陕西省某二中高二英语课件：Module 5 Cloning（1）（外研版选修6）

(共70张PPT)
Module 5 NSE(6)
Cloning
Periods dividing
Period 1 Introduction (Vocabulary and reading,speaking )
Period 2 Reading and vocabulary Speaking ,
Period 3 Function and Grammar
Subjunctive Mood ( 1 )
Period 4 Listening and vocabulary,
Everyday English
Period 5 Cultural Corner and Reading (WB) and Task
Period 6 Speaking and Writing
Period 1 Introduction,
(Vocabulary and Reading)
Step 1 Lead-in
Activity 1 :Answer the following questions:
1) . Do you like to see films What kind of films do you like to see
2) Have you ever seen a science fiction film If so, please give the names of the film
3) How much do you know about the film”Frankenstein”
Walking in Space
in 2001
2001年漫游太空
《星际战争》
（The　War　of　the　Worlds)
<<侏罗纪公园》Jurassic Park 　　内容：两位生物学家第一次来到侏罗纪公园，他们乘坐的吉普车来到原野上，其中的一位被眼前的情景惊呆了，而他的伙伴还在埋头翻着公园地图，他用手将伙伴的头扳过来，这下轮到伙伴瞪大眼睛了：只见在树丛中一只巨大的雷龙正在悠闲的散步，它还不时动作优雅地去啃食树叶，它的脚步落下时使大地都为之颤动。
<Step 2 Learn vocabulary
Activity 1) Look at the pictures from the film “Frankenstein”and answer the questions.
1. When was the film made
2. Try to describe it with the
following words in the box.
The film was made in 1931.
huge , human being, lip ,
monster, terrifying, ugly
From Frankenstein
1931
Activity 2) Read the passage on Page 41 Ex 2 and find out the sentences which describe the monster in the passage.
Activity 3 ) A. Match the meaning of the words, then fill in the blanks with them.
1. create
2. frightening
3. horror
4. resemble
5. terrify
6. wrinkled
The monster is very big and very strong, looks very ugly, with wrinkled skin, yellow eyes and black lip.
a. feeling of extreme fear or dislike
b. fill with fear
c. cause something to exist
d. small fold or line in the skin
e. fill with fright or terror
f. be similar to be like
B. Complete the sentences with the correct form of the words in the box.
1. I saw a ________ film yesterday. It was really ________.
2. The monster was huge, with ugly, ______
skin. It ________ me.
3. The creature had wings and ________ a bird.
4. The writer _________ a very exciting story.
frightening
horror
wrinkled
terrified
resembled
created
Activity 4) Complete the small article with the words you learned in the passage
Last night I went to see Frankenstein, a _______ film about a scientist who _______ a _______ that _________ a huge human being in his laboratory. The creature was _______ to look ugly. With _______skin, yellow ____and black______. It was big and and very strong . He_______ everyone who____him. It was a very _______ story; but it was also very sad. I couldn’t believe the ________of this poor creature could be so stupid– why didn’t he think that ____he made a living being, it would have__________just like any man If I were a scientist, I would think about my experiments before I did them. If I didn’t , the _____could be as terrifying as they were in the film.
horror
created
moster
resembled
made
winkled
eyes
lips
terrified
saw
frightening
if
creator
emotions
results
Step 3 Discussion
1) What do you think of horrible films
2) Can you tell why a film director directs some science fiction films What ‘s their meaning for
2) If you are a film director, do you like to make some terrifying scene in a science fiction film Why do you do like that
Tell the reasons.
Step 4 Homework
Preview the text “Frankenstein’s Monster”
Try to search some science fiction films.
Period 2 Reading + vocabulary+Speaking
Step I Pre-reading
Activity 1 Look at the words in the box and try to match the meanings of them.
making sth
a woman who is going
to marry soon
3. kill someone
4. noun of the word “beautiful”
5. without life
6. describes a part of the
human body
describing feelings
Quickly follow sb in order
to catch him/ her
beauty , bone, chase, creation, creator, disgust,
emotion, fear, fiancee, lifeless, murder(V& n)
creation
Fiancee
murder(V)
beauty
lifeless
bone
emotion
chase
Activity 2 Predict (Group work)
If you see the title of “Frankenstein Monster”,
What will you guess to write in the story
Frankenstein ‘s creation emotion
Monster’s look
Monster’s emotion
Monster’s life in the human being
The place Monster lives
Monster’s killing Frankenstein
The terrifying of scene
Frankenstein’s death
√
×
√
√
√
×
×
√
Step 2 While – reading Skimming
Activity 1) Find the answers to the questions.
