Using LanguageⅡ优秀教案内容

Unit 2 Cloning

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Unit 2 Cloning

知识与技能：(Target language ) a. 重点词汇和短语

clone，commercial，producer，undertake，arbitrary，object，forbid，accumulate，cast down，object to，the media，in favour of b. 重点句子

It is a way of…. The fact is that…. The question that occurred is…. 过程与方法：(Ability goals)Enable the students to describe cloning: What is the advantages of cloning？

What is the problems or dangers of cloning？What is your opinion of cloning？

情感态度价值观：(Learning ability goals)Help the students learn how to describe cloning.

Teaching important points 教学重点

重点难

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How to describe cloning. Teaching difficult point 教学难点

Help the students analyze the writing techniques of the article.

Step1

Leading in This topic is difficult for students. So teacher should help the students learn more about it. Do this in the way of asking and answering questions. T: You can imagine how rapidly the modern science and technology develop. I think most of you must know something about space traveling, submarine exploration, robot, maglev train, gene engineering etc. But in recent years, a hot topic, cloning is often mentioned, especially when the cloning Dolly the sheep appeared. You may have first heard of cloning when Dolly the Sheep showed up on the scene in 1997. Cloning technologies have been around for much longer than Dolly, though. First things first, what is cloning and a clone? The dictionary says cloning is the technique of producing a genetically

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identical duplicate of an organism. A clone is said to be all descendants derived asexually from a single individual, as by cuttings, bulbs, by fission, by mitosis, or by parthenogenesis reproduction. It sounds very different and complicated to us. In fact, I mean, in our daily life, this happens often. For example, gardeners take cuttings from growing plants to make new ones. You often see that your mother picks a small branch from a growing plant to make a new one. If she likes this kind of flowers, she can do cloning. Cloning also happens in animals or human beings when twins identical in sex and appearance are produced from the same original egg. The fact is that cloning plants is straightforward but the cloning of animals is more complicated. The possibility of human cloning, raised when Scottish scientists at Roslin Institute created the much-celebrated sheep "Dolly", aroused worldwide interest and concern because of its scientific and ethical implications. You can give your questions if you are interested in this topic. I am here today one of the scientists who work in this field. I am ready to answer any of your questions. S: Now we know what is cloning. Are there different types of cloning? T: When the media report on cloning in the news, they are usually talking about only one type called reproductive cloning. There are different types of cloning however, and cloning technologies can be used for other purposes besides producing the genetic twin of another organism. A basic understanding of the different types of cloning is key to taking an informed stance on current public policy issues and making the best possible personal decisions. The following three types of cloning technologies will be discussed: (1) recombinant DNA technology or DNA cloning, (2) reproductive cloning, and

Discussion In this part the students will discuss the relationship between the development of technology and social customs. T: As the technology develops day by day, it has a more and more important influence on the whole society. Technology affects social customs and ethics,

sometimes technology may go against the conventional thinking, then comes the problem that whether we should stop the development of research or change the ethics. S1: As technology develops in almost every field, a lot of our original customs and ethics changed, either because they are out of time or not so scientific. For example millions of years ago human ate meat of animals without heating them. Later people used fire and no longer ate raw meat and they also used fire to scare dangerous animals. S2: I think we could not stop the development of technology, for it may develop in the way which is acceptable by social customs. Look at pictures T: Look at the pictures and discuss which ones are natural clones and which ones are man – made. Then explain how they differ. S: I think the twins are natural clones and the Dolly sheep is man-made. T: You are right! Can you explain how they differ? S: The twins were born at the same time, but the Dolly sheep is man-made. T: Anything else? Who want have a try? S: I think the identical dog is man-made. T: Good Job Step2

Pre-reading Before class, ask the students to search for some information about this topic. Now show your questions on the screen, and then let them discuss with each other. T: Now please work in pairs and discuss about cloning. Then list the questions you want to find out. Share your list with your partner. Ss: Yes, sir / madam. Questions about cloning: 1. What is a clone? 2. How is a clone produced?

3. What benefits can humans gain from cloning? 4. What problems may arise when humans are cloned? 5. Should we clone human? 6. Could cloning replace sex as the means of creating new human life? 7. Could a parent clone a child who is dying of a terminal illness?

