Cloning教學(xué)設(shè)計(jì)

1、 Unit 2 Cloning第一部分金色教案教學(xué)設(shè)計(jì)說(shuō)明About the topic and the structures單元話題和結(jié)構(gòu)本單元的中心話題是“克隆”?？寺∫鉃闊o(wú)性繁殖，克隆技術(shù)即無(wú)性繁殖技術(shù)。1997年英國(guó)羅斯林研究所實(shí)驗(yàn)成功的克隆羊Dolly，是首次利用體細(xì)胞克隆成功的，它在生物工程史上揭開(kāi)了新的一頁(yè)。通過(guò)本單元學(xué)習(xí)，學(xué)生可以了解什么是克隆、克隆的利弊以及對(duì)克隆技術(shù)的反思。通過(guò)本單元的語(yǔ)言技能訓(xùn)練，要求學(xué)生進(jìn)一步熟悉和運(yùn)用有關(guān)接受與拒絕、表?yè)P(yáng)與鼓勵(lì)、不關(guān)心的表達(dá)方式。本單元語(yǔ)言功能項(xiàng)目是：接受、拒絕；表?yè)P(yáng)和鼓勵(lì)；漠然。本單元語(yǔ)言結(jié)構(gòu)項(xiàng)目是“復(fù)習(xí)同位語(yǔ)（詞語(yǔ)、短語(yǔ)和從句）”。

2、本單元還要求學(xué)生學(xué)習(xí)寫(xiě)作“討論：議論文”。金色教案教學(xué)設(shè)計(jì)在單元課時(shí)劃分上與課本保持一致，即“閱讀課、知識(shí)課、運(yùn)用課三課時(shí)/三課型劃分”。但在實(shí)際教學(xué)過(guò)程中，建議教師依據(jù)學(xué)生基礎(chǔ)、教學(xué)條件、學(xué)校安排的因素，對(duì)課本、對(duì)金色教案教學(xué)設(shè)計(jì)重新劃分課時(shí)，裁剪、拼接使用提供的材料，以便“物盡所用”，達(dá)到最佳教學(xué)效果。教師也可以參照金色教案提供的“實(shí)際教學(xué)過(guò)程課時(shí)劃分建議”進(jìn)行教學(xué)。Period 1Reading 閱讀課Warming Up 課本通過(guò)展示克隆羊Dolly、人類(lèi)雙胞胎、兩條模樣相同的小狗以及插枝繁殖的植物圖片作為導(dǎo)入。要求學(xué)生以兩人小組形式展開(kāi)討論，了解兩種不同的克?。鹤匀坏呐c人工的無(wú)性繁殖

3、克隆。教師也可以采用本書(shū)的Warming up by leaning the word “clone” 進(jìn)行熱身教學(xué)。Pre-reading 課本要求學(xué)生提出有關(guān)克隆的問(wèn)題，并列入表內(nèi)。表內(nèi)已提供了四個(gè)問(wèn)題幫助學(xué)生思考，以便提出更多問(wèn)題展開(kāi)討論。這可以激發(fā)學(xué)生對(duì)克隆的興趣，為閱讀做好認(rèn)識(shí)上和知識(shí)上的準(zhǔn)備。表中有四個(gè)問(wèn)題：什么是克?。靠寺∈侨绾萎a(chǎn)生的？人類(lèi)可以從克隆中得到什么好處？克隆人將會(huì)帶來(lái)什么問(wèn)題？這些問(wèn)題旨在測(cè)試和誘發(fā)學(xué)生的想象力和判斷力，并引發(fā)更多的思考。教師也可以采用本書(shū)的Pre-reading by questioning and answering進(jìn)行預(yù)讀教學(xué)。 Reading

4、介紹了植物與動(dòng)物克隆的區(qū)別、克隆羊Dolly的誕生與死亡、由此引發(fā)的爭(zhēng)論。幫助學(xué)生進(jìn)一步認(rèn)識(shí)克隆的意義在于解決醫(yī)學(xué)上的難題，為人類(lèi)服務(wù)。教師可以參考使用本書(shū)提供的下列程序進(jìn)行本節(jié)閱讀教學(xué)： Reading aloud to the recording; Reading for forms; Reading for the type of writing and summary of CLONING：WHERE IS IT LEADING US? ;Copying and making sentences; Reading and transforming; Reading the text a

5、gain to draw a diagram of it and retell the story with your own words; Closing down by learning more about DollyPeriod 2Learning about language 知識(shí)課Learning about Language 分為詞匯和語(yǔ)法兩方面的訓(xùn)練。Discovering useful words and expressions是本單元的詞匯練習(xí)題; Discovering useful structures是本單元的語(yǔ)法練習(xí)題。通過(guò)本單元的學(xué)習(xí)，要求學(xué)生熟練掌握并運(yùn)用名詞性

