高中英语选修八unit2cloning教学设计

合集下载

高中英语_新人教版选修八 Unit 2 Cloning教学设计学情分析教材分析课后反思

Book8 Unit2 CloningReading内容：教学设计及反思_设计人：___Book8 Unit2 CloningPeriod 1 Reading设计人:教学整体设计思路在英语教学中“阅读理解能力”是学生从阅读中获取信息的能力以及对文章理解的速度和准确性的关键因素。

培养学生的阅读能力是课文阅读教学的主要目标，同时还要注意培养学生在阅读过程中获取和处理信息的能力，让学生学会利用相关的英语知识去解读英语阅读材料。

本节课是一节阅读课，设计过程如下：导入引出克隆这一话题--- 掌握段落大意（略读）---课文内容填空（精读）---重点知识点与句型---讨论---写作拓展。

教材里本单元内容，语言技能和语言知识都是围绕“克隆”这一中心话题设计的。

具体涉及“什么是克隆”, “克隆羊多利是如何诞生的”，“克隆的利与弊”等。

教师可在充分利用教材资源的基础上，结合学生的实际情况设计教学活动，旨在帮助学生有效地掌握阅读技巧，形成有效地学习方法和阅读策略，同时了解说明文篇章结构和写作特点，为下一步进行议论文的写作教学做好准备。

目标聚焦一、知识点初步理解、掌握克隆意为无性繁殖，克隆技术即为无性繁殖技术。

学习课文中关于克隆这一新生物技术的有关知识，学习分析课文中的长难句子，初步感知课文中出现的的本单元要学的语法现象。

二、能力点1、能理解文章主旨大意，获取信息、处理信息、进行推理判断和表达的能力。

2、形成分析篇章结构的能力，提升逻辑思维能力3、学会增加语言的输出量，提高语言表达能力。

4、能利用上下文猜测生词词义三、兴趣点21、利用已获取的信息发表自己对进行人类克隆问题的看法。

2、克隆技术日新月异，在教授本单元时，需随时关注其发展的最新动态。

（四）德育点认识克隆人的危害———对人类在伦理、道德、法律等方面造成的巨大影响，应给予抵制。

学习流程Before class (课前自主学习，合作探究)Vocabulary（词汇预习）Preview the new words of this text.clone commercial producer undertake arbitrary object forbid accumulate bother regulation resist unable argument reasonable obtaincast down object to the media in favor of be bound to (do) from time to time pay off【设计意图】通过预习词汇为下一步的阅读扫清生词障碍。

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 ||。

人教高中英语选修八Unit2Cloning教学设计

Unit2 CloningReading: CLONING: WHERE IS IT LEADING US?教课方案一、教材剖析本单元以Cloning 为话题，旨在经过单元教课，使学生认识克隆技术的优弊端，学会表达和支持个人看法，能用所学的相关Cloning 的词汇去表述自己对这一新技术的看法和见解。

”阅读”（ Reading）部分供给的资料CLONING: WHERE IS IT LEADING US?是一篇介绍克隆技术的说明文, 详细介绍了植物与动物克隆的差别，多利羊的出生与死亡及由此引起的争辩。

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。

从话题内容上剖析，Warming Up与Reading相一致，从教材份量来说，可将Warming Up 和 Reading 整合在一同，设计成一节任务型“阅读课（精读课）”。

二、学情剖析我所带的两个班级的学生英语基础一般，平常较少阅读科学题材的文章, 知识面相对狭小，阅读理解这篇文章仍是有必定难度。

但学生的好奇心和学习接受能力比较强，能够部署学生课前上网或去图书室找出一些相关克隆的资料，并与多媒体相联合简单介绍克隆及克隆技术的一些知识，让学生有了必定的知识准备以利于很好的理解课文。

