-
英语微课教学设计
一．教材分析
1.
教学内容
本单元的中心话题是
“
克隆
”
，学生通过
讨论和阅读有关克隆的内容，了解克隆的含义、
克隆的技术发展、
克隆对人类带来的好处以及人类对克隆这一问题的争议。
阅读部分介
< br>绍了植物与动物克隆的区别、
多莉羊的诞生与死亡以及由此引发的争论。
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。<
/p>
1.
教材处理
本科结合教材的实际对教材
内容、编排顺序等进行了调整、删除和补充，把阅读前、阅
读中和阅读后三部分有机整和
起来。
(1)
导入新颖，激发兴趣
。
“
读前阶段
”
通过图片导入的形式，激活学生大脑中的图式。
同时，结合标题预测，使学生对即将阅
读的内容有一定的预测，激发阅读兴趣。
(2)
循序渐进、
创意安排。
“
读中阶段
”
引导学生进行语篇的整体感知，
了解课文的概况；
培养学生同义转换及归纳概括的能力。
(3)
适度拓展、开发思维。
“
读后阶段
”
拓展学生的发散性思维，在训练
学生阅读技能的
基础上了解克隆这门生物技术以及有关的争议。
二．
teaching
goals
（教学目标）
1.
target
language
（目标语言）
a
．
important words
and expressions
clone, commercial,
producer, undertake, arbitrary, object, forbid,
accumulate, cast
down, object to, the
media, in favour of
b
．
important
sentences
1) but at last the
determination and patience of the scientists paid
off in1996 with a
breakthrough---the
cloning of dolly the sheep.
2)
altogether dolly lived six and a half years, half
the length of the life of the original sheep.
3) the fact that she seemed to develop
normally was very encouraging.
4) then
came the disturbing news that dolly had become
seriously ill.
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.
三．
teaching important points
（教学重点）
how to
describe cloning.
四．
teaching
difficult
（教学难点）
help the students analyze the writing
techniques of the article.
五．
teaching
methods
（教学方法）
skimming, task-based method and debate
method.
六．
teaching
aids
（教具准备）
a
recorder, a projector and some slides.
teaching procedures & ways
step
ⅰ
lead-in
[
设计意图
]
导入部分由两个步骤组成：
1.
首先让学生观看有关克隆动物和
植物的图片。通过图片，学生们立刻领悟了本课的主题，
并带着兴趣开始观看。
2.
学生在体验中
产生探究的兴趣后，为了启发学生思考，设计了四个问题，以激发学生的思
维。
teacher: in pairs, look at
these pictures and discuss which ones are natural
clones
and which ones are man-made.
think about how they differ.
student: i think the twins and a
strawberry plant are natural clones; the dolly
sheep
and growing new plants are man-
made.
after several minutes, teacher
ask some questions and let students answer these
questions.
teacher: 1. dolly the sheep.
it’s the most famous sheep in the world. do you
know how dolly is different from other
sheep?
student: she was cloned while
the others were born naturally. it is the copy of
another sheep.
teacher: 2. what can you
see in the picture?
student: i can see
a strawberry plant producing runners in a natural
form of cloning.
teacher: cut the stem
off the plant?
student: a gardener. and
the gardener is going to put it into a pot to
produce
another plant. he is actually
making a copy of the plant.
teacher:
do you know about twins?
student: there
are twins of the same sex and those of different
sexes. the twins
here are identical in
sex and appearance and are good examples of
natural
clones. they carry the same
genetic information. the fertilized egg has split
into
two while inside the mother, and
so produced two identical human babies.
step
ⅱ
pre-
reading
[
设计意图
]
通过阅读文章标题，引导学生对课文内容进行预测，调动学生已有的背景知识，使其产生
阅读的兴趣，快速进入阅读状态。然后让学生通过快速阅读来验证自己的预测，使自身处
于一种主动认知的状态。
before
class, ask the students to search for some
information about this topic. now show my
questions on the screen, and then let
them discuss with each other.
questions
about cloning:
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. a clone is an animal or
plant produced naturally or artificially from the
cells of
another animal or plant and is
exactly the same as it.
2. the cloning
of plants is simple and relativity easy. it can be
done by taking cuttings
(man-made
cloning) or letting the plant produce its own
runners (natural cloning). the
cloning
of animals is more complicated. it was not
achieved until 1996 and is fully
explained in the first reading.
3. 1) medical cloning can help cure
serious illnesses that ruin one’s quality of life
(such
as parkinson’s
disease
帕金森症
or
alzheimer’s disease
老年痴呆症
).
2) it can help infertile people have
babies.
4. 1) people may want to clone
themselves so they can live forever.
2)
people may want to clone dead children.
3) people may want to clone their
favorite pets.
step
ⅲ
while-reading
teacher:
now let’s listen to
the tape. then i will give you 20 minutes to read
this
passage again. while reading , you
should finish the following three tasks.
task 1 summarize the main idea of each
paragraph.
[
设计意图
]
学生通过略读本文，快速找出每段的主题句，从整体上把握文章内容，不但了解此类型文
章的篇章结构，学习此类型文章的写作，而且便于下一步查读。
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 birth and death of dolly.
para 4. the effect of dolly.
para 5. it is forbidden to clone human
beings.
task 2 read the text carefully
and fill in the blanks.
[
设计意图
]
学生个人先通过查读，快速找到特定信息，然后小组组员之间交流各自的答案，有疑义的
地方，经过讨论，最终确定答案。这不仅让学生了解文章的具体内容，而且培养学生阅读
的能力和互帮互助的团队合作精神。
definition
◆
cloning is a way of making
an exact copy of another animal and plant.
◆
gardeners use it to
produce commercial quantities of plants.
major uses of cloning
◆
it is valuable for
research on new plant species and for medical
research on
animals.
◆
encouraging news: dolly
seemed to develop normally.
◆
disturbing news: dolly
lived only six and a half years, half the length
of the
about dolly the sheep
.
life of the original
sheep, because of serious illnesses which were
more
appropriate to a much older
animal.
◆
evil leaders hoped
to clone themselves to attain their ambitions.
◆
religious leaders raised
moral questions.
different opinions on
◆
some governments forbade
research into human cloning but other countries
cloning
like china and the
uk, continued to accumulate of the abundant
evidence medical
aid that cloning could
provide.
task 3 choose the best answer.
[
设计意图
]