高中英语 选修8 Unit 2 Cloning优质教案 全单元合集.docx
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高中英语选修8Unit2Cloning优质教案全单元合集
高中英语选修8Unit2Cloning优质教案全单元合集
Unit2Cloning
Ⅰ.单元教学目标
技能目标SkillGoals
▲Talkaboutcloning
▲Practiceexpressingandsupportinganopinion
▲Usetheappositiveclause
▲Writeacompositionaboutcloning
Ⅱ.目标语言
功
能
句
式
Expressingandsupportinganopinion
I’mhappytoaccept...but...
Iwouldneveraccept...
I’mnotbotheredabout...
Idon’tmindbut...
Ihopeyou’llcarryon...
Areyousureyouwantto...?
Iagreewithyouthat...
Isitfairto...?
Doyouthinkitiswiseto...?
Ithinkyoushould...
Welldonetoyoufor...
Idon’tunderstandwhyyoudon’t...
Ican’thelpthinking...
Icouldneveragreeto...
词汇
四会词汇
Differexacttwincommercialstraightforwardundertakebreakthroughprocedurecarriercastaltogetherarbitrarycorrectionobjectobjectionmediumobtainattainmoralconservativeforbidaccumulateconstitutioncompulsoryoperachorusloafflouroweshortlyretirebotherassumptionregulationstrikeinitialvainresistdrawbackmerelydecorationunablefeatherturkeyclawadorehatchreasonable
2.词组
castdown,objectto,themedia,infavourof,(be)boundto(do)...,fromtimetotime,bringbacktolife,payoff,invain
结
构
Appositiveclause—that可引导同位语从句
重
点
句
子
Itisawayof...P11
Thefactisthat...P11
Thequestionthatoccurred...P12
Theadvantageisthat...P15
Ⅲ.教材分析和教材重组
1.教材分析
本单元以Cloning为话题,旨在通过单元教学,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。
1.1WarmingUp提供了四幅有关Dollythesheep(多莉羊),Astrawberryplant(草莓植物),Identicaldogs(克隆狗),Twins(双胞胎婴儿)的图片,让学生用已有的知识和经验讨论对克隆技术的看法与观点。
1.2Listening是关于人类克隆的听力材料,难度中等。
1.3Speaking根据材料,四人小组合作,要求把自己对克隆婴儿的态度和感觉用相关的语言表达出来。
语言要得体,锻炼语段表达能力。
1.4Pre-reading是Reading的热身活动,它要求采用与同学讨论交流的方式谈论有关克隆的相关知识。
1.5Reading是一篇介绍克隆技术的说明文。
1.6Comprehending第一题所给出的表格让学生根据课文内容列举克隆技术的优缺点;第二题让学生根据所拥有的知识来评价作者的观点;第三题要求学生用自己的语言阐述对克隆技术的观点并给出理由。
1.7LearningaboutLanguage分词汇和语法两部分,其中Discoveringusefulwordsandexpressions是根据语境在运用中掌握词汇。
Discoveringusefulstructures是通过阅读和补全句子来练习。
1.8UsingLanguage中的Reading,Discussingandwriting要求学生先读,然后再完成四个任务型的作业,即1.讨论并回答三个问题;2.讨论几种已经灭绝的动物,并且讨论哪种动物应该被恢复到这个世界上,并且给出理由;3.Listeningandspeaking让学生根据所听到的内容选择并列出文中人物观点。
2.教材重组
2.1从话题内容上分析,WarmingUp与Reading相一致,而从训练目的上分析WarmingUp与TALKING比较一致。
从教材份量来说,可将WarmingUp和Reading整合在一起,设计成一节任务型“阅读课
(一)(精读课)”。
2.2将Listening和Workbook中的LISTENING整合在一起,设计成一节“听力课”。
2.3将UsingLanguage与Workbook中的TALKING和SPEAKINGTASK结合在一起,设计成一节“口语课”。
2.4将LearningaboutLanguage与Workbook中的USINGWORDSANDEXPRESSIONS整合在一起上一节“语法课”。
2.5将Workbook中READINGTASK和PROJECT以及WRITINGTASK整合成一节“泛读与写作课”。
3.课型设计与课时分配
1stPeriodReading
2ndPeriodListening
3rdPeriodSpeaking
4thPeriodGrammar
5thPeriodExtensivereadingandwriting
Ⅳ.分课时教案
TheFirstPeriodReading
Teachinggoals教学目标
1.Targetlanguage目标语言
a.重点词汇和短语
clone,commercial,producer,undertake,arbitrary,object,forbid,accumulate,castdown,objectto,themedia,infavourof
b.重点句子
Itisawayof...
