Book8Unit2Cloning教学设计方案
人教版选修8Unit2CloningP2教学设计
Unit 2 CloningPart 1 Teaching Design第一部分教课方案Period 2 A sample lesson plan for Learning about Language (Revise the Appositive <words||，phrases and clauses>) IntroductionIn this period students will be first helped by the teacher to discover and learn to use some useful words and collocations|| ， and then to discover and learn to use the following useful structures: the appositive <words||， phrases and clauses>. The following steps of teaching may be taken: warming up by reading aloud to the tape the text CLONING： WHERE IS IT LEADING US?；learning about appositive； building up on your word power ； discovering useful words and collocations ； discovering and distinguishing ； closing down by talking about cloning.ObjectivesTo help students revise the Appositive <words|| ， phrases and clauses>)To help students discover and learn to use some useful words and collocationsTo help students discover and learn to use some useful structuresProcedures1.Warming up by reading aloud to the tape the text CLONING： WHERE IS IT LEADING US?2.Learning about appositiveWhat is an Appositive?An appositive is a noun|| ， noun phrase||， or noun clause which follows a noun or pronoun and renames or describes the noun or pronoun. A simple appositive is an epithet like Alexanderthe Great. Appositives are often set off by commas.Example: We visited the home of Harriet Beecher Stowe|| ， the author of Uncle Tom's Cabin. (The underlined portion is the appositive.)Appositive PhrasesAn appositive phrase is a type of noun phrase that follows the noun or pronoun it modifies andamplifies or restricts its meaning.Our monitor||， a careful reader and outspoken critic ||， will examine the article before it is handed to the headmaster. [The italicized phrase is an appositive.]Appositive phrases are similar to relative clauses; to avoid wordiness|| ， relative clauses can often be reduced to appositive phrases.3. Building up on your word powerTo build up on your word power you are to make sentences with the collocations from the text: CLONING ： WHERE IS IT L EADING US? You may try to include as many uses of the Appositive <words|| ， phrases and clauses> as possible.1.This is a way of learning English|| ， the most popular language in the word.2.People in the future will make an exact copy of themselves.3.We may grow human beings in a laboratory in the near future.4.They are identical in sex and appearance.5.This mysterious thing is produced from coals.6.The natural clones of these plants have two major uses||， one for eating||， one forreproduction.7.At all the time|| ， producing commercial quantities of concrete things is difficult.8.We are going on with our research on the cloning of animals.9.The determination and patience of students will be rewarded with a breakthrough in cloning.10.Following the progress of English development we shall come to a conclusion that thisworld language is becoming simpler in sentence structure.4. Discovering useful words and collocations.A collocation is two or more words that often go together. These combinations just sound "right"to native English speakers|| ， who use them all the time.Now you may go to page 13. Finish the four words and collocations exercises in groups of four.5. Discovering and distinguishingTo find out and write down all the examples of the Appositive <words||，phrases and clauses>) you are to read the text Cloning: Where is it leading us?The fact that she seemed to develop normally was very encouraging ．Then came the disturbing news that Dolly had become seriously ill.Altogether Dolly lived for six years||， half the length of the life of the original sheep.Some more examples of the AppositiveMr. Smith|| ， our new teacher||， is very kind to us.Yesterday I met Tom||， a friend of my brother's.He himself told me that his brother John is a world-famous doctor.Yesterday I talked to my English teacher|| ， Mr. James.We Chinese people are brave and hardworking.He is interested in sports||， especially ball games.There are differences between appositive clauses and attributive clauses.●同位语从句只是出此刻belief||， conclusion||， doubt||， fact||， hope||， idea||， knowledge||，law||， message||， news||， notion||， order||， proof||， rumor||， sign||， suggestion||， theory||，thought 等抽象名词的后边 ||，用于进一步说明或解说该名词的内容 ||。
