Unit 9 Human Biology-Lesson 1 To Clone or Not to Clone 教案-2025-2026学年高中英语北师大版选择性必修第三册

Unit 9 Human Biology-Lesson 1 To Clone or Not to Clone 教学目标和重难点 教学目标 Language Competence: Master key vocabulary and sentence patterns related to cloning, and be able to use them to express views on cloning. Cultural Awareness: Understand the global consensus and differences on cloning ethics, and cultivate a rational attitude towards scientific and technological progress. Thinking Quality: Develop critical thinking by analyzing the advantages and disadvantages of cloning and exploring its ethical dilemmas. Learning Ability: Improve autonomous reading and cooperative inquiry skills, and form the habit of actively collecting and sorting out information about scientific and technological topics. 教学重难点 Key Points: Grasp the main idea and structural framework of the text, master key vocabulary such as clone, embryo, ethical, controversy and difficult sentence patterns; be able to express personal views on cloning in simple English. Difficult Points: Understand the complex ethical and moral issues brought by cloning technology, and use critical thinking to analyze the pros and cons of cloning objectively. 教学过程 Step 1: Lead-in (Lead-in and Activation) The lead-in link is designed to arouse students' interest in the theme of cloning, activate their existing knowledge reserves, and lay a foundation for the subsequent text reading. First, the teacher will show students pictures and short video clips related to cloning, including the first cloned sheep Dolly, cloned monkeys Zhong Zhong and Hua Hua, and some scenes of cloned plants. After watching, the teacher will ask students two guiding questions in English: "What do you know about cloning? Have you ever heard of any cloned animals or plants?" Then, the teacher will organize students to have a free discussion in groups of 4. Each group will talk about their understanding of cloning, and the teacher will walk around the classroom to guide students to express their views in simple English, and record the key words and sentences mentioned by students on the blackboard, such as "clone sheep", "genetic copy", "science and technology" and so on. During the discussion, the teacher will encourage students to ask questions actively, such as "Is cloning legal?" "What are the benefits of cloning?" After the group discussion, invite 2-3 groups to share their views with the whole class. The teacher will make appropriate comments, affirm the positive points of students' expressions, and correct the inappropriate expressions of language. Finally, the teacher will briefly introduce the background of cloning technology, pointing out that cloning is a hot topic in the field of modern biology, which has brought great changes to human society, but also triggered a series of ethical and moral controversies, thus leading to the theme of this lesson - "To Clone or Not to Clone". This link not only activates students' learning enthusiasm, but also helps students establish a preliminary cognitive framework for cloning, laying a good foundation for the study of the text. Step 2: Pre-reading (Vocabulary and Background Preview) Before reading the text, it is necessary to help students master the key vocabulary and background knowledge related to the text, so as to reduce the difficulty of reading. First, the teacher will list the key vocabulary and phrases in the text on the blackboard or PPT, including clone (v./n.), embryo (n.), ethical (adj.), controversy (n.), potential (adj.), abuse (v./n.), donate (v.), transplant (v./n.), identical (adj.), oppose (v.), approve (v.) and so on. For each word, the teacher will explain its pronunciation, part of speech and core meaning, and give simple example sentences to help students understand and remember. For example, when explaining "ethical", the teacher will say: "Ethical means related to moral principles. For example, There are many ethical issues about human cloning." When explaining "controversy", the teacher will give the example sentence: "There is a great controversy over whether we should clone humans." At the same time, the teacher will guide students to distinguish the usage of similar words, such as "oppose" and "object", "approve" and "agree", and explain their differences in collocation and usage. In addition, the teacher will briefly introduce the background knowledge of the text: the text mainly discusses the development of cloning technology, its potential value to human society, and the ethical and moral controversies it triggers. The author does not take a one-sided attitude, but objectively presents different views on cloning, guiding readers to think rationally about the development of scientific and technological progress. At the same time, the teacher will mention the cloning technology in China, such as the successful cloning of monkeys Zhong Zhong and Hua Hua by Chinese scientists, which not only shows the progress of China's scientific and technological level, but also leads students to think about the significance of cloning technology to medical research and human health. After the vocabulary and background preview, the teacher will ask students to predict the main content of the text according to the title "To Clone or Not to Clone". Students can freely express their predictions, such as "The text will talk about the advantages and disadvantages of cloning", "The text will discuss whether cloning should be allowed" and so on. This link helps students establish a connection between the title and the text