Using LanguageⅡ第一课时教学实录

Teaching plan for Module 8 Unit 2 Using Language Reading, discussing and writing Wu Zhuoyao Conghua No.4 Middle School Ⅰ. Analysis of the students

More than half of the students in this class are of mediocre level. Some are quite motivated in English learning, while some find it difficult to get actively involved in learning activities. But most students will be greatly encouraged when they can apply what they have learned into practice. Thus, this lesson is designed with the aim of letting most students experience a sense of achievement in using English to create something on their own. Ⅱ. Analysis of the teaching material

This is the fifth period of this unit, which contains a reading passage about restoring dinosaurs by cloning, an introduction of four extinct animals and a short report about bringing the dodo back to life. The ultimate goal of this lesson, to write a persuasive argument, is quite a challenge. As the students are not familiar with the extinct animals and the writing style, I’d make full use of the two reading passages and regard them as models for students to analyze and imitate. Ⅲ. Teaching objectives

Knowledge objectives: At the end of this lesson, Ss are able to:

1. Tell why it’s impossible to bring dinosaurs back to life.

2. Get to know four extinct animals and their characteristics.

Ability objectives: At the end of this lesson, Ss are able to:

1. Sum up the structure of an argument.

2. Cooperate with others while learning.

3. Write a persuasive argument based on the model text. Ⅳ. Teaching emphasis and difficulties

To guide Ss to analyze the structure of an argument, get useful information from the model text and write an argument based on what they learn. Ⅴ. Teaching methods

Cooperative learning and task-based language teaching Ⅵ. Teaching aids

Multi-media, blackboard and projector Ⅶ. Teaching procedures

Step 1: Lead-in and pre-reading

T leads in the topic by asking questions and showing pictures. Guide them to predict what the text may be about. Purpose: To activate Ss’ knowledge and introduce the topic of this lesson. Guide Ss to predict the main content of the reading text.

1

Step 2: While-reading

Task (1): Read for the main idea:

What can you tell from the title?

Can you find some key words or sentences to support your idea?

So, the text is mainly about __________________________________________.

Task (2): Read for the structure and main content:

We are 1.__________________ from being able to clone

extinct animals, because the cloning of mammals is still

Para 1

2.___________________.

Needs 3.______________.

There’s not enough 4.____________ to

Para 2

overcome new illnesses.

It would be unfair to clone animals if they

were to live 5._____________.

The chance of dinosaurs returning to the earth

Part 3

is merely 6.________________.

To introduce the topic and give background information. To explain why it is either impossible or unsuitable to bring dinosaurs back to life. To draw a conclusion Purpose: To guide Ss to grasp the structure of the text. In the meantime, get them prepared for the upcoming learning activities.

Step 3: Reading and learning

T guide Ss to go through the characteristics of the four extinct animals.

Purpose: To equip Ss with necessary knowledge and some useful expressions, so that they may find it easier to finish the upcoming writing task.

Step 4: Appreciation and analysis

Pair work: Read the short report on P17. Analyze the structure of the report and try to learn from the writer’s persuasive language.

Text

Structure

“The dodo is the most suitable...”

◆Declare the writer’s ___________.

“The aurochs

The great auk ...

The quagga ...

◆Make ________ and give ________.

The dodo ...”

“Here are the benefits ...”

◆The ________ of restoring the dodo.

“So I think the dodo ...”

◆Draw a __________.

Purpose: To guide Ss to consolidate the structure of an argument, learn from the persuasive writing style, and get well prepared for writing an argument on their own.

2

Step 5: Group discussion Ss discuss in groups, choose the most suitable animal to restore by cloning, and make a list of their reasons. T guides them to take their living conditions and characteristics into consideration. Purpose: To give Ss a chance to think critically on the basis of the given information. Meanwhile, let them experience cooperative learning while analyzing problems with others. Most importantly, they will be clearer about what to write in the upcoming task. Step 6: Writing

Topic: Let’s bring ________ back to life

Type: argument

Tense: simple present tense

What (content): 1. statement / opinion

comparison / living conditions 2. main boby

benefits 3. conclusion Purpose: To let Ss apply what they learn into practice, and train their skill of writing a persuasive argument.

Step 7: Evaluation

Check your writing carefully according to the following check list, and then exchange your writing with your partners.

accuracy

content

Check list

coherence

good expressions

handwriting Purpose: To enhance Ss awareness and ability of self-checking.

Step 8: Assignment & extension

Assignment: Revise and polish your writing.

Extension: As we know, some species are in danger of dying out. Some argue that cloning should be used to save endangered animals rather than bring extinct animals back to life. Do you think it is possible to prevent the endangered animals from dying out by cloning? Find useful and relevant information after class, discuss with your partners and make a list of your reasons.

3