Book8Unit2Cloning教学设计方案
Book8 Unit2 Cloning教学设计方案保定市唐县第一中学王会献一、教学内容分析本单元的中心话题是“克隆”。
Pre-reading部分要求学生讨论有关克隆的问题，要求学生回答有关是否能区分自然与人工无性繁殖克隆的问题，调动学生讨论的积极性，激发学生对克隆话题的兴趣，所以能达到热身的效果。
Reading部分涉及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。
通过阅读，在训练学生的阅读方法和技能同时，帮助学生进一步认识克隆的意义在于为人类服务。
本单元的语法是掌握并运用同位语从句及同位语从句与that引导的定语从句的区别。
Using Language部分中包括了读、讨论和写、听三个部分的内容，通过学习“恐龙回归”的阅读材料，了解是否能克隆已经绝种的动物和讨论哪一种动物是最值得克隆及其理由。
听说部分是听一段关于克隆是否对动物残忍的对话并进行讨论，该部分可以激发学生的想象力和语言运用能力。
本节课是这篇阅读的第一节课，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。
通过阅读，让学生学习文章的内容、把握文章的中心。
从而提升自己的阅读能力和高考做题技巧，要让学生学习了解克隆这门技术以及有关的争议。
二、教学目标这节课的主要目的是培养学生跳读和细读的阅读技巧，使学生学会准确分析阅读问题，懂得从文章中找到关键句子摄取必要的信息，找出正确的答案。
我运用多媒体和学生搜索材料主动参与学习相结合，设计了表格、问答题、判断题和信息整理题。
这不仅提高学生的阅读技巧，也教会学生怎样处理不同的阅读问题。
1. 语言目标A）使学生会使用本单元的相关词汇讲述克隆的概念，以及克隆带来的问题，及表达自己对克隆的认识。
B）初步掌握本单元重点单词：exact, undertake, pay off, breakthrough, object, obtain, moral, in favor of等。
2. 技能目标A）使学生在听和读的过程中学会模仿朗读，把握长句中的语音语调。
人教版高二英语选修8 Unit 2 Cloning 全单元教案
Unit 2 CloningThe First Period warming upAims1. Talk about cloning2. Practice expressing and supporting an opinionContentsTask one: Looking and speakingIn pairs, look at the pictures and discuss which ones are natural clones and which ones are man-made. Explain how they differ.A.Dolly the sheepB. A strawberry plantC.TwinsD. Identical dogsTask two: Questions about cloningWhat is a clone?How is a clone produced?What benefits can humans gain from cloning?What problems may arise when humans are cloned?Task three: Free talkIn pairs, discuss what you understand about cloning, then list the questions you want to find out. Share your lists with one another.1. Should we clone human?2. Could cloning replace sex as the means of creating new human life?3. Could a parent clone a child who is dying of a terminal illness?The Second Period ReadingAims:1. Help the Ss to know how to describe cloning and how to catch the details of the text.2. Activate the Ss to show their opinions about the cloning and enable the Ss to write and article on this debate.Contents:Leading in by revision.Task one: Fast readingWhat is a clone?Show the following.1. Cloning means making a copy of an animal or a plant. (F. e xact… another)2. Gardeners can make a lot of money by cloning plants.(T.)3. Cloning animals is as complicated as cloning plants.(F. more than)4. Dolly the sheep was the first successful clone of a mammal. (T.)5. Natural clones happen in animals as well as in plants.(T)Task two: Careful readingRead the text again, try to answer the following questions and find out the main idea of each paragraph .Questions:1. What‟s the main idea of the text?2. How many years did the sheep that donated the somatic cell most probably live?3. Why did the Cloning of Dolly the sheep succeed?4. What does the word …straightforward‟ mean in the second paragraph?5. What is the writer‟s attitude toward cloning in this passage?The main idea of each paragraph:Para. 1 Cloning is a way of making an copy of another animal and plant.Para. 2 Cloning has two major uses.Para. 3 The problems of Dolly.Para. 4 The effect of Dolly.Para. 5 It is forbidden to clone human being.Task three: Notes for debating: Should we use cloning?Argument for cloning:Cloning will be beneficial to humansWe could use cloning to cure illnesses.Arguments against cloning:healthy risks form mutation of genesemotional risksagainst naturerisk of abuse of the technologyCloned animals get ill and die quite young;The Third Period Language PointsAims:1. Enable the Ss to grasp the words of cloning.Get the Ss to master some useful expressions.Contents:1. differ v.1) “To be dissimilar or unlike in nature, quality, amount, or form”eg：Ambition differs from greed.2) “To be of a different opinion; disagree”eg：The critic differed with the author on several facts.2. exact adj. “Strictly and completely in accord with fact; not deviating from truth or reality”eg：an exact account; an exact replica; your exact words.3. commercial adj. 1) “Of or relating to commerce” 2) “Engaged in commerce‟eg：a commercial loan; a commercial attaché; a commercial trucker.4. straightforward adj. 1) “honest‟ 2) “easy to understand”eg: a ~ explanation; written in ~ language; a ~ problem in algebra5. procedure n.1) …A manner of proceeding; a way of performing or effecting something‟eg：complained to the manager, and by this procedure got the money back.2) “A series of steps taken to accomplish an end”6. undertake v.1) “To take upon oneself; decide or agree to do”eg：undertake a task.2) “To pledge or commit (oneself) to‟eg：undertake oneself to care for an elderly relative.7. breakthrough n.1) “An act of overcoming or penetrating an obstacle or restriction.”2) …A military offensive that penetrates an enemy's lines of defense‟eg: a ~ in cancer research8. disturb v. “break the quiet, calm and peace‟eg: She opened the door quietly so as not to disturb the sleeping boy.Don‟t ~ the papers on my desk.9. arbitrary adj.1) “Determined by chance, whim, or impulse, and not by necessity, reason”eg：stopped at the first motel we passed, an arbitrary choice; arbitrary division of the group into halves.2) “Based on or subject to individual judgment or preference”eg：The diet imposes overall calorie limits, but daily menus are arbitrary.10. altogether adv.1) “Entirely; completely; utterly”eg：lost the TV picture altogether; an altogether new approach.2) “With all included or counted; all told”eg：There were altogether 20 people at the dinner.11. objection n. “The act of objecting”eg: He has a strong ~ to getting up early.~s to the plan will be listened to sympathetically.12. media n. 媒体eg: The running for president drew the ~‟s attention.Now the press is an useful media.13. moral adj.1)“Of or concerned with the judgment of the goodness or badness”eg：moral scrutiny; a moral quandary.2) “Teaching or exhibiting goodness or correctness of character”eg：a moral lesson.14. accumulate v. “To gather or pile up”eg: By buying ten books every month, he soon ~d a library.Dust soon ~s if the room is not swept.15. forbid v.1) “To command (someone) not to do something”eg：I forbid you to go.2) “To command against the doing or use of (something); prohibit”eg：forbid smoking on trains.The Forth period Learning about language and Using languageAims:Let the Ss know more about the cloning.Improve the students‟ listening, reading and writing ability.Contents:Task one: gap fillingplete the sentences using suitable words or phrases from the prevision sections.2.Rewrite the sentences using words of similar meaning to replace the underlined words.e the words and phrases below to fill in the passage.Task two: reading and discussing1.Read the passage and answer the questions.2.In pairs, discuss which extinct animals described below (which died out less than 10,000 yearsago) are worth restoring by means of cloning.a. Auroch (1627)b. Dodo bird (1755)c. Great auk (1844)d. Quagga (1883)Task three: listening and writing1.Read the statements before listening. Tick those that you hear.2.Listen to the tape again and then work with a partner to fill in the chart on page 17.3.Whose idea do you agree with according to the listening materials? Get ready to write acomposition. Think about the reasons for your point of view. Use your own ideas as well as those in the text.。
Book8 Unit2 Cloning教学设计
回顾课堂学习内容，强化记忆，进行课后探究活动,继续发展学生的语用能力。
板书设计
Main idea of each paragraph
Para 1outline of the movie Jurassic Park
Para 2 ,3,4three reasons why cloning dinosaurs is impossible
2引导学生在读中感悟，在读中思考。
教学方法
情境教学法、自主探究法、小组合作学习法、任务型教学法
运用的
信息技术工具
硬件：一体机
软件：电影精彩片段Jurassic ParkPowerPoint
教学设计思路
本课旨在运用信息技术采取学生自主探究的教学方法，丰富课堂教学，激发学生学习兴趣，从而达到较好的教学效果。
