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牛津高中英语模块五

Unit 3 Science versus nature

Reading –The Perfect Copy(1)教学设计与思考

Ⅰ.Teaching Aims and Demands

A. Knowledge

1.Enable the students to get some information about cloning.

2.Enable the students to learn some different opinions on cloning.

3.Help the students to learn how to understand scientific terms and analyze the passage according to the reading strategy.

B. Feelings and Attitudes

1.Get the students to form the right attitudes towards the advanced technologies.

2.We should make good use of the advanced technologies to make our life better and better.

C. Ability

1.Develop the students’ cooperation spirit.

2.Let students get some reading skills about scientific articles.

Ⅱ.Teaching importances and difficulties.

1.Talk about cloning and human cloning.

2.How to describe the advantages and disadvantages of human cloning.

Ⅲ.Teaching procedures and ways

Step1 Lead-in

1 Ask the students to share the information collected about cloning before class.

2 Brief introduction about cloning and the fierce debates between scientists.

(设计目的与意义：让学生对克隆技术有一个大概的了解，培养学生搜集资料、处理信息的能力。同时，通过图片、视频等方式简单介绍背景信息，活跃课堂气氛，并快速进入课堂主题。)

Step2 Fast reading

1 Read the passage fast and answer the following questions.

1) Does the article give an anti- or pro-cloning point of view, or both? (Both)

2) What was the name of the first cloned mammal? (Dolly)

2 Read the first and the last paragraphs to answer the following questions .

1) What’s the first paragraph about?

2) What’s the last paragraph about?

3) What’s the passage about?

Keys:!)Scientists’ success in cloning caused much debate.

2)China’s achievements on cloning.3)Different opinions about cloning.

(设计目的与意义：培养学生快速把握文章脉络，理解文章大意，提高获取信息的能力以及有关阅读科技类文章的技巧。)

Step3 Careful reading

1 Read the passage carefully and decide which of the following statements are Tor F.

1) People all over the world are happy about the idea of cloning human beings.

2)Dolly is exactly the same as other sheep.

3) A Scottish doctor created Dolly.

Colin For1 challenge morality 2 change her life)

(设计目的与意义：培养学生深入理解文章、如何清楚的表达观点。同时对其进行必要的情感教育，使其对前沿的高端技术有一个正确的认识。)

4 Ask the students to read the passage again and answer the following questions to check their understanding of the passage.

1 What are the different attitudes towards the success of human cell?

2 What does Ian Wilmut intend to use cloning for?

(Keys:11)Valuable tissues and organs and organs can be produced to save human lives. Human beings may be on the way to producing a real-life monster. Some people consider that cloning human embryos with the intention to destroy them shows no respect for human life.

2)He thinks research efforts should be concentrated on creating new tissues and organs that could eventually be used to cure diseases like cancer.)

(设计目的与意义：让学生进一步理解文章，使学生从中有所感悟，引发对如何利用克隆技术的深层思考。)

Step4 Post-reading

1 Fill in the blanks according to the passage.

Cloning is producing an exact copy of a plant or an animal using it’s cells. However, human cloning has caused much___1____ .On the one hand ,it is a scientific _____2______. On the other hand, some people think it shows no____3____ for humans.

Generally speaking, cloning something that can _____4____ mankind is acceptable.

Keys:1debate 2breakthrough 3respect 4benefit

(设计目的与意义：让学生对文章有一个整体的把握，并为下面的讨论作准备。)

2 Work in groups to discuss the following question:

Do you think it would be a good idea to clone human beings some day? Why or why not?

3 Present their results and sum up.

(设计目的与意义：让学生拥有更多的谈话交流的机会，提高学生用英语表达观点的能力。通过小组合作学习，他们相互启发、共同构思、畅所欲言，充分调动不同层次学生的积极性，活跃课堂气氛，并能加深对高端技术的正确认识。)

Step5 Homework

Write a short passage on cloning.

