Cloning教学设计

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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 ||。

cloning阅读教学设计

cloning阅读教学设计一、教学目标通过本节课的学习，学生将能够：1. 理解并解释什么是克隆技术以及其应用领域；2. 掌握阅读中常见的生词和词组；3. 提高阅读技巧，包括对文章结构的理解和细节的把握。

二、教学准备1. PowerPoint演示文稿；2. 阅读材料：文章《克隆技术的应用与伦理》；3. 卡片：上面分别写有克隆技术的定义、应用领域和伦理问题。

三、教学过程1. 情境引入（使用PowerPoint演示文稿，显示一张插图，上面有两只完全一样的动物）教师：同学们，我给大家展示了一张图片，你们看到了什么？这两只动物看起来很相似对吗？你们有没有想过如何制造出这样的完全一样的动物呢？其实，这就是克隆技术在生物学领域的应用之一。

今天我们就来学习关于克隆技术的文章。

2. 阅读材料呈现（使用PowerPoint演示文稿，展示文章《克隆技术的应用与伦理》）教师：请同学们打开课桌上的阅读材料，这是一篇关于克隆技术的文章。

我给大家几分钟的时间，自己阅读一下这篇文章，并尝试理解其中的内容。

3. 理解文章教师：同学们，现在我们来一起讨论一下文章的内容。

谁能告诉我克隆技术是什么意思呢？（选择一个学生回答）教师：对，克隆技术指的是通过复制一个生物体的基因来制造出一个完全一样的生物体。

那么，在文中作者提到了克隆技术的应用领域和伦理问题，请大家找出这些内容。

4. 分组讨论教师：现在，我将你们分成小组，每个小组拿到一张卡片，上面分别写有克隆技术的定义、应用领域和伦理问题。

请你们根据自己的卡片内容，与组内成员讨论并准备好一份小组答案。

5. 小组展示教师：时间到了，现在请各组派一名代表来回答这个问题。

首先是定义克隆技术的小组。

6. 阅读任务教师：同学们，我将给你们分发一份阅读任务，这是一份关于克隆技术应用的问题和文章中的细节的问题。

请大家阅读并回答。

7. 学生练习（学生独立阅读文章并回答问题）8. 答案讲解教师：现在请同学们将答案写在黑板上。

Cloning教学设计人教版

4.学生小组讨论（10分钟）
目标：培养学生的合作能力和解决问题的能力。
过程：
将学生分成若干小组，每组选择一个与Cloning相关的主题进行深入讨论。
小组内讨论该主题的现状、挑战以及可能的解决方案。
每组选出一名代表，准备向全班展示讨论成果。
5.课堂展示与点评（15分钟）
目标：锻炼学生的表达能力，同时加深全班对Cloning的认识和理解。
1.科学探究能力：通过分析克隆技术的原理和应用，培养学生运用科学方法研究问题的能力，学会从实际问题中提炼科学问题并寻求解决方案。
2.创新思维：引导学生从不同角度思考克隆技术带来的伦理、社会、生态等方面的问题，激发学生对未知领域的探索欲望，培养创新思维。
3.实践操作能力：通过对克隆技术的学习，培养学生运用所学知识解决实际问题的能力，例如在生物实验中运用克隆技术改良作物、治疗疾病等。
（3）小组讨论法：我将组织学生进行小组讨论，让学生分享自己的观点和看法，培养学生的团队协作和沟通能力。
2.设计具体的教学活动
为激发学生的兴趣和参与度，我将设计以下教学活动：
（1）角色扮演：让学生分组扮演科学家、伦理学家、农民等角色，从不同角度讨论克隆技术的应用和伦理问题，提高学生的实践能力。
（2）实验操作：组织学生进行克隆技术实验，如DNA提取、PCR扩增等，让学生亲身体验克隆技术的过程，提高学生的实践能力。
目标：通过具体案例，让学生深入了解Cloning的特性和重要性。
过程：
选择几个典型的Cloning案例进行分析。
详细介绍每个案例的背景、特点和意义，让学生全面了解Cloning的多样性或复杂性。
引导学生思考这些案例对实际生活或学习的影响，以及如何应用Cloning解决实际问题。