6、從句中同位語(yǔ)從句的用法。教師應(yīng)緊密結(jié)合教材，根據(jù)教學(xué)大綱進(jìn)行輔導(dǎo)講解,應(yīng)充分利用教材和本書(shū)中提供的大量的系統(tǒng)性、針對(duì)性強(qiáng)的各種素材,采用講解、討論、 答疑等方式培養(yǎng)學(xué)生運(yùn)用所學(xué)語(yǔ)法知識(shí)與技能解決實(shí)踐問(wèn)題的能力。另外，學(xué)生應(yīng)重視自學(xué)和自學(xué)能力的培養(yǎng)，逐漸熟悉語(yǔ)法項(xiàng)目?jī)?nèi)容，多看多練，以達(dá)到熟能生巧的目的。教師可以參考使用本書(shū)提供的下列程序進(jìn)行教學(xué)：Warming up by reading aloud to the tape the text CLONING：WHERE IS IT LEADING US? ； Learning about appositive；Building up on you

7、r word power；Discovering useful words and expressions；Discovering and distinguishing；Closing down by talking about cloningPeriod 3Using language運(yùn)用課Using Language 課本分兩部分?！癛eading, discussing and writing” 中提供了一篇關(guān)于“恐龍的回歸”的閱讀材料，講述了人類(lèi)自開(kāi)始克隆動(dòng)物研究以來(lái)一直想要克隆已經(jīng)絕種動(dòng)物的愿望，并指出克隆絕種動(dòng)物的條件，從而得出結(jié)論：恐龍的重生僅僅是個(gè)夢(mèng)想而已。閱讀文章后的問(wèn)題充分

8、利用學(xué)生的想象力，需要獨(dú)立思考獲得答案。同時(shí)提供了四種絕種不到一萬(wàn)年，值得通過(guò)克隆恢復(fù)的動(dòng)物的名稱及其絕種的年份，要求學(xué)生利用表格提供的信息選出最值得克隆的動(dòng)物并給出充分的理由；最后要求寫(xiě)成一份報(bào)告。這項(xiàng)寫(xiě)作富有挑戰(zhàn)性，需要學(xué)生大膽想象，以理服人。“Listening and speaking”部分學(xué)生聽(tīng)完一段關(guān)于克隆是否對(duì)動(dòng)物殘忍的對(duì)話之后，首先交流聽(tīng)力內(nèi)容，然后展開(kāi)討論，讓學(xué)生發(fā)表自己的看法。這項(xiàng)練習(xí)不僅有助于提高學(xué)生的聽(tīng)說(shuō)能力，更能激發(fā)他們對(duì)克隆動(dòng)物健康的關(guān)注以及對(duì)克隆技術(shù)發(fā)展前景的再思考，具有現(xiàn)實(shí)意義。教師可以參考使用本書(shū)提供的下列程序進(jìn)行教學(xué)：Warming up by readin

9、g aloud the text on page 11 to the tape；Reading for forms；Discussing about extinct animals；Listening and talking about cloning；Closing by looking and saying實(shí)際教學(xué)過(guò)程課時(shí)劃分建議Period 1將Warming Up、 Pre-reading、Reading和Comprehending整合在一起上一節(jié)“閱讀課”。Period 2將Learning about language 和Workbook中的 USING WORDS AND EXP

10、RESSIONS、USING STRUCTURES 整合在一起上一節(jié)“語(yǔ)言知識(shí)課”。Period 3將Using language 設(shè)計(jì)為一節(jié)包括聽(tīng)說(shuō)讀寫(xiě)單項(xiàng)技能或組合技能訓(xùn)練的“綜合技能課（一）”。Period 4將Workbook 的READING AND LISTENING和TALKING整合在一起上一節(jié)“聽(tīng)說(shuō)課”。Period 5將Workbook 的LISTENING TASK、READING AND WRITING TASK和 SPEAKING TASK整合為一節(jié)“綜合技能課（二）”。第二部分教學(xué)資源說(shuō)明Section 1Background 背景圍繞單元話題“Festival a

11、round the world”，金色教案提供了幾則語(yǔ)言規(guī)范、短小精干的趣味性材料。這些材料既可以作為教師教學(xué)參考材料為教師所用，也可以直接或改寫(xiě)、重組后作為課堂內(nèi)外的拓展性閱讀材料呈現(xiàn)給學(xué)生。Section 2Explanation解析重點(diǎn)針對(duì)“閱讀課型”中的課文難句，金色教案不僅提供了詳盡的，就句論句的解析和翻譯，而且還以解析的焦點(diǎn)話題為線索，進(jìn)行了一定的歸納、辨析和總結(jié)，以幫助教師更好地實(shí)施“語(yǔ)言形式”的教學(xué)。Section 3Vocabulary詞匯按照課本單元詞匯表順序，金色教案重點(diǎn)提供動(dòng)詞、短語(yǔ)搭配的講解。所提供的例句，經(jīng)典、地道、實(shí)用、易懂，完全可以直接用于教學(xué)。第三部分教學(xué)測(cè)評(píng)

