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视频标签：Cloning
所属栏目：高中英语优质课视频
视频课题：人教版高中英语选修八Book8 unit2 Cloning Period5 Using language II江西
教学设计、课堂实录及教案：人教版高中英语选修八Book8 unit2 Cloning Period5 Using language II江西省进贤县第一中学
Module 8 Unit 2 Cloning Period5 Using language II Listening and speaking
Wan mingjuan No. 1 Middle School in Jin Xian
Teaching Material Analysis
The previous lessons include Period 1 Warming-up and Pre-reading, Period 2 reading, Period 3 Learning about language and Period 4Using language I Reading, discussing and writing from Page 10 to Page 16. And this is the last lesson of this Unit, which is mainly about listening and speaking based on the topic of this unit – cloning.
Before the class the teacher assigned two related articles for the students to refer to. The first one is A Debate on Page 58 of their text book and the second one is A Interview from the extensive reading book. Meanwhile the tape script of the listening part is prepared as handout(Appendix 1) for their reference during the class.
Analysis of the students
Not having been exposed to speaking in front of the whole class, most of the students have little chance to express themselves in English and hence feel a little nervous or afraid of a
speaking class due to the large size of their class - 93 students. However, this time the classroom can only hold around 30 students, leading to voluntary attendance. As the teacher intends to get all the students involved, each of them plays a certain role in the teaching procedure.
8 debaters are divided into two groups, the positive side and the negative side;
8 think tank members are divided accordingly, which enables each side has a group of supporters to provide argument or evidence during the debate;
5 judges from this class and 2 judges from the class of the next room, which makes the assessment procedure seem more formal and fair;
11 attendants including the interviewer as the audience need to listen carefully and be prepared to be interviewed and vote for the best debater at the end of the debate.
Now that they are voluntary to do the job and each has a duty to perform, their motivation has been aroused obviously whether it is during the preparation process before the class or the debating process in class.
Analysis of the teaching Method
To make the debate more authentic, the teacher assumes that there is a letter on animal cloning to be completed for the government office and the students’ opinion is crucial. So the whole class depends on a task – the debate.
Teaching aims
1. express themselves confidently, accurately and freely by combining the material form the
listening part , useful expressions in this lesson and the information gathered before the class;
2. get involved by cooperating with their team members in expressing themselves;
3. learn more about the advantages and disadvantages of animal cloning and form their own
opinion on the issue by listening, discussing and speaking. Teaching important points
The Ss are able to express their own opinion on animal cloning through three aspects: economic value, science value and social controversy.
Teaching difficult points
Since the moral question about animal cloning is more abstract, the Ss may find difficulty in both arguing clearly and providing relevant evidence.
Teaching Approaches
Task-based approach, situational approach and communicative approach Teaching aids
Slide Multi-media, blackboard, guided learning plan for Ss Teaching procedure Step 1: Lead-in
Show the pictures of Zhongzhong and Huahua and ask some questions: Q1: What can you see?
Q2: Are they special? Do they have names? Explain the news. Q3: What’s next? Step 2: Listening
Listen for the first time and get a general understanding of the listening material. Tick out what they have heard in Exercise 1 on Page 17.
Listen for the second time and fill in the chart in Exercise 2 on Page 17. Step 3: Discussing
Check the answers with the help of the tape script prepared in each student’s drawer. And then have a discussing with the help of the useful expressions in part 3 on Page 18.
Step 4: Debating Round 1: Economic value
Firstly, the first debater puts forward to the statement of the positive side. Then, the first debater of the negative side express the argument of the negative side. Finally, have a free debate if necessary.
Round 2: Science value
The same rule as the first round and this time the second debater of each side provides argument.
Round 3: Social controversy
The same rule as the former two rounds and this time the third debater of each side provides argument.
Round 4: Conclusion
The leader of each side draws a conclusion of the whole debate. Round 5: Vote Step 5
Assignment:
1. Summarize your own ideas and write an article accordingly; 2. Exchange your article with your deskmate and revise it.
后附板书设计、教学设计思路和板书
附： 板书设计
News from The Wall Street Journal break a barrier: primates a feat: breakthrough 1. drug testing 2. gene editing 3. brain research
?Next
Listening: Is cloning cruel?