content, and improves their ability of text prediction and reasoning. Step 3: While-reading (Intensive Reading and Comprehension) The while-reading link is the core part of the teaching process, which is mainly divided into three parts: skimming, scanning and intensive reading, to help students gradually deepen their understanding of the text, grasp the main idea, structural framework and key details of the text, and improve their reading ability. First, skimming. Ask students to read the text quickly, without paying too much attention to the new words and difficult sentences, and mainly grasp the main idea of the text. After reading, ask students to answer the following questions: "What is the main topic of the text?" "What is the author's attitude towards cloning?" Guide students to summarize the main idea of the text: The text introduces the development of cloning technology, expounds its potential benefits to human beings, such as medical treatment, species protection, etc., and also points out the ethical and moral controversies it brings, and finally puts forward that we should treat cloning technology rationally and avoid its abuse. The author's attitude is objective and neutral, neither fully supporting nor completely opposing, but advocating that we should weigh the pros and cons and use scientific and technological progress to benefit human beings. Second, scanning. Ask students to read the text again, and find out the key details according to the following questions, so as to further understand the structure of the text. The questions are: 1. What are the types of cloning mentioned in the text? 2. What are the potential benefits of cloning technology? 3. What are the ethical and moral controversies caused by cloning? 4. What suggestions does the author put forward for the development of cloning technology? After students finish reading, organize them to exchange answers in groups, and then the teacher will check the answers and explain the key points. It is emphasized that the text mentions two types of cloning: reproductive cloning and therapeutic cloning; the potential benefits include helping to treat diseases such as Parkinson's and diabetes, protecting endangered species, and helping infertile couples have children; the ethical controversies mainly include the violation of human dignity, the confusion of family relations, and the risk of abuse of cloning technology; the author suggests that we should formulate relevant laws and regulations to standardize the development of cloning technology, and strengthen the guidance of ethics and morality to ensure that cloning technology is used for the benefit of human beings. Third, intensive reading. Focus on analyzing the key paragraphs and difficult sentences in the text, helping students break through the language difficulties and deeply understand the connotation of the text. First, select the key paragraphs: Paragraph 2 (introducing the successful cases of cloning), Paragraph 4 (expounding the potential benefits of cloning), Paragraph 5 (analyzing the ethical controversies of cloning), and Paragraph 7 (the author's suggestions). For each key paragraph, the teacher will guide students to read carefully, analyze the logical relationship between sentences, and master the key sentence patterns. For example, in Paragraph 4, the sentence "Cloning technology could also help save endangered species by creating copies of them." The teacher will analyze the structure of the sentence: "could help do sth." means "could help do something", and "by creating copies of them" is an adverbial of manner, indicating the way to achieve the purpose. Guide students to imitate the sentence pattern to make sentences, such as "We can improve our English by reading more." In Paragraph 5, the sentence "Many people oppose human cloning because they believe it is unethical and violates human dignity." The teacher will explain the reason clause guided by "because", and guide students to understand the views of people who oppose cloning. At the same time, the teacher will ask students to think: "Do you agree with this view? Why or why not?" to cultivate their critical thinking. In addition, the teacher will sort out the structural framework of the text with students: the first paragraph introduces the concept of cloning and the attention it has attracted; the second to third paragraphs introduce the successful cases of cloning, such as Dolly the sheep and cloned monkeys; the fourth paragraph expounds the potential benefits of cloning technology; the fifth to sixth paragraphs analyze the ethical and moral controversies caused by cloning; the seventh paragraph puts forward the author's suggestions and views. Through this link, students can clearly grasp the logical structure of the text, and improve their ability of text analysis and induction. Step 4: Post-reading (Consolidation and Application) The post-reading link is designed to help students consolidate the knowledge learned, apply the key vocabulary and sentence patterns, and further deepen their understanding of the theme of the text. This link includes three activities: vocabulary and sentence pattern consolidation, group discussion and speech, and writing practice. First, vocabulary and sentence pattern consolidation. The teacher will design some exercises to help students consolidate the key vocabulary and sentence patterns learned. For example, fill in the blanks with the correct form of the given words: 1. There is a lot of (controversy) about human cloning. 2. Cloning technology has great (potential) in medical treatment. 