Unit 2 Cloning Reading 教学设计

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Unit 2 Cloning 阅读教学设计

How do evil leaders want to use clone？
What groups does this part mention and find out their attitude towardscloning？
Learn to get detailed information
A press conference
创新点
Learner-centered，task-based，group work，discussion
教具
Computer，students’ page，blackboard
Teaching Procedures
Teacher’s Activity
(What and How)
objectives
Step 1.
Practice writing
3.Reflection to clone technology.
重点
难点
1.Apply the reading strategies efficiently to the reading.
2.Get the students involved in the class activities.
教学方法
Qs: What is ቤተ መጻሕፍቲ ባይዱloning？
In what creatures does this technology happen？
What major uses does cloning have？
What is it that make clone dream achieved？
B.Para 3
Lead-in
Ask some questions related to the content of the movie《The Clone Island》.

高中英语_unit 2 Cloning Reading and Comprehending教学设计学情分析教材分析课后反思

Unit2 cloning教学设计一．教学目标Teaching goals1. language goal知识目标a. 重点词汇和短语clone，commercial，producer，undertake，arbitrary，object，forbid，accumulate，cast down，object to，the media，in favour ofb. 重点句子It is a way of….The fact is that….The question that occurred is….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. Emotion goals 情感目标Help the students learn how to describe cloning and form a correct attitude toward cloning.二． Teaching important points 教学重点How to describe cloning.Teaching difficult point 教学难点Help the students analyze the writing techniques of the article.三． Teaching methods 教学方法Skimming, task-based method and debate method.四． Teaching aids 教具准备A recorder, a projector and some slides.五． Teaching procedures & ways教学过程与方式Step I Lead-inShow a video about Gateway Technology Company’s advertisement and ask students what it is about.Step II Pre-readingDiscuss the distinction between natural cloning and man-made cloningShow some pictures of Dolly the sheep、 A strawberry plant、 Twins、 Identicaltwins，on the screen. Get students to look at the pictures and discuss:which ones are natural clones and which ones are man –made? Then explain howthey differ.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.Step III ReadingGet the students to listen to the tape and comprehend the passage quickly andaccurately and meanwhile help the students form a good habit of reading1.SkimmingTask 1 Ask students to find out the main idea of the passage.The main idea of the text is____A. Animal cloning is very valuable and can benefit the world.B. Animal cloning could be misused by bad people so it must be forbiddenC. Animal cloning is well developed because Dolly the sheep was born.D. Animal cloning raised arguments and scientists are not sure about its future.Suggest answers: CTask 2 Ask the students to read the text again and find out the main idea of eachparagraph..Para. 1 The definition of cloning.Para. 2 The major uses and procedures of cloning.Para. 3 The problems of Dolly.Para. 4 The effect of Dolly.Para. 5 People’s reaction to cloning.Step Ⅳ ComprehendingPara 1 what’s cloning ?Cloning is a way of making an exact copy of another animal and plant.Para 21.How many major uses do cloning have?Firstly, …commercial…Secondly, …research…2. When was the cloning of Dolly the sheep born? 1996Para 3. Read the paragraph and fill in the blanksAt first, the fact that Dolly developed ______ in a natural way was __________. Then came the ______ news that Dolly had become seriously ill. Cloning scientists __________________ to find that Dolly’s illnesses were more ____________ . Finally, the problem that occurred to the scientists was that a cloned animal lives_____________ the original one.Para 4. Read the paragraph and fill in the blanksDolly’s appearance raised _________ objections and had a great _____ __ the media anPara 5. Read the paragraph and do the True or false:1.People feared that Cloned Adolf Hitler would do harm to the world.2 Human cloning are encouraged.Step V Practice activity: DebateAre you in favor of cloning or against cloning? State your point of view on it. Step ⅥHomeworkWrite a short passage on “Cloning in my eye” using what we have learned today.Unit 2 Cloning学情分析目前所教学段为高二第二学期，学生已经完成了高中英语学业水平测试，已具备基础英语知识；目前所使用的教材是人教版高中英选修八，选修八的教学有以下三个特点：第一、掌握了一定的词汇和语言知识，同时也适应了高中的学习节奏，因选修八是培养学生有效学习策略的关键时期。

