英语微课教学设计

初中英语工作坊5组       李亚明

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。

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

stepⅰ 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.