高中英语 Unit 2 Cloning教学设计1 新人教版选修81.docx
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高中英语Unit2Cloning教学设计1新人教版选修81
Unit2Cloning
Ｉ．单元教学目标
技能目标Goals
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
1.四会词汇
Strawberry，differ，exact，straightforward，breakthrough，disturbing，cast，altogether，objection，media，moral，ceiling，shortly，retire，assumption，merely，decoration，zebra，aloud
2.认读词汇
identical，nucleus，gene，
somatic，embryo，fate，impact，extinct，popularity，Jurassic，bison，calf，DNA，habitat，restore，Auroch，GreatAuk，Quagga
3.词组
castdown，objectto，themedia，infavourof，（be）boundto（do）…,fromtimetotime,bringbacktolife,payoff
4．重点词汇
clone，commercial，producer，undertake，arbitrary，object，forbid，accumulatebother，regulation，resist，unable，argument，reasonable，obtain
结构
Appositiveclause—that可引导同位语从句
重点句子
Itisawayof….P11
Thefactisthat….P11
Thequestionthatoccurredis….P12
Howdifferentlydopeoplethinkof….P14
The….is…but…P14
Theadvantageisthat….P15
Howwouldyoutreat….P54
Idon’tmindbut….P55
Iagreewithyouthat….P55
III.教材分析与教材重组
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）Twins（双胞胎婴儿）Identicaldogs（克隆狗）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,然后完成四个任务型的作业。
即
1.讨论并回答三个问题。
回答这些问题，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USINGWORDSANDEXPRESSION整合在一起上一节“语法课”。
2.5将Workbook中的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….
Thequestionthatoccurredis….
2.Abilitygoals能力目标
Enablethestudentstodescribecloning:
Whatistheadvantagesofcloning？
Wha
tistheproblemsordangersofcloning？
Whatisyouropinionofcloning？
3.Learningabilitygoals学能目标
Helpthestudentslea
rnhowtodescribecloning.
Teachingimportantpoints教学重点
Howtodescribecloning.
Teachingdifficultpoint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.Firstthingsfirst,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,andacouldserveasasurrogatemother.Inreality?
Probablynot.It’snotlikelythatdinosaurDNAcouldsurviveundamagedforsuchalongtime.However,scientistshavetriedtoclonespeciesthatbecameextinctmorerecently,usingDNAfromwell-preservedtissuesamples.
Morequestionsaboutcloningaregivenintheappendix.Theinformationaboveisforreferenceonly.Oryoucanchooseseveralstudentsandaskthemtoactoutashortp
laywhosemaintopicisasfollows:
Anoldmanwhowasdyingleftallhisfortunetohisownson.Butthedidnotknowthathissonwascloned.Sotwosameyoungmenbothclaimedthattheyweretheoldman’sson.Theyquarreledandfoughtwitheachother;atlasttheywenttothejudge.ThejudgeletthemcheckDNA.TheresultwasthattheirDNAwasthesame.Noweventhejudgedidnotknowwhattodo.
Inthispa
rttheteachercangivethestudentssomeadvicetoactout.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:
Lookatthepicture
sanddiscusswhichonesarenaturalclonesandwhichonesareman–made.Thenexplainhowtheydiffer.
S:
IthinkthetwinsarenaturalclonesandtheDollysheepisman-made.
T:
Youareright!
Canyouexplainhowtheydiffer?
S:
Thetwinswerebornatthesametime,buttheDollysheepisman-made.
T:
Anythingelse?
Whowanthaveatry?
S:
Ithinktheidenticaldogisman-made.
T:
GoodJob
StepIIPre-reading
Beforeclass,as
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