Using LanguageⅡ优质课一等奖

B8U2 Cloning (workbook on page58) By Ye Meiling Teaching goals

1.

Know something about a debate through some reading tasks.

2.

Practice your summarizing skills based on the reading exercises

3.

Be active in class and learn to cooperate with each other. 4.

Role-play a debate using the language in the text. 5.

Write something about Cloning by using the vocabulary and phrases learned in the class. Teaching key points

1.

Improve Ss' learning English abilities, including reading, speaking and writing.

2.

Strengthen Ss' abilities to use the language to role-play a debate with their partners. 3.

Embrace Ss' abilities to write about Cloning by using the vocabulary and phrases learned in the class

Teaching difficult points

1. How to help Ss to master reading, speaking and writing skills

2. How to guide Ss to have a debate about Cloning with their partners. Teaching aids

Blackboard, PPT and computer

Teaching procedures

StepⅠ

Lead-in

(Enjoy a video about “debate”) 1. What are they doing?

2. How much do you know about a debate?

StepⅡ

Reading

Part1

Read the first part of the text and finish the following tasks.

1.

What is a debate? __________________________________________________________ 2. The chairperson can do the following things except ___________.

A. introduce the topic of the debate.

B. make sure the fairness of the debate.

C. decide the winner of the debate.

D. stop someone who repeats arguments that have already been made.

3.

Find out the correct order about the text.

a. Last speakers to summarize their argument.

b. Other people take turns to speak in the discussion.

c. The chairperson introduces the topic of the debate.

d. The persons leading the team speak first.

e. Everyone in the room will vote on the winner of the debate finally.

A. d-c-b-a-e

B. c-d-b-a-e

C. c-d-b-e-a

D. d-c-b-e-a Part2 Read the second part of the text

1.

Fill in the chart.

Topic

Team What’s their argument? A B 2.

Group-work

Read the second text again, discuss and pick out some sentences and facts that

support each team’s attitude. After reading, each group is required to give a report about what you have found.

Some sentences and facts that support Team A’s attitude: ______________________________________________________________________________________________________________________________________________________________Some sentences and facts that support Team B’s attitude: ______________________________________________________________________________________________________________________________________________________________StepⅢ

Role-play

Role-play a debate by using the information and language in the text. (每组选出五个成员，一名主持人，两名正方，两名反方，根据课文内容表演)

StepⅣ

Writing

假如你是李华，下周你将代表我校参加在全市高中生英语辩论赛，辩题为“Should medical cloning be allowed?”, 请你为辩论赛准备材料，并写一段短文。

内容包括：1. 你的观点—your opinion

2. 你的理由— reasons to support your opinions 注意：

1. 词数50左右。

2. 可适当增添细节，使行文连贯。

Tips before writing

1. Pick out useful information in the text if necessary.

2. Use some useful sentence patterns .

1). As far as I’m concerned / Personally / In my opinion, I agree to …

3). To start with… Additionally… Last but not least…

4). It is adj. for sb to do sth, which undoubtedly benefits us a lot. 5). Doing sth is a better choice, making it hard for sb to do sth.

StepⅤ

Summary

What have we learned today?

1.

Something about a debate and cloning. 2.

Reading helps us with writing.

3.

To tell whether we should allow medical cloning.

4.

When you hear different opinions about something, think about them in different aspects.

StepⅥ

Homework

1.

Read the passage again and review the new words and expressions.

2.

Check your writing again and polish it with your partner.

教学反思：

经过这一堂课B8U2Cloning(Workbook—Reading Task)的录制，我受益良多。在40分钟的时间里面，给我感触最深的是学生反应很热烈，大家的表现欲望都很强，平时很难开口的学生，都能勇于脱稿演讲，真正的让我感觉，学生的潜力是无穷的，调动学生的学习兴趣对于英语学习来说真的很重要。在这堂课上，我希望通过reading来练习学生的speaking和writing,内容有点多，所以时间有点紧，但是因为本篇文章是debate，所以我觉得让学生利用文段中的内容演绎出debate这个形式，能够有助于他们更好理解文段，所以我特意设置了这个role-play内容，再者在授课的时候，本来计划一两组同学进行表演，但是观察没能得到表演机会的同学面露沮丧，于是又给了他们一些时间，这个就造成后面的writing环节太过仓促，没能很好的呈现学生的作品，希望以后的教学过程中在充分的培养同学们的积极性和兴趣的同时，能更好的注意重难点，突出重难点。