12、說(shuō)明圍繞單元詞法、句法項(xiàng)目，金色教案提供了長(zhǎng)短不一的“單元教學(xué)測(cè)評(píng)”，并備有參考答案供教師使用。有些測(cè)評(píng)題目直接源于歷年高考試卷，更具有說(shuō)服力和實(shí)用性。Part 1 Teaching Design第一部分 教學(xué)設(shè)計(jì)Period 1 A sample lesson plan for reading(CLONING：WHERE IS IT LEADING US?)IntroductionIn this period, after the warming up, students will first be guided to pre-read the text by questioning and

13、 answering. Then they shall read aloud to the recording, read for forms, read for the type of writing and summary of CLONING：WHERE IS IT LEADING US?. The students will be asked to copy useful expressions and make sentences, read and transform and read the text again to draw a diagram of it and retel

14、l the story with your own words. The period will end in students learning more about Dolly. ObjectivesTo help students understand the texts forms and contents and learn about cloningTo help students communicate on the topic in focus with the words, expressions and structures learned in this unitFocu

15、sWordsclone， differ， undertake， cast，forbid，accumulate， retire，bother， resist， restore，obtainCollocationsobject to，in favour of，pay offPatterns1. It also happens in animals when twins identical in sex and appearance are produced from the same original egg. 2. Firstly, gardeners use it all the time t

16、o produce commercial quantities of plants. 3. Then came the disturbing news that Dolly had become seriously ill. 4The question that occurred to the scientists was：“Would this be a major difficulty for all cloned animals？” 5Newspapers told stories of evil leaders hoping to clone themselves and religi

17、ous leaders raised moral questions.Aids Multimedia facilities, tape-recorder, photos, diagramsProcedures1. Warming up by leaning the word “clone” Scientist in Scotland grows "impossible" sheep from one cell of another sheep.clone n.1. A cell, group of cells, or organism that is descended f

18、rom and genetically identical to a single common ancestor, such as a bacterial colony whose members arose from a single original cell.2. An organism descended asexually from a single ancestor, such as a plant produced by layering or a polyp produced by budding.3. A DNA sequence, such as a gene, that

19、 is transferred from one organism to another and replicated by genetic engineering techniques.4. One that copies or closely resembles another, as in appearance or function: "filled with business-school clones in gray and blue suits" Michael M. Thomas.v. cloned, clon·ing, clones 1. To

20、make multiple identical copies of (a DNA sequence).2. To create or propagate (an organism) from a clone cell: clone a sheep.3. To reproduce or propagate asexually: clone a plant variety.4. To produce a copy of; imitate closely: "The look has been cloned into cliché" Cathleen McGuigan.

21、2. Pre-reading by questioning and answeringWhat is cloning? We define cloning as production of a cell or organism with the same nuclear genome as another cell or organism. Cloning is the process of creating an identical copy of an original. A clone in the biological sense, therefore, is a single cel

22、l (like bacteria, lymphocytes etc.) or multi-cellular organism that is genetically identical to another living organism. Sometimes this can refer to "natural" clones made either when an organism reproduces asexually or when two genetically identical individuals are produced by accident (as

23、 with identical twins), but in common parlance the clone is an identical copy by some conscious design. Also see clone (genetics). The term clone is derived from the Greek word for "twig". In horticulture, the spelling clon was used until the twentieth century; the final e came into use to

24、 indicate the vowel is a "long o" instead of a "short o". Since the term entered the popular lexicon in a more general context, the spelling clone has been used exclusively.3. Reading aloud to the recordingWhole language teachers affirm that reading aloud teaches you the students

25、 about language in a way that silent or independent reading never can.Reading aloud to the tape helps you the students develop and improve language skills - reading, writing, speaking, and listening. And since you the students listen on a higher level than you read, listening to other readers stimul

26、ates growth and understanding of vocabulary and language patterns.So why not hurry to listen and read to the tape-recording of the text we are going to learn today?4. Reading for forms Read the text again to: cut/ the sentence into thought groups, blacken the predicates, darken the connectives and u

27、nderline all the useful expressions. 5. Reading for the type of writing and summary of CLONING：WHERE IS IT LEADING US?Determining the type of writing will help you determine the authors topic (subject), purpose (why he is writing), style (how he should write) and tone (his attitude toward his subjec

