部编高中英语人教版选修8 Unit2 Using LanguageⅡListening and Speaking 获奖课教学视频+PPT课件+教案，湖北省

部编高中英语人教版选修8 Unit2 Using LanguageⅡListening and Speaking 获奖课教学视频+PPT课件+教案，湖北省

本部编高中英语人教版选修8 Unit2 Using LanguageⅡListening and Speaking 获奖课教学视频+PPT课件+教案，湖北省由听课站收集整理，听课站视频主要涵盖中小学优质课视频，公开课视频，示范课视频，获奖课视频，说课视频，模拟上课视频，模拟试讲视频等，通过多年的不断更新与完善，优质课视频内容丰富，是一个强大的教师优质课听课平台，如果您需要观看更多关于高中英语教学视频的教学视频请到高中英语教学视频栏目观看。如果您觉得该视频不错请别忘了将该视频进行转发分享到微信、QQ空间等，让更多的人一起学习，同时也请记住我们的网站【听课站 https://www.tingkez.com】。

课题：部编高中英语人教版选修8 Unit2 Using LanguageⅡListening and Speaking 获奖课教学视频+PPT课件+教案，湖北省
年份：|2018|
版本：|部编|人教版|
学科：高中英语教学视频
年级：|选修|
赛事：
TAGS： PPT
专题：
本课观看地址：https://www.tingkez.com/yingyu/gzyy/139170.html
课题：部编高中英语人教版选修8 Unit2 Using LanguageⅡListening and Speaking 获奖课教学视频+PPT课件+教案，湖北省
Module 8 Unit 2 Using LanguageⅡListening and Speaking  Lesson Plan  Teaching objectives:  By the end of the class, the students will be able to:  1. develop the effective listening skill of getting a speaker’s key points with the help of signpost language  2. discuss and list the reasons to clone or not to clone human beings  3. clarify their position on the issue of human cloning using expressions for acceptance and refusal  4. identify the decisive role of humans in determining the future of cloning  A description of the students:  This is a class of 48 science students, most of whom excel in science subjects and are active in thinking. From the previous reading classes, they’ve acquired a better knowledge concerning the issues of animal cloning, such as the procedures, possibility and suitableness of the practice. They’ve also attained desired outcomes on their vocabulary building around the topic of the unit. However, there is still an essential need of an opportunity for them to synthetize and enhance what they’ve learned through oral communication. And this can never be achieved unless their prior knowledge is fully activated through revision and listening practice.  Teaching procedures:  Step 1: Warming up and pre-listening Teacher’s activities:  (1) Show pictures of animals that have long been extinct and asks students to retell the reasons why these animals are hard to restore;  (2) Show pictures of a couple of animals that have been successfully cloned and introduce students into the controversial issue of cloning existing animals. Students’ activities:  (1) Retell the reasons why it is almost impossible to clone extinct animals; (2) Form an initial impression of animal cloning based on the pictures.  Step 2: Listening practiceⅠ(Should we eat cloned animals?) Teacher’s activities:  (1) Play the audio material and ask students focus on its main idea;  (2) Play parts of the listening text and have students work out some specific information; (3) Inform the students of the effectiveness of signpost language in helping them get the speaker’s key points;  (4) Summarize common signpost expressions and clarify their speech purposes. Students’ activities:  (1) Listen and tick the topics covered in the monologue; (2) Listen for the problems of animal cloning.  (3) Listen for people’s attitude towards eating cloned meat.  (4) Brainstorm common signpost expressions and understand when to use them.  Step 3: Listening practiceⅡ (Is human cloning a good idea?) Teacher’s activities:  (1) Play the audio material and ask students to focus on the speakers’ key points; (2) Ask the students to listen again if they fail to get the key points. Students’ activities:  (1) Listen for Clair’s puzzle and concern about human cloning;  (2) Differentiate the two speakers’ attitudes towards human cloning.  Step 4: SpeakingⅠ(Group discussion) Teacher’s activities:  (1) Show a video in which two students express their opinion on human cloning to activate the class’s thinking over the topic;  (2) Ask students to discuss the advantages and disadvantages of human cloning; (3) Show a box of suggested words to facilitate their discussion;  (4) Remind students to make proper use of signpost language to organize their ideas. (5) Manage the discussion process;  (6) Give feedback on students’ performance. Students’ activities:  (1) Watch the video;  (2) Discuss and list the reasons to clone or not to clone human beings. (3) Make an oral report.  Step 5: SpeakingⅡ(Act out a talk show: Is it possible, suitable or moral to clone human beings?)  Teacher’s activities:  (1) Describe the characters in the talk show and guide students through the task;  (2) Introduce common expressions for acceptance and refusal and draw students’ attention to applying them in their conversation;  (3) Remind students to make proper use of signpost language to organize their ideas.  (4) Invite two groups of students to act out the talk show and ask the rest of the class to listen carefully and prepare questions while enjoying their performance.  (5) Manage students’ preparation process; (6) Give feedback on their group presentation. Students’ activities:  (1) Go over the expressions for acceptance and refusal;  (2) Make up a dialogue between a talk show host, a man who wants to have himself cloned, a scientist crazy about human cloning and a politician.  (3) Act out their conversation. (4) Ask questions, if any.    Step 6: Conclusion (Is human cloning a promise or a threat?) Teacher’s activities:  (1) Ask students to reflect on the question; (2) Show pictures to guide their thinking.  (3) Bring up the question: Who decides the future of human cloning?  (4) Conclude that it is up to human beings to make wise use of the technology of cloning. Students’ activities:  (1) Reflect on the future of human cloning;  (2) Draw the conclusion that it is humans who decide the future of cloning.
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