cloning课程设计

cloning课程设计一、课程目标知识目标：1. 学生能理解克隆技术的基本概念，掌握克隆的定义、分类和应用。

2. 学生能了解生物克隆技术的发展历程，认识克隆技术在我国的研究现状。

3. 学生能掌握克隆技术的原理，了解细胞核移植、胚胎移植等关键技术。

技能目标：1. 学生能运用所学知识分析克隆技术在生物科学、医学等领域的应用案例，提高问题分析能力。

2. 学生能在小组合作中，进行资料搜集、整理和分析，提高团队合作能力和信息处理能力。

3. 学生能通过课堂讨论、辩论等形式，提出自己的观点，提高表达和沟通能力。

情感态度价值观目标：1. 学生能树立正确的科学态度，关注克隆技术对社会、伦理等方面的影响，培养伦理道德观念。

2. 学生能认识到克隆技术在医学、农业等领域的重要价值，增强科技创新意识。

3. 学生能通过学习克隆技术，激发对生命科学的兴趣，提高探索精神和自主学习能力。

课程性质：本课程为生物科学领域的一节拓展课程，旨在帮助学生了解克隆技术的基本原理和应用，培养科学素养。

学生特点：六年级学生具有一定的生物学基础，好奇心强，善于探究，但可能对克隆技术了解较少。

教学要求：结合学生特点，注重启发式教学，激发学生兴趣，引导他们主动探究克隆技术的奥秘。

将课程目标分解为具体的学习成果，便于教学设计和评估。

二、教学内容1. 克隆技术的概念与分类- 定义克隆及其基本过程- 区分不同类型的克隆：生殖克隆、治疗克隆、分子克隆等2. 生物克隆技术的发展历程- 回顾克隆技术的历史发展- 了解我国在克隆技术领域的研究进展3. 克隆技术的原理与关键技术- 细胞核移植的原理与操作步骤- 胚胎移植的基本过程及其在克隆中的应用4. 克隆技术在各领域的应用- 生物科学领域：动植物克隆、基因敲除等- 医学领域：干细胞治疗、器官克隆等- 农业领域：优良品种的快速繁殖等5. 克隆技术的伦理与争议- 探讨克隆技术在伦理、法律等方面的争议- 分析克隆技术对社会的影响教学内容安排与进度：第一课时：克隆技术的概念与分类、发展历程第二课时：克隆技术的原理与关键技术第三课时：克隆技术在各领域的应用第四课时：克隆技术的伦理与争议教材章节关联：《生物》六年级下册：第五章生物技术及其应用，第三节克隆技术。