(After a few minutes.) T: Do you have other questions? Volunteer! S: I have! What is the writer’s opinion? T: Good job! I think many of you have questions, now let us read the article with the questions. Suggested answers:

1. It is a way of making an exact copy of another animal and plant. 2. This happens in plants when gardeners take cuttings from growing plants to make new ones, and when small parts of a plant are taken and gown in a laboratory. It also happens in animals when twins identical in sex and appearance are produced from the same original egg. 3. It can help cure disease and can help couples who have no baby to bear a new baby. 4. There may be more bad people like Hitler. 5. In my opinion, I do not agree, for it may cause many moral problems. 6. No. Because cloned human has the same quality as the real human, natural born baby’s quality is higher than his parents. 7. No. The cloned baby also has the disease. Step3. Fast reading Get the students to comprehend the passage quickly and accurately and meanwhile help the students form a good habit of reading. T: Have you not the answers of your questions? Now please skim the passage fast to obtain a general understanding of the whole passage into several parts

and find out the main idea of each part. Show the following. Para. 1 Cloning is a way of making an exact copy of another animal and plant. Para. 2 Cloning has two major uses. Para. 3 The problems of Dolly. Para. 4 The effect of Dolly. Para. 5 It is forbidden to clone human being. Step4.testing in class and improving skills(随堂检测）

After reading this paragraph,please retell this paragraph in your own words . Step 5. Homework Ask the students to do the following. 1. Complete the exercises on page 13. 2. Recite the key sentences in the text. 3. What is Cloning? You might not believe it, but there are human clones among us

right now. Have you ever wished you could have a clone of yourself to do homework while you hit the skate park or went out with your friends? Imagine if you could really do that. Where would you start?

Unit 2 Cloning

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Speaking 课

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Unit 2 Speaking

Teaching goals 教学目标

教学目

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1. Target language目标语言

a. 重点词汇和短语

theme，fighting，conflict，argument，destruction，in one’s opinion

b. 交际用语Expressing and supporting an opinion I would never accept... I’m not bothered about...

I don’t mind but...

I hope you’ll carry on... Are you sure you want to...? I agree with you that... Do you think it is wise to...? I think you should... Well done to you for...

I can’t help thinking...

I could never agree to... 2. Ability goals能力目标[来源:Zxxk.Com]

Enable the students to express their opinions about cloning using some useful expressions. 3. Learning ability goals 学能目标

Help the students learn how to express their opinions.

Teaching important points教学重点

重点难

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Learn to use the structures of expressing and supporting an opinion. Teaching difficult points 教学难点

How to give a speech.

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Step1.Lead in T: Good morning , boys and girls!

Ss: Morning Mr... T: Last class we have talked about clone, we all know it is not a dream. Now everyone, if I give you a chance to clone what will you restore then? S: Edison, dinosaurs, Japanese wolf, Einstein. T: Do you want to clone Hitler? S: No. Hitler is a dangerous person. T: If some terrorists master this clone method, they may bring disasters. All your choices are excellent. Today we will learn another passage about cloning, from which we will know whether we can bring dinosaurs back to life.

Ask the students to go through some facts of cloning. T: From these facts

we know human beings have achieved great progress in cloning. Now read the text carefully to get the answers for these questions: what animals have people cloned? S: Frogs, mice, cows, sheep, bisons, cats, and dogs. T: Good job. Answer the question: What are the common characteristics of these animals? Ss: They are nowadays animals. T: Yeah, I think you

must have seen the film Jurassic Park, in which a scientist clones several different kinds of extinct dinosaurs. Can we really clone dinosaurs now? Let the students turn to page 15 and then read the text quickly. Several minutes later. S: We cannot clone dinosaurs, because it’s difficult for us to get its DNA. T: Good job. It’s only a dream. Dinosaurs disappeared 65,000,000 years ago. So the chance of dinosaurs ever returning to the earth is merely a dream. Step Ⅱ Read and answer (P16) To answer these three questions, teacher can give the students some examples as explanation, for example, Question 1. T: Now think about this question: if in the world there is only one sheep and human beings want to clone more. Some days later a Dolly appears, then many more. But one day all sheep get the same deadly disease. Now please think about what the results are.

S: Maybe they would all die.

T: Why?

S: Because all sheep have the same arrangement of genes.

