2021人教版选修八unit2《cloning》word教案.doc

2021人教版选修八unit2《cloning》word教案
Ⅰ. 单元教学目标
Skill Goals技能目标
▲To talk about cloning
▲To practice expressing and supporting an opinion
▲To use the appositive clause
▲To write a composition about cloning
Ⅱ. 目标语言

功
能
句
式

Expressing and supporting an opinion
I’m happy to accept... but...
I would never accept...
I’m not bothered about...
I don’t mind but...
I hope you’ll carry on...
Are you sure you want to...?
I agree with you that...
Is it fair to...?
Do you think it is wise to...?
I think you should...
Well done to you for...
I don’t understand why you don’t...
I can’t help thinking...
I could never agree to...

词 汇
四会词汇
Differ exact twin commercial straightforward undertake breakthrough procedure carrier cast altogether arbitrary correction object objection medium obtain attain moral conservative forbid accumulate constitution compulsory opera chorus loaf flour owe shortly retire bother assumption regulation strike initial vain resist drawback merely decoration unable feather turkey claw adore hatch reasonable
词组
cast down, object to, the media, in favour of， （be）bound to（do）..., from time to time, bring back to life, pay off, in vain
语法
Appositive clause —同位语从句
重
点
句
子
It is a way of... P11
The fact is that... P11
The question that occurred ... P12
The advantage is that... 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) Warming Up提供了四幅有关Dolly the sheep(多莉羊)，A strawberry plant(草莓植物)，Identical dogs(克隆狗) ，Twins（双胞胎婴儿）的图片，让学生用已有的知识和体会讨论对克隆技术的看法与观点。
2) Listening是关于人类克隆的听力材料，难度中等。
3) Speaking依照材料，四人小组合作，要求把自己对克隆婴儿的态度和感受用相关的语言表达出来。语言要得体，锤炼语段表达能力。
4) Pre-reading是Reading的热身活动，它要求采纳与同学讨论交流的方式谈论有关克隆的相关知识。
5) Reading是一篇介绍克隆技术的说明文。
6) Comprehending第一题所给出的表格让学生依照课文内容列举克隆技术的优缺点；第二题让学生依照所拥有的知识来评判作者的观点；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。
7) Learning about Language分词汇和语法两部分，其中Discovering useful words and expressions 是依照语境在运用中把握词汇。Discovering useful structures 是通过阅读和补全句子来练习。
8) Using Language中的Reading，Discussing and writing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. 讨论几种差不多灭绝的动物，同时讨论哪种动物应该被复原到那个世界上，同时给出理由；3. Listening and speaking 让学生依照所听到的内容选择并列出文中人物观点。
2． 教材重组
1) 从话题内容上分析，Warming Up 与Reading相一致，而从训练目的上分析Warming Up与TALKING比较一致。从教材份量来说，可将Warming Up和Reading整合在一起，设计成一节任务型“阅读课（一）（精读课）”。
2) 将Listening 和Workbook中的LISTENING整合在一起，设计成一节“听力课”。
3) 将Using Language与Workbook中的TALKING 和SPEAKING TASK结合在一起，设计成一节“口语课”。
4) 将Learning about Language与Workbook中的USING WORDS AND EXPRESSIONS整合在一起上成 “语法课”。
5) 将Workbook中READING TASK和PROJECT 以及WRITING TASK整合成一节“泛读与写作课”。
3. 课型设计与课时分配
1st Period Reading(1个课时)
2nd Period Listening (1个课时)
3rd Period Speaking (1个课时)
4th Period Learning about language and grammar (2-3个课时)
5th Period Extensive reading and writing (1个课时)
Ⅳ. 分课时教案
Section Ⅰ Warming up,Pre-reading,reading&comprehending(1个课时)
I Teaching aims:
1. To practice the students’ pronunciation and preliminary word recognition.（练习发音并初步识记单词）
2. To develop their reading skills ：to read the text “Cloning: Where is it leading us?” and understand what it says.
3. To make students find out some useful words and expressions.
II Teaching procedures:
Step I. Read the vocabulary P92
1. 领读2遍，学生读6遍此过程大约需12分钟；
2. 给出6分钟时刻让学生快速的读2遍生词表，期间若学生对个别单词发音不清晰可举手由老师亲自辅导发音；
（B班学生语音大多只是关，这一步专门重要，熟悉发音是培养语感的第一步；同时在后面学习中要强化领读2-3遍）
Step II. Read the text(Page10-12)，then do the exercises on Page 29(三维设计教师用书;学生用书page3)及教材P12页Comprehending里的练习.(给学生限时20分钟，再用6分钟师生互动)
注解：
1、阅读方法：快速阅读为默读限时8分钟，先读题（step2 Fast Reading）再默读找信息点做题；Careful Reading 限时12分钟，明白得段落大意及文章主旨并结合语境明白得文中黑体单词、短语的含义，并将预习中未能解决的问题和有疑问的问题标出，以便在后面的师生互动中探究解决。
2、练习可依照学生实际情形增删，对课本上没有的问题教师可板书在黑板上。若有条件用多媒体教学，可向学生展现更多关于cloning的flash来关心学生明白得. 师生互动可将学生分组加分鼓舞学生积极主动回答问题，教师还可提问不活跃学生，对学生回答的不行的问题教师可做引导点拨。对B班学生只要求做P29 Fast Reading 和Careful Reading里的段落大意题。
Step III. 师生互动处理学生练习及明白得中的疑难问题(6分钟)
Step IV. Homework (1分钟)
1、 预习三维设计（P19-22页学生用书）及课后注释（P87-89）里的知识点并做其对应的练习；
2、 读报纸40期的第一、二版并预作其对应的练习。

