人教版高二英语选修8 Unit 2 Cloning 全单元教案

Unit 2 Cloning
The First Period warming up
Aims
1. Talk about cloning
2. Practice expressing and supporting an opinion
Contents
Task one: Looking and speaking
In pairs, look at the pictures and discuss which ones are natural clones and which ones are man-made. Explain how they differ.
A.Dolly the sheep
B. A strawberry plant
C.Twins
D. Identical dogs
Task two: Questions about cloning
What is a clone?
How is a clone produced?
What benefits can humans gain from cloning?
What problems may arise when humans are cloned?
Task three: Free talk
In pairs, discuss what you understand about cloning, then list the questions you want to find out. Share your lists with one another.
1. Should we clone human?
2. Could cloning replace sex as the means of creating new human life?
3. Could a parent clone a child who is dying of a terminal illness?
The Second Period Reading
Aims:
1. Help the Ss to know how to describe cloning and how to catch the details of the text.
2. Activate the Ss to show their opinions about the cloning and enable the Ss to write and article on this debate.
Contents:
Leading in by revision.
Task one: Fast reading
What is a clone?
Show the following.
1. Cloning means making a copy of an animal or a plant. (F. e xact… another)
2. Gardeners can make a lot of money by cloning plants.(T.)
3. Cloning animals is as complicated as cloning plants.(F. more than)
4. Dolly the sheep was the first successful clone of a mammal. (T.)
5. Natural clones happen in animals as well as in plants.(T)
Task two: Careful reading
Read the text again, try to answer the following questions and find out the main idea of each paragraph .
Questions:
1. What‟s the main idea of the text?
2. How many years did the sheep that donated the somatic cell most probably live?
3. Why did the Cloning of Dolly the sheep succeed?
4. What does the word …straightforward‟ mean in the second paragraph?
5. What is the writer‟s attitude toward cloning in this passage?
The main idea of each paragraph:
Para. 1 Cloning is a way of making an copy of another animal and plant.
Para. 2 Cloning has two major uses.
Para. 3 The problems of Dolly.
Para. 4 The effect of Dolly.
Para. 5 It is forbidden to clone human being.
Task three: Notes for debating: Should we use cloning?
Argument for cloning:
Cloning will be beneficial to humans
We could use cloning to cure illnesses.
Arguments against cloning:
healthy risks form mutation of genes
emotional risks
against nature
risk of abuse of the technology
Cloned animals get ill and die quite young;
The Third Period Language Points
Aims:
1. Enable the Ss to grasp the words of cloning.
Get the Ss to master some useful expressions.
Contents:
1. differ v.
1) “To be dissimilar or unlike in nature, quality, amount, or form”
eg：Ambition differs from greed.
2) “To be of a different opinion; disagree”
eg：The critic differed with the author on several facts.
2. exact adj. “Strictly and completely in accord with fact; not deviating from truth or reality”eg：an exact account; an exact replica; your exact words.
3. commercial adj. 1) “Of or relating to commerce” 2) “Engaged in commerce‟
eg：a commercial loan; a commercial attaché; a commercial trucker.
4. straightforward adj. 1) “honest‟ 2) “easy to understand”
eg: a ~ explanation; written in ~ language; a ~ problem in algebra
5. procedure n.
1) …A manner of proceeding; a way of performing or effecting something‟
eg：complained to the manager, and by this procedure got the money back.
2) “A series of steps taken to accomplish an end”
6. undertake v.
1) “To take upon oneself; decide or agree to do”
eg：undertake a task.
2) “To pledge or commit (oneself) to‟
eg：undertake oneself to care for an elderly relative.
7. breakthrough n.
1) “An act of overcoming or penetrating an obstacle or restriction.”
2) …A military offensive that penetrates an enemy's lines of defense‟
eg: a ~ in cancer research
8. disturb v. “break the quiet, calm and peace‟
eg: She opened the door quietly so as not to disturb the sleeping boy.
Don‟t ~ the papers on my desk.
9. arbitrary adj.
1) “Determined by chance, whim, or impulse, and not by necessity, reason”
eg：stopped at the first motel we passed, an arbitrary choice; arbitrary division of the group into halves.
2) “Based on or subject to individual judgment or preference”
eg：The diet imposes overall calorie limits, but daily menus are arbitrary.
10. altogether adv.
1) “Entirely; completely; utterly”
eg：lost the TV picture altogether; an altogether new approach.
2) “With all included or counted; all told”
eg：There were altogether 20 people at the dinner.
11. objection n. “The act of objecting”
eg: He has a strong ~ to getting up early.
~s to the plan will be listened to sympathetically.
12. media n. 媒体
eg: The running for president drew the ~‟s attention.
Now the press is an useful media.
13. moral adj.
1)“Of or concerned with the judgment of the goodness or badness”
eg：moral scrutiny; a moral quandary.
2) “Teaching or exhibiting goodness or correctness of character”
eg：a moral lesson.
14. accumulate v. “To gather or pile up”
eg: By buying ten books every month, he soon ~d a library.
Dust soon ~s if the room is not swept.
15. forbid v.
1) “To command (someone) not to do something”
eg：I forbid you to go.
2) “To command against the doing or use of (something); prohibit”
eg：forbid smoking on trains.
The Forth period Learning about language and Using language
Aims:
Let the Ss know more about the cloning.
Improve the students‟ listening, reading and writing ability.
Contents:
Task one: gap filling
plete the sentences using suitable words or phrases from the prevision sections.
2.Rewrite the sentences using words of similar meaning to replace the underlined words.
e the words and phrases below to fill in the passage.
Task two: reading and discussing
1.Read the passage and answer the questions.
2.In pairs, discuss which extinct animals described below (which died out less than 10,000 years
ago) are worth restoring by means of cloning.
a. Auroch (1627)
b. Dodo bird (1755)
c. Great auk (1844)
d. Quagga (1883)
Task three: listening and writing
1.Read the statements before listening. Tick those that you hear.
2.Listen to the tape again and then work with a partner to fill in the chart on page 17.
3.Whose idea do you agree with according to the listening materials? Get ready to write a
composition. Think about the reasons for your point of view. Use your own ideas as well as those in the text.。