Unit2Cloning教學(xué)設(shè)計(jì)新部編版

精選教課教課方案設(shè)計(jì)|Excellentteachingplan教師學(xué)科教課方案[20–20學(xué)年度第__學(xué)期]任教課科：_____________任教年級(jí)：_____________任教老師：_____________市實(shí)驗(yàn)學(xué)校育人如同春風(fēng)化雨，授業(yè)不惜蠟炬成灰精選教課教課方案設(shè)計(jì)|Excellentteachingplan(英語(yǔ))選修八第二單元教課方案Unit2Cloning．教課內(nèi)容剖析本單元的中心話題是“克隆”，波及克隆哺乳動(dòng)物、克隆的歷史和能否能夠克隆已經(jīng)絕種的動(dòng)物所惹起的爭(zhēng)議等話題。WarmingUp部分體現(xiàn)一組圖片，引入相關(guān)克隆的話題，要修業(yè)生回答相關(guān)能否能劃分自然與人工無(wú)性生殖克隆的問(wèn)題，激發(fā)學(xué)生對(duì)克隆話題的興趣，既能集中學(xué)生的注意力，又為他們學(xué)習(xí)本課話題做準(zhǔn)備。由于這部分的問(wèn)題比較風(fēng)趣，因此能調(diào)換學(xué)生議論的踴躍性，達(dá)到熱身的成效。Pre-reading部分要修業(yè)生議論相關(guān)克隆的問(wèn)題，看學(xué)生對(duì)克隆有多少認(rèn)識(shí)，對(duì)這個(gè)話題學(xué)生想知道什么并有什么啟迪。這樣能夠激活學(xué)生的背景知識(shí)和思想，為下邊的閱讀文章做鋪墊，并培育學(xué)生的想象力和判斷力。Reading部分介紹了植物與動(dòng)物克隆之間的差別、多莉羊的出生與死亡以及由此引起的爭(zhēng)辯。經(jīng)過(guò)閱讀，在訓(xùn)練學(xué)生的閱讀方法和技術(shù)同時(shí)，幫助學(xué)生進(jìn)一步認(rèn)識(shí)克隆的意義在于為人類服務(wù)。LearningaboutLanguage部分突出了詞匯和語(yǔ)法的學(xué)習(xí)與訓(xùn)練。本單元的語(yǔ)法是掌握并運(yùn)用同位語(yǔ)從句及同位語(yǔ)從句與that指引的定語(yǔ)從句的差別。UsingLanguage部分中包含了讀、議論和寫、聽(tīng)三個(gè)部分的內(nèi)容，經(jīng)過(guò)學(xué)習(xí)“恐龍回歸”的閱讀資料，認(rèn)識(shí)能否能克隆已經(jīng)絕種的動(dòng)物和議論哪一種動(dòng)物是最值得克隆及其原由，而后寫成一份報(bào)告。聽(tīng)聞部分是聽(tīng)一段對(duì)于克隆能否對(duì)動(dòng)物殘忍的對(duì)話并進(jìn)行議論，該部分能夠激發(fā)學(xué)生的想象力和語(yǔ)言運(yùn)用能力。LearningTip教育學(xué)生要提升英語(yǔ)口語(yǔ)能力，需要長(zhǎng)時(shí)間地聽(tīng)英國(guó)或美國(guó)人朗誦的磁帶，并高聲跟讀。．教課要點(diǎn)和難點(diǎn)教課要點(diǎn)本單元的生詞和短語(yǔ)；嫻熟掌握同位語(yǔ)的用法；認(rèn)識(shí)什么是克隆、克隆的利害及對(duì)克隆技術(shù)的反?。贿M(jìn)一步熟習(xí)和運(yùn)用相關(guān)接受與拒絕、夸獎(jiǎng)與鼓舞、不關(guān)懷的表達(dá)方式。教課難點(diǎn)認(rèn)識(shí)克隆技術(shù)以及相關(guān)的爭(zhēng)議；學(xué)會(huì)發(fā)布議論和表達(dá)自己的見(jiàn)解；學(xué)寫相關(guān)表達(dá)看法的文章。II．教課計(jì)劃本單元建議分六課時(shí)：第一課時(shí)：WarmingUp,Pre-reading,Reading&Comprehending第二課時(shí)：LearningaboutLanguage(1)第三課時(shí)：LearningaboutLanguage(2)育人如同春風(fēng)化雨，授業(yè)不惜蠟炬成灰精選教課教課方案設(shè)計(jì)|Excellentteachingplan第四課時(shí)：Reading,discussingandwriting(UsingLanguage)&Readingtask(Workbook)第五課時(shí)：Listeningandspeaking(1)(UsingLanguage)&Listeningtask(Workbook)第六課時(shí)：Listeningandspeaking(2)(UsingLanguage)&Writingtask(Workbook)Period1WarmingUp,Pre-reading,Reading&ComprehendingTeachingGoals:ToarouseSs’interestinlearningaboutcloningTolearnabouttheprocedureofanimalcloningandthelifeofDollythesheepTodevelopSs’somebasicreadingskills.TeachingProcedures:Step1.Leading-inPurpose:ToactivateSsandarousethemtowanttoknowaboutcloning.Lookatthefollowingpicturesandhaveafreetalk.Doyouknowthenameofthemostfamoussheepandhowitisdifferentfromothersheep?SuggestedAnswer:ItsnameistheDollysheep.Itwasclonedwhiletheotherswerebornnaturally.Itisthecopyofanothersheep.Whatiscloning?SuggestedAnswer:Cloningisawayofmakinganexactcopyofanotheranimalorplant.Step2.WarmingUpPurpose:ToleadSstothetopicofthisunitthroughthediscussionTogetSstolookatthepicturesanddiscusshowtheydifferSuggestedAnswer:Thefirstpictureshows“identicaldogs”The.smallerofthetwodogsmustbeaman-madecloneofthelargerone.Theotherpictureisabouthumantwins.Theyareidenticalinsexandappearanceandaregoodexamplesofnaturalclones.Step3.Pre-readingPurpose:ToarouseSs’interestinthetextandencourageSstopredictthecontentofthetext.Getstudentstodiscusswhatthepassagetalksaboutandhowtheyunderstandthemeaningofthetitle“Cloning:Whereisitleadingus?”AskSstotalkaboutthefollowingquestions.(1)Whatiscloning?(2)Howisacloneproduced?(3)What’sthefunctionofcloning?What’stheeffectofthecloning?SuggestedAnswers:Acloneisagroupofcellsororganismsthataregeneticallyidenticalandhavebeenproducedasexuallyfromthesameoriginalcell.Theyincludenaturalandman-madecloneshecloningofplantsissimpleandrelativelyeasy.Itcanbeedonebytakingcuttings(man-madecloning)orlettingtheplantproduceitsownrunners(naturalcloning).Thecloningofanimalsismorecomplicated.Itwasnotachieveduntil1996andisfullyexplainedinthefirstreading.Itispossibletousecloningtocureseriousillnesses,andhelpinfertilepeoplehavebabies.Peoplemaywanttoclonethemselvessotheycanliveforever.Peoplemaywanttoclonedeadchildren.Peoplemaywanttoclonetheirfavoritepets.Step4.FastreadingPurpose:TogetSstogetsomeusefulinformation.AskSstolistentothetextandtrytogetthemainideaofthetext.AskSstoreadthetextquicklyandanswerthefollowingquestions.SuggestedAnswer:(1)Howmanyfemalesheepparticipateinthecloningofanewsheep?Threesheep.SuggestedAnswer:(2)Howmanymajorusesdoescloninghaveandwhatarethey?Cloninghastwouses.Oneistoproducecommercialquantitiesofplantsanddoresearchonnewplantsspeciesandmedicalresearchonanimals.Step5.IntensivereadingPurpose:TogetSstogetabriefunderstandingofthetext.AskSstoreadthetextcarefullyandthendecidewhichstatementsaretrueorfalse.(1)Cloningisanewtopic.