Using LanguageⅡ教案教学设计导入设计

Unit 2 Cloning Ⅰ. 单元教学目标

Skill Goals技能目标

▲To talk about cloning ▲To practice expressing and supporting an opinion ▲To use the appositive clause ▲To write a composition about cloning

Ⅱ. 目标语言

功

能

句

式

Expressing and supporting an opinion I’m happy to accept... but... 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... Is it fair to...? Do you think it is wise to...? I think you should... Well done to you for... I don’t understand why you don’t...

I can’t help thinking...

I could never agree to...

词

汇

四会词汇

Differ

exact

twin

commercial straightforward

undertake

breakthrough

procedure

carrier

cast

altogether

arbitrary

correction

object

objection

medium

obtain

attain

moral

conservative

forbid

accumulate

constitution

compulsory

opera

chorus

loaf

flour

owe

shortly

retire

bother assumption

regulation

strike

initial

vain

resist

drawback

merely

decoration

unable

feather

turkey

claw

adore

hatch

reasonable 词组

cast down, object to, the media, in favour of，

（be）bound to（do）..., from time to time,

bring back to life, pay off, in vain 语法

重

点

句

子

Appositive clause —同位语从句

It is a way of... P11 The fact is that... P11 The question that occurred ... P12 The advantage is that... P15 Ⅲ. 教材分析和教材重组

1.

教材分析

本单元以Cloning为话题，旨在通过单元教学，使学生了解克隆技术的优缺点，学会表达和支持个人观点，能用所学的有关Cloning的词汇去表述自己对这一新技术的观点和看法。 1) Warming Up提供了四幅有关Dolly the sheep(多莉羊)，A strawberry plant(草莓植物)，Identical dogs(克隆狗) ，Twins（双胞胎婴儿）的图片，让学生用已有的知识和经验讨论对克隆技术的看法与观点。

2) Listening是关于人类克隆的听力材料，难度中等。

3) Speaking根据材料，四人小组合作，要求把自己对克隆婴儿的态度和感觉用相关的语言表达出来。语言要得体，锻炼语段表达能力。

4) Pre-reading是Reading的热身活动，它要求采用与同学讨论交流的方式谈论有关克隆的相关知识。

5) Reading是一篇介绍克隆技术的说明文。

1

6) Comprehending第一题所给出的表格让学生根据课文内容列举克隆技术的优缺点；第二题让学生根据所拥有的知识来评价作者的观点；第三题要求学生用自己的语言阐述对克隆技术的观点并给出理由。

7) Learning about Language分词汇和语法两部分，其中Discovering useful words and expressions 是根据语境在运用中掌握词汇。Discovering useful structures 是通过阅读和补全句子来练习。

8) Using Language中的Reading，Discussing and writing要求学生先读, 然后再完成四个任务型的作业，即

1. 讨论并回答三个问题；2. 讨论几种已经灭绝的动物，并且讨论哪种动物应该被恢复到这个世界上，并且给出理由；3. Listening and speaking 让学生根据所听到的内容选择并列出文中人物观点。

2．

教材重组

1) 从话题内容上分析，Warming Up 与Reading相一致，而从训练目的上分析Warming Up与TALKING比较一致。从教材份量来说，可将Warming Up和Reading整合在一起，设计成一节任务型“阅读课（一）（精读课）”。

2) 将Listening 和Workbook中的LISTENING整合在一起，设计成一节“听力课”。

3) 将Using Language与Workbook中的TALKING 和SPEAKING TASK结合在一起，设计成一节“口语课”。

4) 将Learning about Language与Workbook中的USING WORDS AND EXPRESSIONS整合在一起上成

“语法课”。

5) 将Workbook中READING TASK和PROJECT 以及WRITING TASK整合成一节“泛读与写作课”。

3. 课型设计与课时分配

1st Period

2nd Period

3rd Period

4th Period

5th Period Ⅳ. 分课时教案

Reading(1个课时) Listening (1个课时)

Speaking (1个课时)

Learning about language and grammar (2-3个课时)

Extensive reading and writing (1个课时)

Section Ⅰ

Warming up,Pre-reading,reading&comprehending(1个课时)

I

Teaching aims:

1. To practice the students’ pronunciation and preliminary word recognition.（练习发音并初步识记单词）

2. To develop their reading skills ：to read the text “Cloning: Where is it leading us?” and understand what it says.

3. To make students find out some useful words and expressions. II Teaching procedures: Step I. Read the vocabulary P92

1.

