Using LanguageⅡ优质公开课教案

Book 8 Unit 2 Cloning Using language II

听说写课教学设计

【教材版本与册数】人教版选修8 【单元名称】Unit 2 Cloning 【课时】Using language II 【课型】Listening , speaking and writing 教材分析：

本节听说写课是围绕克隆的意义而设计的。练习活动形式多样。这节听说写课围绕该听力材料，共设计了三个环节。环节一是听，让学生通过第一遍略听勾画听力大意，并挑选出对话中涉及的内容；第二遍是听录音填写表格，主要记录下说话双方表示的对克隆的看法和观点（如果必要的话听第三遍补充表格）。环节二是口语交际，要求学生听完该听力材料后，以班级讨论的形式表达自己对于克隆的态度和观点。环节三是将此次班级讨论写成正反观点对比类作文。本节听说写课采用了“听前内容预测-听力训练与口语结合-听后班级讨论及书面输出”的教学模式，学生在聆听了听力材料后之后，引发他们对克隆动物健康的关注以及对克隆技术发展前景的再思考。

教学目标：

1.语言知识目标：

（1）能够正确读写及运用以下单词和短语：

cruel, approve of, convince, reasonable, debate, issue, competition, in charge, topic, argument, reply to, summarize, profitable, donate, existence, embryo, justified, transfer, ethically, cloning, attitude, medicine, organ （2）掌握下列表达自己观点的用语：

Agree I suggest that medical cloning is very important of curing serious illnesses that at present have no cure. I would like to suggest that medical cloning is not as simple an issue as my colleague claims. I agree with …because…

Your argument has convinced me because How would you do…?

Your ideas sound very encouragement to me. Do you think …?

That’s a good/great idea.

Disagree How can you believe that?

I can’t accept your argument because…

No, I can’t agree with … because…

I don’t care for your ideas because…

No, that is not reasonable because…

I would like to agree with you because…

2．语言技能目标：

（1）能根据题干预测听力材料的大意；

（2）

能掌握note-taking的听力技巧，快速记录听力材料中的关键信息；

（3）能总结归纳听力材料中有用的句型并将其运用在班级讨论中; （4）能在讨论中表达自己的观点；

（5）能以书面表达的形式记录班级讨论内容及结果。

3．情感态度目标：

(1)了解最新科技的发展，正确客观地对待科技带给人们的利弊；

(2)在班级讨论中，善于倾听和尊重别人的谈话，

学会表达自己的观点。

教学重难点：

教学重点：

1. 对学生听前和听力训练时听力策略的指导（如：关键信息的记录，

听力预测等）；

2. 总结和运用听力材料中有关表达自己观点的句型并加以补充练习；

3. 正反观点对比类文章的特点。

教学难点：

1. 归纳总结听力材料中有用的句型；

2. 引导学生在辩论中善于表达自己的观点。

教学方法：

(一）自上而下加工法（Top-down Processing Approach）

本课的教学设计是从听力材料的故事背景引入，基于学生的生活经验和先期背景知识的了解，帮助学生对听力内容的话题有整体的体验与感知，然后再挖掘听力材料中的关键信息及有用的句型及话题词汇。这种自上而下加工的教学模式使得学生在听力过程中时运用已有的知识和概念去加工、重构文本材料，从而内化为自己的知识。

（二）听说写法（Audio-lingual Method）

本课是一节听说课，听说法强调运用现代化视听手段进行教学，以句型操练为中心培养学生的听说能力。本课听前将用克隆羊Dolly的视频及对话等视听手段让学生感知听力材料背景知识；在听力训练和听后阶段通过让学生总结归纳表达自己观点的句型进行对话操练，最终将听力材料中的实用句型内化为学生新的知识并生成语言，并通过写作的方式表达出来。

（三）教学工具

教学一体机，投影。

教学流程 步骤

过程

DELC1 Step 1 预备与Pre-Listening 激活先(6’) 期知识

措施（教师与学生活动）

1. Introduce the topic using a vedio. T: Today we will practise our listening, speaking and writing skills. Well about the topic, let’s enjoy a vedio. (The teacher played a vedio about Dolly the sheep. 1’45”) What’s the topic? Ss: Clone. T: What do you know about clone? S1:…

(The teacher showed 4 pictures on the PPT and asked the students to classify.) T: Which clones happen in nature and which are man-made clones? And why? S1: Picture 1,2,3 are natural clones and Picture 4 is man-made clone. Because…

(The teacher evaluated and showed the students the definition of clone.) 2. Discuss with Ss about their opinions about the issue of whether experimenting with animals is cruel or not. T: You know the scientists have made 276 experiments before Dolly was born. Do you think experimenting with animals for cloning is cruel or not? S1: I think cloning is useful because it could find a cure for illness that are presently incurable. S2: I think it’s not a good idea to take advantage of animals to carry out experiment of cloning because it’s such a cruel thing for those living animal and it might produce monsters.