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。

外研版选修六module 5《cloning》教学设计

Module5CloingPeriod OneStep1．Introduction1．Leading-inShow some pictures of Dolly and let Ss say something about her．(If Ss feel hard to say about Dolly，teacher can give some help．) For your reference：Dolly is the first cloned sheep in the world ．She was born in July1996inEngland．Although she is young，she has four babies already．Unfortunately，she died in2003．2．Practice(1)Ask Ss to turn to page 57 and look at the picture from the film Frankenstein and then answer the questions in Activity 1．SuggestedAnswers：①In1931．①&③Various auswers are acceptable．(2)Ask Ss to read the passage and catch the information．Step2．Reading and Vocabulary1．Skimming(1)Ask Ss to read the passage and try to answer the following questions．①Why does the scientist chase the creature to the Arctic?②Did the scientist regret creating the monster?Why? SuggestedAnswers：①Because the monster murdered 3people：the scientist’s brother,best friend and his wife．②Yes，he did．Because the monster created by him was very disgusting．(2)Look at the words in the box in Activity 3on P58and try to match the meanings of them．SuggestedAnswers：①disgust，fear，emotion ②creation，creator ③chase ④fiancee⑤murder ⑥beauty ⑦bone(3)Ask Ss to find words in the passage which mean：①a terrifying dream 、②your blood moves through these in your body②the most northern part of the world③the thing that everything is made of④to compare so that differences are made clear①saying that you will not do sth.that sb.has asked you to do①very small in size or amount②a very high degree③able to understand and learn thingsSuggested Answers：①nightmare ②veins ③the Arctic ④matter ⑤contrast⑥refuse ⑦tiny ⑧extremely ⑨intelligent2．Scanning(1)Read Part1carefully，and answer the following questions．①In what ways is the monster like a human being?②How did Frankenstein create the monster?③Why did Frankenstein decide to destroy the monster?Suggested Answers：①The monster had a body which is made of human parts．It is intelligent and has human emotions．②He used bones from dead bodies to make a creature and gave it life．③Because the monster hates him and kills his brother，best friend and his wife． (2)Read Part2carefully，and answer the following questions．①What do we learn about the monster’s appearance?②Why was the young scientist so disgusted when he first saw the monster?③What had Frankenstein wanted more than anything in the world?④Why did Frankenstein wake shaking with fear?⑤Why did the monster come to Frankenstein’S bedroom?⑥What did Frankenstein do after running out of the room for the second time?⑦Why did Frankenstein regret creating the monster? SuggestedAnswers：①It is very ugly，with wrinkled yellow skin and black lips．②Because he had wanted to create something beautiful，but it’S veryugly．③To give life to a lifeless body．④Because he had terrible dreams．⑤Because it wanted to talk to him．⑥He hid in the garden because he was terrified by the monster and regret having created him．⑦Because he was terrified by it．(3)Read the passage again and choose the best answers．①The first paragraph tells us__C___．A．the birth of the monsterB．the terrifying emotion of FrankensteinC．the scene where the monster was bornD．the cold night when the monster was born②Frankenstein saw this monster moved as a human being，he felt___D____.A．happy B．excited C．worried D．frightened③Frankenstein wished he had not created the monster because he thought_____B______．A．the monster looked very uglyB．he would bring people nightmaresC．he would bring the world disasterD．the monster would kill him④The passage tells us_B_．A．Frankenstein regretted creating such ugly monsterB．Frankenstein’s creation is successful,but it’s a nightmare for him．C．as a scientist, Frankenstein must have some creationsD．the monster can’t be given life3．Post-readingAsk Ss to fill in the blanks according to the passage．Frankenstein is a scientist．While studying at university，he____the secret of how to__________ matter．He creates a _____ that_______a human by using________from dead bodies．The creature is very________and ______all people．However，the monster is intelligent and has human______．As he was lonely and_________，he a sked Frank to create a wife for him．But Frank_______to do SO．To his surprised，the monster________three people who are important to him，especially his________一Elizabeth．So Frank decided to__________(复仇)the monster．He______the monster tothe_____in order to_____him．Unluckily，he dies there．__________of the story，the monster_______into the ice and snow to______．Sugges dAnswers：(1)discovers (2)give life to lifeless (3)creature (4)resembles (5)bones (6)ugly(7)terrifies (8)emotions (9)unhappy (10)refuses(11)murders (12)wife (13)take revenge on(14)chases (15)Arctic (16)destroy (17)At the end (18)disappears (19)end his lifePeriod Two1．Pre-listeningAsk Ss to read the sentences in Activity 3on P61，and say whichof the arguments are for cloning and which are against cloning．Write F(for)or A(against)．2．While-listening(1)Listen to a radio discussion about cloning．Check the arguments for or against cloning that are mentioned in Activity 3．SuggestedAnswers：①、√②、√③、√④、√⑤×⑥×(2)Ask Ss to listen again and6Ⅱin the table．Presenter’s opinions Hugh D’S opinionsCloned animals come from one parentonly，becausescientists take all their_______from ________parent．There are still many difficulties inIt sounds that it’S easy to clone something．cloning．Clonedanimals often get________ and_______Many people believe that cloning is______nature ．_______ believes that cloningtreatsanimals and people as thingsand products ．I ’m worried about one dayscientists willquiteyoungI think cloning will be beneficial to humanbeings ，and it will be a way of helpingnature ． I don ’t think SO ．Cloning is beneficial to human being ．For instance ， ________ 0fthe salne person ．we can have another child if a child_____________，and we can even clone some animals____________．SuggestedAnswers ：①genes②single ③ill ④die⑤against ⑥Some people ⑦create thousands of copies⑧dies ⑨that are beeoming extinct(3)Correct the wrong information in the sentences in Activity 5 onP62． SuggestedAnswers ：①animals(not people) ②1997(not 1998) ③0K ④Thepresenter(not Donville) ⑤dies(not is very i11) ⑥terrible(not a good idea) ⑦becoming extinct(not have become extinct)3．Everyday English1．Individual workGet Ss to match these words and expressions in the box with their meanings in Actinvty1on P63．SuggestedAnswers：(1)obviously (2)to con~nue (3)in other words (4)Incredible!(5)on the contrary(6)Nonsense! (7)That’S it．2．Pair workAsk Ss to finish the conversation in Activity 2on P63．SuggestedAnswers：(1)On the contrary (2)To continue (3)That’S it(4)Nonsense(5)Obviously (6)In other words (7)IncrediblePeriod ThreeStep1．Read the passage and try to answer the following questions．What is_______________?1.DNA2.a clone3.a stem cell4.bacteriaStep2．Choose the best answers.Try to finish the exercises in activity 5on page65.Step3．Choose the best main idea.The passage is about____________.(a)the story of the film Jurassic Park(b)the scientific truth behind dinosaur cloning in Jurassic Park(c)the principles of DNA and cloing(d)why dinosaurs died outStep4．Choose the best answers.Try to finish the exercises in activity 5on page68.Step5.Read these two passages and tell if the following sentences are true(T) or false(F).1.In1953,Watson and Crick discovered the science of genetics.2.A clone is an organism which is identical to another one in every aspect.3.Many people will agree to obtain stem cells by cloning as long as the embryoisn’t wasted.4.Mosquitoes preserved since prehistoric time can be used to create livingdinosaurs.5.There are still proper conditions for dinosaurs to exist today.Period FourStep1．Grammar1．Leading-inGive two questions to Ss and let them make some sentences．QI．If you were a Christmas Father，what wowld you do?Q2．What would you do if you created a monster by mistake in the future?Foryour rererence：A1．①If1were a Christmas Father，1would send lots of presents to the orphans．②If1were a Christmas Father，1woud make every child in the world laugh every dav．A2．①IfI created a monster in the future，1would treat it as mv pet．②If I created a monster in the future．1would sell it to the zoo．2．SummaryGive a summary about the subjunctive mood．虚拟情况与现在事实相反条件句If+主语+动词过去式(be动词用were)结果主句主语+would(should，If+主语+动词过去式could，might)+动词原与将来事实相反形should／were to3.(1)wish+(that)．．．(past t ense)表示目前不可能实现的愿望(2)wish+(that)…(past participle)表示过去不可能实现的愿望(3)wish+(that)…(could／would do)表示将来不可能实现的愿望4．Practice(1)Complete the following sentences．①He looks SO ugly．1wish he______ugly．②He murdered the people I love most.wish he______them．③The monster is terrifying—wish the monster_______SO terrifying．④I didn’t create a real human being．1wish I______a humanbeing．⑤I feel lonely and unhappy．1wish I_______unhappy．．⑥I’d like to live my life again．1wishI_______again． SuggestedAnswers：①wasn’t／were not ②hadn’t killed③wasn’t／were not④had created ⑤didn’t feel ⑥could live(2)Ask Ss to do Activity 3on P62．SuggestedAnswers：①cloned，would feel ②didn’t allow，would be ③met，would mn awav④were／was，would be ⑤lived，we／'e，would be(3)Ask Ss to finish Activity 4on P63．Suggested Answers：①for ②of ③had ④would ⑤why⑥would ⑦met／saw⑧would ⑨more ⑩if⑾go／full／traver ⑿were ⒀would ⒁but ⒂couldPeriod FiveCultural Corner1．Leading-inShow Ss the picture and introduce one of the most famous twentieth centurynovels to them．Then ask some questions about the future in order to arouse Ss’interest in it．(1)Have you ever imagine your future?(2)What can we see in the future?(3)Can we create a robot for US to do everything for us?2．Reading(1)Skim the passage and finish the following exercises．①②①The book was written in——by——．②What is the novel about?③Do you think the world described in the novel is possible?Why? Suggested Answers21931，Aldous HuxleyIt describes how the world government control people six hundred years in the future．③Various answers are acceptable．(2)Read the passage again and finish the following form．①People are cloned in factories．②They are taught to like and dislike certainthings and people．Ways to control people ③They use soma to control them．Information of each group Best：Alphas work as：leadersSecond：Betas have：good positions Lowest：Epsilons work as：workers1．They want to make people happy．Reasons for controllingpeople2．They don’t want people change the society．3．ListeningListen to the passage and fill in each blank with each word．(1)Brave New World became a subject of much______as soon as it first appeared．(2)The novel describes a____future world that is becoming more andmore ． (3)Brave New％rfd________six hundred years in the future．(4)Its aim is for people to be happy，SO that there are no more___and____in thisworld．But the world government uses several very_________methods to control people．(5)The only reason why scientists have not created thousands of clones is that thev have___________learnt how to do this．(6)As small children，each cloned group is___to____and___certain things and people．(7)In this way，the government__________that people are happy with their position in society and will not try to____________________things．(8)The government also keeps people happy with_________a drug called soma____________________________makes people happy．(9)If we can completely____people，is thata_______________thing?(10)If we can give people drugs to____them_______unhappy，is that good or bad?(11)If we do this，do we just stop them____，SO that they have no_______?(12)Do we want____，sometimes_____human beings，or do we want a____，“safe”society?SuggestedAnswers：(1)discussion (2)terrifying；possible (3)takes plac'e (4)violence；powerful (5)identical；not yet (6)taught；like；dislike (7)makes sure；change (8)the use of；that(9)control；good (10)stop；feeling (11)feeling；real emotions (12)real；dangerous；controlled4．DiscussionAsk Ss to discuss the question：Do you like the world described in this novel? Suggested Answer：Various answers are acceptable．Period SixWriting: 假如你是Tom，请你根据以下的表格，给一家英文报社编辑写一封信，告诉他你们班同学对克隆的不同观点，并表达自己的看法。

