Using LanguageⅡ教学设计

教学设计

课题名称：

Unit 2 Cloning

(Using language

Listening and Speaking)

一、学情调查分析

学生经过本单元之前的阅读学习，已经有了相关的知识输入，对克隆技术有了基本的了解，并熟悉了一些与克隆相关的词汇。此听说环节学生可以对自己已有的知识进行输出

四、教学目标确定

After the class, students should be able to finish listening tasks and fully understand listening material. After the class, students should be able to have a discussion about cloning and express their thoughts fluently.

五、重点、难点

重点：理解听力材料内容，完成听力任务

难点：用自己的语言表达对克隆的想法。

六、教学过程

Before listening

The teacher will show some pictures about cloning. Students need to guess what the pictures are and their usage in in the process of cloning.

In the end, the teacher will show the question “is cloning cruel?”to students and let them think about that question. Listening Task 1:

the teacher will show some key words that are selected from listening material to students. They need to listen for the first time and tick the right words that they have heard.

(in this step, there will be one student who is chosen to finish task at the blackboard.) 设计意图：因为克隆这一单元的生僻词汇比较多，先从比较简单的单词题入手，学生在轻松的环境中先对听力材料有基本印象，对材料里面出现的一些高频词和重点词汇有所了解，有利于下一阶段听力任务的完成。

Task 2 : students need to listen for the second time and try to find two speakers’

attitudes towards cloning. Then they need to use finish the chart.

Xiao Qing Rachel

Male or female His/her attitude Tick the words a wonderful job. be reasonable that can show scientists need a bit of encouragement their attitude produce cures for serious illnesses

doesn’t it seem cruel I don’t approve of that unnatural things it’s a dead end it weakens the species 设计意图：学生填写表格，对整个听力材料中的人物进行梳理，明白两个人物的态度，并且能够找到显示他们态度的关键词。完成表格有利于学生对听力材料进行深度理解和思考，对后面的讨论环节有比较大的促进作用。

Task 3 : students listen for the third time and fill in the blanks.

Is cloning cruel?

Xiao Qing (XQ) and Rachel Brown (RB) are discussing whether cloning is cruel to animals or not. RB: Xiao Qing, do you think cloning is _______?

XQ: What do you mean by that? The scientists are doing a ______ job. Soon they may be able to bring people’s favourite pets back to life!

RB: Yes, I know. But doesn’t it seem cruel to you that it took ______ experiments before Dolly was successfully cloned? Think of all those live cells and eggs that died in order to be born. I don’t approve of that. XQ: But, Rachel, be________. Isn’t it always like that with a new science? This is the way people learn to do thing better. RB: I suppose so--- but they also make the animals do such unnatural things. One poor cow was made to give birth to a bison. What was the poor________ to think when it saw its baby? XQ: I don’t quite understand why so many people are against cloning. I think the scientists need a bit of ___________. Think of the benefits. Cloning may help medical science to produce cures for serious illnesses. RB: Yes, I know and I agree with that. It is just that I don’t agree with the_______.

XQ: Why not?

RB: Well, I think it’s a dead end. Dolly the sheep was “middle-aged” when she was born because her DNA came from a middle-aged “_______”. Cloning your grandmother would mean a new baby started life as an old lady! XQ: Really? I never thought of that.

RB: And it weakens the species. Cloning means that there’s less variety in the species. So the animals may not be able to _____ a particular illness and they might die out.

XQ: Oh dear! And that was just what you and I were trying to avoid. In spite of all these, don’t you think scientists would still be able to solve the problem? 设计意图：学生完成填空任务之后，就能将整个阅读材料融会贯通，形成一篇阅读文章，在之后的讨论环节中，学生可以以这篇文章为参照。

After listening Students need to discuss in groups and show their ideas in the class.

“whose ideas do you agree with? That's a good idea, That's a great idea! I support ... because... I rgree with ... because... Your argument has convinced me because...

I cannot accept your argument because... I would like to agree with you but... No, i cant agree with ... because... How can you believe that? No, that is not reasonable because...