2014-2015學(xué)年高中英語(yǔ) Unit 2 Cloning教學(xué)設(shè)計(jì)2 新人教版選修

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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)

2、目是“復(fù)習(xí)同位語(yǔ)（詞語(yǔ)、短語(yǔ)和從句）”。 本單元還要求學(xué)生學(xué)習(xí)寫作“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 1 Reading 閱讀課 Warming Up 課本通過(guò)展示克隆羊Dolly、人類雙胞胎、兩條模樣相同的小狗以及插枝繁殖的植物圖片作為導(dǎo)

3、入。要求學(xué)生以兩人小組形式展開討論，了解兩種不同的克?。鹤匀坏呐c人工的無(wú)性繁殖克隆。教師也可以采用本書的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??？克隆是如何產(chǎn)生的？人類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的Pre-reading by

4、questioning and answering進(jìn)行預(yù)讀教學(xué)。 2 / 19 Reading 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，為人類服務(wù)。教師可以參考使用本書提供的下列程序進(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 makin

5、g sentences; Reading and transforming; Reading the text again to draw a diagram of it and retell the story with your own words; Closing down by learning more about Dolly Period 2 Learning 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)

6、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提供的下列程序進(jìn)行教學(xué)：Warming up by reading aloud to the tape the text CLONING：WHER

7、E IS IT LEADING US? ； Learning about appositive；Building up on your word power；Discovering useful words and expressions；Discovering and distinguishing；Closing down by talking about cloning Period 3 Using language 運(yùn)用課 Using Language 課本分兩部分。“Reading, discussing and writing” 中提供了一篇關(guān)于“恐龍的回歸”的閱讀材料，講述

8、了人類自開始克隆動(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；最后要求寫成一份報(bào) 告。這項(xiàng)寫作富有挑戰(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，首先交流聽力內(nèi)容，然后展開討論，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)生的聽說(shuō)

9、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提供的下列程序進(jìn)行教學(xué)：Warming up by reading 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

10、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 EXPRESSIONS、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)包括聽說(shuō)讀寫單項(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)“聽說(shuō)課”。 Period 5 將Workbook 的LISTENING T

11、ASK、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 1 Background 背景 圍繞單元話題“Festival around 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、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 2 Explanation 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

12、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 3 Vocabulary 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)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 pla

13、n for reading (CLONING：WHERE IS IT LEADING US?) Introduction In this period, after the warming up, students will first be guided to pre-read the text by questioning and answering. Then they shall read aloud to the recording, read for forms, read for the type of writing and summary of CLONING：WHER

14、E 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 retell the story with your own words. The period will end in students learning more about Dolly. Objectives To help students unders

15、tand the text’s forms and contents and learn about cloning To help students communicate on the topic in focus with the words, expressions and structures learned in this unit Focus Words clone， differ， undertake， cast，forbid，accumulate， retire，bother， resist， restore，obtain Collocations obje

16、ct to，in favour of，pay off Patterns 1. 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 to produce commercial quantities of plants. 3. Then came the disturbing news that Dolly had be

17、come seriously ill. 4．The question that occurred to the scientists was：“Would this be a major difficulty for all cloned animals？” 5．Newspapers told stories of evil leaders hoping to clone themselves and religious leaders raised moral questions. Aids Multimedia facilities, tape-recorder, photo

18、s, diagrams Procedures 1. 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 from and genetically identical to a single common ancestor, such as a bacterial c

19、olony 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 is transferred from one organism to another and replicated by genetic engin

20、eering 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, cloning, clones 1. To make multiple identical copies of (a DNA sequence). 2. To create or propagate (an org

21、anism) 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 clich" Cathleen McGuigan. 2. Pre-reading by questioning and answering What is cloning? We define cloning as product

22、ion 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 cell (like bacteria, lymphocytes etc.) or multi-cellular organism that is genetically id

23、entical 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 with identical twins), but in common parlance the clone is an identical copy by some conscious