高二英语_选修8_Unit2_Cloning(Reading)_说课稿

高二英语选修8 Unit2 Cloning(Reading) 说课稿各位老师好，今天我说课的内容是选修八第二单元Cloning的Reading部分。

首先,我对本节教材进行一些分析:一、教材分析(说教材)；1. 教材所处的地位和作用：本课是人教版新教材选修8 Unit2 Cloning(Reading)，本课的中心话题是克隆。

本文具体介绍了植物与动物克隆的区别、多丽羊的诞生与死亡及由此引发的争论。

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。

本节课是这篇阅读的第一节课，目的旨在让学生读懂文章的意思、了解文章的内容、把握文章的中心。

从而提升自己的阅读能力，要让学生学习了解克隆这门技术以及有关的争议。

2、教学目标：1）语言知识目标：A）使学生会使用本单元的相关词汇讲述克隆的概念，以及克隆带来的问题，及表达自己对克隆的认识。

B）初步掌握本单元重点词汇：here to stay; identical; straightforwa rd; undertake sth; cast down等。

2）语言技能目标：a)使学生学会克服生词障碍，通过略读，寻找文章的主题句，理清文章的总体框架与脉络；通过查读，捕捉文章的重要细节，理解作者的写作意图。

b) 使学生学会运用各种猜词技巧，猜测部分生词在具体的语言环境的含义3）情感态度与文化意识目标：通过对本文的学习，唤起学生对生活的关注，知道克隆的重要意义，以及克隆技术可能的利与弊，激发学生热爱科学的热情。

确立教学目标的依据：根据新课标要求，通过听、说、读、写四项基本语言技能的训练，使学生形成综合语言运用能力，激发学生的学习兴趣，为真实语言交际打基础。

此外，每一门课程都应该尽可能结合学科特点，把培养学生的情感融化到日常教育教学中。

3、重点与难点：重点：1．了解科技说明文的文体特点并以此指导阅读；训练skimm ing, scanning, fast reading ,careful reading等阅读技2．对文章深层次的理解及细节的欣赏，认识及了解克隆技难点： 1.阅读技能的训练；2．对科技说明文的鉴赏能力及事物的客观评价。

