2020届一轮复习人教版选修八Unit2Cloning单元教案（38页word版）

2020届一轮复习人教版选修八Unit2Cloning单元教案（38页word版）

‎2020届一轮复习人教版选修八Unit 2Cloning单元教案 I．教学内容分析 本单元的中心话题是“克隆”，涉及克隆哺乳动物、克隆的历史和是否能够克隆已经绝种的动物所引起的争议等话题。‎ Warming Up部分呈现一组图片，引入有关克隆的话题，要求学生回答有关是否能区分自然与人工无性繁殖克隆的问题，激发学生对克隆话题的兴趣，既能集中学生的注意力，又为他们学习本课话题做准备。因为这部分的问题比较有趣，所以能调动学生讨论的积极性，达到热身的效果。‎ Pre-reading部分要求学生讨论有关克隆的问题，看学生对克隆有多少了解，对这个话题学生想知道什么并有什么启示。这样可以激活学生的背景知识和思维，为下面的阅读文章做铺垫，并培养学生的想象力和判断力。‎ Reading部分介绍了植物与动物克隆之间的区别、多莉羊的诞生与死亡以及由此引发的争论。通过阅读，在训练学生的阅读方法和技能同时，帮助学生进一步认识克隆的意义在于为人类服务。‎ Learning about Language部分突出了词汇和语法的学习与训练。本单元的语法是掌握并运用同位语从句及同位语从句与that引导的定语从句的区别。‎ Using Language部分中包括了读、讨论和写、听三个部分的内容，通过学习“恐龙回归”‎ 的阅读材料，了解是否能克隆已经绝种的动物和讨论哪一种动物是最值得克隆及其理由，然后写成一份报告。听说部分是听一段关于克隆是否对动物残忍的对话并进行讨论，该部分可以激发学生的想象力和语言运用能力。‎ ‎ Learning Tip教导学生要提高英语口语能力，需要长时间地听英国或美国人朗读的磁带，并大声跟读。 ‎ I．教学重点和难点 ‎1. 教学重点 ‎(1) 本单元的生词和短语；‎ ‎(2) 熟练掌握同位语的用法；‎ ‎(3) 了解什么是克隆、克隆的利弊及对克隆技术的反思；‎ ‎ (4) 进一步熟悉和运用有关接受与拒绝、表扬与鼓励、不关心的表达方式。‎ ‎2. 教学难点 ‎(1) 了解克隆技术以及有关的争议； ‎ ‎(2) 学会发表评论和表达自己的看法；‎ ‎(3) 学写有关表达观点的文章。‎ II．教学计划 本单元建议分六课时：‎ 第一课时：Warming Up, Pre-reading, Reading & Comprehending 第二课时：Learning about Language (1)‎ 第三课时：Learning about Language (2)‎ 第四课时：Reading, discussing and writing (Using Language)‎ ‎ & Reading task (Workbook)‎ 第五课时：Listening and speaking (1) (Using Language) & Listening task (Workbook)‎ 第六课时：Listening and speaking (2) (Using Language) &Writing task (Workbook)‎ Period 1 Warming Up, Pre-reading, Reading & Comprehending Teaching Goals: ‎ ‎1. To arouse Ss’ interest in learning about cloning ‎2. To learn about the procedure of animal cloning and the life of Dolly the sheep ‎3. To develop Ss’ some basic reading skills.‎ Teaching Procedures:‎ Step 1. Leading-in Purpose: To activate Ss and arouse them to want to know about cloning.‎ Look at the following pictures and have a free talk.‎ ‎1.Do you know the name of the most famous sheep and how it is different from other sheep?‎ Suggested Answer:‎ Its name is the Dolly sheep. It was cloned while the others were born naturally. It is the copy of another sheep. ‎ 2. What is cloning? ‎ Suggested Answer:‎ Cloning is a way of making an exact copy of another animal or plant.‎ Step 2. Warming Up ‎ Purpose: To lead Ss to the topic of this unit through the discussion To get Ss to look at the pictures and discuss how they differ ‎ ‎ ‎ Suggested Answer:‎ ‎ The first picture shows “identical dogs”. The smaller of the two dogs must be a man-made clone of the larger one. The other picture is about human twins. They are identical in sex and appearance and are good examples of natural clones. ‎ Step 3. Pre-reading ‎ ‎ Purpose: To arouse Ss’ interest in the text and encourage Ss ‎ to predict the content of the text.‎ 1. Get students to discuss what the passage talks about and how they understand the meaning of the title “Cloning : Where is it leading us?”‎ 2. Ask Ss to talk about the following questions.‎ ‎(1) What is cloning?‎ ‎(2) How is a clone produced?‎ ‎(3) What’s the function of cloning?‎ ‎(4) What’s the effect of the cloning?‎ Suggested Answers: ‎ (1) A clone is a group of cells or organisms that are genetically identical and have been produced asexually from the same original cell. They include natural and man-made clones (2) he cloning of plants is simple and relatively easy. It can bee done by taking cuttings (man-made cloning) or letting the plant produce its own runners (natural cloning) . The cloning of animals is more complicated. It was not achieved until 1996 and is fully explained in the first reading.‎ (3) It is possible to use cloning to cure serious illnesses, and ‎ help infertile people have babies.‎ (1) People may want to clone themselves so they can live forever. People may want to clone dead children. People may want to clone their favorite pets.‎ Step 4. Fast reading Purpose: To get Ss to get some useful information.‎ ‎1. Ask Ss to listen to the text and try to get the main idea of the text. ‎ ‎2. Ask Ss to read the text quickly and answer the following questions.