高二下册英语教案新人教版.doc
2023年Unit 17New words(人教版高二英语下册教案教学设计)整理
2023年Unit 17New words(人教版高二英语下册教案教学设计)整理1, disablity n.无力, 无能, 残疾the state of being disableddisable______ able_____ ability________I do not doubt your ablity to do the work.He is a man of many ablities.2,get around/aboutbe able to move from place to placeit is difficult for my grandpa to get around without a walking stick.Bad news gets around quickly.3,potential adj.潜在的, 可能的n.潜能, 潜力a potential problem.潜在的问题4,guidance n.指导, 领导help or advicewith the guidance/help/ aid of sb.He did the work with his teacher's guidance. 他在老师的指导下做了这件工作。
under sb.'s guidance 在某人指导下take sb. under one's guidance置某人于自己的庇护之下guide n.领路人, 导游者指南vt.指导, 支配, 管理, 带领, 操纵a Guide to English Grammar 英语语法指南They guided us to the office. 他们带领我们到了办公室。
5, gift n.赠品, 礼物, 天赋, 才能gifted adj.有天才的gifted child n.天才儿童a birthday [Christmas] gift生日[圣诞]礼物a person of many gifts多才多艺的人have a gift for/in poetry [art, language]有诗[艺术, 语言]的天才talent n.天才, 才能, 才能talented adj.有才能的6,assist v.救济, 关心assistance n.帮助, 救济, 补助,We all assisted in mending the roof. 我们都关心修理屋顶。
人教版高二年级必修二英语教案
精心整理人教版高二年级必修二英语教案【一】Step1RevisionSayNowreadthedialoguesilentlyandfindoutthisinformation:What isbeingplannedatthiscompany?AllowtheSsafewmomentstocarryout thetask.Checktheanswer.(Anewfactorymaybebuilt.)SeeiftheSsca nguessthemeaningofoutofwork.Step4DialogueSpeechCassetteLesson65.PlaythetapeofthedialoguefortheSstoli stenandfollow.GothroughthedialoguebrieflyandmakesuretheSsun derstandit.Askquestionslikethese:WhatarepeopleatthecompanytcRightnow=AtthismomentdTheproblemis…it.=Findinglandforbuildingthenewfactoryisapr oblem(i.e.difficult).eThemajorityofpeople=Mostpeoplefanumberofpeople=quitealotofpeoplegoutofwork=donothavejobshButsomepeople…builton.=Somepeopledonotwantthemtobuildafac toryongoodfarmland.Notethestructurenotwantsomethingtobedone .WbLesson65,Exx.1-4.AfterEx.1isdoneorally,gettheSstowritetheanswersintheirexerc isebooks.BothExx.2and3shouldbedoneinpairsfirst.Thenchecktheanswerswiththeclass.GetSstotranslatethesentencesintoChineseandaskthe mtothinkiftheywillbeabletoputthembackintoEnglish.Payattenti ontothesentencestructures.WhendoingEx.4,warntheSsnottodowordforwordtranslation.SpeciaA:Butitisn’tlikelythatthemanagerwillmakeadecisionsoon.B:Whataretheproblemsthen?Withanordinaryclass,justpractisethedialogueinPart1again. HomeworkFinishofftheWorkbookexercises.DoEx.1andpartofEx.4aswrittenwork.【二】教学目标和12．词组shopassistant,aclothesshop,giveback,orelse,change...for (i)thesun,tryon,dependon,takeplace,getoff,puton,dropin,onceupo natime,doup,infact,keepback,playthepartof,nextto3．交际用语Thereseemstobesomethingwrongwithit. Iwouldlikeyoutochangethisblouse. YousoldmeablousethatIcan’tuseanymore.4学习在Lesson38课，建议教师应组织学生1）以节目的形式演出这段对话。
人教版新课标高二英语教案(全套)
高二英语教案全套Unit1 Making a differenceＩ．单元教学目标ＩＩ．目标语言Aims and demands:nguage aims:New words: genius, inspiration, perspiration, quote, mind, curious, gravity, radioactivity, outer spacePhrases: be on fire for, be similar to2. language skills: Talk about scientists and their contributions; talk about the meaning of these quotes; listen to the tape and write down the main information3. Emotion aim: learn from these great scientists and their scientific spirit4. Strategy aims: to some extent, promote students’abilities of listening and speaking, enlarge their vocabularyFocus and difficultyFocus: Learn and master new words and phrases: encourage students to talk about the scientists they know; make students focus on listening and take some notes Difficulty: Improve the students’listening ability; master new words and phrases Teaching Methods:1.Warming up to arouse the students’ interest in science.2.Listening-and-answering activity to help the students go through the listening material.3.Individual, pair or group work to make every student work in class.Teaching Aids: multimedia,. a tape recorder, .the blackboardTeaching Procedures:Step I Warming upTask 1 (class work) words presentation on the blackboardgenius, inspiration, perspiration, quote, mind, curious, be on fire for, be similar to, fear Task 2 (group work) competitionT: Who made great contributions to society and science What great scientists do youknow And what are they famous forSs: Maria Curie radium and poloniumZhang Heng seismograph.Charles Darwin The Theory of EvolutionThomas Alva Edison the light bulb.Albert Einstein The Theory of RelativityTask 3 (group work) Learning quotesT: Who are they on the screenSs: Albert Einstein, Maria Curie, Thomas Alva EdisonT: Whom do you think these quotes are from Do you know what they meanS：I think it is from Edison. It means that if we make great efforts to do sth, we’ll succeed. And no matter how clever he is, a person will fail if he doesn’t try his best. In Chinese, it means 天才就是百分之九十九的汗水加上百分之一的灵感。
【新教材】人教版高中英语必修第二册全册精编教案设计.docx
人教部编版高中英语必修第二册全册教案教学设计Unit 1 Cultural HeritageUnit 2 Wildlife protectionUnit 3 The internetUnit 4 History and traditionsUnit 5 MusicUnit 1 Cultural HeritagePeriod 2 Reading and Thinking:From Problems to Solutions【教材分析】1.This section focuses on "Understanding how a problem was solved,,, which is aimed to guide students to analyze and discuss the challenges and problems faced by cultural heritage protection during the construction of Aswan Dam, as well as the solutions. On the basis of understanding, students should pay attention to the key role of international cooperation in solving problems, and attach importance to the balance and coordination between cultural heritage protection and social and economic development. Students are encouraged to face challenges actively, be good at cooperation, and make continuous efforts to find reasonable ways and means to solve problems.【教学目标】1.Enable students to understand the main information and text structure of the reading text;2.Motivate students to use the reading strategy "make a timeline,, according to the appropriate text genre;3.Enable students to understand how a problem was solved;4.Enable students to understand the value of protecting cultural heritage by teamwork and global community;【教学重难点】1.Guide students to pay attention to reading strategies, such as prediction, self-questioning and scanning.2.Help students sort out the topic language about protecting cultural relics and understand the narrative characteristics of "time-event" in illustrative style3.Lead students to understand the value of protecting cultural heritage by teamwork and global community;【教学过程】1.PredictionStep 1 Predicting the main idea of the passageLook at the title and the pictures, and then predict what the passage will be about.Q: What will be talked about?Step 2: Fast reading tasksTask of the first fast reading:Read quickly and figure out the key words of each paragraph.•Paragraph 1: challenge•Paragraph 2: proposal led to protests•Paragraph 3: committee established•Paragraph 4: brought together•Paragraph 5: success•Paragraph 6: spiritTask of the second fast reading:1.Why did the Egyptian government want to build a new dam in the 1950s?2.Why did the building of the dam lead to protests?3.How did the government save the cultural relics?4.Which one can describe the project?A. Successful.B. Negative.C. Useless.D. Doubtful.5.What can be learned from the Aswan Dam project?Step 3: Careful reading tasksRead more carefully and answer the following questions.1.What do "problems" refer to and what do "solutions" refer to?2.Find out the numbers in paragraph four and explain why the author used exact numbers instead of expressions like many?3.What can you infer from "Over the next 20 years, thousands of engineers and workers rescued 22 temples and countless cultural relics"?4.What can you infer from "Fifty countries donated nearly 80 million to the project"?The project cost a lot of money.5.Before the building of the dam, what problems did the Nile River bring to the Egyptian?6.What words can you think of to describe the working process of the project?Step 4: ConsolidationDivide the passage into three parts and get the main idea of each part.Part 1 (Paragraph 1)The introduction of the topicKeeping the right balance between progress and the protection of cultural sites is a big challenge.Part 2 (Paragraphs 2-5)The process of saving cultural relics•Big challenges can sometimes lead to great solutions.