24、 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 indicate the vowel is a "long o" instead of a "short o". Since the term entered the popular lexicon in

25、 a more general context, the spelling clone has been used exclusively. 3. Reading aloud to the recording Whole language teachers affirm that reading aloud teaches you the students about language in a way that silent or independent reading never can. Reading aloud to the tape helps you the student

26、s 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 stimulates growth and understanding of vocabulary and language patterns. So why not hurry to listen and read to the tape-

27、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 underline all the useful expressions. 5. Reading for the type of writing and summary of CLONING：WHERE IS IT L

28、EADING US? Determining the type of writing will help you determine the author’s topic (subject), purpose (why he is writing), style (how he should write) and tone (his attitude toward his subject - supportive, condeming, objective, etc.) It is important to find main ideas when reading. Main

29、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 paragraph are called details. Details describe or explain the main idea. Read the text to find the mai

30、n idea. CLONING：WHERE IS IT LEADING US? Type of writing: an expository writing Paragraph 1: What is cloning? It is a way of making an exact copy of another animal and plant. Where does it happen? This happens in plants when gardeners take cuttings from growing plants to make new ones，and wh

31、en small parts of a plant are taken/ and/ grown/ in a laboratory．It 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 of each other． Paragraph 2: What are the two uses of cloning? Firstly, gardener

32、s 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 this： 1. Female sheep A provides an egg cell. 2. The nucleus is removed

33、 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 cell. 6. The nucleus from sheep B and the egg

34、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 first successful clone，Dolly th

35、e sheep? She seemed to develop normally．Then 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 birth． Paragraph 4: What did Dolly’s appearance raise? Dolly’s appearance raised a storm of o

36、bjections and had a great impact on the media and public imagination． Paragraph 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 evidence of

37、the abundant medical aid that cloning could provide. 6. Copying and making sentences You 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 w

38、ay 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

39、動(dòng)物, undertake a 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…

40、很沮喪地做……, affect other species 影響其他的物種, 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), hav

41、e a great impact on… 對(duì)……產(chǎn)生了巨大的影響, become controversial引起了爭(zhēng)議, open everybody’s 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, tell stories of… 報(bào)道……, clone themselves 克隆他們自己, become nervous 開始惶恐不安, forbid research into… 禁止……的研究, accumulate evidence of… 收集……的證據(jù) 7

42、. Reading and transforming CLONING：WHERE IS IT LEADING US? What is cloning? Cloning 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 f

43、or research on new plant species and medical research on animals. What is the progress 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 Dolly’s appearanc

44、e raise? Dolly’s appearance raised a storm of objections and had a great impact on the media and public imagination． How did governments react to the technology of cloning? Governments became nervous and many forbade research into human cloning. 8. Reading the text again to draw a diag

45、ram of it and retell the story with your own words Writers structure, or organize, their writing in many different ways. Recognizing the way in which a text has been organized will help you understand its meaning more fully. CLONING：WHERE IS IT LEADING US? a way of making an exact copy of

46、another animal and plant Cloning’s two major uses: using it to produce commercial quantities of plants; valuable for research on new plant species and medical research on animals Would Dolly’s illnesses be a major difficulty for all cloned animals? Dolly’s appearance raising a storm of objection

47、s Scientists still wondering whether cloning will help or harm us and where it is leading us. 9. Closing down by learning more about Dolly To end this class, let’s get to know more about Dolly. Celebrity Sheep Has Died at Age 6 Dolly, the first mammal to be cloned from adult DNA, was put

48、down by lethal injection Feb. 14, 2003. Prior to her death, Dolly had been suffering from lung cancer and crippling arthritis. Although most Finn Dorset sheep live to be 11 to 12 years of age, postmortem examination of Dolly seemed to indicate that, other than her cancer and arthritis, she appeared to be quite normal. The unnamed sheep from which Dolly was cloned had died several years prior to her creation. Dolly was a mother to six lambs, bred the old-fashioned way. 希望對(duì)大家有所幫助，多謝您的瀏覽！