T: Right. Now can you answer Question 1? Why shouldn’t you clone an extinct animal unless there is enough diversity in the group? S: It is useless to clone an animal if there is not enough diversity in the group for it to overcome illnesses. T: Why is it wrong to clone an extinct animal if it would have to live in a zoo?[来源学科网]

S: If the cloned animals have to live in the zoo, it is unfair to them. They need freedom. T. Why can’t you clone the DNA of animals that have been extinct longer than 10,000 years? S: Dinosaurs disappeared 65,000,000 yeas ago. So the chance of dinosaurs returning to the earth is merely a dream. Step Ⅲ Discussion (Question 2) This is a speaking task. Ask the students to have a discussion in groups, organize their words properly, and give vivid description of the chosen animals. T: Now look at the table on page 16, discuss in pairs which extinct animals described are worth restoring by means of cloning. Choose

one animal and use the information to help you argue why this animal should be restored to the earth.

Give the students six minutes to discuss. S1: I think Great Auk is a wonder. Because it is a very large bird that cannot fly. The useful thing about it is that its feather doesn’t absorb water. I think if we wear clothes made of its feather, we will not worry about rain. S2: I agree with you. But I am happy to accept Dodo bird because it is friendly and not harmful. I like gentle animals. It can also lay large eggs and its meat is tasty, but I don’t think I will eat its meat. …[来源学*科*网Z*X*X*K]

T: From your answers I think these animals are all useful and they all should be restored to the earth. At the same time, we should try our best to protect them. Do you agree with me?

S: Yes.

Step Ⅳ Writing a report (P17) Deal with Questions three and four. Divide the whole class into four groups. Then they can have a competition.

T: Now everyone, imagine all of you are owners of your chosen animal. Now work together, and give us a vivid description of your pet, then I will decide which one is the best to be resorted to the earth. Several minutes later, the students give performances. At the same time, list some major points on the blackboard. T: Well done everyone. It is really hard for me to choose, let us vote OK?Step Ⅴ

[来源Talking (P55) Ask the students to talk about the questions with the teacher’s help.

T: Look at the questions on page 54. Do you know how to show your opinion? You can discuss the following questions with your partner and use these expressions on page 54. 1. How would you feel about having a clone of yourself in the family? 2. What problems did you have growing up and how can you

help him / her avoid them. Step4 Homework T: Write down your feelings and attitudes towards clone. Combine them into a composition.

Sample version 1:

In my opinion it is wrong to clone human beings. If my parents decide to have a clone made of me, I will feel very sad and I will never accept the clone as a member of my family or as my friend because I think it is unfair to natural things.

We are all sons of nature, birth or death is a natural thing. The day we born, it destined we are independent. Nobody has the right to change ourselves. If one day I were to be cloned to another person, he would kill me, because I lost some original characters. I hope we should respect human beings, and not change any original things.

Unit 4 Cloning

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Grammar 课

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Unit 2 Cloning

1. Target language目标语言

教学目

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a. 重点词汇和短语

bother, regulation, resist, unable, argument, reasonable, obtain, be bound to, from time to time, bring back to life, pay off b. 重点句子

Altogether Dolly lived for six years, half the length of the life of the original sheep. The fact that she seemed to develop normally was very encouraging. 2. Ability goals能力目标

Enable the students to learn the modal verbs must, have to, have got to. 3. Learning ability goals学能目标

Help the students learn how to use the modal verbs must, have to, have got to.

Teaching important points教学重点

重点难

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The use of the modal verbs must, have to, have got to. Teaching difficult points教学难点

How to teach the students to master the usage of the modal verbs must, have to, have got to.

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Step Ⅰ Revision

Check the students’ homework.

T: Last class we talked something about cloning. Now, who can show your opinion? S: Let me have a try. In my opinion it is wrong to clone human beings. If my parents decided to have a clone made of me, I would feel very sad and I would never accept the clone as a member of the family or as my friend. T: Good job! Step ⅡGrammar T: Do you know the appositive clauses? Please pick out three more examples from the reading passage. Sample answers:

The fact is that they are natural clones of each other.[来源:Zxxk.Com] The whole scientific would follow the progress of the first successful clone, Dolly the sheep. Altogether Dolly lived for six years, half the length of the life of the original sheep. T: Now let me explain something about the appositive clauses. The appositive clause is a clause used as an appositive. The clause is an explanation to the noun before. The appositive clause belongs to noun clauses. Most of the appositive clauses may be introduced by the conjunction that. A content clause is frequently in apposition with such nouns as fact, news, idea, thought, question, reply, report, remark, hope, belief, suggestion etc.

Some examples: Nobody shares my belief that he was mad. My suggestion that he was mad was not accepted. They are familiar with the opinion that all matter consists of atoms. Where did you get the idea that I could not come? We haven’t yet settled the question where we are going to spend our summer vacation. The suggestion came from the chairman that the new rule should be adopted.

T: The words the fact are often inserted in front of an object clause when the clause cannot be conveniently connected with the verb either directly or by means of the representative it.

This cannot hide the fact that he is growing old. We must face the fact that we are living in a revolutionary world.

Some supplements: 同位语从句与that引导的定语从句

1) 从先行词看

同位语从句与名次之间在逻辑上是“主语+be+表语”的关系。该名词是需要做特殊说明的抽象名词。例如：

They were delighted at the news that their team had won. The news was that their team had won. 2) 从引导词来看

引导词that在同位语从句中是连词，只起连接作用，无具体词，that不可省略；that在定语从句中是关系代词，它在从句中充当一定成分--主语或宾语，有具体词义，作宾语时还可以省略。

The factory (that) we visited yesterday is a chemical one. The news that he will leave for Shanghai is true. 3) 同位语从句的简易判断方法

同位语从句与其先行词在逻辑上是“主语+be+表语”的同位语关系。所以，可以在名词从句之间加系动词be，使之构成一个新句子，如果合乎逻辑，句子通顺，则原句为同位语从句；定语从句是不能够用系表结构把先行词与从句连接起来的。

The belief that the earth is flat is still held in some countries. The belief is that the earth is flat. 能用于名词性从句的名词有：ability, patience, anxiety, answer, order, report, wish, decision, suggestion, belief, doubt, fact, hope, message, news,

promise, question, reply等等。

学好同位语从句关键应注意下列几点：

一、理解同位语从句的含义，把握同位语从句的实质。

在主从复合句中作同位语的从句称为同位语从句。同位语从句一般用that, whether等词引导，常放在fact, news, idea, truth, hope, problem, information等名词后面，说明该名词的具体内容。换言之，同位语从句和所修饰的名词在内容上为同一关系。[来源:Z|xx|k.Com]

例：The news that they had won the game soon spread over the whole school.

他们比赛获胜的消息很快传遍了整个学校。

析：they had won the game说明The news的全部内容，因此该句为同位语从句。

二、正确运用同位语从句的引导词，准确把握同位语从句。

1.如同位语从句意义完整，应用that引导同位语从句。

例：The general gave the order that the soldiers should cross the river at once.[来源:Zxxk.Com]

将军下达了战士们立即过河的命令。

析：

the soldiers should cross the river at once是the order的全部内容，且意义完整，因此应用that引导同位语从句。

2.如同位语从句意义不完整，需增加“是否”的含义，应用whether引导同位语从句。

例：

We’ll discuss the problem whether the sports meeting will be held on time.

我们将讨论运动会是否会如期举行的问题。

析：

the sports meeting will be held on time意义不完整，应加“是否”的含义才能表达the problem的全部内容，因此应用whether引导同位语从句。

3.如同位语从句意义不完整，需增加“什么时候”、“什么地点”、“什么方式”等含义，应用when, where, how等词引导同位语从句。

例1：

I have no idea when he will be back.

析：

he will be back意义不完整，应加“什么时候”的含义才能表达idea的全部内容，因此应用when引导同位语从句。

例2：

I have no impression how he went home, perhaps by bike.

析：

he went home意义不完整，应加“如何”的含义才能表达impression

的全部内容，因此应用how引导同位语从句。

三、把握同位语从句和定语从句的区别，明确同位语从句和相似从句的界限。

同位语从句和定语从句相似，都放在某一名词或代词后面，但同位语从句不同于定语从句。同位语从句对名词加以补充说明，是名词全部内容的体现，且名词和同位语从句的引导词均不在从句中充当任何成分；定语从句对名词加以限制，是名词内容的修饰性定语，且名词和定语从句的引导词均在从句中作成分。

例1 Information has been put forward ____ more middle school graduates will be admitted into universities. (2001上海)

A. while

B. that

C. when

D. as

析：答案为B。more middle school graduates will be admitted into universities是Information的内容，且Information不在从句中充当任何成分，所以该句为同位语从句。应将该句区别于：

It is said that more middle school graduates will be admitted into universities，

this is the information ____ has been

put forward.