1. In what way is the monster like a human being
2.How did Frankenstein create the monster
3Why does Frankenstein decide to destroy the monster
4.What had Frankenstein wanted more than
anything in the world
5. Why did Frankenstein regret creating the monster
Answers to the questions
1. The monster had a body which is made
of human parts.
He used bones from dead bodies to make
a creature and give it life.
3. Because the monster hates him for not creating wife for it, and killed his brother, friend and wife.
4. To give life to a lifeless body.
5. Because he was terrified by it.
Activity 2) Tell “T” or “F” according to the text
1.Frankenstein is a young woman scientist from Geneva in England.
2. While studying at university, he discovers the secret of how to give life to lifeless matter.
3. The monster who is intelligent has not only learnt to speak but not has human emotion.
4. The monster was killed by the scientists.
5. The monster came to Frankenstein’s bedroom in
order to talk to him.
6. Frankenstein never regretted creating the monster.
man
ended his own life into the ice
Activity 3) Read Part 2 “Extract from Frankenstein”and choose the best answer.
1.The first paragraph tells us ________.
A. the born of the monster
B. the terrifying emotion of Frankenstein
C. the scene that the monster was born
D. the cold night that monster was born
2. Frankenstein saw this monster moved as human being , he felt____.
A. happy B. excited C. worried D. frightened
3. Frankenstein wished he had not created the monster because he
thought________.
A. the monster looked very ugly
B. he would bring people nightmares
C. he would bring the world disaster
D. the monster would kill him
√
√
√
4. The young scientist was disgusted when he first saw the monster Because ______.
A. he had wanted to create something beautiful, but it is very ugly.
B. he ate something wrong
C. He created creature to do some harm to human being.
D. he did wrong things to human being
5. The passage tells us ______.
A. Frankenstein regretted creating such ugly monster
B. Frankenstein’s creation is successful
C. As a scientist, he must have some creations
D. The monster can’t be given life
√
√
Step III Post –reading
Activity 1) Complete the sentences according to the text.
The monster terrifies people because_______________
___________________________.
2. Frankenstein tries to destroy the monster because_______________________.
3. When the scientist saw the monster move, he felt
___________ because ___________________________.
4. When the monster came to Frankenstein’s bed, the scientist___________________________________.
5. The scientist regret ______________________.
it is usually large
and strong and extremely ugly
it kills three people
disgusted the creature was ugly
ran out into the garden and hid
having made the monster
Activity 2) Complete the passage according to the text.You can use one or more words.
For many ______________ the monster lived alone in the woods, _______________ food where it could. Sometimes the lonely _______ met human beings, and tried to speak to them and _________ friends, but they always ran away, ________ by the huge, ugly creature.Often, they threw stones at it, and then the monster wished that they _________ him. Slowly , the creature began ______- that it was ugly and frightening. It wished it ____________its appearance and show people ___ kind heart. But months passed and the monster started to understand that it _______ always be alone. Now it ____________ angry and unhappy, and started to wish that the scientist ___________ it. Then an idea came to it. The monster ____ watched
human beings and learnt _________ men and women lived together in marriage. The monster began to wish it
_________________ a wife.
weeks/ years
finding/ getting
creature
make/ become
terrified
would kill
to think
could change
its
would
was/ became
hadn’t made
had
that / how
had /could have
Step III Speaking Activity 3 ) Retell Part 1 “The Story of Frankenstein”according to the questions with “I”.
