Unit Eight Cloning Teaching Period : 10 (1-2) Reference Book: (New) Integrated Course 3 Student’s and Teaching’s Book Teaching Method: Combining explanation and practice Objective: To understand the reading material (Text A) Important Point: Understanding the reading material (Text A) Difficult Point: Training the Ss’ reading ability Processes: STEP ONE: Organization ( 1’ ) STEP TWO: Revision ( 0’ ) STEP THREE: Introduction ( 10’ ) a. Pre-reading task on P258 Get the Ss to listen to the recording Ask the Ss to answer the following questions: P258 b. Theme of the unit: & Text A: STEP FOUR: New Lesson ( 80’ ) Text A on P258-P263 Comprehension a. Pre-reading Background Knowledge New words and expressions b. While-reading Go through the Text paragraph by paragraph Point out the important structures and long sentences for further explanation later c. Post-reading Text Questions on P265-266 Text Organization Part One: (Paras1-5) Part Two: (Paras6-11) Part Three: (Paras12-14) 2) Writing characteristics 4.. . Discussion 5. Main idea STEP FIVE: Consolidation ( 8’ ) a. Summary b. Practice STEP SIX: Homework ( 1’ ) a. Oral: 1. Review the understanding of the text and preview the language items of the text; Comprehension P265-267 b. Written: Nothing Teaching Period : 10 (3-4) Reference Book: (New) Integrated Course 3 Student’s and Teaching’s Book Teaching Method: Combining explanation and practice Objective: To grasp some useful words and phrases and have a better understanding of Text A Important Point: Grasping the useful words and phrases in the text Difficult Point: Putting the words and phrases into practical use Processes: STEP ONE: Organization ( 1’ ) STEP TWO: Revision ( 10’ ) Revising the understanding of Text A b. Check the homework STEP THREE: Introduction ( 1’ ) a. Tell the Ss that in these two periods, we are going to learn some useful words and phrases. STEP FOUR: New Lesson ( 80’ ) Text A 1 clone: any of a group of plants or animals produced from the cells of a single ancestor and therefore exactly the same as it is eg (1) Researchers produced clones from adult mice in 1998 (2) Although two clones are identical genetically, they may develop in different ways 2 give birth to: bear a child bring forth / create originate eg (1) Although a mother panda often gives birth to two cubs, she usually abandons one of them without attempting to care for it (2) The research has shown that mothers who smoke give birth more frequently to premature or underweight babies 3 for all the world: in every respect / exactly eg(1) I felt for all the world as if I was still a child (2) He looked for all the world like a country doctor 4 dot : spread things or people in various separate places over an area / a small round mark eg(1) From the top floor we could see the trees dotting the landscape (2) He forgot the dot on the letter I and so looked like an l 5 union : a uniting or being united, combination, an origination of workers from a particular profession, an association or club eg(1) Marriage is a socially recognized and approved union between individuals (2) Labor union bargained with employers to determine issues such as wages, conditions of work, and worker security 6 fuse: cause to join together followed by with eg(1) Nearly 50 percent of the cumulus cells that successfully fused with an egg developed into an advanced embryo (2) Genes determine how we develop from the moment the sperm fuses with the egg 7 gene: a unit in a chromosome which controls inherited characteristics eg: (1) Genetics is the study of the function and behavior of genes (2) The Human Genome Project has so far identified nearly all of the estimated 31000 gens in the nucleus of a human cell 8 take up :go and live, move into a certain position eg (1) The hunter took up his quarters in a hut (2) As the crowd grew, riot police took up their positions 9 residence : the fact of living in a