3. Many people (oppose) the abuse of cloning technology. 4. We should (approve) the rational use of scientific and technological progress. After students finish the exercises, the teacher will check the answers and explain the key points, helping students master the usage of vocabulary and sentence patterns. Second, group discussion and speech. Divide students into groups of 6, and set the discussion topic: "Should human cloning be allowed? Why or why not?" Before the discussion, the teacher will guide students to sort out their views, and remind them to use the key vocabulary and sentence patterns learned in the text, such as "I think...", "In my opinion...", "The advantages of... are...", "The disadvantages of... are...", "We should...". During the discussion, each group will assign a recorder to record the key views of the group, and a speaker to prepare for the speech. The teacher will walk around the classroom to guide students to express their views clearly and logically, and help students solve the language difficulties encountered in the discussion. After the group discussion, each group's speaker will give a 2-3 minute speech in front of the whole class, expressing the group's views on whether human cloning should be allowed. After each speech, other students can ask questions or put forward different views, and the speaker will answer them. The teacher will make appropriate comments on each speech, affirm the advantages of students' expressions, such as clear logic and accurate use of vocabulary, and put forward suggestions for improvement, such as improving the fluency of expression and enriching the content of the speech. This activity not only helps students consolidate the language knowledge learned, but also cultivates their oral expression ability and critical thinking ability, and deepens their understanding of the ethical issues of cloning. Third, writing practice. Ask students to write a short passage of 150-200 words on the topic "My View on Cloning". The teacher will guide students to clarify the structure of the passage: the first paragraph briefly introduces the concept of cloning; the second paragraph expounds the advantages and disadvantages of cloning; the third paragraph expresses their own views and suggestions. At the same time, remind students to use the key vocabulary and sentence patterns learned in the text, and pay attention to the coherence and logic of the passage. After students finish writing, the teacher will collect some students' works, comment on them in class, point out the advantages and disadvantages, and guide students to revise their own works. This activity helps students improve their writing ability and further consolidate their understanding of the theme of the text. Step 5: Summary and Extension First, summary. The teacher will lead students to review the key content of this lesson: the main idea and structural framework of the text, key vocabulary and sentence patterns, and the ethical and moral issues of cloning. Guide students to summarize the gains of this lesson, such as mastering the relevant knowledge of cloning, improving reading and oral expression ability, and learning to treat scientific and technological progress rationally. At the same time, the teacher will emphasize that scientific and technological progress is a double-edged sword. While bringing benefits to human beings, it may also bring some negative impacts. We should treat scientific and technological progress with a rational attitude, abide by ethical and moral norms, and let scientific and technological progress serve human beings better. Second, extension. The teacher will assign after-class tasks to help students extend their knowledge and improve their learning ability. The tasks are: 1. Collect more information about cloning technology, such as the latest research progress of cloning, and share it in the next class. 2. Read an English article about cloning ethics and write a short reading report. 3. Discuss with family members or friends about their views on cloning and record the communication content. These tasks not only help students consolidate the knowledge learned in class, but also cultivate their ability of autonomous learning and information collection, and expand their horizons. In addition, the teacher will encourage students to pay more attention to the development of modern science and technology, actively think about the relationship between science and technology and society, and cultivate their sense of social responsibility and scientific literacy. At the same time, the teacher will remind students that in the process of learning English, they should pay attention to the combination of language learning and practical application, and use English to express their views on hot social topics, so as to improve their comprehensive language application ability. The whole teaching process takes students as the main body, focuses on the cultivation of four-dimensional core literacy, integrates various teaching activities, and guides students to deeply understand the text content, master language knowledge, and develop comprehensive language application ability. At the same time, through the discussion and exploration of cloning topics, students are guided to establish a correct view of science and technology, cultivate critical thinking and sense of social responsibility, and achieve the teaching goal of "integrating knowledge, ability and literacy". 1 / 1 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $