Using LanguageⅡ国家获奖教案

选修八Unit 2 Cloning

Using language

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Teaching Objectives: Linguistic knowledge: Enable the students to master some important words and expressions in the listening material.

Language skills: (1). Enable the students to improve their listening skills through some practical exercises.

(2). Enable the students to practise their speaking skills through a discussion and a song. Cultural awareness: enable the students to enhance their awareness of cloning. 2.

Teaching Important and Difficult Points: (1). How to improve their listening and speaking skills through some practice. (2). How to enhance their awareness of cloning. 3. Teaching Methods: Individual work & group work 3.

Teaching Aids: Computer, blackboard

4.

Teaching Procedures: Step 1 Pre-listening Teacher introduces the development of cloning and state some examples about cloning. Step 2 While-listening 1.

Students are supposed to read these statements before listening and tick those that they hear. (Play the tape record for the students)

①

Cloning will bring dead pets to life. ②

There were 627 experiments before Dolly was successfully clone. ③

Cloning may produce medicine or even organs of a human body to cure

serious illnesses. ④

Dolly was “middle-aged”

when she was born. ⑤

So your grandmother would be able to start her life all over again and live to an old age.

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2.

Students are supposed to listen to the tape again and then work with a partner to fill in the chart.

Mary’s ideas about cloning

1 cruel to animals 2 makes them do unnatural things 3 it is a “dead end”

Xiao Qing’s ideas about cloning

1 scientists are doing a wonderful job 2 may bring back extinct animals 3 problems because it is a new science 3.

3. Listen to the tape the third time and pay attention to the statement they use. IS CLONING CRUEL? Xiao Qing and Mary Brown are discussing whether cloning is cruel to the animals. MB: Xiao Qing, do you think cloning is cruel? XQ: What do you mean by that? The scientists are doing a wonderful job and soon they may be able to bring back extinct animals or even people’s favourite pets back to life. MB: Yes, Qing, I know. But doesn’t that seem strange to you? Is it worth it? It took 276 experiments before Dolly was successfully cloned. Think of all those live cells and eggs that died in order for Dolly to be born. I don’t approve of that! XQ: But Mary, be reasonable. Isn’t it always like that with a new science? This is the way you learn to do things better. It’s just that this one deals with living things. MB: I suppose so —

but they make the animals do unnatural things. One poor cow was made to give birth to a bison. What was the poor creature to think when is saw its baby? XQ: I don’t quite understand why so many people are against cloning. I think the scientists need a little encouragement. They have done some amazing things and think of the benefits. Producing animals that are an exact copy of the original may help medical science produce medicines or even organs for serious illnesses. MB: Yes, I’ve heard all that. I agree with it but I don’t agree with the methods. I don’t think cloning is good for the animals. XQ: Why not? MB: Well, I think it’s a dead end. Dolly the sheep was “middle-aged”

when she was born because her DNA came from a middle-aged “mother”. Cloning your grandmother would mean the new baby started life as an old lady! XQ: Are you sure? I never thought of that! MB: And it also weakens the species. Clones mean there is less variety in the species and so illnesses will become more common and the animals may die out. XQ: Oh dear! And that was just what you and I were trying to avoid. I see I shall have to look at this whole cloning question again!

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Step 3 Post-listening 1.

Speaking Students are supposed to discuss about whose ideas do they agree with and get ready to have a class discussion. Think about the reasons for their point of view. Use their own ideas as well as those in the text. These words and phrases on page 18 may be useful for them during the discussion：

That’s a good idea.

I cannot accept your argument because…

I support…

because…

No, I can’t agree with…

because…

I agree with…because….

How can you believe that? Your argument has convinced me because…

I would like to agree with you but…

I don’t care for your ideas because…

No, that is not reasonable because…. That’s a great idea!

Your ideas sound very encouraging to me. 2.

Listen and sing

Students are supposed to listen to a song and try to fill in the blanks and sing together. You Raise Me Up When I am _____ and, oh my soul, so weary When ________ come and my ______ burdened be Then, I am still and _____ here in the ______ _____ you come and sit awhile with me You raise me up, so I can ______ on mountains You raise me up, to _____ on stormy seas

I am ______, when I am on your _________ You raise me up To __________ I can be 3

You raise me ____, so I can stand on _________ You raise me up, to walk on stormy ____ I am strong, _____ I am on your shoulders You raise me up To more than I ____ be You raise me up, ___ I can stand on mountains You raise me up, to walk on stormy seas I am strong, when I am ___ your shoulders You raise me up To more than I can ___ Step 4 Conclusion

T: In this lesson we learned a lot about cloning and we also discuss this topic in group. So do you know how to make your statement now? Ss: Yes, I do. To state our opinion, we should... Step 5 After-class evaluation

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