课件24张PPT。张月 孔国庆 李霞 邓卫东 Grammar and usageVerb-ed form
Verb-ed phrases
Verb-ing and verb-ed used as adjectivesVerb-ed form can be used like an adjective or an adverb in a sentence serving as(充当) attribute(定语), predicative(表语) and object complement(宾语补足语)When the verb-ed form is used as an attribute, it can be changed into an attributive clause. The verb-ed form can also be used as an adverb modifying(修饰) some verbs such as stand, sit, lie … etc. to show the two actions happening at the same time.Verb-ed formPlease identify the parts of speech(词性) of the verb-ed form in different sentences.1) The handwritten notes are from jack.2) The kidnappers were using a stolen car.3) A dark-haired man went into the room.adjective4)The cake was left untouched on the table.5) The girl lay trapped under the wreckage(船舶残骸).adverbThe functions of verb-ed form1. attribute(定语)1)A single verb-ed can appear before a noun modifying the noun like an adjective. It can be changed into an attributive clause.We should drink boiled water.We should drink water which has been boiled.They took the injured woman to the nearby hospital at once.They took the woman who was injured to the nearby hospital at once.2) Generally speaking(一般说来), the verb-ed form of transitive verbs(及物动词) expresses passive meanings while the verb-ed form of intransitive verbs(不及物动词) expresses active and past meanings. Some verb-eds before nouns can express past meanings, such as escaped, retired and fallen.the escaped criminal 逃犯pastthe developed countries 发达国家pasta widely used languagepassivethe retired scientistpastthe highly praised scientistpassivefallen leaves 落叶pastthe risen sun 升起的太阳pastthe exploited classes 被剥削阶级passive3) A verb-ed phrase can appear after a noun to modify the noun like an attributive clause does.The name mentioned in the letter was unknown to me.The name which was mentioned in the letter was unknown to me.The firemen were trying to rescue the people trapped in the fire.The firemen were trying to rescue the people who were trapped in the fire.Scientific experiments carried out by students without the teacher’s instructions can be dangerous.Scientific experiments which are carried out by……4) A verb-ed can be part of a compound(复合词) with an adverb or a noun before it.a so-called professorhomemade pizzaa well-accepted ideaa highly-respected professora well-paid job一个所谓的教授自制的比萨饼广泛接受的想法极受尊重的教授报酬颇丰的工作underdeveloped regions不发达地区handmade furniture手工制作的家具5) A verb-ed can also be used as a non-restrictive attribute (非限定性定语) which is separated from the noun it modifies by a comma(逗号).The books, written by Lu Xun, are popular with many Chinese people. The books, which were written by Lu Xun, are popular with many Chinese people.The meeting, attended by one thousand students, was a success. The meeting, which was attended by one thousand students, was a success. 2. predicative (表语) It can be put after some link-verbs (系动词) such as: be, seem, appear, look, sound ,feel, remain, stay, become…1) Edison became interested in science when he was very young.2) The little boy was very excited when he heard that he could go to the party.3. Object complement (宾语补足语) It can be used after some verbs such as: see, hear, notice, watch, find, get, have, feel, make, leave, keep …1) As he knows little English, he finds it difficult to make himself understood.2) I had my hair cut yesterday.3) She found the door locked.4.A verb-ed can be used after verbs like stand, sit and lie to show that the two actions are happening at the same time.The girl lay in bed lost in thought.The girl lay in bed and was lost in thought.The boy sat at the table buried in his homework.The boy sat at the table and was buried in his homework.Key for Exercise A : (1) disappointed (2) puzzled (3) excited (4) thrilled (5) interested (6) boredKey for Exercise B:2.The problems created by cloning will soon be clear.3.We don’t want beasts produced by scientists to replace us one day.4.The technology used is amazing.5.The only thing needed is just a cell from your old pet.The usage of verb-ed phrasesA verb-ed phrase is actually a verb-ed followed by an object or /and adverbial. The verb-ed phrases can be used as the adverbial (状语) to express the time, the reason and condition1.A verb-ed phrase can be a verb-ed on its own. It can also be followed by an object and/or adverbial.1) She left the restaurant, disappointed.2) She left the restaurant, disappointed with the bad service.3) Heated, water changes into steam.4) The girl was sent to the hospital, seriously injured.5) The girl was sent to the hospital, seriously injured in the car accident.2.Passive verb-ed phrases can express time, reason and condition. We can use adverbial clauses(状语从句) to rewrite the phrases.1) timeSeen from the hill, the park looks very beautiful.When the park is seen from the hill, it looks very beautiful.When completed, the museum will be open to the public.When it is completed, the museum will be open to the public.Once seen, it can never be forgotten.Once it is seen, it can never be forgotten.2) reasonFrightened by the thunder and lightning in the night, the girl did not dare sleep alone in her own room.Because she was frightened by the thunder and lightning in the night, the girl did not dare sleep alone in her own room.Lost in thought, he almost ran into the car in front of him.Because he was lost in thought, he almost ran into the car in front of him.3) conditionGiven more time, we could do it much better.If we were given more time, we could do it much better.Unless invited to speak, you should remain silent at the conference.Unless you are invited to speak, you should remain silent at the conference.Compared with other professors, she was an excellent speaker.(= If she was compared with other professors...)3. Understood subject(逻辑主语)1)The understood subject is usually the same as the subject of the main clause. (refer to the above sentences)2) When verb-ed is used as adverbial(状语) or predicative(表语), its understood subject is the subject of the main sentence.She became discouraged at the news.3)动词－ed形式作定语时,它的逻辑主语是被它修饰的名词，它和名词之间是被动关系。The first textbooks written for teaching English as a foreign language came out in the 16th century.4) verb－ed形式在句中作宾语补足语或主语补足语时，它的逻辑主语是句子的主语或宾语,它们之间的关系是被动关系。Vivien got her fingers trapped in the bicycle chain.(trapped的逻辑主语是句子的宾语fingers)The valuable vase was found stolen.(stolen的逻辑主语是句子的主语vase)We got home only to find the whole house turned upside down. Thieves obviously had broken in.(turned up side down的逻辑主语是句子的宾语house)Key to Exercise A2.Encouraged by her teachers, Suzie did well at school.3.Inspired by his grandfather, the child wrote more poems.4.Bored by the game, the dog will not play any more.Verb-ing and verb-ed used as adjectivesRead the instructions on the book and finish the following exercises to choose the correct words from the brackets.People have always been _________(interested/ interesting) in finding out about world records.interestedHugh Beaver went to interview the two brothers and found their knowledge ______(amazed/amazing)amazingAfter being told several times, Mr Smith still felt ________ (puzzled/puzzling) and did not know what to do.puzzledThe film ‘Pearl Harbor’ is really_______ (excited/
exciting).