‎ Suggested Answer: (1) How many female sheep participate in the cloning of a new sheep?‎ Three sheep. ‎ Suggested Answer: (2) How many major uses does cloning have and what are they?‎ ‎ Cloning has two uses. One is to produce commercial quantities of plants and do research on new plants species and medical research on animals.‎ Step 5. Intensive reading Purpose: To get Ss to get a brief understanding of the text.‎ ‎1. Ask Ss to read the text carefully and then decide which ‎ statements are true or false.‎ ‎ (1) Cloning is a new topic. ‎ ‎(2) When a gardener takes cuttings from growing plants to make new ones, we say the new ones are natural cloning. ‎ ‎(3) Cloning animals is as complicated as cloning plants. ‎ ‎(4) Dolly the sheep was the first successful clone of a mammal ‎ ‎(5) Scientists were very excited to find that Dolly`s illnesses were more appropriate to a much older animal. ‎ ‎(6) People `s opinions on cloning were different. ‎ Suggested Answers: ‎ ‎(1) F (2) T (3) F (4) T (5) F (6) T ‎2. Ask Ss to choose the right answer according to the text.‎ ‎(1) Which statement about Dolly the sheep is true? ‎ ‎ A. She looked exactly like the sheep that provides the egg.‎ ‎ B. She was the exact copy of the sheep that provides the nucleus.‎ ‎ C. She looked like the sheep that gave birth to it.‎ ‎ D. She had the characteristics of all three sheep. ‎ ‎(2) Choose the right order of the events given during the cloning procedure of Dolly the sheep ‎ ‎ a. Female sheep C bears the embryo ‎ b. The nucleus from sheep B and egg cell from sheep A join together.‎ ‎ c. Female sheep B provides a somatic cell whose nucleus is taken out of ‎ d. The cell break up and grows into an embryo ‎ e. Female sheep A provides an egg cell whose nucleus is removed from.‎ ‎ f. A lamb called Dolly is cloned.‎ ‎ A. e, c, a, b, d, f B. e, a, c, d, f C. e, c, b, d ,a, f D. e, b, c, d, a, f ‎(3) It can be inferred from the passage that a cloned animal A. usually lives as long as the donor one B. usually lives longer than the original one C. may die younger than the donor one ‎ D. is usually as healthy as the original one ‎(4) Which of the following is not an advantage of cloning?‎ A. Cloning can be used for medical purposes. ‎ B. Large quantities of food can be produced by cloning.‎ C. Cloning can help keep animals from becoming extinct.‎ D. Famous persons who have passed away can be cloned.‎ ‎(5) What is people’s fear about human cloning? Which of the following is wrong? ‎ A. Cloned Hitlers would do harm to the world.‎ B. Cloned people may be killed at will for medical aid.‎ C. A woman would have difficulty recognizing her real husband.‎ D. Men will die out because a woman can give birth to a baby without a husband.‎ ‎(6) We can infer from the last three paragraphs that ‎ A. the normal development of Dolly had no effect on the cloning of other species.‎ ‎ B. Dolly`s serious disease and final death disturbed the whole world.‎ ‎ C. Dolly successfully cloned a new lamb with the help of cloning scientists.‎ ‎ D. there were arguments about animal cloning and concerns about cloning`s future.‎ Suggested Answers: ‎ ‎(1) D (2) C (3) C (4) D (5) D (6) D ‎ ‎3. Ask Ss to read the text again, and then discuss the main idea of each paragraph.‎ Paragraph 1: What is cloning?‎ Paragraph 2: Cloning has two major uses.‎ Paragraph 3: The problems of Dolly.‎ Paragraph 4: The effect of Dolly.‎ Paragraph 5: It is forbidden to clone human beings. ‎ ‎4. Ask Ss to choose one of the following questions to discuss in groups. The leader of each group should write down every member’s opinion, then the volunteers will show your group work to the whole class:‎ ‎(1) Do you support the idea of producing human embryos (胚胎) for medical purposes? Why?‎ (2) Do you think a cloned human should have human rights? Why?‎ ‎(3) Do you think cloned humans will have the same talents as the original ones? Why?‎ Step 6. Homework Ask Ss to surf the Internet to find more information about cloning and prepare to present it to the class in the next class.‎ ‎ Period 2 learning about Language (1)‎ Teaching Goals: ‎ ‎ 1. To enable Ss to master key phrases and expressions.‎ ‎2. To enable Ss to learn how to use these words and expressions.‎ Teaching Procedures:‎ Step 1. Language study Purpose: To train Ss’ listening ability and language capacity.‎ ‎1. Listen to the text and deal with the language points in pairs.‎ ‎ Match Column A with Column B ‎ Column A Column B ‎(1) straightforward A. having a sign of illness of the mind or the feelings (2) disturbed B. entirely; in all; considering all things (3) altogether C. easy to do or understand ‎ (4) forbid D. make oneself responsible for; promise (5) undertake E. not on reason (6) arise F. not allow (7) arbitrary G. become evident; appear ‎ Suggested Answers: ‎ ‎ (1) C (2) A (3) B (4) F (5) D (6) G (7) E ‎2. Ss are divided into small groups and have a discussion. Find ‎ out difficult words and expressions and write the words and expressions on a piece of paper.‎ ‎ 3. Get Ss to display their papers by projector and tick out the most useful words and expressions.‎ ‎ ‎ differ from undertake to do sth ‎ cast down be appropriate to ‎ object to have/make a strong/great impact on ‎ be bound to on the assumptions that ‎4. Explain some important sentences for Ss.‎ ‎(1) It also happens in animals when twins identical in sex and appearance are produced from the same original egg.‎ ‎(2) Cloning scientists were cast down to find that Dolly`s illnesses were more appropriate to much older animal.‎ ‎(3) Altogether Dolly lived for six years, half the length of the life of the original sheep.‎ ‎(4) On the other hand, Dolly` appearance raised a storm of objection and had a great impact on the media and public ‎ imagination.‎ ‎(5) Some countries such as China and the UK continued to accumulate evidence of the abundant medical aid that cloning could provide.‎ ‎5. Explain some important words for Ss.‎ ‎(1) happen vi (偶然地)发生；出现 Page11.line2 and page 12.line5‎ 辨析：happen, befall, occur, take place与come about happen, occur, befall, take place, come about五词都有“发生”之意，但有区别。‎ ‎ happen 使用最广，有偶然发生之意。‎ ‎ Befall 指灾祸等的发生或出现。多用于书面语，并且往往暗示命运的作用。‎ occur 用法较正式，既可以指自然发生，也可以指有意安排。可用于具体的事物，也可用于抽象的事物。用于指具体事物时，可与happen 互换（但happen 后接不定式时，不能与occur互换。该词有“想起”的意思，这时不可同happen互换 take place 常可与happen, occur互换 ( 以具体事物作主语时)，但较多地指有计划，按事先安排的进行的含义。引申用法可表示举行、进行的意思。‎ come about 往往注重事情发生的原因，常与how 连用。‎ 注：以上五词均为不及物动词，无被动语态。‎ ‎ ‎ ‎(2) disturbing (page 12 line2) 烦扰的 ‎ I`ve had some disturbing experience.‎ ‎● 拓展：disturb 打扰、使焦灼不安、扰乱 I’m sorry to have disturbed you.‎ The dream so disturbed him that he could not sleep.‎ A light wind distured the surface of the water.‎ (2) cast down (page12 line3)（多用于被动结构或作表语）沮丧，低沉，泄气 Anyone would be cast down by such news as that.‎ ‎ He seemed cast down as a result of his failure to find work.‎ ‎ He was very downcast when he got the exam results.‎ (3) raise (page 12 line8) 举起，使起来，唤起，提高，筹款，养育 ‎● 拓展：rise vi 起立，升起，上涨，高耸，起义 Step 2. Consolidation.‎ Purpose: To consolidate the words and phrases in the text.‎ 1. Ask Ss to complete the following sentences using suitable words or phrases ‎ ‎(1) Chinese ______ greatly _____ French in pronunciation.‎ ‎(2) He ______ to finish the job by Friday.‎ ‎(3) Many people ______ experimentation on animals.‎ ‎(4) You are not legally ______ ______answer these questions.‎ ‎(5) It took them three years to ______ ______ the debt.‎ ‎(6) A new oil crisis has ______.‎ ‎(7) Anyone would be______ ______ by news such as that.‎ Suggested Answers:‎ ‎ (1) differs… from (2) undertook (3) object to (4) bound to ‎ ‎(5) pay off (6) arisen (7) cast down ‎2. Ask Ss to finish Ex3 on P13 and check the answers in pairs.