•The Egyptian government wanted to build a new dam, which would damage many cultural relics.•The government turned to the UN for help.•Experts made a proposal for how to save cultural relics after a lot of efforts and the work began.•Cultural relics were taken down and moved to a safe place.•Countless c ultural relics were rescued.•The project was a success.Part 3 (Paragraph 6)The summary of the textThe global community can sometimes provide a solution to a difficult problem for a single nation.Step 5: Critical thinking:1.How to deal with the construction and the protection of cultural relics?2.As students, what should we do to protect our cultural relics?Step 6: summaryStep 7 Homework:Review what we have learned and find out the key language points in the text. 板书设计教学反思Unit 2 Wildlife ProtectionReading for Writing【教材分析】The activity theme is "making effective poster,,. The protection of wildlife needs the participation of the whole society. It is imperative to educate the public on wildlife protection and arouse the public's awareness and enthusiasm for wildlife protection. Teenagers are not only the main body of education, but also the "ambassador" of publicity and promotion. To make posters, students need to understand and study the situation of endangered animals and think about protection measures. In the process of reading and understanding the content of posters and making posters, students should be trained to master and use the style of posters, and their social responsibility and sense of responsibility should be cultivated.The reading text is two posters. The first poster, "give ugly a chance!" calls on people to protect all kinds of wild animals and not treat them differently because of personal likes and dislikes. No matter how beautiful or ugly animals are, they have the meaning and value of existence. The world is beautiful because of the diversity of biology. The article uses the tone of statement to make people unconsciously accept the author's point of view. The second POSTER "don't make paper with my home!,, adopts anthropomorphic rhetoric and takes koala's heart cry as the title, criticizing those behaviors of deforestation and destruction of animal homes. The text is a progressive explanation of the title. Exclamatory sentences and rhetorical sentences are used in this paper, which express the author's attitude and point of view. In addition, the title ofthese two posters uses exclamation sentences with strong appeal and emotional color, coupled with vivid pictures, making the posters more powerful.【教学目标】1.Cultivate students to acquire some features about an English poster by reading the text.2.Help students to write an English poster about animal protection properly using some newly acquired writing skills in this period.3.Develop students' writing and cooperating abilities.4.Strengthen students' great interest in writing discourses.【教学重难点】1.Stimulate students to have a good understanding of how to write an English poster properly.2.Cultivate students to write an English poster properly and concisely.