excitingHis response to the question was quite__________
(disappointed/disappointing).disappointingKey to Exercise B(1)tired(2) burnt(3) bored(4) disappointing(5) pleased(6) challenging(7) relaxedHomeworkFinish Parts C1 and C2 on page 108 in Workbook.Thank you课件13张PPT。张月 孔国庆 李霞 邓卫东 Unit 3
Project
Man versus nature
Leading in: appreciate some scenes in some moviesAre you horrified by some of the scenes? Are you afraid that something similar may happen in the future? What’s your opinion towards the relationship between human beings and nature?
Let’s listen to the tape.Read the passage and find out the gist of each paragraphPara 1:
Para 2:
Para 3:
Para 4:Nature resources have been seriously affected by carelessness.
Different attitudes towards the problem.
Humans are moving towards an important point in the relationship with nature.
Humans can only really win by protecting nature.Read and answer: 1. What have people done to nature? 2.If we continue in this way, what might happen? 3. Which is more important, economic development or protecting nature? 4. Do you think the problem of humans winning and nature losing can be settled? If so, can you suggest some solutions?Introducing the project:Having a debate to express and support your opinions PlanningChoose a topic that interests you
Split into For and Against
Assign roles and tasks
Use different medias to search for relevant informationPreparingDiscuss the collected information and tick the strong points to be the start and the end.
Make a list of all your points.
Think about the opposite points and think about how to argue against them.ProducingPractise in your group to check everyone’s task.
Practise many times to make it better.
Decide the time of each section.
PresentingPresent the debate in front of class.
Display your research on the wall when debating.
Make rules of winning before the debate and check which group wins at the end.
HomeworkWrite an essay on any topic that you’re interested in by using the techniques you learned from a debate. Thank you !课件15张PPT。张月 孔国庆 李霞 邓卫东 ReadingScience Versus NatureReading strategy
Go through the reading strategy, and
find out how to work out the meaning of these scientific terms.2. Who are the persons in the article related to cloning? 1. Find the reasons why people are pro- or anti-cloning
in the article and letters and write them in the table below课件14张PPT。张月 孔国庆 李霞 邓卫东 TaskWriting a formal letterSkills building 1:changing or correcting a textLet’s first do an interesting game called------
“Chinese whisper”The keyThe sentence that “the man who laughs last laughs the best” is a useful motto.ConclusionWhen we are asked to pass information, we usually make mistakes. We need to:
1 correct grammatical errors and spelling mistakes
2 make changes to the information in the text
3 change the style or the tone
Tips for listeningRead the questions or instructions carefully
Listen closely when spelling is given
Pay attention to words or phrases that express contradiction, such as
No, I don’t think so.
That’s not right.
And I think it should be…Step 1: confirming information1 What does GM stand for?
2 What is GM food?
3 Is it the same as natural food?
Listen and make notes about GM foodSkills building 2: conducting a discussionHow to ask for people’s opinions
e.g. What do you think? / Don’t you think so? /Do you agree? / Is that your opinion too?
How to introduce new ideas into the discussion
e.g. Another argument is that… / Don’t forget… / On the other hand, … /We can also… / But what about…?Step2: reporting back to a science journalIn step 1, we’ve learned a lot about GM food, first, let’s invite a student to say something briefly about GM food.
Then, you can discuss with your group members and finish step 2.Feedback of step 1 & 2Now that we have finished step 1 and 2, you must have learned a lot about GM food. Now comes our next task:
Prepare an interview between a student and the scientist to talk about GM food using the vocabulary of part B on page 55.
Then finish part C and D after class.
Skills building 3: writing a formal letterThe basic elements and format of a formal letter
e.g. your address / the date / receiver’s name, job title and address / formal greeting / formal ending / your name and signatureSkills building 3: writing a formal letterSome useful phrases to start and end a formal letter:
Start: With reference to… / Thank you for… /In reply to… / I am writing to inform you …
End: I would be grateful if you could… / I hope you would… / I look forward to hearing from you soon. / If you require any further information…
Label the different parts of the letter.
Step 3: writing a letter about GM foodRead the first letter and ask students to list the main points about GM food.