Work in pairs ( Suppose you are the scientist , )
What did you create
What does the monster look like
What did the monster ask you to do
What did the monster do
What happened in the end
Reference words and phrases
the creature, large and strong, intelligent ,
Terrify, can speak, lonely and unhappy,
hate creator, scientists, chase, destroy,
Disappear into the ice, end his life
Start like this:
When I was studying at university, I discovered the
secret of how to give life to lifeless matter. So I used bones
from dead bodies…
Step IV Speaking
Work in pairs and make a dialogue between Frankenstein and Cleval (Frankenstein’s good friend)about Frankenstein”s creation of the monster.
Student A = Frankenstein Student B= Clerval
Student A: You are the scientist Frankenstein. Imagine that you have not seen the monster you have created for some days and do not know where he is.
Explain to your best friend Clerval why you created the monster and how you did it.Describe the monster, your feeling about him and your regrets.
Student B: You are Clerval , Frankenstein ‘s best friend.You had no idea that Frankenstein ad created this monster. You express your surprise and ask questions about the monster and how Frankenstein created it.
You can begin like these:
Student A: Hi ! Clerval , I haven’t seen you for some days.
How have you been
Student B: I am fine, thank you. But you don’t look very well. What’s wrong with you
Student A: I have been very worried these days. I wish I could
disappear!
Student B: Why What on earth has happened to you
Student A: As you know, I discovered the secret of how to
give life to lifeless matter when I was studying at
university. For two years I had worked very hard with one aim
only, to give life to a lifeless body…
Homework
Preview speaking on Page 44
Reading on page 93
Period 3
Function and Grammar Subjunctive Mood ( 1 )
Step I Function Activity 1) Read the passage “Frankenstein’s Monster”and find out the sentences
“I wish…”
1. I wish I had not created this creature,
2. I wish I was on the other side of the world,
3. I wish I could disappear!
4. I wish I had not done this terrible thing,
5. I wish I was dead!
Step II Learn Grammar “Subjunctive Mood (1)
Object Clause
1. “wish”用在虚拟语气接宾语从句有两种情况
1). I wish I was + preposition phrases/ adj
2). I wish I had + done (past participle)
3）I wish I could /would + V+ Object
动词的过去时（表示与现在事实相反,, 从句
动词中的动作与主句动作同时发生。）
过去完成时 （表示与过去事实相反。从句
动词中的动作先于主句动作。 ）
情态动词+V (表示将来不太可能实现的愿望
在动词decide(决定）, suggest, proposal （建议）,demand, desire, require, request（要求）, command, order （命令）等后面的宾语从句中要用“ should+动词原形”“should “也可省略。
1) I suggested that he （should） attend the meeting.
2）The workers demanded that the boss (should)
add their wages.
3. 在“would rather” 后的宾语从句中有两种情况：
eg; 1. Don’t always make noise.
I ‘d rather you kept silent.
2 ) She is always saying that she hasn’t bought a good
book.I’d rather she had bought a good book.
（“过去时” 表示现在或将来
要做的事情。）
had + done (p.p) 谈到过去的动作
（二）“if”条件从句中用于虚拟语气有三种情况
主句谓语形式 从句谓语形式
与现在事实相反 would(should, could,might)+动词原形 过去式(be的过去
式用were)
与过去事实相反 would(should, could,might) + have+过去分词 had+过去分词
与将来事实相反
would(should, could,might)+动词原形 过去式或用were to(should)+动词原形
Eg; 1）. If I were you, I would agree with him.
2）. If I had studied hard before, I would have gone to the key university.
3）If it were not/ should not be fine tomorrow, we would not go climbing.
如果我是你，我将同意他的意见。（但我不是你）
如果我过去努力学习的话， 我会考上重点大学的。
（但我没有努力学习）
如果明天下雨，我们就不去爬山了。
(假设明天是晴天，我们就去）
Step III Practice Activity 1) Match the two parts of the sentences
1.If I knew why she ran away,
2.She would sleep better,
3. If I saw his face again,
4. Would you tell me,
5.If cloning were banned,
6. Wouldn’t it be terrifying,
If you met a monster
b. If you thought I was
behaving badly
c. I would know it immediately.
d. I would tell you.
e. If she watched fewer horror
films on TV.
f. This research would
end tomorrow.
Activity 2) Complete the sentences with the correct form of the verbs.
I’m not the head of the laboratory. If I ____(be),
I _______________(not allow) this research.
