引導語：教學設計，你懂多少呢?下面是本站小編爲大家推薦的《人教版高二英語選修8教學設計》範文，希望可以幫到大家。
一. 教材分析
本課是人教版新教材選修8 Unit2 Cloning(Reading)，本課的中心話題是克隆。本文具體介紹了植物與動物克隆的區別、多麗羊的誕生與死亡及由此引發的爭論。幫助學生進一步認識克隆的意義在於解決醫學上的難題，爲人類服務。本節課的目的旨在讓學生讀懂文章的意思、瞭解文章的內容、把握文章的中心，從而提升自己的閱讀能力，要讓學生學習瞭解克隆這門技術以及有關的爭議，使學生了解克隆技術的優缺點，學會表達和支持個人觀點，能用所學的有關Cloning的詞彙去表述自己對這一新技術的觀點和看法。
二.學情分析
高二年級的學生學習態度端正，學習興趣濃厚，愛觀察愛思考，樂於參與英語學習活動，且學生對克隆都有所瞭解，但閱讀技巧的訓練比較欠缺，而Unit2 Cloning又是一篇介紹克隆技術的說明文，專業性強，文中生詞多，學生理解難度大。
總體來說學生的學習方式存在着差異，在教學上要做到分層次，教學方法有區別。
三.教學目標
知識與技能：
1. 初步掌握本單元重點詞彙: identical, straightforward, undertake, cast down等。
2. 學會克服生詞障礙，通過略讀，尋找文章的主題句，理清文章的總體框架與脈絡;通過尋讀, 捕捉文章的重要細節，理解作者的寫作意圖。
過程與方法：
通過自主探究以及小組合作學習等方式，通過閱讀技能的訓練幫助學生養成科學的閱讀方法。
情感態度與價值觀：
1. 通過本課的學習, 學生能激發自己勇於求知、探索科學奧祕的積極學習態度，並形成積極的情感態度，主動思維，大膽表述，提高語言實際運用能力。
2. 通過本課的學習, 學生能夠學會一分爲二地辯證地看待事物，形成科學的價值觀。
四.重點與難點：
1.重點：(1)瞭解科技說明文的文體特點並以此指導閱讀;訓練skimming, scanning, fast
reading, careful reading等閱讀技能;
(2)對文章深層次的理解及細節的欣賞，認識及瞭解克隆技術。
2.難點：(1)閱讀技能的訓練;
(2)對科技說明文的鑑賞能力及事物的客觀評價。
五.教學方法
Skimming, task-based method and debate method.
1
六.教學輔助工具： 多媒體等 七. 教學過程與方式
Step I Revision and Lead-in
Put a basin of cactus on the platform to attract the students’ interest and attention and
lead-in.
Show some pictures of Dolly the sheep(多莉羊)、A strawberry plant(草莓植物)、 Twins(雙胞胎)、 Growing new plantson 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 to have a try?
S: I think growing new plants is man-made.
T: Good Job
【設計說明】克隆技術是一門前沿科技，學生對此興趣濃厚，利用幻燈片展示當今克隆技術產生出來的動植物照片，學生的興趣被瞬間激發，注意力高高度集中，學習的熱情高漲。這就爲進一步的學習做足了鋪墊。
Step II Pre-reading
Before class, ask the students to search for some information about this topic. Now show the questions on the screen, and then let them work in pairs and discuss about cloning. Ask the students to list the questions they want to find out and then share their lists with their partners. 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?
The teacher walk around the classroom and give some help if necessary.
After a few minutes.
T: Do you have other questions? Volunteer!
S: I have! Should we clone human?
T: Good job! I think many of you have questions, now let us read the article with the questions.
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.
2
3
【設計說明】讓學生就以上話題展開討論，借題發揮，訓練學生的發散思維和語言表達能力。
StepV EXERCISE:Choose the best answer.
(1) for the cloning procedure of Dolly the sheep, all of the following are true EXCEPT ____.
A. the lamb is the clone of the donated cell from sheep B
4
B. electricity is needed
C. female sheep B provides an egg cell
D. three female sheep are used
(2). From the last paragraph we know that___.
A. cloning will come to an end because of objections
B. cloned human beings will be produced
C. many countries will use cloning in a wise way
D. all the research into human cloning will be forbidden
【設計說明】通過練習檢查學生對課文內容的掌握情況。
Step VI Summary and homework
SUMMARIZE THE TEXT AND THEN Ask the students to do the following.
1. Finish activities 2 and 3 on page12.
2. Write a composition about the topic you have discussed.
【設計說明】總結使一節課有始有終，學生可跟着教師回顧和複習本節課的重點內容。 考慮到學生的個體差異，作業體現出層次性。 StepVII Blackboard design
Unit2 Cloning
-Reading
Key words :
Differ， twin ，clone, commercial, producer, undertake, arbitrary, object, forbid, accumulate, cast down, object to, the media,
Key phrases:
In favour of， (be)bound to(do)..., from time to time, bring back to life, pay off, in vain .
