高中英语选修八unit2cloning教学设计

【设计说明】给学生3’快速浏览课文，归纳文章主旨大意和分段，主要培养学生运用阅读方法的技能(skimming)以及概括归纳(summarizing)的能力。 课堂过渡句：Now that you have known the main idea of the whole test and each paragraph, let’s come to the careful reading to know the detailed information. Step3 Careful reading 1) Paragraph 1 Ask all the students to Listen to the first paragraph and fill in the blanks. Cloning is a ______ of making an exact _______ of another animal and plant. It happens both in ______ and in_______. 【设计说明】让学生听录音第一段，听录音的过程有两个目的，一是帮助学生正音， 二是再次理解文章，有助于活跃课堂气氛，放松学生心情，这个填空题有关克隆的定义并不难，学生可以直接在文章找出答案。 课堂过渡句：So we know the definition of cloning. Do you want to know the major uses and procedures of cloning? Now let’s come to Paragraph2. 2) Paragraph 2 1) Read Paragraph 2 aloud, and then answer the question: How many major uses do cloning have? 2) Recite the answer. 设计意图：1)克隆是一项新技术，虽说学生感兴趣，也有一定的了解但是没有上升到理论的高度，设计这个问题有助于学生了解克隆技术的应用和潜在前景，拓宽知识面。问题不是太难，学生可以从文中直接找到答案。 2）要求学生背诵答案，为之后的讨论做好知识储备。 课堂过渡句：Now you have known the uses of cloning, do you want to know what effect it has used? The first cloned sheep Dolly is well or poor? The answer is in the 3rd paragraph. 由提问多利羊的身体状况来自然而然地过渡到了第三段 3) Paragraph3 The problems of Dolly 1） Read Paragraph 3 aloud,and then finish the blanks. 2） Try to trcite them. At first, the fact that Dolly developed ______ in a natural way was __________. Later, the news _____she lived for six years, half the length of the life of the ______ one was __________. Finally, the problem that occurred to the scientists was that a cloned animal lives _____________ the original one. 设计意图：1）通过阅读让学生了解多利羊的诞生及其自身的问题， 2）为“Discussion”部分做好理论依据。 课堂过渡句：Though cloning has many uses, the Dolly sheep is an example to remind us that it has many disadvantages. What impact the death of Dolly will bing? (由多利羊的死亡带来什么样影响引出第四段) 4）Paragraph 4 The impact of Dolly The word “controversial” in para 4 probably means ____________. A. complicated B. arguable C. important 设计意图：本段的内容比较简单，设计了一个猜词，只要理解了这个词，学生就会自然想到第五段会写人们对于克隆的截然不同的两种观点。 课堂过渡句：Dolly’s appearance raised a storm of objections and had a great impact on the media and public imagination, but what are people’s reaction to cloning? 5) Paragraph 5 People’s reaction to cloning 1）True or false: 1 People feared that evil leaders would do harm to the world. 2 All the research into human beings will be forbidden. 3 Some countries will use cloning in a wise way. 2）The writer’s attitude towards cloning A. Objective (be fair) B. Negative (be against it) C. Positive (be in favor of it) 设计意图：多利羊的死亡引发人们的广泛议论，设计判断正误的练习，有助于学生准确把握各方观点，帮助学生进一步认识克隆的意义在于解决医学上的难题，为人类服务。 亮点：（作者态度）由各方争论的观点来判读作者的态度是考试阅读中常出现的题型，有助于学生锻炼应试技巧。学生给出答案后说出选择的理由，可提高学生的逻辑思维能力。(Because the author does not state any personal opinion about cloning.) Step 4. Intensive reading 1） Fill in the chart using the information from the text. 2）Recite the form. Problems or dangers of cloning Dolly’s illnesses were more older animal. Medical cloning could _______ to a much illnesses ． Advantages of cloning Dolly lived _______ than the Cloning can produce _______ original sheep. quantities of plants. （ _____） leaders may want to Cloning plants can be valuable for clone themselves. research on _______ _______ _______ . There are _______ objections Cloning can help save endangered to cloning human beings. animals. 设计意图：1)在阅读的基础上，通过填表格的形式，巩固本堂可所学。在训练学生阅读的基础上了解克隆这门生物技术以及相关的利弊争议。 2) 让学生背诵表格的内容，为下一步的讨论做好准备。 Step 5. Discussion Should we clone human beings or not? Give your reasons. 1) 先展示两张克隆狂热人士，一张希特勒的图片，引出是否应该克隆认得话题； 2) 播放一段科学家对克隆人的看法； 3) 学生四人一组讨论，交流意见，列出要点；各组派代表说明本组的观点。 设计意图：1）加深对克隆技术发展的了解。 2）认识克隆人的危险性---对人类在伦理，道德，法律等方面造成的巨大影响，应给与抵制。 3）增加语言的输出量，提高语言表达能力。 【课堂小结】Quiz（测一测） See what you got from our class today!（yes or no) you know what clone is? you know how Dolly the sheep was produced? you know the advantages and disadvantages of cloning? you active in group discussions? you have fun in our class? 设计意图：学生的自我测评，自我衡量学习听课质量。 【作业设计】 Homework (学以致用) Write a short passage about cloning according to our discussion. 【板书设计】 Unit2 Cloning 教学目标： 1）理解篇章结构，归纳文章主旨和段落大意。 2）掌握提取信息（skimming, scanning, &summarizing），分析信息，解决问题的能力。 3）使学生了解克隆技术的优缺点，学会表达和支持个人观点，能用所学的有关Cloning的词汇去表述自己对这一新技术的观点和看法。? Qs: is cloning? 2. How many major uses do cloning have? 3. The writer’s attitude towards cloning 4. Should we clone human beings or not? 教学反思：

由于学生阅读技巧的训练比较欠缺，平时受到抑远胜于扬。而Unit2 Cloning又是一篇介绍克隆技术的说明文，专业性强，文中生词多，学生理解难度大。根据这些特点，本单元我以训练阅读技巧之略读和扫读为主，并鼓励学生多思考，多发言，增强他们的信心。在教Reading部分，在课堂教学中我借助克隆相关图片，知识及Dolly的信息导入课文，再以复习生词进入课文。授课中始终围绕读，重在培养学生阅读技能，以skimming，careful?reading和comprehending等循序渐进式的阅读教学方法，促使学生积极配合，收到了良好的学习效果。

教学流程表：

教学流程 教学内容 教师指导 根据视频提问，导入新课 学生活动 思考回答，进入学习情境，明确学习目标。 设计意图 以问题激发，图片解读式的情境导入，培育了积极的阅读状态。 多媒体操作 1、导课 课件展示：播放多利羊出生的视频 2、默读文章，捕捉文章大概内容 提醒学生默读技巧，默读，整体把迅速捕捉文章主要握文章大概内信息 容 培养学生迅速捕捉展示题目： What’s the 文章内容的能力，对main idea of this 文章有个整体把握。 passage