【教学过程】Step 1: Lead inDo you want to be a volunteer of a pefs shelter? Why?Yes, I want to be a volunteer of it, because I want to help the pets, which are lovely and cute. I like them very much.Step 2: Read to discover details concerning the main details of the news report.I.Read the news report and then solve the questions below.1.Who started the rescue centre called the Small Friends Pet Shelter?A group of high school students and parents.2.What did the young people do in the shelter?Take care of animals.3.How do the young people think of their work?Worthwhile4.What help does the centre need?Volunteers, time and love.II. Read the text again and then choose the best answer.1.What should we do when we protect the wildlife animals?A.Treat all the wild animals equally.B.Only pay attention to less cute animals.C.Pay attention to cute animals.D.Care about endangered wildlife animals.2.Whafs the bad effect of cutting down billions of trees to make paper for humans?A.Make a lot of animals homeless.B.Make a number of wildlife animals dying out.C.The animals5 habitat is being destroyed.D.All of them.【答案】ADCStep 3: Study the organization and language features.1.Read the passage more carefully and write down the outline of the text.1.The Small Friends Pet Shelter was started by a group of high school students and their parents when they started to see many pets (that were left behind after their families moved away).译文：当一些高中生和他们的父母看到在主人搬走后,时，们建立了小朋友宠物收容所。
Unit 15 new words(人教版高二英语下册教案教学设计)
Unit 15 new words(人教版高二英语下册教案教学设计)plaint n.诉苦, 埋怨, 牢骚, complain v.A letter of complaintThey complained about the food. 他们埋怨这糟糕的食物。
1)He is always complaining .2)She complained to me about his bad manners.3)He complained that nothing came out the way he had expected.4)I have no complaint about my pay.5)They are full of complaints about their labour conditions.make a complaint2.Upset adj. 苦恼的，心烦的vt.使心烦，使担心(upset, upset, upsetting);弄翻I upset the soup all over the table. 我把汤打翻在桌上了。
He was upset when he heard the news.His stomach is upset.I was upset by what he did yesterday.He upset the milk.You are upset about the poor service.3.look into 调查，观看They are looking into the cause of the accident.Look over, look for; look at; look down upon; look after; look up;The police looked into this matter soon.Look after 照看，照料 look for 查找Look down upon/on 俯视，轻视Look forward to …. 希望Look on/upon …. as 把。
高二unit17Disabilities说课教案（人教版高二英语下册说课）
高二unit17Disabilities说课教案（人教版高二英语下册说课）我说课的内容是高二英语（下）Unit 17 Disabilities（残疾）,Period 4 The Special Olympics（特殊奥运会），这是一节综合技能课。
说课内容包括六个部分：教材分析、教学目标、教学重难点、学情、教法和教学程序。
一、教材分析本单元的中心话题是“残疾”，本课的题目是“The Special Olympics（特殊奥运会）”,这一部分是体现本单元主题的一种形式。
这篇课文有两个板块：Reading(阅读)部分提供了一篇有关“特奥会”的阅读材料，谈论了特奥会对有精神或智力障碍的残疾人具有何等深远的意义：通过体育锻炼使弱智人增强体力，获得自信，逐步康复，从而为社会做出有益的贡献，从而使学生受到启发教育。
Writing（写作）部分要求学生通过对Reading（阅读）的学习，对残疾人有更进一步的了解，写一篇文章来论述该如何来帮助残疾人。
而对于高二下的学生来说，经过近两年的高中学习，已经拥有了相当的语言知识，具备了一定的英语综合能力，因此，这节课的教学特点是：注重篇章结构的理解和重要信息点的把握，在阅读过程中感受、吸收、内化语言，进一步提高阅读能力，并通过对语言材料的学习来培养及提高学生的写作能力。
教材的这一特点符合大纲所规定的教学目的，即巩固扩大学生的基础知识，发展听、说、读、写的基本技能，侧重培养学生阅读和写作能力。
二、教学目标：１．知识目标：注重学生对课文的理解和语言表达，提高学生听说读写能力。
２．能力目标：围绕这一课题，使学生联系自己如何对待残疾人的问题，引导启发学生思维，培养学生分析主题、围绕主题阐述问题的能力。
３．德育目标：教育学生学会尊重，帮助残疾人，树立正确的人生观和价值观。
依据：根据教学大纲规定，在初中英语教学的基础上，使学生巩固、扩大基础知识，侧重培养学生的读写能力；激发和培养学生的学习兴趣，帮助学生树立自信心；教材中渗透思想品德教育，有利于学生形成正确的人生观和价值观。
人教版英语的高二下册教学设计五篇
人教版英语的高二下册教学设计五篇布鲁纳说过:“学习最好的刺激是对所学教材的兴趣”，对学生来说“兴趣”将直接影响学习效果。
下面是小编整理的人教版英语高二下册的教学设计5篇，欢迎大家阅读分享借鉴，希望大家喜欢，也希望对大家有所帮助。
人教版英语高二下册的教学设计1教学准备教学目标1、知识目标(1).理解并记住Reading部分本单元的单词和短语。
(2).理解并掌握整个故事的情节,并能填写summary.2、能力目标(1)充分发挥学生的主体地位，调动学生思维的积极性，提高综合语言的运用能力(2)通过对学生说读写的训练，增大学生的语言输入，增强其语言输出能力。
3、情感、态度、价值观目标学生分析布莱船长在40多天的航程中所采用的航海技术以及所表现出的领导才能。
同时，又适时地对他们进行情感教育：在任何困难面前绝不畏惧，不抛弃，不放弃。
教学重难点教学重点与难点：读写说均为本节课的重点，写和说部分应为难点，需加大指导和练习。
教学过程Teaching procedures:Lead-in：通过歌曲Sailing导入，让学生在轻松愉悦的音乐下近入新课的学习之中。
促使学生积极主动地进入学习状态。