ReadingUnit2Cloning教案Unit2Cloning

ReadingTeaching goals教学目标1. Target language 目标语言a. 重点词汇和短语clone, commercial, producer, undertake, arbitrary, object, forbid, accumulate, cast down, object to, the media, in favour ofb. 重点句子It is a way of...The fact is that...The question that occurred ...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 教学重点How to describe cloning.Teaching difficult points 教学难点Help the students analyze the writing techniques of the article.Teaching methods 教学方法Skimming, task-based method and debate method.Teaching aids 教具准备A recorder, a projector and some slides.Teaching procedures && ways教学过程与方式Step I Warming upThis topic is difficult for students. So teacher should help the students learn more about it. Do this in the way of asking and answering questions.T: You can imagine how rapidly the modern science and technology develop. I think most of you must know something about space traveling, submarine exploration, robot, maglev train, gene engineering etc. But in recent years, a hot topic, cloning isoften mentioned, especially when the cloning Dolly the sheep appeared. You may have first heard of cloning when Dolly the Sheep showed up on the scene in 1997. Cloning technologies have been around for much longer than Dolly, though. First thing first, what is cloning and a clone? The dictionary says 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, I mean, 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. You can give your questions if you are interested in this topic. I am here today one of the scientists who work in this field. I am ready to answer any of your questions.S: Now we know what is cloning. Are there different types of cloning?T: When the media report on cloning in the news, they are usually talking about only one type called reproductive cloning. There are different types of cloning however, and cloning technologies can be used for other purposes besides producing the genetic twin of another organism. A basic understanding of the different types of cloning is key to taking an informed stance on current public policy issues and making the best possible personal decisions. The following three types of cloning technologies will be discussed: (1) recombinant DNA technology or DNA cloning, (2) reproductive cloning, and (3) therapeutic cloning.S: Was Dolly created by what cloning? And why was Dolly so important?T: Reproductive cloning is a technology used to generate an animal that has the same nuclear DNA as another currently or previously existing animal. Dolly was created byreproductive cloning technology. 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.S: Have you seen Jurassic Park? In this feature film, scientists use DNA preserved for tens of millions of years to clone dinosaurs. They find trouble, however, when they realize that the cloned creatures are smarter and fiercer than expected. Could we really clone dinosaurs?T: In theory? Yes. What would you need to do this? A well-preserved source of DNA from the extinct dinosaur, and a closely related species, currently living, that could serve as a surrogate mother. In reality? Probably not. It’s not likely that dinosaur DNA could survive undamaged for such a long time. However, scientists have tried to clone species that became extinct more recently, using DNA from well-preserved tissue samples.More questions about cloning are given in the appendix. The information above is for reference only. Or you can choose several students and ask them to act out a short play whose main topic is as follows:An old man who was dying left all his fortune to his own son. But he did not know that his son was cloned. So two same young men both claimed that they were the old man’s son. They quarreled and fought with each other; at last they went to the judge. The judge let them check DNA. The result was that their DNA was the same. Now even the judge did not know what to do.In this part the teacher can give the students some advice to act out. According to this play teacher ask the students several questions:1. Do you want to be cloned or not? Why?2. If you are the judge what will you do?3. Can you tell me the advantages of cloning?4. And what is the disadvantage?DiscussionIn this part the students will discuss the relationship between the development of technology and social customs.T: As the technology develops day by day, it has a more and more important influence on the whole society. Technology affects social customs and ethics, sometimes technology may go against the conventional thinking, then comes the problem that whether we should stop the development of research or change the ethics.S1: As technology develops in almost every field, a lot of our original customs and ethics changed, either because they are out of time or not so scientific. For example millions of years ago human ate meat of animals without heating them. Later people used fire and no longer ate raw meat and they also used fire to scare dangerous animals.S2: I think we could not stop the development of technology, for it may develop in the way which is acceptable by social customs.…Look at picturesT: Look at the pictures and discuss which ones are natural clones and which ones are man-made. Then explain how they differ.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.T: Anything else? Who want have a try?S: I think the identical dog is man-made.T: Good job!Step Ⅱ Pre-readingAsk students to search for some information about this topic. Now show your questions on the screen, and then let them discuss with each other.Questions about cloning:1. What is a clone?2. How is a clone produced?3. What benefits can humans gain from cloning?4. What problems may arise when humans are cloned?Suggest answers:1. It is a way of making an exact copy of another animal and plant.2. This happens in plants when gardeners take cuttings from growing plants to make new ones, and when small parts of a plant are taken and gown in a laboratory. It also happens in animals when twins identical in sex and appearance are produced from the same original egg.3. It can help cure disease and can help couples who have no baby to bear a new baby.4. There may be more bad people like Hitler.Step Ⅲ While-reading1. Read the text quickly and complete its main idea.The text is mainly about the 1. ______ of animal cloning and the life of Dolly the sheep, as well as the reasons why cloning is still 2. ________.Keys: procedure, controversial2. Read through the passage and find the main idea of each paragraph.Para. 1 Cloning is a way of making an exact copy of another animal and plant. Para. 2 Cloning has two major uses.Para. 3 The problems of Dolly.Para. 4 The effect of Dolly.Para. 5 It is forbidden to clone human being.Step Ⅳ Detailed-reading1. Read the text carefully and fill in the blanks.Keys: an exact copy, produce, medicalKeys: normally, original, much older animal2. Choose the best answer.1. As for the cloning procedure of Dolly the sheep, all of the following are trueEXCEPT _____.A. the lamb is the clone of the donated cell from sheep BB. electricity is neededC. female sheep B provides an egg cellD. three female sheep are used2. From the last paragraph we know that _____.A. cloning will come to an end because of objectionsB. cloned human beings will be produced in the near futureC. many countries will use cloning in a wise wayD. all the research into human cloning will be forbiddenKeys: C, C3. Write the letter“T”if the statement is true. Write“F”if it is false.1) Cloning means making a copy of an animal or a plant.2) Gardeners can make a lot of money by cloning plants.3) Cloning animals is as complicated as cloning plants.4) Dolly the sheep was the first successful clone of a mammal.5) Natural clones happen in animals as well as in plants.Keys: F, T, F, T, TStep Ⅴ DiscussionLook at the pictures, and discuss this question with your partner.Is cloning people a good thing or a bad thing?反对克隆人1.克隆技术现在还不成熟, 克隆人可能有很多先天性生理缺陷。

