牛津版Module5Unit3ScienceVersusNature学案.doc

PAGE  Module 5 Unit 3 Science Versus Nature （学生版） Welcome to the unit 一．Teaching objectives: 1. To arouse students’ interest in the unit topic 2. To help students know more about cloning technology 3. To encourage students to participate in the discussion relevant to cloning 二．Teaching focus and difficulties: 1. Make sure that students can have the basic knowledge about cloning. 2. Make sure that each student can hold their own opinions towards cloning. 三．Brief teaching procedures: Step1 Brainstorming Do you think there is conflict between science and nature? What might the conflict be? 2. Show a picture of the first cloned mammal, Dolly. Give some introduction about the creation of Dolly. 3. Lead students to learn the unit while thinking about the relationship between the title of the unit Science versus nature and cloning technology. Step2 Sharing information 1. Show the following five pictures one by one, each of which shows a successfully cloned animal. As to the five pictures, we conduct the following activities. 2. Get students to form groups of four or six to discuss the further questions: From just these pictures, can you identify the differences between the cloned animals and normal ones? In your opinion, what might be the differences between these cloned animals and normal ones? Can these animals lead a normal life as normal animals? Ask several groups to report their answers to the class. Allow different opinions and encourage further discussion. 3. Have students hold a debate about whether it would be a good idea to clone humans some day. 四．Exercises in class 1. Science is developing so fast that it is beyond our imagination. 科学发展如此之快，以致于超出了我们的想像。 beyond prep. （表范围）越出（某事物）范围;超越: （表位置）在或向（某物）的远处: *beyond one’s power________________ *beyond praise _________________ *be beyond sb. _________________ ①自行车没法修理了。____________________r. ②We can’t see anything beyon