高中英语外研版选修6 Module 5 Cloning教案

Module 5 Cloning
I. 模块教学目标
Skill Goals 技能目标
▲ Talk about cloning: to clone or not to clone
▲ Talk about past and present regrets
▲ Distinguish between points of an argument
▲ Write a discursive paragraph about cloning
▲ Role-play a scene from Frankenstein
II. 目标语言
功 能 句 式
Talk about past and present regrets
I wish I had not ...
I wish I was ...
I wish I could ...
词 汇
1. 四会词汇
ugly, create, beautify, bone, chase, fear, lifeless, beneficial, nature, ban, common, encourage, society, clone, monster, tiny, dislike, unable, wing, refuse, breathe, rush, nightmare, cure, head, control
2. 认读词汇
cell, resemble, eventually, fiancée, huge, lip, monster, terrifying, frightening, horror, wrinkled, disgust, emotion, murder, argument, obviously, incredible, nonsense, vein, contrast, gene, identical, imaginary, violence
3. 短语
to be against / for, on the contrary, in other words, again and again, burn out, contrast with, give life to, make a sound, throw oneself on a place, human being, by mistake, treat ... as ..., as follows
语 法
Subjunctive(1)
If that happened, it would be terrible.
重 点 句 子
1. The novel immediately became very popular and it is generally agreed that it is one of the best science fiction stories ever written. P41
2. It was on a cold November night that I saw my creation for the first time. P42
3. I prepared the equipment that would give life to the thing that lay at my feet. P42
4. I wish I was on the other side of the world. P43
5. The only reason why scientists have not created thousands of identical clones is that they have not yet learnt how to do this. P49
6. They said that she should have chosen one of the many cats without a home — cats like this are a common problem in many countries. P93
7. GSC said that if people were not happy with the cloned cat or dog, they could have their money back. P93
III． 教材分析与教材重组
1．教材分析
本模块以Cloning为话题，重点就“Talking about past and present regrets”及Subjunctive这两个功能项目展开训练。旨在通过该模块的学习和训练，让学生初步了解一些生命科学方面的知识，并能就Cloning这一话题发表自己的看法。
1.1 INTRODUCTION部分通过对Frankenstein这部恐怖影片背景知识的介绍，学习与模块主题相关的词汇。
1.2 READING AND VOCABULARY部分重点介绍了小说Frankenstein的故事梗概及据此改编的影片内容摘要，并根据阅读内容设置了五个理解性习题：第一小题要求学生阅读文章后完成句子，以加强对阅读内容的了解；第二、三小题分别以词汇释义和问答形式考查学生对词汇的理解；第四小题就文章内容设置了10个小问题，考查学生对对文章细节内容的理解；第五个小题要求学生就7个小问题展开讨论，以进一步加深对文章内容的理解。
1.3 FUNCTION部分以朗读、答问、填空、造句的形式对“Talking about past and present regret”这一功能项目展开学习和训练。
1.4 SPEAKING部分要求学生以两人活动形式展开角色表演活动，就Frankenstein的研究展开对话训练。
1.5 LISTENING AND VOCABULARY 部分介绍了一些关于生命科学研究方面的知识。并提供了有关Cloning的一段录音。要求学生在学习相关词汇的基础上，听懂有关内容，纠正练习中错误信息。
1.6 GRAMMAR 部分通过选择、答问、句子填空、短文填空的形式学习语法Subjunctive。
1.7 EVERYDAY ENGLISH 部分设计了将词汇、表达法与其释义配对并运用这些词汇及表达法完成所给情景对话的练习，要求学生在理解词汇及表达法含义的基础上学习、运用本单元日常用语。
1.8 SPEAKING AND WRITING部分就一段关于克隆的小短文展开读、说、写活动。其中第一个活动要求学生阅读短文并回答两个问题；第二个活动要求学生以两人对话形式就所供7个话题展开讨论；第三个活动要求根据所给提示及提纲进行写作练习，阐述自己对克隆的看法。
1.9 CULTURAL CORNER是二十世纪一部著名的西方小说Brave New World的主要情节的介绍。
1.10 TASK 部分要求学生就“克隆与否”展开辩论，阐明观点，阐述理由。
2. 教材重组
2.1 将课本INTRODUCTION部分和READING AND VOCABULARY部分整合为一节“阅读课”。
2.2 将课本SPEAKING部分、EVERYDAY ENGLISH部分和TASK部分整合为一节“口语课”。
2.3 将课本LISTENING AND VOCABULARY部分和练习册Listening and speaking部分整合为一节“听力课”。
2.4 将课本FUNCTION部分、GRAMMAR部分及练习册Grammar部分整合为一节“语言知识课”。
2.5 将课本SPEAKING AND WRITING及练习册Writing and speaking部分整合为一节“写作课”。
2.6 将课本CULTURAL CORNER和练习册Reading部分整合为一节“泛读课”。
3．课型设计与课时分配
1st Period Reading
2nd Period Speaking
3rd Period Listening
4th Period Language Study
5th Period Writing
6th Period Extensive Reading
IV． 分课时教案
The First Period Reading
Teaching goals 教学目标
1. Target language目标语言
a. 重点词汇
huge, human being, lip, monster, terrifying, ugly, create, frightening, horror, resemble, terrify, wrinkled, beauty, bone, chase, creation, disgust, emotion, fear, fiancée, lifeless, murder21·世纪*教育网
b. 重点句子
The novel immediately became very popular and it is generally agreed that it is one of the best science fiction stories ever written.
Using bones from dead bodies, he creates a creature that resembles a human being and gives it life.
Feeling very anxious, I prepared the equipment that would give life to the thing that lay at my feet.
2. Ability goals能力目标
Enable the students to talk about the novel and film Frankenstein.
3. Learning ability goals 学能目标
Help the students learn how to talk about the novel and film Frankenstein.
Teaching important & difficult points 教学重难点
Learn to talk about the novel and film Frankenstein.
Teaching methods 教学方法
Task-based activities.
Teaching aids 教具准备
A computer and a projector.
Teaching procedures & ways教学过程与方式
Step I Warming Up
Talk about horror films with the students.
T: The large film industry of today had a relatively simple beginning. The first public showing of a motion picture — on May 22, 1891, at Thomas Edison’s workshop in New Jersey — consisted of a polite man who bowed to the audience, smiled, waved, and took off his hat. Thus, the motion picture industry was born and began to develop quickly. Today, we can see many kinds of films, such as action films like “House full of flying daggers”, war films like “The Boys in Company”, etc. Today we’ll mainly talk about horror films. What is a horror film, do you know?
S1: A horror film is a kind of film in which strange and frightening things happen. Horror films often cause fear or shock in the audience.
T: Frankenstein is one of the famous early horror films. Have you seen it before? What do you know about the story?
S2: Yes. I saw it two years ago. It was made in 1931. The story goes like this: Frankenstein is a Swiss scientist who created an ugly monster using bones from dead bodies. The monster was out of control and killed many people. In the end Frankenstein died in the chase of the monster and the monster ended his life in the ice and snow.