Read the second letter and ask students to list the main points about GM food.
Combine the points together what we’ve learned from Step 1 & 2, then finish Part B on page 57. You can discuss with your group members.HomeworkWrite a formal letter to the head office of the supermarket chain. You may mention:
Your opinions about GM food
The pros and cons of GM food
Any concerns your group brought up in step 2, part D
What do you think the supermarket should doTeaching plan of Grammar and usage
Teaching objects:
Learn the usage of verb-ed form and verb-ed phrases
Learn the difference and usage of verb-ing and verb-ed as adjectives
Teaching procedures:
Step I Introduction
Verb-ed form can be used like an adjective or an adverb in a sentence serving as(充当) attribute(定语), predicative(表语) and object complement(宾语补足语)
When the verb-ed form is used as an attribute, it can be changed into an attributive clause. The verb-ed form can also be used as an adverb modifying(修饰) some verbs such as stand, sit, lie … etc. to show the two actions happening at the same time.
Please identify the parts of speech(词性) of the verb-ed form in different sentences
1) The handwritten notes are from jack.
2) The kidnappers were using a stolen car.
3) A dark-haired man went into the room.
4)The cake was left untouched on the table.
5) The girl lay trapped under the wreckage(船舶残骸).
Step II the usage of verb-ed form
The functions of verb-ed form
1. attribute(定语)
1)A single verb-ed can appear before a noun modifying the noun like an adjective. It can be changed into an attributive clause.
We should drink boiled water. = We should drink water which has been boiled
They took the injured woman to the nearby hospital at once.
= They took the woman who was injured to the nearby hospital at once.
2) Generally speaking(一般说来), the verb-ed form of transitive verbs(及物动词) expresses passive meanings while the verb-ed form of intransitive verbs(不及物动词) expresses active and past meanings. Some verb-eds before nouns can express past meanings, such as escaped, retired and fallen.
the escaped criminal 逃犯 past
the developed countries 发达国家 past
a widely used language passive
the retired scientist past
the highly praised scientist passive
fallen leaves 落叶 past
the risen sun 升起的太阳 past
the exploited classes 被剥削阶级 passive
3) A verb-ed phrase can appear after a noun to modify the noun like an attributive clause does.
The name mentioned in the letter was unknown to me.
= The name which was mentioned in the letter was unknown to me.
The firemen were trying to rescue the people trapped in the fire.
= The firemen were trying to rescue the people who were trapped in the fire.
Scientific experiments carried out by students without the teacher’s instructions can be dangerous.
= Scientific experiments which are carried out by……
4) A verb-ed can be part of a compound(复合词) with an adverb or a noun before it.
a so-called professor 一个所谓的教授
homemade pizza 自制的比萨饼
a well-accepted idea 广泛接受的想法
a highly-respected professor 极受尊重的教授
a well-paid job 报酬颇丰的工作
underdeveloped regions 不发达地区
handmade furniture 手工制作的家具
5) A verb-ed can also be used as a non-restrictive attribute (非限定性定语) which is separated from the noun it modifies by a comma(逗号).
The books, written by Lu Xun, are popular with many Chinese people.
= The books, which were written by Lu Xun, are popular with many Chinese people.
The meeting, attended by one thousand students, was a success.
= The meeting, which was attended by one thousand students, was a success.
2. predicative (表语) It can be put after some link-verbs (系动词) such as: be, seem, appear, look, sound ,feel, remain, stay, become…
1) Edison became interested in science when he was very young.
2) The little boy was very excited when he heard that he could go to the party.
3. Object complement (宾语补足语) It can be used after some verbs such as: see, hear, notice, watch, find, get, have, feel, make, leave, keep …
1) As he knows little English, he finds it difficult to make himself understood.
2) I had my hair cut yesterday.
3) She found the door locked.
4.A verb-ed can be used after verbs like stand, sit and lie to show that the two actions are happening at the same time.
The girl lay in bed lost in thought.= The girl lay in bed and was lost in thought.
The boy sat at the table buried in his homework.
= The boy sat at the table and was buried in his homework.
Key for Exercise A : (1) disappointed (2) puzzled (3) excited (4) thrilled (5) interested (6) bored
Key for Exercise B:
2.The problems created by cloning will soon be clear.
3.We don’t want beasts produced by scientists to replace us one day.
4.The technology used is amazing.
5.The only thing needed is just a cell from your old pet.
Step III The usage of verb-ed phrases
A verb-ed phrase is actually a verb-ed followed by an object or /and adverbial. The verb-ed phrases can be used as the adverbial (状语) to express the time, the reason and condition
1.A verb-ed phrase can be a verb-ed on its own. It can also be followed by an object and/or adverbial.
1) She left the restaurant, disappointed.
2) She left the restaurant, disappointed with the bad service.
3) Heated, water changes into steam.
4) The girl was sent to the hospital, seriously injured.
5) The girl was sent to the hospital, seriously injured in the car accident.
2.Passive verb-ed phrases can express time, reason and condition. We can use adverbial clauses(状语从句) to rewrite the phrases.
1) time
Seen from the hill, the park looks very beautiful.
= When the park is seen from the hill, it looks very beautiful.
When completed, the museum will be open to the public.
= When it is completed, the museum will be open to the public.
Once seen, it can never be forgotten. = Once it is seen, it can never be forgotten.
2) reason
Frightened by the thunder and lightning in the night, the girl did not dare sleep alone in her own room.
