Using LanguageⅡPPT专用课堂实录内容

Book VIII Unit 2 Cloning

Using language 武鸣高中

谢凤芬

Teaching Objectives(教学目标) At the end of the period, the students will be able to I. Language

Knowledge

(知识目标) 1. learn some of the issues associated with cloning. 2. master some useful expressions for voicing and writing their opinions about cloning. 1. develop their abilities of reading, listening, speaking and writing. II. Language 2. express their own opinions in the class and develop their abilities to cooperate with

Skills others.

（能力目标）

III. Emotional 1. know some different opinions of cloning.

Cultivation 2. form their own opinions of cloning.

(情感目标)

IV. Learning 1. cooperate with their partners.

Strategies 2. finish reading, listening and writing task with the guidance of the teacher.

(策略目标)

Teaching Key Points (教学重点) 1. enable the students to master the reading skills, such as skimming. 2. get students to listen and understand the listening material. Teaching Difficult Points (教学难点) The difficult point is to get the students to find the detail information of the passage, voice and write down their opinions about what they have learned from it.

Teaching methods (教法): Cognitive Approach; Task-based Language Teaching Method Learning methods (学法): Autonomous Learning Method; Task-based Language Learning Method Teaching process (教学过程) Step 1: Lead-in (1 minute) Enjoy a video about the movie Jurassic Park.

设计意图：用视频导入，引出文章话题。视频能迅速创造一种融洽的教学情调和课堂氛围，激发兴趣和情感，把学生带进一个与教学任务和教学内容相适应的理想境界。

Step 2：Pre-reading （2 minutes）

Ask students two questions: 1.What animals do you see in the movie?

2. Do you think it is possible to clone dinosaurs? 设计意图：通过几个简单的问题引导学生思考人类是否能克隆已经灭绝了的生物，如恐龙。

引发学生对于本课主题的探知欲望，并与课文内容进行衔接。

Fast-reading：Skimming: Ask students to find out the main idea of each paragraph.

设计意图：通过运用略读阅读技巧，让学生了解文章每段的大意，从而对文章的结构有个清晰的认识。

Step 3: While-reading (17 minutes) Careful-reading：

Questions: 1. Why is it either impossible or unsuitable to clone extinct animals? Find out three reasons.

2. What’s the conclusion of the topic?

3. What is the writer’s attitude towards cloning the dinosaurs?

Further thinking:

Think about the question: Why shouldn’t you clone an extinct animal unless there is enough diversity in the group? 设计意图：引导学生找出不能克隆已灭绝的生物的理由和作者最后的结论，让同学们懂得克隆已灭绝多年的生物的不可行性，并理解作者对克隆灭绝生物的态度，引出下一步听力环节。

Listen to the tape and then fill in the chart. Rachel’s ideas about cloning

___________to animals Xiao Qing’s ideas about cloning

scientists are doing a_______________ job Step 4:

Listening (6 minutes) makes animals do ___________things may bring _________ back to life.

it is a _________________

it may provide cures for ______________ 设计意图：通过听一段录音和填表格，让同学了解Rachel 和Xiao Qing 对克隆的不同看法，既锻炼了同学们的听写能力，又让同学们对本课主题有了更深入的认识，为下文形成自己的看法做了准备。

Step 5:

Speaking (13 minutes)

Step 6: Homework Writing (1 minute)

Discuss in group:

What’s your opinion of cloning?

设计意图：通过小组讨论，让同学们形成自己对克隆的看法；讨论及在全班分享自己的看法的过程中，锻炼了同学的口语。

Writing: 假设你是李华，你的朋友露西写信询问克隆是否对人类有益，请你给她回一封信。内容包括：1.你对克隆的看法。

2.说明理由。

注意：1.词数120左右。2.可以适当增加细节，以使行文连贯。

设计意图：通过给朋友回信阐述自己对克隆的看法，让同学们把今天所学运用到实际中，既锻炼了同学们的写作，又加深了对本课克隆这个话题的理解。