设计 教师 课题 名称 教材 版本 课程 类型 吴萍 教学年级 高二级
Book6 Unit 2. grammer（Period 3）Subjunctive Mood (2) NEW SENIOR ENGLIGH FOR CHINA STUDENTS’ BOOK 6 (新课标人教版高二英语选修 8) Grammer 授课时间 40
教 材 分 析
This teaching period mainly deals with the grammar: the subjunctive mood (2). From Uhit1 we have already known that in English language, verbs are often divided into three different moods---the indicative mood, the imperative mood and subjunctive mood, we have learned two kinds of subjunctive mood in Unit1: one is used in the subjunctive adverbial clause
of condition , the other is used in the object clause of wish. In this period we will continue to focus on some special sentence patterns of subjunctive mood.
学 生 分 析 教 学 目 标 教学 重点 教学 难点 教学 方法 1. Skimming and scanning; 2. Asking and answering questions; 3. Discussion 1. the students have learned how to use the subjunctive mood in the sentences of unreal
condition and the object clause of wish in different tenses. So they have a basic understanding of the grammar.
How to describe cloning.
Help the students analyze the writing techniques of the article.
Step 1 Revision: Revise the rule of the subjunctive mood in the sentences of unreal condition and the object clause of wish in different tenses
1. Look at the pictures and discuss which ones are natural clones and which ones are man-made. 2. Think about how they differ. 3. what is cloning?
I start the topic by talking something about natural and man-made clones, which help students know that cloning appears everywhere in our life. It is not a topic which is not hard to understand.
Step 2 skimming
1. What is the main topic? By reading the passage 2. What is the writing style? quickly and get the main 3. Learning tips- introduction of the expositive style. forms of the passage to 4. mach the main ideas with each paragraph. have a clear idea.
.Para 1: The definition of cloning It happens both in ________ and in _______. They can be cloned by __________ and ________. Para 2: The major uses and procedures of cloning 1. How many major uses do cloning have?
Step 3. Reading for detail
Let students read the passage carefully to get cloning of a new sheep? some detailed information, 3. Which sheep does the new sheep look more like? Why ? thus have a better Para 3: The problems of Dolly understanding of the About Dolly the sheep: passage. ◆ Encouraging news: Dolly seemed to develop ________.
2. How many female sheep participate in the ◆ Disturbing news: Dolly lived only six and a half years, half the length of the life of the _______ sheep, because of serious illnesses which were more appropriate to a __________________. Para 4: The impact of Dolly The word “controversial” in Para 4 probably
means ________. A. complicated B. arguable C. important Para 5: People’s reaction to cloning True or false: 1. People feared that Cloned Hitlers would do harm to the world. 2. All the research into human beings will be forbidden. 3. Some countries will use cloning in a wise way. Fill in the chart.
Step 4 Consolidation
Problems or dangers of cloning: Animals may Develop___________ of older animals. Animal clones may____ _____than the donor animals ___ ______may want to clone themselves. There are _____objections to cloning human beings. Advantages of cloning Medical cloning could produce ______for serious illnesses in humans. Cloning plants can produce plants of similar quality__ ____. Cloning plants can be useful for research on____ _____ _______. Cloning can help save_____ _________. Would you like to be cloned?
Review the passage by set the exercises.
Discuss the questions , let the students have the chance to speak, practicing their oral English and have a deep understanding of the passage.
1.Finish the Ex.1, 2, 3 on Page13. 2. Find out the language points.
Make students master the knowledge by doing exercises.