Listening and vocabulary教学设计一等奖

2018一师一优课

一课一名师

外研版选修六 Cloning Listening + Speaking

教

学

设

计

宁夏吴忠市回民中学

闫璐

1

一、教材分析：

本课时教学内容为高中英语外研版选修六Module 6 Listening+Speaking，是以“Cloning”为话题的听说课。本节课整合了模块中的Listening and vocabulary和Vocabulary and reading的内容, 把Vocabulary and reading中的文章改为听力的形式。听力材料（1）Listening

and

Vocabulary部分听力内容是一段对一位从事克隆研究的科学家的采访,要求学生在听的基础上完成判断对错的题目。听力材料（2）截取了Vocabulary and reading这篇文章的一部分，主要讲述“克隆人”的利与弊。本节课的主要任是通过两篇材料的听力理解来获得关于“克隆”及“克隆人”利弊的信息。培养学生的辩证思维和逻辑思维。

二、学情分析：

本节课设计在分层递进、增加梯度的基础上，紧贴学生实际，突显实用性和趣味性，从而引导学生思考克隆的利弊。

本节课所任教班级已进入高二年级下半学期，学生的认知能力也有了进一步的提高，在知识层面上也有了较为广泛的积累，他们的求知欲高和接受新知识的渴望越来越高。并已养成较好的学习习惯，对知识也充满希冀。本模块的话题是“克隆”，高二理科生在生物课中已经对“克隆”的概念有所了解，但是如何引导学生用英语思维思考“克隆”利弊？如何鼓励学生用英语来正确表达自己的观点？这需要通过听力的输入和讨论的来实现。当然也有一部分学

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生的英语基础较弱，两极分化现象已经在产生。但他们中大部分人还是能积极主动参与教学活动，在课堂上较主动地进入角色，学生整体形成了合作性学习、勇于探索、敢于讲英语的良好学风。英语课堂变成了孩子自愿表达的最好场所，这是我一直以来追求的方向。

三、英语学科核心素养：

1.语言能力Language capability （1）学生掌握与克隆相关的词汇。

be beneficial to , cloned animals, cure illness, by mistake, become extinct, be identical to, valid reasons, optional treatment, psychological pressure, exceptional human beings, be contradictory to, new vices, stem cell, recover from a disease, repair human tissue, compulsory regulations, be handy to, prize cow, resist pests, restrict the biodiversity （2）文化意识Cultural characters 鼓励学生深入了解克隆，并且培养学生听说的信心。

（3）思维品质Thinking quality 通过听说训练培养学生的归纳总结能力与逻辑思维能力。

（4）学习能力Learning capability 培养学生说英语的兴趣，鼓励学生借助多种渠道来学习英语。

四、教学重难点：

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听懂支持与反对克隆的观点并学会表达自己赞成或反对的理由。

五、学习策略

A. 能综合应用听、说和讨论等有效手段来获取信息。

B. 能借助小组活动的机会，积极用英语与其他同学交流，谈论自己对待克隆的观点。

六、教学环境与资源准备

本节课需要使用希沃交互式电子白板，并利用数字化资源及信息技术相互整合进行教学活动的设计，让学生更多的参与到课堂的学习过程中，课前让学生提前通过提前预习了词汇，课堂中用希沃交互式电子白板的课堂活动功能来检查学生的预习效果，既组织了学生活动，也能提高学生学习兴趣，让课堂效率大大提高。

七、

教学过程：

教学

教师活动

环节

学生活动

运用

媒体

设计意图

一

引导学生回顾2. 在老师的利用希沃白板31.师生相互问1. 向老师问用白板展示课中思维轴的功能引导学生回顾克候，组织教学。

好，做好上课题，图片及文隆的发展史，也极大程度的激发2. 教师提问，准备。

字

了学生的学习兴趣

导关于克隆的知引导下回顾

4

入

识

关于克隆的知识。

二

1.播放视频。

1.观看视观看视频，多观看视频，多感官输入，使学生融入英语语言环境中。

学2.帮助学生学频，了解克隆感官输入。

习

习新词汇。

新

3.提供网络听词汇

羊“多利”的出生过程。

力资源，检测

1.播放听力录1.听录音，速1.使用白板蒙1.蒙层、擦除功音

2.核查答案

Activity 1 Listen and complete. Information of 三

“cloning” and “a clone”

记，填空

层、擦除功能。

能，引起学生关注。

2. 写出答案

2.播放录音

3.利用白板书2. 听力背景介写功能，反馈绍有助于创造答案。

语言环境。

听力

1 Cloning takes the _______ from a _____ cell to create a whole new individual. A clone is an __________ which is genetically ___________ to another one. But it's now certain 4. 白板中课3. 四线三格帮堂活动的分类助学生规范书功能。

5. 白板中的四线三格。

写习惯

5

that no clone is an exact _______ because of ___________ in experiences and upbringing.