Section II Listening (1个课时)
I. Teaching goals 教学目标
1. Target language目标语言
a. 词汇和短语cloning, attitude, medicine, organs
b. 重点句子I agree with...；How would you do...?；Do you think...?
2. Ability goals能力目标 Let the students focus on the different attitude towards cloning technology.
3. Learning ability goals学能目标 Teach the students how to get the specific information.
II. Teaching important points 教学重点：Listen to the materials about cloning and choose the correct answers.
III. Teaching difficult points 教学难点：Work together with partners and show their own opinions.
IV. Teaching methods 教学方法：Listening and cooperative learning.
V. Teaching aids 教具预备：A tape recorder.
VI. Teaching procedures & ways 教学过程与方式
Step I Revision 1. Greetings 2. Revision: Check the students’ homework.

Step Ⅱ Pre-listening
Work in groups to discuss how we should behave towards the human clones.
T: Before human clones become part of our life, perhaps we should spend some time thinking about how we should behave towards them. Now, work in groups to discuss the following questions.
Show the following：1. How would you treat human clones?
2. Do you think they should have legal and political rights, such as getting married or voting?
3. Do you think they are separate people or part of the original donor?
Sample answers: 1. I will treat them as normal people.
2. Yes, I think they should have the legal and political rights.
3. I think they are separate people.

Step Ⅲ Listening
The students are asked to read fast the questions and multiple answers to find out the listening points first, and then listen to the tape twice to choose the best answer.
T: Please open your books at page 54. Before you listen to the tape, please read fast the questions and multiple answers to find out the listening points. Pay more attention to these important points while listening. While listening, you’d better make notes of the listening points.
A few minutes later.
T: Now, I’ll play the tape twice. Please listen carefully and pay more attention to the important points. You may make notes while listening. Notes taking are helpful for you to remember each of the important points. After listening twice, check the answers and explain some difficult listening points if necessary.

Step Ⅳ Listening task (P57) (时刻不足时改为作业)
First, ask the students to read these sentences and then listen to the tape and decide if they are facts or opinions.
T: Now turn to page 57, there’re 10 questions. You should form the habit of going through the questions and the answers to get the important listening points. Yes? And make notes if necessary. OK?
Play the recording and then check the answers with the class.
Sample answers:
Arguments for cloning pets: 1. Favorite pets can live forever as clones. 2. It is moral to clone pets for their owners.
Arguments against cloning pets: 1. Many people don’t agree with cloning.
2. Some people think that cloning pets is selfish.

Step Ⅴ Homework
T: Boys and girls, today we have listened to some materials about cloning. I do hope you can listen to the materials again after class so that you can get very familiar with them. Besides, please preview the reading. Now class is over. Goodbye, everyone.
Ss: Goodbye, sir / madam.
Section Ш Speaking (1个课时)

I. Teaching goals 教学目标
1. Target language目标语言
a. 重点词汇和短语 theme，fighting，conflict，argument，destruction，in one’s opinion
b. 交际用语Expressing and supporting an opinion；I would never accept...；I’m not bothered about...
I don’t mind but...；I hope you’ll carry on...；Are you sure you want to...?；I agree with you that...
Do you think it is wise to...?；I think you should...；Well done to you for...；I can’t help thinking...
I could never agree to...
2. Ability goals能力目标Enable the students to express their opinions about cloning using some useful expressions.
3. Learning ability goals学能目标Help the students learn how to express their opinions.
II. Teaching important points教学重点Learn to use the structures of expressing and supporting an opinion.
III. Teaching difficult points 教学难点How to give a speech.
IV. Teaching methods教学方法Cooperative learning.
V. Teaching aids教具预备A computer & a projector.
VI. Teaching procedures & ways教学过程与方式
Step Ⅰ Lead-in
T: Good morning / afternoon, boys and girls! Ss: Morning Mr...
T: Last class we have talked about clone, we all know it is not a dream. Now everyone, if I give you a chance to clone what will you restore then? S: Edison, dinosaurs, Japanese wolf, Einstein.
T: Do you want to clone Hitler? S: No. Hitler is a dangerous person.
T: If some terrorists master this clone method, they may bring disasters. All your choices are excellent. Today we will learn another passage about cloning, from which we will know whether we can bring dinosaurs back to life.
Ask the students to go through some facts of cloning.
T: From these facts we know human beings have achieved great progress in cloning. Now read the text carefully to get the answers for these questions: what animals have people cloned?
S: Frogs, mice, cows, sheep, bisons, cats, and dogs.
T: Good job. Answer the question: What are the common characteristics of these animals?
Ss: They are nowadays animals.
T: Yeah, I think you must have seen the film Jurassic Park, in which a scientist clones several different kinds of extinct dinosaurs. Can we really clone dinosaurs now?
Let the students turn to page 15 and then read the text quickly. Several minutes later.
S: We cannot clone dinosaurs, because it’s difficult for us to get its DNA.
T: Good job. It’s only a dream. Dinosaurs disappeared 65,000,000 years ago. So the chance of dinosaurs ever returning to the earth is merely a dream.

