模块五第三单元readingVIP专享VIP免费

M5U3ReadingTeachingobjectives:1.Toreinforcestudents’comprehensionofthetextandimprovetheirotherskillsbyparticipatinginalltheactivities.2.Tohelpstudentsknowthewidespreaddiscussionaboutcloningandholdtheirownattitudestowardsit.3.Toenablestudentstomasterthereadingstrategyandbecomemorecompetentinreadingarticlesrelatedtoscience.Teachingfocusanddifficulties:1.Studentscanworkoutthemeaningofdifficultorunfamiliarscientifictermswithreadingstrategy.2.Studentscanholdtheirownopinionsonthebaseofreadingthearticle.Part1Previewbeforeclass1FinishpartA2FinishC13FindthedifficultytheyhavelearningthepassagePart2StudyinclassStep1Lead-inCheckthehomework.Encouragestudentstosharetheirsourcesrelevanttocloningtechnologywiththewholeclass.Tellstudentsthatcloninghasbeenthesubjectofscientificexperimentsforyears.Therecentsuccessincloninganimalshasresultedinfiercedebatesbetweenscientists,politiciansandpublic.Step2ReadingstrategyGetstudentstogothroughthereadingstrategy,andmakesurethateveryoneofthemunderstandshowtoworkoutthemeaningofthesescientificterms.Step1Beginbyreadingthefirstandlastparagraphsforanideaofwhatthearticleisabout.Step2Circleanywordsyoudonotnow.Questionthingsyoudonotunderstandorthatdonotappeartomakesense.Step3Readthroughthearticleafewtimes,andmakesenseofthescientifictermsupon1M5U3furtherreadings.Step3Firstreading—MainideaAskstudentstorefertothereadingpassageandfindoutthemainidea.(Thereadingpassageismadeupofanewspaperarticleaboutcloningandtworeaders’letters.Wewillbegiveninformationabouthowcloningisbeingresearchedandthedifferentattitudestowardsit.)Step4Secondreading—UnderstandingscientifictermsAskstudentstocircletheunfamiliarwordsorthingstheydonotunderstandwhilesecondreading.(Forexample:embryo,tissuesandorgans,interferewithnature,etc)Step5Thirdreading—DetailedinformationAskstudentstoreadonlythearticlecarefully,andfinishthefollowingexercises:1.Whatarethedifferentattitudestowardsthesuccessofcloningahumanembryo?Ontheonehand(valuabletissuesandorganscanbeproducedandbeusedtosavehumanlives)Ontheotherhand(humanbeingsmaybeonthewaytoproducingareal-lifemonster)Somepeopleconsiderthat(cloninghumanembryoswiththeintentiontodestroythemshowsnorespectforhumanlife.)2.Whoarethepersonsinthearticlerelatedtocloning?personsintroductionsrelationstocloningIanWilumtaScottishscientistwhocreatedDolly,thefirstmammaltobeclonedsuccessfullyfromanadultcellHewasshockedwhenhearingsomescientistswereconsideringcloninghumanbeings.Heneverintendstocreatecopiesofhumans.Instead,hethinkstheeffortsofscientistsshouldbedirectedtowardscreatingnewcellsandorgansthatcouldbeusedtocurediseaseslikecancer.FayeWilsonawomanof41yearsoldwhocannothaveababy.Sheisdesperatetohaveababyofherown,achildthatisgeneticallyrelatedtoher.SeverinoAntinorianItaliandoctor,whoisoneoftheleadersinthecloningresearchHehasdeclaredthathewantstobethefirsttocloneahumanbeing.ChinesescientistswhohavefocusedtheirChinahassucceededinproducingclonesofcows2M5U3effortsoncloninganimalsandstemcellstobeusedinmedicalresearchandgoats,andcontinuestoresearchthewaysinwhichcloningcanbenefitmankind.Askstudentstoreadthetwoletterscarefully,andjudgewhetherthestatementsaretrueorfalse:PaulineCarterthinks:1.thenaturewillpaybackifweinterferewithnature.(T)2.weshouldclonefewerbabiestoreduceEarth’spopulation.(F)3.theladywhocannothaveababycanadoptanorphan,butnothaveaclonedbaby.(T)ColineJakethinks:1.thenewsthatthefirsthumanembryohasbeclonedsuccessfullyisveryterrible.(F)2.scientistshavesucceededinchallengingquestionsofmorality.(F)3.humancloningisagoodwaytosaveherdaughterwhohasdied.(F)Step6FurtherdiscussionUnderstandingthescientifictermsandreinforcingthecomprehensionofthetext,studentsaregottoformgroupsoffourorsixtodiscussthefurtherquestions:1.Findthereasonswhypeoplearepro-oranti-cloninginthearticleandlettersandwritetheminthetablebelowPro-cloningAnti-cloning1.producevaluabletissuesandorgansthatcouldbeusedtosavehumanlives1.mayproduceareal-lifeFrankenshtein’smonster2.curediseaselikecancer2.createmorediseaseintheanimalworld3.helpthosewhoareunabletohavechildren3.cloningshowsnorespectforhumanlife4.helpthosewhowanttoclonetheirdeadchildren4.humanlifewouldnolongerbeunique5.weshouldbehavingfewerbabiesinordertoreduceEarth’spopulation,notcloningmore2.Doyouthinkitwouldbeeasyfortheclonedbabytoaccepthis/hersocialidentityasa‘cloned’humanbeing?3.Whatwouldthepersonthathadtheoriginalcellfeelabouttheclonedbaby?4.ThinkabouttherelationshipbetweenthetitleoftheunitScienceversusnatureandcloningtechnology.3M5U3Step7ExplainthelanguagefocusPart3Practiceinclass1FinishtheexercisebookReadingcomprehension2FinishPartDandPartEPart4ExploringafterclassDiscussion:Whateffectsdoyouthinkhumancloningmighthave?Teachingreflection4