Debate: Round 1 Round 2 Round 3 Round 4
Round 5
Unit 2 Cloning
Pros(for) Cons(against) XQ:
1. scientists wonderful job 1. cruel to animals 2. bring…back to life 2. animals unnatural 3.
problems because of 3. a dead end a new science 4.
provide cures for… 4. weakens the species
教学设计思路
本课为本单元的第五课时，听说课。教者旨在通过巩固前四个课时中读、看和写等形式的对“克隆”这一话题的大量输入，结合本课时的听力部分“Is cloning cruel?”强化这一话题，并尝试性地在学生中投票产生正反方各四位辩手，对“animal cloning”这一话题进行辩论。课前布置了学生共同阅读相关材料，并利用中考放假四天时间上网搜集相关材料，准备好不同的辩论角度如何立论和提供相关证据，并提醒正反方队长尽可能制作PP T。
现场一共34位同学，其中正反方辩手共8位。考虑到双方四位辩手都缺乏相关经验，特别安排各自招募自己的“智囊团”，共8位选手。为了让其余十多位同学也能参与进来，分别设立了采访员、裁判和大众评委等角色。这样可以让到场的所有同学都有不同程度的卷入，从倾听、到思考、再到讨论、最后表达。采访员的设立主要是为了起督促作用，通过在辩论过程中插缝进行随机采访，一方面促进在场的每一位同学认真倾听，并做好笔记；另一方面，也给每位同学提供了“说”的机会，而不单单是被动地观看辩手们“表演”，从而提高每位同学的参与度。
教学反思
教者的教学目标得以实现。本课时的优点主要有：
1.通过课前的细致分工，实现了把课堂交给学生的“生本化”教学理念。每位同学都找准自己的定位，有自己该做的事和该承担的责任，无论是在课前的准备活动中还是在课堂上的表现，学生的参与度都大大提升。辩论的整个过程也是渐入佳境，到最后能感受到辩手们不为胜负而辩，而是全情投入其中，这也使得在场的每一位同学都享受着其过程，甚至感染了老师；
2.通过竞争机制，大大激励了学生的主观能动性。正反方的辩手都在暗自努力，查找资料、收集数据，分析、立论、预测、驳论，并通过列思维导图、制作形象生动的PPT和小组排练等形式为辩论做好充分准备，当双方进行激烈地较量时，无论是从发言形式还是从内容而言，在场师生无不为之震撼；
3. 裁判的认真负责和采访员的适时提问也为本堂课增色不少。这与老师课上给的评分细则(附录２)和课堂上的具体要求密不可分。从裁判的发言和后期整理的笔记中不难看出，裁判在倾听的过程中也是全程记录。虽然有的是中文，但这至少体现了其思索的过程。课后同学们对发言的两位也是赞赏有加，尤其钦佩裁判长的气场和另一位裁判员的英伦腔；
4.从后期整理的现场生成笔记(附录３)来看，本课堂最大的亮点就是，激发了学生的批
判性思维。尤其是辩手和智囊团的笔记，立论、驳论、调控机制和可能用到的句式等，都或多或少地体现了学生能动、持续、细致地思考，和洞悉支持或反对它的理由以及它所进一步指向的结论的能力。
本课时的主要缺点有：
1. 智囊团和辩手的沟通问题。尤其是反方，其智囊团多次给辩手递纸条，可就是不被
采纳。
2. 辨手和现场的互动问题。双方辩手大都是完成自己提前准备好的内容，就处于被动
状态。只有双方队长和正方二辩，能够随机应变，进行自由辩论。但是，辩手似乎都没有与在场的观众互动，这有可能是经验缺乏所导致。
3. 时间的把控和辩手有时的发言不能直击要点的问题。正是因为辩手有时发言不能直
击要点，才导致有些回合拖泥带水，因而延长了辩论时间，最后只好牺牲教师总结的环节。因此，颁奖和教师总结等活动只能推到第二天。
另外，学生在发言时有些语法和发音的错误，除了会影响理解的，如正方二辩的“deny”, 老师进行了纠音，其他的都本着鼓励学生多说的原则而忽略不计了。通过这一次的辩论赛，教者对农村中学中普遍存在的，不敢开口说的现象改变了看法。想加强学生的薄弱环节，恐怕只有通过反复试验了。在学生后期写的总结和反思中教者发现，学生全情投入整个活动的学习效果，比教师教授来得更直观、更形象、更深刻，锻炼到的是综合技能。最后用一句话来总结：没有不会说，也没有发挥不好，只有准备不充分！
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