T: Can you describe what the monster is like?
S2: The monster resembles a human being which is unusually large and strong.
S3: Well, it was huge, ugly, with wrinkled skin, yellow eyes and black lips.
Ask the students to read the short passage.
T: Frankenstein is the world-famous story of a doctor whose brilliant mind gets the better of him, one of the first and certainly most enduring Gothic novels of the English literary tradition. Many films have been made on it. The classic monster or horror film of all time, director James Whale’s Frankenstein (1931) is the screen version of Mary Shelley’s Gothic 1818 nightmarish novel of the same name. Now read about the background passage and say what new things you have learnt.
S4: I’ve learnt that it was Boris Karloff who played the monster in the film.
S5: I’ve learnt from the passage that the film is still the most famous of all horror films.2·1·c·n·j·y
S6: Mary Shelly was 19 years old when he wrote the novel.
...
T: Reading is always beneficial. Besides what you’ve said, we can still find something new in the passage. For example, some new words and expressions. Now please finish the following exercises.
Show the following to the students.
Match the correct definition in Column A with the words or phrases in Column B.
Column A
Column B
1. extremely frightening
2. a line on your face of skin that you get when you are old
3. to make something exist that did not exist before
4. a strong feeling of shock and fear
5. to look like, be similar to
a. resemble
b. create
c. terrifying
d. wrinkle
e. horror
Sample answers:
1-c; 2-d; 3-b; 4-e; 5-a
And then ask the students to complete the sentences in Exercise 3.
Step II Reading
Task 1: Ask the students to read the text first and then finish the Exercises 2 and 3.
T: Perhaps the longest-lasting and most memorable image of Frankenstein and his monster was created in 1931, when Universal Pictures released what is now often praised as the definitive horror film: Frankenstein. Now please read the text about the story and finish the Exercises 2 and 3.
Check the answers with the students.
Task 2: Ask the students to read the text again and then finish Exercises 1 and 4.
Sample answers to Exercises 4:
1) The monster has human emotions, he has eyes, he can breathe, he has veins, hair, skin, teeth, lips, hands and he can make sounds.
2) Frankenstein created the monster by using bones from dead bodies.
3) Because the monster had killed his wife, his brother and his best friend.
4) The monster’s appearance: ugly, huge, with wrinkled yellow skin, yellow eyes, black hair and lips and white teeth.
5) Because the monster he created was too ugly.
6) What Frankenstein had wanted more than anything in the world is to give life to the
lifeless matter.
7) Because Frankenstein had a nightmare.
8) Because the monster wanted to kill him.
9) Frankenstein hid in the garden and stayed there till morning after running out of the
room for the second time.
10) Because the monster was too ugly, frightening and had killed many people.
Task 3: Ask the students to discuss the questions in Exercise 5.21*cnjy*com
Sample dialogues:
1.
S1: Frankenstein had successfully created the monster, so it was easy for him to make a wife for the monster. But he refused, why?
S2: I think he was afraid to make another ugly monster, which might make things worse.
S1: I don’t think so. If Frankenstein had created a wife for the monster, things would have become better.
S2: You mean, it would make the monster happy?
S1: Yes. And maybe the monster could be under the control of his wife.
S2: That would be better.
2.
S1: Dreams are sometimes very strange. You might dream about something that would happen in real life. Why do you think the scientist dreamt about his fiancée?
S2: Maybe the same story went with the scientist. He had already sensed something. He had already felt that something bad would happen. Just as we often say, dreams are but what human beings think of. 21*cnjy*com
S1: You are probably right. But I think it was because Frankenstein was too frightened at his creation.
3.
S1: When the scientists woke from his nightmare, he saw the monster was standing by his bed as if he wanted to say something. What do you think the monster might have said?21cnjy.com
S2: He might have said, “Hey, my creator. I really feel lonely and unhappy without any friends to talk and play with. Since you have given me life, why not give me happiness?”
S1: And I think he might have said like this, “My master! You’d better create a wife for me because I feel lonely and unhappy. Or else, I would kill your fiancée!”
S2: Or, he might have said, “Oh, God! I feel terribly lonely and unhappy, could you please make a wife for me?”
4.
S1: Frankenstein created the monster, but he was frightened to see it. Maybe he didn’t know how to face his ugly creation. Perhaps it was not the kind of thing that he had expected. How do you think of it?
S2: I don’t think Frankenstein was right to be frightened by the monster. Because when he made the monster, he should have known how to control it.
S1: I think Frankenstein was right to be frightened by the monster. Because he just awoke from a nightmare, maybe his heart was still fluttering with fear. When he suddenly saw the monster standing by his bed and trying to keep him there, he couldn’t help feeling frightened. 【来源：21cnj*y.co*m】
5.
S1: In the story, the monster killed the scientist’s brother, fiancée and his best friend and then ended his life in the ice and snow. The scientist himself died too in the arctic. Do you think the scientist could have done something to prevent these happening?
S2: Yes. I think he should have made some other things to guard against the monster.
S1: He should have thought of what else he would bring to the world with his creation.
S2: The monster killed human beings and escaped. So the scientist should have taken some measures to limit the movement of the monster. Maybe he should have taught him something in case he did something terrible.
S1: I quite agree with you. The scientist should have made a remote control to guide the monster’s behavior.
6.
S1: The monster was really a great imagination of the novelist, so did the way the scientist created it. How do you feel about the monster? And why?
S2: I think the monster is a terrible creation. When he was created, he became powerful and out of human beings’ control. He might have done everything he had wished.
S1: I think the monster in the story is just like something in our society. Humans may do something without realizing the terrible results they would bring about. For example, the abnormal babies, the new and strange diseases these years, etc. And what’s more, many people today want to clone human beings. This sounds more terrible.
S2: I think the monster, to some extent, is like an animal which is badly treated by human beings. The monster had emotions and could feel loneliness and unhappiness. That is the way most animals feel. So I think if the monster was treated well by the scientist, things would have been better.
7.
S1: Though the story is horrible and unbelievable, I think it was the initiation of cloning today. So we should draw lessons from the story and prevent the story from happening in reality.
S2: You’re quite right. This story reminds us of the terrible disasters that happened these years, such as the tsunami, the SARS, etc. It warned us that human beings might create something unexpected and absolutely out of control.
S1: From the story, we can see the shadow of cloning today. Frankenstein created the monster which resembled a human being. Actually, it was kind of cloning. Once it had been created, it might have become anything terrifying. So I think scientists must be careful when they begin to create something.
Task 4: Text analyzing
T: The text is obviously divided into two parts. The first part is a simple introduction of the story. What is the second part mainly about?
S1: The second part is an extraction of the story. It is mainly about how Frankenstein felt about his creation.
T: How did Frankenstein feel about the monster?
S2: He felt the monster was too frightening and ugly. And he regretted for what he did.
T: The second part is mostly about Frankenstein’s feelings about the monster. Now read the text and find out the expressions the author used to describe his feelings.