领读2遍，学生读6遍此过程大约需12分钟；

2.

给出6分钟时间让学生快速的读2遍生词表，期间若学生对个别单词发音不清楚可举手由老师亲自辅导发音；

（B班学生语音大多不过关，这一步非常重要，熟悉发音是培养语感的第一步；并且在后面学习中要强化领读2-3遍）

Step II.

Read the text(Page10-12)，then do the exercises on Page 29(三维设计教师用书;学生用书page3)及教材P12页Comprehending里的练习.(给学生限时20分钟，再用6分钟师生互动)

注解：

1、阅读方法：快速阅读为默读限时8分钟，先读题（step2 Fast Reading）再默读找信息点做题；Careful Reading 限时12分钟，理解段落大意及文章主旨并结合语境理解文中黑体单词、短语的含义，并将预习中未能解决的问题和有疑惑的问题标出，以便在后面的师生互动中探究解决。

2、练习可根据学生实际情况增删，对课本上没有的问题教师可板书在黑板上。若有条件用多媒体教学，可向学生展示更多关于cloning的flash来帮助学生理解. 师生互动可将学生分组加分鼓励学生积极主动回答问题，教师还可提问不活跃学生，对学生回答的不好的问题教师可做引导点拨。对B班学生只要求做P29 Fast Reading 和Careful Reading里的段落大意题。

Step III. 师生互动处理学生练习及理解中的疑难问题(6分钟) Step IV.

Homework (1分钟) 1、

预习三维设计（P19-22页学生用书）及课后注释（P87-89）里的知识点并做其对应的练习；

2、

读报纸40期的第一、二版并预作其对应的练习。

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Section II

Listening

(1个课时) I. Teaching goals 教学目标

1. Target language目标语言

a. 词汇和短语cloning, attitude, medicine, organs b. 重点句子I agree with...；How would you do...?；Do you think...?

2. Ability goals能力目标

Let the students focus on the different attitude towards cloning technology.

3. Learning ability goals学能目标

Teach the students how to get the specific information.

II. Teaching important points 教学重点：Listen to the materials about cloning and choose the correct answers.

III. Teaching difficult points 教学难点：Work together with partners and show their own opinions.

IV. Teaching methods 教学方法：Listening and cooperative learning.

V. Teaching aids 教具准备：A tape recorder.

VI. Teaching procedures & ways 教学过程与方式

Step I Revision

1. Greetings

2. Revision: Check the students’ homework.

Step Ⅱ Pre-listening Work in groups to discuss how we should behave towards the human clones. T: Before human clones become part of our life, perhaps we should spend some time thinking about how we should behave towards them. Now, work in groups to discuss the following questions. Show the following：1. How would you treat human clones? 2. Do you think they should have legal and political rights, such as getting married or voting? 3. Do you think they are separate people or part of the original donor? Sample answers:

1. I will treat them as normal people. 2. Yes, I think they should have the legal and political rights. 3. I think they are separate people.

Step Ⅲ Listening The students are asked to read fast the questions and multiple answers to find out the listening points first, and then listen to the tape twice to choose the best answer. T: Please open your books at page 54. Before you listen to the tape, please read fast the questions and multiple answers to find out the listening points. Pay more attention to these important points while listening. While listening, you’d better make notes of the listening points.

A few minutes later. T: Now, I’ll play the tape twice. Please listen carefully and pay more attention to the important points. You may make notes while listening. Notes taking are helpful for you to remember each of the important points. After listening twice, check the answers and explain some difficult listening points if necessary.