Step Ⅱ Read and answer (P16)
To answer these three questions, teacher can give the students some examples as explanation, for example, Question 1. T: Now think about this question: if in the world there is only one sheep and human beings want to clone more. Some days later a Dolly appears, then many more. But one day all sheep get the same deadly disease. Now please think about what the results are. S: Maybe they would all die.
T: Why? S: Because all sheep have the same arrangement of genes.
T: Right. Now can you answer Question 1? Why shouldn’t you clone an extinct animal unless there is enough diversity in the group? S: It is useless to clone an animal if there is not enough diversity in the group for it to overcome illnesses.
T: Why is it wrong to clone an extinct animal if it would have to live in a zoo?
S: If the cloned animals have to live in the zoo, it is unfair to them. They need freedom.
T. Why can’t you clone the DNA of animals that have been extinct longer than 10,000 years?
S: Dinosaurs disappeared 65,000,000 yeas ago. So the chance of dinosaurs returning to the earth is merely a dream.

Step Ⅲ Discussion (Question 2)
This is a speaking task. Ask the students to have a discussion in groups, organize their words properly, and give vivid description of the chosen animals.
T: Now look at the table on page 16, discuss in pairs which extinct animals described are worth restoring by means of cloning. Choose one animal and use the information to help you argue why this animal should be restored to the earth.
Give the students six minutes to discuss.
S1: I think Great Auk is a wonder. Because it is a very large bird that cannot fly. The useful thing about it is that its feather doesn’t absorb water. I think if we wear clothes made of its feather, we will not worry about rain.
S2: I agree with you. But I am happy to accept Dodo bird because it is friendly and not harmful. I like gentle animals. It can also lay large eggs and its meat is tasty, but I don’t think I will eat its meat.
T: From your answers I think these animals are all useful and they all should be restored to the earth. At the same time, we should try our best to protect them. Do you agree with me? S: Yes.

Step Ⅳ Writing a report (P17)
Deal with Questions three and four. Divide the whole class into four groups. Then they can have a competition.
T: Now everyone, imagine all of you are owners of your chosen animal. Now work together, and give us a vivid description of your pet, then I will decide which one is the best to be resorted to the earth.
Several minutes later, the students give performances. At the same time, list some major points on the blackboard.
T: Well done everyone. It is really hard for me to choose, let us vote OK?

Step Ⅴ TALKING (P55)
Ask the students to talk about the questions with the teacher’s help.
T: Look at the questions on page 54. Do you know how to show your opinion? You can discuss the following questions with your partner and use these expressions on page 54.
1. How would you feel about having a clone of yourself in the family?
2. What problems did you have growing up and how can you help him / her avoid them.

Step Ⅵ Homework
T: Write down your feelings and attitudes towards clone. Combine them into a composition.
Sample version 1:
In my opinion it is wrong to clone human beings. If my parents decide to have a clone made of me, I will feel very sad and I will never accept the clone as a member of my family or as my friend because I think it is unfair to natural things.
We are all sons of nature, birth or death is a natural thing. The day we born, it destined we are independent. Nobody has the right to change ourselves. If one day I were to be cloned to another person, he would kill me, because I lost some original characters. I hope we should respect human beings, and not change any original things.
Sample version 2:
I think the cloning represents the progress of the mankind. But it still has many problems to work out, the law, the ethic and especially the goals and purposes for cloning. However, we are actually doing much of this research for the improvement of life for humans. We should get benefit from cloning.
In China, the government has put out written policy on human cloning. It has officially banned research on human cloning for reproduction purposes, but allows cloning on embryonic stem cells and remedial cloning. As we all known, everything can’t be perfect. We should treat the cloning with correct attitudes. We should know the advantages and disadvantages of cloning.
Section Ⅳ learning about language and grammar(2-3个课时)
I. Teaching goals 教学目标
1. Target language目标语言
a. 重点词汇和短语 bother, regulation, resist, unable, argument, reasonable, obtain, be bound to, from time to time, bring back to life, pay off
b. 重点句子It is a way of ...p11段1；But at last the determination and patience...p11段2；The fact that she seemed... Altogether Dolly lived for six years, ...Then came...p11-12段3....
2. Ability goals能力目标Enable the students to learn the appositive.
3. Learning ability goals学能目标Help the students learn how to use the appositive.
II. Teaching important points教学重点The use of the ap