Sample answers:
... and horror and disgust filled my heart.
I wish I had not created this creature, I wish I was on the other side of the world, I wish I could disappear!
I felt unable to stay in the same room as him.
I hid in the garden and stayed there till morning, terrified by what I had done.
I wish I had not done this terrible thing, I wish I was dead!
Task 5: Summary
T: In the summer of 1816, nineteen-year-old Mary Wollstonecraft Godwin and her lover, the poet Percy Shelley (whom she married later that year), visited the poet Lord Byron at his villa beside Lake Geneva in Switzerland. Stormy weather frequently forced them indoors, where they and Byron’s other guests sometimes read from a volume of ghost stories. One evening, Byron challenged his guests to each write one themselves. Mary’s story, inspired by a dream, became Frankenstein. Later on, films began to be made on it. The monster in the story was just an imagination, but it might be the origin of today’s cloning. The more you think, the more time you have. So do more thinking and imagination from now on, you’ll get more than others.
Step III Homework
1. Find more about the film Frankenstein and retell the story.
2. Prepare for the next period: Find some information about cloning.
The Second Period Speaking
Teaching goals 教学目标
1. Target language目标语言
a. 重点词汇
for, against, incredible, nonsense
b. 重点句子
That’s it. / Incredible! / Nonsense!
2. Ability goals能力目标
Enable the students to show opinions about cloning. 【来源：21·世纪·教育·网】
3. Learning ability goals 学能目标
Help the students learn how to talk about cloning.
Teaching important & difficult points 教学重难点
How to talk about cloning.
Teaching methods 教学方法
Discussion.
Teaching aids 教具准备
A computer and a projector.
Teaching procedures & ways教学过程与方式
Step I Warming Up
Ask the students to retell the story.
T: Frankenstein is both a best science fiction and a most famous horror film. The monster was the creation of Frankenstein, who sought to gain full and complete understanding of life and death by discovering a way to give life to lifeless matter. Frankenstein worked for several years to bring his creation to life, only to immediately avoid seeing his creation the moment he succeeded. Why? What happens to Frankenstein and his monster? Now please retell the story. Let’s do it this way: The whole class will be divided into two teams. Each one of the members has thirty seconds to take turns to retell the story. When one member of a team finishes, one member of the opposite team should continue the story where the former team member ends his / her story.
A sample retelling of the story:
S1: It was a dark night. Frankenstein and his hunchback assistant Fritz stole a body from a grave and another from a gallows. Later Fritz was sent to a medical university where he was to steal a brain for Frankenstein’s creature.
Sa: He accidentally dropped the glass jar with the brain and instead took another, without noticing the jar’s label “abnormal brain”. Meanwhile Frankenstein’s fiancée Elizabeth and his friend Clerval planned to visit Frankenstein in his laboratory.
S2: After receiving a strange letter from Frankenstein, Elizabeth became worried about Frankenstein. Dr. Waldman told her that her husband-to-be had left university and was involved in strange experiments. This made her more anxious.
Sb: The three arrived just in time to attend Frankenstein’s final experiment, the creation of an artificial human being, which Frankenstein gave it life by exhibiting it to electricity created by a thunderstorm.
S3: Unfortunately, the creature turned out to be an ugly and huge monster unable to make any sound. When the enraged creature becomed troublesome, Frankenstein locked it away in the cellar.
Sc: But the monster broke free. Unable to truly see, and having no understanding of his surroundings, the monster left Frankenstein’s lab and eventually ended up in a forest, where it slowly became aware of its environment. Learning to feed itself, the creature made the mistake of wandering into a local village, only to be driven off by a hail of stones. Lost and alone, the creature then took shelter in a small shed set next to a tiny cottage...
S4: Spending almost two years in this shed, the creature observed the actions of the people who lived in the cottage and thus learned to speak. He also learned to read, and perused at length a number of books he discovered in a lost suitcase. Desiring companionship, he helped the cottagers in the night, cutting wood and clearing the ground as needed. Eventually, he attempted to befriend them by speaking with the eldest of the villagers, a blind man. Interrupted by the rest of the family, he was beaten and chased off.
Sd: Realizing he was truly alone, the creature retreated to the Swiss Alps, encountering Frankenstein’s younger brother along the way. He murdered the child and implicated Justine, a servant for the Frankensteins, for the crime, which resulted in her execution. Discovered by Frankenstein himself, the creature asked for forgiveness, and negotiated a deal with him. If Frankenstein would build a mate for the monster, he promised to leave human habitation for some desolate place. Frankenstein, torn between guilt at his creation, and hatred for the monster’s actions, agreed.
S5: Frankenstein traveled to the Orkney Islands to make his creature and was about halfway finished when he decided he could not inflict a second monster on the human race, and destroyed his latest creation. The monster, enraged by this, informed Frankenstein “I shall be with you on your wedding-night.” Frankenstein then left the island, spending time in Ireland before returning to his home in Geneva, Switzerland. There, he married his fiancée, Elizabeth, only to have the monster murder her that same night.
Se: Stricken with grief, Frankenstein chased the monster across Europe and into Russia, eventually following his creation out onto the Arctic ice. There, lost and ill, he was discovered by the crew of a trapped sailing ship, who brought him aboard and tried to nurse him back to health. Their efforts were in vain; Frankenstein eventually died, but was visited one last time by his creation. The monster, seeing his creator was dead, informed the captain of the ship he would journey far out onto the ice, build a pyre, and kill himself.
S6: The creature was last seen running across the ice, his final fate unknown.
Step II Speaking
Ask the students to talk about Frankenstein and his monster.
T: Imagine you are the scientist Frankenstein. Explain to your best friend Clerval why you created the monster and how you did it. Describe your feelings about the monster and your regrets. Now work in pairs and talk about Frankenstein and his monster. Your partner should express his or her surprise and ask about the monster and the way how Frankenstein created it.
A sample dialogue:
F = Frankenstein; C = Clerval
F: I’ve recently created a new life. But out of my expectation, it is ugly and disgusting.
C: What? A new life? You must be joking!
F: It’s true. The creature quite resembles a human being and is intelligent and has human emotions.
C: Incredible! What is it like?
F: Well, it is huge and strong, extremely ugly and terrifies all those who see it.
C: But why did you create such a creature?
F: I firmly believe human beings were not made by god or anything supernatural. I’ve found the secret of life and put it into experiments. And now I’ve succeeded.
C: Anyway, I wonder how you did it.
F: I made it by piecing bones and brains from dead bodies together and then gave it life by exhibiting it to electricity created by a thunderstorm.
C: Do you love your creation?
F: Absolutely not. He is the ugliest thing I have ever seen. You can see the veins beneath his yellow skin. His hair is black and his teeth are white. But these things contrast horribly with his yellow eyes, his wrinkled yellow skin and black lips. I have tried to make it beautiful. Beautiful! I have worked for nearly two years with one aim only, to give life to a lifeless body. For this I have not slept and I have destroyed my health. I have wanted it more than anything in the world. But now I have finished and the beauty of dream disappeared, and horror and disgust filled my heart.
C: Then you feel regretful about what you did, right?
F: Yes. I wish I had not created this creature, I wish I was on the other side of the world, I wish I could disappear!
C: Maybe you can destroy it.
F: No. I have not seen him for some days and do not know where he is. Would you like to go with me to find and destroy him?
C: Sure. Let’s go!
Step III Debating
Task 1: Ask the students to note down arguments that support their opinions.
T: You may have first heard of cloning when Dolly the Sheep showed up on the scene in 1997. Cloning technologies have been around for much longer than Dolly, though. The first thought many people have when they hear the term is of horror movies which have showed the creation of human monsters such as Frankenstein’s monster or of superhuman soldiers with subhuman brains. The reality of cloning is very different. Cloning is the creation of an organism that is an exact genetic copy of another. This means that every single bit of DNA is the same between the two! You might not believe it, but there are human clones among us right now. They weren’t made in a lab, though: they’re identical twins, created naturally. As for unnatural human cloning, people in the world are deeply divided. Next we’ll have a debate about the issue. First, note down arguments that support your opinions.
Sample notes:
Arguments “for”:
1. While the vast majority of scientists oppose human cloning that results in a live birth, also known as reproductive cloning, many support therapeutic cloning.
2. Scientists hope to create replacement cells that could treat or cure certain diseases.
3. It could be morally acceptable to clone a human being.
4. The great potential of cloning for improving human health and happiness justifies the risks associated with perfecting cloning techniques on humans.
Arguments “against”:
1. Cloning a person with an identical genetic code violates basic human dignity and destroys a person’s uniqueness.
2. Cloning could lead to the creation of bizarre, if not dangerous new life forms. At the very least, it has the potential to upset the balance of life as we now know it.
3. Cloning humans could lead to the development of a “super race,” or at least a “super class” of individuals.
Task 2: Ask the students to make a debate on cloning.
Sample debating conversations:
S1, 2, 3 ... = for; Sa, b, c ... = against
S1: When the media report on cloning in the news, they are usually talking about only one type called reproductive cloning. There are different types of cloning however, and cloning technologies can be used for other purposes besides producing the genetic twin of another organism. So we are for the technology cloning.
Sa: Cloning is not good for us. It is against the law of the nature. More moral and ethical problems will arise.
S2: First of all, before anyone makes a judgment on cloning and genetic engineering, the facts need to be known. Not just the facts, but the intended uses of cloning. If science wanted to make 200 copies of a person, there would need to be a benefit to society. That is not the purpose. It is to further help the development of humankind, much like raising pigs, or cows or growing peas to eat. Sb: Cloning people would be very bad because then everyone would look the same and yes, we may have very smart and very bright people, but imagine how boring it would be! We would not have any sense of adventure in finding and developing new things because we would know everything already and we would probably become so smart and may become angry with each other, and we may kill each other.
S3: I think even human cloning is OK. Human cloning would reduce prejudice between ethnic groups. No one would be teased about the way they looked by their peers with human cloning.
Sc: I don’t think that cloning is OK, especially human cloning. Part of your individuality is the way you look, think, and feel. If everyone looked the same, or acted the same, we wouldn’t have unique personalities, and the world would be a boring place.
S4: I decided that cloning could be good if it is not used for bad purposes. It could bring animals out of endangered species. It could overpopulate the animals. It should be used for human purposes like heart diseases and bone marrow.
Sd: Genetic engineering is going to destroy our world. The entire human race will be robbed of its uniqueness. Genetically altering children in the womb is wrong. A lot of people have this ideal of the most beautiful person in the world: A tall tan blonde with blue eyes and perfectly sculpted features and no fat. If this were a human ideal, then it would be totally out. If everyone fit the ideal, then it would no longer be unique. Uniqueness is the concept of beauty. Also, we need diseases like cancer and AIDS to control population. If we took those genes out of humans, then the world would be overflowing with people and we’d all starve. Yes, it is painful to see someone we know suffer horribly from a disease, but we need things like that to ensure that others will live. In short, there is limited space and rations in the world, and it should be used by people who are not all the same.
S5: Did Dolly lose her dignity because she’s a clone? I think not! And don’t throw the “She’s not human” thing at me. I don’t care. She is a living breathing animal, as we are. If it’s so wrong to clone humans, then why is it OK to clone animals. Ever thought of that? You think of bringing back extinct animals, how is that going to effect the already existing ecosystems? We are destroying the nature for our own gain. The same is with all medicine. So what is the difference with cloning? If you are so against cloning humans, go against cloning everything, but if you don’t mind cloning sheep, don’t say you’re against cloning humans. No matter what anyone says, it’s going to happen one day anyway.
Task 3: Summary
T: When we talk about cloning, we should remember science has both advantages and disadvantages. So we can’t rush a conclusion for or against cloning. After class, try to learn more about it.
Step IV Homework
1. Learn more about cloning and genetic engineering. 2. Finish the exercises in EVERYDAY ENGLISH. Then make a dialogue about cloning using the words and expressions in the box on.
The Third Period Listening
Teaching goals 教学目标
1. Target language目标语言
重点词汇
argument, beneficial, nature
2. Ability goals能力目标
Enable the students to learn more about cloning.
3. Learning ability goals 学能目标
Help the students learn how to know more about genetics.
Teaching important & difficult points 教学重难点
Learn more about cloning.
Teaching methods 教学方法
Listening and discussion.
Teaching aids 教具准备
A computer and a projector.
Teaching procedures & ways教学过程与方式
Step I Revision and Lead-in
Ask the students to talk about Frankenstein and his monster using the words and expressions in the box in EVERYDAY ENGLISH.
T: In the last two periods, we’ve learned about a horror film Frankenstein in which the monster is probably the origin of modern cloning technology. Do you remember how Frankenstein made the monster? Now work in pairs and talk about it using the words and expressions in the box.
A sample dialogue:
S1: Frankenstein made it by using the bones of dead bodies.
S2: Quite right. In other words, Frankenstein’s monster is obviously a clone.
S1: That’s it. And the monster quite resembles a human being and is intelligent and has emotions.
S2: Frankenstein has planned to make it beautiful, on the contrary, the monster is extremely ugly. Anyway, I think Frankenstein should love his creation because he has spent much time and effort on it and destroyed his health for it.
S1: Nonsense! If you were Frankenstein, would you love and stay with this ugly thing?
S2: Incredible! I would rather die.
S1: When Frankenstein sees his creation, he can’t believe his eyes! Horror and disgust fills his heart. He doesn’t want to see the monster and to continue, he hides himself in the garden and regrets having done that terrible thing.
S2: That’s it. I think Frankenstein would never do it again.
Talk about the pictures with the students.
T: About 150 years ago, the Austrian monk Gregor Mendel began the study of genetics. Using pea plants from his garden, Mendel crossed short plants with tall ones, red-flowered ones. And he kept track of the results. From his results, Mendel concluded that living things have a mechanism inside them that controls certain characteristics. He believed that a child gets one of each “mechanism” from its mother and another from its father. Mendel’s discovery was the beginning of the story of you and your genes. Now look at the pictures. These pictures show what scientists are working on. Talk about the pictures and then answer the questions.
S1: In Picture 1, two scientists are working in a lab. One is examining something using a microscope. The other is making some notes.
S2: In Picture 2, we can see a magnified human cell.
S3: A gene is shown In Picture 3.
S4: In Picture 4, we can see a cloned sheep or a clone and the “parent”.
T: What can we learn from these pictures?
S1: We can learn from these pictures that scientists are using a part of human cell, genes to create a clone.
Then ask the students to answer the questions.
Sample answers:
1. We get our genes from our parents.
2. A cloned animal has only one parent.
3. Cloned animals are created in a lab.
4. Sheep A and Sheep B are identical in the way that they have exactly the same
genes.
Step II Listening
Task 1: Ask the students to do Activities 2 and 3.
T: Next we are going to listen to a radio discussion about cloning. Before that, please do the Exercises 2 and 3.
Sample answers:
1. Yes. I think it a good idea if I am for something. For example, I am for Crazy English because I think it a good idea to practice oral English.
2. No. I don’t think it a good idea if I am against something.
3. Yes. I often argue about some language problems or math problems with my friends.
4. I think nature should be made use of by human beings. For human beings can do nothing without making use of nature.
5. I think cloning may be beneficial or helpful to humans. For example, we can save the endangered animals by cloning them.
Task 2: Ask the students to listen to the radio discussion about cloning and do Activities 4 and 5.
Check the answers.
Task 3: Ask the students to do Exercises 13-14.
Sample answers:
13.
Frankenstein: Mary Shelly, Boris Karloff, scientist, best science fiction story, most famous of all horror films,
Dolly the sheep: mammal, clone, Roslin Institute, Scotland, cell, ewe
Brave New World: Aldous Huxley, terrifying future world, world government, clones, Alphas, Betas, Epsilons
A cell: gene, living material, part of all plants and animals
A laboratory: scientists, tube, microscope, chemicals
A gene: cell, DNA, control the development of the qualities, pass on to a living thing from its parents, enzyme, protein
14.
(a) Brave New World; (b) Frankenstein;
(c) a cell, a laboratory, a gene
Task 4: Ask the students to listen to the recording and do Exercises 15, 16 and 17. Then check the answers.
Step III Homework
Ask the students to do Exercises 5-8 in the WORKBOOK.
The Fourth Period Language Study
Teaching goals 教学目标
1. Target language目标语言
a. 重点词汇
imaginary, real, regret, subjunctive
b. 重点句子
I wish I had not create this creature.
If that happened, it would be terrible.
2. Ability goals能力目标
Enable the students to talk about regrets and use subjunctive correctly.
3. Learning ability goals 学能目标
Help the students to learn how to talk about regrets and use subjunctive.
Teaching important & difficult points 教学重难点
Subjunctive.
Teaching methods 教学方法
Induction; task-based activities.
Teaching aids 教具准备
A computer and a projector.
Teaching procedures & ways教学过程与方式
Step I Revision and Lead-in
Check the homework.
T: In the previous periods, we’ve learnt a lot of words and expressions about cloning. Now I’d like to see how your homework was done. Look at Exercise 7 in the WORKBOOK. Make sentences with the pairs of words.
Sample sentences:
identical — different
The two ID cards are identical, but they have different origins.
like — dislike
Both Peter and Lucy like this toy bear though Lucy dislikes Peter.
ban — allow
Students smoking is banned at school. But teachers are allowed to smoke in the smoking room.
beauty — ugliness
This beauty was greatly shocked by the ugliness of his husband-to-be.
tiny — huge
Though the creature is small, it has huge powers.
Talk about the past and present regrets of Frankenstein.
T: Regret is a feeling of sadness or sorrow about something that is done or that happens. In the story of Frankenstein, we learned that Frankenstein felt regretful about what he did. How did he express his regrets? Now find the expressions in the text.
Step II Function
Task 1: Ask the students to read the sentences in Activity 1 and answer the questions.
T: Now read the sentences in Activity 1 and answer the questions after them.
S1: In Sentences 1 and 4, the speaker is talking about a past situation.
S2: In Sentences 2, 3 and 5, the speaker is talking about a present situation.
T: What is the difference between the two kinds of sentences?
S3: When the speaker talks about a past situation, the sentence structure should be: I wish + I + had + pp.
S4: When the speaker talks about a present situation, the sentence structure should be: I wish + I + v-ed.
Show the following on the screen.
Talking about past regrets:
I wish + I + had + pp
Talking about present regrets:
I wish + I + v-ed
Task 2: Ask the students to do Activities 2-5. Then check the answers.
T: In the story Frankenstein spends many years creating a monster with life, but with it come his regrets. We do have enough regrets in life. What are your present and past regrets? Now write three sentences using I wish...
Sample answers:
I wish I had studied hard in the past two years.
I wish I had never given it up.
I wish I had learnt to draw in the art school.
I wish I could enter Beijing University.
I wish I could get the best score in every subject.
I wish I was the tallest in the class.
Task 3: Ask the students to think about other ways to talk about regrets.
T: There are still some other ways to express regrets. Can you give me some more examples.
Sample answers:
I’m so sorry!
It’s a great pity!
What a shame！
That’s too bad!
If I had been there, he would not have made such a serious mistake.
Step III Grammar
Task 1: Structure
Ask the students to read the sentences in Activity 1 and then do the exercises followed.
T: When we talk about an imaginary situation in the present or future, we often use the subjunctive sentences. Subjunctive is used to express doubt, wishes, or possibility. Now read the example sentences in Activity 1 and choose the correct answers. Check the answers.
Ask the students to read the following sentences aloud.
(1)
If wishes were horses, beggars would ride.
If I were you, I’d go to night school.
If we were men, we’d be doing something decent now.
I tell you, you wouldn’t be anywhere at all if it weren’t for Ruth.
Indeed, if there were anything to tell, I would tell it to you.
If you had your choice, where would you go?
Would you mind very much if I asked you to do something?
If he went, would you go too?
I think it would be much better if you got a job.
Wouldn’t it be better if you made an appointment to see him at the office?
(2)
I thought if you were to speak to him, it would carry more weight.
But if she were to lose the place they would be ruined.21教育网
I’m sure you’d be the first to be sorry if anything was to happen to him.
If they were to hear you talking, they’d think you were a school teacher.
I should be most happy to go down with you if I should not be in the way.
If it should be necessary, I could come at six.
(3)
I wish you wouldn’t smoke any more.
I wish you would be more respectful to your father.
Are you busy this afternoon? If not, I wish you would stay with me for a while.
I wish very much you could mange to come over.
I wish I could be of some use.
I wish I could do something for you in return.
She wished sincerely that she might do something to comfort him.
I wish we had more money.