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。

Unit 2 Cloning 教学设计3-公开课-优质课(人教选修8精品)

Unit 2 Cloning 教学案3I.背景阅读Cloning is the technique of producing a genetically identical duplicate of an organism. A clone is said to be all descendants derived asexually from a single individual, as by cuttings, bulbs, by fission, by mitosis, or by parthenogenesis reproduction. It sounds very different and complicated to us.In fact，in our daily life，this happens often. For example，gardeners take cuttings from growing plants to make new ones. You often see that your mother picks a small branch from a growing plant to make a new one. If she likes this kind of flowers，she can do cloning. Cloning also happens in animals or human beings when twins identical in sex and appearance are produced from the same original egg. The fact is that cloning plants is straightforward but the cloning of animals is more complicated.The possibility of human cloning，raised when Scottish scientists at Roslin Institute created the much-celebrated sheep "Dolly"，aroused worldwide interest and concern because of its scientific and ethical implications. She was the first mammal to be cloned from adult DNA taken from an adult cell. Previously，animals had only been cloned using embryo cells which already have the potential to become a complete embryo in its own right. The big breakthrough with Dolly was to make a clone from an ordinary，adult cell − in this case from a female goat‟s udder.1. Fill in the blanks according to the passage.1) The definition of cloningCloning is a ________ of producing a genetically identical duplicate of an animal or a plant. It happens both in ______ and in_______. They can be cloned by _______ or humans. The former is_______clone while the latter is man-made clone.2) How does Dolly differ from other sheep？She was ______ by humans while the others were born naturally.So，Dolly was a ______ sheep.2. Discuss the following questions.1). Can you see any cloning happen in our daily life？2). What benefits can humans gain from cloning？3). What problems may arise when humans are cloned？4). Should we clone a human？5). Could cloning replace sex as the means of creating new human life？6). Could a parent clone a child who is dying of a terminal illness？ReadingI. Reading comprehension:1. 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 forbidden.C. animal cloning is well developed because Dolly the sheep was born.D. animal cloning raised arguments and scientists are not sure about its future.2.The cloning of Dolly the sheep succeeded because____.A. it‟s easier to clone a sheep than other animalsB. the scientists were determined and worked hard with patienceC. the scientists were rewarded and got lots of moneyD. many other attempts to clone mammals failed3. What is the writer‟s attitud e toward cloning in this passage？A. The writer is against cloning.B. The writer is in favor of cloning.C. The writer is neutral towards cloning.D. The writer is in agreement with cloning.4. Which of the following is not an advantage of cloning？A. Cloning can be used for medical purposes.B. Large quantities of food can be produced by cloning.C. Cloning can help keep animals from becoming extinct.D. People can clone themselves at will.5. 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.6.What is the writing style？A. Expositive (说明性的)B. DescriptiveC. Argumentative (议论性的)D. NarrativeII. Fast reading: True or False questions1. 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.III. Fill in the chart using the information from the text. Add one reason of your own in each column.Ⅳ. Writing用大约30个词概括课文的内容，然后根据以下要求写一篇文章。