Activity 2 Listen and judge which statements are for cloning and which are against cloning? 1. Cloning is against nature. 2. Cloning will be beneficial to humans. eg.If a couple can't have children, cloning could help give them child. 3. Cloned animals get ill and die quite young. 4. People are afraid that scientists will create thousands of copies of the same person. 5. Cloning is dangerous because scientists may create monsters by mistakes. 6. We could use cloning to cure illness.

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Activity 3 Listen again and correct the wrong information. 1. Dr Hugh Donaville works for a company that has already cloned a number of people. 2. A sheep called Dolly was cloned in 1998. 3. Dolly the sheep died in 2003. 4. Donaville says that if a child is very ill, scients could cloned it. 5. Donaville says that we could clone animals that have become extinct.

1.播放录音。

1.听录音，填1.利用白板中1.应用新词汇课堂活动的趣及新句型

四

2. 展示填空，空

听短语搭配

力2

Listen to the passage and fill in the blanks. 1.

Although controversial, there are many ____________ to do so. 2. 短语搭配

味填空功能，2. 利用白板工

拖拽答案，检具，刺激学生查答案，及时对话的积极反馈

性，及时评价

2. 利用白板

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2.

An Italian doctor wants to offer cloning as an _______________ for couples who find it difficult to have children.

3.

But anyone who was a clone of one of their parents would be under unknown _______________ throughout their childhood. 4.

Another reason is to reproduce the ____________ of exceptional human beings.

5.

He may even possess ____________ instead of existing virtues! 6.

A further reason is to obtain a supply of _______________. 工具，及时评价

7.

But to rely on a few cloned animals or crops would restrict the ____________ of the breed.

Match the expressions with the explanations. Recover from the disease

be similar to

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Exceptional human being

alternative way Psychological press

become healthy Be identical to

extraordinary person Optional treatment

mental stress 3. 及时提供帮助

1. 给出活动要1.四人小组播放视频。

1. 通过讨论拓展学习内容引导学生有逻辑的思考问题。

2. 巩固听力中学到的信息。

五

求，播放关于讨论，探讨克

双胞胎的情景隆技术对医疗，社会，农讨剧。

论

2. 组织学生四业等方面的

人小组讨论。

影响

If possible, do you want another person to be exactly the same as you? Why or why not? 2.把自己的观点写好贴在黑板上

3. 安排同学在黑板上展示自己的观点。

六

1.在真实语言环境下使用目

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双胞胎总结

双胞胎分别代表赞成克隆与反对克隆的同学展示他们的观点

标语言。

2. 创造条件让同学进行英语交流。

七

明确作业要作解释作业要求

求

业

八

1. Science is a two edge sword. 示作业

网络平台展评价上次作业

激励同学继续努力

总2. Science should be used to serve us, not dominate us. 结

3. Everyone is born naturally.

七、板书设计

Book6

Module5

Cloning

Listening&Speaking Presentation Warm-up Listening (1)(2) Discussion Summary

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Homework

八、教学反思：

1．本节课的设计由学生展示开始导入，观看多利羊的视频，听Cloning和A clone 的概念，过渡到一篇关于科学家看嗲克隆的采访对话，进一步深入了解克隆在各个领域的影响，层次清楚，由易到难，符合学生的认知规律。

2. 较好的整合了多媒体技术、数字资源和教材资源，在电子白板各种功能下、网络平台的配合下，较为成功的突破教学重难点，完成了教学目标。

3．评价方式多样化。有教师评价，学生互相评价，激励学生大胆发言，培养逻辑思维。

4．信息技术的有效使用。在希沃白板的支持下，设计了很多趣味性的课堂活动，新知识学习后可以及时进行课堂检测，高效反馈。

九、不足之处：

由于听力材料的特殊性，时间长，要求学生一直保持沉默状态，显得课堂气氛不够活跃；在小组合作调讨论时，老师更应该给出更多的评价和引导。

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Module 5 Cloning

——

课中过程性教学检测及设计意图

Learning contents: Listening and vocabulary & vocabulary and rending

Core competence:

1. To learn new words,and useful expressions.

2. To explore the advantages and disadvantages about cloning by listening and speaking. 3.Develop interest on speaking and access to knowledge by multi-channel.

Preview(课前预习) 预习词汇

1.

熟读课文，查注生词和短语. 2.

预习巩固

be beneficial to , cloned animals, cure illness, by mistake, become extinct, be identical to, valid reasons, optional treatment, psychological pressure, exceptional human beings, be contradictory to, new vices, stem cell, recover from a disease, repair human tissue, compulsory regulations, be handy to, prize cow, resist pests, restrict the biodiversity 设计意图（课前预习环节旨在引导学生能在课前浏览熟识文本内容查找生词标注难点，为课堂教学的实施做铺垫。因此本环节设计了生词的预习背诵以及课文的朗读，查注生词短语和理解难点。）

Presentation

Students give presentation about the development of cloning briefly. 设计意图（课前引入环节目的在于为课堂教学核心重难点的讲解加以铺垫。通过孙悟空用一根猴毛变出许多猴子的故演变到现实中克隆羊的成功案例等，让学生了解“克隆”技术一直处于不断地发展与进步当中）

Warm-up

Show a short video about cloning. 设计意图（播放大家熟悉的多利羊的视频，为本节课所要关注的“克隆”做了铺垫，

也极大程度的激发了学生的学习兴趣）

Listening（1）

Activity 1 Listen and compete. Information of “cloning” and “a clone”

Cloning takes the _______ from a _____ cell to create a whole new individual. A clone is an __________ which is genetically ___________ to another one. But

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it's now certain that no clone is an exact _______ because of ___________ in experiences and upbringing.

Activity 2

Listen and judge which statements are for cloning and which are against cloning? 1. Cloning is against nature. 2. Cloning will be beneficial to humans. eg.If a couple can't have children, cloning could help give them child. 3. Cloned animals get ill and die quite young. 4. People are afraid that scientists will create thousands of copies of the same person. 5. Cloning is dangerous because scientists may create monsters by mistakes. 6. We could use cloning to cure illness. 设计意图（本环节的核心是听力微技能的训练，培养学生在听力过程中有效获取信息，理解听力内容的能力。）

Activity 3 Listen again and correct the wrong information. 1. Dr Hugh Donaville works for a company that has already cloned a number of people. 2. A sheep called Dolly was cloned in 1998. 3. Dolly the sheep died in 2003. 4. Donaville says that if a child is very ill, scients could cloned it. 5. Donaville says that we could clone animals that have become extinct. 设计意图（本环节的核心是听力微技能的训练，培养学生精听的能力，同时训练学生听力过程中速记的能力。）

Consolidation（1）

设计意图（本环节的核心是听力微技能的训练，培养学生精听的能力，同时训练学生听力过程中速记的能力。）

Listening（2）

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Listen to the passage and fill in the blanks. 1.

Although controversial, there are many ____________ to do so. 2.

An Italian doctor wants to offer cloning as an _______________ for couples who find it difficult to have children.

3.

But anyone who was a clone of one of their parents would be under unknown _______________ throughout their childhood. 4.

Another reason is to reproduce the ____________ of exceptional human beings.

5.

He may even possess ____________ instead of existing virtues! 6.

A further reason is to obtain a supply of _______________. 7.

But to rely on a few cloned animals or crops would restrict the ____________ of the breed.

设计意图（本环节的核心是听力微技能的训练，培养学生在听力过程中捕捉关键词，有效获取信息，理解听力内容的能力。利用希沃较舒适电子白板课堂活动中“选词填空”的功能，设计好填空内容，学生拖拽完成之后立刻检查答案，及时反馈，提高效率）

Consolidation（2）

Wh

at benefits can humans gain from cloning? In terms of......

medical treatment

psychology

society

morality

biology

agriculture

Discussion(including a short video)

If possible, do you want another person to be exactly the same as you? Why or why not? 设计意图（本环节的核心是说的技能，需要学生梳理思路，分组讨论，以本节课所听的信息为支撑，输出自己对“克隆”的观点）

Summary What have you learned in this class? (using mindmap)

设计意图（课堂小结环节重点在于引导学生回顾梳理本节课的所学所思。结合本节课的教学内容“克隆”我将此环节设计成“思维导图”形式，通过“思维导图”这种形式发动学生主体进行知识的自我建构，自我生成，从而取代教师的“一言堂”既训练了学生的概括能力同时也培养学生的语言运用能力。）

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