‎ ‎3. Ask Ss to fill in the brackets to complete the passage below. Then let some Ss present their answers.‎ Many challenges must be overcome_____(1)___(连词) "cloned organ" transplants become reality. More effective technologies for creating human embryos, harvesting stem cells, and producing organs____(2)_____(介词) stem cells would have to be ___(3)_____ (develop). In 2001, scientists with the biotechnology company Advanced Cell Technology (ACT) reported_____(4___(连词) they had cloned the first human embryos; however, the only embryo to survive the cloning process stopped developing___(5)____ (介词) dividing into six ‎ cells. In February 2002, scientists with the same biotech company reported that they had ___(6)_____(success) transplanted kidney-like organs into cows. The team of researchers created ___(7)___(冠词)_cloned cow embryo by removing the DNA from an egg cell and then injecting the DNA from the skin cell of the donor cow's ear. Since little is _____(8)____(短语动词)manipulating ( 控制) embryonic stem cells from cows, the scientists let the___(9)_____(clone) embryos develop into fetuses. The scientists then harvested fetal tissue from the clones and transplanted it into the donor cow. In the three months of observation ___(10)_____the transplant, no sign of immune rejection was observed in the transplant recipient. ‎ Suggested Answers:‎ ‎(1) before (2) from (3) developed (4) that. (5) after ‎ ‎(6) successfully (7) a (8) known about (9) cloned (10) following Step 3. Homework ‎1. Ask Ss to review the language points in this period.‎ ‎2. Ask Ss to finish the following exercises.‎ ‎(1) Ask Ss to use “happen, occur, befall, take place, come ‎ about” to fill the following blanks.‎ ‎① When did the accident_________?‎ ‎② Our school sports meeting will ________ next week.‎ ‎③ How did the quarrel __________ ?‎ ‎④ It ________ to me that Mary knew him very well.‎ ‎⑤ He ________ to be out when I called.‎ ‎⑥ Bad luck and ill health ____on them through out his life. ‎ Suggested Answers: ‎ ‎① happen ② take place ③ come about ④ occurred ‎ ‎ ⑤ happened ⑥ befell ‎ ‎(2) Ask Ss to use “raise” or “rise” to fill the following blanks:‎ ‎① The Chinese people have ________ to their feet.‎ ‎② Heavy rains ________the river stage.‎ ‎③ The government is trying to ________ the living standard of the working people.‎ ‎④ His voice ________ in excitement.‎ ‎⑤ The wind is ________.‎ ‎⑥ Where was he _______?‎ Suggested Answers: ‎ ‎① risen ② raised ③ raise ④ rose ⑤ rising ⑥ raised ‎ Period 3 Learning about Language (2)‎ Teaching Goals: ‎ 1. To get Ss to have knowledge of the grammar point: the apposition and appositive clause..‎ 2. To enable Ss to know the differences between the attributive clause and the appositive clause. ‎ Teaching Procedures:‎ Step 1. Leading-in ‎ ‎(1) Ask Ss to look at the following sentences and then find out the similarities.‎ 1. The news that our women’s volleyball team had got the first place made all of us excited.‎ 2. The fact that our earth is round is known to us.‎ 3. I have no idea when we’ll set off. ‎ ‎(2) Get Ss to find out all the clauses in the reading text.‎ Part3 Line 1: The whole scientific world followed the progress of the first successful clone, Dolly the sheep.‎ Part3 Line 2: The fact that she seemed to develop normally was very encouraging. ‎ Part3 Line 2:Then came the disturbing news that Dolly had become seriously ill.‎ Part3 Line 6: Altogether Dolly lived for six years, half the length of the life of the original sheep.‎ Step 2. Grammar point ‎1. 概说 英语里同位语也是一种名词修饰语，单词、短语和从句都可用作同位语，最简单而又常见的同位语是位于所修饰的先行词之后，用来说明身份、职务、称号等的名词或名词短语。下面就从同位语的引导方式、同位语的构成来谈谈英语同位语。 ‎ ‎2. 同位语的构成 ‎ ‎(1) 名词及其短语（有时有逗号隔开） ‎ George Bush，the present American president，was the governor of the state of Texas． ‎ ‎(2) 动名词短语（有逗号隔开） ‎ He enjoys the exercise，swimming in winter． ‎ ‎(3) 不定式短语（有时有逗号隔开） ‎ There is one thing he'll never do—tell lies． ‎ ‎(4) 形容词及其短语（有逗号隔开） ‎ He，short and thin，is unfit for the job． ‎ ‎(5) 介词短语（有时有逗号隔开） ‎ As the head of the company，he had to explain what had happened．