M5U3 《 Reading 》教案设计-优秀教学设计
教学设计3：Reading
1.Recitation
2.dictation
1.The students will be interested in the pictures and have a discussion after watching the pictures .
2.Answer the question
Check their answers
to make the students master words and thepassage
1.To attract the students’ attention quickly, and in coordination with the title of the text.
学生活动
设计意图
Step 1Daily work:
1.Reciting the composition
2.Dictation
Step2Lead in and Reading
1.Show some pictures about global warming.
2.Play a short film about the Global Warming.
2. to stimulate students emotional resonance.
To ask the students to read the text and fully understand it, and answer questions
五、教学评价设计
1.You can often get an idea of what a magazine article is about by glancing at the title, the first paragraph, the diagrams, and the enlarged quotes.
初中英语九年级上册(牛津译林版)Unit3Reading教学设计
一、教学目标
（一）知识与技能
在本章节的教学中，学生将通过阅读牛津译林版初中英语九年级上册Unit 3的Reading部分，掌握以下知识与技能：
1.掌握本节课的核心词汇和短语，如“goal, dream, achieve, effort, give up, encourage, confident”等，并能熟练运用这些词汇进行口语表达和书面写作。
3.阅读理解方面：学生在阅读过程中，能够捕捉到文章的基本信息，但分析文章结构和理解作者观点的能力有待提高。
4.情感态度方面：九年级的学生正处于青春期，他们对未来充满憧憬，但面对挫折和困难时，部分学生可能表现出信心不足、容易放弃。
5.合作意识方面：学生在小组活动中，合作意识和团队精神逐渐增强，但在具体实践中，部分学生仍需提高沟通能力和协作能力。
五、作业布置
为了巩固本节课所学知识，培养学生的语言运用能力，特布置以下作业：
1.词汇练习：根据本节课所学的核心词汇和短语，完成课后练习册中的词汇填空和翻译练习，要求学生准确无误地掌握词汇用法。
2.阅读理解：阅读一篇关于追求梦想的短文，并回答相关问题，旨在提高学生的阅读理解能力，同时让学生从他人的故事中汲取力量。
九年级的学生已具备一定的英语基础，对词汇、语法、阅读等方面有了一定的掌握。在此基础上，他们对文章的理解能力和语言表达能力有待提高。在本章节的学习中，学生可能面临以下情况：
1.词汇方面：学生对部分核心词汇和短语的理解程度不同，部分学生可能对某些词汇的用法掌握不够熟练。
2.语法方面：学生对时态的运用较为熟悉，但在具体情境中，部分学生可能对时态的选择和运用仍存在困难。
3.写作任务：以“我的梦想”为主题，写一篇不少于80词的短文，要求运用本节课所学的时态和词汇，表达自己的梦想和为实现梦想所付出的努力。
《Reading》优秀教案
第二课时Reading（一）教学设计设计的基本理念：根据新课标，培养学生自主、合作、探究精神、突出语言运用能力培养的理念而设计。
课型：阅读课一、教材分析（一）教材的地位和作用1、单元背景分析：动物是我们人类的朋友，我们有责任和义务去保护它们，但随着现代工业的发展而导致的环境污染，人类对森林资源的乱砍乱伐，一些野生动物濒临着危及，它们生存的环境遭遇了破坏，有些野生动物甚至到了灭绝的地步。
大熊猫是中国的国宝，目前，它们也处于困境中，全世界大概还幸存2021多只大熊猫，所以保护野生动物，保护大熊猫是全世界的呼声，还野生动物一个自然生存的环境，给大熊猫一个安静、舒适的家刻不容缓。
2、教材内容分析这篇文章主要介绍了大熊猫幼仔的早期生活以及它的成长过程，由于人类对大自然环境的破坏导致了它濒临危及的困境，教育人类要保护自然生态环境，不要捕杀野生动物，并要采取一些保护大熊猫的措施，结合课文，让学生意识到生态环境对动物的重要性，联系实际，就我们这个地方目前生态环境说说自己的看法。
我们目前居住的环境其实也很不理想，一些污染影响着我们的生活质量，让学生明白保护我们的生存环境，于已于人都非常重要。
3、教材重点、难点教材重点：（1）重点词语：the bab boo hootin the future cut down in dangertae the action encourage b to do th（2）重点句型：We caed her XiWangWhen XiWang wa born, he weighed ut 100 gramXiWang dran her mother’ mi for uing-ue（理念：课前播放一首欢快的英文歌曲，渲染课堂气氛，营造英语学习氛围，使学生很快进入角）T: Bo and gir, ha we begin our ca now We now ever one of u ha man friend and we ao have man anima friend I thin anima are uua ver friend to u , we houd ove them and If the anima ive in the wid , we can ca them wid anima Now , oo at the creen ,can ou te me what the are（理念：用学生熟知的话题导入，能引起学生的共鸣，吸引学生主动参与，积极思索，学生纷纷举手说出了多媒体屏幕上展出的野生动物的名称）Stee which i our favourite wid animaAnd can ou te me which i m favourite wid anima（理念：学生说出了自己和老师所喜欢的野生动物名称，以及喜欢的原因，从而达到了人人动脑，积极表演，反复操练，复习以前所学过的动物名称，激起了学生的表现欲，活跃了课堂气氛）（学生在猜测老师所喜欢的野生动物的过程中，若有人提到了大熊猫，就将大熊猫的图片展示出来）T: Do ou now wh I ie giant ice when the were born The oo ie bear when the grow uboo eave and hoot The edom eat meat or hurt otheranima But it’ a an giant and i them for their fur And farmer cut down tree and foret So the have nowhere to ive We houd taeaction to（理念：教师边讲，边显示出屏幕上的相关图片，并通过图片来进行单词、词组的教学，同时把这些词汇写在黑板上，带领学生朗读这些词汇）Stee Now oain idea about thi tor（理念：听录音并跟录音朗读，提高学生的模仿能力，培养学生精读的能力，符合循序渐进的原理，在精读的同时，鼓励学生将文章分成三部分，写出每一段落的主要意思。
