《人教版高二英语选修8教学设计》范文

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《人教版高二英语选修8教学设计》范文

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《人教版高二英语选修8教学设计》范文

　　《人教版高二英语选修8教学设计》

　　一. 教材分析

　　本课是人教版新教材选修8 Unit2 Cloning(Reading)，本课的中心话题是克隆。本文具体介绍了植物与动物克隆的区别、多丽羊的诞生与死亡及由此引发的争论。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。本节课的目的旨在让学生读懂文章的意思、了解文章的内容、把握文章的中心，从而提升自己的阅读能力，要让学生学习了解克隆这门技术以及有关的争议，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。

　　二.学情分析

　　高二年级的学生学习态度端正，学习兴趣浓厚，爱观察爱思考，乐于参与英语学习活动，且学生对克隆都有所了解，但阅读技巧的训练比较欠缺，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。

　　总体来说学生的学习方式存在着差异，在教学上要做到分层次，教学方法有区别。

　　三.教学目标

　　知识与技能：

　　1. 初步掌握本单元重点词汇: identical, straightforward, undertake, cast down等。

　　2. 学会克服生词障碍，通过略读，寻找文章的主题句，理清文章的总体框架与脉络;通过寻读, 捕捉文章的重要细节，理解作者的写作意图。

　　过程与方法：

　　通过自主探究以及小组合作学习等方式，通过阅读技能的训练帮助学生养成科学的阅读方法。

　　情感态度与价值观：

　　1. 通过本课的学习, 学生能激发自己勇于求知、探索科学奥秘的积极学习态度，并形成积极的情感态度，主动思维，大胆表述，提高语言实际运用能力。

　　2. 通过本课的学习, 学生能够学会一分为二地辩证地看待事物，形成科学的价值观。

　　四.重点与难点：

　　1.重点：(1)了解科技说明文的文体特点并以此指导阅读;训练skimming, scanning, fast

　　reading, careful reading等阅读技能;

　　(2)对文章深层次的理解及细节的欣赏，认识及了解克隆技术。

　　2.难点：(1)阅读技能的训练;

　　(2)对科技说明文的鉴赏能力及事物的客观评价。

　　五.教学方法

　　Skimming, task-based method and debate method.

　　六.教学辅助工具：多媒体等七. 教学过程与方式

　　Step I Revision and Lead-in

　　Put a basin of cactus on the platform to attract the students’ interest and attention and

　　lead-in.

　　Show some pictures of Dolly the sheep(多莉羊)、A strawberry plant(草莓植物)、 Twins(双胞胎)、 Growing new plantson the screen. Get students to look at the pictures and discuss:

　　which ones are natural clones and which ones are man – made? Then explain how they differ. S: I think the twins are natural clones and the Dolly sheep is man-made.

　　T: You are right! Can you explain how they differ?

　　S: The twins were born at the same time, but the Dolly sheep is man-made.

　　T: Anything else? Who want to have a try?

　　S: I think growing new plants is man-made.

　　T: Good Job

　　【设计说明】克隆技术是一门前沿科技，学生对此兴趣浓厚，利用幻灯片展示当今克隆技术产生出来的动植物照片，学生的兴趣被瞬间激发，注意力高高度集中，学习的热情高涨。这就为进一步的学习做足了铺垫。

　　Step II Pre-reading

　　Before class, ask the students to search for some information about this topic. Now show the questions on the screen, and then let them work in pairs and discuss about cloning. Ask the students to list the questions they want to find out and then share their lists with their partners. Questions about cloning:

　　1. What is a clone?

　　2. How is a clone produced?

　　3. What benefits can humans gain from cloning?

　　4. What problems may arise when humans are cloned?

　　The teacher walk around the classroom and give some help if necessary.

　　After a few minutes.

　　T: Do you have other questions? Volunteer!

　　S: I have! Should we clone human?

　　T: Good job! I think many of you have questions, now let us read the article with the questions.

　　Suggest answers:

　　1. It is a way of making an exact copy of another animal and plant.

　　2. This happens in plants when gardeners take cuttings from growing plants to make new ones, and when small parts of a plant are taken and gown in a laboratory. It also happens in animals when twins identical in sex and appearance are produced from the same original egg.

　　【设计说明】让学生就以上话题展开讨论，借题发挥，训练学生的'发散思维和语言表达能力。

　　StepV EXERCISE:Choose the best answer.

　　(1).As for the cloning procedure of Dolly the sheep, all of the following are true EXCEPT ____.

　　A. the lamb is the clone of the donated cell from sheep B

　　B. electricity is needed

　　C. female sheep B provides an egg cell

　　D. three female sheep are used

　　(2). From the last paragraph we know that___.

　　A. cloning will come to an end because of objections

　　B. cloned human beings will be produced

　　C. many countries will use cloning in a wise way

　　D. all the research into human cloning will be forbidden

　　【设计说明】通过练习检查学生对课文内容的掌握情况。

　　Step VI Summary and homework

　　SUMMARIZE THE TEXT AND THEN Ask the students to do the following.