＝He，the head of the company，had to explain what had happened． ‎ ‎(6) 名词性从句（其前面的先行词一般都带有定冠词the）。这样的先行词有fact，news，truth，knowledge， idea，hope，question，problem，assumption等。例如： ‎ You have yet to answer my question whether you can lend me your bike． ‎ ‎3. 同位语从句和定语从句都放在被修饰词的后边，从形式上来看，它们十分相似。从以下几个方面来谈它们的区别。‎ ‎ ‎ ‎(1) 从句所修饰词的不同。同位语从句所修饰词通常是少数一些表示抽象意义的名词，如belief , doubt , fact , hope , idea , news , possibility , thought , order , suggestion , wish , answer , information , conclusion , decision , discovery , knowledge , law , opinion , problem , promise , proof , question , report , truth , risk 等。定语从句的先行词可以指人、物等。例如： ‎ ‎● He has told us a fact that drinking too much does harm to our health.‎ 他又告诉我们一个事实，过渡饮酒对健康有害。(同位语从句) ● This is the book that I bought yesterday. 这是我昨天买的那本书。（定语从句） (2) 连接词的作用不同。连接同位语从句的that只起连接作用，不在从句中担任任何句子成分。whether 和 how ‎ 可以引导同位语从句，但不能引导定语从句。关系代词和关系副词除了连接从句的作用外，还在定语从句中充当一定的句子成分，如主语、宾语、定语、表语等。引导定语从句的连接词是关系词，常见的关系代词和关系副词有that , which , who , whose , whom , when , where , why , as，than, but 等。 ● The news that he wants to get is whether he will be sent to the countryside.‎ 他所想得到的消息是他是否将被派往农村。(定语从句，关系代词that作从句get的宾语。) ‎ ‎● Do you have a doubt whether she will be dismissed from school? ‎ 你怀疑她是否能被学校开除吗？(同位语从句) ‎ ‎● I have no idea how his parents were sad on hearing that their son was killed in the earthquake. ‎ 我不知道他的父母一听到他在地震中阵亡是多么悲伤！(同位语从句) (3) 从句作用的不同。定语从句具有形容词或副词的特点，对先行词起修饰、限定作用，描述先行词的性质或特征，与先行词之间是所属关系。同位语从句具有名词的特点，对中心词作进一步补充解释，是中心词的具体内容。例如： ● The man that you saw just now is my bother. 你刚才看到的那个人是我的弟弟。(定语 从句) ‎ ‎● The suggestion that the meeting be put off proved right.‎ 推迟会议的建议证明是正确得。（同位语从句） ‎ ‎(4) 正确理解和使用同位语从句，还应注意以下几点： ‎ ‎① 分隔同位语从句：有时同位语从句与其先行词被其它成分分隔开来，这种分隔主要出于修辞原因，即为了保持句子结构平衡，避免头重脚轻。 ● The whole truth came out at last that he was a wolf in sheep‘s clothing . ‎ 真相终于大白了，他原来是只披着羊皮的狼。 ② 在某些名词后的同位语从句中，其谓语动词应用虚拟语气形式：（should） + 动词原形。 常见的名词有advice , idea , order , demand , plan , proposal , suggestion , request 等。例如： ● The suggestion that a new bridge (should) be built was accepted . ‎ 采纳了在这里修建一座新桥的建议。 ③ 同位语从句的先行词往往没有复数形式。例如： 他要来教我们英语的消息昨天我就听说了。 （正）The message that he would teach us English reached me yesterday . （误）The messages that he would teach us English reached me yesterday . ‎ Step 3. Practice Purpose: To get Ss to know how to use the appositive clause ‎1. Get Ss to fill in conjunctions and tell which sentences a re apposition clauses and which are attributive clauses ‎ ‎(1) Word came ____ our army had won the battle. ‎ A. that B. what C. why D. which ‎ ‎(2) The fact ____ he was successful proves his ability. ‎ A. that B. what C. which D. why ‎ ‎(3) The news ____ he heard yesterday surprised us greatly. ‎ A. what B. that C. why D. when ‎ ‎(4) The next thing ________ must be done is to make a plan.‎ A. what B. that C. why D. when ‎ ‎(5) I have no idea ____ he will start. ‎ A. when B. that C. what D./ ‎ ‎(6) This is the problem _________we are going to discuss.‎ A. if B. that C. whether D. how ‎(7) The thought ____ he might fail in the exam worried him. ‎ A. when B. which C. what D. that ‎ ‎(8) I will never forget the first day ________ I spent in the country.‎ A. when B. which C. what D. that ‎(9) You have no idea _______ anxious I was.‎ A. How B. which C. what D. that ‎(10) He often asked me the question ____ the work was worth doing. ‎ A. whether B. where C. that D. when ‎ ‎　Suggested Answers: ‎ ‎(1) A 同位语从句 (2) A 同位语从句 (3) B 定语从句 (4) B 定语从句 (5) A同位语句 (6) B 定语从句 (7) D同位语从句 (8) D 定语从句 (9) A 同位语句 (10) A同位语从句 ‎2. Ask Ss to finish Ex3 on P15 and Ex1 and Ex2 of Using Structures on P56.‎ ‎3. Divide Ss into some groups to hold a press conference informing the public of cloning and get them to use as many appositive clauses as possible.‎ Step 4. Homework ‎1. Ask Ss to make some sentences including an apposition.