Step Ⅳ Listening task (P57) (时间不足时改为作业) First, ask the students to read these sentences and then listen to the tape and decide if they are facts or opinions. T: Now turn to page 57, there’re 10 questions. You should form the habit of going through the questions and the answers to get the important listening points. Yes? And make notes if necessary. OK? Play the recording and then check the answers with the class.

Sample answers:

Arguments for cloning pets: 1. Favorite pets can live forever as clones. 2. It is moral to clone pets for their owners. Arguments against cloning pets: 1. Many people don’t agree with cloning.

2. Some people think that cloning pets is selfish. 3

Step Ⅴ Homework T: Boys and girls, today we have listened to some materials about cloning. I do hope you can listen to the materials again after class so that you can get very familiar with them. Besides, please preview the reading. Now class is over. Goodbye, everyone. Ss: Goodbye, sir / madam.

Section Ш

Speaking

(1个课时)

I. Teaching goals 教学目标

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.

II. Teaching important points教学重点Learn to use the structures of expressing and supporting an opinion.

III. Teaching difficult points 教学难点How to give a speech.

IV. Teaching methods教学方法Cooperative learning.

V. Teaching aids教具准备A computer & a projector.

VI. Teaching procedures & ways教学过程与方式

Step Ⅰ Lead-in T: Good morning / afternoon, 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 4

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? 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.

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 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.

Step Ⅵ 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. Sample version 2:

I think the cloning represents the progress of the mankind. But it still has many problems to work out, the law, the ethic and especially the goals and purposes for cloning. However, we are actually doing much of this research for the improvement of life for humans. We should get benefit from cloning.

In China, the government has put out written policy on human cloning. It has officially banned research on human cloning for reproduction purposes, but allows cloning on embryonic stem cells and remedial cloning. As we all known, everything can’t be perfect. We should treat the cloning with correct attitudes. We should know the advantages and disadvantages of cloning. 5

Section Ⅳ

learning about language and grammar(2-3个课时)

I. Teaching goals 教学目标

1. Target language目标语言

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It is a way of ...p11段1；But at last the determination and patience...p11段2；The fact that she seemed... Altogether Dolly lived for six years, ...Then came...p11-12段3.... 2. Ability goals能力目标Enable the students to learn the appositive. 3. Learning ability goals学能目标Help the students learn how to use the appositive.

II. Teaching important points教学重点The use of the appositive.

III. Teaching difficult points 教学难点How to teach the students to master the usage of the appositive.

IV. Teaching methods教学方法Study independently and practice.

V.

Teaching aids教具准备A projector and a blackboard.

VI. Teaching procedures & ways教学过程与方式

Step Ⅰ Revision

Check the students’ homework. (3分钟)

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 (20-25分钟师生互动讲解，10-15分钟做练习，8-10分钟讲解) 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. 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.

在句中指代同一事物，用以说明或解释该事物的成分叫做同位语。单词、短语和从句都可用作同位语；同位语通常位于所说明的先行词之后，常用来说明身份、职务及称号等情况。

1. 名词或名词性短语作同位语，有时可用逗号与其说明的名词分开；代词、数词作同位语，一般不用逗号分隔。如：

Mr Brown, one of my best friends, enjoys watching TV. 我的一位好朋友布朗先生喜欢看电视。

They each have different opinions about it. 他们对那件事各有不同的意见。（each作they的同位语）

She bought some apples for us three. 她给我们三个人买了些苹果。（three作us的同位语）

2. 动名词、动词不定式、形容词及介词短语作同位语，有时用逗号分隔。如：

He tried to achieve the impossible, earning a million dollars in a week.

他试图实现不可能的事，即一周赚一百万美元。He has a plan to rebuild this city.

他有重建这座城市的计划。（动词不定式作同位语）

He read all kinds of books, ancient and modern, Chinese and foreign.

他读了很多书，古今中外都有（adj.作同位语）

3. especially, mainly, mostly, for example, namely, that is, that is to say, or, in other words, such as, say, chiefly等单词或短语后面均可接同位语。如：

Only one person can do the job, namely you.