cloning课程设计

cloning课程设计一、教学目标本课程旨在让学生了解克隆技术的基本概念、原理和应用，掌握克隆技术的基本操作步骤，培养学生的科学思维和创新能力。

具体目标如下：1.知识目标：–了解克隆技术的定义和发展历程。

–掌握克隆技术的基本原理和操作步骤。

–了解克隆技术在生物科学和医学领域的应用。

2.技能目标：–能够运用克隆技术的基本原理和操作步骤解决实际问题。

–能够进行克隆技术的实验操作，并分析实验结果。

–能够查阅相关文献，了解克隆技术的最新研究动态。

3.情感态度价值观目标：–培养学生对科学研究的兴趣和好奇心。

–培养学生尊重科学、实事求是的态度。

–培养学生关注生物科学领域的发展，关注人类福祉的意识。

二、教学内容本课程的教学内容主要包括克隆技术的定义和发展历程、基本原理和操作步骤、应用领域等方面。

具体安排如下：1.第一章：克隆技术的定义和发展历程–克隆技术的概念–克隆技术的发展历程–克隆技术的重要事件2.第二章：克隆技术的基本原理–细胞核移植技术–胚胎移植技术–基因编辑技术3.第三章：克隆技术的操作步骤–细胞核移植的操作步骤–胚胎移植的操作步骤–基因编辑的操作步骤4.第四章：克隆技术的应用领域–生物科学领域的应用–医学领域的应用–农业领域的应用三、教学方法本课程采用多种教学方法，以激发学生的学习兴趣和主动性。

主要包括以下几种方法：1.讲授法：教师通过讲解克隆技术的基本概念、原理和应用，引导学生掌握相关知识。

2.讨论法：教师学生就克隆技术的某个话题展开讨论，培养学生的思考能力和团队合作精神。

3.案例分析法：教师提供克隆技术在实际应用中的案例，引导学生分析并解决问题。

4.实验法：学生动手进行克隆技术的实验操作，培养学生的实践能力和科学思维。

四、教学资源本课程的教学资源包括教材、参考书、多媒体资料和实验设备等。

具体如下：1.教材：选用《克隆技术导论》作为主教材，系统介绍克隆技术的基本概念、原理和应用。

2.参考书：提供相关领域的经典著作和最新研究论文，供学生拓展阅读。

高中英语：Module 5 Cloning教案(12页)

高二英语一. 教学内容：二. 重难点讲解：（一）重点单词：.及物动词 . 恐怖；吓唬.雷声把小孩吓坏了。

.她害怕空袭时会被炸死。

.那样的事（或东西）会使人们感到恐怖的。

!你吓坏了我！.及物动词 . 追逐；追赶；追击.警察追赶小偷。

, .这女孩追赶蝴蝶，但没有追上。

.那狐狸被赶进了树林。

及物动词 . 驱逐；被除.狗将猫逐进洞里。

.他们把他逐出屋外！名词 . 追逐加紧追赶拍蝶获猎物追求荣誉（）追求享乐（利润）.荣誉是最高尚的追求。

长途追击无益的追求.（.）在追逐某人（某物）名词 . 猎物.猎物逃脱了。

追；追逐；追击.狩猎开始了，猎狗追逐了。

.不可数名词.[] 厌恶；憎恶.使他作呕的是，他在花园里见到一只死狗。

.我厌恶地把脸转开。

强烈的厌恶对…感到厌恶及物动词 . 使作呕；使厌恶.那家饭店的脏盘子使我们感到厌恶。

.我们都很讨厌她那种装模作样的举止。

.及物动词 . 说出；表示；泄露;’.我告诉你的事一个字也不能泄露出去。

.名词 . 比较；对比;.黑白形成对比。

.她与她妹妹相比似乎更美些。

.他与以前相比，显得更健康些。

.把英语和汉语进行比较和对比。

名词 . 有明显差别的东西.任何人都能看出黑色和白色的差别。

.夏季和冬季的天气有很大的差别。

.这画和那幅有很大的差别。

给人印象深刻的对照明显的对照尖锐的对照提供对照引出对比（）形成对照显出对照与…做对比注意到差异指出差异（）对比.这个东西和那个东西比就显得小了。

及物动词 . 对比；差别（）, .当我对比两辆自行车的时候，我看出其中一辆旧了一些。

.将我们和热带气候比较一下。

不及物动词. 形成对照，映衬.这图案中黑与金黄两种颜色对比效果很好。

...把…与…对比.这个颜色显然不同于绿色。

.这颜色和绿色衬起来很好。

.不可数名词.[] 治好；痊愈;.治好他的病花了六个星期。

.运动能治好这种病。

可数名词 .[] 对策；疗法.阿斯匹林是治头痛的妙药。

.他们到温泉来治病。

（）特效药信仰疗法节食疗法劳动疗法头痛药（）热（冷）水疗法温泉疗法水疗法彻底的疗法江湖疗法根治法自然治愈疗法治…的灵丹妙药水疗法止咳妙药治说谎的良方治愈治愈找到治疗方法采取静养疗法痊愈产生疗效求医在医院里治疗试用某种疗法治愈肺结核动词 . 治愈.医生治好了我的腰疼。