英语reading教学设计
英语reading教学设计
1.了解英语阅读的重要性和必要性
2.了解英语阅读的基本技巧和方法
3.能够阅读并理解简单的英语文章，并从中获取信息
4.能够根据文章内容回答相关问题
5.能够模仿组织简单的英语文章
教学步骤：
1.引导学生了解英语阅读的重要性和必要性
2.介绍英语阅读的基本技巧和方法
3.让学生阅读简单的英语文章，并进行理解和讨论
4.让学生根据文章内容回答相关问题，并进行点评
5.组织学生模仿组织简单的英语文章，并进行评价和分享
教学策略：
1.提供多样化的阅读材料，增加学生的阅读兴趣和能力
2.组织小组讨论和互动，促进学生思考和交流
3.使用具体的例子和练习，巩固学生的阅读技能
4.关注学生的反馈和意见，不断改进和优化教学方案
评价方式：
1.口头评价：根据学生的观察，听取他们的感受和反馈
2.书面评价：让学生自己写出对教学的认识和收获
3.综合评价：将口头评价和书面评价结合起来，评估学生的阅读能力和综合素质。
英语reading教学设计
英语 Reading 教学设计一、教学目标1. 提高学生的阅读理解能力。
2. 培养学生运用英语解读不同类型文本的能力。
3. 培养学生的批判性思维和分析能力。
二、教学准备1. 教师准备教材、PPT等教学资源。
2. 学生准备教材、笔记本、字典等学习工具。
三、教学流程步骤一：导入（5分钟）1. 教师通过展示一段英语短文或短语引起学生对阅读的兴趣。
2. 教师引导学生分享自己对于阅读的看法和经验。
步骤二：预测（10分钟）1. 教师提供一篇新闻报道的标题，并询问学生关于这个主题的猜测和想法。
2. 学生在小组讨论后，汇报各自的预测结果。
步骤三：整体阅读（15分钟）1. 教师提供完整的文章，并让学生阅读整篇文章。
2. 学生可以使用字典或其他学习工具来帮助理解文章内容。
3. 教师鼓励学生标注关键词和重点句子。
步骤四：细节阅读（20分钟）1. 教师提出一些与文章相关的问题，要求学生阅读并回答。
2. 学生可以个人或小组合作来解答问题。
3. 教师引导学生通过细节阅读来分析文章的结构和逻辑。
步骤五：交流与讨论（20分钟）1. 学生在小组内讨论文章的主题、观点和论证，并准备一份小组报告。
2. 学生通过小组报告的形式来分享自己的理解和观点。
3. 教师引导学生就不同观点展开讨论，并鼓励学生提出更多的问题和观点。
步骤六：反思与总结（10分钟）1. 教师与学生共同回顾本节课的学习内容和收获。
2. 学生可以提出对于阅读教学的改进建议或问题。
3. 教师对学生的表现进行评价和反馈。
四、教学评价1. 教师通过观察和听取学生的口头表达来评估学生的阅读理解能力。
2. 教师可以设计一定的练习或小测验，以检查学生的阅读与理解能力。
五、拓展活动1. 鼓励学生在课后阅读英语文章，并进行阅读笔记。
2. 推荐学生参加相关英语阅读竞赛或阅读活动。
《Unit3Reading》设计
《Unit 3 Reading》教学设计（1）(Comprehension focus)Teaching objectives:To develop students’ ability of reading a play.To know about American family life and problems that happen between American teenagers and their parents.To form a positive attitude towards solving problems between teenagers and parents.Important and difficult points:Learn to analyze the emotions of each character from the instructions of the play.Teaching procedures:Step 1 Lead-in:Get students to think about the following questions:Have you ever watched the famous American TV comedy “Growing Pains”?Could you list some of the members of the family? (Show them a photo and tell them the family members.)What do you think of the play?If you were left alone, can you imagine what might happen?Step 2 readingPlease go through the Reading strategy and tell me how to read a play.(make sure students know how to read a play.)First reading:Get students to read the play and finish Part A individually.Answers,Daniel, Mom and Dad.2. The room was a mess./ There was trash all over the place.3. Spot was ill.Second readingand Dad were back from their holiday a week earlier.was happy when seeing his mother.3. Parents left Daniel in charge.boys spent the money seeing the vet for Spot.room was very clean and tidy when their parents came back.didn’t have a chance to explain what had happened.felt regretful for what they said to Daniel.didn’t use up the money from their parents.Word studyChoose the correct one:just finished my vacation to Yunnan.A. workB. holiday2. The man explained to the people that the factory had been close.to give meaning of sth. B. to give a reason for sth.3. When I went into the room, I found the room was in a mess.a difficult state B. a dirty or untidy state4. A teacher should trust his students.look after B. believe that sb. is good5. The woman was mad at the dog for eating her shoes.A. worriedB. angry6. It is rude to run into