Reading and vocabularyppt课件教学实录

Teaching Plan for Reading in Book6 Module 5 Cloning

By 陈敏

Teaching goals

教学目标

1. Target language目标语言

a. 重点词汇和短语

Main words and phrases: 1. eccentric 2. prehistoric 3. security 4. embryo 5. preserve

6. sample 7. intact

8. extinction

9. ethical 10.terrifying 11.accompany 12.control 13. absorb 14. dinosaur 15.Hollywood 16.fiction 17.science-fiction 18.get out of control 19.as far as we know 20.break down 21.bring sth back to life 22. knock out

Main sentences: 1.Accompanied by Hammomd’s two grandchildren, they are sent on a tour through Jurassic Park in computer-controlled cars. 2.But tropical storm hits the island, knocking out the power supply, and an employee destroys the security system so that he can steal dinosaur embryos and sell them. 3.Although it is possible to find preserved mosquitoes, only one male has been recovered. 4.Cloning dinosaurs seems scientifically impossible. 2. Ability goals

能力目标

A. Make the students master some new words, phrases and useful expressions.

B. Enable the students to have a good understanding of cloning and Jurassic Park. C. Make sure the students to know whether we should clone. D. Enable the students to develope the reading abilities such as skimming and scanning. 3. Learning ability goals

学能目标

A. Make the students master some new words, phrases and useful expressions.

B. Enable the students to have a good understanding of cloning and Jurassic Park.

C. Make sure the students to know whether we should clone. 4. Emotion and attitude.情感态度

Enable Ss to know that clone is related to the ethical and moral issues. Teaching important points教学重点

Make the students master some new words, phrases and useful expressions.

Teaching difficult points教学难点

A. Enable the students to have a good understanding of cloning and Jurassic Park. B. Make sure the students to know whether we should clone. C.Enable the students to develope the reading abilities such as skimming and scanning. Teaching methods教学方法

Asking-and-answering activity; pair or group work. Teaching aids教具准备

A recorder, a computer and a projector. Teaching procedures & ways教学过程与方式

Step 1 Lead-in

T: Good morning, boys and girls! Ss: Good morning, Miss Chen! Task 1 Discuss

T: How much do you know about Jurassic Park ? S: Hollywood, terrifying, dinosaur, Steven Spielberg, clone, die out, science- fiction, adventure Task 2 Enjoy the vedio T: Do you want to know more about them? S1: Yes. T: Let’s enjoy the vedio. Task3 Words review

Step 2

Pre-reading Task 1 Discussion

Jurassic park is a Hollywood film about living dinosaurs which have been cloned from dinosaur DNA found in prehistoric mosquitoes. But is it scientifically possible to clone dinosaurs in this way, or is this just Hollywood fiction? Task 2 Read the passage and find out how the writer answered the question.

The writer thinks that it’s not scientifically possible to clone dinosaurs and the idea is only Hollywood fiction. Step 3 While-reading 1. Fast- reading Task 1 Choose the best main idea. The passage is about___. a. the story the film Jurassic Park b. the scientific truth behind dinosaur cloning in Jurassic Park c. the principles of DNA and cloning d. why dinosaurs died out

Task 2 Decide who the writer is. The writer of the passage is probably___. (a)a film producer

(b) a science teacher

(c) a film critic

(d) a doctor Task 3 listening

2.

Detail-reading Task1 Read Para 1 and try to answer the questions.

Task 2 Read Para 2 and which of the following statements is true? A. Mosquitoes can live for 40 million years B. Dinosaurs existed 40 million years ago C. Mosquitoes existed 60 million years ago D. Dinosaurs died out before mosquitoes existed Task3 Read paragraph 3 and decide if these sentences are true （T）or false （F）

1.So far female mosquitoes has been recovered. 2.Male mosquitoes can absorb the DNA of

another creature. 3. it’s not possible to confirm that the DNA it contains is from a dinosaur. 4. No dinosaur DNA from an earlier period has been discovered. Task 4 According to Para4, can we find the intact dinosaur DNA? And why? S: No. Because when life ends, DNA breaks down and doesn’t repair itself. Task 5 In para5, which of the following is not mentioned? A. diet