英语教学中的reading往往提到相关的电影，能够成功引起学生兴趣，并且使学生理解文章内容，掌握一定阅读策略对精读课来讲是非常重要的。本节课的设计紧扣信息技术与学科整合课的特点，在教学上充分利用多媒体技术，通过图片、电影片段等手段进行教学，让学生更加直观地了解并学习与克隆有关的信息及内容。在学习方法方面，鼓励学生进行小组活动，进行交互讨论，让学生充分发挥自主能动性，发现并解决问题。本课的教学环节我从以下几方面进行设计：一、通过图片及电影片段激发学生对本话题的兴趣，让学生对恐龙的克隆有一定的认识，并活跃课堂气氛；二、通过听课文内容，引导学生文段分层次阅读，分析文章结构，理解文意；三、设计讨论问题，让学生开动大脑，思考问题；四、对文章进行进一步认识，讨论恐龙的克隆是科学事实还是好莱坞虚构的东西。
话题引申讨论，用所学内
容进行知识开拓。提高学生的说和写的能力。
2025版高考英语总复习Unit2Cloning教学案新人教版选修8
Unit 2 CloningStep 1 课前打算——单元考点自查自测1.词汇分层级识记过关2.语境活用填写过关3.经典句式背诵仿写过关4.类词巧积累事半功倍(一)分门别类攻单词——识形辨意·拓展应用(二)写用结合记短语——译写短语·语境活用(三)仿写活用练句式——经典句型·仿写背诵Step 2 课堂探究——核心考点点点突破1.重点难点考点学通练透2.归纳总结拓绽开阔视野3.方法规律技巧权威点拨4.四平八稳打创高效课堂第一时段Warming up & Reading1．differ vi. 不同；相异[教材原句] Think about how they differ.考虑它们怎样不同。
(1)differ from 不同于……；和……不同differ in 在……方面不同differ with sb. on/about/over sth.在某事上和某人有分歧/异议(2)difference n. 不同之处make a difference to... 对……有影响/起作用tell the difference between A and B分清A和B(3)different adj. 不同的be different from... in... 在……方面与……不同单句语法填空①Chinese eating and drinking habits differ greatly ________ those in the West.②Was it on the matter of finance that they differed ________ each other?③Leaves are found on all kinds of trees, but they differ greatly ________ size and shape.④What you have told me may make a difference ________ my own position.⑤________(differ) from cars, cycling is a means of environmentally friendly transportation.句型转换⑥That fashion is different from country to country may reflect the cultural differences from one aspect.→That fashion ________________________ may reflect the cultural differences from one aspect.[答案]①from ②with ③in ④to ⑤Differing⑥differs from country to country2．undertake vt. 着手；从事；担当[教材原句] It is a difficult task to undertake.这是一项很难完成的任务。
Book 8 Unit 2 Cloning 公开课教案
Book 8 Unit 2 CloningPeriod 1 Warming Up, Pre-reading, Reading & ComprehendingDate: 22nd May, 2013Students: Class 9，Senior 2Teacher：Zeng XiaoqingI. Teaching Aims1.To make the students have a general idea about cloning.2.To make the students know about the procedure of animal cloning and the life of Dolly the sheep.3.Enable the students to examine and discuss some of the issues associated with cloning.II. Key Points1.To know about the procedure of animal cloning and the life of Dolly the sheep.2.To discuss the advantages and disadvantages of cloning.III. Difficult Points1.Help the students understand the procedures of animal cloning and the life of Dolly the sheep.2.Find out the advantages and disadvantages of cloning and discuss a question on cloning.IV.Teaching Methods1. Task-based teaching and learning2. Situational learning3. Cooperative learning and discussion.V. Teaching AidsThe Multimedia and other normal teaching toolsVI.Teaching ProceduresStep 1 Leading-inLook at the following pictures and have a free talk.Do you know the name of the most famous sheep and how it is different from other sheep?Step 2 Warming up1. Please look at the pictures on Page10, and discuss which ones are natural clones and which ones are man-made. Explain how they differ.2. Enjoy more pictures about cloned animals.Step 3 Pre- reading Get the students to read the title of the reading passage and predict the content.Step 4 while- readingI. Fast readingAsk Ss to read for : 1)Main idea of the passage 2) Outline – key words for each paragraph1.What’s the main idea of the text?A. Animal cloning is very valuable and can benefit the world.B. It explains how cloning works in the first successful clone Dolly the sheep.C. It illustrates people’s views about Dolly’s appearance and cloning people.D. Both B&C2. Get the students to match the main idea of each paragraphPara1: A. people’s reaction to cloningPara2: B. The problems of Dolly.Para3: C. the definition of cloningPara4: D. The impact of Dolly.Para5: E. The major uses of cloningII. Intensive readingAsk the students to read the passage paragraph by paragraph and then answer questions.a. Paragraph 1: The definition of cloning1) What’s the cloning?1. How many major uses does cloning have and what are they?2. In the second paragraph, the