述，表达自己对于那种动物更值得克隆并阐述了理由。

教学资源

教材、多媒体课件、学案、黑板和粉笔。

教学过程

步骤

教学活动

设计意图

核心素养提升点

Pre-reading Step 1 1.

T shows video about the film Jurrasic 利用视频引

Lead in Park and asks Ss what they see. 入话题，利用2.

Ss talk about the possibility of 图片创设情dinosaurs’ being brought back to life and 境，明确课堂their reasons. 目标。

3.

T shows some pictures of Model United Nations(MUN) and invites Ss to think, “Suppose you are going to give a report on cloning extinct animals at the conference of MUN, what should you do?”

Ss talk about what they should prepare. 4.

T shows the learning goals of the lesson and ask Ss to read. Reading Step 2 T invites Ss to read the first paragraph 关注文章的语言能reading

and finish the following tasks (IW): 话题和作者力：获取、



Why does the writer mention 对该话题的概括信Jurassic Park in the paragraph?

态度，为找出息。

A. To introduce the topic and show 支持该态度

the phenomenon that cloning 的理由做好思维品extinct animals is a popular idea. 准备。

质：利用B. To tell the reader some famous 相关信息films about cloning. 分析作者C. To introduce some famous film 的态度。

makers to the readers. 

What is the writer’s attitude towards the return of dinosaurs? A. Positive.

B. Neutral.

C. Negative.

D. Indifferent.



The writer lists the events from 195 

0s to 2005 in order to prove that ___________________________ Step 3 1.

T asks Ss to find more reasons in the 学生自主阅语言能Reading & second paragraph to support the writer’s 读，按照表格力：获取、

2

discussing view and fill in the form.(IW) requirements to reasons for these clone extinct requirements animals

2.

After Ss talk about the form, T explains some sentence patterns in the paragraph. 3.

T asks Ss to discuss the question: Why is it unfair to clone an extinct animal if it would live in a zoo? When they discuss, T asks Ss to use the sentence patterns mentioned previously to express their ideas.(GW)

T asks Ss to read paragraph 3 and find more reasons to support the writer’s view. T lead Ss to find the conclusion the writer made at the end of the passage.(CW)

要求和自己的理解提取归纳文中信息，关注文中的句型，为下一步讨论做准备。

Step 4 reading 学生提取归纳文中信息，得出文章作者的结论，为下一步分析文章结构做准备。

概括信息。

思维品质：思考动物园不能作为合适的克隆动物栖息地的原因。

学习能力：利用文中句型进行造句来表达自己的观点。

语言能力：获取、概括信息。

Post-reading Step 5 After reading the whole passage, T asks 回顾文章重summarizing Ss to make a summary of the passage 点内容，理清and writes the key words on the 文章结构，为blackboard, which also show the 下一步写作structure of the passage.(CW) 打下基础。

Step 6 Writing 1.

T asks Ss to write a report on the topic

学生把阅读“Can dinosaurs be cloned?”according to 的内容和文the information and structure on the 章的结构分blackboard.(IW) 析应用到写2.

T Creates the situation of a MUN 作中，进行合conference and chooses some Ss to give 理的输出。

the report on the platform.(IW) 思维品质:：

整合、概括文中的重点信息分析文章结构。

语言能力：提取概括信息，进行表达。

学习能力：利用所学内容进行写

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Step 7 Discussing 1.

According to the passage and Ss’

report, T asks Ss whether it is possible to clone animals which died out less than 10,000 ago. Then T introduces another topic of the MUN conference “Which animal is worth restoring?” T invites the students to read the information about four extinct animals on p16. 2.

Ss work in groups and discuss “Which animal is worth restoring?” they list the reasons on the paper. 3.

T creates the situation of a MUN conference and choose Ss to give a report after discussion.(GW) 拓展话题内容，再次利用report的结构让学生对于眼神话题进行思考。

Step 8 1.

T and Ss summarize what has been 巩固本堂课Summary & learn and think what should be done to 所学，师生共Assignment protect endangered species.(CW) 同探讨保护2.

Assignment: 物种的做法。



Surf the Internet to find more about the four extinct animals. 

Write a report on the topic “which extinct animals are worth restoring by cloning?”

备注：Ss: Students

T: Teacher

IW: Individual work

GW: Group work

CW: Class work

Blackboard Design

The Return of the Dinosaurs?

Para 1

Topic & Attitude: a long way from ...

Reason 1: a new science/experiment 1.

Perfect DNA

2.

Enough diversity Para 2

Requirements

(Reason 2,3,4) 3.

Suitable habitat

Para 3

Reason 5: Time limit: less than 10,000 years

Conlusion: merely a dream 作。

思维品质：根据已知信息对讨论问题进行思考，并得出自己的观点，罗理由。

学习能力：利用所学信息、语言特色和文章结构特点，来梳理并使自己的想法有条理地呈现。

文化意识：联系生活和自己，提出自己保护五种的观点。

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