三、设计理念及教课目的这节课的主要目的是培育学生跳读和细读的阅读技巧，使学生学会正确剖析阅读问题，懂得从文章中找到要点句子摄入必需的信息，找出正确的答案。

我运用多媒体和学生搜寻资料主动参加学习相联合，设计了表格、问答题、判断题和信息整理题。

这不单提升学生的阅读技巧，也教会学生如何办理不一样的阅读问题。

四.教课目的 Teaching goals1. Target language目口号言a.要点词汇和短语clone ，commercial ， producer ，undertake ， arbitrary ， object ，forbid ，ac cumulate ，cast down ，object to ，the media ， in favor ofb.要点句子It is a way of⋯.The fact is that⋯.The question that concerned all scientists were:⋯.2. Ability goals能力目标Enable the students to describe cloning: What is the advantages of cloning？What is the problems or dangers of cloning？What is your opinion of cloning？3. Learning ability goals学能目标Help the students learn how to describe cloning.Teaching important points教课要点How to describe cloning.Teaching difficult point教课难点Help the students analyze the writing techniques of the article.Teaching methods教课方法Skimming, task-based method and debate method.Teaching aids教具准备A recorder, a projector and some slides.Teaching procedures & ways教课过程与方式Step 1 Lead-in（3分钟）Show three cartoon pictures about cloning to arise students’interest s, then raise the question:1.What is cloning?2.Do you want to be cloned or not? why?经过展现图片和发问，激发学生对克隆技术的兴趣和气奇心，启迪学生展望课文的内容，以便经过阅读考证自己的推断。

英语：unit2 cloning教案(选修8)

Unit 2 Cloning主讲人：周敏I．Teaching material: 选修8 Unit 2II．Teaching aims:1. Knowledge aims：1)Vocabulary: differ，exact，cutting, twin，identical, commercial，straightforward，complicated，undertake, breakthrough, procedure，nucleus，somatic，embryo，carrier，cast, altogether, arbitrary，fate，correction, object，objection，impact, medium, obtain，attain，moral，conservative, forbid, accumulate, pay off, cast down，the medium，in favor of2)Sentences structures：It is a way of…The fact is that…The question that occurred is…2。

Ability aims：Enable students to describe cloning：What is cloning？What is the advantage about cloning? What are the problems or danger of cloning？Is it necessary to clone dodo birds？3。

Emotion aims:1) Let students try to work together and communicate with others.2）Enable them find the advantages and dangers of cloning。

选修八Unit2Cloning教学设计

Unit2. CloningReading 教学设计-雷翊Teaching contents,Doing reading comprehension about the textTeaching aims,Knowledge aims，Help the students understand the text very well.Ability aims，Improve the students’ reading ability.Emotional aims，1. stimulate students’ interest in cloning.2. Develop students’ spirit of cooperation and teamworkTeaching important points,how to describe cloning.Teaching difficult points,Help the students analyze the writing techniques of the article.Teaching methods,1. task-based teaching and learning2. debate methodTeaching procedures and ways,Step1: Warming upShow some pictures of A strawberry plant 、Twins、cloning cattles、Identical dogs on the screen. Get students to look at the pictures and discuss:Which is natural clone? Which is man-made clone? and then explain how they differ.(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，这就为进一步的学习做好了铺垫。

人教英语选修八Unit2Cloning教案3

Unit 2 CloningThe Third Period SpeakingTeaching goals1. Target languagea. 重点词汇和短语theme，fighting，conflict，argument，destruction，in one’s opinionb. 交际用语Expressing and supporting an opinionI 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 goalsEnable the students to express their opinions about cloning using some useful expressions.3. Learning ability goalsHelp the students learn how to express their opinions.Teaching important pointsLearn to use the structures of expressing and supporting an opinion.Teaching difficult pointsHow to give a speech.Teaching methodsCooperative learning.Teaching aidsA computer & a projector.Teaching procedures & waysStep Ⅰ Lead-inT: 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 year s 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 ca n 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 theirwords 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.HomeworkT: 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, itdestined 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.。

Unit2Cloning教学设计新部编版

精选教课教课方案设计| Excellent teaching plan教师学科教课方案[ 20–20学年度第__学期]任教课科： _____________任教年级： _____________任教老师： _____________xx市实验学校(英语 )选修八第二单元教课方案Unit 2CloningI．教课内容剖析本单元的中心话题是“克隆” ，波及克隆哺乳动物、克隆的历史和能否能够克隆已经绝种的动物所惹起的争议等话题。

Warming Up部分体现一组图片，引入相关克隆的话题，要修业生回答相关能否能划分自然与人工无性生殖克隆的问题，激发学生对克隆话题的兴趣，既能集中学生的注意力，又为他们学习本课话题做准备。