‎ ‎2. Ask Ss to find the appositive clauses in the following passage as fast as possible ‎ Dolly the sheep become a scientific breakthrough when the news that she had been born was announced in 1997. However, the problem that she later developed a serious lung diseased bothered scientists . On 14th February 2003 scientists made the decision that Dolly should be put to sleep. Dolly`s death, like her birth, was bound to raise worries. The fact that Dolly died when she was quite young disappointed people the world over . Scientists hold the belief that cloning may lead to many ‎ important scientific breakthroughs and medical treatment But now the question comes to their minds, “Did she die young because she was a clone?” Besides that, there is also a fierce debate over the question whether human cloning experiments should be allowed. Scientists believe human cloning is just a matter of time but the assumption that human clones have already been born hasn`t been proved yet.‎ Period 4 Reading, discussing and writing (Using Language) & Reading task (Workbook)‎ Teaching Goals: To get Ss to learn more about cloning.‎ ‎ To get Ss to think about the development of the cloning. ‎ Teaching Procedures:‎ Step 1. Reading, discussing and writing (Using Language)‎ ‎1. Leading-in Purpose: To lead Ss to the topic and arouse the Ss’ interest in reading.‎ Ask Ss to discuss the following questions.‎ ‎(1) Do you like dinosaurs? Where have you seen them? Can you see them in our real life? Why?‎ ‎(2) Do you think it is possible to clone dinosaurs? Why?‎ ‎ ‎ ‎2. Fast reading Purpose: To get a brief understanding of the text.‎ ‎(1) Ask Ss to read the text in two minutes and try to get the main idea of the text.‎ ‎(2) Ask Ss to discuss the following questions and then answer them in pairs. ‎ ‎① Why shouldn’t you clone an extinct animal unless there is enough diversity in the group?‎ ‎② Why is it wrong to clone an extinct animal if it would have to live in a zoo?‎ ‎③ Why can’t you clone the DNA of animals that have been extinct longer than 10,000 years? ‎ ‎3. Intensive reading Purpose: To get Ss to have some details in the text.‎ ‎(1) Ask Ss to read the passage carefully and choose the best answer to complete each sentence. ‎ ‎① Who are interested in cloning fierce and extinct wild animals? ‎ A. Film makers ‎ B. Ordinary people ‎ C. Film makers and ordinary people ‎ ‎ D. No one ‎② We are a long way from being able to clone extinct animals because ________.‎ ‎ A. scientists are not experimenting with cloning mammals ‎ B. the cloning of mammals is not difficult ‎ C. scientists have not succeeded in cloning any mammals ‎ ‎ D. the cloning of mammals is a new field ‎③ The cloning of mammals began seriously ________‎ ‎ A. 1950‎ ‎ B. 1996‎ ‎ C. 1n the ninety century sixty years ‎ D. in the twenty century fifty years ‎④ What is the meaning of diversity in a group ? ‎ ‎ A. It means passing on the ability to resist that disease to their children ‎ ‎ B. It means having animals with their genes arranged in different ways C. It means all of them would be left to continue the species if there is a new illness ‎ D. It means all of them might die of the same illness Suggested Answers: ‎ ‎① C ② D ③ D ④ B ‎ ‎(2) Ask Ss to read the text again and have a discussion according to the requirement of Ex2 on P16. Ss work in groups; when discussing, the head of each group should write down the opinions of all the members. Ask some volunteers to show their opinions.‎ ‎4. Language point ‎ Ask Ss to go through the text, and find out the following sentences and analyze them.‎ ‎(1) The popularity of the film Jurassic park, in which a scientist clones several different kinds of extinct dinosaurs, proves how interested ordinary people are in the subject. ‎ ‎(2) This is because the cloning of mammals is still a new science and its story began seriously in the 1950s as this chart shows:‎ ‎(3) From time to time people suggest that the animals that have disappeared from the earth, like dinosaurs, can possibly be brought back to life through cloning. ‎ ‎(4) Unfortunately, with what we know now, this is either impossible or unsuitable.