A. what

B. that

C. when

D. as

析：答案为B。

that has been put forward为information的修饰性定语，且information在从句中作主语，所以该句为定语从句。

例2 She heard a terrible noise, ____ brought her heart into her mouth. (MET91)

A. it

B. which

C. this

D. that

析：答案为B。分析语境含义、句子结构和句子成分可知，该句为非限制性定语从句，先行词为a terrible noise，且它在从句中作主语。应将该句区别于：

I can’t stand the terrible noise ____ she is crying loudly.

A. it

B. which

C. his

D. that

析：答案为D。she is crying loudly是the terrible noise的内容，且the terrible noise不在从句中充当任何成分，所以该句为同位语从句。

Step 5. Homework Finish the work on pages 55-57.

Unit 2 Cloning

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Writing 课

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Unit 2 Cloning

1.Target language 目标语言

教学a. 重点词汇

目

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debate, issue, competition, in charge, topic, argument, reply to, summarize, profitable, donate, existence, embryo, justified, transfer, ethically. b. 重点句子

I suggest that medical cloning is very important of curing serious illnesses that at present have no cure. I would like to suggest that medical cloning is not as simple as issue as my colleague claims. 2. Ability goals能力目标

Activate the students to show their opinions about the cloning. Enable the students to write an article on this debate. 3. Learning ability goals学能目标

Help the students learn how to organize a debate and how to write a short composition of the debate.

Teaching important and difficult points教学重难点

重点How to organize the debating materials. 难

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How to write a short composition of the debate. How to write a report.

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Step Ⅰ Revision Check the homework and ask the students to speak out their opinion about the medical cloning. Step Ⅱ Reading task T: Homework check is over. Please turn to page 58. Today we will make a debate. To begin with, I want to ask you what your opinion about debate is, have you seen any TV debates? S: Yeah, we have seen college students’ debate on TV.

S2: I know in a debate there is one chairperson some-times two, four members each group, two leading debaters. T: You are right. Do you want to know more details about a debate? S: Yeah. Ask the students to read the debate rules. T: OK. Stop reading. Here are some questions for you. Question 1: What is the definition of debate? Ss: A debate is an activity in which students can discuss two sides of an issue. There is a chairperson to charge it. T: Question 2: Tell me the process of a debate in your own words. S: The leading debater who supports the topic speaks first, then another one who disagrees with the topic speaks, then other people take turns to give a free discussion. Towards the end of the debate, the last speaker of each side will summarize the arguments that have been made to support their point of view. T: Excellent, thanks for your answer. In our textbook there is an example of debate, read the topic carefully and discuss the questions with your partner. And I will divide you into two teams. One side agrees with the medical cloning and the other side is against the medical cloning. Then show the questions. Give students 6 minutes to prepare their answers. Team A:

1. What’s their argument?

2. Two reasons for medical cloning.

3. Do you agree with them? Why? Step III Writing T: Imagine that you are the reporter on a local newspaper and you have been asked to write an article on this debate. To do this you must mention both sides of the argument. Remember to make a large main heading and then a small heading below it. Write around 250 words. Organize your writing in this way: Paragraph 1: the topic of the debate and who won Paragraph 2: the ideas of the winning side

Paragraph 3: the ideas of the other side Paragraph 4: conclusion and your reaction to the debate, together with any idea you feel they left out A sample version: Should Medical Cloning be Allowed

A debate between Beijing Normal University and Nanjing University

In December 26th 2005, there is a debate between Beijing Normal

University and Nanjing University. The two teams began their argument about the cloning techniques. The topic of this compotation is: Should medical cloning be allowed? After the fierce debate, Beijing Normal University — the positive side win this compotation.

The view of the positive side is: there should be medical cloning. The view of the negative side is: there should not be medical cloning.

This debate is very successful. As the coin has two sides, every technology can bring the advantages to our society, and also can bring the negative effects to our human beings. So when we judge a new technology good or not good, we should look at whether there are more advantages than its disadvantages or not. If we use it in a proper way it can benefit our human beings a lot. Step 5 Homework T: Now you’ve known how to make a debate. Why don’t you arrange one with your classmates? Choose whichever topic interests you but make sure that it is popular topic. Organize it as you have been shown in this unit. Enjoy the argument and let the better side win! Teacher can give the students some issues to infer: Should students use phones in schools? Should students wear school clothes? Should senior 3 students have PE class? Protect ourselves first or save others first? Save money or pre-consume? Should students have extra-class during their holiday?