高中必修一英語教案

高二英語教案：《Unit 2 No smoking, please!》教學(xué)設(shè)計(jì)（一）。

高二英語教案：《Unit 2 No smoking, please!》教學(xué)設(shè)計(jì)（一）

Teaching aims and demands

1.Let the Ss know the harm of smoking through this dialogue.

2. Learn the daily expressions “ask permission, give permission, refuse permission ”

Teaching procedures

Step 1 Lead-in

A free talk with the students to review the ways of asking for permission.

1) Can I use your pen/textbook, please?

2) May I close/open the door?

3) Could I have a look at your homework?

4) Yes, of course.

5) Sure. Go ahead.

Step 2 Dialogue

Close your books, please. We are going to listen to a dialogue between Wang Bing and Hank. They are in Hank’s office.

I. The first listening:

Listening to this dialogue once, then answer the questions

1. What two things does Wang Bing want to do?

(smoke in the office, use the phone)B

2. Can Wang Bing smoke in the office?

(No. It is not allowed)

3. Can he use the phone?

(Yes, of course.)

II. The second listening:

Listening to this dialogue twice, then answer the questions

1. How does Wang Bing ask for permission?

Do you mind if I do…?

Would you mind if did…?

I wonder if could/can…?

2. How does Hank give permission or refuse to give permission?

I’m sorry, but it’s not allowed.

I’m afraid all these offices are non-smoking offices.

Sure. Go ahead.

Step 3 Dialogue Practice

Situation:

If you want some money for a football ticket, you may ask your parents for permission as well as for money.

--- Hi, mum. There will be a wonderful football match in our city this weekend.

---You know, I’m not interested in it at all.www.lvshijia.net

---Yes. But I mean, would you mind if I went to watch it?

---No.

---Thanks, mum. Would you give me some money for a ticket?

---How much do you need?

---One hundred and fifty.

---That’s too much. I’m afraid I can’t help you.

Step 4. Practice

Ex.1: Read and act out the dialogue in pairs.

Ex.2; Discuss the answers in pairs then check with the whole class. The students are encouraged to give different answers.

Ex:3: Get two students to read the model dialogue, then ask the students to make dialogues about the same picture in pairs, using different expressions. Finally ask several pairs to perform their dialogues.

Step 5. Homework

1. Practice the phrases of permission .

2. Preparation Lesson 6.

教案點(diǎn)評(píng)：

主要以對(duì)話操練為主，共五部分的教學(xué)步驟:

Lead-in(導(dǎo)入)，以問題及圖片形式展示新內(nèi)容;

對(duì)話聽力;

對(duì)話操練;

教師給出話題，讓學(xué)生練習(xí);

課文中聽力練習(xí);

最后布置作業(yè)。

相關(guān)閱讀

高二英語教案：《Unit 2 No smoking, please!》教學(xué)設(shè)計(jì)（四）

高二英語教案：《Unit 2 No smoking, please!》教學(xué)設(shè)計(jì)（四）

Teaching Aims and Demands

1.Have a brief revision of the unit.

2. Listening practice in part 1.

3. Do some exercises.

Teaching Procedures

Step 1 Revision

1.Check the homework exercises.

2.Discuss the following questions.

What have you learnt from this unit?

Step 2 Listening

1.Listening Cassette Lesson 8. Play the tape for Ex. 1, then let the Ss check their answers in pairs. Do Exx. 2 and 3 in the same way. Finally, discuss the answers with the whole class. Replay the tape to check the answers if necessary.

2. As a few pairs to report their answers and then check with the whole dclass.

Step 3 Word study

SB Page 12, Part 2. Go through the words in the box and make sure the Ss know what they are going to do. Teach the new word club in Sentence 5. Get them to do this exercise individually. Then check the answers in pairs. Answers:

1 share 2 habit 3 remains 4 chances 5 permission 6 persuaded 7 compare

Step 4 Writing

SB Page 12, Part 3. Group work. You may like to collect ideas on the Bb before the Ss start to work on their sentences. Go round the class and look at the sentences prepared by each group. Help the Ss with language points as necessary.