育人如同春風(fēng)化雨，授業(yè)不惜蠟炬成灰精選教課教課方案設(shè)計(jì)|ExcellentteachingplanWhenagardenertakescuttingsfromgrowingplantstomakenewones,wesaythenewonesarenaturalcloning.Cloninganimalsisascomplicatedascloningplants.Dollythesheepwasthefirstsuccessfulcloneofamammal(5)ScientistswereveryexcitedtofindthatDolly`sillnessesweremoreappropriatetoamucholderanimal.(6)People`sopinionsoncloningweredifferent.SuggestedAnswers:(1)F(2)T(3)F(4)T(5)F(6)TStep6.HomeworkAskSstosurftheInternettofindmoreinformationaboutcloningandpreparetopresentittotheclassinthenextclass.Period2LearningaboutLanguageTeachingGoals:1.TogetSstohaveknowledgeofthegrammarpoint:theappositionandappositiveclause..2.ToenableSstoknowthedifferencesbetweentheattributiveclauseandtheappositiveclause.TeachingProcedures:Step1.Leading-inAskSstolookatthefollowingsentencesandthenfindoutthesimilarities.Thenewsthatourwomen’svolleyballteamhadgotthefirstplacemadeallofusexcited.Thefactthatourearthisroundisknowntous.Ihavenoideawhenwe’llsetoff.GetSstofindoutalltheclausesinthereadingtext.Part3Line1:Thewholescientificworldfollowedtheprogressofthefirstsuccessfulclone,Dollythesheep.Part3Line2:Thefactthatsheseemedtodevelopnormallywasveryencouraging.Part3Line2:ThencamethedisturbingnewsthatDollyhadbecomeseriouslyill.Part3Line6:AltogetherDollylivedforsixyears,halfthelengthofthelifeoftheoriginalsheep.Step2.Grammarpoint概說(shuō)英語(yǔ)里同位語(yǔ)也是一種名詞修飾語(yǔ)，單詞、短語(yǔ)和從句都可用作同位語(yǔ)，最簡(jiǎn)單而又常有的同位語(yǔ)是位于所修飾的先行詞以后，用來(lái)說(shuō)明身份、職務(wù)、稱呼等的名詞或名詞短語(yǔ)。下邊就從同位語(yǔ)的指引方式、同位語(yǔ)的組成來(lái)說(shuō)說(shuō)英語(yǔ)同位語(yǔ)。同位語(yǔ)的組成名詞及其短語(yǔ)（有時(shí)有逗號(hào)分開(kāi)）GeorgeBush，thepresentAmericanpresident，wasthegovernorofthestateofTexas．動(dòng)名詞短語(yǔ)（有逗號(hào)分開(kāi)）Heenjoystheexercise，swimminginwinter．不定式短語(yǔ)（有時(shí)有逗號(hào)分開(kāi)）Thereisonethinghe'llneverdo—telllies．形容詞及其短語(yǔ)（有逗號(hào)分開(kāi)）He，shortandthin，isunfitforthejob．介詞短語(yǔ)（有時(shí)有逗號(hào)分開(kāi)）Astheheadofthecompany，hehadtoexplainwhathadhappened．＝He，theheadofthecompany，hadtoexplainwhathadhappened．名詞性從句（其前面的先行詞一般都帶有定冠詞the）。這樣的先行詞有fact，news，truth，knowledge，idea，hope，question，problem，assumption等。比如：Youhaveyettoanswermyquestionwhetheryoucanlendmeyourbike．同位語(yǔ)從句和定語(yǔ)從句都放在被修飾詞的后邊，從形式上來(lái)看，它們十分相像。從以下幾個(gè)方面來(lái)談它們的差別。從句所修飾詞的不一樣。