ComprehensionStep I Please Skim the passage and get the main idea.Step II. Scan the passage: True or False.1. I was forced to join Captain Bligh in the small boat.2. After the c rew took over the ship “Bounty”, Captain Bligh was allowed to take with him a chart , a compass and a quadrant.3. It was very difficult for us to get a correct reading from the quadrant as the boat moved constantly during the course.4. Captain Bligh used a system called “dead reckoning” and he knew there was land directly southwest of their original position.5. Captain Bligh was as weak as the rest of us but he was determined not to give up.6. Captain Bligh kept us busy and tried to take our minds off our stomachs and thirst all the way.7. We finally escaped the jaws of death and arrived in Timor over fifty days after being set loose in our small boat.Step III. Group work: further reading.When captain Blight returned home he was honored as a hero. Discuss in groups whether he should receive a special medal or not.Step IV. Affective educationAfter learning the text, as senior three students, what can we learn from Captain Blight in our life?Step V. Summary：I am _____ to have sailed with Captain Bligh on his journey of over40 days through about4,000 miles in an open boat ______the Pacific Ocean in 1789.In the beginning, on our ________(depart), some of the crew took _____theship and the captain ___________(deposit) into a smallboat. Thus we werecaught _____a dilemma. We decided to stick with him _______thick and thin though we seemed to face _____uncertaindeath.During the long and toughjourney, we encountered many unexpected hardships. Despite _____(lack) of foodand water, he kept us _______(occupy) and cheerful to take our minds ____troubles. All the way he taught us how to cope _______various situations. Finallythey arrived at Timor __________(success) andthey were honored as _______(hero).The story shows that one man’sspirit and his determinatio n should not ________ (defeat) by circumstances.Complexsentences(分析并翻译1-2个长难句)Challengeyourself!---Grammar Filling1. I’m proud to have sailed withCaptain Blight ____his journey of over 40 days _________about 4,000miles ____anopen small boat _______ the Pacific Ocean.2. On our _________(depart) from T ahiti, some crew took _____the ship. And those of us onboard ____________(catch) in a dilemma.3. As you can see from the map we kept_____a straight course pretty well.4. The captain kept us busy________ (read) the tables to work out our position .5. It was the extreme lack of waterthat was hard to cope with ______________ (psychology)6.He kept us busy and tried to take our minds课后习题Challenge yourself!---Grammar Filling1. I’m proud to have sailed with Captain Blight ____his journey of over 40 days _________about 4,000miles ____an opensmall boat _______ the Pacific Ocean.2. On our _________(depart) from T ahiti, some crew took _____the ship. And those of us on board ____________(catch) in a dilemma.3. As you can see from the map we kept _____a straight course pretty well.4. The captain kept us busy________ (read) the tables to work out our position .5. It was the extreme lack of water that was hard to cope with ______________ (psychology)6.He kept us busy and tried to take our minds _____our __________(stomach).人教版英语高二下册的教学设计2核心单词1. alternativen.可供选择的事物;(两者或以上)可能的选择adj. 供选择的, 二选一的常用结构：have no alternative but to do sth.只能做某事;除¡¡外别无选择We have no alternative but to go on.除了继续下去,我们别无选择。
高二19单元教案(人教版高二英语下册教案教学设计)
高二19单元教案(人教版高二英语下册教案教学设计)I．单元教学目标技能目标 Skill GoalsTalk about Shakespeare and his playsLearn to recount detail in conversationReview Direct and Indirect SpeechRite a short playII. 目标语言功能句式Stating one’s viewsCorrect me if I’m wrong, but…One of the most important facts is…As far as I know…You shouldn’t forget that…Y ou could, for example, …After all,…What shouldn’t be forgotten is…The way I would go about it…But in this particular case…词汇1. 四会词汇merchant, crown, deny, mercy, enemy, reasonable, weakness, judgement, gentleman, greeting, envy, troublesome, requirement, declare, merciful, bless, legal, deed, surgeon, court, justice, therefore, kindness, punish, punishment, order, sword, complex2. 认读词汇Venice, Hamlet, Romeo, Juliet, Troilus, Cressida, uneasy, Bassanio, Antonio, Portia, Shylock, duke, masterpiece, revenge, ducat, fate, scale, Bellario, tragedy3. 词组pay back, have mercy on, go about, as far as I know, tear up, at the mercy of, go down on one’s knees4. 