Using LanguageⅡ教学设计(第二课时)

Book8 Unit2 Cloning Period 2 Using language Reading、discussing & writing -Designed by Yan Sun

Learning aims：

1. Activate the students to show their opinion about the cloning.

2. Learn to write the argumentative essay.

3. Develop the student’s sense of competition and cooperation.

Learning important and difficult points：

Discussing and expressing oneself.

Teaching aids:

1.Blackboard.

2.Powerpoint.

Teaching procedure: I.Lead-in: ①Ask students some questions about cloning.In this period, students can review some basic information about cloning, meanwhile, extend their knowledge of cloning.

②See a short video from the Jurassic Park

Questions: 1.Are you familiar with the film? What animal do you see in the film?

Are they real dinosaurs?

2.Do you think there is any possibility that scientists bring extinct dinosaurs back to life as a clone ?

Why (not) ?

II.Reading Step 1 Skimming Deal with the following task:

1.Match the main idea of each part.

Part1

explain the impossibility of cloning dinosaurs

Part2

conclude that it’s just a dream

Part3

introduce the topic of the passage

2.What does the author think of cloning extinct animals?

The writer of the text_____

A. is excited by the possibility of cloning fierce and extinct animals

B. believes that extinct animals can be brought back to life by cloning

C. thinks it impossible or unsuitable to clone extinct animals like dinosaurs

D. dreams of dinosaurs returning to the earth

Step2 Scanning

1.Give some reasons why it is either impossible or unsuitable to clone extinct animals.(grasp 3 key words)

Reason 1: Perfect DNA is ___to obtain.

(DNA)

Reason 2: All the cloned animals have _______arrangement of genes so that there is _____________diversity in the group to resist diseases, which means they might die of ________illness.

(diversity)

Reason 3:

A lack of

__________ habitat.

(habitat)

2. Make a summary:

Based on what we know now, you cannot clone animals that have been extinct longer than_______ years. So the chance of dinosaurs returning to the earth is merely __________.

III.Writing

1. Writing- I :

Have a short discussion in English(5ms)

Should we clone humans? What’re your reasons?

①Discuss in groups and write down the information you get (write down your reasons for (dis)agreement on the notebook). ②The expressions( SBP18 Ex.3) may be helpful to you.

That’s a good idea.

I cannot accept your argument because…

I support… because…

No, I can’t agree with…

because…

I agree with…because….

How can you believe that? Your argument has convinced me because…

I would like to agree with you but…

I don’t care for your ideas because…

No, that is not reasonable because….

That’s a great idea!

Your ideas sound very encouraging to me. ③Ask some groups to come to the platform so that they can express their own opinions or ideas. Later, the teacher and the students will share the reasons altogether.

Arguments for cloning humans：

（1）. cure serious illnesses (rare diseases, incurable diseases) . （2）. help scientists do further research into some special fields. （3）. a comfort to those who lose their child as a substitute （4）. accompany the old ... Arguments against cloning humans: （1）. give rise to moral and social problems. （2）. create more terrorists…

make use of …

（3）. contribute to / lead to the spread of new diseases. （4）. greatly reduce genetic diversity ... 2 .Writing –Ⅱ

如何写辩论性议论文

(15ms)

【题目要求】

假如你是李华，你班同学最近参加了某报组织的一场讨论。讨论的主题是：要不要克隆人类。请你根据你班讨论的结果，给报社编辑投稿，客观的介绍讨论情况。

Guided writing:

①审题构思：辩论性议论文；第一三人称；一般现在时

Part 1：引出问题，是否要克隆人类

Part 2：正反方观点

Part 3：陈述自己的看法

②核心词汇想周全

③遣词造句

（参考句式如下，同时注意把讨论结果用适当的过渡词连接成文）

首段起始句（引出话题）：

We have a discussion about whether-

We have a heated debate on whether-

Different students have different opinions.

Students’ views on…differ from person to person.

主体段（观点论证）：

Some students approve of the idea /hold the view that-

Some support it while others do not.

About 65%students/ The majority hold different opinions/are against/object to…

末段（观点阐述）

Personally, I (don’t) think it good to do…

As far as I am concerned, I firmly support the view that-

3.Writing –Ⅲ (8ms)

Checking the articles :

①.Ask the students to check the composition for their partners. ②.Ask the student to write the composition on the blackboard, and then other students should give some advice. Show the criteria of a good writing to the students and tell them to pay attention to the criteria. Clear point of view？

Good reasoning？

Connecting words？

No grammatical mistakes？

Clean handwriting？

IV.Homework

①Write down the composition in your notebook and perfect the writing after class. ②. Find more information online to further prove your idea.