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1、 Unit 2 Ctoning The First Period Warming up and Reading Teaching goals 1. Enable the students to describe cloning: What is the advantages of cloning? 2. Help the students analyze the writing techniques of the article. Teaching procedures Step I Warming up 一：You can imagine how rapidly th

2、e modem 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 h

3、ave 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 identical duplicate

4、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. In fact, in our daily life, this happens often. For example, gardeners take cuttings from growing plants to make

5、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. Discu

6、ssion 1. Do you want to be cloned or not? Why? 2. Can you tell me the advantages of cloning? 3. And what is the disadvantage? 二:Look at pictures Look at the pictures and discuss which ones are natural clones and which ones are man 一 made. Then explain how they differ. Step II Pre-reading (Be

7、fore 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. Now please work in pairs and discuss about cloning. Then list the questions you want to find out. Share your list with your partner.

8、 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

9、 a child who is dying of a terminal illness? 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.

10、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 ma

11、ny 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. Step III Fast- reading Have you not the answers of your questions? Now please skim the passage fast to o

12、btain 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 effe

13、ct of Dolly. Para. 5 It is forbidden to clone human being. Step IV Careful-reading 1. Ask the students to read the passage carefully to finish exercise Ion page 12 in the students, book. 2. Check the answers. 3. Finish exercise2on page 12 in the students' book. 4. Check the answers 5. Explan

14、ation l. )It is a way of making an exact copy of another animal and plant.全句漢語意思:它是一種精確復(fù)制另一個(gè)動(dòng) 物或植物的方式。Here a way of means a manner of 一 種……的方式。 2. ) Dolly's appearance raised a storm of objections and had a great impact on the media and public imagination. In this sentence, raise means lead.(

15、弓I 起/導(dǎo)致)。全句意 思是：多利的消滅引起一場(chǎng)反對(duì)風(fēng)暴，并且對(duì)媒體和 公眾思想產(chǎn)生了很大的沖擊。 3. ) However, scientists still wonder whether cloning will help or harm us and where it is leading us. "whether cloning will help or harm us”, "where it is leading us” is the objects of the word C6wonder^, 全句意思是：科學(xué)家 始終致力于爭(zhēng)辯克隆到底會(huì)有助于我們還是會(huì)損害 我們

16、，它們將我們引向何方。 Step V 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

17、 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? The second period Learning about language(l) Teaching Goals: Learning the use of words and expressions in Yingzaiketang. Procedure: Step 1.Re vision 1 .Gr

18、eetings 2. Revision Finish exercisel-2on page 13 in the students' book. Step 2Learn knowledge points. Ask students to learn their usage , then ask some questions about specific use. 2. Do exx 123 in Yingzaiketang. 3. Check the answers. Step 3 Remember Remember the knowledge points. 2. Hav

19、e a dictation. Step 4 Homework. Review what we learned. The third period Learning about language(2) Teaching Goals: Grasp key language points. Procedures: Step I. Revision 1. Have a dictation. 2. Check the homework. Step 2 Study l. Get ss to study language points. 2.Sum up. Step 3 Exerc

20、ise 1. Do some exx. 2. Check the answer. 3. Explain key points Homework Review the reading The fourth period Grammar Teaching Goals: 1 .Revise Appositive Clause 2, Compare attributive clause with appositive clause. Stepl Appositive clause 1. Concept. 2. Find more sentences with the appos

21、itive in the reading passage. 3. Doexercise3 on page 14 in ss'book. Step 2 Compare 1. 由于同位語從句的先行詞多為fact, belief, news, idea, thought, question, reply, possibility, hope, problem, remark, report等名詞，引導(dǎo)詞常用that,所以有些同學(xué) 干脆把這些名詞背得滾瓜爛熟,以為只要上述名詞后 面消滅的從句確定是同位語從句，殊不知上述名詞后 面消滅的從句既有可能是同位語從句,也有可能是定 語從句。

22、例如： (l)We were greatly pleased at the news that the Chinese women's volleyball team had won the match again .聽到中國女排再次獲勝的消息我們極為興奮。 (that引導(dǎo)的是同位語從句) (2)We were greatly pleased at the news that our teacher had told us.聽到老師告知我們的消息我們感到很興 奮。(that引導(dǎo)的是定語從句) 從上面的例句可以看出，僅僅只*先行詞就斷定有些名 詞之后肯定就是同位語從句明顯是片面

23、的。那么，到底 應(yīng)當(dāng)如何來區(qū)分同位語從句和定語從句呢？ 2 .我們可以從以下兒個(gè)方面去區(qū)分同位語從句和定語 從句： Procedures: 1).從意義的角度來看，同位語從句與先行詞之間 存在的是同位或等同的關(guān)系，如例(1)中的news與其后 的從句 that the Chinese women's volleyball team had won the match again之間，”中國女排再次獲勝”表示” 消息”的具體內(nèi)容。定語從句與先行詞之間存在的是 所屬關(guān)系,表示”……的”，起修飾限定作用。如例(2)中的 news 與其后的 that our teacher ha

