Listening and vocabulary公开课参赛课教案

ZHENG Peng

TEACHING DESIGN

August 31, 2018 Listening and speaking: for or against cloning ZHENG Peng Wuhan Foreign Languages School Teaching target: By the end of this period, students should be able to

Knowledge and skill: 1.

be activated with core vocabulary related to clone 2.

be familiarize with and then apply the key expressions of (for) agreeing or (against) disagreeing, judge whether an argument is for or against cloning, and give reasons from different aspect. 3.

prepared for later migration of expressing for and against, such as using this expressions in a debate. Process and method: ·

listen and predict; listen and take note; analyze and conclude. Emotion: ·

think critically on the topic of cloning.

Teaching steps: Scene setting:

Show pictures and let students imagine the following situation: 1.

You have a close pet and it has been around with you for a long time. However, one day, you are told that it is going to die.

Pair work: what would you do to it? Why? (1min discussion.) Target: introducing real life usage of cloning and arouse student to think about, which lead to the their own attitudes to cloning

Pre-listening: Vocabulary activating: a quick brainstorming of words related to clone, possible answers like: genes, copy, beneficial, identical, terrifying, frightening, convinced, be for sth, be against sth Target: activate students’ vocabulary and prepare for later listening and speaking tasks.

Listening material 1(3m15s): a dialogue discussion on cloning.

Pre-listening: match and judge 1.

Judge whether each argument is for or against cloning and give reasons. 2.

Listen (1st time) and match the arguments with its speaker. Target: prepare students with the content of the listening material, provide them with various

ZHENG Peng

TEACHING DESIGN

August 31, 2018 arguments for and against cloning.

While-listening (2nd time): listen and fill the gaps. 1.

Before listening this time, tell students to notice the first column, the conversation follows such sequence. 2.

Ask Ss to listen and fill the gaps, which are targeted at both key information and functional expressions

Target: check and help comprehension of the material.

Post-listening:

1.

red the expressions of for and against and ask Ss to put such expression into two groups(for and against) (individual) 2.

Ask Ss what the two speakers’ attitude are; try to summarize.

3.

Ask Ss whether they think the two speakers are objective and persuasive. (individual) Target: lead students to notice and study functional expressions; check and help further comprehension of the material.

Listening material 2(1m50s):

5 short monologues expressing different opinions on cloning: for or against, provide Ss with more arguments and expressions.

ZHENG Peng

TEACHING DESIGN

August 31, 2018

Post listing: conclusion Ask Ss to conclude on their own, choose at least 2 other expressions that they think would be helpful. Speaking: role play Group work 1.

Students are encouraged to make a TV program. In a group, they act as the host and one of the 4 guests. 2.

Tell them to analyze each guest’s attitude, then ask and answer questions to do the interview; some example questions are presented. 3.

Practice the interview and then act out. Target: apply and consolidate the expressions and present opinions.

Blackboard: Mind map of clone as shown in vocabulary part.