2.. She feels very lonely in that school. If she ____ (make ) more friends, she ____________( not be) so lonely.
3. I didn’t think about it carefully enough. I wish I ___________(think) more carefully.
4. He murdered the people I love most. I wish he ______________
(not kill)them.
5. I’d like to live my life again. I wish I ________(can live ) again.
were
would not allow
made
would not be
had thought
had not killed
could live
Activity 3) Complete the passage on Page 47
Answers :
1. for 2. of 3. had 4. would 5. why
6. would 7. met / saw 8. would 9. more
10. if 11. go / fly / travel 12. were
13. would 14. but 15. could
Homework
1. Write three sentences about present situations that you would like to be different.
Use “ I wish…”
Eg; I’m not very good at Science. I wish I was better
at Science.
2. Write three sentences about past situations that you would like to be different.
Use “ I wish…”
Eg; I didn’t get very good grades for my exams last term. I wish I had worked harder.
Period 4
Everyday English, Listening and Vocabulary
Step I Learn “Everyday English”
Every day we must talk with others,but how do we continue with our talk. Let’s learn the meaning of the expressions.
Activity 1) Match these words and expressions in the box with their meanings.
1. clearly
2. I’m going to continue.
3. to say it another way
4. It’s difficult to believe!
5. The opposite is true,
6. That’s completely untrue.
7. That’s right.
On the contrary That’s it. Incredible ! to continue
Obviously in other words Nonsense!
1
3
2
4
5
6
7
Activity 2) Complete this conversation with expressions in the box with their meanings. (T= teacher S= student)
T: Tell me what you know about cloning.
S: Cloned animals take their genes from both their parents.
T: ____________, they take their genes from both their parents.
S: Sorry, yes, _________, scientists join an egg and adult
cell from the same animal or plant. This creates a clone.
T: ________________! Well done!
S: But of course, cloned animals will never be “real” animals, will they
T: __________! ____________, there are problems with cloned
animals at the moment.This is because cloning is a new science.
But one day, clones will be just as good as real animals or humans.
S: ______________, cloned humans will be just like you or me
T: Yes!
S: ________________________.
On the contrary
to continue
That’s it
Nonsense
Obviously
In other words
Incredible
Step II Pre-listening Activity 1) Look at the pictures and learn some words
a cell
Scientists working in a laboratory
a gene
(a) Cloning DNA in Plasmids.
By fragmenting DNA of any origin
(human, animal, or plant) and inserting
it in the DNA of rapidly reproducing
foreign cells, billions of copies of a
single gene or DNA segment can be
produced in a very short time. DNA
to be cloned is inserted into a plasmid
(a small, self- replicating circular
molecule of DNA) that is separate from
chromosomal DNA. When the recombinant
plasmid is introduced into bacteria,
the newly inserted segment will be
replicated along with the rest
of the plasmid. ( the structure of cloning)
Activity 2) Answer the following questions according to Picture (sheep)
Who do we get our genes from
How many parents does a cloned animals created
Where are cloned animals created
In what way are Sheep A and Sheep B identical
Our parents.
One .
In a laboratory.
They have identical genes, and so are
identical in every way.
Activity 3) Say which of the arguments below are for cloning and which are against cloning.
Write F (for) for A (against)
“be for= agree” “be against= disagree”
Cloning is against nature._______.
Cloning will be beneficial to humans.For example, if a couple can’t have children, cloning could help give them a child.____
Cloned animals get ill and die quite young.___
People are afraid that scientists will create thousands of copies of the same person.___
Cloning is dangerous because scientists may create monsters by mistake.____
We could use cloning to cure illness._____
A
F
A
A
A
F
√
√
√
√
×
×
Step III while-listening
Activity 1) listen to a radio discussion about cloning and check the arguments for and against cloning that mentioned in Activity 3
Activity 2) listen to a radio discussion about cloning again and try to find the answers to the questions.
What topic is for this week
Who is Dr Hugh Donaville
Where do cloned animals are created
Where do cloned animals come from
What animals did scientists clone in 1997
How do many people believe cloning
Answers to five questions
Cloning.