只有一个人能做这项工作，那就是你。

He is coming next Friday, that is to say, on the 25th. 他下星期五，也就是二十五号来。

4. 同位语从句一般放在它所解释或说明的名词的后面，但有时为了避免头重脚轻或使句子的结构更加紧凑，可将同位语从句放在句末，从而造成同位语从句被谓语动词或其他成分词分隔的现象。如：

Word came that he left for Shanghai yesterday. 消息传来说他昨天去上海了。（同位语从句被came分隔）

5. advice （建议）, demand, sugges- tion,

proposal, order, request等名词后面的同位语从句，谓语动词常用“(should +) 动词原形”构成的虚拟语气。如：

He gave orders that the work (should) be done at once. 他下令那项工作要立刻完成。

The old pianist wouldn’t listen to our repeated request that he (should) play in public again.

我们一再恳求那位老钢琴家再公开演奏一次，但他却不答应。

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More 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. 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 for exams 考点补充: 

同位语从句与that引导的定语从句

1) 从先行词看

：同位语从句与名词之间在逻辑上是“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. 能用于同位语从句的名词有：ability, patience, anxiety, answer, order, report, wish, decision, suggestion, belief, doubt, fact, hope, message, news, promise, question, reply等等。

高考真题：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。

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。



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。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. 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。

Step Ⅲ

Do the excercises: 1. 三维设计学生用书P28-29；

2. 报纸40期第三版

Step Ⅳ

Homework (1分钟) 1预习三维设计（P22-27页学生用书）及课后注释（P87-89）里的知识点并做其对应的练习；

2读报纸40期的第4版并预作其对应的练习。

7

Learning about language (1-2个课时)

Step I Revision

1. Greetings

2. Revision: Check the students’ homework.

Step Ⅱ Learning about language points (讲练及背诵结合的方式)

1 . It is a way of making an exact copy of another animal and plant. 它是一种精确复制另一种动物和植物的方式。(P11) 

a way of ... = a manner of ... 一种……的方式

如：It is a way of seeing. 这是一个看问题的方法

It is not only a way of living, but a positive attitude towards life. 它不仅仅是一种生活方式，也是一种对待生活的积极态度。



exact adj. 精确的，准确的，精密的

如：

We need to know the exact time the accident occurred. 我们需要了解事情发生的确切时间。

Assessing insurance risk can never be an exact science. 估定承保的风险永远不会成为一门精确的科学。

2 . It is a difficult task to undertake. (课本P11) 这是一项很难完成的任务。



undertake (undertook；undertaken)

vt.

着手；从事；承担Example：①I can undertake that you will enjoy the trip.我保证你会喜欢这次旅行。②He undertook to finish the job by Friday.他答应在星期五以前完成那项工作。

③Two new studies have been undertaken to determine the effects of the chemicals.已进行了两项新研究以确定这些化学制品的作用。

④University professors both teach and undertake research.大学教授既要教学又要从事研究工作。

[活用]Who do you think is the right person________ ________ ________ ________(承担这项任务)? to undertake the task

3 . But at last the determination and patience of the scientists paid off in 1996 with a breakthrough—the cloning of Dolly the sheep. (课本P11) 但是决心和耐心使科学家们最终于1996年收获了突破性的结果——克隆羊“多莉”。



pay off

得到好结果；取得成功；偿清pay back 还钱，报复pay for付钱，支付，付出代价

Her design won the first prize in the competition. Years of patience and hard work had at last paid off. 她的设计在比赛中获得一等奖。多年的耐心和艰苦的工作终于得到了好的结果。

Mr.Li was driving a taxi on the weekends to pay off all his debts.李先生周末开出租车赚钱以还清他的所有债务。

If you don’t work now，you’ll pay for it later when you fail your exams.你现在不好好学习，到考试不及格时就会为此而付出代价。

He had to work part­time so as to pay for his education.他必须做兼职工作来支付学费。

That I can pay back the help people give me makes me happy.能够回报人们给我的帮助让我感到很开心。

[即境活用]—Li Feng won the first prize in the national English competition.—Oh，really? I’m glad that her efforts at last_. A．worked out