同位語(yǔ)從句所修飾詞往常是少量一些表示抽象意義的名詞，如belief,doubt,fact,hope,idea,news,possibility,thought,order,suggestion,育人如同春風(fēng)化雨，授業(yè)不惜蠟炬成灰精選教課教課方案設(shè)計(jì)|Excellentteachingplanwish,answer,information,conclusion,decision,discovery,knowledge,law,opinion,problem,promise,proof,question,report,truth,risk等。定語(yǔ)從句的先行詞能夠指人、物等。比如：Hehastoldusafactthatdrinkingtoomuchdoesharmtoourhealth.他又告訴我們一個(gè)事實(shí)，過(guò)渡喝酒對(duì)健康有害。(同位語(yǔ)從句)ThisisthebookthatIboughtyesterday.這是我昨天買的那本書(shū)。（定語(yǔ)從句）連結(jié)詞的作用不一樣。連結(jié)同位語(yǔ)從句的that只起連結(jié)作用，不在從句中擔(dān)當(dāng)任何句子成分。whether和how能夠指引同位語(yǔ)從句，但不可以指引定語(yǔ)從句。關(guān)系代詞和關(guān)系副詞除了連結(jié)從句的作用外，還在定語(yǔ)從句中充任必定的句子成分，如主語(yǔ)、賓語(yǔ)、定語(yǔ)、表語(yǔ)等。指引定語(yǔ)從句的連結(jié)詞是關(guān)系詞，常有的關(guān)系代詞和關(guān)系副詞有that,which,who,whose,whom,when,where,why,as，than,but等。Thenewsthathewantstogetiswhetherhewillbesenttothecountryside.他所想獲得的信息是他能否將被派往鄉(xiāng)村。(定語(yǔ)從句，關(guān)系代詞that作從句get的賓語(yǔ)。)Doyouhaveadoubtwhethershewillbedismissedfromschool?你思疑她能否能被學(xué)校開(kāi)除嗎？(同位語(yǔ)從句)Ihavenoideahowhisparentsweresadonhearingthattheirsonwaskilledintheearthquake.我不知道他的父親母親一聽(tīng)到他在地震中陣亡是多么傷心！(同位語(yǔ)從句)從句作用的不一樣。定語(yǔ)從句擁有形容詞或副詞的特色，對(duì)先行詞起修飾、限制作用，描述先行詞的性質(zhì)或特色，與先行詞之間是所屬關(guān)系。同位語(yǔ)從句具出名詞的特色，對(duì)中心詞作進(jìn)一步增補(bǔ)解說(shuō)，是中心詞的詳細(xì)內(nèi)容。比如：●Themanthatyousawjustnowismybother.你方才看到的那個(gè)人是我的弟弟。(定語(yǔ)從句)Thesuggestionthatthemeetingbeputoffprovedright.推延會(huì)議的建議證明是正確得。（同位語(yǔ)從句）正確理解和使用同位語(yǔ)從句，還應(yīng)注意以下幾點(diǎn)：①分開(kāi)同位語(yǔ)從句：有時(shí)同位語(yǔ)從句與其先行詞被其余成分分分開(kāi)來(lái)，這類分開(kāi)主要出于修辭原由，即為了保持句子構(gòu)造均衡，防止虎頭蛇尾。●Thewholetruthcameoutatlastthathewasawolfinsheep‘sclothing.實(shí)情終于大白了，他本來(lái)是只披著羊皮的狼。②在某些名詞后的同位語(yǔ)從句中，其謂語(yǔ)動(dòng)詞應(yīng)用虛構(gòu)語(yǔ)氣形式：（should）+動(dòng)詞原形。常有的名詞有advice,idea,order,demand,plan,proposal,suggestion,request等。比如：Thesuggestionthatanewbridge(should)bebuiltwasaccepted.采用了在這里修筑一座新橋的建議。③同位語(yǔ)從句的先行詞常常沒(méi)有復(fù)數(shù)形式。比如：他要來(lái)教我們英語(yǔ)的信息昨天我就聽(tīng)聞了。（正）ThemessagethathewouldteachusEnglishreachedmeyesterday.（誤）ThemessagesthathewouldteachusEnglishreachedmeyesterday.Step3.PracticePurpose:TogetSstoknowhowtousetheappositiveclause1.GetSstofillinconjunctionsandtellwhichsentencesareappositionclausesandwhichareattributiveclauses(1)Wordcame____ourarmyhadwonthebattle.D.which(2)Thefact____hewassuccessfulproveshisability.D.why(3)Thenews____heheardyesterdaysurprisedusgreatly.D.when育人如同春風(fēng)化雨，授業(yè)不惜蠟炬成灰精選教課教課方案設(shè)計(jì)|Excellentteachingplan(4)Thenextthing________