He is a head of a company that has already cloned a number of animals.
In the laboratory.
They take all their genes from a single parent.
A sheep called dolly.
Cloning is wrong and against nature.
Activity 2) Listen the second time and fill in the missing words
Presenter: So what are the difficulties
Hugh D: Unfortunately, cloned animals _______________________
For example, Dolly the sheep died in 2003. She should
have lived longer.
Presenter: _____________________
Hugh D: We’ve got a few ideas but we don’t really understand why yet
Presenter: I see. Now obviously , Dr Donaville, you believe that
cloning will be beneficial to human beings.
Hugh D: Yes, I do. ______________________, I ‘d be in a
different job.
Presenter: Many people believe that_____________________________.
How do you answer them
Hugh D: I tell them that______________________________________.
get ill and die quite young
Why do they get ill
If I didn’t believe that,
cloning is wrong and against nature
cloning is a way of helping nature
Activity 3) Listen the third time and correct the wrong information in the sentences on Page 46 (5)
Dr Hugh Donaville works for a company that has already cloned a number of people.
A sheep called Dolly was cloned in 1998.
Dolly the sheep died in 2003.
Donaville thinks scientists treated Dolly the sheep as a product.
Donaville says that if a child is very ill, scientists could clone it.
Donaville thinks is a good idea to have thousands of copies of the same person.
Donaville says that we could clone animals
that have become extinct.
animals
1997
Presenter
dies
terrible
becoming
Homework
1. Preview “ Cultural Corner”
2. Preview “Writing”
3. Get ready to do “Task (debating)
“To clone or not clone ”
Period 5
Cultural Corner ,
Reading (WB)
Step 1 Learn “Cultural Corner” Activity 1) Lead-in
From listening part, we knew something about cloning. Today we are going to learn “Cultural Corner”, another passage about cloning. What’s the title of it
Now let’s read it and get ready to answer
the four questions:
Brave New World
Step 2 Scanning
1. When was the book Brave New World written
2. Who wrote the book
3. How many types of clones are there in the world described in the book What are they
4. Why is the book still famous today
5. What are the same important features of the
society described in Brave New World
In 1931
Aldous Huxley
3. Five. They are Alphas, The Betas, identical
the Epsilons, soma.
4. Because it describes a terrifying future world.
5. The government is in absolute control. It organises society by drugs and other methods so that it is stable. Everyone has a place and stays in it. The people are all happy with their position in society.
Step 2 Reading (WB)on page 93
Activity 1) Read the passage “Cat cloned for Christmas”and find out these figures refer to
Nine weeks
17 years
$50,000
Nearly 100
80 times
$20,000
-- The age of Julia’s new cat.
-- The length of time Julia had had Nicky.
-- The cost of cloning Little Nicky.
-- The number of times GSC had to try
to produce a cloned cat.
The number of frightening letters Julia received.
-- The cost of cloning a dog in five years time.
Activity 2) Choose the best way to complete the sentences on page 94
Answers :
1. C 2. A 3. C 4. B 5. A
Period 6
Speaking and writing
Step 1 Speaking Activity 1) Read the small passage on Page 48 and answer the two questions
1. Is cloning allowed everywhere in the world
2. Why has cloning become common in many ways
No, it isn’t. Most countries encourage it.
Because they think it is beneficial to society.
Step II Debating Activity 2 ) Work in pairs.
Discuss the seven questions on Page 48
Activity 3) Make notes of arguments for and against cloning.
Advice :
1. Listen to the radio discussion about cloning and
try to write down “for cloning” or “against cloning”.
2. You can read Activity 3 on page 45 to help you.
Activity 3) Decide whether you are for or against cloning after your listening and reading.Try to think of some arguments of your own
For cloning;
Cloning will be beneficial to human beings.
Cloning is a way of helping nature.
Clone animals that are becoming extinct.
Against cloning;
Cloning is wrong and against nature.
Cloning treats animals and people as things , as products.
People are afraid that scientists will create thousands of copies of the same person.
Ideas for Arguments
Task Debating : To clone or not clone
Divide into two groups and do just like this:
A student from one group to present an argument.A student from the other side replies with his / her argument.