other’s house without knocking at the door.A. not politeB. anxiousDetailed readingread Act One of the play carefully and fill in the formCharacters Things they do FeelingsMom and Dad just coming back from vacation: excited disappointed angry Eric playing soccer at home surprised and frightenedDaniel stay in another room sorry angry2. Please read Act Two carefully and fill in form:Characters Doing sth. FeelingsDaniel expressing his anger angryEric comforting his brother calmMom talking about the things that happened today feeling sorry and regretfulDad strong-willed/ stubbornRole-playDivide students into groups of five and one is the narrator and the others are the main characters. Role-play Act One and Act Two.Discussionyou were one of the children what would you do?do you think good parents should treat their children?you think there is a generation gap between you and your family? How can you deal with it?Homework：1 Write an end to the play.2 Role-play the dialogue in groups of five.。
《M5U3 Reading(1)》教学设计-优质教案
Step 1 Lead- in1. Start the lesson by a brief review of what students have talked about cloning.2. Present the learning objective of this period, which is to get more knowledge about cloning, and grasp effective ways to express positive and negative opinions.3.Prediction based on the title. What attitude does the author hold towards cloning,positive or negative or neutral?Step 2 Fast readingTask 1: Divide the whole class into 6 groups and set them off to dealing with separate paragraphs. Require them to make each paragraph into a short drama,a monologue or a small press conference dependently. Allow them five to sixminutes to do speed reading and preparations.1)Requirements: They need to get the main idea of each paragraph across to theirpeers with very short performance and they need to pay attention to some details. 2)Preparation: Before students’ performance, hand out question sheets so thatstudents can better understand what is being performed and they can be more focused.3)Check the answers. If there’s any information missing, do a second reading.Step 3 Careful reading1.Ask students to read the passage on P42 again and if they find any sentence difficultto understand, they can ask.2.1) What’s the author’s attitude? (neutral)2)What phrases can be used to state both positive and negative attitudes towardsan item? ( On the one hand; on the other hand;and state different facts)3)If you want to state “for” or “against” only, how or what can you write tomake your arguments more persuasive? Free discussion.3.Ask students to read the two letters on P43 and ask students to do a brief summary.(Use “if” to state the possible consequences it can bring about, facts, quotes, etc.)Task 2: Who’s got the most persuasive voice?Situation: I’m blind. I can’t read. How can I be persuaded?Just pretend they are in a debate. Ask students (divided into two groups) topractice reading the two letters using persuasive voices. This skill is a must for debaters and will be useful when they do debates in Project.Step 4 Summary1. Skills to make your writing persuasive.2. Whether the copy is perfect or not, it’s already happening. What matters most? It is how we take advantage of science instead of preventing science going forward.Homework:。