　　1. Finish activities 2 and 3 on page12.

　　2. Write a composition about the topic you have discussed.

　　【设计说明】总结使一节课有始有终，学生可跟着教师回顾和复习本节课的重点内容。考虑到学生的个体差异，作业体现出层次性。 StepVII Blackboard design

　　Unit2 Cloning

　　-Reading

　　Key words :

　　Differ， twin ，clone, commercial, producer, undertake, arbitrary, object, forbid, accumulate, cast down, object to, the media,

　　Key phrases:

　　In favour of， (be)bound to(do)..., from time to time, bring back to life, pay off, in vain .

　　Main idea of the whole passage and each paragraph:

　　(1)The whole passage:

　　(2)Each paragraph:

　　Para1:

　　Para2:

　　Para3:

　　Para4:

　　Para5: in the near future

　　5人教版高二英语选修8

　　Unit 2 Cloning Reading教学设计

　　一. 教材分析

　　二.学情分析

　　总体来说学生的学习方式存在着差异，在教学上要做到分层次，教学方法有区别。

　　三.教学目标

　　知识与技能：

　　1. 初步掌握本单元重点词汇: identical, straightforward, undertake, cast down等。

　　2. 学会克服生词障碍，通过略读，寻找文章的主题句，理清文章的总体框架与脉络;通过寻读, 捕捉文章的重要细节，理解作者的写作意图。

　　过程与方法：

　　通过自主探究以及小组合作学习等方式，通过阅读技能的训练帮助学生养成科学的阅读方法。

　　情感态度与价值观：

　　1. 通过本课的学习, 学生能激发自己勇于求知、探索科学奥秘的积极学习态度，并形成积极的情感态度，主动思维，大胆表述，提高语言实际运用能力。

　　2. 通过本课的学习, 学生能够学会一分为二地辩证地看待事物，形成科学的价值观。

　　四.重点与难点：

　　1.重点：(1)了解科技说明文的文体特点并以此指导阅读;训练skimming, scanning, fast

　　reading, careful reading等阅读技能;

　　(2)对文章深层次的理解及细节的欣赏，认识及了解克隆技术。

　　2.难点：(1)阅读技能的训练;

　　(2)对科技说明文的鉴赏能力及事物的客观评价。

　　五.教学方法

　　Skimming, task-based method and debate method.

　　六.教学辅助工具：多媒体等七. 教学过程与方式

　　Step I Revision and Lead-in

　　Put a basin of cactus on the platform to attract the students’ interest and attention and

　　lead-in.

　　Show some pictures of Dolly the sheep(多莉羊)、A strawberry plant(草莓植物)、 Twins(双胞胎)、 Growing new plantson the screen. Get students to look at the pictures and discuss:

　　which ones are natural clones and which ones are man – made? Then explain how they differ. S: I think the twins are natural clones and the Dolly sheep is man-made.

　　T: You are right! Can you explain how they differ?

　　S: The twins were born at the same time, but the Dolly sheep is man-made.

　　T: Anything else? Who want to have a try?

　　S: I think growing new plants is man-made.

　　T: Good Job

　　Step II Pre-reading

　　1. What is a clone?

　　2. How is a clone produced?

　　3. What benefits can humans gain from cloning?

　　4. What problems may arise when humans are cloned?

　　The teacher walk around the classroom and give some help if necessary.

　　After a few minutes.

　　T: Do you have other questions? Volunteer!

　　S: I have! Should we clone human?

　　T: Good job! I think many of you have questions, now let us read the article with the questions.

　　Suggest answers:

　　1. It is a way of making an exact copy of another animal and plant.

　　【设计说明】让学生就以上话题展开讨论，借题发挥，训练学生的发散思维和语言表达能力。

　　StepV EXERCISE:Choose the best answer.

　　(1).As for the cloning procedure of Dolly the sheep, all of the following are true EXCEPT ____.

　　A. the lamb is the clone of the donated cell from sheep B

　　B. electricity is needed

　　C. female sheep B provides an egg cell

　　D. three female sheep are used

　　(2). From the last paragraph we know that___.

　　A. cloning will come to an end because of objections

　　B. cloned human beings will be produced

　　C. many countries will use cloning in a wise way

　　D. all the research into human cloning will be forbidden

　　【设计说明】通过练习检查学生对课文内容的掌握情况。

　　Step VI Summary and homework

　　SUMMARIZE THE TEXT AND THEN Ask the students to do the following.

　　1. Finish activities 2 and 3 on page12.

　　2. Write a composition about the topic you have discussed.

　　Unit2 Cloning

　　-Reading

　　Key words :

　　Differ， twin ，clone, commercial, producer, undertake, arbitrary, object, forbid, accumulate, cast down, object to, the media,

　　Key phrases:

　　In favour of， (be)bound to(do)..., from time to time, bring back to life, pay off, in vain .

　　Main idea of the whole passage and each paragraph:

　　(1)The whole passage:

　　(2)Each paragraph:

　　Para1:

　　Para2:

　　Para3:

　　Para4:

　　Para5: in the near future

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