particular place eg (1) He took up his permanent residence in China (2) More immigrants were admitted to the United States for permanent residence in recent years 10 identical: exactly alike or equal, the very same eg:(1) The journalist David wrote a true story of a billionaire’s quest to produce a son identical to himself (2) Although Euro bills are identical in all countries, each country can issue its own coins 11 twin: persons who have the same mother and were born on the same day eg (1) The two boys looked like twins (2) He has a twin brother and a younger brother 12 beforehand : in advance eg (1) Catherine got married without telling anyone beforehand (2) Mum had done most of the cooking beforehand, so we weren’t tired to the kitchen 13 oppose : express strong disapproval with the aim of preventing or changing a course of action eg (1) My father opposed my wish to become a musician (2) We are utterly opposed to any form of terrorism 14 theoretical : concerned with the theory of a subject eg (1) Information theory is primarily a theoretical study (2) With his brilliant theoretical work, Alber revolutionized 20th century physics 15 in principle : as far as basic principles are concerned eg (1) In principle, clones may be essentially immortal, dying only from disease or the deterioration of the environment (2) In principle, Quantum theory could be used to predict the behavior of any physical, chemical system 16 offensive : causing sb to feel upset, insulted or annoyed eg (1) Minority groups are protected from hateful and offensive speech and actions on campus (2) The document did not appare to contain any offensive statements 17 compromise : a settlement in which each side gives up some demands eg (1)In order to reduce carbon monoxide emission from motor vehicles but at the same time develop the industry, a compromise was reached (2) The government has compromised with its critics over monetary policies 18 potential : the possibility of sth happening or being developed eg (1) Volcanoes have the potential to create some of the plant’s most formidable natural disasters 19 tolerate : allow sth that one does not like to happen or continue, put up with eg (1) College president sent letters to every student saying that drugs on campus would not be tolerated (2) Teachers will not tolerate cheating on exams just as parents will not let their children lie and get away with it 20 ancient : belonging to times that are long past eg (1) Furniture designs have reflected the fashion of every era from ancient times to the present (2) Hebrew is an ancient language that become extinct, but has now been brought back to life and is spoken today STEP FIVE: Consolidation ( 7’ ) a. Summary b. Practice STEP SIX: Homework ( 1’ ) a. Oral: 1.Review … and preview the second part of the words and phrases 16.Language Focus P269-272 b.Written: 1. P270 1 Teaching Period : 10 (5-6) Reference Book: (New) Integrated Course 3 Student’s and Teaching’s Book Teaching Method: Combining explanation and practice Objective: To grasp some useful words and phrases and have a better understanding of Text A Important Point: Grasping the useful words and phrases in the text Difficult Point: Putting the words and phrases into practical use Processes: STEP ONE: Organization ( 1’ ) STEP TWO: Revision ( 10’ ) a. Review the first part of the words and phrases b. Check the homework STEP THREE: Introduction ( 1’ ) a. Tell the Ss that in these two periods, we are going to learn some useful words and phrases. STEP FOUR: New Lesson ( 80’ ) Text A 21 catalog : a complete list of items eg(1) Users outsider the library can access millions of bibliographic records, including the entire card catalog, through the Internet (2) Dell sells its products directly to customers through the Internet and mail order catalogs rather than through retail outlines 22 terrify : make sb very frightened eg (1) Flying