Using LanguageⅡ课堂实录

课题名称

Module 8 Using language 教学对象

Senior Grade 2 课时

5 一、教材内容分析

科目

提供者

English 戚静

本单元以Cloning为话题，旨在通过单元教学，使学生了解克隆技术的优缺点，学会表达和支持个人观点，能用所学的有关Cloning的词汇去表述自己对这一新技术的观点和看法。

Using Language中的Reading，Discussingand writing要求学生先读, 然后再完成四个任务型的作业，即

1. 讨论并回答三个问题；2. 讨论几种已经灭绝的动物，并且讨论哪种动物应该被恢复到这个世界上，并且给出理由；3. Listening and speaking 让学生根据所听到的内容选择并列出文中人物观点。

二、学习者特征分析）

高二学生在生物学科已经对克隆及克隆技术有相当的了解，本单元的知识是让学生用英语来思考和交流对于克隆的态度和认识，在知识储备上是有准备的。

三、教学目标（知识与技能、过程与方法、情感态度与价值观

一．

知识与技能：

1. 学生初步掌握以下词汇和短语: strike…into one’s heart, give birth to, from time to time, in vain, resist, drawback, merely. 2. 学生学会克服生词障碍，通过略读寻找文章的主题句，理清文章的总体框架与脉络；通过细读捕捉文章重要细节，理解作者意图。

二．

过程与方法：

通过自主探究以及小组合作，辩论的学习方式，培养学生科学的阅读方法，表达自己的个人见解。

三．

情感态度与价值观。

1. 通过本课的学习，学生能激发自己勇于求知、探索科学奥秘的积极学习态度，并形成积极的情感态度，主动思维，大胆表述，提高语言实际运用能力。

2. 通过本课的学习，使学生能够学会一分为二地辩证看待事物，形成科学的价值观。

四、教学重点、难点

How to organize the debating materials.

五、教学策略选择与设计

运用小组讨论和班级辩论的形式激发学生运用英语表达自己观点。

六、教学环境及资源准备

高二的学生学习兴趣浓厚，爱观察爱思考爱辩论，但本课的话题涉及的科学术语多，而学生们掌握的很有限，为课堂活动增加了难度。

课堂使用的教具包括电脑、投影仪。

七、教学过程

教学过程

Step Ⅰ Revision Check the homework and ask the students to speak out their opinion about the medical cloning.

Step Ⅱ discussion T: Homework check is over. Please turn to page 58. Today we will make a debate. To begin with, I want to ask you what your opinion about debate is, have you seen any TV debates? S: Yeah, we have seen college students’ debate on TV. S2: I know in a debate there is one chairperson some-times two, four members each group, two leading debaters. T: You are right. Do you want to know more details about a debate? S: Yeah. Ask the students to read the debate rules. T: OK. Stop reading. Here are some questions for you. Question 1: What is the definition of debate? Ss: A debate is an activity in which 教师活动

Have a free talk with Ss.

Show a short movie to Ss. “the Jurassic world”

学生活动

Ss express their opinions about medical cloning.

Ss watch a movie 设计意图及资源准备

Lead in the topic of this lesson

students can discuss two sides of an issue. There is a chairperson to charge it. T: Question 2: Tell me the process of a debate in your own words. S: The leading debater who supports the topic speaks first, then another one who disagrees with the topic speaks, then other people take turns to give a free discussion. Towards the end of the debate, the last speaker of each side will summarize the arguments that have been made to support their point of view. T: Excellent, thanks for your answer. In our textbook there is an example of debate, read the topic carefully and discuss the questions with your partner. And I will divide you into two teams. One side agrees with the medical cloning and the other side is against the medical cloning. Then show the questions. Give students 6 minutes to prepare their answers. Team A:

1. What’s their argument?

2. Two reasons for

medical cloning.

3. Do you agree with them? Why? Team B:

1. What’s their argument?

2. Two reasons against medical cloning.

3. Do you agree with them? Why? Sample answers:

Team A:

Q1: They support the idea that there should be medical cloning.

Q2: a. There is no danger of the body refusing to accept the new calls.

b. Patients can be treated immediately.

Q3. Yes, I agree with them. Because the medical cloning can help our human beings to cure many diseases. With the help of the cloning techniques, people can be restored to perfect health and be able to live a good life. No, I disagree with them. I think all animals including human beings are natural things on the earth. We should not damage this natural rule. Team B:

Q1. They disagree that

there should be medical cloning.

Q2. a. It brings many ethical problems.

b. Many scientists are also worried about the efficiency of the system.

Q3. Yes, I agree with them. Because the medical cloning brings many serious problems to our human beings. We must be very cautious about cloning until these problems are solved. No, I disagree with them. Because all of us want to lead a meaningful life. We should try our best to realize our dream.

Step Ⅲ debate T: Just now, we learned how to organize a debate, now it’s our turn to continue the debate. The topic of our debate is “should we clone?” Now choose the team you agree with. Divide the whole class into four groups, two agree and two disagree. T: To begin this debate, I will give you some information about clone. You can choose what you need. During the speech, you can make notes so that you do not forget what you want to say. In our debate the

person who speaks last must summarize your ideas.

教学流程图

开始

Revision Lead-in Discussion debate

conclusion

homework

结束

七、教学评价设计

高中英语课程标准明确指出;“英语课程评价的目的不仅是为了考察学生达到学习目标的程度，更是为了检验和改进学生的英语学习和教师的教学，改善课程设计，完善教学过程，从而有效地促进学生的发展。不应过分强调评价的甄别和选拔功能。”在这一理念的指导下，英语课堂教学，教师要尽可能给每一个学生提供表现所知所能的各种机会，使学生在一个平等、和谐的课堂氛围中学习，通过评价形成学生自我认识和自我教育、自我进步的能力。 因此我采用以下教学评价： 1、采用鼓励性评语，让学生体验到成功的喜悦

2、采用同学间互评，激起学生学习的欲望。

3、采用诊断性评价，根据学情及时调整教学思路。 八、教学反思

本节课的教学设计有以下几个亮点：

1. 贯彻以学生为主体的教学理念，注重学生自我探究式学习的启发，培养学生分工协作，共同完成教学任务的团队合作精神。

2. 导入部分设计较好，能够吸引学生的注意力，使原本就不陌生的话题更加贴近生活，拉近了书本知识与现实生活的距离。

3. 重视并体现学法的指导。

教学过程中的困惑：

1. 学生词汇的贫乏导致无法正常用英语来表达观点。