= Because she was frightened by the thunder and lightning in the night, the girl did not dare sleep alone in her own room.
Lost in thought, he almost ran into the car in front of him.
= Because he was lost in thought, he almost ran into the car in front of him.
3) condition
Given more time, we could do it much better.
= If we were given more time, we could do it much better.
Unless invited to speak, you should remain silent at the conference.
= Unless you are invited to speak, you should remain silent at the conference.
Compared with other professors, she was an excellent speaker.
= If she was compared with other professors…
3. Understood subject(逻辑主语)
1)The understood subject is usually the same as the subject of the main clause. (refer to the above sentences)
2) When verb-ed is used as adverbial(状语) or predicative(表语), its understood subject is the subject of the main sentence.
She became discouraged at the news.
3)动词－ed形式作定语时,它的逻辑主语是被它修饰的名词，它和名词之间是被动关系。
The first textbooks written for teaching English as a foreign language came out in the 16th century.
4) verb－ed形式在句中作宾语补足语或主语补足语时，它的逻辑主语是句子的主语或宾语,它们之间的关系是被动关系。
Vivien got her fingers trapped in the bicycle chain.
(trapped的逻辑主语是句子的宾语fingers)
The valuable vase was found stolen. (stolen的逻辑主语是句子的主语vase)
We got home only to find the whole house turned upside down. Thieves obviously had broken in. (turned up side down的逻辑主语是句子的宾语house)
Key for Exercise A
2.Encouraged by her teachers, Suzie did well at school.
3.Inspired by his grandfather, the child wrote more poems.
4.Bored by the game, the dog will not play any more.
Step IV Verb-ing and verb-ed used as adjectives
Read the instructions on the book and finish the following exercises to choose the correct words from the brackets.
People have always been _________(interested/ interesting) in finding out about world records.
Hugh Beaver went to interview the two brothers and found their knowledge ______(amazed/amazing)
After being told several times, Mr Smith still felt ________ (puzzled/puzzling) and did not know what to do.
The film ‘Pearl Harbor’ is really_______ (excited/exciting).
His response to the question was quite__________ (disappointed/disappointing).
Key for Exercise B
(1)tired (2) burnt (3) bored (4) disappointing (5) pleased (6) challenging
(7) relaxed
Step V Homework
Finish Parts C1 and C2 on page 108 in Workbook.
unit 3 project man versus nature
teaching aims
1.Improve students’ ability and provide practice
2.Master and use some useful words and expressions
3. Have a debate to express and support your opinions
procedures:
step 1 leading in
1. Appreciate some film pictures about “man versus nature”
2. Ask and answer some relevant questions such as:
Are you afraid that something similar may happen in the future?
What’s your opinion towards the relationship between human beings and nature?
step 2 reading
1. Listen to the tape then give out the gist of each paragraph
2. Read again then answer some questions such as:
1. What have people done to nature? 2.If we continue in this way, what might happen? 3. Which is more important, economic development or protecting nature? 4. Do you think the problem of humans winning and nature losing can be settled? If so, can you suggest some solutions?
step 3 Introduce the project
1. Planning
Choose a topic that interests you
Split into For and Against
Assign roles and tasks
Use different medias to search for relevant information
2. Preparing
Discuss the collected information and tick the strong points to be the start and the end.
Make a list of all your points.
Think about the opposite points and think about how to argue against them.
3. Producing
Practise in your group to check everyone’s task.
Practise many times to make it better.
Decide the time of each section.
4. Presenting
Present the debate in front of class.
Display your research on the wall when debating.
Make rules of winning before the debate and check which group wins at the end.
step 4 Homework
Write an essay on any topic that you’re interested in by using the techniques you learned from a debate.
Reading (1)
Teaching objectives:
1.To reinforce students’ comprehension of the text and improve their other skills by participating in all the activities.
2.To help students know the widespread discussion about cloning and hold their own attitudes towards it.
3.To enable students to master the reading strategy and become more competent in reading articles related to science.
Teaching focus and difficulties:
1. Students can work out the meaning of difficult or unfamiliar scientific terms with reading strategy.
2. Students can hold their own opinions on the base of reading the article.
Teaching aids:
The multimedia
Brief teaching procedures:
Step1 Lead- in
Check the homework. Encourage students to share their sources relevant to cloning technology with the whole class. Tell students that cloning has been the subject of scientific experiments for years. The recent success in cloning animals has resulted in fierce debates between scientists, politicians and public.
Step2 Reading strategy
Get students to go through the reading strategy, and make sure that everyone of them understands how to work out the meaning of these scientific terms.
Step1
Begin by reading the first and last paragraphs for an idea of what the article is about.
Step2
Circle any words you do not now. Question things you do not understand or that do not appear to make sense.
Step3
Read through the article a few times, and make sense of the scientific terms upon further readings.
Step3 First reading—Main idea
Ask students to refer to the reading passage and find out the main idea.
(The reading passage is made up of a newspaper article about cloning and two readers’ letters. We will be given information about how cloning is being researched and the different attitudes towards it.)
Step4 Second reading—Understanding scientific terms
Ask students to circle the unfamiliar words or things they do not understand while second reading. (For example: embryo, tissues and organs, interfere with nature, etc)
Step5 Third reading—Detailed information
Ask students to read only the article carefully, and finish the following exercises:
1. What are the different attitudes towards the success of cloning a human embryo?
On the one hand (valuable tissues and organs can be produced and be used to save human lives)
On the other hand (human beings may be on the way to producing a real-life monster)
Some people consider that (cloning human embryos with the intention to destroy them shows no respect for human life.)