由于这部分的问题比较风趣，因此能调换学生议论的踊跃性，达到热身的成效。

Pre-reading部分要修业生议论相关克隆的问题，看学生对克隆有多少认识，对这个话题学生想知道什么并有什么启迪。

这样能够激活学生的背景知识和思想，为下边的阅读文章做铺垫，并培育学生的想象力和判断力。

Reading 部分介绍了植物与动物克隆之间的差别、多莉羊的出生与死亡以及由此引起的争辩。

经过阅读，在训练学生的阅读方法和技术同时，帮助学生进一步认识克隆的意义在于为人类服务。

Learning about Language部分突出了词汇和语法的学习与训练。

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 指引的定语从句的差别。

Using Language 部分中包含了读、议论和写、听三个部分的内容，经过学习“恐龙回归”的阅读资料，认识能否能克隆已经绝种的动物和议论哪一种动物是最值得克隆及其原由，而后写成一份报告。

听闻部分是听一段对于克隆能否对动物残忍的对话并进行议论，该部分能够激发学生的想象力和语言运用能力。

Learning Tip 教育学生要提升英语口语能力，需要长时间地听英国或美国人朗诵的磁带，并高声跟读。

I．教课要点和难点1.教课要点(1)本单元的生词和短语；(2)娴熟掌握同位语的用法；(3)认识什么是克隆、克隆的利害及对克隆技术的反省；(4)进一步熟习和运用相关接受与拒绝、夸奖与鼓舞、不关怀的表达方式。

高考英语总复习Unit2Cloning教学案新人教版选修8

2021-4-29 20XX年复习资料教学复习资料班级：科目：Unit 2 CloningStep 1 课前准备——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.归纳总结拓展开阔视野3.方法规律技巧权威点拨4.面面俱到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；承担[教材原句] It is a difficult task to undertake.这是一项很难完成的任务。

人教英语选修八Unit2Cloning教案2

Unit 2 CloningThe Second Period ListeningTeaching goals1. Target languagea. 词汇和短语cloning, attitude, medicine, organsb. 重点句子I agree with...How would you do...?Do you think...?2. Ability goalsLet the students focus on the different attitude towards cloning technology.3. Learning ability goalsTeach the students how to get the specific information.Teaching important pointsListen to the materials about cloning and choose the correct answers.Teaching difficult pointsWork together with partners and show their own opinions.Teaching methodsListening and cooperative learning.Teaching aidsA tape recorder.Teaching procedures & waysStep I Revision1. Greetings2. RevisionStep Ⅱ Pre-listeningWork 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 ListeningThe 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 ta pe 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) (时间不足时改为作业)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 for m 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.HomeworkT: 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.。

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。

选修八Unit2Cloning教学设计新部编版

教师学科教案[ 20 – 20 学年度第__学期]任教学科：_____________任教年级：_____________任教老师：_____________xx市实验学校Unit2. CloningReading 教学设计-雷翊Teaching contents,Doing reading comprehension about the textTeaching aims,Knowledge aims，Help the students understand the text very well.Ability aims，Improve the students’ reading ability.Emotional aims，1. stimulate students’ interest in cloning.2. Develop students’ spirit of cooperation and teamworkTeaching important points,how to describe cloning.Teaching difficult points,Help the students analyze the writing techniques of the article.Teaching methods,1. task-based teaching and learning2. debate methodTeaching procedures and ways,Step1: Warming upShow some pictures of A strawberry plant 、Twins、cloning cattles、Identical dogs on the screen. Get students to look at the pictures and discuss:Which is natural clone? Which is man-made clone? and then explain how they differ. (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，这就为进一步的学习做好了铺垫。

人教版高中英语选修8Unit2Cloningword教案

Unit 2 Cloning【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，陈老仍然执著于此。

然而保护大熊猫，究竟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 bei ng 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 voices 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 to save endangered animals，”Chen said.Some scientists take a different view.“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)●教学目标本课时主要是通过学生对学案所给出的内容的学习，了解本课文中所出现的词汇，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理解起到一个铺垫作用。

