Using LanguageⅡ教学评价实录

Teaching Design

Teaching content M8U2 Using LanguageⅡ

Teacher Yang Miaomiao Analysis of the Teaching Material

The reading material comes from Book8 Unit2 Using LanguageⅡ

A Debate. This text consists of two parts: A brief introduction of the debate, including its definition, process and things to remember, and the debate between Team A and Team B about the topic whether medical cloning should be allowed. By learning the passage, the students can not only introduce the process of a debate to others, but also they can improve their learning skills, including reading and writing skills. The teacher should guide the students to think logically and critically. Besides, the teacher should encourage the students to participate in activities of all sorts to improve themselves and take positive attitude towards the life.

Analysis of the students The topic of this text is a debate, which can easily arouse students’ learning interest. However, with so many new and complex words and phrases, the passage is difficult for the students to understand. So the students were required to preview the text and discuss with their group members about the debate the night before. Teaching Aims

1. Instructional objectives( language knowledge and language skills) 1) know some useful structures, such as some people are in favor of /agree with the idea that... ; 2) write a report of their discussion by using some useful structures and transitional words; 2. Educational objectives (affect, learning strategy and cultural awareness) 1) know the definition and process of a debate.; 2) improve their reading strategies of skimming and scanning ; 3) cooperate well with partners by the group-work; 4) arouse their learning initiative by getting sense of achievement from activities designed for students. 3. Personal objectives

After the class, the students could achieve the above aims. Teaching focal and difficult points

Focal points: 1.Improve the students’ reading skills by constant practice.

2.Know how to write a report about their discussion. Difficult points: Write a report by using some useful structures and transitional words. Teaching Methods

Task-based Teaching Method,

Communicative Method, Cooperative learning method,

Discussion

Teaching aids

Blackboard, chalks, textbooks, multi-media Teaching Procedures

Stage1. Greetings Stage2. Lead-in

Ask the students to enjoy some pictures and describe what they are doing. Obviously, they are debating about something. After that, ask them to look at another picture which is taken from the text on page 58. Ask them to turn to page 58 and figure out three parts of a debate. ( Design purpose: the pictures can arouse the students’ learning interest in the topic and make it easier to lead in the topic.) Stage3. While-reading

Step1. Skimming Ask the students to read para.1 quickly to answer the following question. Q1: What is the definition of a debate? Then invite two students to answer the question.

( Design purpose: the purpose of the part is to guide the students to skim the text and understand the definition of a debate.) Step2. Scanning Play the tape. Ask students to listen carefully to answer the following question. Q2: What is the process of a debate? During the listening, the students should pay attention to the following key words and circle them. Then check the answers with the class by inviting 5 students to answer. Key words: First/ then/ after that/ towards the end of the debate/ then/ finally. ( Design purpose: the purpose of the part is to improve the students’ reading skill of grasping effective information with the help of some key words.) Step3. Discussion Ask the students to look at the picture on the screen, which shows a debate between Team A and Team B. The students were required to discuss about the debate last night. Then invite four students to fill in the blanks and understand different reasons for and against medical cloning. After that, invite several students to share their own opinions about the topic. ( Design purpose: the purpose of the part is to figure out different opinions of two teams and share their own ideas to improve their spoken English and ability of logical thinking .) Stage3. Writing Divide the students into several groups, four students a group. Give them 10 minutes to discuss with their group members and write down the passage on the paper. Before the writing, show students the structure of the passage, some useful structures and transitional words as follows:

Useful structures: …had a discussion about whether…

Some people are in favor of /agree with the idea of doing ... Some people hold the opinion that... Some people are for the idea that …

In my view / opinion, ... As far as I'm concerned, …

Personally, I strongly believe that……

Transitional words: as well as, not only…but (also), including…

on the one hand ,on the other hand,

on the contrary/contrary to ..., though,

for one thing ; for another,

even, besides, what’s more,

moreover, furthermore; in addition,

to make matters worse, worse still ( Design purpose: the purpose of the part is to guide the student to write a report about their discussion, accordingly to combine the input and output effectively and improve the students’ writing ability.) Stage 4: Presentation( Post-writing) After the writing, choose three groups’

compositions and access them. Ask the students to judge whether it’s a good writing or not. ( Design purpose: the purpose of the part is to access their compositions and give positive feedback in time to arouse their confidence of writing a composition.) Stage 5: Homework

Write down the report on their notebooks and recite it.

Finish the exercise on page 59. ( Design purpose: the purpose of the part is to consolidate and internalize what they have learned.) Blackboard Writing

Book8 Unit2 Using Language Ⅱ

Step 1. Skimming Step 2. Scanning

The topic of the debate Opinion 1

Opinion 2 Reasons 1,2... Reasons 1,2...

Personal opinion