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1、选修八Unit2 Cloning 教学设计unit2 cloning教材分析本单元的中心话题是“克隆”。克隆意为无性繁殖，克隆技术即无性繁殖技术。1997年英国罗斯林研究所实验成功的克隆羊dolly，是首次利用体细胞克隆成功的，它在生物工程史上揭开了新的一页。通过本单元学习，学生可以了解什么是克隆、克隆的利弊以及对克隆技术的反思。通过本单元的语言技能训练，要求学生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。1. warming up 通过展示克隆羊dolly、人类双胞胎、两条模样相同的小狗以及插枝繁殖的植物图片作为导入。要求学生以两人小组形式展开讨论，了解两种不同的克隆：自然
2、的与人工的无性繁殖克隆。2. pre-reading 要求学生提出有关克隆的问题，并列入表内。表内已提供了四个问题帮助学生思考，以便提出更多问题展开讨论。这可以激发学生对克隆的兴趣，为阅读做好认识上和知识上的准备。表中有四个问题：什么是克隆？克隆是如何产生的？人类可以从克隆中得到什么好处？克隆人将会带来什么问题？这些问题旨在测试和诱发学生的想象力和判断力，并引发更多的思考。3. reading 介绍了植物与动物克隆的区别、克隆羊dolly的诞生与死亡、由此引发的争论。帮助学生进一步认识克隆的意义在于解决医学上的难题，为人类服务。教材设计的目的是既训练学生阅读技能，又了解克隆技术以及有关的争议。
3、4. comprehending 部分是在阅读的基础上，通过填表格与问答的形式，层层深入；首先检查学生对课文以及作者意图的理解，然后要求学生发表自己对克隆的见解。5. learning about language 分为词汇和语法两方面的训练。discovering useful words and expressions是本单元的词汇练习题; discovering useful structures是本单元的语法练习题。通过本单元的学习，要求学生熟练掌握并运用名词性从句中同位语从句的用法。6. using language 分两部分。“reading, discussing and wri
4、ting” 中提供了一篇关于“恐龙的回归”的阅读材料，讲述了人类自开始克隆动物研究以来一直想要克隆已经绝种动物的愿望，并指出克隆绝种动物的条件，从而得出结论：恐龙的重生仅仅是个梦想而已。阅读文章后的问题充分利用学生的想象力，需要独立思考获得答案。 同时提供了四种绝种不到一万年，值得通过克隆恢复的动物的名称及其绝种的年份，要求学生利用表格提供的信息选出最值得克隆的动物并给出充分的理由；最后要求写成一份报告。这项写作富有挑战性，需要学生大胆想象，以理服人。“listening and speaking”部分学生听完一段关于克隆是否对动物残忍的对话之后，首先交流听力内容，然后展开讨论，让学生发表自己
5、的看法。这项练习不仅有助于提高学生的听说能力，更能激发他们对克隆动物健康的关注以及对克隆技术发展前景的再思考，具有现实意义。教材重组1. 将warming up，pre-reading，reading与comprehending整合在一起上一节“阅读课”。2. 将learning about language和workbook的using words and expressions及using structures整合在一起上一节“语言学习课”。3. 将using language设计为一节包括听说读写在内的“综合技能课（一）”。4. 将workbook的reading and listeni
6、ng和talking结合在一起上一节“听说课”。5. 将workbook的listening task，reading and writing task和speaking task设计为一节“综合技能课（二）”。课时分配1stperiod reading2ndperiod language study3rdperiod integrating skills()4thperiod listening and speaking5thperiod integrating skills()part 1: teaching design第一部分：教学设计period 1: a sample lesson
7、 plan for reading(cloning：where is it leading us?)aimsto help students develop their reading abilityto help students learn about cloningproceduresi. warming up by leaning the word “clone”scientist in scotland grows impossible sheep from one cell of another sheep.clonen.1. a cell, group of cells, or
8、organism that is descended from 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 se
9、quence, such as a gene, that 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, cloning, clo
10、nesv. tr.1. to 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 clich cathleen mcguigan.ii.
11、 pre-readingwhat is cloning?we define cloning as production of a cell or organism with the same nuclear genome as another cell or organism.cloningis 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.
12、) 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 with identical twins), but in common parlance
13、 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 indicate the vowel is a long o instead of a short o. since
14、 the term entered the popular lexicon in a more general context, the spelling clone has been used exclusively.iii.reading aloud to the recordingwhole language teachers affirm that reading aloud teaches you the students about language in a way that silent or independent reading never can.reading alou
15、d 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 stimulates growth and understanding of vocabulary and language patterns.so why not hurry
16、 to listen and read to the tape-recording of the text we are going to learn today?iv.reading for formsread the text again to: cut/ the sentence into thought groups,blackenthe predicates, darken the connectives andunderlineall the useful expressions.v. copying and making sentencesyou are asked to copy all the useful expressions into yo