Step 5 Grammar

Noun Clauses as the Object and Predicative

Go through the Checkpoint 2 with the whole class. More examples may be offered on a slide show to cover the most frequently used sentence patterns.

Step 6Homework

1.Complete the Workbook exercises.

2.Preparation Lesson 9.

教案點(diǎn)評(píng)：

主要以聽和寫為主，共六部分的教學(xué)步驟：

開始復(fù)習(xí)上課內(nèi)容；

聽力及練習(xí)；

語言學(xué)習(xí)；

寫作等。

高二英語教案：《Unit 2 No smoking, please!》教學(xué)設(shè)計(jì)（三）

高二英語教案：《Unit 2 No smoking, please!》教學(xué)設(shè)計(jì)（三）

Teaching Aims and Demands

1.Study why it’s difficult to give up smoking.

2.Learn language points in this passage.

Teaching Procedures

Step 1 Revision

Check the homework exercises. Revise the contents of the passage in SB Lesson 6. See if the Ss can tell you about the passage with their books closed!

Step 2 Listening

Listen to this passage twice , then answer the following questions.

Why do smokers continue to smoke?

Key: Because tobacco contains a drug called nicotine, and nicotine can get one into the habit of smoking. It means that once you start smoking the drug, it’s hard to stop.

Step 3 Reading

Read the passage in the Students' Book again and then answer the questions.

1 What is nicotine?

2 Why do so many people find it too hard to give up smoking?

3 Do you smoke? If you do, do you want to give up? Why? If you don't smoke, do you want to get yourself into the habit of smoking? Why?

Answer

1.Nicotine is a drug that gets one into the habit of smoking.

2.It's because when smokers who are used to nicotine　go without it for an hour or two, they begin to feel bad.

3.No, I don't smoke. If I smoke, I want to give up. Because smoking is bad for my health. And I also do not want because once I get into the habit of smoking, it's very hard to stop.

Step 4 Discussion

1.Go through the questions on page 10. Explain any new words and phrases. Make sure the Ss know what to do.

2.Divide the Ss into groups of four for the discussion. Ask for the answers at the end of thise stage.

Step 5 Language study

SB Page 11, Part 3. Write the two example sentences on the Bb and revise the use of Noun Clauses as the Object and Predicative. Point out that in the Object Clause that is optional, but in the Predicative Clause that is necessary and cannot be omitted.

Step 6 Practice

1.SB Page 11, Part 4. First, please go over the sentences quickly to see if you understand them.

2.Ask them to do the first two as examples. Work in pairs, then check their answers.

Step 7 Practice

SB Page 11, Part 5. T helps the Ss to understand the difference between the two phrases be used to and used to. Be used to means to be accustomed to, used to is used for expressing the habits or states that existed in the past and have now ceased. First let the Ss work alone. Then check the answers with the whole class. Answers:

1 used to 2 are used to 3 used to 4 am... used to 5 used to 6 are used to

Step 8 Homework

1.Finish the Workbook exercises.

2.Read the second part of the passage in this lesson again for a dictation.

3.Revise the contents of this unit.

教案點(diǎn)評(píng)：

主要以閱讀為主：共八部分的教學(xué)步驟:

開始復(fù)習(xí)上課內(nèi)容；

圖片導(dǎo)入；

聽課文錄音；

閱讀課文；

語言點(diǎn)學(xué)習(xí)及講討論等。

高二英語教案：《Unit 2 Cloning. 克隆》教學(xué)設(shè)計(jì)（一）

高二英語教案：《Unit 2 Cloning. 克隆》教學(xué)設(shè)計(jì)（一）

Ｉ． 單元教學(xué)目標(biāo)

技能目標(biāo)goals

talk about cloning

practice expressing and supporting an opinion

use the appositive clause

write a composition about cloning

Ⅱ.目標(biāo)語言

功 能 句 式

expressing and supporting an opinion

i’m happy to accept …. but….

i would never accept….

i’m not bothered about…..

i don’t mind but….

i hope you’ll 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 don’t understand why you don’t….

i can’t help thinking….

i could never agree to….