2. Who are the persons in the article related to cloning?
persons
introductions
relations to cloning
Ian Wilumt
a Scottish scientist who created Dolly, the first mammal to be cloned successfully from an adult cell
He was shocked when hearing some scientists were considering cloning human beings. He never intends to create copies of humans. Instead, he thinks the efforts of scientists should be directed towards creating new cells and organs that could be used to cure diseases like cancer.
Faye Wilson
a woman of 41 years old who cannot have a baby.
She is desperate to have a baby of her own, a child that is genetically related to her.
Severino Antinori
an Italian doctor, who is one of the leaders in the cloning research
He has declared that he wants to be the first to clone a human being.
Chinese scientists
who have focused their efforts on cloning animals and stem cells to be used in medical research
China has succeeded in producing clones of cows and goats, and continues to research the ways in which cloning can benefit mankind.
Ask students to read the two letters carefully, and judge whether the statements are true or false:
Pauline Carter thinks:
1. the nature will pay back if we interfere with nature. ( T )
2. we should clone fewer babies to reduce Earth’s population. ( F )
3. the lady who cannot have a baby can adopt an orphan, but not have a cloned baby. ( T )
Coline Jake thinks:
1. the news that the first human embryo has be cloned successfully is very terrible. ( F )
2. scientists have succeeded in challenging questions of morality. ( F )
3. human cloning is a good way to save her daughter who has died. ( F )
Step6 Further discussion
Understanding the scientific terms and reinforcing the comprehension of the text, students are got to form groups of four or six to discuss the further questions:
1. Find the reasons why people are pro- or anti-cloning in the article and letters and write them in the table below
Pro-cloning
Anti-cloning
1. produce valuable tissues and organs that could be used to save human lives
1. may produce a real-life Frankenshtein’s monster
2. cure disease like cancer
2. create more disease in the animal world
3. help those who are unable to have children
3. cloning shows no respect for human life
4. help those who want to clone their dead children
4. human life would no longer be unique
5. we should be having fewer babies in order to reduce Earth’s population, not cloning more
2. Do you think it would be easy for the cloned baby to accept his/ her social identity as a ‘cloned’ human being?
3. What would the person that had the original cell feel about the cloned baby?
4. Think about the relationship between the title of the unit Science versus nature and cloning technology.
Step7 Homework
Think about the difficult scientific terms underlined before up on the text learning
unit 3 Task Writing a formal letter
Teaching aims
1. Learn how to change or correct a text
2. Learn how to conduct a discussion
3. Learn how to write a formal letter
Procedures
skills building 1 changing or correcting a text
1.Through a game called “Chinese whisper”, let Ss learn when we are asked to pass information, we need to
1 correct grammatical errors and spelling mistakes
2 make changes to the information in the text
3 change the style or the tone
2. listen with the guide above
step 1 confirming information
1. Discuss about what GM food is before listening
2. Listen to the tape and make notes while listening
skills building 2 conducting a discussion
1. Learn how to ask for people’s opinions and introduce new ideas to the discussion
e.g. What do you think? / Don’t you think so? /Do you agree? / Is that your opinion too?
e.g. Another argument is that… / Don’t forget… / On the other hand, … /We can also… / But what about…?
step 2 reporting back to a science journal
1. Ask students to talk about GM food briefly with the note they made in step 1.
2. Discuss the information among group members
3.Prepare an interview between a scientist and a student, using the information you’ve collected.
skills building 3 writing a formal letter
1. Learn the basic elements of a formal letter
e.g. your address / the date / receiver’s name, job title and address / formal greeting / formal ending / your name and signature
2. Learn some useful phrases to start and end a formal letter, then finish the task.
Start: With reference to… / Thank you for… /In reply to… / I am writing to inform you …
End: I would be grateful if you could… / I hope you would… / I look forward to hearing from you soon. / If you require any further information…
step 3 writing a letter about GM food
Read the first letter and ask students to list the main points about GM food.
Read the second letter and ask students to list the main points about GM food.
Combine the points together what we’ve learned from Step 1 & 2, then finish Part B on page 57. You can discuss with your group members.
Homework
Part B on page 57
Unit3 Science versus nature (Brief Teaching Plan)
Welcome to the unit
Teaching objectives:
1. To arouse students’ interest in the unit topic
2. To help students kwon more about cloning technology
3. To encourage students to participate in the discussion relevant to cloning
Teaching focus and difficulties:
1. Make sure that students can have the basic knowledge about cloning.
2. Make sure that each student can hold their own opinions towards cloning.
Teaching aids:
The multimedia
Brief teaching procedures:
Step1 Brainstorming
1. Ask students to read the title of the unit Science versus nature. Draw students’ attention to the word ‘versus’. Tell them that ‘versus’ is usually used when discussing sports competitions or the law, which means that two teams or sides are against each other.
Encourage students to think why ‘versus’ is used here. Ask students the following questions:
Do you think there is conflict between science and nature?
What might the conflict be?
2. Show a picture of the first cloned mammal, Dolly. Give some introduction about the creation of Dolly. Tell students this new technology is called ‘cloning’, which produces an exact copy of an animal or a plant from its own cells.
3. Lead students to learn the unit while thinking about the relationship between the title of the unit Science versus nature and cloning technology.
Step2 Sharing information
1. Show the following five pictures one by one, each of which shows a successfully cloned animal. As to the five pictures, we conduct the following activities.