B．got back

C．paid off

D．turned out 析：选C答句句意：噢，真的吗？我很高兴她的努力终于得到了好的结果pay off(指冒风险的政策、做法等)带来好结果，成功，行得通如：The gamble paid off.赌赢了。

4 . The fact that she seemed to develop normally was very encouraging. Then came the disturbing news that Dolly had become seriously ill.(P12)她（多莉羊）似乎生长正常的事实很鼓舞人心。接着传来了令人烦恼的消息——多莉得了重病。

【句法分析】(1)

“that she seemed to develop normally”是一个同位语从句，作the fact的同位语。同位语从句一般由that引导，常放在fact，truth，news，information，idea，thought，hope，suggestion，advice，reply，remark，report等名词后面，说明该名词的具体内容。当先行词是problem，question或当主句是表示疑问或否定意思时，连接词要用whether或其他的疑问代词或副词。如：1). The news that he has been elected president of the United States is true. 他当选美国总统的消息是真的。2). The question whether we should continue to do the experiment has not been answered yet.我们是否该继续实验的问题还没有被解决。3). I have no idea where the new library will be built. 我不知道新图书馆将要建在哪。

【模仿1】学校取消体育运动的想法非常令人丧气，依我的观点，这并不能防止学生受伤。The idea that schools cancel sport activities is very discouraging, which, in my opinion, is not a good way to prevent students from getting hurt.【模仿2】谚语“诚为上策”是众所周知的，它说明了诚实的重要性。The old saying that honesty is the best policy is well known to everyone, which signifies the importance of honesty.

(2)表示方位、时间或方式的副词或介词短语，如here，there，now，then，up，down，in，away，off，out，in the room，on the wall等置于句首时，句子用倒装语序。

①(2009年高考福建卷)For a moment nothing happened.Then came voices all shouting together. 有一会儿什么也没发生。接下来传来一起欢呼声。

[即境活用](2010年高考陕西卷)John opened the door.There________he had never seen before. A．a girl did stand

B．a girl stood

C．did a girl stand

D．stood a girl 8

解析：选D。考查完全倒装。副词there，here等位于句首，应用完全倒装句式。句意：约翰打开门，他从来没见过的一位女孩站在那儿。②Then came the news that the war was over接下来传来战争结束的消息。③Out rushed the children.孩子们冲了出去。④There goes the bell.铃响了。

(3)本句第二句中that引导的从句为同位语从句，that仅起连接作用，无实意。

5 .Cloning scientists were cast down to find that Dolly’s illnesses were more appropriate to a much older animal. 研究克隆的科学家们发现多莉得的病更容易发生在年老的羊身上，这使他们很沮丧。(P12) 

cast down使失败，使沮丧（常用be cast down），

丢下，扔下，使向下

The proud will be cast down. 骄者必败。

Don’t let yourself be cast down by a small failure in the experiment; try again. 别为了实验中一次小小的失败而垂头丧气，再试一次。

The enemy cast down their weapons and gave in. 敌人丢掉武器投降了。

【拓展】1) cast a glance at 看一眼。如：

I just cast a glance at the headlines. 我只是看了看标题2) cast sb into prison 把某人投进监狱

如：The thief was cast into prison one year ago. 一年前这个小偷被投进监狱。3) cast away 扔掉，浪费。如：Don’t cast away these old papers; they might come in useful. 别丢掉这些旧报纸，它们也许会有用。He casts away much of his time. 他浪费了许多时间。4) cast up 把……加起来。如：With practice, she can get to cast up figures very rapidly. 通过练习，她能把数字熟练地加起来。cast your mind back 回顾；回想；cast a spell on 对……施魔法