B. safety C. ethical issue D. expense Task 6 Read paragraph 6 and decide if these sentences are true （T）or false （F）

3. Post-reading Task1 Consolidation

Task 2 Discussion

T:To

clone

or

not

to

clone？

Task3 Conclusion Cloning is a two-edge sword. Step 4 Homework Write a passage about whether we should clone or not clone. For cloning: 1.beneficial to organs used for transplanting（器官移植）

2.high-quality agriculture products 3. prevent the extinction of endangered animals Against cloning: 1. nature (本性) 2.an unexpected variation of genes (基因突变3.law and morals (法律与道德) ethical (伦理的）

Goodbye, everyone! Ss: Goodbye, Miss Chen

Blackboard Writing (板书) Module 5 Cloning Main words and phrases: 1. eccentric 2. prehistoric 3. security 4. embryo 5. preserve

6. sample 7. intact

8. extinction

9. ethical 10.terrifying 11.accompany 12.control 13. absorb 14. dinosaur 15.Hollywood 16.fiction 17.science-fiction 18.get out of

control 19.as far as we know 20.break down 21.bring sth back to life 22. knock out

Main sentences: 1.Accompanied by Hammomd’s two grandchildren, they are sent on a tour through Jurassic Park in computer-controlled cars. 2.But tropical storm hits the island, knocking out the power supply, and an employee destroys the security system so that he can steal dinosaur embryos and sell them. 3.Although it is possible to find preserved mosquitoes, only one male has been recovered. 4.Cloning dinosaurs seems scientifically impossible.

Self-reflection (自我反思) 本节课重点体现了利用教材培养学生阅读理解能力。首先让学生自由谈论关于侏罗纪公园的事情，就是教师根据学生的实际情况设计出与学生密切相关的话题，让学生有话说，来调动他们用英语表达的积极性。其次，对学生进行略读（skimming）、精读( careful reading)以及复述

(retelling)等阅读能力的训练，帮助他们对阅读的理解由表层理解升华到深层。阅读完后，然后让学生进行小组讨论，学生变为课堂的主体，这样能充分调动每个学生的积极性和参与热情，有利于培养学生的自信心，提高我们的课堂效率——符合我校研训主题“积极促进学生参与，有效提高课堂效率”。课后阅读是阅读课必不可少的一个环节，通过读后的训练可以有效巩固所学知识，所学的阅读技能，他们熟练地运用课文知识并转化为己用。复述，是一种很好的课后阅读方式，可以检测学生是否掌握了，我们的阅读知识。最后，让学生运用所学句型及表达写出自己对克隆的理解，以达到学有所用的目的。

但是我在实施过程中也发现了一些存在的问题：首先，阅读中设计的那部分Wh-问题，对阅读能力稍差的学生是困难的，有一些学生并未能在短时间内回答完所有问题；其次，在小组讨论的时候，很多同学用的都是汉语，没有用英语交流。最后，在读后的课文复述中，英语能力差的学生是达不到要求的

针对实施过程中存在的问题，我课后了解到：有些学生英语基础差点，回答问题或讨论时怕出错，怕同学笑话，所以就说汉语或者不积极参与；个别学生思维跟不上节奏，原因是课前没有很好地预习。据此，我打算在今后的课堂中把有

些题的难度降低一些，让学生敢于开口，告诉学生学习语言的过程中必然要经历一个不断犯错误的阶段，多一些鼓励、赞美的话语，让一些自卑的学生找回自信，让他们体验参与的乐趣和成功的快乐，多设计几个Yes/No的简单问题，多给他们参与的机会。另外，我应该更好地指导学生认真预习。高中阅读课文长，难度大，抽象的东西多，预习就显得尤其重要。在做好充分预习的基础上，可以适当地调整时间，兼顾各个层次的学生，使他们更好地跟上课堂节奏，融入到课堂气氛中来，比如对于复述题来说，如果对很多同学来说很困难，那就可以多给与他们一些提示，比如，给出复述所需要的单词、短语、句子。或者也可以把我们的复述题改成，整篇文章的主要内容的填空题，根据大意来填空，减少复述题的难度。

总的来说还是比较圆满的完成了阅读教学任务，大多数同学还是积极的参与到课堂中，同学们积极讨论。在下次课的时候希望把不足的地方改进，多进行分层次教学，注重学生的基础知识，多让他们参与，提高课堂效率。这样可以更好的提高自己。