III. 教材分析與教材重組

1. 教材分析

本單元以Cloning為話題，旨在通過單元教學(xué)，使學(xué)生了解克隆技術(shù)的優(yōu)缺點(diǎn)，學(xué)會(huì)表達(dá)和支持個(gè)人觀點(diǎn)，能用所學(xué)的有關(guān)Cloning的詞匯去表述自己對(duì)這一新技術(shù)的觀點(diǎn)和看法。 1.1 Warming Up 提供了四幅有關(guān)Dolly the sheep(多莉羊) A strawberry plant(草莓植物) Twins（雙胞胎嬰兒） Identical dogs(克隆狗)的圖片，讓學(xué)生用已有的知識(shí)和經(jīng)驗(yàn)討論對(duì)克隆技術(shù)的看法與觀點(diǎn)。

1.2 Listening是關(guān)于人類克隆的聽力材料，難度中等。

1.3 Speaking 根據(jù)材料，四人小組合作，要求把自己對(duì)克隆嬰兒的態(tài)度和感覺用相關(guān)的語言表達(dá)出來。語言要得體，鍛煉語段表達(dá)能力。

1.4 Pre-reading是Reading的熱身活動(dòng)。它要求采用與同學(xué)討論交流的方式談?wù)撚嘘P(guān)克隆的相關(guān)知識(shí)。

1.5 Reading是一篇介紹克隆技術(shù)的說明文。

1.6 Comprehending第一題所給出的表格讓學(xué)生根據(jù)課文內(nèi)容列舉克隆技術(shù)的優(yōu)缺點(diǎn)。第二題讓學(xué)生根據(jù)所擁有的知識(shí)來評(píng)價(jià)作者的觀點(diǎn)。第三題要求學(xué)生用自己的語言闡述對(duì)克隆技術(shù)的觀點(diǎn)并給出理由。

1.7 Learning about Language 分詞匯和語法兩部分，其中Discovering useful words and expressions 是根據(jù)語境在運(yùn)用中掌握詞匯。Discovering useful structures 是通過閱讀和補(bǔ)全句子來練習(xí)。

1.8 Using Language中的Reading，Discussing and writing要求學(xué)生先讀, 然后完成四個(gè)任務(wù)型的作業(yè)。即 1. 討論并回答三個(gè)問題?；卮疬@些問題，2. 討論幾種已經(jīng)滅絕的動(dòng)物，并且討論哪種動(dòng)物應(yīng)該被恢復(fù)到這個(gè)世界上，并且給出理由。3. listening and speaking 讓學(xué)生根據(jù)所聽到的內(nèi)容選擇并列出文中人物觀點(diǎn)。

2. 教材重組

2.1 從話題內(nèi)容上分析，Warming Up 與Reading相一致；而從訓(xùn)練目的上分析與TALKING比較一致。從教材份量來說，可將Warming Up和Reading整合在一起，設(shè)計(jì)成一節(jié)任務(wù)型“閱讀課（一）（精讀課）”。

2.2 將Listening 和Workbook中的LISTENING整合在一起，設(shè)計(jì)成一節(jié) "聽力課"。

2.3 將Using Language 與Workbook中的TALKING和SPEAKING TASK 結(jié)合在一起，設(shè)計(jì)成一節(jié)“口語課”

2.4將Learning about Language 與Workbook中的USING WORDS AND EXPRESSION整合在一起上一節(jié)“語法課”。

2.5將Workbook中的READING TASK 和PROJECT以及WRITING TASK整合成一節(jié)“泛讀與寫作課”。

3. 課型設(shè)計(jì)與課時(shí)分配

1st period Reading

2nd period Listening

3rd period Speaking

4th period Grammar

5th period Extensive reading and writing

Ⅳ. 分課時(shí)教案

The First Period Reading

Teaching goals教學(xué)目標(biāo)

1. Target language目標(biāo)語言

a. 重點(diǎn)詞匯和短語

clone，commercial，producer，undertake，arbitrary，object，forbid，accumulate，cast down，object to，the media，in favour of

b. 重點(diǎn)句子

It is a way of….