人教版高中英语修选八Unit 2 Cloning Reading 1教学设计

人教版高中英语修选八《Unit 2 Cloning Reading (1)》教学设计课标分析1.语言知识目标：a)让学生掌握克隆过程中的关键词：egg cell、nucleus、somatic cell、gene、embryob)学习并掌握与克隆有关的单词短语，如：differ、 exact、commercial、object、obtain、forbid、accumulate、pay off、cast down并熟练掌握语法知识：Revise the Appositive的应用。

2.语言技能目标：a)使学生学会克服生词障碍，通过略读，寻找文章的主题句，理清文章的总体框架与脉络；通过查读，捕捉文章的重要细节，理解作者的写作意图。

b)使学生学会运用各种猜词技巧，猜测部分生词在具体的语言环境的含义。

c)使学生能够运用所学知识，用英语熟练地表达自己的关于克隆的观点想法3.情感态度与文化意识目标：通过对本单元克隆知识的学习，使学生们对全球前沿科技有所了解，并根据克隆技术日新月异的发展，尤其是通过对中国克隆技术发展从全球并跑转变为全球领跑的学习，增强民族自豪感，从而树立努力学习、为祖国科技的发展做贡献的决心。

Teaching aims :(1).To learn the basic knowledge of cloning(2).To practice some reading skills and improve students' language competence in English(3). To enrich the knowledge of cloning by some extensive learningWatching a video of Su Wukong first.Step1 : Leading in :Ask and answer:Teacher: Do you think what he did in the video is related to cloning today? Students: Yes, I think so.Teacher: Ok, let's begin our trip of cloning.Step2: Fast reading: skim the text quickly and match the main idea of each paragragh.para.1 A.Cloning has two major usespara.2 B.cloning is a way of making anexact copy of another animal or plantpara.3 C. It is forbidden to clone human beingpara.4 D.The effect of Dollypara.5 E.The problems of DollyThe key: BAEDCStep3: Careful reading1.let's get a further understanding about the procedure of cloning .2.Have a discussion: Is cloning bad or good?disadvantagesadvantagesStep4: Further discussion:Where is cloning leading us?(Give students enough time to prepare this question and encourage them to express themselves freely)Step5:SummaryNo matter where cloning is leading us ,we must spare no effort to develop this technology in the way that can benefit our human beings a lot and make our life become better and better.。

人教版高二英语选修8Unit 2 Cloning Reading教学设计说课

Thank you for your listening!
本课为阅读课，学生已经进入高中学习的第二年，根据《课标》的要求，学生阅读技能应至少达到六级要求。结合学生之前已经掌握的阅读技能，我选取六级目标中有关语言技能方面之读方面的目标“1. 能从一般文字资料中获取主要信息； 2. 能利用上下文和句子结构猜测词义；3. 能根据阅读目的使用不同的阅读策略”作为本节阅读课教学目标的依据。
以The advantages and disadvantages of cloning 为主题，组织一场辩论赛。
Summary&homework
Based on the learning of the text and the debate in the class, please write a composition, following the title: My opinions about cloning Please write about 100 words.
通过自主探究以及小组合作学习等方式，通过阅读技能的训练帮助学生养成科学的阅读方法。
1. 通过本课的学习, 学生能激发自己勇于求知、探索科学奥秘的积极学习态度，并形成积极的情感态度，主动思维，大胆表述，提高语言实际运用能力。 2.通过本课的学习, 学生能够学会一分为二地辩证地看待事物，形成科学的价值观。
教学重难点
教学重点
1 .了解科技说明文的文体特点并以此指导阅读；训练skimming, scanning, fast reading, careful reading等阅读技能。 2. 描述克隆羊多莉的诞生过程。 3. 对文章深层次的理解及细节的欣赏，认识及了解克隆技术。

高二英语选修8Unit2Cloning-Reading教学设计与反思

高二英语选修8Unit2Cloning-Reading教学设计与反思第一篇：高二英语选修8 Unit2 Cloning-Reading教学设计与反思高二英语选修8 Unit2 Cloning-Reading教学设计与反思朱义东一.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。