1 advantages

2 disadvantages

3 the best way to develop/use cloning

(设计目的与意义：在讨论的基础上，将自己的观点由口头落实到笔头，对输出进一步强化，培养学生遣词造句、谋篇布局等综合运用语言的能力。)

教学反思

本节课是一堂全校性的公开课，由全校所有的教师参加，因此，学生显得稍有些紧张，但总体效果还不错，具体情况如下：

一成功之处

1 重过程，重体验，重实践

本课依据新课程标准，采用了任务教学策略。在教学过程中，重过程，重体验，重实

践，倡导以学生自主学习为主，教师指导为辅的体验、实践、合作和探究的学习方式。从课前信息的搜集，到小组讨论以及课后任务的布置等一系列活动，都体现了任务型教学的特点：在教学中营造氛围——逐个击破任务——整体合成任务，充分体现了以学生为中心和以人的发展为本的教学理念。

2 开发课程资源，拓展学用渠道，强调学生能用英语做事情。

本课在教学中设置开放性的任务型活动，如课前把学生分成若干组，让他们利用音像、电视、书刊杂志、网络信息等资源，搜集有关克隆的资料，用英语去解决实实际问题。同时，通过这项任务的开展，开发了英语教学资源，丰富了教学内容和形式，拓宽了学生的学习渠道，把综合语言运用能力的培养落实在教学过程中。同时在课堂组织的活动中强调情感、兴趣，注重过程评价对学生的激励作用。

交际法理论告诉我们：交际既是语言学习的目的，也是语言学习的手段。在教学中，本课利用小组合作学习激发自然的语言活动，锻炼学生，让他们学会用英语做事情，帮助学生消除在运用语言过程中的紧张感、拘谨感和焦虑感，做到畅所欲言。

3 工具性与思想性相结合

工具性是英语学科的基本性质，但不是英语学科唯一的性质。它还有许多性质，其中最重要的是它的人文性，因为它是交流思想的工具。英语教师在学生掌握英语这门语言的同时，还要对学生进行思想教育，把思想教育融于听说读写训练之中。在教学本课时，不仅使学生对前沿的高端科技——克隆，有一个清楚的了解，还引导学生对其有一个正确的认识，明白任何事物都有自身的发展规律，遵循事物的发展规律是我们做任何事情的前提。真正的融德育教育于课堂教学中，体现了英语学科的工具性与思想性的特性。

二有待进一步思考的几种关系

1 教师与学生的角色定位关系

与新课程同行，英语教师要从传统的角色中走出来，在教学过程中应与学生积极互动、共同发展，要处理好传授知识与培养能力的关系，引导学生质疑、调查、探究，在实践中学习，促进学生在教师指导下主动地、富有个性地学习，创设能引起学生主动参与的英语教学情境，激发学生学习英语的积极性，培养学生掌握和运用知识的态度和能力，使每个学生都能得到充分发展。因此改变课堂教学模式，重新定位教师与学生的关系是每一位致力于课堂教学改革的教师首先要考虑的问题。

2 课本知识与拓展学用渠道的关系

开发课程资源，拓展学用渠道，提高学生学习的自主性，体现了现代的教育思想：教师的责任不仅是要传授一点书本知识，而且还要进行拓展性的教学，要让学生学会阅读和思考，更重要的是让学生有一种不断探求和深化知识的愿望。英语教学仅从教科书这一狭义的角度来理解，是远不够的，它还应涵盖课外书籍内容，生活实践内容，时代内容等。但这并不意味着英语教学要脱离课本知识，英语教材、3法的改革必须紧紧围绕教育的整体目标，遵循教育、教学的一般规律，否则就会背离教学改革的方向。因此，教师在布置任务时要从教材内容入手，进行拓展教学。

当然，英语教学尤其是阅读教学是一项循序渐进的工程，靠一节课是远远不够的，但只要我们在英语教学实践中，努力把学生放在主体位置上，倡导体验参与，并注意开发课程资源，拓展学用渠道，构建一个以课堂教学为主体，以课外活动和良好的语言环境为两翼的英语教学体系，我们的英语教学定会更加有趣、有效，更加适合学生的发展。

作者：宋岚芳单位：南京市溧水县第二高级中学

(完整word)牛津高中英语模块1课文翻译

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