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《Reading(2)： The perfect copy》优质课教案下载
Thoughts on the design:
本节内容主要目标是让学生通过主体阅读发现如何去表达正反面的观点。进而要求他们继续读43页上的两封信，让他们了解如何就正面或反面的一个观点进行重点论述。在课堂的最后可以结合本单元的大主题做一个简短的总结，可以进一步引发学生的思考，使得这篇文章并不仅仅是一篇阅读文章，而是一篇具有社会和现实意义的文章。鉴于文章内容比较严肃，，单纯的阅读和讨论容易让课堂气氛陷入沉闷，因此安排了不同的阅读方法，从不同的角度调动学生的阅读积极性。
Teaching aims:
After learning The perfect copy, students will be able to:
use some useful phrases to state their “for and against” opinions on an atmosphere.
write a persuasive article using supporting details.
do conversion between book knowledge and their own knowledge.
persuade using their voices.
concern more about the relationship between science and nature.
Teaching procedures:
Step 1 lead in (PPT 4-5)
Start the lesson by a brief review of what students have talked about cloning.
Present the learning objective of this period, which is to get more knowledge about cloning, and grasp effective ways to express positive and negative opinions.
Prediction based on the title. What attitude does the author hold towards cloning, positive or negative or neutral?
[Explanation]
基于上一课时已经对克隆这一话题有所涉及，本节的导入以单刀直入、承上启下为特点。因为阅读的内容相对比较多，因此要让学生在一开始就了解到本节课的学习目标，才能保证阅读的有效性。根据标题猜测作者的态度，进而在文章阅读完之后解决这个问题，体现了阅读的层次性。
Step 2 First reading (PPT 6-14)
Activity 1: Divide the whole class into 6 groups and set them off to dealing with separate paragraphs. Require them to make each paragraph into a short drama, a monologue or a small press conference dependently. Allow them five to six minutes to do speed reading and preparations. Requirements: They need to get the main idea of each paragraph across to their peers with very short performance and they need to pay attention to some details.
Before students’ performance, hand out question sheets to be completed so that students can better understand what is being performed and they can be more focused.
Check the answers. If there’s any information missing, they can do a second reading.
[Explanation]
本节阅读部分内容比较多，如果单纯安排学生速读或听读的话，时间比较长，而且比较枯燥。于是在这儿安排了两种读法。主体文章设计成Jigsaw Reading，把学生分成小组分别担任不同的阅读任务，让他们把相应的内容用不同的形式表现出来，增加了趣味性，而且产生了信息沟。虽然时间也花得比较多，但是能够避免因冗长枯燥而过于严肃的课堂气氛。并且，在学生演绎各段内容的同时，让学生根据他们所看到听到的把相应的问题回答出来，可以锻炼他们“注意听”的能力。
Step 3 Second reading (PPT 15-19)
Ask students to read the passage on P42 again and it they find any sentence difficult to understand, they can ask.
What’s the author’s attitude? (neutral) What phrases can be used to state both positive and negative attitudes towards an item? ( On the one hand; on the other hand; and state different facts))