Listening and vocabulary优秀获奖教案

Module 5 Cloning Listening and vocabulary & Everyday English 川化中学

高红涛

Ⅰ.Teaching contents:

Book 6 Module 5 Listening and vocabulary & Everyday English Ⅱ. The analysis of the text：

This listening passage is a radio discussion about cloning. In this passage, it mainly introduces the different ideas (for and against) about cloning. It requires that students can understand the passage through listening, and get detailed information. Furthermore, students can get useful information to express their own attitude towards something. Ⅲ. The analysis of the students:

Senior two students can get the main information of a listening passage, but they may feel difficult to get detailed information from listening. And it is a little hard for them to collect useful information from listening to use in daily speaking. Ⅳ. Teaching aims: 1.

Knowledge aims：

1)

master the meaning of for, against, argument and beneficial.

2)

Learn the meaning of some useful expressions. 2. Ability aims：

1) train students’ listening ability to check the information.

2) train students’ listening ability to find detailed information.

3) help students can use the information in listening passage to express their own ideas about cloning. 3. Emotional aim:

Help students have their own ideas towards something. Ⅴ. Teaching key Points: 1.

train students’ listening ability to find detailed information. 2.

help students can use the information in listening passage to express their own ideas about cloning. Ⅵ. Teaching difficult point:

how to help students use the information in listening passage to express their own ideas about something. Ⅶ. Teaching methods: 1.Task-orientated teaching method

2.Co-operative learning method

Ⅷ. Teaching aids: 1. The multimedia equipment 2. The blackboard Ⅸ. Teaching procedures:

1

Teaching steps Lead-in Teacher’s activities

1. Greet students 2.Show three pictures and ask questions.

1)What do they have in common?

2)Why are they the same? Show a picture, and ask students find information in activity 1 to answer questions. 1)Where do we get gene from?

2)Where are cloned animals created?

3)What is the relationship between sheep A and Sheep B?

4)Why are Sheep A and Sheep B the same? 1.Ask students’ ideas about cloning, and introduce FOR and AGAINST to students. 2.ask students to read arguments in activity 3 to say which are for cloning and which are against cloning. mention four arguments of below, and ask them to listen to the passage and tick them out. Students’ activities

Look at some pictures and answer questions. Aims Arouse students’ interests. Presentation

Read the information in Introduce cloning activity 1 and answer some to students. questions. Pre-listening read arguments in activity 3 to say which are for cloning and which are against cloning. Listen to the passage and tick out four arguments the two speakers are mentioned. Listen to the passage part by part and do the exercises. Collect some information to prepare for listening. Train students’ listening ability of checking information. Train students’ listening ability of finding detailed information. Consolidate the information that students have collected by listening. Students can express ideas about cloning through the study of listening. Know the meaning of the expressions and use them correctly. While-listening Tell students the two speakers only Careful-listenin1.Divide the arguments into for cloning and against cloning . g 2.Ask students to listen to passage part by part to choose the best answers or fill in the blanks. Post-listening 1.Ask the students about Dr Hugh Donaville’s and many people’s attitude towards cloning. 2.Ask students to fill in a form.

Tell Dr Hugh Donaville’s and many people’s attitude towards cloning. Use the collected listening passage information to fill in the blanks. Talk with partners about the attitude towards cloning and the reasons.

1.Listen and fill in the blanks, and then match the useful expressions with their meanings. 2.Do activity 2 Speaking

1.Ask students’ attitude towards cloning and tell the reasons to their desk mates. 2.Ask students to share their ideas in front of all classmates.

1.Listen to the passage part to part to fill in the blanks and then match the useful expressions with their meanings. 2.Ask students to do activity 2 by using useful expressions. Everyday English Homework

Write down students’ own ideas about the internet as well as the reasons.

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Ⅹ. Blackboard Design: Module 5 Cloning Listening and vocabulary & Everyday English

Argument: (cloning)

for:(F)

against:(A)

identical

Firstly,

be beneficial to

ill/ die

the presenter

Secondly,

help nature

wrong/ against Finally,

extinct

terrible

I am for cloning. Because _________________________.

I am against cloning. Because ______________________.

Dr. Donaville

Thirdly,

never

identical copy

treat… as products

Ⅺ. Teaching reflection:：

1)

Have all the students learnt how to express their attitudes towards cloning in this lesson?

_____________________________________________________________ 2)

Have all the teaching goals been reached? ______________________________________________________________ 3)

What can I improve?

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