has terrified some people since the terrorists attack on the World Trade Center (2) The gunman’s threats terrified her into handing over the money 23 normally : under normal circumstances ordinarily eg (1) During 26 years of research on sharks I have found them to be normally unaggressive and even timid toward man (2) Greatly affected by El Nino, areas that normally wet, such as Indonesia, the Philippines 24 mixture: a combination of two or more things or styles eg (1) Offspring receive a mixture of genetic information from both parents (2) Smog, a mixture of smoke and fog, irritates the eyes, throat and lungs and also damages plants 25 brilliant : very intelligent, extremely clever eg (1) It was his brilliant performance in Hamlet that established his reputation (2) With his brilliant theoretical work, Albert revolutionized 20th physics 26 inherit : have features or qualities from an ancestor eg (1) Deficiencies in immune function may be either inherited or acquired (2) While people biologically inherit many physical traits and behavioral instincts, culture is socially inherited 27 comment : a written or spoke remark giving an opinion eg (1) He was making rude comments about her haircut (2) The president refused to comment on the issue of gun violence on campus 28 genius : exceptionally, great creative ability eg (1) Thomas Edison is considered a genius of invention (2) From the age of three, she showed signs of genius 29 atomic : concerning atoms or the energy released by them eg (1) On August 6, 1945, the US dropped an atomic bomb on Hiroshima, Japan (2) As the atomic nuclei are fused together, an extraordinary amount of energy is released 30 curiosity: a strong desire to know and learn eg (1)As a young Einstein showed a brilliant curiosity about nature and an ability to understand difficult mathematical concepts (2) My daughter showed an enthusiasm and curiosity about Chinese history 31 let loose : set free eg (1) Don’t let that dog loose in the yard, as it will terrify the kids (2) Trainees will go through a four-hour lesson before they are let loose on the controls 32 transplant : removing tissure or an organ from one person or animal and put it into another eg (1) The operation to transplant a kidney is now fairly routine (2) Tea was transplanted from China to India and Sri Lanka 33 Lash out at : make a sudden violent attack at with blows or words eg (1) He lashed out at them with his fists (2) It seemed that he was going to lash out at the saleswoman, but he controlled himself 34 immune : not affected by sth eg (1) Football is not immune to economic recession (2) It seemed for a while that infants were immune to Aids 35 merge : combine eg (1) In the story he merged his mind with the robot’s and shared its thoughts (2) The most commonly cited example of a primitive calculating device is the abacus 36 primitive : of or at an early stage of development eg (1) The most commonly cited example of a primitive calculating device is the abacus (2) With the discovery in 1996 that primitive life may have flourished early in the history of Mars, interest in exploring the planet increased 37 start out : intend when starting eg (1) They started out wanting a house, but everything bought a flat (2) She started out as a teacher and only began writing in his thirties 38 grow into : become gradually as time passes eg (1) With the construction of the highways, the village is growing into a town (2) She is growing into a beautiful young woman 39 batch : the amount of bread produced at once baking eg (1) The second batch of sugar was better than the first (2) The school authorities have laid down a great batch of rules and regulations STEP FIVE: Consolidation ( 7’ ) a. Summary b. Practice STEP SIX: Homework ( 1’ ) a. Oral: 1.Review … and preview the structures and long sentences of the text; 2.Language Focus P269-274 b.Written: 1. P273 3 Teaching Period : 10 (7-8) Reference Book: (New) Integrated Course 3 Student’s and Teaching’s Book Teaching Method: Combining explanation and practice Objective: To grasp some useful structures, understand some difficult sentences and check the exercises in Part II Important Point: Grasping some useful structures and understanding some difficult sentences Difficult Point: Practising the usage of the structures Processes: STEP ONE: Organization ( 1’ ) STEP TWO: Revision ( 7’ ) Revising the words and phrases of Text A (Usage) Check the homework STEP THREE: Introduction ( 1’ ) a. Tell the Ss that in these two periods, we are going to deal with some important structures and difficult sentences in Text A and check the exercises of Part II. STEP FOUR: New Lesson ( 80＇ ) Important structures and Difficult sentences in Text A Cloning offers the possibility of making exact copies of ourselves. Should this be allowed? What benefits and dangers may cloning bring? 克隆技术使我们有可能分毫不差地复制自己。这一技术是否应该获准应用？克隆技术会带来什么裨益与危险？ A Clone Is Born Gina Kolata 1 On July 5, 1996, at 5:00 p.m., the most famous lamb in history entered the world. She was born in a shed, just down the road from the Roslin Institute in Roslin, Scotland, where she was created. And yet her creator, Ian Wilmut, a quiet, balding fifty-two-year-old embryologist, does not remember where he was when he heard that the lamb, named Dolly, was born. He does not even recall getting a telephone call from John Bracken, a scientist who had monitored the pregnancy of the sheep that gave birth to Dolly, saying that Dolly was alive and healthy and weighed 6.6 kilograms. 克隆生命诞生了 吉纳·科拉泰 1996年7月5日下午5点，有史以来最出名的小羊羔问世了。它出生在苏格兰罗斯林镇的罗斯林研究院所在的那条路上的一个小棚里，这只羊羔是在该研究院创造出来的。而它的创造者伊恩·威尔莫特，一位正在谢顶的文质彬彬的52岁的胚胎学家，却不记得自己是在什么地方听到这头名叫多利的羊问世的消息的。他甚至不记得曾接到约翰· 布拉肯的电话，这位对产下多利的那头羊的整个妊娠过程进行监察的科学家在电话上说多利健康存活，体重6.6千克。 2 No one broke open champagne. No one took pictures. Only a few staff members from the institute and a local veterinarian who attended the birth were present. Yet Dolly, who looked for all the world like hundreds of other lambs that dot the rolling hills of Scotland, was soon to change the world. 没有人打开香槟酒庆贺。没有人拍照留影。只有研究院的几位员工，以及接生的一位当地兽医在场。然而，多利，这头与苏格兰起伏的山丘上散布着的千百头其他的羊毫无异样的小羊羔，很快就改变了世界。 3 When the time comes to write the history of our age, this quiet birth, the creation of this little lamb, will stand out. The world is a different place now that she is born. 当后人编写我们这一时代的历史的时候，这一平静的降生，这头小羊羔的问世，将会引人注目。世界因它降生而从此改变。 4 Dolly is a clone. She was created not out of the union of a sperm and an egg but out of the genetic material from an udder cell of a six-year-old sheep. Wilmut fused the udder cell with an egg from another sheep, after first removing all genetic material from the egg. The udder cell's genes took up residence in the egg and directed it to grow and develop. The result was Dolly, the identical twin of the original sheep that provided the udder cells, but an identical twin born six years later. 多利是头克隆羊。它不是精卵结合的产物，而是由取自一头六龄羊的乳腺细胞的基因材料生成的。威尔莫特先将取自另一头羊的卵子中的所有基因材料取出，再将该卵子与这一乳腺细胞融合。乳腺细胞的基因在该卵子中安营扎寨，令其生长发育。其结果就是多利羊，即与提供乳腺细胞的那头羊一模一样的孪生羊，只是这头孪生羊晚出生了6年。 5 Until Dolly entered the world, cloning was the stuff of science fiction. It had been raised as a possibility decades ago, then dismissed, something that serious scientists thought was simply not going to happen anytime soon. Now it is not fantasy to think that someday, perhaps decades from now, but someday, you could clone yourself and make tens, dozens, hundreds of genetically identical twins. Nor is it science fiction to think that your cells could be improved beforehand, genetically engineered to add some genes and remove others. 在多利羊问世之前，克隆技术不过是科学幻想的故事。几十年前有人提出这种可能性，后来遭到摒弃，严肃的科学家那时认为克隆在近期根本不可能实现。现在这已不再是幻想，几十年之后，或许有朝一日你可以克隆自己，造出数十个，数百个，上千个基因完全相同的孪生的兄弟。事先改进你的细胞，运用基因工程注入某些基因，剔除某些基因，这样的事也不再是科学幻想。 