/ 诅咒；cast about / around for sth 四处寻找某物；cast out 驱逐，赶走。



be appropriate to ... 适合于……的，与……相称的

如：

Write in a style appropriate to your subject. 用与你的题目相称的体裁写。

Ordinary shoes are not appropriate to paddy fields. 普通鞋不适于下稻田。

6 . On the other hand, Dolly’s appearance raised a storm of objections and had a great impact on the media and public imagination. 另一方面，多莉的出现引起一场反对风暴，并且对媒体和公众思想产生了很大的冲击。(P12) 

raise在这里的意思是“引起，导致”。除此之外，raise还意为“举起，提起；站立；增加；筹募；召集；提出”等。如：The new plans have raised angry protests from local residents. 新的计划引起当地居民的抗议。

She raised the gun and fired. 她举枪射击。He raised himself up on one elbow. 他用一只胳膊肘支起身子。

We are raising money for charity. 我们在进行慈善募捐。The book raises many important questions. 这本书提出许多重要的问题。



objection n. 反对（的理由）,异议;常用于objection to sth / to doing sth结构如：I have no objection to hearing it. 我不反对听听那件事The main objection to the plan was that it would cost too much. 反对这个计划的主要理由是费用过高。

object

vi.

反对；不赞成

n.物体；目标

①I really object to being charged for parking.我非常反对收停车费。

②The main objection to the plan was that it would cost too much.反对这个计划的主要理由是费用过高。

③If you’re late，you’ll defeat the whole object of the exercise.如果你迟到了，便不能达到整个活动的目的。④I objected that he was too young for the position.我提出反对意见他太年轻不适合这个职位。⑤If nobody objects，we’ll postpone the meeting till next week.如果没有人反对，我们就把会议推迟到下周。

[即境活用]1．I don’t mind her criticizing me，but________is how she does it that I object to. A．it

B．that

C．this

D．which

解析：选A。考查代词it的用法。本题关键是并列连词but。粗心的学生可能会误选which，认为此处为一个定语从句。object to反对；抗议。句意：我不介意她批评我，但我反对的是她批评我的方式。

7 . Some began to reform their legal systems and forbade research into human cloning... (P12)

有些政府开始改革他们的法律制度，禁止进行克隆人的研究…



forbid (forbade/forbad，forbidden)

vt.

禁止，不准

You are all forbidden to leave.你们都不准离开。He forbade them from mentioning the subject again.他不准他们再提这个问题。

③I will forbid you to leave unless you apologize for what you have done.如果你不为自己所做的事情道歉，我不允许你离开。

④He forbids smoking during office hours.他禁止在办公时间抽烟。

[即境活用]当火车行驶时，禁止我们往窗外看。

We ________ ________ ________ ________ ________of the window when the train was moving. were forbidden to look out 他甚至禁止我去网吧会见我的网友！

He has even ________ ________ ________ ________my friends online at the Internet café！forbidden me from meeting

8 . Is it in favour of

cloning or against it? (P12)它是赞成克隆行为还是反对克隆行为？



in favour of

赞成；支持

①My sister was against my suggestion while my brother was in favour of it.我姐姐反对我的提议，然而我弟弟却赞成。

9

②Could you do me a favour and turn off the light?请帮忙把灯关掉好吗？

[即境活用]1．I am ________your suggestion________we should spend more time on this project. A．in favour of；which

B．in honor of；that

C．in favour of；that

D．in honor of；which 析：选C句意：我很赞成你的建议那就是我们应该在这工程上花费更多的时间in favour of 赞成；in honor of 向……表示敬意；为纪念…

;th at 引导的同位语从句。

2．(2011年皖南八校模拟)Many young people left their hometown for big cities________better jobs. A．in favour of

B．in search of

C．in charge of

D．in honour of 解析：选B。in favour of赞成，支持；in search of寻找；in charge of负责，掌管；in honour of为向……表示敬意。结合语境应选B项。

9 . You owe the lady an apology. (课本P13) 你必须向这位女士道歉。



owe

vt.