Student A: If cloned humans become common,there would be a good thing.I’m not sure this would be a good thing. People might hate the clones.
Student B: Yes, that’s possible. But on the other hand, we could use clones for factory work.That would be wonderful….
Step III Writing 怎样写英语议论文
How to write English composition
高中英语议论文的写作，大多有具体要点(即论点或论据)的限定，所以并不需要如何地纵横捭阖，如何地旁征博引。但是，麻雀虽小，五脏俱全，一篇100来字的议论文，同样必须逻辑严密，结构清晰，语言洗练，必须论有中心，言而有据。
一、篇章结构
议论文的写作，住往从正反两方面来论述，且都有其约定俗成的议论模式，即从“主题句一正面论述，反面论述一结论”四大块去营造文章的基本结构(四块论)。例如，某题目要求论述“学校规定‘课间学生只能呆在自己的教室里’对吗 ”这一话题。如果作者认为学校的规定不对，他就应该在文章第一块(段)亮出自己的观点：There is currently much discussion about whether students should stay in their own classrooms or not during break times．Personally I believe that—．
而第二块应该从正面论述“课间不能只呆在自己的教室里”的理由。比如可以说：I would argue that break times are our only opportunity to choose what we want to do. 第三块则从反面观点，即“课间只能呆在自己的教室里”出发，批驳对方观点或进一步阐述己方观点。例如可以说：Another reason why people say that students have to stay in their own classes at break times is that it would be difficult to organize dinners。最后一块(段)则用不同的语言再次强调已方观点。乍一看去，议论文“四块论”仿佛有“八股文”的嫌疑，但“四块论”符合人的认知规律，所以值得多多模仿和操练。
二。确立并写好论点，并将其置于每一段的段首
整篇文章有整篇文章的中心论点，每一段落有每一段落的分论点。选取论点时要问一问自己：这一论点是否会让自己信服 如果—个论点连自己都说服不了，就要放弃它。段落论点的呈现不能羞羞答答，犹报琵琶半遮面，也不能深藏不露，让读者去总结和归纳，而必须在文章开篇或段落开头就亮出来。论点置于篇首或段首，才能纲举目张，也是确保不跑题的前提。以下两个例子中，第一个结构松散，群龙无首，令读者不知所云；而第二个例子则中心突出，章法严谨。请看：
1．Firstly，it is very convenient in daily life．There are many shops and supermarkets in a city．I can buy everything I need easily in these places．When I am sick，I can easily see a doctor in any clinic or hospital．Transport services are good in a city．when I want to go somewhere，I can take a bus，a train or something else．There are also many kinds of entertainment in a city．Public buildings(such as libraries)and parks can easily be found in a city，too．
2．First．it is convenient and comfortable to live in a city．To begin with，there is good housing in a city，as all the houses and flats are well-equipped with good facilities and surrounded by modern amenities such as places of entertainment，public libraries and parks．
以下即是论述“学校规定‘课间学生只能呆在自己的班级里’对吗 ”的一篇学生习作：
Although some people believe that students should stay in their own classrooms during break times，I would like to argue that we should be allowed to spend break times in another class．
The most important reason for believing that is that many students have friends in other classes．We spend all day in our own classroom，and break times are the only time we have to spend with other friends．It can become very tedious(令人厌倦的)to have to spend even more time with the same people．
A further reason for allowing student to choose where they spend their break times is that it would stop arguements．If students are forced to spend time with classmates who are not good friends，they can annoy each other．This leads to problems that have to be sorted out by teachers．
Teachers argue that we all should stay in our own classes，because it is then easier to know what is going on．They say that it is difficult to keep track of students when they are walking round the corridors．However，students could be given the chance to choose a different classroom to spend the whole break time in．That would mean that there would not be any students in the corridors．
As I have explained，although it might be a little easier to manage when everyone stays in their own classroom，it would make break times happier for all students if they were allowed to choose where they spent their time．
Homework
You can write as you debate in the groups. You must give reasons and examples.
You can write as follows:
Are you for or against cloning
Give your reasons. Use these words:
“firstly… secondly… lastly”
3. Give examples to support your idea.
You can see the example on page 48 (3)