【正文】 the students talk about the subject for five let one of the members e to the front and present their off the exercises in activity the song after :This song is about two different things together by changing their is a new must make full use of it in many students today are the future scientists and let them know more about ing is good for them more chance to search after them to use many tools to teach 13: Clones Are the Same Teaching Content: Oral words and expressions: laboratory Teaching Aims: the students’ spoken the students’ Important Points: more about expression of ability and use of coordinating Difficult Points: The expression of ability and Preparation: pictures Teaching Aids: flashcards, audiotape, pictures Type of lesson: new lesson Teaching Procedure: about the question “What would you like to clone?” in can use the following patterns: What would you like to clone? Why? Give the students five let them act their dialogues out in front of the task: Listen to the tape and answer the following questions: would like to clone a would clone the task in class in task: Scan the text and answer the following questions: would Jenny like to clone? would Brian like to clone? would Danny like to clone himself? Finish the task in class in the text again and find the main idea of the some students to say it in front of the Game Make up a similar dialogue according to the the task in groups of three or them five then ask the students to present their dialogues in front of the Discuss the use of the clones of you have a clone of yourself, what would you like him to do for you? Do you think it is very useful? to “PROJECT”.Divide the class into groups of three or about the subject “Have you heard of cloned animals?” The next is “If you are a scientist, what would you like to clone? Why?”Talk about the subjects in students may have five minutes to finish the try to present your result to the class in front of the off the exercises in activity on the next reading in the student :Cloning is new to some is useful to give them more time to talk about the can find more information about cloning on the Internet or with other them to know more after class by themselves Lesson 14: A Clone of My Own Teaching Content: Mastery words and expressions: secret, copy, doubt, stupid, chess, robot Oral words and expressions: foolish, flute, closet, prefer, play chess, prefer…to… Teaching Aims: the students’ written the students’ Important Points: the use of cloning in our daily expression of ability and use of coordinating Difficult Points: The use of coordinating Preparation: pictures Teaching Aids: audiotape, flashcards, pictures Type of lesson: new lesson Teaching Procedure: about the question:Would you like to have a clone of yourselves? Why? Finish the task in the students five minutes to discuss the let the students present it in front of the task: Listen to the tape and answer the flowing questions: old is Kate? does “foolish” mean? Finish the task in class in the text and decide the following statements are True or False: would like a secret already has three ’s clone would live the living room with the task in class in the text again and try to find the sentences with the new does Katie mean by “a secret clone”? I doubt what she says!“Foolish” means “silly or stupid”.Also, she would play chess with I need a robot!She would feed my tow cats, clean my room and practise my some students to tell the main idea of the some students say it in front of the Work Talk about the subject in for about five you have a clone of yourself, what would you like her or him to do for you?Write what you think of down on a piece of exchange their ideas in of the members sum what they think present it in front of the to “LET’S DO IT”.Finish the task in up a dialogue with a partner and act it out in front of the them to make the story the ending off the exercises in activity on the next reading in the student :It is fun to give the students chances to speak in front of the they think they are not happy in their daily don’t want to do something sometimes, so they want someone else to do it for him or some students think clones of themselves are useful to 15: Cloning QuestionsTeaching Content: Mastery words and expressions: neither, nor, neither…nor…, dead Oral words and expressions: mammoth Teaching Aims: familiar to the more about Important Points: expressions of ability and use of coordinating Difficult Points: The use of coordinating Preparation: pictures Teaching Aids: flashcards, audiotape, pictures Type of lesson: new lesson Teaching Procedure: in by showing some pictures of the students talk about the use of is cloning? What is cloning used for? What can we do with cloning? task: Listen to the tape and answer the following questions: did Li Ming study this week in school? ’s the name of the first cloned animal?Ask the students to answer the questions in class in task: Read the text and decide the statements are True or Ming doesn’t think cloning is Ming knew how the sheep Dolly has ever studied the task in class in the text again and find the sentences with the new the students guess the meanings of the new more examples with the new knew that English scientists had cloned a sheep, but I knew neither how nor chose the students to make sentences with neither…nor… He is neither a teacher nor a he nor I am thirteen years the main idea of the two the students tell them in their own words, not word by word according to the content of the to “LET’S DO IT”.Divide the class into groups of three or the Internet or other tools to find more information about about what, where, when, why and how cloning is taking writes down a short passage, then exchange it with the one of the members of the group gives a report in front of the off the exercises in the activity your parents for some informa