word “straightforward” means ____.A. uncomplicatedB. honestC. frankD. difficult3. The lamb is the clone of the donated cell from the sheep which________.1. At first, the fact that Dolly seemed to developed ________ was __________.Then came the_________ news _____Dolly had become seriously.Finally, the problem that occurred to the scientists was that a cloned animal lives___________ the original one.2. The sheep that donated the somatic cell most probably lived ____ years.A. 3B. 6C. 9D. 13d. Paragraph 4: The impact of Dolly1. Dolly’s appearance raised____________and _____________ the media and public imagination.2. The word “controversial” in Para 4 probably means :_______.1) True or false:1.People feared that Cloned Hitler's would do harm to the world.2. All the research into human beings will be forbidden.3. Some countries will use cloning in a wise way.2) We can infer from the last three paragraphs that ___.A. The normal development of Dolly had no effect on the cloning of other species.B. Dolly’s serious disease and final death disturbed the whole world.C. Dolly successfully cloned a new lamb with the help of cloning scientists.D. There were arguments about animals about animal cloning and concerns about the future of cloning.Step 5 Post-reading1. Ask Ss the question: what is the writer’s attitude towards cloning? Why?2. Ask students to discuss the advantages and problems of cloning.3. Enjoy a video and then have a group discussion.It is said that evil leaders wish to clone themselves. And even some scientists are planning to clone human beings.What is your opinion of cloning human beings?(Students should give their opinions out freely.Work in group of 4. One of them can take notes and make up their opinions. Then choose some groups to speak out their results.)Step 6 HomeworkWrite a passage titled Is cloning good or bad? Your passage should include the following：1) What is cloning 2) Advantages of cloning 3) Disadvantages of cloning 4) Your opinion of it。
高中英语_Book 8 unit 2 Cloning 教学设计学情分析教材分析课后反思
Unit 2 cloningReadingTeaching aims:1. To have a basic understanding about cloning.2. To grasp some reading and speaking skills.3. To form the ability to cooperate with others.4. To know the advantages and disadvantages about cloning.Warming up and Pre-reading通过展示学生们都喜欢的草莓，以及班里双胞胎姐妹的图片引起学生们的兴趣，导入本单元话题。
接下来学生们能积极参与到各个学习环节中去。
Scanning:The main idea of the text is____A. animal cloning is very valuable and can benefit the world.B. animal cloning could be misused by bad people so it must be forbiddenC. animal cloning is well developed because Dolly the sheep was born.D. animal cloning raised arguments and scientists are not sure about its future.略读，找出文章大意，对文章有整体理解。
Careful- reading1.match each paragraph with the main ideaPara.1The problems of DollyPara.2 The major uses and procedures of cloning Para.3 The definition of cloningPara.4 People’s reaction to cloningPara.5 The effect of Dolly2.True or FalseI．Read the passage again and decide the statements are true (T) or false (F)．1）．Cloning means making a copy of an animal or a plant.() 2）．Gardeners can make a lot of money by cloning plants.() 3）．Cloning animals is as complicated as cloning plants.() 4）．Dolly the sheep was the first successful clone of a mammal.() 5）．Natural clones happen in animals as well as in plants.()prehension of the text1).Dolly the sheep_____.A. looked exactly like the sheep that provides the egg.B. was the exact copy of the sheep that provides the nucleus.C. looked like the sheep that gave birth to it.D. had the characteristics of all three sheep.2). It can be inferred from the passage that a cloned animal_____.A. usually lives as long as the original oneB. usually lives longer than the original oneC. usually lives shorter than the original oneD. is usually as healthy as the original one3). The sheep that donated the somatic cell most probably lived ____ years.A. 3B. 6C. 9D. 124). Which of the following is not an advantage of cloning?A.Cloning can be used for medical purposes.rge quantities of food can be produced by cloning.C.Cloning can help keep animals from becoming extinct.D.Famous persons who have passed away can be cloned.5). Which of the follow is NOT a problem or danger of cloning according to the text?A. Cloned Bin Ladens would do harm to the world.B. Animal clones may develop the illness of older animals and may die younger than the donor animals.C. There are moral objections to cloning human beings.D. Too much cloning may lead to the destruction of the balance of nature.通过仔细阅读找到一些细节问题，增进对文章理解，以及训练学生运用阅读技巧做阅读题的能力。
