Using LanguageⅡ教学设计(第二课时)

Teaching Plan for Book8

Unit 2

Cloning Ｉ．

Teaching goals

Skill Goals Talk about cloning Practice expressing and supporting an opinion Use the appositive clause Write a composition about cloning Ⅱ

Target languages Expressing and supporting an opinion I’m happy to accept …. But…. I would never accept…. I’m not bothered about….. I don’t mind but…. I hope you’ll carry on…. Are you sure you want to…. I agree with you that…. Is it fair to….? Do you think it is wise to….? I think you should…. Well done to you for…. I don’t understand why you don’t…. I can’t help thinking…. I could never agree to…. Sentence patterns

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1. essential vocabulary

Strawberry，differ，exact，straightforward，breakthrough，disturbing，cast，altogether，objection，media，moral，ceiling，shortly，retire，assumption，merely，decoration，zebra，aloud 2. recognizable vocabulary identical，nucleus，gene，somatic，embryo，fate，impact，extinct，popularity，Jurassic，bison，calf，DNA，habitat，restore，Auroch，Great Auk，Quagga 3. phrase cast down，object to，the media，in favour of，（be）bound to（do）…, from time to time, bring back to life, pay off 4．

vocabulary clone，

commercial，

producer，

undertake，

arbitrary，object ，forbid，

accumulate bother，

regulation，

resist，

unable，

argument ，reasonable，

obtain

Appositive clause —introduced by that

structure Useful sentence pattens

III.

Analyze and reconstruct the teaching materials

1.1 Warming Up

provides pictures of Dolly the sheep / A strawberry plant Twins/

Words and expressions It is a way of….P11 The fact is that….P11 The question that occurred is….P12 How differently do people think of….P14 The….is …but…P14 The advantage is that….P15 How would you treat….P54 I don’t mind but….P55 I agree with you that….P55 2

Identical dogs，let the ss express their own opinion based on what they have learned in biology lesson or from reading. 3. Teaching design and class periods arrangement

1st

period

Reading 2nd

period

Listening 3rd

period

Speaking 4th

period

Grammar 5th

period

Extensive reading and writing

The First Period Reading Teaching goals

1. Target language

clone，commercial，producer，undertake，arbitrary，object，forbid，accumulate，cast down，object to，the media，in favour of It is a way of…. The fact is that…. The question that occurred is…. 2. Ability goals

Enable the students to describe cloning: What is the advantages of cloning？

What is the problems or dangers of cloning？What is your opinion of cloning？

3. Learning ability goals

Help the students learn how to describe cloning. Teaching important points

How to describe cloning. Teaching difficult point

Help the students analyze the writing techniques of the article. Teaching methods

Skimming, task-based method and debate method. Teaching aids

A recorder, a projector and some slides.

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Teaching procedures & ways

Step I Lead-in This topic is difficult for students. So teacher should help the students learn more about it. Do this in the way of asking and answering questions. Give the students some advice to act out. According to this play teacher ask the students several questions: 1. Do you want to be cloned or not? Why? 2. If you are the judge what will you do? 3. Can you tell me the advantages of cloning? 4. And what is the disadvantage? Discussion In this part the students will discuss the relationship between the development of technology and social customs. Look at the pictures and discuss which ones are natural clones and which ones are man – made. Then explain how they differ. Step II Pre-reading

Before class, ask the students to search for some information about this topic. Now show your questions on the screen, and then let them discuss with each other. Work in pairs and discuss about cloning. Then list the questions you want to find out. Share your list with your partner. Questions about cloning: 1. What is a clone? 2. How is a clone produced? 3. What benefits can humans gain from cloning? 4. What problems may arise when humans are cloned? 5. Should we clone human? 6. Could cloning replace sex as the means of creating new human life? 7. Could a parent clone a child who is dying of a terminal illness?

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After a few minutes. T: Do you have other questions? Volunteer! S: I have! What is the writer’s opinion? T: Good job! I think many of you have questions, now let us read the article with the questions. Step III While- reading

Get the students to comprehend the passage quickly and accurately and meanwhile help the students form a good habit of reading. T: Have you not the answers of your questions? Now please skim the passage fast to obtain a general understanding of the whole passage into several parts and find out the main idea of each part. (See ppt ) Step IV Post-reading

Ask the students to read the passage again to finish three tasks. Let’s listen to the tape . While listening, pay more attention to the correct pronunciation and tone. Then read the text to get the answers to the three tasks in groups. Step V Homework

Ask the students to do the following. 1. Complete the exercises on page 13. 2. Recite the key sentences in the text. 3. What is Cloning? You might not believe it, but there are human clones among us right now. Have you ever wished you could have a clone of yourself to do homework while you hit the skate park or went out with your friends? Imagine if you could really do that. Where would you start?