欠(账、钱、人情等)；归功于……，应感谢

①Thanks for helping me—I owe you a favour.谢谢你帮助我——我欠你一个人情。

②These early settlers owed their survival to hard work and determination to succeed.这些早期移民把他们的幸存归功于艰苦劳动和追求成功的决心。③If I have improved in any way，I owe it all to my teacher.如果说我有一些进步，这应该全部归功于我的老师。

④(2009年高考湖北卷) Owing to her assistance，we succeeded in starting the engine.多亏她帮忙，我们才成功启动了引擎。

[即境活用]她把她的成功归功于幸运，而不是有能力。

She ________ ________ ________ ________ ________ ________rather than to ability.

owes her success to good luck

10 .【课文原句】

You owe the lady an apology. (P13) 

owe vt. 欠（钱、人情等），感激，归功于

1) owe sb sth / owe sth to sb 欠某人某物。如：I owe Mr Smith a lot of money. 我欠史密斯先生许多钱。

Don’t forget that you still owe 150 yuan to him. 别忘了，你还欠他150元钱。

2) owe (sb) for sth 因某物欠（某人）……。如：I still owe for my suit. 我买了一套衣服，还没有付钱。

3) owe sth to sb / sth 把某事物归因或归功于某人（物）。如：

He owes his success to hard work and patience. 他把他的成就归功于努力工作和耐心。

4) owe it to sb / sth + that 从句，把……归功于某人（物）。如：

He owes it to his doctor’s care that he is quite well again. 他把他的康复归功于医生的照料。

5) owing to 由于

如：Owing to my lack of experience, I didn’t do the work well. 由于缺乏经验，我没有把工作做好。

We couldn’t get there in time owing to an accident. 由于发生了事故，我们不能及时赶到那里。

11 . However, the problem that she later de veloped a serious lung disease bothered scientists. (P14) 

bother v. 打扰，使苦恼；n. 烦扰, 令人烦恼的事或人

1) bother sb (with / about sth) （因某事）打扰某人，使某人不安。如：

I can’t bother him with my little affairs. 我不能因为自己的那点小事去打扰他。

He comes bothering me day after day. 他天天来打扰我。She never bothered about clothes. 她从不在穿着上费心思。

2) bother to do sth / (about) doing sth 费心做某事。如：Please don’t bother to get up. 您就别费事了，不用起来了。

3) bother sb to do sth 麻烦某人做某事。如：Don’t bother him to do it for you. 别麻烦他去为你做这件事。

4) bother oneself to do sth / (about) doing sth 费心做某事。如：

Don’t bother yourself to answer the letter. / Don’t bother yourself (about) answering the letter. 请不必回复此信。

5) give sb bother 给某人添麻烦。如：I didn’t want to give her any bother. 我不想给她添麻烦。

6) have bother (in) doing sth 做某事费劲。如：Did you have much bother (in) finding his office? 你是不是费了很大的劲才找到他的办公室？7) don’t bother不用费心了，不用麻烦了。主要用于谢绝对方主动提出的善意帮助。如：

—Shall I help you with the washing up? 要不要我帮你洗餐具？—Don’t bother. I’ll do it later. 不必麻烦了。我等一会儿洗。

12 . from time to time有时,间或,偶尔= occasionally

=

now and then=

sometimes

He went fishing from time to time.他不时去钓鱼

bring… back to life 使复生

We can’t bring the dog back to life.

我们不能使这只狗复生。

If people can be brought back to life, whatwill the world be?如果人能够复生，世界将是什么样子呢？

10

resist n. 防染剂;抗蚀剂

vi. 抵抗,反抗,抗拒

vt. 抵[反, 对]抗；阻, 耐(得住) ；阻挡, 抵制, 抗拒, 违背; [常用于否定句]忍住

If the enemy continue to resist, wipe them out. 如果敌人继续抵抗,就把他们消灭掉。

The nation was unable to resist the invasion. 该国无力抵抗侵略A healthy body resists disease. 健康身体能抵御疾病。

resist aggression 抵抗侵略

I was unable to resist laughing. 我忍不住笑了。

resist temptation 不受引诱

resist heat 耐热

I can't resist the temptation. 我不能抵挡诱惑。

merely=only adv. 仅仅(地), 只不过, 只是

not merely ... but also 不仅......而且......

