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視頻標簽：Cloning
所屬欄目：高中英語優質課視頻
視頻課題：人教版高中英語選修八選修8 Unit 2 Cloning Reading –福建省 - 福州
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人教版高中英語選修八選修8 Unit 2 Cloning Reading –福建省 - 福州
教學目標
一、語言目標:
1、學生通過閱讀能粗略了解課文中關于克隆這一新生物技術如定義、用途、過程等有關知識;
2、學生能利用上下文了解課文中的難詞的意思,如objection、breakthrough, impact等,并初步感知課文中出現的本單元即將學習的同位語從句的語法現象;
3、克隆技術日新月異,在分享本單元時,需隨時關注其發展的最新動態。
二、技能目標:
1、在閱讀過程中,學生能運用skimming,scanning等閱讀微技能以及主題句等,用一兩個詞概括段落的主旨大意;
2、能邏輯建構語篇,提升思維能力;
3、能利用已獲取的信息發表自己對克隆問題(包括人類克隆)的看法與態度,提高語言表達能力。
三、策略目標
1、利用標題導讀,預測語篇信息,推測作者的寫作目的;
2、關注語篇中句與句之間、段與段之間的邏輯關系,運用拼圖式閱讀建構語篇;
3、繪制思維導圖了解語篇行文邏輯,避免碎片化閱讀;
4、能利用上下文與構詞法猜測生詞詞義。
四、情感態度、價值觀:
學生通過深層閱讀,從cloning帶來的沖擊和人們的反應,探討克隆的未來將何去何從,感悟科技是一把雙刃劍,應有效利用這些科學技術為人類服務,而不是制造麻煩甚至帶來災難。
2新設計
本節課的內容是人民教育出版社出版的NSE高中教材選修8第二單元的Pre-reading, Reading, Comprehension 部分,本單元的話題是克隆。本節課是單元的閱讀課,語言技能和語言知識都是圍繞“克隆”這一中心話題設計的。具體涉及“什么是克隆”, “克隆羊多利是如何誕生的”, “克隆的利弊”等。教師可在充分利用教材資源的基礎上,結合學生的實際情況設計教學活動,幫助學生有效地掌握閱讀技能,形成有效的學習方法和閱讀策略。閱讀文本結構嚴謹,行為邏輯清晰,通過對克隆現狀的分析,啟發讀者思考未來該如何有效地利用這一科學技術為人類服務,而不是制造麻煩甚至帶來災難。克隆話題較有爭議,有利于激發學生思考,培養學生的批判性思維與創造性思維。
本節課的語篇為科技文,文本結構清晰,采用的閱讀策略有:拼圖閱讀策略,思維導圖閱讀策略,學生中心教學法。
3學情分析
本課教學對象為高二(4)學生,在生物學習方面對克隆技術有一定的知識儲備,對英語學習有比較強的興趣,智力發展趨于成熟,他們已逐漸形成用英語獲取信息、處理信息、分析問題和解決問題的能力。根據《普通高中英語課程標準(實驗)》“建立新的外語教育教學理念……建立多元、開放的英語課程評價……”的精神,采用活動教學法實施課堂教學,關注學生語言技能、語言知識、情感態度、學習策略和文化意識等素養的培養。因此本課教學的重點之一是培養學生如何用英語思維和表達的習慣,使學生學會把語言學習與現實生活和興趣結合起來,提高實際運用語言的能力。通過任務型和拼圖式以及思維導圖閱讀策略的課堂活動和學習,使學生能積極主動參與到課堂活動中來,成為課堂的主體,提高自主學習和合作學習的能力。
4重點難點
1、探究語篇邏輯,繪制文章思維導圖;
2、深層閱讀,閱讀思維能力的培養。
5教學過程
5.1第一學時
5.1.1教學活動
活動1【導入】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.
活動2【導入】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?...)
活動3【講授】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
活動4【講授】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
活動5【活動】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 !
活動6【作業】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?”
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