Thefactisthat...
Thequestionthatoccurred...
2.Abilitygoals能力目标
Enablethestudentstodescribecloning:
Whatistheadvantagesofcloning?
Whatistheproblemsordangersofcloning?
Whatisyouropinionofcloning?
3.Learningabilitygoals学能目标
Helpthestudentslearnhowtodescribecloning.
Teachingimportantpoints教学重点
Howtodescribecloning.
Teachingdifficultpoints教学难点
Helpthestudentsanalyzethewritingtechniquesofthearticle.
Teachingmethods教学方法
Skimming,task-basedmethodanddebatemethod.
Teachingaids教具准备
Arecorder,aprojectorandsomeslides.
Teachingprocedures&&ways教学过程与方式
StepILead-in
Thistopicisdifficultforstudents.Soteachershouldhelpthestudentslearnmoreaboutit.Dothisinthewayofaskingandansweringquestions.
T:
Youcanimaginehowrapidlythemodernscienceandtechnologydevelop.Ithinkmostofyoumustknowsomethingaboutspacetraveling,submarineexploration,robot,maglevtrain,geneengineeringetc.Butinrecentyears,ahottopic,cloningisoftenmentioned,especiallywhenthecloningDollythesheepappeared.YoumayhavefirstheardofcloningwhenDollytheSheepshoweduponthescenein1997.CloningtechnologieshavebeenaroundformuchlongerthanDolly,though.Firstthingfirst,whatiscloningandaclone?
Thedictionarysayscloningisthetechniqueofproducingageneticallyidenticalduplicateofanorganism.Acloneissaidtobealldescendantsderivedasexuallyfromasingleindividual,asbycuttings,bulbs,byfission,bymitosis,orbyparthenogenesisreproduction.Itsoundsverydifferentandcomplicatedtous.Infact,Imean,inourdailylife,thishappensoften.Forexample,gardenerstakecuttingsfromgrowingplantstomakenewones.Youoftenseethatyourmotherpicksasmallbranchfromagrowingplanttomakeanewone.Ifshelikesthiskindofflowers,shecandocloning.Cloningalsohappensinanimalsorhumanbeingswhentwinsidenticalinsexandappearanceareproducedfromthesameoriginalegg.Thefactisthatcloningplantsisstraightforwardbutthecloningofanimalsismorecomplicated.Thepossibilityofhumancloning,raisedwhenScottishscientistsatRoslinInstitutecreatedthemuch-celebratedsheep“Dolly”,arousedworldwideinterestandconcernbecauseofitsscientificandethicalimplications.Youcangiveyourquestionsifyouareinterestedinthistopic.Iamheretodayoneofthescientistswhoworkinthisfield.Iamreadytoansweranyofyourquestions.
S:
Nowweknowwhatiscloning.Aretheredifferenttypesofcloning?
T:
Whenthemediareportoncloninginthenews,theyareusuallytalkingaboutonlyonetypecalledreproductivecloning.Therearedifferenttypesofcloninghowever,andcloningtechnologiescanbeusedforotherpurposesbesidesproducingthegenetictwinofanotherorganism.Abasicunderstandingofthedifferenttypesofcloningiskeytotakinganinformedstanceoncurrentpublicpolicyissuesandmakingthebestpossiblepersonaldecisions.Thefollowingthreetypesofcloningtechnologieswillbediscussed:
(1)recombinantDNAtechnologyorDNAcloning,
(2)reproductivecloning,and(3)therapeuticcloning.