6 True, it was a sheep that was cloned, not a human being. But there was nothing exceptional about sheep. Even Wilmut, who made it clear that he was opposed to the very idea of cloning people, said that there was no longer any theoretical reason why humans could not clone themselves, using the same methods he had used to clone Dolly. "There is no reason in principle why you couldn't do it." But, he added, "All of us would find that offensive." 没错，克隆的是头羊，而不是人。但羊并没有任何独特之处。甚至明确表示反对克隆人的威尔莫特也称，理论上，没有理由说人类不能使用与克隆多利羊同样的手段来克隆人类本身。“原则上没有不能这么做的理由。”但他补充说，“我们都会认为这样做令人厌恶。” 7 We live in a time when we argue about pragmatism and compromises in our quest to be morally right. But cloning forces us back to the most basic questions that have plagued humanity since the dawn of recorded time: What is good and what is evil? And how much potential for evil can we tolerate to obtain something that might be good? Cloning, with its possibilities for creating our own identical twins, brings us back to the ancient sins of vanity and pride; the sins of Narcissus, who so loved himself, and of Prometheus, who, in stealing fire, sought the powers of God. So before we can ask why we are so fascinated by cloning, we have to examine our souls and ask, What exactly so bothers many of us about trying to make an exact copy of our genetic selves? Or, if we are not bothered, why aren't we? 我们生活在这样一个时代，人们为了追求道德的完善对实用主义和妥协折衷的问题争论不休。而克隆技术迫使我们回到有史以来一直困扰人类的那些最本质的问题：何者为善，何者为恶？为了获得可能有益的东西，我们对邪恶的隐患能容忍到何种程度？克隆技术以其创造与我们自身完全一样的孪生兄弟的可能性，将我们带回到种种古老的罪孽：虚荣傲慢；那喀索斯式的自恋罪，以及普罗米修斯的罪孽，他以盗火来谋求上帝的权力。因此，我们在扪心自问为什么对克隆技术如此着迷之前，不得不首先审视自己的心灵，问一问：究竟是什么东西使得我们中的许多人对于尝试复制与自身基因完全等同的孪生兄弟那么不安？或者，如果我们并没有感到不安，其原因又是什么？ 8 We want children who resemble us. Even couples who use donor eggs or donor sperm, search catalogs of donors to find people who resemble themselves. Several years ago, a poem by Linda Pastan, called "To a Daughter Leaving Home," was displayed on the walls of New York subways. It read: Is it my own image I love so in your face? I lean over your sleep, Narcissus over his clear pool, ready to fall in -- to drown for you if necessary. Yet if we so love ourselves, reflected in our children, why is it so terrifying to so many of us to think of seeing our exact genetic replicas born again, identical twins years younger than we? Is it one thing for nature to form us through a genetic lottery, and another for us to take complete control, abandoning all thoughts of somehow, through the mixing of genes, having a child who is like us, but better? Normally, when a man and a woman have a child together, the child is an unpredictable mixture of the two. We recognize that, of course, in the old joke in which a beautiful but dumb woman suggests to an ugly but brilliant man that the two have a child. Just think of how wonderful the baby would be, the woman says, with my looks and your brains. Aha, says the man. But what if the child inherited my looks and your brains? 我们希望子女像我们自己。即使是采用捐赠卵子或捐赠精子的夫妇也要查找精子捐献人名录，以发现与自己相像的人。若干年前，琳达· 帕斯坦写的一首题为《致离家的女儿》的诗曾出现在纽约地铁的墙上，诗中写道： 难道是我自己的形象 映在你的脸上 使我如此爱恋？ 我俯视着安睡的你 就像那喀索斯俯视着 他那一潭清水， 随时准备跳下去―― 如有必要 为你沉溺 然而，如果我们如此爱恋在子女身上映现出来的自我，那为什么我们当中有这么多人，一想到将目睹与我们完全一样的基因复制品、比自己年轻许多的双胞胎降生的时候，就会感到如此惊恐？难道大自然通过基因的任意组合将我们造就是一回事，而由我们自己实施全面控制，摈弃一切随意的念头，通过基因组合造就一个与我们相似但更为完美的孩子则又是另外一回事？当男女一起生育孩子时，孩子往往是两个人基因的不可预料的组合。显然，一个老笑话表明我们已经认识到了这一点。这个笑话说的是一位漂亮但蠢笨的女人向一个丑陋但才华横溢的男人建议两人一起生一个孩子。想一想吧，那女人说，孩子拥有我的容貌、你的大脑那将会多么出色。啊，那男人说，可要是孩子继承了我的容貌你的大脑呢？ 9 Cloning brings us face-to-face with what it means to be human and makes us confront both the privileges and limitations of life itself. It also forces us to question the powers of science. Is there, in fact, knowledge that we do not want? Are there paths we would rather not pursue? 克隆技术使我们直接面对做人的意义这个问题，使我们直接面对生命本身的特权与限制。克隆技术也迫使我们对科学的力量提出质疑。是不是有些知识我们真的不要去获取？有一些路我们宁愿不去探寻？ 