Using LanguageⅡ优质课教案设计

教学设计：人民教育出版社高中英语

Book 8 Unit 2 Cloning --Writing 韶关乳源瑶族自治县高级中学

何丽君

一、背景：

1.

主题语境：人与社会

-- 科学与技术

2.

语篇类型：议论文（正反观点类）、图片、思维导图、视频、网页

3.

授课时长：40分钟

二、文本分析：

本单元的中心话题是克隆，内容涉及“什么是克隆”、“克隆羊多莉是如何诞生的”、“能否克隆已经灭绝的动物”，“克隆的利弊及争议”等。学生在写作课之前，已经学习了一些关于克隆的研究情况及克隆复原已灭绝动物的可能性。在写作课中，笔者让学生继续学习讨论克隆近代灭绝动物的内容，并要求学生就班级网络辩论“Should Human Cloning Be Allowed?”的情况，写一篇表达正反观点及个人观点的议论文。

三、学情分析：

本班大部分学生英语基础处于中等偏下水平，个别同学的英语良好，整体学习态度较认真。但是，学生的学习习惯不够好，部分学生在课堂上的表现比较被动，学习积极性有待提高。学生有一定的归纳总结能力，在书面表达中基本能表达出自己的观点，传递信息；但部分学生会写出较多中式英语的句子，逻辑性也有所欠缺。在口语表达方面，只有少数的学生敢于积极表达自己的观点，其他学生自信心不足，口头错误也比较多。

四、教学目标：

在本课学习结束时，学生能够：

1.

进一步了解克隆已灭绝动物的可能性。

2.

通过接触不同类型的语篇，参与“读”、“看”、“说”的学习活动，逐渐学会在“写”的学习活动中运用表达观点的句型。

3.

理解、推理出正反观点议论文的框架结构，并完成一议论文的写作。

4.

对“克隆研究”及科学技术的发展有自己的看法，形成正确的价值观；在小组活动中培养合作学习及探究学习的意识。

五、教学重难点：

学生通过接触不同的语篇，学习、归纳表达观点的句型及正反观点议论文的框架结构，最后运用到议论文的写作上。

六、教学资源：

教材、多媒体课件、学案、黑板、粉笔和手机

七、教学过程：

(T: teacher

Ss: students

IW: individual work

GW: group work

CW: class work)

1

互动步骤

教学活动

设计意图

用视频引入克隆的话题，进入主题语境，有效激发学生的兴趣。

时间&模式

1.

Ss watch a video clip from the film Jurassic Park and answer the question:

Step 1

What’s the possible danger of cloning dinosaurs? 引入

2’

CW Step 2 写作

学习理解

Activity 1: Learn some expressions of giving opinions

1.

T shows Ss the different

opinions on cloning dinosaurs

and then gets them to find the

phrases of expressing opinions.

2.

Ss think out more

phrases of expressing

opinions.

3.

Learn how to make opinions more persuasive. As far as I am concerned,

Opinion

. The reason is that....

Activity 2:

Voting - relay 1.

T Shows the students a picture

from the Internet Forum and then

lets them work in groups to

vote the extinct animals worth

restoring by cloning. They can refer to the information on Page 16&17. (The animals died out less

than 10,000 years ago)

Voting-relay: S1:

In my view, ... should be restored by cloning. The reason is that... S2:

As far as I’m concerned, ... is the best choice because.... S3:

From my perspective, ... should be brought back to life for the reason that... S4:

I think I will vote ... to be restored by cloning because... 2.

Check one group’s relay work. 2 利用短视频的角色来谈对克隆恐龙的看法，自然地引出表达观点的短语。

Mr. Dinosaur的出现增加课堂的趣味

利用头脑风暴及表格帮助学生梳理、学习表达观点的短语，为写作搭建词汇支架。

通过网站论坛的形式创设较真实的学习活动情景。

voting-relay的口头训练为后面的写作搭建支架。

小组活动提高了学生合作学习的意识及能力，促进情感策略及交际策略的发展。

5’

IW GW CW 4’

CW

Step 2 写作

学习

理解

Step 3 写作应用实践

Activity 3：The structure of an argument with two opposite views. 1.

Ss watch one of the group leaders’ video clip, showing the conclusion of their group’s voting. 2.

Ss read the conclusion and then try to figure out the structure of an argument with two opposite views.

The student’s conclusion:

As for the topic of which extinct animals should be restored by cloning, our opinions are divided into two groups.

Li Hua thinks Quagga could be restored by cloning because

its meat might be very delicious. However, the rest of us are

opposed to it for the reason that we have already had a similar

animal -- the zebra.