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。

人教版选修八unit 2《cloning》教学设计.doc

U n i t2C l o n i n gⅠ. 单元教学目标Skill Goals技能目标▲To talk about cloning▲To practice expressing and supporting an opinion▲To use the appositive clause▲To write a composition about cloningⅡ. 目标语言功能句式Expressing and supporting an opinion I’m happy to accept... but...I would never accept...I’m not bothered about...I don’t mind but...I hope you’ll carry on...Are you sure you want to...?I agree with you that...Is it fair to...?Do you think it is wise to...?I think you should...Well done to you for...I don’t understand why you don’t...I can’t help thinking...I could never agree to...词汇四会词汇Differ exact twin commercial straightforward undertake breakthrough procedure carrier cast altogether arbitrary correction object objection medium obtain attain moral conservative forbid accumulate constitution compulsory opera chorus loaf flour owe shortly retire bother assumption regulation strike initial vain resist drawback merely decoration unable feather turkey claw adore hatch reasonable词组cast down, object to, the media, in favour of，（be）bound to（do）..., from time to time, bring back to life, pay off, in vain语法Appositive clause —同位语从句重点句子It is a way of... P11The fact is that... P11The question that occurred ... P12 The advantage is that... P15Ⅲ. 教材分析和教材重组1. 教材分析本单元以Cloning为话题，旨在通过单元教学，使学生了解克隆技术的优缺点，学会表达和支持个人观点，能用所学的有关Cloning的词汇去表述自己对这一新技术的观点和看法。

人教版高中英语选修8《Unit2Cloning》教案

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【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: What’s the main idea of the passage?Task 2: Match the main idea with each paragraphPara 1: A. People’s 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, Dolly’s appearance raised a storm o f 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 scientistspaid 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, Dolly’s 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。

《Unit2 Cloning》教学设计

一、教学内容分《Ｕｎｉｔ２Ｃｌｏｎｉｎｇ》教学设计析本单元以Cloning为话题，克隆意为无性繁殖，克隆技术即无性繁殖技术。

1997年英国罗斯林研究所实验成功的克隆羊多莉是首次利用体细胞克隆成功的，它在生物工程史上掀开了新的一页。

本课时为Reading部分，具体介绍了植物与动物克隆的区别，多利羊的诞生与死亡以及由此引发的争论。

旨在通过单元教学，使学生了解克隆技术的优缺点，学会表达和支持个人观点，能用所学的有关Cloning的词汇去表述自己对这一新技术的观点和看法。

二、教学目标（一）知识目标1)学会使用本单元的重点词语和表达，如：clone，commercial，producer，undertake，arbitrary，object，forbid，accumulate，cast down，object to，the media，in favour of等2）使学生了解克隆技术的优缺点，学会表达和支持个人观点（二）能力目标1）理解篇章结构，归纳文章主旨和段落大意。

2）掌握提取信息（skimming,scanning,&summarizing），分析信息，解决问题的能力。

3）使学生了解克隆技术的优缺点，学会表达和支持个人观点，能用所学的有关Cloning的词汇去表述自己对这一新技术的观点和看法。

（三）情感态度通过对是否克隆人的辩论，让学生正确认识克隆技术，树立正确的价值取向，热爱和平，反对暴力。

三、教学重难点教学重点：本课时为阅读文章即reading部分，阅读量正常，难易度适中，因此将重点放在对文章的理解上，特别是在阅读中，如何提高获取信息，分析信息，解决信息背后的意义上。

教学难点：1、如何调动学生积极性，表达自我想法，列举事例，支持自己的观点。

2、掌握课文的主旨大意，整理出关于课文结构的主要信息3、使学生了解克隆技术的优缺点，学会表达和支持个人观点，能用所学的有关Cloning的词汇去表述自己对这一新技术的观点和看法。