The fact is that….

The question that occurred is….

2. Ability goals能力目標(biāo)

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 學(xué)能目標(biāo)

Help the students learn how to describe cloning.

Teaching important points 教學(xué)重點(diǎn)

How to describe cloning.

Teaching difficult point 教學(xué)難點(diǎn)

Help the students analyze the writing techniques of the article.

Teaching methods 教學(xué)方法

Skimming, task-based method and debate method.

Teaching aids 教具準(zhǔn)備

A recorder, a projector and some slides.

Teaching procedures & ways教學(xué)過程與方式

高二英語教案：《Unit 2 Cloning. 克隆》教學(xué)設(shè)計(jì)（二）

高二英語教案：《Unit 2 Cloning. 克隆》教學(xué)設(shè)計(jì)（二）

Unit 2 Cloning

Step I Lead-in

This topic is difficult for students. So teacher should help the students learn more about it. Do this in the way of asking and answering questions.

T: You can imagine how rapidly the modern science and technology develop. I think most of you must know something about space traveling, submarine exploration, robot, maglev train, gene engineering etc. But in recent years, a hot topic, cloning is often mentioned, especially when the cloning Dolly the sheep appeared. You may have first heard of cloning when Dolly the Sheep showed up on the scene in 1997. Cloning technologies have been around for much longer than Dolly, though. First things first, what is cloning and a clone? The dictionary says cloning is the technique of producing a genetically identical duplicate of an organism. A clone is said to be all descendants derived asexually from a single individual, as by cuttings, bulbs, by fission, by mitosis, or by parthenogenesis reproduction. It sounds very different and complicated to us. In fact, I mean, in our daily life, this happens often. For example, gardeners take cuttings from growing plants to make new ones. You often see that your mother picks a small branch from a growing plant to make a new one. If she likes this kind of flowers, she can do cloning. Cloning also happens in animals or human beings when twins identical in sex and appearance are produced from the same original egg. The fact is that cloning plants is straightforward but the cloning of animals is more complicated. The possibility of human cloning, raised when Scottish scientists at Roslin Institute created the much-celebrated sheep "Dolly", aroused worldwide interest and concern because of its scientific and ethical implications. You can give your questions if you are interested in this topic. I am here today one of the scientists who work in this field. I am ready to answer any of your questions.

S: Now we know what is cloning. Are there different types of cloning?

T: When the media report on cloning in the news, they are usually talking about only one type called reproductive cloning. There are different types of cloning however, and cloning technologies can be used for other purposes besides producing the genetic twin of another organism. A basic understanding of the different types of cloning is key to taking an informed stance on current public policy issues and making the best possible personal decisions. The following three types of cloning technologies will be discussed: (1) recombinant DNA technology or DNA cloning, (2) reproductive cloning, and (3) therapeutic cloning.

S: Was Dolly created by what cloning? And why was Dolly so important?

T: Reproductive cloning is a technology used to generate an animal that has the same nuclear DNA as another currently or previously existing animal. Dolly was created by reproductive cloning technology. She was the first mammal to be cloned from adult DNA taken from an adult cell. Previously, animals had only been cloned using embryo cells which already have the potential to become a complete embryo in its own right. The big breakthrough with Dolly was to make a clone from an ordinary, adult cell ? in this case from a female goat’s udder.

S: Have you seen Jurassic Park? In this feature film, scientists use DNA preserved for tens of millions of years to clone dinosaurs. They find trouble, however, when they realize that the cloned creatures are smarter and fiercer than expected. Could we really clone dinosaurs.

T: In theory? Yes. What would you need to do this? A well-preserved source of DNA from the extinct dinosaur, and a could serve as a surrogate mother. In reality? Probably not. It’s not likely that dinosaur DNA could survive undamaged for such a long time. However, scientists have tried to clone species that became extinct more recently, using DNA from well-preserved tissue samples.