Main idea of the whole passage and each paragraph:
(1)The whole passage:
(2)Each paragraph:
Para1:
Para2:
Para3:
Para4:
Para5: in the near future
5人教版高二英語選修8
Unit 2 Cloning Reading教學設計
一. 教材分析
本課是人教版新教材選修8 Unit2 Cloning(Reading)，本課的中心話題是克隆。本文具體介紹了植物與動物克隆的區別、多麗羊的誕生與死亡及由此引發的爭論。幫助學生進一步認識克隆的意義在於解決醫學上的難題，爲人類服務。本節課的目的旨在讓學生讀懂文章的意思、瞭解文章的內容、把握文章的中心，從而提升自己的閱讀能力，要讓學生學習瞭解克隆這門技術以及有關的爭議，使學生了解克隆技術的優缺點，學會表達和支持個人觀點，能用所學的有關Cloning的詞彙去表述自己對這一新技術的觀點和看法。
二.學情分析
高二年級的學生學習態度端正，學習興趣濃厚，愛觀察愛思考，樂於參與英語學習活動，且學生對克隆都有所瞭解，但閱讀技巧的訓練比較欠缺，而Unit2 Cloning又是一篇介紹克隆技術的說明文，專業性強，文中生詞多，學生理解難度大。
總體來說學生的學習方式存在着差異，在教學上要做到分層次，教學方法有區別。
三.教學目標
知識與技能：
1. 初步掌握本單元重點詞彙: identical, straightforward, undertake, cast down等。
2. 學會克服生詞障礙，通過略讀，尋找文章的主題句，理清文章的總體框架與脈絡;通過尋讀, 捕捉文章的重要細節，理解作者的'寫作意圖。
過程與方法：
通過自主探究以及小組合作學習等方式，通過閱讀技能的訓練幫助學生養成科學的閱讀方法。
情感態度與價值觀：
1. 通過本課的學習, 學生能激發自己勇於求知、探索科學奧祕的積極學習態度，並形成積極的情感態度，主動思維，大膽表述，提高語言實際運用能力。
2. 通過本課的學習, 學生能夠學會一分爲二地辯證地看待事物，形成科學的價值觀。
四.重點與難點：
1.重點：(1)瞭解科技說明文的文體特點並以此指導閱讀;訓練skimming, scanning, fast
reading, careful reading等閱讀技能;
(2)對文章深層次的理解及細節的欣賞，認識及瞭解克隆技術。
2.難點：(1)閱讀技能的訓練;
(2)對科技說明文的鑑賞能力及事物的客觀評價。
五.教學方法
Skimming, task-based method and debate method.
1
六.教學輔助工具： 多媒體等 七. 教學過程與方式
Step I Revision and Lead-in
Put a basin of cactus on the platform to attract the students’ interest and attention and
lead-in.
Show some pictures of Dolly the sheep(多莉羊)、A strawberry plant(草莓植物)、 Twins(雙胞胎)、 Growing new plantson 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 to have a try?
S: I think growing new plants is man-made.
T: Good Job
【設計說明】克隆技術是一門前沿科技，學生對此興趣濃厚，利用幻燈片展示當今克隆技術產生出來的動植物照片，學生的興趣被瞬間激發，注意力高高度集中，學習的熱情高漲。這就爲進一步的學習做足了鋪墊。
Step II Pre-reading
Before class, ask the students to search for some information about this topic. Now show the questions on the screen, and then let them work in pairs and discuss about cloning. Ask the students to list the questions they want to find out and then share their lists with their partners. 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?
The teacher walk around the classroom and give some help if necessary.
After a few minutes.
T: Do you have other questions? Volunteer!
S: I have! Should we clone human?
T: Good job! I think many of you have questions, now let us read the article with the questions.
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.
2
3
【設計說明】讓學生就以上話題展開討論，借題發揮，訓練學生的發散思維和語言表達能力。
StepV EXERCISE:Choose the best answer.
(1) for the cloning procedure of Dolly the sheep, all of the following are true EXCEPT ____.
A. the lamb is the clone of the donated cell from sheep B
4
B. electricity is needed
C. female sheep B provides an egg cell
D. three female sheep are used
(2). From the last paragraph we know that___.
A. cloning will come to an end because of objections
B. cloned human beings will be produced
C. many countries will use cloning in a wise way
D. all the research into human cloning will be forbidden
【設計說明】通過練習檢查學生對課文內容的掌握情況。
Step VI Summary and homework
SUMMARIZE THE TEXT AND THEN Ask the students to do the following.
1. Finish activities 2 and 3 on page12.
2. Write a composition about the topic you have discussed.
【設計說明】總結使一節課有始有終，學生可跟着教師回顧和複習本節課的重點內容。 考慮到學生的個體差異，作業體現出層次性。 StepVII Blackboard design
Unit2 Cloning
-Reading
Key words :
Differ， twin ，clone, commercial, producer, undertake, arbitrary, object, forbid, accumulate, cast down, object to, the media,
Key phrases:
In favour of， (be)bound to(do)..., from time to time, bring back to life, pay off, in vain .
Main idea of the whole passage and each paragraph:
(1)The whole passage:
(2)Each paragraph:
Para1:
Para2:
Para3:
Para4:
Para5: in the near future