‎ ‎(5) The advantage is that if there is a new illness some of these animals may die, but others will survive and pass on the ability to resist that disease to their children.‎ ‎(6) It would be unfair to clone any extinct animals if they would have to live in a zoo. ‎ ‎(7) Based on what we know now, you cannot clone animals that have been extinct longer than 10,000 years.‎ Step 2. Reading task (Workbook)‎ ‎1. Leading-in Divide Ss into groups and ask them to discuss the following questions.‎ ‎(1) Do you know something about “ Medical cloning” ?‎ (2) What do you think of the “Medical cloning ”?‎ Suggested Answers: ‎ ‎(1) “Medical cloning ” is a medical cure using cells from an embryo to cure very serious illnesses ‎(2) Different people have different opinions.‎ ‎2. Fast reading ‎(1) Ask Ss to read the text quickly and try to get the main idea of the text.‎ ‎(2) Ask Ss to answer the following questions.‎ ‎① What is a debate?‎ ‎② What should you pay attention to when you have a debate?‎ ‎③ What is the topic of the debate?‎ ‎④ When will everyone in the room vote and we can see who has won the debate?‎ ‎3. Intensive reading ‎(1) Arrange a competition according to the following steps.‎ ‎① Divide the class into boy groups and girl groups. Boy groups read the part “Team A”, while girls group read the part “Team B”. Each group read carefully, have a discussion and write down at least three questions about the part they read ‎② Ss close their books, and each group ask questions for the other group to answer. Each correct answer will win one point for his/her group.‎ ‎(2) Ask Ss to red the text again and finish the exercise under the text.‎ Step 3. Feeding back 1. Ask Ss to ask some questions about the two passages learnt ‎ in this class. 2. Ask some Ss to answer the questions first, and then teacher makes a conclusion. ‎ Step 4. Homework ‎1. Ask Ss to review what has been learned in this period.‎ ‎2. Ask Ss to preview Listening and speaking (Using Language) and Listening task (Workbook).‎ Period 5 Listening and speaking (1) (Using Language) & Listening task (Workbook)‎ Teaching Goals: ‎ 1. To develop Ss’ listening ability.‎ 2. To learn some more information about cloning.‎ Teaching Procedures:‎ Step 1. Listening and speaking (1) (Using Language)‎ ‎1. Leading-in Purpose: To activate Ss and arouse them to express their opinions.‎ ‎(1) Ask Ss to discuss the following questions with their partners in groups of four What is your favorite pet? If it dies and it is the only one you like in the world, what can you do?‎ ‎ ‎ ‎(2) Get Ss to ask each other the questions, and then ask them to present them before the class.‎ ‎(1) Do you think cloning is cruel to the animals?‎ ‎(2) What problems arise when scientists make an animal cloning?‎ ‎2. Listening ‎ ‎1. Ask Ss to listen to the tape and finish Ex1 of Listening and speaking on P17.‎ ‎2. Ask Ss to listen to the dialogue, focus on the subjects mentioned in the passage, and then answer the following question.‎ What is Xiao Qing’s attitude towards cloning?‎ Suggested Answer: She is for cloning.‎ ‎3. Play the tape again and complete the following form.‎ Mary’s ideas about cloning Xiao Qing’s ideas about cloning ‎(1) ______ to animals ‎(1) scientists are doing a ______ job ‎(2) make them do ______things ‎(2) may ____ back extinct animals ‎(3) it is a “______ end”‎ ‎(3) problems because it is a ______ science ‎(4) clone born at age of “______”‎ ‎(4) ________ need encouragement ‎(5) ______ the species ‎(5) it may provide ______ for illnesses Suggested Answers: (1) cruel (2) unnatural (3) dead (4) mother (5) weaken (6) wonderful (7) bring (8) new (9) scientists (10) medicine ‎ Step 2. Listening task (Workbook)‎ ‎1. Leading-in Purpose: To help Ss learn about the context of the Listening text.