Using LanguageⅡ说课稿【一等奖】

Teaching Design Book 8

Unit 2 Cloning

Period Five

Listening Speaking ＆Writing 整体设计

教学内容分析

The emphasis of this period will be placed on listening, speaking and writing. There is one text for the students to listen to, which is on Page 17. It is a conversation between two people, Xiao Qing and Rachel. They expressed their ideas about cloning in the conversation. It includes examples of the focus function for this unit: acceptance and refusal. Before listening, students are required to learn some new words and expressions related to the listening part as well as think about the question whether it is cruel to clone animals. While reading, students are given 3 times to listen to the record and fill in the blanks. After listening, students are asked to discuss in groups and fill in the chart about both Xiao Ming and Rachel’s ideas about cloning animals.

The aim of the listening is for students to examine whether the issue of experimenting with animals is cruel or not. This is a moral issue which many people feel very strongly about. So give students a chance to think of their own points of view and make sure they have enough time to discuss and write down their own opinions. This will make sure this topic is examined fully. The second part involves writing. Students need to write an article about whether it is cruel to clone animals according to the listening part. After listening, it is not too difficult for them to finish it.

三维目标设计

Knowledge and skills

1. to understand the meaning of the following key words and expressions before listening: cruel(残酷的), resist(抵抗、对抗), clone(克隆), cloning(克隆), bring…back to life(使……复活), live cells and eggs(活细胞和卵), approve of (赞成；满意) , reasonable(合理的), unnatural (不自然的) , bison(野牛).

2. To enable the students to understand the listening text and learn how to express their acceptance and refusal.

3. To help the students to write an article according to the listening part. Process and methods 1. Smoothing away language problems if any before listening.

Before asking the students to listen to the record, help them smooth away any language problems such as new words and expressions that they may not understand while listening. 2. Listening for needed information Before asking the students to listen to the detailed information, let them guess the general idea of the text to arouse students’ interests. 3. Speaking freely and making conversations The students may be asked to give their own points of view and attitudes towards the subject mentioned in the text. 4. Writing according to the listening part. At last, the students are required to write a passage. Emotion, attitude and value

1. To stimulate students’ sense of communication and cooperation.

2. To develop students’ ability of enjoying language beauty.

教学重点、难点

1. The understanding of the conversations on the record. 2. The expressions of acceptance and refusal. 3. The writing of the passage. 教学过程

Step 1 pre-listening Before asking the students to listen to the record, help them smooth away any language problems such as new words and expressions that they may not understand while listening: cruel(残酷的), resist(抵抗、对抗), clone(克隆), cloning(克隆), bring…back to life(使……复活), live cells and eggs(活细胞和卵), approve of (赞成；满意) , reasonable(合理的), unnatural (不自然的) , bison(野牛).

Step 2 Listening

Listen to the record and fill in the blanks. (2 times) Step 3 Discussion 1. Discuss to fill in the chart. Rachel is against cloning animals

Xiao Qing is in favor of cloning animals

2. Discuss to express their own opinions.

Ask the students whose ideas they agree with. Let them get ready to have a class discussion, think about the reasons for their points of view and use their own ideas as well as those in the text. When discussing, they can use the expressions on Page 18 to help them. Step 4 Writing Students are going to write a report according to the listening part as well as their own opinions about cloning animals. Give them some instructions when walking around the classroom. After listening, present some of their writing on the screen and give them some comments to improve.

在你班最近的“英语角”活动中，大家就科学家是否应该克隆动物展开了激烈的争论。请根据下列表格中的要点提示，写一篇100词左右的英语总结报告。

争论双方

理由

你的看法

赞成方

反对方

Before the students write the passage, guide them to do the following things. 1. Help students decide the tense of the letter. 2. Ask students to organize their writings in this way:

Paragraph 1: the topic of the argument.

Paragraph 2: the ideas in favor of cloning animals.

Paragraph3: the ideas against cloning animals.

Paragraph 3: conclusion and your opinion about this topic. 3. Students can refer to the following composition template or write their own ones. Recently, our class had a heated discussion on whether scientists should clone animals. Opinions are divided as follows. Some students are in favor of it.____________________________________________ _______________________________________________________________________________________________________.

However, others are against cloning animals. In their opinion，animals can’t be cloned. ________________________________________________________________________________________________________________________________________________________

As far as I am concerned, ________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________

Step 5 Summary

In this class, we have done some listening, knowing that cloning animals is controversial. We discuss to express the two students’ ideas as well as our own ideas, After that we learn how to write an argument. Step 6 Homework 在你班最近的“英语角”活动中，大家就科学家是否应该克隆人类展开了激烈的争论。请根据下列表格中的要点提示，写一篇100词左右的英语总结报告。

争论双方

赞成方

反对方

理由

你的看法

为难以生育的夫妇带来希望

克隆儿会面临很多心理压力

提供干细胞，帮助修复人类器官和组织

浪费胚胎，面临道德压力

支持克隆技术的发展，但希望政府立法，正确引导其发展