The Second Period Speakin Teaching Goals:

1. Enable the Ss to express their opinions about cloning

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2.Help the Ss learn how to express their opinion Target Language:

See ppt. Key Teaching Points

Learn to use the structures of expressing and supporting an opinion Difficult points:

How to give a speech Teaching methods

Cooperative learning Teaching aids

A computer and a projecotr Teaching procedures

Step1.Lead- in

Step 2 Read and answer (p16) To answer three questions, teachers can give the students some examples as explanation, for example, Question 1. “Now think about this question: if in the world there is only one sheep and human beings want to clone more. Some days later a dolly appears, then many more. But owned day all sheep get the same deadly disease. Now please think about what the results are. Do you know anything more about it?

Step 3 Discussions (Activity 2) Ask the Ss to have a discussion in groups, organize their words properly and give vivid description of the chosen animals. Step 4 writing a report Deal with Questions three and four. Divide the whole class into four groups. Then they can have a competition. Step 5 Talking (P55) Ask the Ss to talk about each question with the teacher’s help.

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Step 6 Homework Write down your feelings and attitude towards clone. Combine them into a composition.

The third period

Extensive Reading & Writing Teaching Goals:

1.Activate the Ss to show their opinions about the cloning 2. Enable the Ss to write and article on this debate.

Target Language:

See ppt Teaching important & difficult points: How to organize the debating materials How to write a short composition of the debate How to write a report Teaching methods

Task-based teaching method Teaching aids

A computer and a projector Step1.Revision

1.

Greetings 2.

Check the homework and ask the Ss to speak out their opinion about the medical cloning Step 2 Reading task Ask Ss turn to page 58 and assign today’s work--- debate. Firstly ask them their opinion about debate, whether they’ve seen any TV debate.

(College student’s debate, one chairman or two, four members each group)

Ask the Ss to read the debate rules and then a set of questions:

Step 3 Speaking task “Just now, we learned how to organize a debate, now it’s our turn to continue the

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debate. The topic of our debate is “should we clone?” Now choose the team you agree with.”

Divide the whole class into four groups, two agree and two disagree. To begin this debate, I’ll give you some information about clone. You can choose what you need. During the speech, you can make notes so that you do not forget what you want to say. In our debate the person who speaks last must summarize your ideas. Here are some tips for you. Show the following Center on the subject Organize main ideas that support your point of view List your own idea Make a conclusion Show the following Why should we use cloning? Notes for debating: Argument for cloning: 1)

Cloning will be beneficial to humans, For example, if a couple can’t have children, cloning could help give them a child; 2)

We could use cloning to cure illnesses. Arguments against cloning 1)

healthy risks form mutation of genes 2)

emotional risks 3)

against nature 4)

risk of abuse of the technology 5)

Cloned animals get ill and die quite young; 6)

People are afraid of that scientists will create sands of copies of the same person 7)

Cloning is dangerous because scientist may create monsters by mistakes. Step 4 Writing Imagine that you are the reporter on a local newspaper and you have been asked to write an article on this debate. To do this you must mention both sides of the argument.

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Remember to make a large main heading and then a small heading below it. Write around 250 words.

Tips: Organize your writing in this way--- Paragraph1: the topic of the debate and who won Paragraph2: the ideas of the winning side Paragraph3: the ideas of the other side Paragraph4: conclusion

A sample version (see ppt.)

Reflection: 1．The students show great interest in this topic and have different ideas concerning cloning; 2．It’s a good choice to show some videos of relevant issues to give them a clearer picture of what might happen in the future with the development of science and technology; 3．Some students are not brave enough to express themselves in the debate and some speak little due to lack of proper expressions and more often than not, they make lots of mistakes and the use of Chinese English is hard to avoid. 4．If teachers can provide sufficient information and effective use of words and sentence patterns, the debate may get along more smoothly.

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