I merely asked his name. 我只不过问问他的名字。

This is merely the beginning. 这仅仅是个开头。

13．【原句】The advantage is that if there is a new illness some of these animals my die, but others will survive and pass on the ability to resist that disease to the next generation. 其优点是，如果发生了某种新的疾病，这类动物可能会死去，而另外一些却能存活下来，并且把这种抗疫力传给下一代。结构：表语从句+条件句,

【模仿1】网上购物的弊端是，如果你在网上买了质量差的商品，你不可能会换的了；但你可以在真正的商店里精挑细选。

答案：The disadvantage of shopping on line is that if you bought a poorly made goods on the Internet, it is impossible for you to change it, but you can have a careful look at the goods in a real shop and choose the best one. 【模仿2】早起的优势是，如果我们早起，我们将有机会享受清新的空气和早晨的宁静，但并不是每个人都认为这是令人遗憾的事情。答案：The advantage of getting up early is that if we get up early, we will have the opportunity of enjoying the fresh air and calmness of the morning, but not everybody think it a regrettable thing.

14. 【原句】Based on what we know now, you cannot clone animals that have been extinct longer than 10,000 years. 就我们现在所知，你不可能克隆那些绝种了一万年以上的动物。结构：V-ed + what引导的宾语从句，+主句+定语从句

【模仿1】根据调查所示，我们可以更好地理解我们对大自然所做的一切。Based on what was shown on the survey, we can make a better understanding about the thing that we have done to nature.【模仿2】根据我们所读到的，我们可以得出结论是人类该对环境污染负责。Based on what we’ve read , we can make a conclusion that it is human beings that are to blame for the pollution of the environment. Step III

Homework (1分钟) 1

Recite the language points that we learned ; 2做三维设计课时跟踪训练Section II and Section III（P79-82页学生用书）；

Section V Extensive reading and writing (1个课时)

I. Teaching goals 教学目标Integrating skills and writing.

1. Target language目标语言

a. 重点词汇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. II.

Teaching important points教学重难点How to organize the debating materials. How to write a short composition of the debate.

How to write a report.

III. Teaching methods教学方法Task-based teaching method.

IV. Teaching aids教具准备A computer and a projector.

V.

Teaching procedures & ways教学过程与方式

Step Ⅰ Revision (10分钟) 1. Check the homework and deal with the difficulties in it. 2. Words and phrases dictation; 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? 11

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? Team B:

1. What’s their argument?

2. Two reasons against medical cloning.

3. Do you agree with them? Why? Sample answers:

Team A:

Q1: They support the idea that there should be medical cloning.

Q2: a. There is no danger of the body refusing to accept the new calls.

b. Patients can be treated immediately.

Q3. Yes, I agree with them. Because the medical cloning can help our human beings to cure many diseases. With the help of the cloning techniques, people can be restored to perfect health and be able to live a good life. No, I disagree with them. I think all animals including human beings are natural things on the earth. We should not damage this natural rule. Team B:

Q1. They disagree that there should be medical cloning. Q2. a. It brings many ethical problems.

b. Many scientists are also worried about the efficiency of the system. Q3. Yes, I agree with them. Because the medical cloning brings many serious problems to our human beings. We must be very cautious about cloning until these problems are solved. No, I disagree with them. Because all of us want to lead a meaningful life. We should try our best to realize our dream.

Step Ⅲ Speaking task T: Just now, we learned how to organize a debate, now it’s our turn to continue the debate. The topic of our debate is “should we clone?” Now choose the team you agree with.

Divide the whole class into four groups, two agree and two disagree. T: To begin this debate, I will give you some information about clone. You can choose what you need. During the speech, you can make notes so that you do not forget what you want to say. In our debate the person who speaks last must summarize your ideas. Here are some tips for you. Center on the subject of the debate. Organize main ideas that support your point of view. List your own ideas.

Make a conclusion.

Step Ⅳ 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: 12

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 This debate is very successful. As the coin has two sides, every technology can bring the advantages to our should not be medical cloning. 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 Ⅴ 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? 13