(Picture2) Tell students that the mule in the picture is the world’s first cloned mule. It was born on 4 May 2003. His name is Idaho Gem and his brother, Taz, was a racing mule that has won many competitions.
(Picture3) Tell students that the kitten in the picture is called Cc. Its name is from ‘Copycat’. Scientists in the USA created it with a cell taken from its mother, Rainbow. It was born in December 2002.
(Picture4) The five little pigs’ names are Noel, Angel, Star, Joy and Mary.
(Picture5) The pair of calves were born on 5 July 1998 in Ishikawa, Japan. They were two years younger than Dolly, being the second adult animal clones in the world.
(Picture6) The name of the cloned monkey is ANDi. It is from ‘inserted DNA’ spelt backwards. It is the first genetically modified monkey. The technology is different from that used for Dolly.
2. Get students to form groups of four or six to discuss the further questions:
From just these pictures, can you identify the differences between the cloned animals and normal ones?
In your opinion, what might be the differences between these cloned animals and normal ones? Can these animals lead a normal life as normal animals?
Ask several groups to report their answers to the class. Allow different opinions and encourage further discussion.
3. Have students hold a debate about whether it would be a good idea to clone humans some day. Divide students into two groups. One group represents anti-cloning views while the other represents pro-cloning views. Encourage students to provide as many reasons as they can to support their ideas.
Step3 Homework
Assign students to surf the Internet or refer to other sources for further information relevant to cloning technology, so as to finish the first two questions below the pictures. Ask students to make as many notes as possible.
Teaching plan of “Word Power”
Teaching objects:
learn prefix and suffix and learn to guess meanings based on prefix and suffix
learn organs of the body
Teaching procedures:
I Prefixes and suffixes
Step I Lead-in
appear, novel, regular, respect
We are going to have some questions. Please use these words to help you, but you need to add some letters to the words first.
1)You cannot find your new pen. What happened to your pen? It disappeared
2) Many people respect Mr. Li and think he is a good man. He helps people out and is a good citizen and friend. So can you find a word to describe Mr. Li?
Respectable
3) Miss Wang has published several books. She loves her job writing novels. So what is Miss Wang’s occupation(职业)? She is a novelist
4) You cannot find the order of the numbers in a group of members. So can you find a word to describe the order of the numbers? irregular
Step II Introduction
independence
in depend ence
prefix(前缀) root (词根) suffix(后缀)
Prefix: a group of letters that is added to the beginning of a word to change its meaning.
Suffix: a letter or a group of letters added to the end of a word to make a different word.
Attention !
Usually a prefix will change the meaning of word, while a suffix will change the part of speech of a word.
StepIII Prefixes
Sometimes you can guess what a word means by looking at its prefix or suffix. Look at the examples and work out the meanings.
Prefix
Example
Meaning
anti-
anti-cloning, anticancer
against, opposed to
dis-
un-
disappear, disagree
unfair, unwilling
not, apposed of
in-
il-
im-
ir-
incorrect, incomparable
illegal, illogical
immoral, immodest
irresponsible, irregular
not, without
pre-
preview, preserve
early, before
pro-
pro-cloning
in favour of, supporting
re-
recreate, repeat, renew
again
StepIV Adding information
Some other commonly used prefixes
Prefix
Example
Meaning
de-
decompose, declassify
apart, from
mal-
maltreatment, malnutrition
badly, ill
non-
non-smoker, non-alcoholic, non-profit
not
inter-
international, interaction, interrupt
between
tele-
telescope, telegram, telecommunication
far off
trans-
transport, translate, transnational
across
mis-
misunderstand, mislead, misdeed
wrong
sub-
subtitle, subway, submarine
under
over-
overeat, overwork, overact
too much
tri-
triangle, tricycle, tricolor
three
auto-
autobiography, autoalarm, automobile
self
Step V Suffixes
Suffix
Example
Meaning
-able
comfortable, noticeable
worthy of, able to be
-ful
cheerful, thoughtful
full of, characterized by
-ist
scientist, novelist
someone who does something
-less
hopeless, aimless
without
-ment
agreement, treatment
indicate a state or condition
-ness
dryness, madness
indicate a quality, state or character
Step VI Adding information
Some other commonly used suffixes
-al
cultural, national, original
of or concerning
-ion
invitation, competition, protection
action or condition of…
-ship
hardship, scholarship, relationship
state of being, skill
-dom
freedom, kingdom
condition or state of…
-ish
childish, selfish
of the nature of…
-proof
waterproof, fireproof, soundproof
protect against
-en
widen, sharpen, shorten
make or become
-ward
eastward, homeward, backward
in the direction of
-like
womanlike, childlike
similar to
Step VII Exercise
Do you think we should protect nature? Complete what an environmentalist is saying below. Use the words from the box.
I think cutting down trees should be made(1)_______ and tighter laws should be introduced. So many people are showing their(2)________ for nature; they don’t seem to care that they are destroying the environment. Sometimes I think we are fighting a(3)________ battle against people who just won’t listen. I know scientists have worked hard to achieve scientific breakthrough but it’s(4)___________ whether they’ll succeed totally.Although it’s(5)__________ that they want to advance technology, I think some things are best left the way they are.
Step VIII organs of the body
Look at the pictures of the major organs of the body and try to recognize them.
Key for Exercise B
(1) Brain (2) heart (3) liver (4) lungs (5) stomach (6) kidneys
Step VIIII Homework
1.Complete Part C on page 47 in pairs or groups.