重点词汇merchant, mercy, accuse, declare, fortune, bargain, worthy, consequence结构Review Direct and Indirect Speech重点句子You might as well go stand upon the beach and argue with the sea.If you offered me six times what you have just offered, I would still take my pound of flesh.Shylock, how can you hope for mercy for yourself when you show none? P67To do a great right, do a little wrong and in that way we can save Antonio. P68If Shylock cuts deep enough, I’ll pay him back with all my heart. 68All he wanted was justice. P71The 1st period SpeakingStep 1 RevisionCheck the homework1. Check the students’ writing.2. check if the students have found some information about Shakespeare.Step 2 Warming upGet the students to work together to talk about the quotations, the pictures and the plays of Shakespeare.No 1 comes from Hamlet and its meaning is being terribly upset and undecided.No2 comes from King Henry Ⅳ and its meani ng is that a person who has great responsibility, such as a king, is constantly worried and therefore doesn’t sleep soundly.No 3 comes from Hamlet. It means that it’s best not to lend money to other people and not to borrow from other people.No 4 comes from Romeo and Juliet and its meaning is why my lover Romeo is from a family that has a long feud (世仇，不和) with mine.No 5 comes from Troilus Cressida and its meaning is empty words, not real thoughts or ideas from the heart.Step 3 SpeakingEncourage students to discuss the two situations using the useful expressionsStep 4 talking (on P138)Get the students to talk about the picture, and then do the two tasks according to the instruction.After some practice, the teacher can ask some pairs to act their play out in front of the whole calss.Step 4 HomeworkLearn the new words by heart.The 2nd Period ListeningStep 1 RevisionAsk some pairs to act out their playStep 2 ListeningListen to the tape and do Part 1 and 2Students are asked to read fast the questions and then listen to the tape twice to answer the questions.Step 3 Listening (2) (wb P137)Step 4 Homework.Listen to the materials again after class.Preview the reading.The 3rd Period ReadingStep 1 Lead-inTask: Ask students to retell the main characters of the Merchant of Venice and their relationship according to the listening part.Step 2 Pre-readingTalk about the picture to arouse the students’ interest in reading the play.Step 3 while-readingGet students to analyze the characters, finding out some details and explaining the deeper meaning of some puns and symbols.Deal with some language points if possible:1. You might as well go stand upon the beach and argue with the sea. P672. if you offered me six times what you have just offered3. Shylock, how can you hope for mercy for yourself when you show me none?Step 4 Post-reading:Listen to the tape and then finish the post-reading Ex on p44-45.Step 4 HomeworkPreparations: Language Study on p 69 and Vocabulary on P139-140.The 4th Period GrammarStep 1 RevisionCheck the homework.Step 2 Word Study and vocabularyCheck the answers orally.Step 3 GrammarRevise the Direct and Indirect Speech.Step 4 HomeworkReview the rules of the Direct and Indirect Speech; Read the passage on P71-72.The 5th Period Extensive readingStep 1Check the homeworkStep 2 Listening and Fast readingStep 5 readingP142 Extensive reading.Go through the questions on P142, and listen to the tape and answer the questionsStep 6 HomeworkReview what we’ve learned in this period and prepare for the writing task.The 6th Period WritingStep 1 revisionStep 2 Pre-writingHow to write a short play:Read about Romeo and Juliet on P142-143.Step 3 Writing (1)Write a short passage about Romeo Juliet.Read some sample essays and give comments on them.Step 4 HomeworkCheck Your writings with the other groups.文档内容到此结束，欢迎大家下载、修改、丰富并分享给更多有需要的人。
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高二下册英语教案新人教版
教学目标1. think more ab out the relationship between science and nature.