I wish I had a little lab of my own!
I do wish I knew more about politics.
I often wish that I could.
I wish that it were morning.
I wish I were back home; I do not like this place.2-1-c-n-j-y
I wish I were a bird.
Then show the following.
虚拟情况
条件句
结果主句
(1)与现在事实相反
If + 主语 + 动词过去式（be 用were）
主语 + would (should, could, might) + 动词原形
(2)与将来事实相反
If + 主语 + should / were to
主语 + would （should, could, might）+ 动词原形
Task 2: Practice
Ask the students to do the activities 2-4 in the textbook. Then check the answers.
Step IV Homework
1. Ask the students to do the exercises 1-4 in Grammar in the WORKBOOK.
2. Try to find more information about cloning.
The Fifth Period Writing
Teaching goals 教学目标
1. Target language目标语言
a. 重点词汇
ban, common, encourage, society
b. 重点句子
Most countries think it is beneficial and encourage it, and cloning has become common in these societies.21·cn·jy·com
2. Ability goals能力目标
Enable the students to write a discursive paragraph about cloning.
3. Learning ability goals 学能目标
Help the students learn how to write about cloning.
Teaching important & difficult points 教学重难点
How to write a discursive paragraph about cloning.
Teaching methods 教学方法
Discussion; task-based activities.
Teaching aids 教具准备
A computer and a projector.
Teaching procedures & ways教学过程与方式
Step I Revision and Lead-in
Task 1: Ask the students to read the passage in Activity 1 and then answer the questions.
T: Nowadays most countries are against cloning especially human cloning. But would it be banned forever? What would happen if cloning became common in societies? Now read the short passage and answer the questions followed. www.21-cn-jy.com
Sample answers:
1. Cloning is not allowed everywhere in the world. There are a few countries that ban it. Most countries encourage it.
2. Cloning has become common in many societies because cloning is thought to be beneficial.
Task 2: Ask the students to discuss the questions in Activity 2.
T: The above passage is an imaginary situation of cloning in 2030. What do you think of the situation described in the passage? Now work in pairs and discuss the questions in Activity 2.
Sample dialogues:
1.
S1: I would not be able to accept the situation. I feel strongly against it. Just think: a child grows up knowing her mother is her sister, her grandmother is her mother. Her father is her brother-in-law. What a mess it would be!
S2: Me too. Just imagine when you walk in the street, you see many identical faces and can’t tell one from another. What a terrible thing it would be!
S1: What the most terrifying thing is these identical people are all doing and thinking in the same way. And you can’t tell who are younger and who are elder.
2.
S1: I wouldn’t feel that clones were very different from me. Cloned human beings are identical in every way.
S2: I don’t agree with you. I would feel that clones were very different from me. Because cloned people may have severe medical problems and can’t live longer.
3.
S1: I wouldn’t want to know them or be their friend. Because they may be just the same as me.
S2: I would want to know them or be their friend. Maybe they can help me go through many difficulties or help me do more things.
4.
S1: I would feel so. Because many attempts at animal cloning produced disfigured monsters. The same story may go with human cloning. For example, they may become old soon. They may die soon. They may be abnormal.
S2: I wouldn’t. Just imagine when one day, there are so many identical faces like you! They just say, do or think as you do. How can you feel better than them?
5.
S1: I don’t want to clone myself. If so, there would be no “I”.
S2: I don’t agree with you. I would want to clone myself. I would make my clone do things for me.
6.
S1: If I had the power, I would change the situation. I would ban all the cloning which is against natural law.
S2: If I had the power, I would not change the situation. But I would order the scientists to clone many geniuses to work for me.
7.
S1: I would do it. Because I can reduce my pain in emotion.
S2: I would not do it. Because I don’t want my loved one to take such a risk.
Step II Writing
Task 1: Ask the students to make notes of arguments for and against cloning.
T: Since the first cloning was made public, it has become a subject of much discussion. Those who support cloning see quite definite benefits in carrying out research in the area. What are some of the more common arguments? Now make some notes of arguments.21世纪教育网版权所有
Sample notes:
arguments for cloning:
1) cloning will be beneficial to humans. For example, if a couple can’t have children, cloning could help give them a child;
2) we could use cloning to cure illnesses
arguments against cloning:
1) health risks from mutation of genes;
2) emotional risks;
3) risk of abuse of the technology;
4) against nature;
5) cloned animals get ill and die quite young;
6) people are afraid of that scientists will create thousands of copies of the same person;
7) cloning is dangerous because scientists may create monsters by mistake
Task 2: Ask the students to first decide whether they are for or against cloning and try to think of some arguments of their own and then write a paragraph.
Sample version 1:
If I had the power, I would ban cloning for several reasons.
Firstly, it is against nature and dangerous. Any living things have life and death recycle periods, which promote the evolution of life. The cloning technique is extremely risky right now. An abnormal baby would be a nightmare that comes true. And people are worried about the possibility that the genetic material used from the adult will continue to age so that the genes in a newborn baby clone could be 30 years old or more on the day of birth. Also monsters may be created by mistake. Secondly, people are afraid of that scientists will create thousands of copies of the same person. There are powerful leaders in every generation who will seek to abuse this technology for their own purposes. Going ahead with cloning technology makes this far more likely. What would happen if Hitler was cloned? That would mean more severe disasters and destruction upon human civilization. Thirdly, cloning will result in high emotional risks. Just think: a child grows up knowing her mother is her sister, her grandmother is her mother. Her father is her brother-in-law. Every time her mother looks at her she is seeing herself growing up. The family environment and relationship will be totally different. What kind of pressures will the child feel?
All in all, I would determinedly ban cloning if I had the power.
Sample version 2:
If I had the power, I would encourage cloning. There are several reasons.
Firstly, cloning will be beneficial to humans. For example, if a couple can’t have children, cloning could help give them a child. Secondly, we could use cloning to cure illnesses. For example, if there is something wrong with some part of a human body, we could clone a healthy one to replace it. For another, if a child is seriously ill or disabled, we could clone another one. Thirdly, clone technology could be used in other ways. For example, we can save the endangered animals by cloning.
In a word, cloning technology has a promising future. I would encourage it if I had enough power.
Task 3: Ask the students to do Exercises 18 and 19 in the WORKBOOK. And then check the answers.
Task 4: Ask the students to do Exercise 20.
T: Suppose you are a scientist who works on cloning human cells. Now work in pairs and discuss the questions. Make some notes about the questions.
A sample dialogue:
S1: Hi, Bob. Haven’t seen you for ages. How are things going?
S2: Not bad.
S1: What are you busy with these days?
S2: I’m very interested in genetic engineering and working with Professor Smith on cloning human cells.
S1: Why do you choose to do this?
S2: It’s of great importance for us human beings. You know, there are many unsolved medical problems, such as cancer, AIDS, etc. If we make it possible, these problems would be readily solved.
S1: How long have you done it?
S2: We’ve been working on it for nearly seven years.
S1: Incredible! What a dull work you are doing! Would you continue your research?