二.教材重组从话题内容上分析，Warming Up 与Reading相一致；而从训练目的上分析与TALKING比较一致。

从教材份量来说，可将Warming Up和Reading整合在一起，设计成一节任务型“阅读课（精读课）”。

三.教学目标Teaching goals 1.Target language目标语言 a.重点词汇和短语clone，commercial，producer，undertake，arbitrary，object，forbid，accumulate，cast down，object to，the media，in favour of b.重点句子It is a way of….The fact is that….The question that occurred is….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 教学重点How to describe cloning.Teaching difficult point 教学难点Help the students analyze the writing techniques of the article.Teaching methods 教学方法Skimming, task-based method and debate method.Teaching aids 教具准备A recorder, a projector and some slides.Teaching procedures & ways教学过程与方式 Step I Lead-inShow some pictures of Dolly the sheep(多莉羊)、A strawberry plant(草莓植物)、Twins（双胞胎婴儿）、Identical dogs(克隆狗)的图片，on the screen.Get students to look at the pictures and discuss:which ones are natural clones and which ones are man –made? Then explain how they differ.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.T: Anything else? Who want have a try? S: I think the identical dog is man-made.T: Good Job 【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，注意力高度集中，学习的热情高涨。

高二英语选修8Unit2CloningReading说课文稿

选修 8 Unit2 Cloning(Reading) 讲课稿钟祥三中彭清莲一、教材剖析；1、教材简析：本课是人教版新教材选修 8 Unit2 Cloning(Reading) ，本课的中心话题是克隆。

本文详细介绍了植物与动物克隆的差别、多丽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。

本节课是这篇阅读的第一节课，目的旨在让学生读懂文章的意思、认识文章的内容、掌握文章的中心。

经过阅读，让学生学习文章的内容、掌握文章的中心。

从而提高自己的阅读能力，要让学生学习认识克隆这门技术以及相关的争议。

2、教课目的：（知识目标、能力目标、德育目标）知识目标： (1) 学习、掌握相关说明文的体裁和构造。

(2) 在认知、理解课文的基础上，学会自主学习。

能力目标：（ 1）发展学生听、说、读、写的基本技术，提高阅读技巧，培育综合语言运用的能力；（2）能利用上下文猜想词义，同时能依据上下文线索展望下文的发展；（3）能依据所读资料运用适合语言进行简洁的沟通。

德育目标：经过本文激发学生勇于求知，探究科学神秘的踊跃学习态度。

使学生形成踊跃的感情态度，主动思想，勇敢表述，提高语言实质运用能力，同时，又使他们陶冶情操、拓展视线，开发思想能力，发展个性，提高人文修养，形成正确的价值观和人生观。

确定教课目的的依照：依据新课标要求，经过听、说、读、写四项基本语言技术的训练，使学生形成综合语言运用能力，激发学生的学习兴趣，为真切语言社交打基础。

别的，每一门课程都应该尽可能联合学科特色，把培育学生的感情消融到平时教育教课中。

3、要点与难点：（1）要点：1．认识科技说明文的文体特色并以此指导阅读；训练 skimming,scan ning,fast reading,careful reading 等阅读技术；2．对文章深层次的理解及细节的欣赏，认识及认识克隆技（2）难点：1. 阅读技术的训练；2．对科技说明文的鉴赏能力及事物的客观评论。

Unit2Cloning-reading学案(新课标人教选修8)

Book8 Unit2Period 1 Reading学案内容简析本节课的内容是人民教育出版社出版的NSE高中教材选修8第二单元的Pre-reading, Reading, Comprehension 部分，本单元的话题是克隆。

本节课是单元的阅读课，教材的本单元内容，语言技能和语言知识都是围绕“克隆”这一中心话题设计的。

具体设涉及“什么是克隆”, “克隆羊多利是如何诞生的”，“克隆德利笔”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，为下一步进行说明文的写作教学做好准备。