人教版高中英语选修8Unit2《Cloning》word教案
人教版高中英语选修8Unit2《Cloning》word教案【美文阅读】Pandas can be saved by cloning?从1998年中国科学院动物研究所首席科学家、动物克隆与受精生物学学科带头人陈大元首次正式提出克隆大熊猫到现在，整整16年过去了，陈老仍旧执著于此。
然而爱护大熊猫，怎么说要不要通过克隆的方式呢？China has been exploring every possible means of saving giant pandas，one of the world's most endangered species，from becoming extinct，even if it means resorting to(诉诸) cloning them.Chen Dayuan，a senior scientist who specializes in cloning at the Institute of Zoology in the Chinese Academy of Sciences，introduced the idea of performing cloning techniques on giant pandas in 1998.Using initial funding of 100,000 yuan，Chen successfully produced blastocysts(胚泡) by transplanting the somatic nucleus from sample pandas into the egg cells of rabbits.The move was considered as one of the 10 biggest achievements of science and technology in 1999.It won an award of 6 million yuan and further funding of 5 million yuan for the project from the Ministry of Science and Technology.At first，two embryos were created from a surrogate mother(代母) cat who became pregnant after being injected with a blastocyst，but the experiment was abandoned after the cat died.Chen and his team then experimented with surrogacy on black bears.After three years of effort，a black bear became pregnant and the shape of a fetus(胎儿) could be seen on an ultrasound scan(超声波扫描检查)．However，the research was stopped in 2005 because the fetus did not completely develop before the project's deadline.“Those who are against cloning have made their voice s heard throughout the research project on cloning giant pandas.Some people believe cloning goes against nature，but it is actually a pioneering technology.If successful，it is a way tosave endangered animals，”Chen said.Some scientists take a different vie w.“While I agree that research on cloning is meaningful，it is inappropriate to use giant pandas in this type of experiment.The number of pandas is limited and human beings have yet to master knowledge about pandas' pregnancy.Cloning would do little to save the species，”said Wang Dajun，a researcher at the School of Life Sciences，Peking University.In response，Chen said that he would continue his research.【诱思导学】1．Do you think pandas can be saved by cloning？Why?______________________________________________【答案】省略2．Why are some scientists against cloning pandas?______________________________________________【答案】Because they think cloning go against nature.Period ⅠPreviewing(教师用书独具)●教学目标本课时要紧是通过学生对学案所给出的内容的学习，了解本课文中所显现的词汇，初步了解课文以及相关的背景知识，为下一堂课对课文的全面明白得起到一个铺垫作用。
人教版高中英语选修8《Unit2Cloning》教案
人教版高中英语选修8《Unit 2 Cloning》教案人教版高中英语选修8《Unit 2 Cloning》教案【一】教学准备教学目标一、语言知识目标初步理解、掌握课文中关于克隆的词汇，学习分析课文中的长难句子。
二、阅读技能目标1. 能获取和处理文章中的主要信息。
2. 能够掌握文中出现的重要的语言知识三、学习策略目标掌握速读、略读、猜测词义等阅读策略。
四、情感态度目标让学生认识到克隆的利和弊。
五、文化意识目标了解克隆，正确地利用克隆技术来为人类服务。
教学重难点初步理解、掌握课文中关于克隆的词汇，学习分析课文中的长难句子。