More questions about cloning are given in the appendix. The information above is for reference only. Or you can choose several students and ask them to act out a short play whose main topic is as follows:

An old man who was dying left all his fortune to his own son. But the did not know that his son was cloned. So two same young men both claimed that they were the old man’s son. They quarreled and fought with each other; at last they went to the judge. The judge let them check DNA. The result was that their DNA was the same. Now even the judge did not know what to do.

In this part the teacher can give the students some advice to act out. According to this play teacher ask the students several questions:

1. Do you want to be cloned or not? Why?

2. If you are the judge what will you do?

3. Can you tell me the advantages of cloning?

4. And what is the disadvantage?

Discussion

In this part the students will discuss the relationship between the development of technology and social customs.

T: As the technology develops day by day, it has a more and more important influence on the whole society. Technology affects social customs and ethics, sometimes technology may go against the conventional thinking, then comes the problem that whether we should stop the development of research or change the ethics.

S1: As technology develops in almost every field, a lot of our original customs and ethics changed, either because they are out of time or not so scientific. For example millions of years ago human ate meat of animals without heating them. Later people used fire and no longer ate raw meat and they also used fire to scare dangerous animals.

S2: I think we could not stop the development of technology, for it may develop in the way which is acceptable by social customs.

…

Look at pictures

T: 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 have a try?

S: I think the identical dog is man-made.

T: Good Job

Step II Pre-reading

Before class, ask the students to search for some information about this topic. Now show your questions on the screen, and then let them discuss with each other.

T: Now please work in pairs and discuss about cloning. Then list the questions you want to find out. Share your list with your partner.

Ss: Yes, sir / madam.

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?

5. Should we clone human?

6. Could cloning replace sex as the means of creating new human life?

7. Could a parent clone a child who is dying of a terminal illness?

After a few minutes.

T: Do you have other questions? Volunteer!

S: I have! What is the writer’s opinion?

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.

3. It can help cure disease and can help couples who have no baby to bear a new baby.

4. There may be more bad people like Hitler.

5. In my opinion, I do not agree, for it may cause many moral problems.

6. No. Because cloned human has the same quality as the real human, natural born baby’s quality is higher than his parents.

7. No. The cloned baby also has the disease.

Step III While- reading

Get the students to comprehend the passage quickly and accurately and meanwhile help the students form a good habit of reading.

T: Have you not the answers of your questions? Now please skim the passage fast to obtain a general understanding of the whole passage into several parts and find out the main idea of each part.

Show the following.

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 problems of Dolly.

Para. 4 The effect of Dolly.

Para. 5 It is forbidden to clone human being.

Step IV Post-reading

Ask the students to read the passage again to finish three tasks.

T: Now let’s listen to the. While listening, pay more attention to the correct pronunciation and tone. Then read the text by yourselves to get the answers to the three tasks. You can work in groups.

T: First, What are the problems or dangers of cloning?

S: Let me have a try! First, the cloned animals have the same illness of old animals and the same goes with the other species. Second, the cloned animals have short life and can cause moral questions.

T: You are right! And what are the advantages of cloning?

S: I know! Firstly, gardeners use it all the time to produce commercial quantities of plants.

Secondly, it is valuable for research on new plant species and for medical research on animals. Thirdly, it suddenly opens everyone’s eyes to the possibility of using cloning to cure serious illnesses, and even producing human beings.

T: What is the writer’s opinion? What do you think is the writer’s point of view in this reading passage? Is it in favour of cloning or against is?

S1: I think the writer is in favour of it, because there are many advantages of cloning. It can help people solve many problems in our daily life.

S2: I think the writer doesn’t agree with it, because if the cloning technology can be used in an evil way, it can cause much trouble to our society.

T: The next question: What is your opinion of cloning? Give the reasons.