24、d told us”老師告知 我們的"是對(duì)''消息”進(jìn)行修飾限定,并不表示”消息”的 具體內(nèi)容。 2. )從語法角度來看，引導(dǎo)同位語從句的that是連 詞,只起語法作用，用來連接同位語從句,在從句中不充 當(dāng)任何成分，如例⑴中的that;而引導(dǎo)定語從句的that 是關(guān)系代詞,它除了起引導(dǎo)從句的語法作用之外，還要 在從句中充當(dāng)句子成分,主要是作主語或賓語，如例(2) 中的that在從句中作動(dòng)詞told的賓語。 3) .從先行詞的詞性來看，同位語從句的先行詞大 都為抽象名詞，而定語從句的先行詞可以是名詞，也可 以是代詞。例如： (1) There is no doubt th

25、at the price of wheat will go up.毫無疑問,小麥的價(jià)格將會(huì)上漲。(doubt為抽象名 詞,同位語從句) (2) Those who were against the plan raised their hands.那些反對(duì)這個(gè)方案的人舉起了手。(Those為代 詞，定語從句) 4) 從可否省略來看,同位語從句的that 一般不行以省 略,但是定語從句中的關(guān)系代詞假如在從句中充當(dāng)賓 語，在非正式用語中經(jīng)?？梢詫㈥P(guān)系代詞that省略。 5) .從引導(dǎo)詞來看，同位語從句有時(shí)也可以用 whether來引導(dǎo)，但是定語從句則一般不用whether來 引

26、導(dǎo)。例如： The problem (of) whether they could finish the project is very important.他們是否能夠按期完成那個(gè) 項(xiàng)目,這個(gè)問題格外重要。 6. )who, which, what, when, why, how, where 等詞 都可以用來引導(dǎo)同位語從句，但它們的用法和用作關(guān) 系代詞或關(guān)系副詞時(shí)引導(dǎo)定語從句的用法不同:引導(dǎo) 同位語從句的關(guān)聯(lián)詞是對(duì)先行詞的具體內(nèi)容進(jìn)行進(jìn) 一步的解釋說明,與先行詞不存在指代關(guān)系;而引導(dǎo)定 語從句的關(guān)系代詞或關(guān)系副詞不但在從句中充當(dāng)成 分,而且與其修飾的先行詞指代的是同一個(gè)

27、人或者事 物。例如： 1 )The reason why he was late for class is quite clear.他 上課遲到的緣由顯而易見。(why引導(dǎo)的是定語從句) (2)He has solved the problem why the radio was out of order.他解決了收音機(jī)為何出故障的問題。(why 引導(dǎo)的是同位語從句) Step 3Exercise 1. Do some exx. 2. Check the answers. Homework: Finish exercises on page 14 and exercise

28、s on page 56. The fifth period Extensive Reading Teaching Goals: 1 .Activate the Ss to show their opinions about the cloning 2. Learn language points and remember them. Procedures: Stepl.Revision 1 .Greetings 2.Check the homework and ask the Ss to speak out their opinion about the medical

29、cloning Step 2 Reading (page 15) l. Read the passage and answer the questions )Why shouldn't you clone an extinct animal unless there is enough diversity in the group? There will not be enough genetic variation in the group to be able to resist new illnesses. )Why is it wrong to clone an exti

30、nct animal if it would have to live in a zoo? It is not a good idea to clone an animal that would have to live in a zoo because it is nota suitable habitat to develop and increase its numbers. The zoo is not a natural environment for a wild animal. )Why can't you clone the DNA of animals that h

31、ave been extinct longer than 10,000 years? The DNA of animal more than 10,000 years old is not suitable for cloning, for it can't survive so long. 2. Reading carefully and finish discussing Exercises 1 3. Check the answers. Step 3 Points 1. Ask students to learn language points and remember

32、them in ying zai ketang. 2. Do exercises then check the answers. Step 4 Homework. Review what we learned. The sixth period Writing Teaching Goals Enable the Ss to write the article on this debate. Step 1 Pre-Writing Imagine that you are the reporter on a local newspaper and you have been as

33、ked 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 Paragraph2: the i

34、deas of the winning side Paragraphs： the ideas of the other side Paragraph4: conclusion and your reaction to the debate, together with any idea you feel they left out. Step 2Writing his passage. A sample version: Should Medical Cloning be Allowed A Debate at Xinhua Middle School Yesterday t

35、here was a very exciting debate at Xinhua Middle School about whether medical cloning should be allowed or not .After a lively discussion a vote was taken and the side arguing for medical cloning won. The arguments for medical cloning were very strongly put by the team supporting the motion. Th

36、ey argued that serious illnesses and people who w losing their ability to move or think could be helped by medical cloning. They explained that the procedures would be safe, quick and with no problems for the patients. They quoted that 67% of American citizens are for it to support their idea.

37、 Their arguments were very convincing. The arguments put by the team opposing medical cloning were less strong. They argued in two ways. The first reason was that the procedures were not yet secure. Their second reason was that it took many tries and many potential animals had to be killed to p

38、roduce one useable embryo for research. They explained that man European countries don't allow medical cloning research because of this. They quoted Pope John Paul II. But their arguments were not so convincing. At the end of the debate the audience we left with a feeling of hope. They realized that diseases that seem terrible today may be able to be cured soon. Many people were excited and happy when they left they Hall .The writer of this article was among them! Give them 15 ms to write it, then ask one student to read