2.Read the article in Part A on page 113 and do Par B on the same page.
课件13张PPT。张月 孔国庆 李霞 邓卫东 Science Versus NatureWelcome to the unitJust call me Noel, OK?I’ m Angel, in your heart?I’m your Star. Love me please.Hi! I’m Joy. I’m happy-go-lucky everyday.I’m the beautiful Mary课件16张PPT。张月 孔国庆 李霞 邓卫东 Unit3 Science versus natureWord power Prefixes and suffixesOrgans of the bodyPrefixes and suffixesappear, novel, regular, respectWe are going to have some questions. Please use these words to help you, but you need to add some letters to the words first.1)You cannot find your new pen. What happened to your pen?It disappeared2) Many people respect Mr. Li and think he is a good man. He helps people out and is a good citizen and friend. So can you find a word to describe Mr. Li?Respectable3) Miss Wang has published several books. She loves her job writing novels. So what is Miss Wang’s occupation(职业)?She is a novelist4) You cannot find the order of the numbers in a group of members. So can you find a word to describe the order of the numbers?irregularindependenceindependenceprefix(前缀)root (词根)suffix(后缀)Prefix: a group of letters that is added to the beginning of a word to change its meaning.Suffix: a letter or a group of letters added to the end of a word to make a different word. Attention !Usually a prefix will change the meaning of word, while a suffix will change the part of speech of a word.Sometimes you can guess what a word means by looking at its prefix or suffix. Look at the examples and work out the meanings.anti-anti-cloning, anticanceragainst, opposed todis-un-disappear, disagreeunfair, unwillingnot, apposed ofin-
il-
im-
ir-incorrect, incomparableillegal, illogicalimmoral, immodestirresponsible, irregularnot, withoutpre-preview, preserveearly, beforepro-pro-cloningin favour of, supportingre-recreate, repeat, renewagainSome other commonly used prefixesde-mal-non-notdecompose, declassifymaltreatment, malnutritionnon-smoker, non-alcoholic, non-profitapart, frombadly, illinter-international, interaction, interruptbetweentele-telescope, telegram, telecommunicationfar offtrans-transport, translate, transnationalacrossmis-misunderstand, mislead, misdeedwrongsub-subtitle, subway, submarineunderover-overeat, overwork, overacttoo muchtri-triangle, tricycle, tricolor threeauto-autobiography, autoalarm, automobileself-ablecomfortable, noticeable worthy of, able to be-fulcheerful, thoughtfulfull of, characterized by-istscientist, novelistsomeone who does something-lesshopeless, aimlesswithout-mentagreement, treatmentindicate a state or condition-nessdryness, madnessindicate a quality, state or characterSome other commonly used suffixes-alcultural, national, originalof or concerning-ioninvitation, competition, protectionaction or condition of…state of being, skill-shiphardship, scholarship, relationship-domfreedom, kingdom, condition or state of…of the nature of…-ishchildish, selfish-proofwaterproof, fireproof, soundproofprotect against-enwiden, sharpen, shortenmake or become-wardeastward, homeward, backwardin the direction of-likewomanlike, childlikesimilar toDo you think we should protect nature? Complete what an environmentalist is saying below. Use the words from the box.disrespect, hopeless, illegal, uncertain, understandableI think cutting down trees should be made(1)_______ and tighter laws should be introduced. So many people are showing their(2)________ for nature; they don’t seem to care that they are destroying the environment. Sometimes I think we are fighting a(3)________ battle against people who just won’t listen. I know scientists have worked hard to achieve scientific breakthrough but it’s(4)___________ whether they’ll succeed totally.Although it’s(5)__________ that they want to advance technology, I think some things are best left the way they are.illegaldisrespecthopelessuncertainunderstandableOrgans of the bodylungsliverheartstomachkidneysKey to Exercise B Brain (2) heart
(3) liver (4) lungs