初中英语reading教学设计
初中英语Reading教学设计一、教学目标：1. 培养学生对英语阅读的兴趣和自信心；2. 提高学生的阅读理解能力，培养学生的批判性思维；3. 培养学生的语言运用能力，能够运用所学知识进行交流和表达。
二、教学重难点：1. 阅读短文后能准确理解并回答相关问题；2. 学会从文章中获取信息，提炼出关键词；3. 运用所学语言知识进行思考和表达。
三、教学准备：1. 教师：教材教辅、黑板、多媒体设备；2. 学生：英语课本、笔记本。
四、教学过程：步骤一：导入（5分钟）通过展示一段有趣的英语短文或故事，引发学生的阅读兴趣，激发学生对阅读的欲望。
步骤二：预读（10分钟）1. 教师简要介绍短文的主题，并提供一些关键词，让学生根据关键词猜测短文的内容；2. 学生自主阅读短文，并回答一些预读问题，如：What do you think the passage is about? What kind of information do you expect to find in the passage?步骤三：阅读理解（20分钟）1. 学生阅读短文，然后完成相关的选择题、填空题或判断题，帮助学生加深对文章的理解；2. 学生分组讨论文章中的关键信息，发表自己的观点，并互相提问和回答，以加深对文章的理解。
步骤四：词汇拓展（15分钟）教师根据短文中出现的一些生词和短语，进行讲解和拓展，引导学生积累更多的词汇和表达方式。
步骤五：语言运用（15分钟）学生根据短文内容进行情景对话练习，培养学生运用所学知识进行思考和表达的能力。
步骤六：拓展阅读（10分钟）教师提供一些与短文相关的额外阅读材料，要求学生根据所学知识进行阅读理解和回答问题，拓展学生的阅读能力。
步骤七：总结归纳（5分钟）教师引导学生总结本节课所学的知识点和阅读技巧，鼓励学生提出问题并进行答疑。
同时，对学生的表现进行肯定和激励。
五、教学延伸：1. 学生可以自主阅读其他相关英语短文，并进行课堂分享；2. 教师可以组织阅读角色扮演活动，让学生进一步理解短文中的情节和角色；3. 在课外时间，教师可以布置一些阅读任务，让学生进一步提高自己的阅读能力。
教学设计3：Reading
Reading◆教材分析本课以Poems为话题，探讨了诗歌的创作动机、类型、特点，赏析了五种不同风格、特色的诗歌。
本课旨在让学生了解、掌握英文诗的基础知识、尝试英文诗的创作，并熟悉互联网搜索的应用，领悟互联网搜索对学习的促进作用。
本课阅读文结合学生实际，简要介绍了几种简单英文诗，并列举了饶有童趣的英文童谣、极富生活气息的清单诗、简单易学的五行诗、优美精悍的日本俳句诗以及中国著名的唐诗《望夫石》，使学生感受到诗歌之美、文学之美、语言之美，从而掌握相关诗歌的基础知识，甚至由此引发强烈的创作欲望。
本课以“为什么人们要写诗？”、“诗歌的特点是什么？”为主要线索，以多媒体教学系统、互联网搜索的应用为辅助手段，使学生受到诗歌这一人类宝贵文化遗产的教育和熏陶。
◆学情分析中国自古就有创作、赏析诗歌的传统，学生对此话题有较浓厚的兴趣；学生熟悉并喜欢通过课堂讨论、生生互问、师生相互提问，以“问”激知掌握知识；但学生对于英文诗歌的写作方法不熟悉，理解起来有一定难度，建议学生应用互联网百度搜索引擎，自主预习，提高听课效率。
◆教学重难点【重点】理解、掌握英文诗的创作动机、类型、风格及创作方法；激发学生创作英文诗的热情、对诗歌的喜爱之情、对祖国的自豪之情。
【难点】理解英文诗的特点和写作方法；掌握简单英文诗歌的创作方法。
四、教学方法任务型教学法、讨论法◆五、教学过程（一）导入新课，以生为本，激发兴趣步骤一：问候语。
Hello, everyone, today we are going to learn something about English poems. Are you ready to share with us what you have found online?步骤二：抽查学生预习情况。
请两位学生以演示文稿形式展示他们利用百度引擎所查找到的相关资料。
步骤三：导入几位著名诗人的图片，并引导学生说出他们的著作及写作风格。
Unit3_Reading_优教教学设计(一)
Unit3 Reading 优教教学设计（一）教学设计（一）设计意图In this period, the first aim is to help students understand what life in the future might be like. Comparing the present life and the future life, students can be aroused to master the present time, treasure the present life and protect nature. The content of the passage provides students with the space of imagination and aims to develop their ability to predict the future.This reading is to introduce a spacemail, which narrates how Li Qiang arrived at the future world, his impressions of it as well as daily life and the means of transport in the future.By scanning and skimming the passage, students can master the structure of the passage and get prepared for reading the text. Through careful reading, students can know more details about the pas-sage and master the important information. After that, they can imagine more things about the future.教学目标1. Students talk about life in the future.2. Students practice making predictions.教学重点1. Help students further know about this passage.2. Teach the important words and expressions in the reading passage.教学难点Improve the reading skills of students.教学过程Step 1: Lead-in（设计意图：首先提出课堂要求。
Unit3_Reading_优质教案