教学过程Step 1 Daily reportOne student comes to the front and gives a report about advantages and disadvantages of science and technology.Step 2 leading-inThe teacher shows some pictures and starts a discussion about cloning.Step 3 SkimmingTask 1: Whats the main idea of the passage? Task 2: Match the main idea with each paragraph Para 1: A. Peoples attitude towards cloning. Para 2: B. The problems of Dolly.Para 3: C. The impact of Dolly.Para 4: D. Two major uses and the procedure of cloning.Para 5: E. The definition(定义)of cloning.Step 4 ScanningTask 1. Look through Para 2 and answer the following questions.(1) What are the two major uses of cloning?(2) Which one is easier, to make plant clones or animal clones?Task 2. Look through Para 3 and fill in the chart. Task 3. Do the following translation and word guessing.(1). Translation:On the other hand, Dollys appearance raised a storm of objections and had a great impact on the media and public imagination.(2). The word controversial in paragraph 4 probably means_________.A. complicatedB. arguableC. importantD. valuableTask4. Do the following Tor F questions based on Paragraph 5.1. People feared some evil leaders might use cloning to reach their goal.2. All the research into cloning will be forbidden.3. Religious leaders are in favor of human cloning.Step 5 Enjoy beautiful sentences1. Cloning plants is straightforward while cloning animals is very complicated.2. At last the determination and patience of the scientists paid off.3. The fact that she seemed to develop normally was very encouraging.Step 6 Question and answerThis part is for students to find if they still have questions. If there is any, they can ask their classmates to help them.Step 7 QuizNote: This part is very challenging. In the picture there are five numbers. Students can choose their lucky number and answer questions. Most of the questions are based on what they have learned in class.Step 8. Test yourselfFill in the blank with proper words.Cloning is a way of _______ (make) an exact copy of another animal or plant. It has two major uses. One is _______ gardeners use it to produce plants. The ______ is that it is valuable for medical research on animals. ________, the process of cloning is difficult ___________ (undertake).The first successful clone, Dolly the sheep, made the whole _________ (science) world follow its progress, though it had ________ problems than the normal sheep. On the other hand, Dollys appearance _______ (raise) a storm of objections and had a great impact ______ the media and public imagination. Different people have different opinions on it. However, scientists still wonder ______ cloning will help or harm us and where it is leading us.Step 9 DebateTopic: Are you for or against cloning?课后小结HomeworkWrite a passage entitled My view on cloning.课后习题评测练习主要有两个。
高中英语《Unit2Cloning》人教版教案
高中英语《Unit2Cloning》人教版教案高中英语《Unit 2 Cloning》人教版教案如何将素质教育理论引入外语是当前外语战线的一大课题。
英语学习成功的因素中，除了智力因素外，更重要的是那些非智力因素的作用。
下面小编一起看看有关高中英语《Unit 2 Cloning》人教版。
人教版高中英语选修8《Unit 2 Cloning》1核心单词1. differv. 不同；相异；使¡¡相异常用结构：A differs fromB in ...A与B在¡¡方面不同A differs withB about/on/over... A与B就¡¡意见相左Their house differs from mine in having no garage.他们的房子与我的不同，区别在于他们的没有车库。
The two sides still differ with each other over the question of pay.双方在报酬的问题上仍各持己见。
联想拓展difference n. 不同之处different adj. 不同的make a difference to 对¡¡产生变化；对什么有影响different from 与¡¡不同，不同于高手过招高手过招用适当的介词填空（原创）①The two squares differ colour but not size.②The husband differs the wife who is to take charge of themoney.③It doesn t make a difference me whether you are going to stay.④This is a different car the one I drove yesterday.答案：1. ①in；in ②with；on/about/over③to ④from2. undertakevt.（undertook；undertaken）着手；从事；承担；保证，答应常用结构：undertake sth. 着手/从事/承担某事undertake to do sth. 保证/答应做某事undertake that ...保证¡¡The scientist undertakes the experiment.这位科学家从事这项实验。
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Book8 Unit2 Cloning教学设计方案保定市唐县第一中学王会献一、教学内容分析本单元的中心话题是“克隆”。
Pre-reading部分要求学生讨论有关克隆的问题，要求学生回答有关是否能区分自然与人工无性繁殖克隆的问题，调动学生讨论的积极性，激发学生对克隆话题的兴趣，所以能达到热身的效果。
Reading部分涉及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。
通过阅读，在训练学生的阅读方法和技能同时，帮助学生进一步认识克隆的意义在于为人类服务。
本单元的语法是掌握并运用同位语从句及同位语从句与that引导的定语从句的区别。
Using Language部分中包括了读、讨论和写、听三个部分的内容，通过学习“恐龙回归”的阅读材料，了解是否能克隆已经绝种的动物和讨论哪一种动物是最值得克隆及其理由。
听说部分是听一段关于克隆是否对动物残忍的对话并进行讨论，该部分可以激发学生的想象力和语言运用能力。
本节课是这篇阅读的第一节课，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。
通过阅读，让学生学习文章的内容、把握文章的中心。
从而提升自己的阅读能力和高考做题技巧，要让学生学习了解克隆这门技术以及有关的争议。
二、教学目标这节课的主要目的是培养学生跳读和细读的阅读技巧，使学生学会准确分析阅读问题，懂得从文章中找到关键句子摄取必要的信息，找出正确的答案。