S2: Of course. We are now making experiments on some fresh dead bodies and have really made some progress. I hope to see my cloned heart beating briskly. I hope one day we can clone every part of a human being. 【出处：21教育名师】
S1: I heard cloning is sometimes very dangerous. For example, you might create a monster or something abnormal.
S2: That’s what we fear might happen. So we must do hundreds of times of experiments to prove one thing.
S1: I think you are doing a great job.
S2: Thank you. But still many people can’t understand this. They believe cloning is against nature and dangerous. People fear the technology might be abused. We receive ten or more angry letters from these people every day. 【版权所有：21教育】
S1: You should stick it out. And I do hope you can succeed one day.
S2: Thanks.
Sample notes:
1. why chose the job: of great importance, readily solved
2. how long: nearly seven years
3. what hope might happen: clone every part of a human being, cloned heart beating briskly
4. what fear might happen: create a monster or something abnormal
5. what people say: against nature and dangerous, abused
Task 5: Ask the students to write a letter.
A sample letter:
Dear Editor,
I’m a genetic engineer and have been working on cloning human cells for nearly seven years. We do this with only one aim: to remove the pain of patients, to get rid of diseases in the world. But still many people make little of our work. They write to us showing their anger by warning us that we might destroy human beings by taking such a risk.
We are now working very hard and with great caution in case we might make something strange. We do more than one hundred times of experiments every day only to prove one thing. We do hope our work would bring more happiness to humankind.
To get rid of the illnesses and suffering, to make a more harmonious and healthy world, I do hope you can help promote the work.
Sincerely yours,
Jack Smith
Step III Homework
Ask the students to read the passage “Cat cloned for Christmas” in the WORKBOOK and finish the exercises.
The Sixth Period Extensive Reading
Teaching goals 教学目标
1. Target language目标语言
a. 重点词汇
terrifying, soma, identical, disgust
b. 重点句子
The reason why Brave New World is still so famous is that it describes a terrifying future world that is becoming more and more possible.
But one American woman was unable to bear life without her much loved pet cat Nicky.
2. Ability goals能力目标
Enable the students to know more about the possible development of cloning.
3. Learning ability goals 学能目标
Help the students learn how to talk about the possible development of cloning.
Teaching important & difficult points 教学重难点
Learn about the development of cloning.
Teaching methods 教学方法
Task-based activities.
Teaching aids 教具准备
A computer and a projector.
Teaching procedures & ways教学过程与方式
Step I Revision and Lead-in
Talk about the cloning practice of the cat Nicky.
T: What is now proved was once only imagined. In the story Frankenstein, Mary Shelly created a monster with human characteristics made by a scientist. Nowadays, creating a new life in an unnatural way is not a myth anymore. The birth of Dolly, has already announced to the world that the coming of an incredible world is not far. If you had enough money, and if it were possible, would you clone something or someone you loved?
S1: Yes, I would. We human beings are emotional. We feel great sorrow after losing something or someone we love. I think a clone is just something that makes a life continue. It can, to some extent, reduce the suffering of human beings.
S2: I can’t agree. I would not do so. It is against nature. It would bring a confusing and terrifying world to humankind. If one day you were to see a world of identical human beings and things, what would you feel?
T: Anything might happen if it is abused. Then do you think that cloning the cat Nicky was a good idea?
S3: I think it was a good idea so long as the scientists could have controlled it well.
S4: I don’t think it was a good idea. Firstly, it cost a lot. It’s of no use of cloning a cat with so much cost. Secondly, it’s total waste for the scientists of GSC to spend much time and money cloning a cat. Thirdly, even if the cloning was successful, people would have lost more chance of experiencing varieties of things.
T: Yes. That might be what cloning would bring about. Anyway would you like to have a pet? If so, what kind? If not, why not?
S5: I’d like to have a pet and I’ve already had one. My favorite pet is a cat. It has brought me much joy and happiness.
S6: I’d not. Because sometimes pets can be troublesome. For example, pet dogs may hurt people and make noises. Some may even destroy the environment.
T: Since cloning has its pros and cons, people may differ from each other on the question. The figures in Exercise 11 in the WORKBOOK may help us understand the matter better. Have you found out what these figures refer to?
Sample answers:
1. nine weeks: the cloned cat is now nine weeks old. 2. 17 years: the American woman has lived with the cat for 17 years.
3. $50,000: the American woman spent the amount of money cloning the cat.
4. nearly 100: the woman has already received nearly 100 letters from angry people.
5. 80 times: GSC had to try 80 times before it succeeded in producing a cloned cat.
6. $20,000: in five years, the cost of a cloned dog would go down to the amount.
T: It’s really hard to imagine a future world with cloned humans or animals or any other things full of the world. What would it be like? Next we’ll learn the text Brave New World and experience a completely new world.
Step II Reading
Task 1: Ask the students to skim the passage.
T: Aldous Huxley’s novel “Brave New World” is both one of the best science fiction books and one of the most brilliant pieces of satire ever written. Brave New World takes place on a future Earth where human beings are mass-produced through cloning and live in a rigid caste system. As the story progresses, we learn some of the disturbing secrets that lie in this highly-ordered world. Now read the passage and find the answers to the following questions.
Show the following on the screen.
1. Who is the author of the novel Brave New World? What is the novel mainly about?
2. When does the story happen?
3. What is the society in the novel like?
4. Do you think the world described in this novel is possible? Why?
Sample answers:
1. Aldous Huxley. Brave New World describes a terrifying future world that is becoming more and more possible.
2. The story takes place six hundred years in the future.
3. The society in the novel is like this: in this society, there is a world government to keep people happy. There are no wars or violence. The government uses several methods to control people. First, people are cloned in factories. There are five kinds of clones. The first, Alphas, become the leaders of society. The second, Betas, also have good positions in society. The lowest, Eplisons, are always factory workers. Each cloned group is taught to like and dislike certain things and people from very young. The government also uses a drug called soma to make people happy.
4. I don’t think the world described in this world is possible. Because what human beings are searching for is freedom and the liberation of individuality.
Task 2: Ask the students to read the passage again and complete the following sentences.
Show the following.
1. Brave New World became a subject of much ______ as soon as it first appeared.
2. The novel describes a ______ future world that is becoming more and more ______.
3. Brave New World ______ six hundred years in the future.
4. There are no ______ and ______ in this world. But the world government there has ______ methods to control people.
5. The only reason why scientists have not created thousands of ______ clones is that they have ______ learnt how to do this.
6. In this way, the government ______ that people are happy with their position in society and will not ______ things.
7. The government also keeps people happy with ______ a drug called soma ______ makes people happy.
8. If we do this, do we just ______ unhappy, so that they have no ______?
9. As small children, each cloned group is taught to ______ certain things and people.
10. Do we want ______ sometimes ______ human beings, or do we want a ______, ‘safe’ society?
For the answers, ask the students to find out the answers themselves.
Task 3: Ask the students to read the following passages and answer the questions.
