联系本站客服加+微信号15139388181 或QQ：983228566 |
视频标签：Cloning
所属栏目：高中英语优质课视频
视频课题：人教版高中英语选修八选修8 Unit 2 Cloning Reading –福建省 - 福州
本视频配套资料的教学设计、课件 /课堂实录及教案下载可联本站系客服
人教版高中英语选修八选修8 Unit 2 Cloning Reading –福建省 - 福州
教学目标
一、语言目标:
1、学生通过阅读能粗略了解课文中关于克隆这一新生物技术如定义、用途、过程等有关知识;
2、学生能利用上下文了解课文中的难词的意思,如objection、breakthrough, impact等,并初步感知课文中出现的本单元即将学习的同位语从句的语法现象;
3、克隆技术日新月异,在分享本单元时,需随时关注其发展的最新动态。
二、技能目标:
1、在阅读过程中,学生能运用skimming,scanning等阅读微技能以及主题句等,用一两个词概括段落的主旨大意;
2、能逻辑建构语篇,提升思维能力;
3、能利用已获取的信息发表自己对克隆问题(包括人类克隆)的看法与态度,提高语言表达能力。
三、策略目标
1、利用标题导读,预测语篇信息,推测作者的写作目的;
2、关注语篇中句与句之间、段与段之间的逻辑关系,运用拼图式阅读建构语篇;
3、绘制思维导图了解语篇行文逻辑,避免碎片化阅读;
4、能利用上下文与构词法猜测生词词义。
四、情感态度、价值观:
学生通过深层阅读,从cloning带来的冲击和人们的反应,探讨克隆的未来将何去何从,感悟科技是一把双刃剑,应有效利用这些科学技术为人类服务,而不是制造麻烦甚至带来灾难。
2新设计
本节课的内容是人民教育出版社出版的NSE高中教材选修8第二单元的Pre-reading, Reading, Comprehension 部分,本单元的话题是克隆。本节课是单元的阅读课,语言技能和语言知识都是围绕“克隆”这一中心话题设计的。具体涉及“什么是克隆”, “克隆羊多利是如何诞生的”, “克隆的利弊”等。教师可在充分利用教材资源的基础上,结合学生的实际情况设计教学活动,帮助学生有效地掌握阅读技能,形成有效的学习方法和阅读策略。阅读文本结构严谨,行为逻辑清晰,通过对克隆现状的分析,启发读者思考未来该如何有效地利用这一科学技术为人类服务,而不是制造麻烦甚至带来灾难。克隆话题较有争议,有利于激发学生思考,培养学生的批判性思维与创造性思维。
本节课的语篇为科技文,文本结构清晰,采用的阅读策略有:拼图阅读策略,思维导图阅读策略,学生中心教学法。
3学情分析
本课教学对象为高二(4)学生,在生物学习方面对克隆技术有一定的知识储备,对英语学习有比较强的兴趣,智力发展趋于成熟,他们已逐渐形成用英语获取信息、处理信息、分析问题和解决问题的能力。根据《普通高中英语课程标准(实验)》“建立新的外语教育教学理念……建立多元、开放的英语课程评价……”的精神,采用活动教学法实施课堂教学,关注学生语言技能、语言知识、情感态度、学习策略和文化意识等素养的培养。因此本课教学的重点之一是培养学生如何用英语思维和表达的习惯,使学生学会把语言学习与现实生活和兴趣结合起来,提高实际运用语言的能力。通过任务型和拼图式以及思维导图阅读策略的课堂活动和学习,使学生能积极主动参与到课堂活动中来,成为课堂的主体,提高自主学习和合作学习的能力。
4重点难点
1、探究语篇逻辑,绘制文章思维导图;
2、深层阅读,阅读思维能力的培养。
5教学过程
5.1第一学时
5.1.1教学活动
活动1【导入】Warming－up ＆ lead－in (3min)
Warming up by solutions to a severe lack of human organs for transplantation.
Q1: Photos of operation on the lung--- what is a lung transplant?
Q2: A waiting list of lung transplant & high cost for lung transplant
---Do you have any solutions to the problem? ---Cloning.
活动2【导入】Pre－reading (2min)
Predict the content from the title.
Q: We are going to talk about “cloning” today, what do you want to know about cloning?
(What? How?Why? Where?...)
活动3【讲授】Reading for the structure(12min)
Step 1: Individual reading: Find out the key words of each part.
Step 2: Share the conclusion with the whole class. ( the key words on the blackboard)
Step 3: Group work: Join the 6 parts (5 paragraphs and 1 picture) into a complete passage and explain the reasons for the arrangement.
Step 4: Share the result and reasons.
Step 5:Draw the mind map of the structure.
definition uses (the procedure)
Para 1 Para 2
Part 1 Cloning:
Part 2 Where is it leading us?
Para 3 Para4 Para 5
problems impact reactions
活动4【讲授】Reading for the details(18min)
Step1:Questions and answers for part 1(Para1 &2).
Part 1 ---Introduction of Cloning
What is cloning?
What are the two major uses of cloning?
Step2: Multiple choices or fill in the blanks for part 2(Para3,4&5):
Para 3 The problems of Dolly
Fill in the proper words according to the passage.
Firstly, the fact that Dolly developed normally was encouraging.
Then, the news that Dolly had become seriously ill was disturbing.
Finally, the problem that occurred to the scientists was that many cloned animals have the same arbitrary fate.
What are“the same arbitrary fate”of many cloned animals?
A. They may develop the illnesses of older animals.
B. They may die younger than the provider.
C. They develop normally.
Para 4 The impact of Dolly
What are the influences of Dolly’s appearance?
A. A large number of people disagree on cloning animals.
B. The media rushed to report the development of cloning.
C. People began to imagine using cloning to cure serious illnesses and to produce human beings.
Para 5 People’s reactions to cloning
For (benefits) Against(dangers)
evil leaders religious leaders
China and the UK some governments
活动5【活动】Post－reading (9min)
Activity 1 The attitude towards cloning
Q: What is your attitude towards cloning?
A: I think I am for/against cloning because_________________________.
For (Benefits) Against (Dangers)
agriculture simplification
endangered animals relationship
human organs anti-nature
babies moral questions
Activity 2 The implication of the title
Q: Do you really want a cloned you? Me, Myself or Ourselves?
(Show the picture of deformity and monster)
Q: Why do you think the author add the title “where is it leading us?” after “cloning”?
Pay attention to the tense---Present Continuous Tense.
Present Continuous Tense is used to talk about the present situation and also imply the future situation. It invites people to think about the future of cloning
---Where will cloning lead us?
Cloning is a double edge sword. In other words, it may benefit us while it may trouble us. Therefore, it is up to you how to use the gene technology. The choice is ours,
We should use cloning in a wise way !
活动6【作业】Assignments (1min)
1. Read the passage for more details about cloning.
2. Surf the internet to learn more about cloning.
3. Write a composition “Where will cloning lead us?”
视频来源：优质课网 www.youzhik.com