S1: As a coin has two sides, everything has two aspects. First, if the cloning is used in a correct way it can bring many conveniences to us. Such as: curing serious illnesses and being used to produce commercial qualities of plants. On the other hand, if the cloning is used in an evil way it can cause much troubles: such as moral questions.

S2: My view on cloning and nuclear transfer is that it is ethical. So actually I find no reason to clone presently. I have this opinion currently, because scientists are unable to successfully clone using nuclear transfer as of today.

S3: I also have a problem with the possible effects of using nuclear transfer on a large scale. This is because I fear that cloning could greatly reduce genetic diversity. I believe if we were to interfere with the genetic diversity of an entire population we would undoubtedly fail.

S4: As you can see I believe cloning using nuclear transfer should not be used on humans for any reason. I think if we were to use cloning it should be closely monitored as to what dangers are involved in having copies of people. I also think this technology should not be used until success.

S5: I agree that we should develop cloning. I’m not afraid of cloning Hitlers or excited to clone Einsteins. I would say the time and the environment produced Hitler, not his DNA. So you do not need DNA from Hitler to produce a Hitler. In fact, there are Nazis already present. We should make use of cloning to benefit future generations. You can imagine that how happy the people are if they can recover from the serious illness or get back the son who has just lost his life in an accident by cloning.

T: Good job! Yes, if we our human beings use the scientific technology properly it can bring many advantages to us!

S: Why did Dolly’s appearance raise a storm of objections and have a great impact on the media and public imagination?

T: Because nothing really prepared the world for the 1997 announcement that a group of Scottish scientists had created a cloned sheep named Dolly. Many folks believe that within the next decade, we will hear a more shocking announcement of the first cloned human. Scientists in South Korea have already created human embryonic stem cells through cloning. Until now, the idea of human cloning has only been possible through movie magic, but the natural progression of science is making human cloning a true possibility. We’ve cloned sheep, mice and cows, so why not humans? Some countries have set up laws banning cloning, but it is still legal in many countries. Imagine using a piece of your great-grandmother. This opens the door to many ethical problems, but it’s a door that could soon be opened.

S: So what happens next?

T: Whatever the reasons, the new cloning technologies have sparked many ethical debates among scientists, politicians and the general public. Several governments have considered or enacted legislation to slow down, limit or ban cloning experiments outright. It is clear that cloning will be a part of our lives in the future, but the course of this technology has yet to be determined. Cloning could cause birth defects, but it’s not going to change society. In the absence of any legislation or regulation, cloning attempts will quietly continue. Eventually, cloning will succeed (if it hasn’t happened already), and humankind will have taken another step down the road of biological engineering. You should study hard today, and you will be able to face this difficult problem and know how to deal with it.

Explanation

T: Now let’s deal with some language points. Turn to page 11. Let’s look at the sentence: It is a way of making an exact copy of another animal and plant. 全句漢語意思:它是一種精確復(fù)制另一個(gè)動(dòng)物或植物的方式。Here a way of means a manner of 一種……的方式。

T: Turn to page 12. Look at the 8th line. Dolly’s appearance raised a storm of objections and had a great impact on the media and public imagination. In this sentence, raise means lead. (引起/導(dǎo)致)。全句意思是：多利的出現(xiàn)引起一場反對(duì)風(fēng)暴，并且對(duì)媒體和公眾思想產(chǎn)生了很大的沖擊。

T: Turn to page 12. Look at the sentence: However, scientists still wonder whether cloning will help or harm us and where it is leading us. “whether cloning will help or harm us”, “where it is leading us” is the objects of the word “wonder” 全句意思是：科學(xué)家一直致力于研究克隆到底會(huì)有助于我們還是會(huì)傷害我們，它們將我們引向何方。

Step V Homework

Ask the students to do the following.

1. Complete the exercises on page 13.

2. Recite the key sentences in the text.

3. What is Cloning? You might not believe it, but there are human clones among us right now. Have you ever wished you could have a clone of yourself to do homework while you hit the skate park or went out with your friends? Imagine if you could really do that. Where would you start?