Using LanguageⅡ教学设计第一课时

Module 8 Unit 2 Cloning Using Language: listening教学设计

主题语境：人与社会——克隆

语篇类型：对话

授课时长：一课时（40分钟）

文本分析

本单元的中心话题是“克隆”。经过了Warming up, Reading, Learning about language, Using Language前面几个部分的学习后，学生对“克隆”已经有了基本的了解，并持有一定的态度和看法。本课主要围绕Using Language: listening和Workbook: listening两个听力部分开展课堂活动。第一部分是关于克隆是否对动物残忍的对话，第二部分是关于克隆人类是否是一个好主意的对话，首先让学生听，然后交流听力内容，再展开讨论，让学生发表自己的看法。对于英语水平中上的学生而言，听力内容生词量不大。第一部分中主要涉及了观点表达类的句式。两部分本文的价值取向在于学生能过通过文本学习，引发他们对克隆技术发展前景的再思考，具有现实意义。

学情分析

授课对象为学校尖子班学生，学习态度认真，学习热情高涨，思维活跃，英语成绩尤其突出。学生已经具备在阅读中获取细节信息的能力，而且具备较高的口语表达能力。针对这样的学生，在听力训练中，从听力内容输入——理解——输出过程可以适当加大难度。

教学目标

在本课学习结束时，学生能够：

1. 借助各种听力训练形式，理解语篇大意，梳理文中对话双方就克隆所持的观点，讨论归纳克隆的利与弊；

2. 提取、整理文本中观点表述的句式，并运用它们在辩论中表达自己的观点；

3. 引发自己对克隆技术发展前景的思考，得出谨慎使用克隆技术的结论。

教学重点

学生通过听力活动，理解文本信息，获取对话双方就克隆所持的观点，引发自己对克隆问题的思考，并以此展开辩论。

教学难点

1. 学生边听边记下听力文本中用于观点表述的句式，学习如何表述观点；

2. 围绕克隆话题，如何开展辩论活动。

教学过程

步骤

Step 1

Lead in (4’) 教学活动

1. Ss watch a video about the funny and lovely pets. (IW) 2. T invites Ss to share their pets’ story with the class. (IW) 3. T raises two questions “What if your pet is dead?” & “Will you turn to CLONING to bring it back to life?”

设计意图

核心素养提升点

利用视频语言能力：

创设情境，描述阐释

唤醒学生对动物的喜爱，结合单元主题设问，自然进入听力

文本。

Step 2 1. T plays the listening material A and Ss finish all Listening A the exercise. (IW) (11’) 1) Listen and write down the general idea;

2) Tick the statements that you hear in the dialogue; 训练听力语言能力：

能力，理解获取、概括听力文章信息。

主旨大意，通过听力填空掌握对话双方对克隆所持的不同观点。

进一步巩固文本信息，归纳整

3) Listen for Rachel and Xiao Qing’s ideas in the 合观点表dialogue and finish the chart; 述的句式表达，为后面debate的陈述方式做准备。

4) Listen again and write down the sentence patterns that the speakers use to express their opinions (Ask ss to keep the expressions in mind and use them later). Step 3 Discussion (5’) 1. T asks SS to share their opinions of cloning animals with the class. (CW) 2. Ss discuss about the benefits and problems that cloning animals will bring. (GW) 3. Ss voice their opinions. 附学生课上生成：

引导学生对听力中所提出的话题进行讨论，思考克隆动物的利与弊，为后面debate的陈述内容做准备。

语言能力：

整合运用语言表达，提出自己的看法。

思维品质：

分析、推理判断。

文化意识：

联系现实生活，思考克隆动物给人带来的利与弊。

Step 4 1. T plays the listening material B and Ss finish all Listening B the exercise. (IW) (8’) 1) Listen and tell whether the following sentences are True or False; 从克隆动物到克隆人类，话题层层深入，结合多种听力文本和听力练习，提升听力理解能力，训练思维。

语言能力：

获取、判断信息，并进行推理判断。

文化意识：

联系所学知识和现实生活，思考克隆人类是否应该被允许。

2) Listen and choose the right answer;

2. T raises the question “Should human cloning be allowed in the future?”

Step 5 Debate (10’) The whole class is divided into two sides. Side A is for the idea that human cloning should be allowed in the future. Side B is against it. (GW) Directions: 

Each side chooses one speaker to start the argument. 