10 The time is long past when we can speak of the purity of science, divorced from its consequences. If any needed reminding that the innocence of scientists was lost long ago, they need only recall the comments of J. Robert Oppenheimer, the genius who was a father of the atomic bomb and who was transformed in the process from a supremely confident man, ready to follow his scientific curiosity, to a humbled and troubled soul, wondering what science had let loose. 我们奢谈科学的纯洁性，将科学与其后果分离的时代早已过去。如果有谁还需要提醒，科学家的纯真早已丧失，他们只要回想一下J·罗伯特·奥本海默的话。奥本海默是一位天才，他是原子弹的缔造者之一。他在追求科学的过程中，从一个极其自信、随时准备跟着科学好奇心走的人，逐渐变成了一个谦恭困惑的人，他不知道科学放出了什么妖魔。 11 Before the bomb was made, Oppenheimer said, "When you see something that is technically sweet you go ahead and do it." After the bomb was dropped on Hiroshima and Nagasaki, in a chilling speech delivered in 1947, he said: "The physicists have known sin; and this is a knowledge which they cannot lose." 在原子弹造出之前，奥本海默说：“当你看到某个技术完美的东西时，你就毫不犹豫地去实现它。”原子弹投在广岛、长崎之后，他在1947年发表的一则令人毛骨悚然的演说中指出：“物理学家们已经尝到过罪孽的滋味，这种滋味他们无法忘记。” 12 As with the atom bomb, cloning is complex, multi-layered in its threats and its promises. It offers the possibility of real scientific advances that can improve our lives and save them. In medicine, scientists dream of using cloning to reprogram cells so we can make our own body parts for transplantation. Suppose, for example, you needed a bone marrow transplant. Some deadly forms of leukemia can be cured completely if doctors destroy your own marrow and replace it with healthy marrow from someone else. But the marrow must be a close genetic match to your own. If not, it will lash out at you and kill you. Bone marrow is the source of the white blood cells of the immune system. If you have someone else's marrow, you'll make their white blood cells. And if those cells think you are different from them, they will attack. 如同原子弹一样，克隆技术带来的威胁与希望是复杂的、 多层面的。它提供了改善生活、拯救生命的真正科学进步的可能性。在医学上，科学家梦想着运用克隆技术改编细胞的编码指令程序，这样我们就可以制造出我们自己身体的某些部分进行移植。比如说，假定你需要进行骨髓移植。如果医生摧毁你自身的骨髓，用他人的健康骨髓来取代，某些致命的白血病就能得到彻底的医治。但骨髓的属型必须与你自己的相匹配。不然的话，移植的骨髓就会向你发起进攻，置你于死地。骨髓是免疫系统的白细胞的来源。如果你获得别人的骨髓，你就会造出别人的白细胞。如果这些白细胞认定你与它们不同，它们就会发起进攻。 13 But suppose, instead, that scientists could take one of your cells -- any cell -- and merge it with a human egg. The egg would start to divide, to develop, but it would not be permitted to divide more than a few times. Instead, technicians would bathe it in proteins that direct primitive cells, embryo cells, to become marrow cells. What started out to be a clone of you could grow into a batch of your marrow -- the perfect match. 不过，可以有别的办法。假定科学家能够用你自身的某个细胞――任何一个细胞――将它与人的卵细胞融合。卵细胞开始分裂，生长，但你可以控制它，只让它分裂若干次。技术人员将它置于蛋白质当中，指令原始细胞，即胚胎细胞，长成骨髓细胞。开始时本可以克隆你的东西却可以长成一批你的骨髓――与你完美相配的骨髓。 14 More difficult, but not inconceivable, would be to grow solid organs, like kidneys or livers, in the same way. 更为困难，但并非不可思议的，是以同样的方法长成完整的器官，如肾脏或肝脏。 15 Another possibility is to create animals whose organs are perfect genetic matches for humans. If you need a liver, a kidney, or even a heart, you might be able to get one from a specially designed pig clone. 另一种可能性是生成器官与人类基因完全吻合的动物。如果你需要肝脏，肾脏，甚至心脏，你或许能从一头特别设计的克隆猪身上获得。 16 The possibilities are limitless, scientists say, and so, some argue, we should stop focusing on our hypothetical fears and think about the benefits that cloning could bring. 科学家称克隆技术蕴藏着无穷的可能性，因此，有人争辩说，我们不应该喋喋不休地谈论种种假设的恐惧，而去想一想克隆技术能够带来的裨益。 Exercises of Part II STEP FIVE: Consolidation ( 10ˊ ) Summary Part II. Text A 1. Comprehension Pre-reading * Background knowledge (2) While-reading * Go through the Text paragraph by paragraph *Point out the important structures and long sentences for further explanation later (3) Post-reading *Text Questions *Text Organization * Writing Characteristics * Discussion *Main Idea 2. Language items 3. Exercises P275-P277 b. Practice STEP SIX: Homework ( 1ˊ ) a. Oral: 1. Review the structures and difficult sentences and preview Part III & IV. b. Written: 1. P274-275 Structure 1, 2 Teaching Period : 10 (9-10) Reference Book: (New) Integrated Course 3 Student’s and Teaching’s Book Teaching Method: Combining explanation