2017年高二英語人教版選修8教案：Unit2CloningPeriod4 Word版含解析

Unit2CloningPeriod4ListeningandSpeaking整體設計教學內(nèi)容分析Theemphasisofthisperiodwillbeplacedonlisteningandspeaking.Therearealtogethertwotextsforthestudentstolistentointhisperiod：oneisonPage17intheStudent'sBookandtheotherisonPage57intheWorkbook.Thefirstoneisaconversationbetweentwopeople，XiaoQingandRachel.Theyexpressedtheirideasaboutcloningintheconversation.Itincludesexamplesofthefocusfunctionforthisunit：acceptanceandrefusal.WhilelisteningtothedialogueforthefirsttimethestudentsareaskedtodecidewhichstatementsinExercise1arementionedintheconversation.Thenstudentsarerequiredtolistentothetapeagainandthenworkwithapartnertofillinthechart.Theaimofthelisteningisforstudentstoexaminetheissueofwhetherexperimentingwithanimalsiscruelornot.Thisisamoralissuewhichmanypeoplefeelverystronglyabout.SogivestudentsachancetothinkoftheirownpointsofviewandmakesuretheyhaveenoughtimetodoExercise3.Thiswillmakesurethistopicisexaminedfully.Thesecondoneinvolvescloningmammals.Thisisanopportunityforstudentstorecognizetheissues.Thisisalight-hearteddiscussionbutithidessometruths.Askstudentstolistentothetapeandenjoythestory.Theywillfeelitisveryinteresting.三維目標設計Knowledgeandskills1．Tounderstandthemeaningsofthefollowingkeywordsandexpressionswhilehearingthemonthetape：approveof（贊成；滿意），reasonable（合理的），unnatural（不自然的），bison（野牛），procedure（過程），stemcell（干細胞）．2．Toenablethestudentstounderstandthelisteningtexts.3．Tohelpthestudentslearnhowtoexpresstheiracceptanceandrefusal.Processandmethods1．Smoothingawaylanguageproblemsifanybeforelistening.Beforeaskingthestudentstolistentothetape，helpthemsmoothawayanylanguageproblemssuchasnewwordsandexpressionsthattheymaynotunderstandwhilelistening.2．Listeningforneededinformation.Beforeaskingthestudentstolistentothetapeforthefirsttimegivethemoneortwoquestionsaboutthegeneralideaofthetextsoastoleadthestudentstoconcentratetheirmindonlyontheneededinformation.Thenaskthemtolistentothetapeforasecondorevenathirdtimeforsomespecificinformationbygivingthemsomedetailedquestionstoanswer.3．Speakingfreelyandmakingconversations.Atlastthestudentsmaybeaskedtogivetheirownpointsofviewandattitudestowardsthesubjectmentionedinthetext.Emotion，attitudeandvalue1．Tostimulatestudents'senseofcommunicationandcooperation.2．Todevelopstudents'abilityofenjoyinglanguagebeauty.教學重點、難點1．Theunderstandingoftheconversationsonthetape.2．Theexpressionsofacceptanceandrefusal.教學過程Step1Revision1．Checktheanswerstotheexercisesaboutgrammar.2．Checkthelastperiod'shomeworkandexplainthedifficultones.Step2Pre-listening1．Beforeaskingthestudentstolistentothetape，helpthemtosmoothawayanylanguageproblemssuchasnewwordsandexpressionsthattheymaynotunderstandwhilelistening：approveof（贊成；滿意），reasonable（合理的），unnatural（不自然的），bison（野牛），procedure（過程），stemcell（干細胞）．2．Askstudentsthefollowingquestions：（1）Whatisyourfavoritepet？Ifitdies，whatcanyoudo?（2）Doyouthinkcloningiscrueltotheanimals？Whatproblemsarisewhenscientistsmakeananimalcloning?Step3Listening（P17）1．Listentothetapeandtickthosethatyouhear（Exercise1onPage17）．Readthestatementsbeforelistening.2．Listentothetapeagainandthenworkwithapartnertofillinthechart（Exercise2onPage17）．Suggestedanswers：1．13452．Rachel'sideasaboutcloningXiaoQing'sideasaboutcloning1crueltoanimals1scientistsaredoingawonderfuljob2makestheanimalsdounnaturalthings2maybringpeople'sfavouritepetsbacktolife3itisa“deadend”3problemsbecauseitisanewscience4weakensthespecies4itmayprovidecuresforseriousillnessesStep4DiscussionAskthestudentswhoseideastheyagreewith.Letthemgetreadytohaveaclassdiscussion，thinkaboutthereasonsfortheirpointsofviewandusetheirownideasaswellasthoseinthetext.WhentheydiscusstheycanusetheexpressionsonPage18tohelpthem.Sampledialogue：A：Iagreewithanimalcloning.Ithinkwemustkeepthehumanssafesoanimalsareneededtotestthingsfirst.B：No，Ican'tagreewiththatbecauseanimalsarealive，too.Don'ttheydeserveagoodlife?C：IagreewithAbecausewedon'tknowifcloningissafeforhumansunlesswetryitonanimalsfirst.D：Howcanyoubelievethat？B'sargumentiscorrect.Ifwemakeanimalsliveunnaturallivesanddounnaturalthings，thenitwon'tbegoodforthemorus.A：Butthescientistsaretryingtheirbesttomakethingsbetterfortheanimals.Theywantthemtohaveasnaturalalifeaspossible.Yourideasarenotreasonable.Unlesswetrythingsoutonanimals，cloningmaynotbesafeforhumanbeings.C：Yourargumentshaveconvincedme，A.Iwillvotewithyou.D：B'sargumentssoundmoreencouragingtome.Isupportabetterlifeforanimalsusedincloningexperiments.B：ThankyouD．Thankyouforyoursupport.Step5Listeningtask（P57）1．Leading-inDividestudentsintofourgroupsanddiscussthefollowingquestions：（1）Isitmoreimportanttousethistechnologytocloneanimalsortocurepeoplewithseriousillness?（2）Shoulditonlybeavailabletopeoplewhocanpay?（3）ShouldsuchtechnologybeavailabletodevelopingcountriesaswellastherichWesterncountries?2．ListeningReadthesentencesandthenlistentothetapeforthefirsttime.Ticktheboxestoshowiftheyarefactsoropinions.FactOpinion（1）Favoritepetscanliveforeverasclones.□□（2）Itismoraltoclonepetsfortheirowners.□□（3）Billy'smotherwillhaveherpetdogclonedbeforeitdies.□□（4）GettingyourpetclonedinAmericacangiveyouagoodholiday.□□（5）BillyexpectsagoodholidayinAmerica.□□（6）ManypeoplewillgotoAmericatoclonetheirpets.□□（7）Billysupportshismother'swishtocloneherpetdog.□□（8）InWesterncountriesapetisasimportantasababy.□□（9）Cloningpetsisselfish.□□（10）Frankdoesn'tagreewithcloningpets.□□Suggestedanswers：Facts：（3）（5）（7）（10）Opinions：（1）（2）（4）（6）（8）（9）3．Listenagainandsortouttheargumentsforandagainstcloning.Billy'sargu