Using LanguageⅡ优质课教案设计

Unit2 Using language教学设计

Book 8 Unit2: Cloning 【教材版本与册数】人教版选修8

【单元名称】Unit 2 cloning 【课时】第4课时

【课型】reading discussing （阅读课）

教材版本：人教版

册数：Book 8

单元：Unit 2

编写人：王莉

课型（课时）：阅读课-Section2

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本课的话题是围绕“能否通过克隆使恐龙复活”这一话题展开的，文章内容分为两个部分，第一部分主要罗列了已经克隆的动物；第二部分解释了克隆恐龙不可能复活的几个原因。本堂课共分三个环节,热身（warming-up）,阅读（Reading）和讨论（discuss）三个环节。热身部分通过展示克隆羊多莉、克隆猫和狗、克隆牛等图片作为导入，要求学生把这些克隆动物以时间的顺序进行排序。读前部分要求学生展开讨论，brainstorming: What is cloning? 并引发思考；阅读部分的课文材料“The return of the dinosaurs?”针对克隆恐龙不可能进行了论证。

语言知识目标：

1. 通过看图讨论和情景听说练习，学生能运用以下词汇、短语进行听说读写四会：

Struck,bison, calf,from time to time, bring back to life, initial, vain, in vain, resist, drawback, merely. 语言能力目标：

1.

能根据图片对文章内容描述进行判断。

2. 分析作者证明的观点；

3. 能表达自己对克隆的观点。

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情感意识目标：

1. 保持通过学习英语了解最新科技动态的兴趣和愿望，主动参与有助于提高英语能力的活动；

2. 能进一步认识克隆的意义在于理解医学上的难题，有主动为人类进步作出努力的意识；

3. 能够克服英语学习中所遇到的困难或不熟悉的话题，愿意主动向他人求助。

思维目标：

1.通过让学生用英文讨论克隆的意义的话题，培养学生用英语思辨的能力；

2.通过概括段落大意和分析文本结构，提高学生分析归纳的思维能力；

3.通过小组辩论，培养学生的逻辑思维能力和创新意识。

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教学重点：

1. 本单元的话题词汇、短语和重点句型、复习名词性从句中同位语从句的用法；

2. 通过阅读理解，正确判断和分析作者的态度和见解；

教学难点：

1. 了解克隆的意义所在；

2. 引导学生用英语进行辩论或表达自己的观点。

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（一）讨论式教学法

读前通过对克隆相关的图片，学生以两人小组形式展开讨论，了解克隆的分类御寒衣；读中涉及的各个阅读任务可以让学生分小组讨论完成；在讨论克隆的意义时，可让学生分小组进行辩论。

（二）启发式教学法

在阅读课中的读前活动中，采用层层深入的启发式设问帮助学生思考，激发学生对克隆这一话题产生学习兴趣，为阅读做好认识上和知识上的准备。

教学流程

（详见相应教学设计）

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1.本课时的目标设计清晰可操作，活动的设计紧扣目标要求并与目标达成一致；

2.阅读课的活动环节设计遵循语言规律，由词汇到句式再到文本结构逐层递进，充分体现语言输入到语言输出的完整过程；

3.阅读课后的活动设计体现对文本内容的深度挖掘和文本再构，体现了对学生思维品格的训练与正确情感价值观的培养。

【本课时教学设计】

步骤

DELC 1 预备与激活先期知识

过程

Step 1 Warming up (热身) (5mins )

措施（教师活动与学生活动）

1.Students have a discussion on pictures related with cloning.（5 mins）

T: Turn to page 10 and look at the pictures. Let’s look at them one by one. Picture 1 is the most famous sheep in the world. Do you know how Dolly is different from other sheep? S1:She was cloned while the other were born naturally. It is the copy of another sheep. T: What can you see in second picture? S2: I can see a strawberry plant producing runners in a natural form of cloning. T: Who cut the stem off the plant? S3: A gardener. And the gardener is going to put it into a pot to produce another plant. He is actually making a copy of the plant. T: What do you know about the twins? S4: There are twins of the same sex and those of different sexes. The twins here are identical in sex and appearance and are good examples of natural clones. They carry the same

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目的

1.结合图片，通过层层深入的启发式提问，让学生了解克隆的历史和激发学习兴趣。

持续性评价

1.通过学生讨论了解学生是否了解克隆的相关知识。

genetic information. T: Yes, very good. Thus, we can easily understand what cloning is. It is a way of making an exact copy of another animal or plant.