T: Brave New World by Aldous Huxley is considered a classic science novel that continues to be a significant warning to our society today. The two passages on the screen may help you understand the text better. Now read them and answer the questions.
Show the following passages.
Passage 1
We all know what the book is about: the bankruptcy (破产) of the individual. It’s just that most people seem to miss a point: the society described in this book is obsessed with being happy and banning every form of discomfort out of their lives. Now there are certain people in this novel who rise up against this society but, I think, their motives are misunderstood: most people seem to think these dissenters (反对者) are fighting for the right to be free so they can be happy in their own individual way. Actually they are fighting for the right to be unhappy, to suffer. For the greatest freedom you can enjoy as an individual is the right to be your miserable self.
Questions:
1. Do people in this society feel happy and comfortable? If so, why do some people rise up against it?
2. Do you agree with the writer’s opinion that they are fighting for the right to be unhappy?
Passage 2
Welcome to a future where everybody’s happy. Independent thought and feelings have been banished (消除) and genetic engineering, brain washing and drugs keep the population docile （听话的）and comfortable. But several characters dare to ask the question, “Wouldn’t you like to be free to be happy in your own way?”
Huxley has separated the fundamental conflict （冲突，斗争） in human history — the conflicting impulses (推动力) towards security and freedom. In the Brave New World, the impulse towards security has won and there is no freedom.
The problem for advocates (提倡者) of freedom is that it includes the freedom to be unhappy. For this reason, many find it unattractive and the fight for freedom is always an uphill struggle. We are fortunate to live at a time when freedom is resurgent (复活的), but Brave New World is a cautionary tale about what’s at risk in the struggle.
Questions:
3. In technology we’ve found a way to do things better, but in the same path many of the things which defines us as humans have been lost. What do people in this society lose?
4. Which do you think is more important, security or freedom?
Sample answers:
1. Yes. Some people rise up against the society because they don’t feel free.
2. Yes or no. People live to be happy, but if there is no freedom, they wouldn’t feel happy.
3. They lost freedom.
4. I think both of them are important.
Step III Homework
Ask the students to make a review of the module.
附 件
I. The film Frankenstein
The classic and definitive monster / horror film of all time, director James Whale’s Frankenstein (1931) is the screen version of Mary Shelley’s Gothic 1818 nightmarish novel of the same name (Frankenstein; Or, The Modern Prometheus).
The film’s name was derived from the mad, obsessed scientist, Dr. Henry Frankenstein (Colin Clive), who experimentally creates an artificial life — an Unnamed Monster (Boris Karloff), that ultimately terrorizes the Bavarian countryside after being mistreated by his maker’s assistant Fritz and society as a whole. The film’s most famous scene is the one in which Frankenstein befriends a young girl named Maria at a lake’s edge, and mistakenly throws her into the water (and drowns her).
Synopsis:
Perhaps the longest-lasting and most memorable image of Frankenstein and his Monster was created in 1931, when Universal Pictures released what is now often praised as the definitive horror film: Frankenstein. The image of Boris Karloff in the flat-head monster mask with bolts in his neck and in undersized clothes has become part of popular culture; even little children are familiar with it and by today Boris Karloff’s iconic impersonation of the Monster has become synonymous with the word “Frankenstein”.www-2-1-cnjy-com
The film begins with Henry Frankenstein and his hunchback assistant Fritz stealing a body from a grave and another from the gallows. Later Fritz is sent to a medical university where he is to steal a brain for Frankenstein’s creature. He accidentally drops the glass jar with the brain and instead takes another, oblivious to the jar’s label “abnormal brain”. Meanwhile Frankenstein’s fiancée Elizabeth and his friend Victor plan to visit Frankenstein in his laboratory. After receiving a strange letter from Henry, Elizabeth becomes worried about Victor. Dr. Waldman’s revelation, that her husband-to-be has left university and was involved in strange experiments only makes her more anxious. The trio arrive just in time to attend Frankenstein’s final experiment, the creation of an artificial human being, which Frankenstein animates by exhibiting it to electricity created by a thunderstorm. Unfortunately, the creature turns out to be an ugly and dumb brute unable to utter a single word. When the enraged creature becomes troublesome Frankenstein locks it away in the cellar. But the Monster, repeatedly abused by Fritz with a whip and a torch, breaks free, kills Fritz and Dr. Waldmann and escapes. Meanwhile Frankenstein, believing his creature to be destroyed by Waldmann, prepares for his wedding with Elizabeth. The joyful event is suddenly wasted when a peasant father arrives in the village carrying his murdered daughter Maria. Soon a lynch mob lead by burgomaster Vogel and Frankenstein leaves to kill the Monster. In the mountains Frankenstein and his creature finally meet. The Monster drags his creator into an old windmill and throws him down the walls. Frankenstein’s fall is weakened by a blade of the mill and he survives. The enraged citizens set the building on fire where the Monster is supposedly burnt to death.
II. You and your genes
Genes, tiny structures inside cells, contain information about inherited traits and how those traits will be expressed. Genes are found on chromosomes, which are inside a cell’s nucleus. Humans have 46 chromosomes, found as 23 pairs, with one member of each pair coming from each parent. Each chromosome contains genes made up of deoxyribonucleic acid, or DNA, which is twisted in the form of a double helix, or spiral staircase. Several scientists figured out the structure of DNA and how it can copy itself in order to be passed on in dividing cells. Since the 1970s, great strides have been made in understanding how genes work. Researchers involved with the Human Genome Project are currently sequencing the entire human genome. Their results may help us find new cures for certain types of diseases. They may also help us understand the role genes play in making us the complex living things that we are!
III. What does “clone” mean?
As a word, clone was first coined by J.B.S. Haldane as subject for theoretical replication of a frog, though the term clone is derived from the Greek word for “twig”. In horticulture, the spelling clon was used until the twentieth century. The final e came into use to indicate the vowel is a “long o” instead of a “short o”. Since the term entered the popular lexicon in a more general context, the spelling clone has been used exclusively.
In biology, a clone is any organism whose genetic information is identical to that of a “mother organism” from which it was created.
In botany and horticulture, a clone is an individual plant produced from a mother plant by some form of vegetative reproduction.
In molecular biology, a clone is an exact replica of all or part of a macromolecule (e.g. DNA).
In computer science, a clone is a computer system based on another company’s system and designed to be compatible with it.
In computer and video games, a clone is a game heavily inspired by another.
In the analysis of voting systems a clone is an additional candidate who appears as attractive to each voter as an existing candidate.
In algebra, a clone is a set of operations containing all projections, and closed under substitution. 21教育名师原创作品
A clone is also a slang term for any car on the road resembling the one you are driving, i.e. same make, model, and color.
In Super Smash Bros. video game series, a clone is a character who has all moves similar to that of another character, usually being a hidden character having moves similar to that of an initial character.
IV. Aldous Huxley (1894-1963)
Aldous Leonard Huxley was born on July 26, 1894 in Surrey, England, as the third son of Dr. Leonar