Then Ss have three minutes to have a free debate. One person at a time. 

Each side chooses one speaker to conclude their opinions. 

You are encouraged to use the sentences patterns written down in Listening A. T provides more useful expressions for a debate and ask ss to use them as many as possible. 通过辩论复习课堂学习内容。与此同时，训练学生自主学习、合作学习及思维表达和听力能力。

语言能力：

听懂理解他人表达，整合运用语言表达自己的观点。

思维品质：

对别人的陈述进行分析、判断，并思考对自己有利的观点。

学习能力：

自主学习，

合作学习。

Step 6

Conclusion (1’) Step 7 Homework (1’) T makes comments on the debate and draws a 总结话题，思维品质：

conclusion about the topic. 深化主题，思考克隆背加强思想后的问题。

浸润。

1. Surf the Internet for more information about 拓展话题学习能力：

cloning. 内容，巩固回顾本课内2. Write a report about today’s debate.

课上所学。

容，对所提出的问题进行再思考。梳理辩论活动的整个过程，并转换成书面形式。

备注：

Ss: Students

T: Teacher

CW: Class work

GW: group work

IW: individual work

Blackboard Design

waste resources

weaken the species

Cruel

die early

(Problems)

lack diversity be misused by evil people Cloning

produce more animals

Wonderful

keep people company

(Benefits)

help do some research on new species

help save endangered species

听力原文

Listening text A IS CLONING CRUEL? Xiao Wing (XQ) and Rachel Brown (RB) are discussing whether cloning is cruel to animals or not.

RB: Xiao Wing, do you think cloning’s cruel?

XQ: What do you mean by that? The scientists are doing a wonderful job. Soon they may be able to bring people’s favorite pets back to life!

RB: Yes, I know. But doesn’t it seem cruel to you that it took 276 experiments before Dolly was successfully cloned? Think of al those live cells and eggs that died in order for Dolly to be born. I don’t approve of that!

XQ: But, Rachel, be reasonable. Isn’t it always like that with a new science? This is the way people learn to do things better. RB: I suppose so—but they also make the animals do such unnatural things. One poor cow was made to give birth to a bison. What was the poor creature to think when it saw its baby? XQ: I don’t quite understand why so many people are against cloning. I think the scientists need a bit of encouragement. Think of the benefits. Cloning may help medical science to produce cures for serious illnesses. RB: Yes, I know and I agree with that. It’s just that I don’t agree with the methods.

XQ: Why not? RB: Well, I think it’s a dead end. Dolly the sheep was “middle-aged” when she was born because her DNA came from a middle-aged “mother”. Cloning your grandmother would mean a new baby started life as an old lady! XQ: Really? I never thought of that. RB: And it weakens the species. Cloning means that there’s less variety in the species. So the animals may not be able to resist a particular illness and they might die out. XQ: Oh dear! And that was just what you and I were trying to avoid. In spite of all these, don’t you think scientists would still be able to solve the problems?

Listening text B IS HUMAN CLONING A GOOD IDEA? Wang Qiao (WQ) is talking to Clare Peters (CP) about human cloning.

WQ: What do you think about human cloning, Clare? CP: I don’t know what to think. But I suppose it’ll come one of these days. I think there are many problems that nobody has thought of yet. WQ: What do you mean by that? CP: Well, a clone will be an exact copy of the original donor. Right? WQ: Yes, so what? CP: Well, what’s the relationship between the clone and his original donor?

WQ: I suppose they must be like one person. The clone is the same as his original donor. CP: Let’s suppose that you take a baby to a laboratory to be cloned. Does it matter if the laboratory returns you the real baby and one or two clones? WQ: Yes, it does. But how could this possibly happen? CP: Well, the scientists may get confused. WQ: My goodness. Surely they would notice if there is an age-gap between the donor and the clone. CP: Maybe. What if the donor and the clone are very close in age? Let us suppose they are both babies. WQ: OK. CP: Let’s suppose that the laboratory wanted to use the real baby to make more clones. Perhaps they now parents who would like to buy a cloned baby. Perhaps this family is unable to have children of their own. So the laboratory keeps the real baby and sells the clones as they grow. WQ: But that’s a baby factory! That’s not moral at all!

CP: I know, and that’s why it’s important to get our ideas sorted out now. So we really have to

think about the problems of human cloning. WQ: Yes. Now I see your point. We should do something about this. How about a class discussion? What do you think? ... (fade out)