北师大版（2019）选择性必修第三册 Unit 9 Human Biology Lesson 1 To Clone or Not to Clone 教学设计（表格式）

Lesson 1板块教学设计 （建议时长40–45分钟，教师可根据教学实际酌情调整。） 课型 Reading + Speaking 主题语境 人与社会———科学技术 内容分析 本文是一篇说明文。本文主要由六个部分组成，第一部分主要是下定义，告诉我们什么是克隆，第二部分介绍了自然克隆的历史以及相关案例，第三部分主要介绍了第一次生物克隆的探索以及案例，第四部分主要列举了一下生物克隆的影响和意义，第五部分主要介绍了关于克隆的积极观点和消极观点，第六部分主要介绍了作者的观点态度。全文行文严谨，运用大量的举例论证和数字论证来证明文中的观点，让学生在掌握知识的同时，思考克隆的作用和影响，以及辩证地看待克隆这项科技。 教学目标 1. 通过预测、略读、细读读懂文章，概括文章主旨大意，获取细节信息。 2. 运用话题相关词汇、句型，为别人介绍克隆的定义及发展过程和影响。 3. 通过阅读，学生能理解克隆这项科学技术，树立正确的看待克隆的看法和态度。 教学重点 引导学生通过自主阅读和小组合作完成对于克隆这项科学技术的了解和认识，并能运用相关话题词汇对克隆这门技术进行描述。 教学难点 引导学生根据文本和图片了解克隆这门科学技术，并辨证地看待克隆对于人类及其他生物的作用。 教学策略 任务型教学法、P–W–P阅读模式 Teaching contents Procedures Purposes Teacher’s activity Students’ activity Activity 1 T asks Ss to look at the pictures of some animals and think about these questions. . Do you like animals Do you want a cloned animal What do you know about cloning Ss look at the pictures and answer these questions. 1). Do you like animals 2). Do you want a cloned animal 3). What do you know about cloning Lead to the topic and activate knowledge. Activity 2 T asks the Ss to observe the picture on the textbook and predict the content of the passage. Ss look at the pictures and predict the content of the passage. Train students’ reading skills of prediction. Activity 3 T asks Ss to read the passage and draw a mind map to figure out the structure of this passage. T guides Ss to read the first four paragraphs and answer the questions on the textbook. T asks Ss to read paragraphs 5-6 in detail to fill in the table on ppt. T leads Ss to read the last paragraph and answer the question. T asks Ss to make a summary of the passage according to the structure of the passage. Ss read the passage and draw a mind map. Ss read the first four paragraphs and answer the questions. Ss read paragraphs 5-6 and fill in the table. Ss read the last paragraph and answer the question. Ss make a summary of the passage according to the structure of the passage. Train students’ reading skills of getting the main idea and detailed information. Activity 4 T asks Ss to work in groups and discuss the two questions. 1) Why do researchers insist that the science of cloning should be further explored and advanced 2) What is the writer's attitude towards cloning Find evidence. 2. T leads Ss to retell the passage according to the mind map. Ss work in groups and discuss the two questions. 2. Ss work in groups and retell the passage according to the mind map. Train Ss’ skills of getting information and cultivate Ss’ cooperation skills. Activity 5 T explains the language ... ...