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2019-2020年高中英语 Unit2第0课时 Cloning教案 新人教版选修8. 单元教学目标技能目标Skill GoalsTalk about cloningPractice expressing and supporting an opinionUse the appositive clauseWrite a position about cloning. 目标语言功 能 句 式Expressing and supporting an opinionIm happy to accept. but.I would never accept.Im not bothered about.I dont mind but.I hope youll 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 dont understand why you dont.I cant help thinking.I could never agree to.词 汇四会词汇Differ exact twin mercial straightforward undertake breakthrough procedure carrier cast altogether arbitrary correction object objection medium obtain attain moral conservative forbid accumulate constitution pulsory opera chorus loaf flour owe shortly retire bother assumption regulation strike initial vain resist drawback merely decoration unable feather turkey claw adore hatch reasonable 2 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结 构Appositive clause that 可引导同位语从句重点句子It is a way of. P11The fact is that. P11The question that occurred . P12The advantage is that. P15. 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。1.1 Warming Up提供了四幅有关Dolly the sheep(多莉羊)，A strawberry plant(草莓植物)，Identical dogs(克隆狗) ，Twins（双胞胎婴儿）的图片，让学生用已有的知识和经验讨论对克隆技术的看法与观点。1.2 Listening是关于人类克隆的听力材料，难度中等。1.3 Speaking根据材料，四人小组合作，要求把自己对克隆婴儿的态度和感觉用相关的语言表达出来。语言要得体，锻炼语段表达能力。1.4 Pre-reading是Reading的热身活动，它要求采用与同学讨论交流的方式谈论有关克隆的相关知识。1.5 Reading是一篇介绍克隆技术的说明文。1.6 prehending第一题所给出的表格让学生根据课文内容列举克隆技术的优缺点；第二题让学生根据所拥有的知识来评价作者的观点；第三题要求学生用自己的语言阐述对克隆技术的观点并给出理由。 1.7 Learning about Language分词汇和语法两部分，其中Discovering useful words and expressions 是根据语境在运用中掌握词汇。Discovering useful structures 是通过阅读和补全句子来练习。1.8 Using Language中的Reading，Discussingand writing要求学生先读, 然后再完成四个任务型的作业，即 1. 讨论并回答三个问题；2. 讨论几种已经灭绝的动物，并且讨论哪种动物应该被恢复到这个世界上，并且给出理由；3. Listening and speaking 让学生根据所听到的内容选择并列出文中人物观点。2 教材重组2.1 从话题内容上分析，Warming Up 与Reading相一致，而从训练目的上分析Warming Up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（一）（精读课）”。2.2 将Listening 和Workbook中的LISTENING整合在一起，设计成一节“听力课”。2.3 将Using Language与Workbook中的TALKING 和SPEAKING TASK结合在一起，设计成一节“口语课”。2.4 将Learning about Language与Workbook中的USING WORDS AND EXPRESSIONS整合在一起上一节“语法课”。2.5 将Workbook中READING TASK和PROJECT 以及WRITING TASK整合成一节“泛读与写作课”。3. 课型设计与课时分配1st PeriodReading2nd PeriodListening 3rd PeriodSpeaking 4th PeriodGrammar5th PeriodExtensive reading and writing
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