1. 通过自由讨论，让学生理解克隆的定义和分类等相关知识，为阅读作知识上和认识上的准备。

1. 根据学生的讨论情况进行材料补充。

DELC2获取新知识

Step2 Pre- Reading (6mins)

1. In pairs discuss what Ss understand about cloning, and then list the questions they want to find out and share the lists with one another. T: Since we have discussed the history of cloning through pictures, what else do you know about cloning and what exactly is cloning? So, write down the questions you want to know about cloning on your book and share yours with your partner. Suggested questions: 1). What is a clone? 3). What benefit can humans gain from cloning? 4). What’s the difference between natural cloning and man-made cloning? （读前）

2). How is a clone produced?

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DELC3 获取新知识

1. Ask Ss to predict the content by reading the title. 1. 通过浏览标题帮助学T: What do you think the article is about by reading the title? While- 生预测课文大意。

Reading S: It will tell us about the future meaning and function of cloning.

（读中）

(21mins) 2.Fast reading: Read for the gist by reading the topic sentences. 2.通过寻读每段主题句来T: I give you 3 minutes to read the topic sentence of each paragraph to 总结大意，培养学生快速

summarize the main idea and writing style of the passage.

阅读的能力。

S: Skim the text quickly and summarize the main ideas of the passage.

Suggested answers: Show questions on PPT:

1) 21453 1). Match the topic sentences with paragraph.

2) raised arguments; future

___.Cloning has two major uses and successful clone.

3) A. ___.Cloning is a way of making an exact

copy of another animal and plant(definition)

___. The effect of Dolly.

___. It is forbidden to clone human beings.

___.The problems of Dolly.

2）. The passage tells us that animal cloning ____________

_______________and scientists are not sure about its______________.

3)

What is the writing style?

A. Expositive(说明文)

B. Descriptive（记叙文）

C. Argumentative（议论文）

3.寻找关键信息和文章细3. Scan the text and find out the detailed facts in the blanks. 节，培养学生跳读和寻读Definition

It is a way of __________________

of another animal and plant.

的技巧。

making an exact copy; 2 major uses of cloning 1)to produce ___________quantities of plants .

commercial; plants species;

2)It is valuable for research on new ______________and medical research on animals; straightforward; complicated; Dolly the ________. sheep; breakthrough Cloning procedure Cloning plants ______________while cloning of animals is ___________ The first successful animal clone Step3

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1.了解学生是否具有归纳总结的能力。

2.学生是否能在规定时间内找到主题句。

3. 学生是否能用扫描式阅读策略寻找关键信息。

The cloning of_______________, a _____________ in cloning tech. The problems of Dolly the sheep Encouraging news :

It seemed to develop ________ and produced ______in a _______way.

Disturbing news: It lived for ____ years, half the length of the life of the _______ sheep. The effect of Dolly the sheep 

Its appearance raised a storm of ________and had a great impact on the _____ and public___________. 

It opened everybody’s eyes to the possibility of using cloning to cure

_______________and even produce _____________. Arguments on cloning



Evil leaders hope to clone ___________.



Religious leaders raised ________ questions.



Many governments _______ research into human cloning.



Some countries continued to ___________evidence of the abundant medical aid.

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DELC4 深度加工知识

1. Reading comprehension: summarize the advantages and 1. 通过小组讨论克隆的优点和问题，培养problems of cloning and express Ss’ idea about cloning on 学生的辩证思维能力。

Post- Reading their own.

（读后）

T: Discuss with your partner and try to summarize the

(3mins) advantages and problems of cloning.

S: See the advantages and problems of cloning on PPT.

2. Ask Ss the tone and opinion of the author.

2. 引导学生通过文章体裁，快速判断作者T: What’s the opinion of the author about cloning?

观点。

S: Not sure.

T: Yes, we can’t tell the author’s idea of cloning because

this article is written in the expository style from the

perspective of a third person. That is to say, this passage

shows us facts and different opinions and doesn’t try to

persuade the reader to a particular point of view.

3. 通过小论文和小组辩论，引导学生进一3.Homework: Write an essay on the topic of “my opinions 步明晰克隆的意义。

about cloning”

and prepare a debate on the topic of “

pros and cons of cloning”. Step4

1.学生是否能用文本中的句式总结归纳文章大意。

2. 学生是否了解说明文体表达客观事实的特点。

3. 学生对待克隆是否有正确的价值观。

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