目标聚焦一、知识目标1、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。

2、利用已获取的信息发表自己对进行人类克隆问题的看法。

3、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。

二、技能目标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。

三、策略目标1、通过图片和标题预测文章内容；运用略读和找读策略迅速获取信息,并能够精读文章获取信息和分析信息。

2、能利用上下文猜测生词词义。

（四）情感态度目标认识克隆人的危害———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。

方法运用1、整体教学法2、体裁教学法3、导、读、练的教学模式学习流程Before class (课前自主学习，合作探究)Task 1 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/ obtain/cast down/ object to/ the media/ in favor of/ be bound to (do)-----/ from time to time/ bring back to/ 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。

高中英语_Cloning-(Reading)教学设计学情分析教材分析课后反思

教学设计：Unit2 Cloning (Reading)I.Teaching aims：nguage aims:To learn about the procedure of animal cloning and the life of Dolly the sheep2.Ability aims:To improve students’ reading abilities (scanning, close reading,summarizing).3.Emotion aims:To arouse Ss’s interest in learning about cloning.4.Teaching important and difficult points:1).Help Ss to know how to describe cloning and how to catch the details of the text.2).Activate the Ss to show their opinions about the cloning and enables the Ss to write an article on this debate.Teaching proceduresstep1. pre-reading1. What is a clone?is one that occurs in nature.is one that is produced through human intervention.(人类介入）2.How does Dolly differ from other sheep?She was while the others were born .【设计意图】：根据高中英语课程标准对本单元的话题要求，通过视频，让学生了解克隆，再通过图片展示，使学生区分什么是自然克隆和人工克隆，引出人类对动植物克隆的问题，激发学生阅读兴趣，导入新课。

CloningReading教学设计

Cloning(克隆)是科技类文章，阅读难度较大，特别是Dolly(多利)的形成过程，生词多且步骤繁琐，要扫除阅读障碍，该部分应为本堂课教学难点。

《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。

浩海学校高中英语《Unit 2 Cloning》 reading教案8

__________________________________________________________________ __________________________________________________二、目标定位，确定重点。

1.了解掌握本篇课文中的重难点语法知识。

2.学会用这些句式做一些简单的句子。

三、自主探究，教师点拨。

1. What problems may arise when humans are cloned？(P10)克隆人会引发什么问题呢？On the other hand, Dolly’s appearance raised a storm of objections…L19Religious leaders also raised moral questions. L24【词语辨析】 arise; rise; raise(1)arise 不及物动词，指“出现；发生；起立;上升”,是一种庄严的用语。

(2)rise 不及物动词,“上升，升高，耸起”之意，表示事物本身由低处移到高处,又引申为“起床，起立，发生，发源”等意义。

(3)raise 及物动词，“抬起，举起，升起”表示把某物从低处抬到高处，有时指“提高价值、名誉、地位、工资”等,又可作“抚养，饲养”解。

【词语运用】用arise rise raise 填空。

(1) The children _____________from their seats.(2) We know the sun always ____________in the east.(3) The Chinese women _____________to their feet.(4) The manager _____________the worker s salary.(5) Many unexpected difficulties_____________.(6) A new financial crisis()_____________.2. Then came the disturbing news that Dolly had become seriously ill.disturb vt. 扰乱, 使不安, 弄乱disturbed adj. 被乱的, 的, 不安的disturbing adj. 令人不安的 / 烦扰即时练习：用disturb, disturbing, disturbed填空。

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Unit 2 Reading 教学案核心单词1. differ v. 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...意见相左他们的房子与我的不同，区别在于他们的没有车库。

______________________________________________________.双方在报酬的问题上仍各持己见。

______________________________________________________.联想拓展difference n. 不同之处tell the difference between A and B 辨别A与B之间的不同make no difference 没影响，不起作用make a difference to 对…产生变化；对什么有影响different adj. 不同的be different from sb. in … 在某方面不同与某人differently adv.高手过招用适当的介词填空①The two squares differ color but not size.②The husband differs the wife who is to take charge of the money.③It doesn’t make a difference me whether you are going to stay.④This is a different car the one I drove yesterday.活学巧用考题：1. The two sides in the dispute still differ _____ each other _____ the question of pay.A. on；withB. with；inC. at；withD. from；on2. Australian English__________ pronunciation from British English.A. differentB. differenceC. differD. differs in2. exact adj. 精确的；准确的exactly adv. 精确地活学巧用考题--- You hate Jim，don’t you？---_____. I just think he’s a bit annoying，that’s all.A. Not exactlyB. That’s itC. AbsolutelyD. No way3. undertake vt.(undertook；undertaken)着手；承担；保证；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.I can undertake the responsibility for the changes.He undertook to finish the job by Friday.高手过招翻译句子①他下个月要去西部旅行。