高中英语 Unit 2 Cloning教学设计2 新人教版选修8

Unit 2 CloningPart 1 Teaching Design第一部分教学设计Period 1 A sample lesson plan for reading(CLONING：WHERE IS IT LEADING US?)IntroductionIn this period, after the warming up, students will first be guided to pre-read the text by questioning and answering. Then they shall read aloud to the recording, read for forms, read for the type of writing and summary of CLONING：WHERE IS IT LEADING US?. The students will be asked to copy useful expressions and make sentences, read and transform and read the text again to draw a diagram of it and retell the story with your own words. The period will end in students learning more about Dolly. ObjectivesTo help students understand the text’s forms and contents and learn about cloning To help students communicate on the topic in focus with the words, expressions and structures learned in this unitFocusAidsMultimedia facilities, tape-recorder, photos, diagramsProcedures1. Warming up by leaning the word “clone”clonen.1. A cell, group of cells, or organism that is descended from and genetically identical to a single common ancestor, such as a bacterial colony whose members arose from a single original cell.2. An organism descended asexually from a single ancestor, such as a plant produced by layering or a polyp produced by budding.3. A DNA sequence, such as a gene, that is transferred from one organism to another and replicated by genetic engineering techniques.4. One that copies or closely resembles another, as in appearance or function: "filled with business-school clones in gray and blue suits" Michael M. Thomas. v. cloned, clon·ing, clones1. To make multiple identical copies of (a DNA sequence).2. To create or propagate (an organism) from a clone cell: clone a sheep.3. To reproduce or propagate asexually: clone a plant variety.4. To produce a copy of; imitate closely: "The look has been cloned into cliché" Cathleen McGuigan.2. Pre-reading by questioning and answeringWhat is cloning? We define cloning as production of a cell or organism with the same nuclear genome as another cell or organism.Cloning is the process of creating an identical copy of an original. A clone in the biological sense, therefore, is a single cell (like bacteria, lymphocytes etc.) or multi-cellular organism that is genetically identical to another living organism. Sometimes this can refer to "natural" clones made either when an organism reproduces asexually or when two genetically identical individuals are produced by accident (as with identical twins), but in common parlance the clone is an identical copy by some conscious design. Also see clone (genetics).The term clone is derived from the Greek word for "twig". In horticulture, the spelling clon was used until the twentieth century; the final e came into use to indicate the vowel is a "long o" instead of a "short o". Since the term entered the popular lexicon in a more general context, the spelling clone has been used exclusively.3. Reading aloud to the recordingWhole language teachers affirm that reading aloud teaches you the students about language in a way that silent or independent reading never can.Reading aloud to the tape helps you the students develop and improve language skills -- reading, writing, speaking, and listening. And since you the students listen on a higher level than you read, listening to other readers stimulates growth and understanding of vocabulary and language patterns.So why not hurry to listen and read to the tape-recording of the text we are going to learn today?4. Reading for formsRead the text again to: cut/ the sentence into thought groups, blacken the predicates, darken the connectives and underline all the useful expressions.5. Reading for the type of writing and summary of CLONING：WHERE IS IT LEADING US? Determining the type of writing will help you determine the author’s topic (subject), purpose (why he is writing), style (how he should write) and tone (his attitude towardhis subject - supportive, condeming, objective, etc.)It is important to find main ideas when reading. Main ideas help you remember important information. The main idea of a paragraph tells the topic of the paragraph. The topic tells what all or most of the sentences are about. The other sentences in the paragraph are called details. Details describe or explain the main idea. Read the text to find the main idea.6. Copying and making sentencesYou are asked to copy all the useful expressions into your notebook after class as homework. You may make your own sentences with each of these expressions.7. Reading and transforming8. Reading the text again to draw a diagram of it and retell the story with your own wordsWriters structure, or organize, their writing in many different ways. Recognizing the way in which a text has been organized will help you understand its meaning more fully.9. Closing down by learning more about DollyTo end this class, let’s get to know more about Dolly.Celebrity Sheep Has Died at Age 6Dolly, the first mammal to be cloned from adult DNA, was put down by lethalinjection Feb. 14, 2003. Prior to her death, Dolly had been suffering from lung cancer and crippling arthritis. Although most Finn Dorset sheep live to be 11 to 12 years of age, postmortem examination of Dolly seemed to indicate that, other than her cancer and arthritis, she appeared to be quite normal. The unnamed sheep from which Dolly was cloned had died several years prior to her creation. Dolly was a motherto six lambs, bred the old-fashioned way.。

