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視頻標簽：Cloning
所屬欄目：高中英語優質課視頻
視頻課題：人教版高中英語選修八Book8 unit2 Cloning Period5 Using language II江西
教學設計、課堂實錄及教案：人教版高中英語選修八Book8 unit2 Cloning Period5 Using language II江西省進賢縣第一中學
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.
后附板書設計、教學設計思路和板書
附： 板書設計
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
教學設計思路
本課為本單元的第五課時，聽說課。教者旨在通過鞏固前四個課時中讀、看和寫等形式的對“克隆”這一話題的大量輸入，結合本課時的聽力部分“Is cloning cruel?”強化這一話題，并嘗試性地在學生中投票產生正反方各四位辯手，對“animal cloning”這一話題進行辯論。課前布置了學生共同閱讀相關材料，并利用中考放假四天時間上網搜集相關材料，準備好不同的辯論角度如何立論和提供相關證據，并提醒正反方隊長盡可能制作PP T。
現場一共34位同學，其中正反方辯手共8位。考慮到雙方四位辯手都缺乏相關經驗，特別安排各自招募自己的“智囊團”，共8位選手。為了讓其余十多位同學也能參與進來，分別設立了采訪員、裁判和大眾評委等角色。這樣可以讓到場的所有同學都有不同程度的卷入，從傾聽、到思考、再到討論、最后表達。采訪員的設立主要是為了起督促作用，通過在辯論過程中插縫進行隨機采訪，一方面促進在場的每一位同學認真傾聽，并做好筆記；另一方面，也給每位同學提供了“說”的機會，而不單單是被動地觀看辯手們“表演”，從而提高每位同學的參與度。
教學反思
教者的教學目標得以實現。本課時的優點主要有：
1.通過課前的細致分工，實現了把課堂交給學生的“生本化”教學理念。每位同學都找準自己的定位，有自己該做的事和該承擔的責任，無論是在課前的準備活動中還是在課堂上的表現，學生的參與度都大大提升。辯論的整個過程也是漸入佳境，到最后能感受到辯手們不為勝負而辯，而是全情投入其中，這也使得在場的每一位同學都享受著其過程，甚至感染了老師；
2.通過競爭機制，大大激勵了學生的主觀能動性。正反方的辯手都在暗自努力，查找資料、收集數據，分析、立論、預測、駁論，并通過列思維導圖、制作形象生動的PPT和小組排練等形式為辯論做好充分準備，當雙方進行激烈地較量時，無論是從發言形式還是從內容而言，在場師生無不為之震撼；
3. 裁判的認真負責和采訪員的適時提問也為本堂課增色不少。這與老師課上給的評分細則(附錄２)和課堂上的具體要求密不可分。從裁判的發言和后期整理的筆記中不難看出，裁判在傾聽的過程中也是全程記錄。雖然有的是中文，但這至少體現了其思索的過程。課后同學們對發言的兩位也是贊賞有加，尤其欽佩裁判長的氣場和另一位裁判員的英倫腔；
4.從后期整理的現場生成筆記(附錄３)來看，本課堂最大的亮點就是，激發了學生的批
判性思維。尤其是辯手和智囊團的筆記，立論、駁論、調控機制和可能用到的句式等，都或多或少地體現了學生能動、持續、細致地思考，和洞悉支持或反對它的理由以及它所進一步指向的結論的能力。
本課時的主要缺點有：
1. 智囊團和辯手的溝通問題。尤其是反方，其智囊團多次給辯手遞紙條，可就是不被
采納。
2. 辨手和現場的互動問題。雙方辯手大都是完成自己提前準備好的內容，就處于被動
狀態。只有雙方隊長和正方二辯，能夠隨機應變，進行自由辯論。但是，辯手似乎都沒有與在場的觀眾互動，這有可能是經驗缺乏所導致。
3. 時間的把控和辯手有時的發言不能直擊要點的問題。正是因為辯手有時發言不能直
擊要點，才導致有些回合拖泥帶水，因而延長了辯論時間，最后只好犧牲教師總結的環節。因此，頒獎和教師總結等活動只能推到第二天。
另外，學生在發言時有些語法和發音的錯誤，除了會影響理解的，如正方二辯的“deny”, 老師進行了糾音，其他的都本著鼓勵學生多說的原則而忽略不計了。通過這一次的辯論賽，教者對農村中學中普遍存在的，不敢開口說的現象改變了看法。想加強學生的薄弱環節，恐怕只有通過反復試驗了。在學生后期寫的總結和反思中教者發現，學生全情投入整個活動的學習效果，比教師教授來得更直觀、更形象、更深刻，鍛煉到的是綜合技能。最后用一句話來總結：沒有不會說，也沒有發揮不好，只有準備不充分！
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