我运用多媒体和学生搜索材料主动参与学习相结合，设计了表格、问答题、判断题和信息整理题。
这不仅提高学生的阅读技巧，也教会学生怎样处理不同的阅读问题。
1. 语言目标A）使学生会使用本单元的相关词汇讲述克隆的概念，以及克隆带来的问题，及表达自己对克隆的认识。
B）初步掌握本单元重点单词：exact, undertake, pay off, breakthrough, object, obtain, moral, in favor of等。
2. 技能目标A）使学生在听和读的过程中学会模仿朗读，把握长句中的语音语调。
B）使学生学会克服生词障碍，通过略读，寻找文章的主题句，理清文章的总体框架与脉络；通过细读，捕捉文章的重要细节，理解作者的写作意图。
C）使学生在完成任务的过程中掌握高考做题技巧，更好为高考服务。
3. 情感态度目标通过本文激发学生勇于求知，探索科学奥秘的积极学习态度。
使学生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，同时，又使他们拓展视野，开发思维能力，发展个性，提高人文素养，形成正确的价值观和人生观。
三、重点与难点：1. 重点：A) 了解科技说明文的文体特点并以此指导阅读；训练skimming, scanning, careful reading等阅读技能和相关任务的做题技巧；B) 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：A) 阅读技能的训练；B) 对科技说明文的鉴赏能力及事物的客观评价。
四、学习者特征分析高中年龄段的学生对周围的事物较为敏感，有自己的观点和看法，他们不满足于教科书上的知识，想获得更多的信息。
在英语学习上，他们不只是想把英语作为一门死记硬背的课程来学，更希望能学到知识性和趣味性兼有的内容，从英语学习中获得更多的知识和能力。
因此，结合学生的实际情况，课前让学生在网上查询有关“多利羊”的信息。
对克隆有一个宏观的认识。
激发学生兴趣，让学生主动学习，学有所获。
合作学习是一种教学形式。
他要求学生在一些几个人组成的小组中一起从事学习活动，共同完成老师分配的学习任务。
在每个小组中学生们通常从事各种需要合作或互助的学习活动。
学生们一起学习，获得知识，并且当他们获得成就时，他们变得非常投入，变得关心他人和他人的学习。
他们在一起进步的过程中，关心他人和他们的成就，结成紧密的学术关系和人际关系。
五、教学过程Step 1 RevisionMatch the words with the Chinese meaning and then read the words together.Exact undertake pay off breakthrough objectobtain moral in favor of复习上节课所教新词有助于学生接下来高强度的阅读。
在上课开始大声朗读在一定程度上能提升学生上课的兴奋度。
Step2 Lead inPresent the scenes of the movie --<Jurassic Park>and some pictures and tell what the difference is.(some are natural clone and the others are man-made clone)本文是一篇说明文，所以在导入部分需要充分引起学生的兴趣。
对于充满好奇心的高中生来说，介绍恐龙和现代的克隆动植物能激发学生求知的欲望，同时引发思考：克隆是什么呢？克隆是好的还是不好的呢？从而引起下来的话题，进入我们的课文学习。
Step3 Fast readingRead the text and give the main idea of each para. using a few words.主要了解文章各段大意，对本文有一个初步的了解。
此任务也训练了学生通过快速阅读寻找中心句的技巧，对学生考试技巧的提升有一定的帮助。
而且此题符合高考中信息匹配题型，从中训练他们快速寻找信息的能力。
Step4 Carefully readingRead the text again and find the details of each paragraphs.Para.1 DefinitionWhat is cloning?Para.2 use and breakthrough (Discuss in your group and give the answer)1.How many major uses do cloning have?2. Why is it easier to make commercial plant clones than animal clones?3. When was the cloning of Dolly the sheep born? Why did the scientists succeed in cloning it?4. Describe how to clone following the picture.Para3 problemWhat is the problem of Dolly?Para4 impact and reactionWe can infer from the last three paragraphs that ___.A.The normal development of Dolly had no effect on the cloning of other species.B. Dolly’s serious disease and final death disturbed the whole world.C. Dolly successfully cloned a new lamb with the help of cloning scientists.D. There were arguments about animals about animal cloning and concerns about the future of cloning.设计意图：第一，在泛读过几次课文之后学生对课文有了一定的了解，此时的细读正是让学生更好的检查自己掌握情况。
第二，单独做题之后是讨论，通过合作学习共同得出较为正确的答案，这正是此节课一个教学方法的体现。
Step5 DiscussionIs cloning beneficial or harmful to us?Advantages VS. Disadvantages小组活动，利用课文所学内容和自己对克隆的理解展开充分想象。
辩论环节是本节课话题的一个延伸和升华，能唤起学生对生活的关注，知道克隆的意义和克隆技术可能的利与弊，激发学生热爱科学的热情，这也正是本节课的情感目标。
此外，给予学生充分时间开口讲英语也实现了英语教学“听说读写”中“说”的要求。
如果学生遇到困难，可以参考细读中问题的信息，这样就可以避免无话可说的尴尬，对于他们树立信心有很大的作用。
Step6 AssignmentRetell the textCloning is ___________________ of another animal or plant. Cloning has _________. One is for __________;the other is _________ Although _________ is complicated Dolly the sheep is ________________.Before long, she _____________and only ___________________. However, her appearance _____________ and arguments .Some countries became ______________________. Therefore, ___________ is forbidden. Nobody knows ______.这个作业不难，第一，以高考中的填空的形式作为练习题让学生更加接近高考，可以更好得为高考服务。
第二，以总结课文的形式展示既可以让学生了解文章主要内容，也可以帮助学生学会总结文章。
这也是本节课的一个教学评价。
六、教学评价设计学生学习的评价方案备注ABC三个等级分别赋予分值5、4、3七、板书设计八、教学反思Unit2 Cloning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。
根据这些特点，本单元我以训练阅读技巧之略读和扫读为主，并鼓励学生多思考，多发言，增强他们的信心。
在教Reading部分，在课堂教学中以复习生词进入课文，然后再以大量图片导入新课。
授课中始终围绕读，重在培养学生阅读技能，以scanning，skimming和careful reading等循序渐进的阅读方法，结合任务教学法和合作学习，让学生带着任务学习，促使学生积极配合，收到了良好的学习效果。
本节课充分体现了对语言学习的要求，从最开始的读，到完成任务后在黑板上写答案，到讨论时自由发挥，听说读写各个方面都涉及到了，学生完成情况也相当地好，设计的任务基本都跟高考相接轨，任务的实用性和环环相扣充分体现了它的现实意义，学生从而也会投入更多的激情学习。