Unit3 Reading优质教案教材分析Warming Up provides two activities to spark students' interest in the topic. Of course，before the class，the students must have gathered some information to make preparations for this class. Many kinds of their favorite sea animals are presented in their vivid pictures. Students are encouraged to introduce them using some new expressions such as at an aquarium，on a snorkelling trip.Pre－reading is designed to further stimulate their interest in the topic of the unit. Meanwhile，students may have some basic information about the text.The reading passage Old Tom the Killer Whale tells about two anecdotes witnessed by the writer himself. The teacher can first get students to skim the text for the characters in the two anecdotes and get the main idea of each anecdote. Then let them scan for further understanding. In order to let students pay attention to the writer's vivid description，the teacher can ask them to do a blank－filling exercise in pairs to find out some key verbs and verb phrases. Having done this，students must have had a very clear understanding of the whole hunting and saving process. To make their understanding easier，the teacher should deal with any language problems while they are reading. And then underline some useful words and expressions.For further thinking，students are expected to work in pairs or groups. They will discuss the problems and work out the answers cooperatively，choosing a reporter in their group. Students will think actively，so various answers are possible.To consolidate the contents of the reading passage，students should be required to retell the passage in the name of Old Tom or the baleen whale or James with as many key words as possible.At the end of the class，by holding a debate，the teacher can arouse students' interest further as well as make them aware of the relationship between man and animals and the importance of banning whaling.三维目标知识目标1．Get students to learn the useful new words and expressions in this part：anecdote，annual，witness，accommodation，shore，opposite，yell，pause，telescope，teamwork，dive，depth，lip，urge，abandon，shark，relationship，help...out.2．Let students learn about several different types of whales，especially the killer whales.能力目标1．Enable the students to learn to talk about their favorite sea animals.2．Develop students' reading ability by learning to read about the killer whales and let them learn different learning skills.3．Develop their creative thinking ability.情感目标1．Arouse students' great interest in sea animals.2．Make them aware of the relationship between man and animals and the importance of banning whaling.3．Develop students' sense of cooperative learning.教学重点1．Reading comprehension to the text.2．Learning more about the killer whales and understanding the relationship between the killer whales and the whalers.3．Important words and expressions.教学难点1．The relationship between the killer whales and the whalers.2．Develop students' reading ability.教学方法1．Individual，pair and group work.2．Task－based teaching and learning.3．Quiz，discussion，blank－filling，retelling，debate.教学工具A computer and a projector.。
Unit3 Reading 优教教学设计(二)
Unit3Reading优教教学设计（二）设计意图InthisefromDoeshenowmuchaboutLondon2WhatdidhedoinAmerica3WhydidhelandinBritainSuggestedanswers：1,hedoesn’tnowLondonatall2Heworedforaminingcomming是高效的阅读方法，目的在于引导学生快速浏览文章，从总体上把握戏剧的结构特点以及文章的框架结构，从而提高学生的快速阅读能力。
）Tas1ReadActIagainandthenfillinthefollowingformSuggestedanswers：Tas2Translatethesentencesandanwanderingontheentouts idetheirhouse,towardsnightfallIfoundmyselfcarriedouttoseabyastro ngwindSuggestedanswers：1这时，他们看见一个身无分文的年轻人在房子外面的人行道上游荡。