_________________________________________________________.②我不能保证按时做完它。

________________________________________________________.【活学巧用】考题：1. As we are very busy these days，we might _____ the urgent work for the time being.A. agreeB. undertakeC. employD. charge2. He _______ to improve the working conditions and the workers were expecting it.A. undertookB. allowedC. answeredD. admitted4. pay off 得到好结果，取得成功(常用主动语态)；偿清债款；付清工资解雇；(对…进行)报复；收买(某人)翻译句子At last，his hard work paid off._____________________________________________.Did your plan pay off？_________________________________________________.联想拓展pay for 付…的钱；为…而付出代价pay back sth./pay sb. back sth. 偿还某物/偿还某人某物pay sb. ...for sth. 因某事而付给某人…pay sb. ...to do sth. 付给某人…去做某事pay sb. back for sth. 向…报复高手过招(1)单项填空1．If you go for a long ride in a friend’s car，it’s the custom to offer to some of the expenses.A. payB. pay offC. pay forD. pay back2. —Li Feng won the first prize in the national English competition.—Oh，really？I’m glad that her efforts at last________.A．worked out B．got back C．paid off D．turned out(2)用pay的相关短语填空①After ten years of hard working，she finally her debt.②Our efforts are sure to .③Have you the milkman this week？④Have you the money the bank yet？⑤I will you next week.5. cast (cast/ cast) vt. 扔；投；掷cast sb. down 使某人沮丧= sb. be cast down 感到沮丧cast away 丢掉；遭遇海难而流落某地活学巧用考题：Don’t let yourself _____ by a small failure in the experiment；try again.A. cast downB. cast offC. cast awayD. be cast down6. objection n. 不赞成；反对；异议常用结构：have an objection to ... 反对…raise/voice an objection 提出异议联想拓展object v. 反对，不赞成n. 物体；目标object to sb./sth. 不赞成某人/某事object to doing sth. 反对做某事object that ... 反对…oppose / be opposed to / be against sth./doing 反对support / be for / be in favor of / be behind sth./doing 支持objective adj. 客观的subjective adj. 主观的翻译句子No one objected to the plan.We object to being treated like this.Mother objected that Jimmy was too weak to take up the job.The building is the main object of his interest.高手过招单项填空1，We to punishing a whole group for one person’s fault.A. complainB. objectC. opposeD. resist2，_____ his high social status，it is really hard for us to _____ his joining us in going west to teach children there.A. Considered；prevent fromB. Considering；opposeC. To consider；persuadeD. Being considered；object to7. obtain vt. 获得；赢得常用结构:obtain sth from sb/sth 从……获得某物易混辨析obtain/acquire/gain/earn/achieveobtain: 意为“获得，买到”。

指通过努力或请求而得到，含有满足要求或得达到目的的意味，用于正式语体中。

acquire: 意为“经过努力逐步获得才能、知识、习惯等，也可用于表示对财物等的获得”，强调“一经获得就会长期持有”的含义。

gain: 意为“通过较大努力获得某种利益或好处；亦可指军事上的武力夺取等”。

earn: 意为“挣得，赢得”，指因工作等而得到报酬或待遇。

achieve: 意为“得到；获得”，多指成就、目标、幸福的取得。

He failed to __________ a scholarship.We should try to _________ good habits.He found it easy to ______ extra money.But we can only it together.A acquireB obtainC earnD achieve1. After questioning the man for six hours，the police ______ the information they wanted.A. seizedB. recoveredC. appealedD. obtained8. forbid vt. (forbade/forbad；forbidden) 禁止；不准；阻止；妨碍常用结构：forbid sb. to do sth. 禁止某人做某事forbid doing sth. 禁止做某事forbid sb. sth. 禁止某人某事联想拓展:与forbid 类似，既可以直接加doing 又可以加sb. to do sth. 的其他动词还有：allow/ advise/ permit高手过招翻译句子①飞机上禁止吸烟。