1.Ask the students to listen to a conversation between Xiao Qing and Rachel Brown. Then ask them to do Ex.1on pages 17. T: Xiao Qing and Rachel Brown are discussing whether cloning is cruel to animals or not. Let’s listen to their conversation for the first time and do exercise 1 on P17. S: Listen to the audio material and tick what they have heard. 1. Cloning will bring dead pets to life. 2. There were 627 experiments before Dolly was successfully cloned. 3. Cloning may help cure serious illnesses. 4. It’s a dead end. 5. Dolly the sheep was “middle-aged” when she was born. 6. So your grandmother would be able to start her life all over again and live much longer. Answers: 1,3,4,6 2.Teacher asks Ss to complete the chart by listening to the tape again. T: Now listen to the conversation again and complete the chart 目的与评价

目的：1. 通过播放视频引入本课话题clone，视频内容侧面为本节课听力及课堂讨论话题提供信息。

2. 通过听前的话题讨论让学生了解听力材料背景及预测听力内容。

评价：学生是否熟悉听力材料的背景和内容。

DELC2 Step 2 获取新While-Listening 知识

(11’) 目的：1. 通过泛听让学生听取对话大意。

2. 培养学生快速记录关键句型和信息的能力及为接下来的口语练习输入知识。

评价：1. 学生是否具备听关键信息（如：数字）和总结归纳大意的能力。

(Check the answers by asking some students to use their own words to read them out.)

2. 学生是否具有速记的技巧。

目的：1. 让学生用听力材料中的句型及视频、音频中的信息自由表达自己的观点。

2. 就是否允许克隆这一话题进行辩论，进一步深化学生运用语言的能力。

评价：1. 学生是否能结合视频、音频材料和相关句型表达自身的观点。

2. 学生是否具有语言交际能力。

DELC3 Step 3 深度加Speaking and Class 工知识

Discussion (13’) 1. Speaking：Encourage Ss to express their personal opinions about animal cloning. T: Whose ideas do you agree with? S: I agree with ….

T: Different people have different ideas. Think about the reasons for your point of view. Use your own ideas as well as those in the text to have a discussion within your class. You can refer to the expressions on page 18.

2. Hold a discussion on the topic “Should cloning be allowed?”.

T: Let’s have a discussion on the topic “Should cloning be allowed?”. Medical cloning” is a medical cure using cells from an embryo to cure very serious illnesses. The idea is to take healthy cells from a patient and create copies that can be used to repair damaged or diseased parts of the patient. In theory, medical cloning will be very useful for curing patients but a large amount of research is organized by the government and is strictly controlled. Do you know what is medical cloning used for? S: Yes. This research can create cloned human cells /be used to better understand early human development/be used to help with genetic diseases of old age/be used for transplants for incurable conditions without the problem of transplant rejection. Ss: Prepare reasons for the discussion. DELC4 Step 4 输出知Writing (9’) 识

1. Remind Ss of some rules and politeness of discussion. 2. Remind Ss to hold an objective attitude towards science and technology. 3. Teacher introduce how to write an argument to express one’s own ideas.

T: Now you are a reporter in a local newspaper and you have been asked to write an article on this discussion. How to make an outline. （板书）

S1: I think in paragraph one we should introduce the topic. S2: In my opinion, we should write about the opinions from the people who are for the topic and the reasons. T: What about the third paragraph 3? S3: We’d better write about the oposite opinions and their reasons.

T: And what should we write about at last? S4: The conclusion of the class discussion. S5: I think we can also write about our own ideas about the topic. （The teacher asked the students to finish the article and the teacher offered the students some useful sentence structures on the PPt.）

Useful expression—

1). We had a heated discussion about... 2). ...hold the opinion that... ...be in favor of the idea that... People who are for/against the idea think that... Some people believe that...，but others argue that... In my opinion... /As far as I am concerned 3). Firstly...Secondly...Thirdly... 4). Opinions about...are divided. Different people hold different ideas/opinions. People have taken/adopted different attitudes towards... 1. Students have the equal chance to present their composition in the front using projector. And the others enjoy the compositions. (The teacher reminded the students of the mistakes in the composition and their handwriting.) 目的：学生用这节课所获得的信息及所学知识以书面形式对班级讨论进行汇报。

评价：学生是否能理清脉络，条理清晰地描述班级讨论。

DELC5 Step 5 评价学After listening, 生学习

speaking 目的：学生通过作文展示相互学

and writing (6’)

2. Students review what they have learned in this period. 3. Homework: What’s your opinion on the restrictions on the students’appearance?

A: write about your opinion on this question. B: write a composition on this topic. 习。

评价：学生是否灵活运用这节课所获得信息及所学句型结构。

Balckboard design: Is Cloning Cruel?

Should medicine cloning be allowed?

Para 1 Introduction—topic Para 2 Point 1 + reasons Para 3 Point 2+reasons Para 4 Conclusion and your ideas