and practice Objective: 1.To understand Text B 2.To perform the theme-related language learning tasks . Practising the speaking and writing skills Important Point: Understanding Text B Difficult Point: .Practising the speaking and writing skills Processes: STEP ONE: Organization ( 1’ ) STEP TWO: Revision ( 7’ ) Review Part II (Text A) Check the homework STEP THREE: Introduction ( 1’ ) a. Tell the Ss that in these two periods, we are going to deal with Part III & IV: Text B and the theme-related language learning tasks STEP FOUR: New Lesson ( 80＇ ) Text B (Part III) 1. Words and phrases to learn (P278) 2. Comprehension (1) Explain the text Laurence Tribe used to be against human cloning. However, the arrival of Dolly the sheep led him to have second thoughts on the matter. 劳伦斯·特赖布过去反对克隆人。然而，多利羊的问世促使他重新思考这一问题。 Second Thoughts on Cloning Laurence H. Tribe 1 Some years ago, long before human cloning became a near-term prospect, I was among those who urged that human cloning be assessed not simply in terms of concrete costs and benefits, but in terms of what the technology might do to the very meaning of human reproduction, child rearing and individuality. I leaned toward prohibition as the safest course. 关于克隆的再思考 劳伦斯·H·特赖布 几年前，在克隆人还远未成为一种近期前景的时候，我和一些人一起，极力主张对人类克隆的评判不仅仅要考虑到具体的代价与裨益，而且要考虑到这一技术将会对人类繁殖、孩子的抚养以及对人的个性的真实意义会带来什么影响。我倾向于禁止克隆人，认为此乃最为安全可靠的方针。 2 (1) Today, with the prospect of a renewed push for sweeping prohibition rather than mere regulation, I am inclined to say, "Not so fast." 时至今日，眼看着新一轮要求对克隆人全面禁止而非简单规范的呼声即将再起，我倒想说：“慢一点来。” 3 When scientists announced in February that they had created a clone of an adult sheep -- a genetically identical copy named Dolly, created in the laboratory from a single cell of the "parent" -- fierce debate arose over the pros and cons of trying to clone a human being. 当科学家于2月宣布他们缔造了一头由成年羊克隆而成的克隆羊――这头羊名叫多利，是从其“母体”的一个单细胞在实验室里缔造的基因完全一样的复制品――时，对克隆人的利弊掀起了一场激烈的争论。 4 People spoke of the plight of infertile couples; the grief of someone who has lost a child whose biological "rebirth" might offer comfort; the prospect of using cloning to generate donors for tissues and organs; the possibility of creating genetically enhanced clones with a particular talent or a resistance to some dread disease. 有人说到不育夫妇的苦境，说到人们失子之悲痛，而生物再生可能给他们带来安慰；说到利用克隆技术产生组织与器官捐赠人的可能性；说到缔造强化基因克隆人的可能性，这些人可以拥有某种特别的才能或能抵御某些凶疾的能力。 5 But others saw a nightmarish and decidedly unnatural interference with human reproduction. California enacted a ban on human cloning, and the President's National Bioethics Advisory Commission recommended making the ban nationwide. 而有人则看到了对人类繁殖的可怕的完全违背自然的干与。加利福尼亚州通过了克隆人禁止令，而总统的全国生物伦理顾问委员会则建议将这一禁令推向全国。 6 That initial debate has cooled, however, and many in the scientific field now seem to be wondering what all the fuss was about. 然而，最初的论争渐渐平息，科学界不少人现在似乎诧异，当初那么大惊小怪是为哪般。 7 They are asking whether human cloning isn't just a small step beyond what we are already doing with artificial insemination, in vitro fertilization, fertility enhancing drugs and genetic manipulation. That casual attitude is sure to give way before long to yet another wave of prohibitionist outrage -- a wave that I no longer feel comfortable riding. 他们问道，克隆人技术不就是比我们已经在做的人工授精、试管婴儿、增强授精药物、基因控制等往前再走了一小步吗？这种不以为然的态度不用多久肯定会让位于另一波禁止主义的狂潮，――本人对这波狂潮深感不安，无意做个弄潮儿。 8 I certainly don't subscribe to the view that whatever technology permits us to do we ought to do. Nor do I subscribe to the view that the Constitution necessarily guarantees every individual the right to reproduce through whatever means become technically possible. 我当然不赞同那种认为只要技术能办到的，我们什么都该做的观点。我也不赞同那种认为宪法一定要保障每一个人有通过任何可能的科技手段进行繁殖的权利。 9 Rather, my concern is that the very decision to use the law to condemn, and then outlaw, patterns of human reproduction -- especially by appealing to vague notions of what is "natural" -- is at least as dangerous as the technologies such a decision might be used to control. 