教学设计：Cloning精品获奖

(Period 3 Learning about language)(1)熟记学案中所列出的单词和短语。

(2)通过学案中所给出的重点单词和重点短语的学习，让学生能够正确理解和使用这些单词和短语，能够运用这些词语造句。

(3)通过对语法的教学让学生能够理解并能够运用这些语法知识，弄清晰同位语及同位语从句的含义和用法。

本单元的语法是同位语和同位语从句，学生可能会感到比较难以掌握。

让学生正确理解和掌握语法知识是让学生学好英语的关键，所以应给学生创设一个语境，让学生理解该语法的应用，而不要让学生死记硬背语法条文，应从理解的基础上去运用这些语法。

通过对学生作业的检查导入本堂新课。

老师检查上节课所布置的作业，检查学生对学案预习的情况。

让学生就“互动探索”进行讨论，让学生各自发表自己的见解，然后让各个讨论组派代表汇报各自讨论结果。

让学生针对各自不同的意见展开讨论，然后老师给出详细正确答案。

老师对语法部份给以点拨。

让学生掌握本单元语法知识。

让学生讨论完成“语法精析”部份，并让各个讨论组发表各自见解。

老师针对难点和重点词汇进行讲解，并补充学案中所遗漏的重点词汇，补充一些必要的练习。

让学生完成“当堂双基达标”。

师生共同讨论“当堂双基达标”并给出答案，并对难以理解的或者有争议的地方给出详解。

自我评估。

布置作业。

让学生完成课本第 14 页 1、2、3 题，预习学案Period 4。

1 ．owe vt.欠(账、钱、人情等)；归功于You owe the lady an apology.(教材 P 13)你得向这位女士道歉。

I owe it to you that I am still alive.幸亏有你我现在才仍然活着。

He owes his success to his hard work.他把自己的成功归功于辛勤的劳动。

【】① owe sb. an apology 该向某人道歉owe...to...欠……；把 …… 归功于；应感激owe sb. sth.( ＝owe sb.) 欠某人某物②owing adj .欠的；未付的owing to...因为；由于Owing to the rain ，we stayed home all day long.由于下雨，我们一整天都待在家。

2019届高三英语Cloning教案

2019届高三英语Cloning教案一、教学目标1.了解克隆技术的定义和基本原理；2.掌握与克隆技术相关的英语单词和短语；3.学习克隆技术的优点和缺点；4.分析和讨论克隆技术所带来的伦理和道德问题；5.提高学生的阅读和写作能力。

二、教学内容1. 克隆技术的基本原理a.定义：克隆技术是指以体细胞为原料，通过人工手段使得某个生物个体的遗传物质与原生个体完全一致的技术。

b.原理：通过细胞核移植和体细胞核胚胎分裂两种方式实现克隆。

2. 克隆技术的优点和缺点a.优点：–可以复制优良个体，提高生产效率；–可以研究基因功能和疾病机制；–可以为繁殖濒危物种提供助力。

b.缺点：–克隆过程容易出现突变，导致后代出现问题；–伦理和道德问题引发争议；–种群遗传多样性降低，容易导致遗传缺陷。

3. 克隆技术的伦理和道德问题a.人类克隆引发的伦理和道德问题：–是否违背了自然法则？–是否侵犯了克隆个体的权益？–是否威胁了人类个体的尊严和自主性？b.动物克隆引发的伦理和道德问题：–是否剥夺了动物的自由和自然权益？–是否影响了自然界的生态平衡？4. 阅读与写作提升a.阅读：学生阅读相关文章，加深对克隆技术的了解；b.写作：学生展开思考，撰写一篇关于克隆技术的文章，表达自己的观点和想法。

三、教学过程1. 导入a.引入克隆技术相关的问题，激发学生的思考和讨论；b.分享一段有关克隆技术的视频或新闻，引发学生对该话题的兴趣。

2. 知识讲解a.通过PPT或板书讲解克隆技术的基本定义和原理；b.分析和讨论克隆技术的优点和缺点；c.解释和探讨克隆技术引发的伦理和道德问题。

3. 阅读理解a.分发相关文章，让学生进行阅读和理解；b.组织学生进行小组讨论，共同解答阅读问题。

4. 写作训练a.提供写作指导和范文，引导学生撰写一篇关于克隆技术的文章；b.学生互相交流，修改和改进自己的文章；c.学生展示自己的作品，进行同学们之间的交流和研讨。

5. 总结与展望a.总结克隆技术的基本内容和相关问题；b.展望未来克隆技术的发展趋势和影响。