Listening and vocabulary教学实录与评析

Module 5 Cloning The Third Period

Listening Teaching goals

教学目标

1. Target language目标语言

重点词汇

argument, beneficial, nature 2. Ability goals能力目标

Enable the students to learn more about cloning.

3. Learning ability goals

学能目标

Help the students learn how to know more about genetics. Teaching important & difficult points

教学重难点

Learn more about cloning.

Teaching methods

教学方法

Listening and discussion.

Teaching aids

教具准备

A computer and a projector.

Teaching procedures & ways教学过程与方式

Step I Revision and Lead-in Ask the students to talk about Frankenstein and his monster using the words and expressions in the box in EVERYDAY ENGLISH.

T: In the last two periods, we’ve learned about a horror film Frankenstein in which the monster is probably the origin of modern cloning technology. Do you remember how Frankenstein made the monster? Now work in pairs and talk about it using the words and expressions in the box.

A sample dialogue: S1: Frankenstein made it by using the bones of dead bodies.

S2: Quite right. In other words, Frankenstein’s monster is obviously a clone.

S1: That’s it. And the monster quite resembles a human being and is intelligent and has emotions.

S2: Frankenstein has planned to make it beautiful, on the contrary, the monster is extremely ugly. Anyway, I think Frankenstein should love his creation because he has spent much time and effort on it and destroyed his health for it.

S1: Nonsense! If you were Frankenstein, would you love and stay with this ugly thing? S2: Incredible! I would rather die.

S1: When Frankenstein sees his creation, he can’t believe his eyes! Horror and disgust fills his heart. He doesn’t want to see the monster and to continue, he hides himself in the garden and regrets having done that terrible thing.

S2: That’s it. I think Frankenstein would never do it again.

Talk about the pictures with the students.

T: About 150 years ago, the Austrian monk Gregor Mendel began the study of genetics. Using pea plants from his garden, Mendel crossed short plants with tall ones, red-flowered ones. And he kept track of the results. From his results, Mendel concluded that living things have a mechanism inside them that controls certain characteristics. He believed that a child gets one of each “mechanism”

from its mother and another from its father. Mendel’s discovery was the beginning of the story of you and your genes. Now look at the pictures. These pictures show what scientists are working on. Talk about the pictures and then answer the questions.

S1: In Picture 1, two scientists are working in a lab. One is examining something using a microscope. The other is making some notes.

S2: In Picture 2, we can see a magnified human cell.

S3: A gene is shown In Picture 3. S4: In Picture 4, we can see a cloned sheep or a clone and the “parent”.

T: What can we learn from these pictures? S1: We can learn from these pictures that scientists are using a part of human cell, genes to create a clone.

Then ask the students to answer the questions.

Sample answers:

1. We get our genes from our parents.

2. A cloned animal has only one parent.

3. Cloned animals are created in a lab.

4. Sheep A and Sheep B are identical in the way that they have exactly the same

genes.

Step II Listening

Task 1: Ask the students to do Activities 2 and 3.

T: Next we are going to listen to a radio discussion about cloning. Before that, please do the Exercises 2 and 3.

Sample answers: 1. Yes. I think it a good idea if I am for something. For example, I am for Crazy English because I think it a good idea to practice oral English. 2. No. I don’t think it a good idea if I am against something.

3. Yes. I often argue about some language problems or math problems with my friends. 4. I think nature should be made use of by human beings. For human beings can do nothing without making use of nature.

5. I think cloning may be beneficial or helpful to humans. For example, we can save the endangered animals by cloning them.

Task 2:

Ask the students to listen to the radio discussion about cloning and do Activities 4 and 5.

Check the answers. Task 3: Ask the students to do Exercises 13-14.

Sample answers:

13.

Frankenstein: Mary Shelly, Boris Karloff, scientist, best science fiction story, most famous of all horror films,

Dolly the sheep: mammal, clone, Roslin Institute, Scotland, cell, ewe Brave New World: Aldous Huxley, terrifying future world, world government, clones, Alphas, Betas, Epsilons A cell: gene, living material, part of all plants and animals A laboratory: scientists, tube, microscope, chemicals

A gene: cell, DNA, control the development of the qualities, pass on to a living thing from its parents, enzyme, protein

14.

(a) Brave New World; (b) Frankenstein;

(c) a cell, a laboratory, a gene

Task 4: Ask the students to listen to the recording and do Exercises 15, 16 and 17. Then check the answers.

Step III Homework

Ask the students to do Exercises 5-8 in the WORKBOOK.