mustbedoneistomakeaplan.A.whatB.thatC.whyD.when(5)Ihavenoidea____hewillstart.A.whenB.thatC.whatD./(6)Thisistheproblem_________wearegoingtodiscuss.A.ifB.thatC.whetherD.how(7)Thethought____hemightfailintheexamworriedhim.A.whenB.whichC.whatD.that(8)Iwillneverforgetthefirstday________Ispentinthecountry.A.whenB.whichC.whatD.that(9)Youhavenoidea_______anxiousIwas.A.HowB.whichC.whatD.that(10)Heoftenaskedmethequestion____theworkwasworthdoing.A.whetherB.whereC.thatD.whenSuggestedAnswers:(1)A同位語(yǔ)從句(2)A同位語(yǔ)從句(3)B定語(yǔ)從句(4)B定語(yǔ)從句(5)A同位語(yǔ)句(6)B定語(yǔ)從句(7)D同位語(yǔ)從句(8)D定語(yǔ)從句(9)A同位語(yǔ)句(10)A同位語(yǔ)從句Step4.HomeworkAskSstomakesomesentencesincludinganapposition.Period3Reading,discussingandwriting(UsingLanguage)&Readingtask(Workbook)TeachingGoals:TogetSstolearnmoreaboutcloning.TogetSstothinkaboutthedevelopmentofthecloning.TeachingProcedures:Step1.Reading,discussingandwriting(UsingLanguage)Leading-in(Purpose:ToleadSstothetopicandarousetheSs’interestinreading.)AskSstodiscussthefollowingquestions.(1)Doyoulikedinosaurs?Wherehaveyouseenthem?Canyouseetheminourreallife?Why?(2)Doyouthinkitispossibletoclonedinosaurs?Why?Fastreading(Purpose:Togetabriefunderstandingofthetext.)AskSstoreadthetextintwominutesandtrytogetthemainideaofthetext.AskSstodiscussthefollowingquestionsandthenanswertheminpairs.Whyshouldn’tyoucloneanextinctanimalunlessthereisenoughdiversityinthegroup?②Whyisitwrongtocloneanextinctanimalifitwouldhavetoliveinazoo?③Whycan’tyouclonetheDNAofanimalsthathavebeenextinctlongerthan10,000years?3.Intensivereading(Purpose:TogetSstohavesomedetailsinthetext.)AskSstoreadthepassagecarefullyandchoosethebestanswertocompleteeachsentence.①Whoareinterestedincloningfierceandextinctwildanimals?Wearealongwayfrombeingabletocloneextinctanimalsbecause________.scientistsarenotexperimentingwithcloningmammalsthecloningofmammalsisnotdifficultscientistshavenotsucceededincloninganymammalsthecloningofmammalsisanewfieldThecloningofmammalsbeganseriously________C.1ntheninetycenturysixtyyearsD.inthetwentycenturyfiftyyearsWhatisthemeaningofdiversityinagroup?ItmeanspassingontheabilitytoresistthatdiseasetotheirchildrenItmeanshavinganimalswiththeirgenesarrangedindifferentwaysC.ItmeansallofthemwouldbelefttocontinuethespeciesifthereisanewillnessItmeansallofthemmightdieofthesameillnessSuggestedAnswers:①C②D③D④BStep2.Re