相反，我的担心是，用法律的手段谴责并进而禁止人类某些繁殖模式的决定本身――尤其是藉助于什么是“自然”这一模糊观念――是危险的，其危险性不亚于这种决定可能用去控制的那些技术。 10 Human cloning has been condemned by some of its most articulate opponents as the ultimate embodiment of the sexual revolution, separating sex from the creation of babies and treating gender and sexuality as socially constructed. 克隆人被某些最雄辩的反对者谴责为性革命的最极端的表现――即把性与生育孩子相分离，把性别与性行为视为一种社会概念。 11 But to ban cloning as furthering what some see as culturally distressing trends may, in the end, lend support to strikingly similar objections to surrogate motherhood. 然而，认为克隆技术会促进某些人所认为的文化上令人忧虑的倾向而加以禁止最终可能会导致反对代孕的呼声得以增强，而这种反对与对克隆人的反对又是何等惊人的相似。 12 Equally scary, when appeals to the natural, or to religious laws, lead to the criminalization of some method for creating human babies, we must come to terms with the inevitable: the prohibition will not be airtight. 同样可怕的是，当诉诸自然的，或宗教的法则导致追究某些生育方式的刑事责任时，我们就必须面对一种必然的局面：这种禁止不可能做到滴水不漏。 13 (2) Just as was true of bans on abortion and on sex outside marriage, bans on human cloning are bound to be hard to enforce. And that, in turn, requires us to think in terms of a class of potential outcasts -- people whose very existence society will have chosen to label as a misfortune and, in essence, to condemn. 就像禁止人工流产和婚外性行为一样，禁止克隆人肯定难以实施。而这一情况反过来要求我们考虑一个可能产生的社会弃儿阶层――那些社会将其存在视为不幸并实质上加以谴责的人们。 14 One need only think of the long struggle to overcome the stigma of "illegitimacy" for the children of unmarried parents. (3) How much worse might be the plight of being judged morally incomplete by virtue of one's man-made origin? 人们只要想一想为了消除非婚生孩子的“不法”污名所进行的长期努力就会明白。由于一个人的人工出生而被判为道德欠缺的苦境将是何等难熬？ 15 There are some black markets (in drugs, for instance) that may be worth risking when the evils of legalization would be even worse. But when what we prohibit takes the form of human beings, the stakes become enormous. 当合法化的弊端更为严重得多的情况下，我们可以冒点风险，允许有些黑市（例如毒品）存在。可是，当我们所要禁止的是人的时候，这个风险就会变得非常巨大。 16 There are few evils as grave as that of creating a caste system, one in which an entire category of persons, while perhaps not labeled untouchable, is treated as not fully human. 人为制造一种等级制度，其中整整一类人，即使未必标上贱民二字，却被当成不完整的人加以对待，还有什么弊端比这更为严重呢？ 17 And even if one could enforce a ban on cloning, or at least insure that clones would not be a mistreated caste, the social costs of prohibition could still be high. For the arguments supporting a rigid prohibition of cloning are most likely to rest on, and reinforce, the notion that it is unnatural and wrong to cut the conventional links between marriage and the creation and upbringing of new life. 而即使能对克隆技术实施禁止，或至少确保克隆人不是遭受歧视的等级，禁止的社会代价仍将是巨大的。因为支持严令禁止克隆人的论点极有可能基于并强化一个观点，即：割断通常的传统上神圣的异性结合与新生命的缔造与养育之间的联系是违背自然的和错误的。 18 Moreover, a society that bans acts of human creation for no better reason than that their particular form defies nature and tradition is a society that risks cutting itself off from vital experimentation, thus losing a significant part of its capacity to grow. (4) If human cloning is to be banned, then, the reasons had better be far more compelling than any thus far advanced. 而且，一个社会仅仅由于某一特定的创造人类生命的方式与自然及传统相杵就禁止这种行为，那么这个社会就有可能中断必要的实验，从而丧失其相当一部分发展能力。因此，如果要禁止克隆人，其理由应比任何已经提出的更为充分迫切得多才成。 (2) Summarize Text Organization Part One (Paras Part Two: (Paras Part Three: (Para (3) Summarize General idea b. the theme-related language learning tasks (Part IV) Step 1: Form teams Make teams of four people. Half of the teams will take the side of Group A and the other half will side with Group B. Step 2: Have a pre-debate discussion Prepare your arguments and supporting facts by brainstorming together Step 3: Carry on the debate The debate begins between two teams having different view. It will go on until one side fails to respond. 2. Essay Writing P285 Titles for choice STEP FIVE: Consolidation ( 10’ ) a. Summary b. Practice STEP SIX: Homework ( 1’ ) a. Oral: 1. Review Text B and finish the exercises (P282-285) b. Written: 1.Write an essay