人教版高二英語必修五unit2教案范文

　　作為一名為他人授業解惑的教育工作者，很有必要精心設計一份教案，教案有助于順利而有效地開展教學活動。如何把教案做到重點突出呢？以下是小編為大家整理的人教版高二英語必修五unit2教案范文，僅供參考，希望能夠幫助到大家。

　　教學目標

　　1. think more ab out the relationship between science and nature.

　　2. describe some items and atmosphere with scien tific terms.

　　3. express their opinions on cloned animals and humans as well.

　　4. develop an interest in doing more reading and research on the topic.

　　教學重點Words , phrases and sentence patterns

　　教學難點Practical usage

　　教具Blackboard , slides and handouts

　　教學內容教法學法

　　Teaching procedures:

　　Step 1 Lead in (PPT 4-7)

　　Play a dialogue about height-increasing operations and ask students to fill in the blanks. After checking the answers, allow some time for students to freely express their opinions on height-increasing operations, thus introduce the major topic “science versus nature”。

　　[Explanation]

　　用一段有關增高術的聽力引入主題，主要是考慮到這一切入點與實際生活較為貼近，比較容易讓學生有話說，作為人類利用科學對自然的東西做出改變的一個典型例子可以順其自然得引入本課主題。

　　Step 2 Science versus nature (PPT 8)

　　1. Explain the word “versus” ( Two sides are against each other)

　　2. Brainstorming. Ask students to think of other cases in which science goes against nature? The teacher can introduce some new vocabulary like GM food and plastic surgery which might be useful in later teaching. Show some pictures to help them better understand these things.

　　Suggested answers: GM food, cloning, dams, artificial rainfall, organ transplant, air-conditioner, cloud seeding, plastic surgery, euthanasia, etc.

　　3. Allow students some time to have a light discussion on advantages and disadvantages of any of the above cases.

　　4. In terms of science versus nature, what do you think the relationship between science and nature should be like?

　　(Both advance in harmony)

　　[Explanation]

　　本節將主題定位在“科學對抗自然”，讓學生了解了這一關系后，用頭腦風暴的形式讓學生從增高術聯想起更多的現實生活中能體現這一關系的案例，如轉基因食品，人工雨等。

　　Step 3 Cloning (PPT 9-11)

　　1. Display pictures of Dolly and normal sheep on the screen. Tell them Dolly is a cloned sheep. But it looks no different from normal sheep. Show more pictures of cloned animals ( cloned calves, pigs, monkey and mule). Their names can be introduced here, which might arouse students’ more interest.

　　2. Introduce the concept of “copy”. Ask the students to think about this question: Are cloned animals exactly the same as the “mother animals”?

　　(They may have the same appearance but their physical qualities can be very different. Many cloned animals died at a much younger age than average.)

　　3. Interview one student about his feeling towards cloned animals by asking the following three questions: 1) If you happen to have a cloned cat, how would you feel? (excited) 2) What if another cat with the same appearance comes to you? (surprised and more excited) 3) What if more cats with the same appearance come to you? (shoc ked and scared)

　　4. Interview another student about his feeling towards a “cloned him”. Then ask the other students if they would like to see a “cloned him” and why.

　　5. Girls versus boys. Ask students to have a 2-minute debate on whether it would be a good idea to clone humans some day.

　　[Explanation]

　　本節將討論的重點轉向克隆。通過圖片展示的方式讓學生對克隆動物有個感性的認識，并引進“拷貝”的概念，與第二課時的閱讀標題形成呼應。

　　Step 4 Summary (PPT 12)

　　Give a brief summary of their debate. Point out any possible problems in their debate like the lack of ideas and supporting points. Tell students that you will read m ore about cloning in the following period and will have a further discussion.

　　[Explanation]

　　對學生的辯論進行簡短的評價，一是評價學生的表現，二是讓學生產生更多的興趣去閱讀，并且閱讀的目的性更明確，從而能夠保證閱讀的成效。

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