Unit3Scienceversusnature-WelcometotheunitTeachingobjectives:1.Toarousestudents’interestintheunittopic2.Tohelpstudentskwonmoreaboutcloningtechnology3.ToencouragestudentstoparticipateinthediscussionrelevanttocloningTeachingfocusanddifficulties:1.Makesurethatstudentscanhavethebasicknowledgeaboutcloning.2.Makesurethateachstudentcanholdtheirownopinionstowardscloning.Teachingaids:ThemultimediaBriefteachingprocedures:Step1Brainstorming1.AskstudentstoreadthetitleoftheunitScienceversusnature.Drawstudents’attentiontotheword‘versus’.Tellthemthat‘versus’isusuallyusedwhendiscussingsportscompetitionsorthelaw,whichmeansthattwoteamsorsidesareagainsteachother.Encouragestudentstothinkwhy‘versus’isusedhere.Askstudentsthefollowingquestions:Doyouthinkthereisconflictbetweenscienceandnature?Whatmighttheconflictbe?2.Showapictureofthefirstclonedmammal,Dolly.GivesomeintroductionaboutthecreationofDolly.Tellstudentsthisnewtechnologyiscalled‘cloning’,whichproducesanexactcopyofananimaloraplantfromitsowncells.3.LeadstudentstolearntheunitwhilethinkingabouttherelationshipbetweenthetitleoftheunitScienceversusnatureandcloningtechnology.Step2Sharinginformation1.Showthefollowingfivepicturesonebyone,eachofwhichshowsasuccessfullyclonedanimal.Astothefivepictures,weconductthefollowingactivities.(Picture2)Tellstudentsthatthemuleinthepictureistheworld’sfirstclonedmule.Itwasbornon4May2003.HisnameisIdahoGemandhisbrother,Taz,wasaracingmulethathaswonmanycompetitions.(Picture3)TellstudentsthatthekitteninthepictureiscalledCc.Itsnameisfrom‘Copycat’.ScientistsintheUSAcreateditwithacelltakenfromitsmother,Rainbow.ItwasborninDecember2002.(Picture4)Thefivelittlepigs’namesareNoel,Angel,Star,JoyandMary.(Picture5)Thepairofcalveswerebornon5July1998inIshikawa,Japan.TheyweretwoyearsyoungerthanDolly,beingthesecondadultanimalclonesintheworld.(Picture6)ThenameoftheclonedmonkeyisANDi.Itisfrom‘insertedDNA’speltbackwards.Itisthefirstgeneticallymodifiedmonkey.ThetechnologyisdifferentfromthatusedforDolly.2.Getstudentstoformgroupsoffourorsixtodiscussthefurtherquestions:Fromjustthesepictures,canyouidentifythedifferencesbetweentheclonedanimalsandnormalones?Inyouropinion,whatmightbethedifferencesbetweentheseclonedanimalsandnormalones?Cantheseanimalsleadanormallifeasnormalanimals?用心爱心专心116号编辑Askseveralgroupstoreporttheiranswerstotheclass.Allowdifferentopinionsandencouragefurtherdiscussion.3.Havestudentsholdadebateaboutwhetheritwouldbeagoodideatoclonehumanssomeday.Dividestudentsintotwogroups.Onegrouprepresentsanti-cloningviewswhiletheotherrepresentspro-cloningviews.Encouragestudentstoprovideasmanyreasonsastheycantosupporttheirideas.Step3HomeworkAssignstudentstosurftheInternetorrefertoothersourcesforfurtherinformationrelevanttocloningtechnology,soastofinishthefirsttwoquestionsbelowthepictures.Askstudentstomakeasmanynotesaspossible.用心爱心专心116号编辑