Atthismoment,theyseeaanwanderingontheentoutsidethei rhouse2夜晚来临的时候，我发现自己被一阵强风刮进了海里。
Well,towardsnightfallIfoundmyselfcarriedouttoseabya strongwind3第二天早上，我正感到绝望的时候，一艘船发现了我。
ThenetmorningI’djustaboutgivenmyselfumaryaboutthi sactSummary：,：London；1903；SanFrancisco；byaccident；orgethimintotrouble板书设计ming和scanning中，学生能够在阅读中找到答案，并且在intensivereading中，学生不仅在阅读中获取信息，同时也体会到阅读的快乐，因此这个环节能让学生自主研读课文并且正确使用语言。
Unit3 Reading 优教教学设计(一)
Unit3Reading优教教学设计（一）Unit3TheMillion MarTwain’sshortstory—’sstories，: themaincharacterisactuallydoingquitewellforhimselfbefor ehisaccidentatsea:Suefrom设计意图:高一的学生不能马上归纳文章主旨大意，可以让学生通过快速浏览课文回答who,when，where，what问题的方式逐步学会总结文章大意，从而掌握归纳文章主旨大意的能力。
）Suggestedanswers::alostAmericanbusinessmaninLondon“Roderic”and“Oliver”:twooldandwealthybrothers,theheroofthestory,comesfromAmerica,inLondon’homeTas2SimmingReading1①HenrywanderedinthestreetinLondon②AboutamonthagoHenryAdamswassailingoutofthebay③Thenetmorninghewassments’sshareyourwonderfuleforhelericanbusinessman；sail；London；wandering；silence；uneoneyeverythingWhatdoyouthinofmoney Let’senjoythefollowing MoneyIsNotEverything Moneycanbuyahouse,butnotahome Moneycanbuyabed,butnotsleee Moneycanbuyaboo,butnotnowledge Moneycanbuyyouaedicine,butnothealth Moneycanbuyafriend,butnotlove Moneycanbuyyoublood,butnotlifeStemary课后作业板书设计教学反思1就学生活动而言，本堂课设计了自主思考、结对活动、小组讨论，自由概括等环节。
《Reading》教学设计
6.学习活动设计 教师活动
学生活动
环节一：（根据课堂教与学的程序安排）
教师活动 1
学生活动 1
（教学环节中呈现的学习情境、提出驱动性 （学生在真实问题情境中开展学习活动；围绕完成学 问题、学习任务类型；对应学生活动，示范 习任务开展系列活动与教的环节对应，学生分析任务 指导学科思想方法，关注课堂生成，纠正思 -设计方案-解决问题-分享交流中学习并有实际收获。 维错漏，恰当运用评价方式与评价工具持续 下同） 评价促进学习。下同）
年级
高中
教科书版本及章节 单元（或主题）教学设计
新牛津英语教材
单元（或主题）名称
1. 单元（或主题）教学设计说明 （依据学科课程标准的要求，简述本单元（或主题）学习对学生学科素养发展的价值；简要说明教学 设计与实践的理论基础。学习单元可以按教材内容组织，也可以按学科学业发展和学科核心素养发展 的进阶来组织，还可以按真实情境下的学习任务跨学科组织。）
活动意图说明：（简要说明教学环节、学习情境、学习活动等的组织与实施意图，预设学生可能出 现的障碍，说明环节或活动对目标达成的意义和学生发展的意义。说出教与学活动的关联，如何在
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M5U3 ReadingTeaching designI.Teaching objectives：By the end of the class, students will be able to:1. Have a further understanding of the text through questions-and-answers;2. Recognize and comprehend some topic-related words from the text; learn to use some core words and expressionsin new context including exact, intention/intend,anxiety/anxious, push ahead with, benefit, consequence, deal with, transform, focus one’s…on;3. Learn to express different opinions on human cloning through retelling;4. Use the structure and some learned words to write a short passage about mercy killing ;5. Learn to listen to different opinions and understanding the underlying reasons why people hold these opinions; learn to work in groups, share ideas and help each other.II. Teaching methods: Context-based teachingIII. Teaching proceduresStep 1 Lead inIntroduce the topic by playing word games.The teacher describes and explains some words in English, while the students guess the words and spell some of them orally:(1) tissue--It’s something we use almost every day. Its a piece of soft paper. We use it after we wash our hands or faces.(2) transformThis word is made up of two parts. It means to change its form, appearance or nature, usually for better. transform=trans--form(3) goat---It’s a kind of animal. It feeds mainly on grass. It has four letters.(4) clone-- Clue 1: n. & v.Clue 2: not a natural one but man-madeClue 3: a perfect copy of sth.[设计意图]以猜词游戏的方式导入，既能激发学生的学习兴趣和主体参与意识，又能检测和巩固学生在阅读第一课时中学到的核心词汇。