28、t - supportive, condeming, objective, etc.)It is important to find main ideas when reading. Main ideas help you remember important information. The main idea of a paragraph tells the topic of the paragraph. The topic tells what all or most of the sentences are about. The other sentences in the parag

29、raph are called details. Details describe or explain the main idea. Read the text to find the main idea. CLONING：WHERE IS IT LEADING US?Type of writing: an expository writingParagraph 1: What is cloning?It is a way of making an exact copy of another animal and plant. Where does it happen?This happen

30、s in plants when gardeners take cuttings from growing plants to make new ones，and when small parts of a plant are taken/ and/ grown/ in a laboratoryIt also happens in animals when twins identical in sex and appearance are produced from the same original egg. The fact is that they are natural clones

31、of each otherParagraph 2: What are the two uses of cloning?Firstly, gardeners use it all the time to produce commercial quantities of plants. Secondly, it is valuable for research on new plant species and medical research on animals.What is the procedure of cloning Dolly?The procedure works like thi

32、s：1.Female sheep A provides an egg cell.2.The nucleus is removed from the egg cell.3.The egg cell is ready for a new nucleus.4.Female sheep B provides a somatic cell for the clone.The nucleus of this cell contains all the genes needed to produce a new sheep.5.The nucleus is taken out of the somatic

33、cell.6.The nucleus from sheep B and the egg cell from sheep A are joined using electricity.7.The cell divides and grows into an embryo.8.The embryo is put into female sheep C.9.The lamb is the clone of the donated cell from Sheep B which provided the nucleus.Paragraph 3: What is the progress of the

34、first successful clone，Dolly the sheep?She seemed to develop normallyThen Dolly had become seriously ill. Dolly lived for six years，half the length of the life of the original sheep. Dolly successfully produced a lamb in a natural birthParagraph 4: What did Dollys appearance raise?Dollys appearance

35、raised a storm of objections and had a great impact on the media and public imaginationParagraph 5: What are governments and countries attitudes towards cloning?Governments became nervous and many forbade research into human cloning. Some countries such as China and the UK continued to accumulate ev

36、idence of the abundant medical aid that cloning could provide. 6. Copying and making sentencesYou are asked to copy all the useful expressions into your notebook after class as homework. You may make your own sentences with each of these expressions.Collocations from CLONING：WHERE IS IT LEADING US?a

37、 way of一種的方法, make an exact copy of生產(chǎn)與原型完全相同的, grow in a laboratory在實(shí)驗(yàn)室里種植, identical in sex and appearance性別和相貌相同的,be natural clones of each other自然克隆現(xiàn)象, have two major uses有兩大用途, all the time 一直, produce commercial quantities of 生產(chǎn)大量的供商用的, research on在方面的研究, the cloning of animals克隆動(dòng)物, undertake a

38、 procedure處理程序，attempts to do嘗試做, the determination and patience of，的決心和耐心，be rewarded, 得到回報(bào), with a breakthrough有一個(gè)突破, work like this程序如下, follow the progress of關(guān)注的成長(zhǎng), develop normally正常的成長(zhǎng), the disturbing news that的壞消息，become seriously ill病重, be cast down to do 很沮喪地做, affect other species 影響其他的物種,

39、 cloned mice克隆鼠, occur to浮現(xiàn)在的腦海里, a major difficulty for一個(gè)的主要困難, half the length of the life of 的壽命的一半, despite the problems盡管有這些問(wèn)題, produce a lamb生產(chǎn)了一只小羊, in a natural birth自然生產(chǎn)的方式, on the other hand另一方面, raise a storm of objections引起了一陣強(qiáng)烈的反對(duì), have a great impact on 對(duì)產(chǎn)生了巨大的影響, become controversial引

40、起了爭(zhēng)議, open everybodys eyes to使大家明白 , use to cure serious illnesses利用來(lái)治療重病, produce human beings克隆人類(lèi), tell stories of 報(bào)道, clone themselves 克隆他們自己, become nervous 開(kāi)始惶恐不安, forbid research into 禁止的研究, accumulate evidence of 收集的證據(jù)7. Reading and transformingCLONING：WHERE IS IT LEADING US?What is cloning?C

41、loning is a way of making an exact copy of another animal and plant.What are the two major uses of cloning?Firstly, gardeners use it all the time to produce commercial quantities of plants. Secondly, it is valuable for research on new plant species and medical research on animals.What is the progres

42、s of Dolly the sheep?She seemed to develop normally in the beginning. Then Dolly had become seriously ill.Dolly lived for six years，half the length of the life of the original sheep.What did Dollys appearance raise?Dollys appearance raised a storm of objections and had a great impact on the media and public imaginationHow did governments react to the technology of cloning?Governments became nervous and many for