S:
WasDollycreatedbywhatcloning?
AndwhywasDollysoimportant?
T:
ReproductivecloningisatechnologyusedtogenerateananimalthathasthesamenuclearDNAasanothercurrentlyorpreviouslyexistinganimal.Dollywascreatedbyreproductivecloningtechnology.ShewasthefirstmammaltobeclonedfromadultDNAtakenfromanadultcell.Previously,animalshadonlybeenclonedusingembryocellswhichalreadyhavethepotentialtobecomeacompleteembryoinitsownright.ThebigbreakthroughwithDollywastomakeaclonefromanordinary,adultcell—inthiscasefromafemalegoat’sudder.
S:
HaveyouseenJurassicPark?
Inthisfeaturefilm,scientistsuseDNApreservedfortensofmillionsofyearstoclonedinosaurs.Theyfindtrouble,however,whentheyrealizethattheclonedcreaturesaresmarterandfiercerthanexpected.Couldwereallyclonedinosaurs?
T:
Intheory?
Yes.Whatwouldyouneedtodothis?
Awell-preservedsourceofDNAfromtheextinctdinosaur,andacloselyrelatedspecies,currentlyliving,thatcouldserveasasurrogatemother.Inreality?
Probablynot.It’snotlikelythatdinosaurDNAcouldsurviveundamagedforsuchalongtime.However,scientistshavetriedtoclonespeciesthatbecameextinctmorerecently,usingDNAfromwell-preservedtissuesamples.
Morequestionsaboutcloningaregivenintheappendix.Theinformationaboveisforreferenceonly.Oryoucanchooseseveralstudentsandaskthemtoactoutashortplaywhosemaintopicisasfollows:
Anoldmanwhowasdyingleftallhisfortunetohisownson.Buthedidnotknowthathissonwascloned.Sotwosameyoungmenbothclaimedthattheyweretheoldman’sson.Theyquarreledandfoughtwitheachother;atlasttheywenttothejudge.ThejudgeletthemcheckDNA.TheresultwasthattheirDNAwasthesame.Noweventhejudgedidnotknowwhattodo.
Inthisparttheteachercangivethestudentssomeadvicetoactout.Accordingtothisplayteacheraskthestudentsseveralquestions:
1.Doyouwanttobeclonedornot?
Why?
2.Ifyouarethejudgewhatwillyoudo?
3.Canyoutellmetheadvantagesofcloning?
4.Andwhatisthedisadvantage?
Discussion
Inthispartthestudentswilldiscusstherelationshipbetweenthedevelopmentoftechnologyandsocialcustoms.
T:
Asthetechnologydevelopsdaybyday,ithasamoreandmoreimportantinfluenceonthewholesociety.Technologyaffectssocialcustomsandethics,sometimestechnologymaygoagainsttheconventionalthinking,thencomestheproblemthatwhetherweshouldstopthedevelopmentofresearchorchangetheethics.
S1:
Astechnologydevelopsinalmosteveryfield,alotofouroriginalcustomsandethicschanged,eitherbecausetheyareoutoftimeornotsoscientific.Forexamplemillionsofyearsagohumanatemeatofanimalswithoutheatingthem.Laterpeopleusedfireandnolongeraterawmeatandtheyalsousedfiretoscaredangerousanimals.
S2:
Ithinkwecouldnotstopthedevelopmentoftechnology,foritmaydevelopinthewaywhichisacceptablebysocialcustoms.
…
Lookatpictures
T:
Lookatthepicturesanddiscusswhichonesarenaturalclonesandwhichonesareman-made.Thenexplainhowtheydiffer.
S:
IthinkthetwinsarenaturalclonesandtheDollysheepisman-made.
T:
Youareright!
Canyouexplainhowtheydiffer?
S:
Thetwinswerebornatthesametime,buttheDollysheepisman-made.
T:
Anythingelse?
Whowanthaveatry?
S:
Ithinktheidenticaldogisman-made.
T:
Goodjob!
StepⅡPre-reading
Beforeclass,askthestudentstosearchforsomeinformationabou