高中英语选修8 Unit 2 Cloning教案

Unit 2 Cloning Ⅰ.重要单词聚焦1．vi.不同；相异2．vt. 着手；从事；承担3．n. 突破4．vi. 反对；不赞成5．vt. 获得；赢得6．vt. 获得；到达(水平、年龄、状况等) 7．vt. 禁止；不准differundertakebreakthroughobjectobtainattainforbid8．vt. 积累；聚积9．vt. 欠(账、钱、人情等)；归功于……10．adv. 立刻；不久11．vi. 退休；离开12．vt.& vi. 打扰；操心13．n. 假定；设想14．n. 规则；规章；法规15．vi.& vt. 打；撞击；罢工16．adj. 虚荣的；自负的；徒劳的Accumulateoweshortlyretirebotherassumptionregulationstrikevain17．vt. 抵抗；对抗18．adv. 仅；只；不过19．n. 装饰20．vt. 崇拜；爱慕；喜爱21．adj. 合情理的；讲道理的；公道的resistmerelydecorationadorereasonableⅡ.重要短语扫描1．pay 得到好结果；取得成功；偿清2．cast 沮丧；不愉快3．in of 赞成；支持4．(be) to (do)．.. 一定或注定(做)……5．...into one’s heart 使……刻骨铭心6．time to time 不时；偶尔7．bring back to 使复生；使复活8．in 白费力气；枉费心机offdownfavourboundstrikefromlifevain9．in good/poor 状况很好(坏)；情况很好(坏)10．have a great on 对……有很大影响conditionimpactⅢ.课文原句突破1．Then came the disturbing news that Dolly had bee seriously ill.Cloning scientists were cast down to fi nd that Dolly’s illnesses were more appropriate to a much older animal.[信息提取]be appropriate to (for) sth.适合于……的；适当的。

1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。

Unit 2 Cloning
教
学
设
计
姓名：刘艳霞
单位：兖州一中
日期：.
选修8 Unit2 Cloning-Reading 教学设计与反思
3. 教学手段：
本节课采用白板教学，采用音乐、图片、视频与文字相结合的方式，既增加课堂的信息量，又调动学生的学习兴趣，并能在解决重点、突破难点方面起到辅助作用
设计依据：现代英语教学强调在“用中学”，因此创设语言环境对语言习得起着重要的作用。

同时，通过电脑课件展示相关的图片，视频，或静态，或动态，以直
观的效果激发学生固有的背景知识，在学生固有的背景知识和文本信息之间
搭建起理解桥梁，能有效地帮助他们获取信息，达到理解信息的目的。

【教学过程】
教学过程设计读前（3’）：了解相关知识
共分三部分：掌握主旨和段落大意（略读和寻读）
读中（30’）获取特定信息（细读）
积累运用（巩固）
读后（12’）：知识迁移
Step1 Lead- in
1)
在课前播放一段克隆羊多利出生的视频，问学生
was a ______ sheep.
2. When was the cloning of Dolly the sheep born?
由此引出克隆这个话题。

2）展示Dolly the sheep(多莉羊)、?A strawberry ?plant(草莓植物)、 Twins（双胞胎婴儿）的图片，让学生讨论并说出它们之间的不同点。

which ones are natural clones and which ones are man?–?made?
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.【设计说明】克隆技术是一门前沿科技，学生对此兴趣浓厚，利用视频和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，注意力高度
集中，学习的热情高涨。

这就为进一步的学习做足了铺垫。

Step2 Fast reading
Give the students 3’to read the whole text silently and finish the two tasks
1.What’s the passage mainly about?
2.According to the main idea, divide the whole text into 4 parts.
教学反思：
由于学生阅读技巧的训练比较欠缺，平时受到抑远胜于扬。

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。

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，在课堂教学中我借助克隆相关图片，知识及Dolly的信息导入课文，再以复习生词进入课文。

授课中始终围绕读，重在培养学生阅读技能，以skimming，careful?reading和comprehending等循序渐进式的阅读教学方法，促使学生积极配合，收到了良好的学习效果。

教学流程表：。