‎ Divide Ss into four groups and discuss the following questions.‎ ‎(1) Is it more important to use this technology to clone animals or to cure people with serious illness?‎ (2) Should it only be available to people who can pay?‎ (3) Should such technology be available to developing countries as well as the rich Western countries?‎ ‎2. Listening ‎ ‎(1) Ask Ss to listen to the dialogue, focus on the subjects ‎ mentioned in the passage, and then answer the question.‎ ‎ Is it expensive to clone a dog?‎ Suggested Answer: Yes.‎ ‎(2) Ask Ss to listen again and finish Ex1 on P57.‎ ‎(3) Play the tape for the third time and ask Ss to finish Ex2 and check the answers in pairs.‎ ‎(4) Play the tape again and ask Ss to retell the dialogue in pairs according to the following form.‎ Arguments for cloning pets Arguments against cloning pets ‎① It is moral to make mother happy.‎ ‎② It can provide an excuse for a holiday abroad.‎ ‎③ My mother need her pet when I am away.‎ ‎① It is very expensive to clone a pet.‎ ‎② It is selfish because it is an excuse for a holiday.‎ ‎③ It is selfish because it means the student can study abroad without his mother complaining.‎ Step 3. Homework ‎1. Ask Ss to continue discussing the topic of cloning with their partners. ‎ ‎2. Ask Ss to get on the line and prepare something for Speaking task (Workbook).‎ Period 6 Listening and speaking (2) (Using Language) &Writing task (Workbook)‎ Teaching Goals: ‎ ‎1.To develop Ss’ speaking and writing ability.‎ ‎2.To enable Ss to use the expression to express their opinions.‎ ‎ 3. To learn some information about cloning.‎ Teaching Procedures:‎ Step 1. Listening and speaking (2) (Using Language)‎ Purpose: To encourage Ss to express their personal opinions about animal cloning.‎ ‎1. Get Ss to prepare a discussion in pairs according to the information in Ex3 on P17～18. (every member should take notes when they are preparing).‎ ‎2. Get Ss to have the class discussion by using these words and phrases on P18 which may be useful during the discussion ‎3. Divide Ss into four groups and ask them to discuss how to give a speech ‎4. Divide Ss into two groups to have a debate. ‎ Topic: Are you for or against cloning?‎ ‎ Step 2. Writing task (Workbook)‎ ‎1. Get Ss to collect the ideas for articles by brainstorming.‎ For reference: ‎ For cloning ‎ Help to save the endangered animals Valuable for medical cloning Valuable for research on new plant species To produce commercial quantities of plants ‎ ‎ ‎ ‎ Against cloning Moral objection to cloning human beings Evil leaders may want to clone themselves Animal clones may die younger than the donor animals Animal clones may develop the illnesses of older animals ‎2. Ask Ss to write their articles in the following way.‎ Paragrapgh 1: the topic of the debate and who won Paragrapgh 2: the ideas of the winning side Paragrapgh 3: the ideas of the other side Paragrapgh 4: conclusion ‎ ‎3. Get Ss to write their articles and exchange their articles and correct the mistakes. They are expected to assess the writing. First , students are supposed to give a general mark with their general impression of the writing. Then they are expected to assess the writing in the three aspects, content language, and organization. Ss have to correct the mistakes or point out the mistakes by underlining the words, phrase or sentences with＂＿＿＿＿＿＂． Students are also expected to underline the beautiful words, phrases or sentences with “_______”. After the assessment, the groups will discuss how ‎ to correct the mistakes.‎ ‎4. The writings with the high levels will be shown on the projector so that the whole class can appreciate them.‎ Step 3. Homework ‎1. Ask Ss to review what has been learned in this unit.‎ ‎2. Ask Ss to preview the next unit.‎