As far as we are concerned, Dodo bird would be the best choice to bring back to life. The reason is that it was not large and could be raised easily.

3.

Ss learn the useful expressions: Part 1: Topic Recently，we have had a heated discussion / debate on ... Our opinions are divided.

/Different people have different opinions. Part 2: Different opinions 1) Opinion 1 + reasons 30% of ... are in favor of the idea. / Half of the... think... The reason is that...

What's more, ... 2) Opinion 2 + reaosns However, the rest of ... are opposed to the idea.

/ On the other hand, a large percentage of ... hold the view that...

For one thing,....

For another thing,... Part 3: Your opinion & Conclusion As far as I am concerned, ....This is because... In conclusion, ... / Therefore, ...

Activity 4: Writing practice 1.

Ss write some sentences according to the pictures and information given by the teacher.

(Picture 1)

(Picture 2) 3

学生总结讨论情况小视频活跃课堂气氛。

利用小视频的语篇自然过渡到正反观点议论文的写作框架，为后面的写作搭建结构支架。

思维导图发展学生的思维品质。

常用表达的学习为学生的写作搭建了句型支架。

6’

IW CW

学生看图及文字，提取信息并进行梳理、概括及交流，也是锻炼思维品质的过程。

Step 3 写作应用实践

Possible answers: Picture 1: Recently, our class have had a heated debate on whether the extinct animals should be restored by cloning.

Picture 2: 1)

41% the classmates think the extinct animals can be restored by cloning for the reason that it can increase the number of animal species. 2)

On the other hand, 59% of the classmates are opposed to restoring the extinct animals by cloning because they think it goes against the rules of nature. Activity 5: Write an argument 1.

T shows Ss a picture from the Internet and creates a situation:

Our class have had an debate on whether human cloning should be allowed on the Internet. Read the details of the debate and then write a passage for the school newspaper.

2.

T shows the Ss one passage and gets them to check it together.

看图写句子的练习帮助学生下一步的议论文写作搭建段落支架。

通过网络辩论的形式，创设了更真实的情景，让学生参与英语学习活动。

学生阅读网页辩论的内容，不仅培养学生对信息的分析整合能力，同时也是为议论文写作积累素材，搭建语言支架。

手机连电脑，现场展示学生习作，让学生共同批阅，学生不仅学习他人的优点，还提高了他们自我纠错的评估能力。

6’

IW GW CW

14’

IW CW

4

Step 4 写作

迁移

创新

Activity 6：Watch a video clip. Ss watch a video clip to know that we should have an objective attitude to cloning and scientific development.

短视频的观看帮助学生对克隆及科技发展形成正确的价值观。

2’

CW

小结有助于学1.

Summary 生回顾总结课--- Expressions of giving opinions. 堂内容。

--- How to write an argument. ---The objective attitude to cloning and the development of

Step 5 science. 学生课后通过小结&

网络了解最新2.

Homework 作业

的克隆信息，--- Polish the passage and rewrite it.

--- Search the Internet for more news about cloning.

拓展学习渠道，促进元认知策略的发展。

1’

CW

八、板书设计：

Unit 2 Cloning

--- writing

An argument with two opposite views

5

九、教学反思

在本课的教学中，笔者利用不同类型的语篇展开多模态教学，如视频、议论文、图片、思维导图、网络图片等，并让写作学习活动始终围绕“克隆”这一主题开展。学生通过参与“看”“读”的学习活动获取、梳理及总结了表达观点的短语及正反观点议论文的结构框架；在较真实的情境下，学生通过“看”“说”“写”的学习活动分析、获取及整合信息，最后完成了议论文的写作任务。

同时，学生在自主学习活动中培养了自学能力、在小组活动中不仅培养了学生的合作意识，促进交际策略及情感策略的发展，还让学生相互之间取长补短，提高自我纠错的能力，促进思维品质的进一步发展。在本课教学结束后，学生也对克隆、科学技术的发展有了正确的态度，形成正确的价值观。课后作业的布置培养学生通过“新媒体教学资源”，拓宽学习途径，养成课后进一步自主学习的好习惯，也促进学习策略的发展。

不过，学生在活动中自信心不足，怕犯错误，没有积极争取机会表现自己。今后应该多鼓励他们，逐渐培养他们的自信心。另外，因录播室黑板较小的原因，需要预留位置让学生写句子，板书仅在课件里出现。

附：网页辩论内容

16% SAY YES

84% SAY NO

6