2. describe some items and atmosphere with scien tific terms.
3. express their opinions on cloned animals and humans as well.
4. develop an interest in doing more reading and research on the topic.
教学重点Words , phrases and sentence patterns
教学难点Practical usage
教具Blackboard , slides and handouts
教学内容教法学法
Teaching procedures:
Step 1 Lead in (PPT 4-7)
Play a dialogue about height-increasing operations and ask students to fill in the blanks. After checking the answers, allow some time for students to freely express their opinions on height-increasing operations, thus introduce the major topic “science versus nature”。
[Explanation]
用一段有关增高术的听力引入主题，主要是考虑到这一切入点与实际生活较为贴近，比较容易让学生有话说，作为人类利用科学对自然的东西做出改变的一个典型例子可以顺其自然得引入本课主题。
Step 2 Science versus nature (PPT 8)
1. Explain the word “versus” ( Two sides are against each other)
2. Brainstorming. Ask students to think of other cases in which science goes against nature? The teacher can introduce some new vocabulary like GM food and plastic surgery which might be useful in later teaching. Show some pictures to help them better understand these things.
Suggested answers: GM food, cloning, dams, artificial rainfall, organ transplant, air-conditioner, cloud seeding, plastic surgery, euthanasia, etc.
3. Allow students some time to have a light discussion on advantages and disadvantages of any of the above cases.
4. In terms of science versus nature, what do you think the relationship between science and nature should be like?
(Both advance in harmony)
[Explanation]
本节将主题定位在“科学对抗自然”，让学生了解了这一关系后，用头脑风暴的形式让学生从增高术联想起更多的现实生活中能体现这一关系的案例，如转基因食品，人工雨等。
Step 3 Cloning (PPT 9-11)
1. Display pictures of Dolly and normal sheep on the screen. Tell them Dolly is a cloned sheep. But it looks no different from normal sheep. Show more pictures of cloned animals ( cloned calves, pigs, monkey and
mule). Their names can be introduced here, which might arouse students’more interest.
2. Introduce the concept of “copy”. Ask the students to think about this question: Are cloned animals exactly the same as the “mother animals”？
（They may have the same appearance but their physical qualities can be very different. Many cloned animals died at a much younger age than average.）
3. Interview one student about his feeling towards cloned animals by asking the following three questions: 1) If you happen to have a cloned cat, how would you feel? (excited) 2) What if another cat with the same appearance comes to you? (surprised and more excited) 3) What if more cats with the same appearance come to you? (shoc ked and scared)
4. Interview another student about his feel ing towards a “cloned him”. Then ask the other students if they would like to see a “cloned him” and why.
5. Girls versus boys. Ask students to have a 2-minute debate on whether it would be a good idea to clone humans some day.
[Explanation]
本节将讨论的重点转向克隆。
通过图片展示的方式让学生对克隆动物有个感性的认识，并引进“拷贝”的概念，与第二课时的阅读标
题形成呼应。
Step 4 Summary (PPT 12)
Give a brief summary of their debate. Point out any possible problems in their debate like the lack of ideas and supporting points. Tell students that you will read m ore about cloning in the following period and will have a further discussion.
[Explanation]
对学生的辩论进行简短的评价，一是评价学生的表现，二是让学生产生更多的兴趣去阅读，并且阅读的目的性更明确，从而能够保证阅读的成效。