通过对clone一词的复习，巧妙导入本课话题。
Step 2 Revision of top-related wordsFind words beginning with the letters below and related to the topic “cloning” in the text:C---______________L---______________O---______________N---______________E---______________Scientific terms: _________________ Mammal:______________[设计意图]本环节借助clone一词，通过联想、分类等认知手段，从意义上对话题词汇进行深度加工，有助于学生的长时记忆。
Step 3 Revision of the text1. Sum up the main idea using one sentence.[设计意图]本环节旨在培养学生对文本大意的理解能力，训练语言表达能力。
2. Fill in the missing words according to the text.An announcement that scientists have cloned the first human embryo has caused much debate . On the one hand, it is pointed (1)__________ that cloning an embryo can produce valuable tissue s and organs to save human lives. On the other hand, many people fear that we will have to deal w ith the (2)__________ if we goes on (3)__________ with nature. After all, human life is not a crop to be (4) __________ or a product for (5) __________.Cloning is an (6)__________ copy of a plant or an animal. Dolly the sheep is a good example of cloning. Her birth made many people angry because they thought cloning would (7)_________ _ in more diseases in the animal world. However, (8)__________ general the scientists were prais ed for their wonderful scientific advance.Ian Wilmut’s (9)__________ was to create new tissues and organs to cure diseases like cance r, not to create copies of humans. However, it’s good news for a 41-year-old saleswoman, who wa s (10)__________ to have a baby of her own instead of (11)__________ someone else’s child. While human cloning is not (12)__________ in many countries, some scientists are already (13)__ _________ ahead with research to clone a human baby. In China, scientists have (14)__________ _______ their efforts on cloning, along with cloned tissues to be used in medical treatment. They have (15)__________ produced clones of cows and goats and go on with theiresearch to benefit mankind.[设计意图]通过语篇填空，帮助学生进一步熟悉课文内容，训练学生在语篇层面上运用词汇能力。
Step 4 Word explanation and consolidation in new context 1.T: What is the exact date of Dolly’s birth and death?Ss:The exact time of Dolly’s birth and death: June 5th,1996---Feb.24th,2003T：That means Dolly lived a very short life-6 years and a half,__________. (to be exact) =______ speaking, Dolly only lived for about six y ears and a half.(exactly) T: or we may say Dolly died younger than normal.Ss: Exactly.[设计意图]师生共同回顾课文细节，整合信息，创设语境，在准确理解词义的基础上，适当进行语言知识的拓展。
2. T: What isWilmut’s real intention of doing his research?Ss: The real intention of his research is to create new tissues and organs that can be used to cure diseases.He ___________________(没有…目的）creating copies of humans.=He’s never ___________ to create copies of humans, but the cloning technology, ________ (inte nd) to cure some diseases, is sometimes misused. He thinks it is wrong to clone human embryos _ ______________ ________(怀着…目的)destroying them. This book ______________________students who will take exams.[设计意图]本环节中回答问题，学生需要对文本信息进行推断，旨在培养学生的思维能力；通过句意转化（paraphrase），对intend的相关结构进行归纳，培养学生语言表达的灵活性。