(5) stomach (6) kidneysHomework1.Complete Part C on page 47 in pairs or groups.2.Read the article in Part A on page 113 and do Par B on the same page.课件7张PPT。张月 孔国庆 李霞 邓卫东 Language points Task Task: 1. …it would show that the majority of people… majority n. 多数，多半 a / the majority of + cn. / un. in the majority 占大多数 The majority of his books are kept upstairs.他的大部分藏书在楼上。 The proposal was passed by a majority of 66.提议以超过66票通过 minority 反义词 ：少数2. To conclude, I urge you to seek the opinions …… urge: v.催促，主张，要求；n.冲动 urgent adj. 紧急的，紧迫的 urge sb. to do sth. 力劝某人做某事 urge sb. into doing sth.力劝某人做 urge that sb. (should) do要求某人做 urge sth. on / upon sb.对人主张 have an urge to do sth.渴望做某事 urge against 极力反对 3. Scientists admit that few tests have been performed on GM food. perform: v. 表演，履行，执行 performer n. performance n. perform a part in 在…中扮演角色 perform duty 尽职责 perform an experiment 做实验 put on a performance 演出4. The very genes that make crops resistant to pests… resistant: adj. 抵抗的，反抗的 resist v.抵制，抵抗 resistance n. 反抗，抵抗力 resister n. 抵抗者 resistible adj. 可抵抗的 This metal resists rust. 这金属防锈。 The seedlings are resistant to cold weather. 这些秧苗有抗寒力。5. So far, research has been limited to … limit: v. 限制，限定；n.限制，界限 within limits 适度地，节制地 within the limits of 在…的范围之内 the limit of one’s patience 忍耐的限度 set a limit to sth. 确定限度 limit sb. to (doing) sth.限制某人做某事 There’s a limit to what one can do.一个人的能力是有限的。课件13张PPT。张月 孔国庆 李霞 邓卫东 Grammar1. proveprovevt.证明,证实prove sth.prove thatprove oneself (to be) +adj./n.He proved himself to be a great scientist.link-v.prove (to be) +adj.The method proved to be effective.prove (to be)+adj.+n.He proved a successful manager.prove to be+n.2. figurefigure1) n.身材The girl has a good figure.2) [C]n. 画像，数字，图表He has an income of six figure.他有六位数的收入The figure on Page 22 shows a political map of Africa.第22页的插图是非洲的政区图.3) 认为，考虑，计算I figure it like this.figure outcome to understand, calculateI’ve never been able to figure him out.Have you figured out how much the holiday will cost?3. the other daythe other dayall the dayday after dayday and night不久前某天整天日复一日日日夜夜day by day逐日4. matchmatch1) vt. 使较量，使比赛 (against/with)match one’s strength with that of another与另一人较量2) vt. 敌得上，比得上No one can match him in singing.3) vt. 和…相配，和…相称The picture matches the story.match 多指大小,色调,形状,性质方面的搭配suit 多指合乎需要,口味,性格,条件,地位等fit 多指大小,形状合适1)We must find carpets that’ll _________the curtains.2)The new coat ________me well.3) No one can ________her in knowledge of classical music.4) He ________his speech to his audience.matchfitsmatchsuited5. behavebehave1) vi. 举动，举止，表现 The new fighters behaved bravely under fire.新战士在炮火下表现得很勇敢.2) vt. 使举止规矩Behave yourself！规矩点！behavior n. 举止，行为be on one’s good behavior举动规矩，行为检点6. cautiouscautious adj. 细心的，谨慎的The students are cautious not to make any mistakes in spelling.学生们在拼写时非常小心，以避免发生错误．be cautious of…:look out for 留心，谨防7. judgementjudgement1) [C/U]n. 审判，判决The judgement is against her.那项判决对她不利.2) [U]n. 判断力a man of weak judgement判断力差的人3) [C]n.意见，看法，评价In my judgement, we should accept his offer.依我看,我们应接受他的建议.pass judgement on/upon… “对…下判决；判断”make a judgement on…对…作出判断in sb’s judgement依某人看来8. upsetupset1) adj. 难受的，不安的，心烦的I know you are upset that they are leaving.我知道他们要走你很难受.2) vt. 使心烦，使难受Tell me first what has upset you so much.先告诉我，什么使你这样心烦.3) vt. 打翻，打乱，打破If the mine goes off, it will upset our whole battle plan.如果这颗地雷爆炸，就会打乱我们整个作战计划.9. alternativealternative1) adj. 两者(或两者以上)挑一的alternative ways2) n. 两者取一，取舍the alternative of going or staying3) n. 选择对象，可供选择的办法That’s the only alternative.可供选择的两种方法去留之间的抉择那是唯一可供选择的.10. involveinvolve1) vt.使卷入，使陷入be involved in trouble卷入纠纷2) vt. 使专注He was involved in working out a plan.他专心一意地订计划．3) vt. 包含，含有a task which involves much difficulty带有许多困难的任务involvement n. 卷入，牵连，包含11. costcost1) n. 成本，费用reduce the production cost降低生产成本the cost of living生活费用2) n. 代价at all costs不惜任何代价at the cost of…以…为代价3) vt. 使失去(生命,健康等)His carelessness cost him his life.12. on one’s parton one’s part = on the part of sb.对某人来说The agreement has been kept on our part.我们这方面遵守了协议1) bear a part in…2) for one’s part3) for the most part在…中有一份，参与至于某人，对某人来说就绝大部分而言，多半13. definitely 确切地，肯定地definite1) adj. 明确的，确切的a definite answer明确的答复2) adj. 一定的，肯定的It’s definite that he’ll come.他肯定会来.课件11张PPT。张月 孔国庆 李霞 邓卫东 ProjectLanguage pointsWe further damage earth by constructing new water… construct: v. 建造，建设，构造 construction n. 建造，建设 constructive adj. 有建设性的，有帮助的 under construction 正在修建 The story is skillfully constructed. 故事的构思相当巧妙。 2. …development should be stopped in favour of nature? in favour of: 有利于，赞同（接名词、代词和动名词） ask a favour of 拜托某人 do sb. a favour = do a favour for sb. 帮助某人 find favour with a person 受青睐 favour sb. with sth.对某人施…恩惠3. From the point of view of sb… point of view :观点，着眼点 view: n. 观点，看法，见解 辨析：view / opinion / idea view侧重于对比较广泛、重大或者有关公众问题所采取的态度，比较固定、系统。全面的见解； opinion是对某事或某人持有的看法或舆论 idea是处置某事的计划、判断、理解或对其实现之可能性进行评测He holds an opinion opposite to our. 他持有与我们相反的意见。 Do you have any idea of what I’m trying to explain?你知道我努力要解释的是什么吗？ Different social classes hold different political views.不同的社会阶级有不同的政治观点。4. Other people argue that … argue: v. 争辩，辩论，主张 argue with sb. about /over sth. 因某事同某人争论 argue for / against sth. 为赞成或反对某事而争辩 argue that… 主张… argue sb. Into / out of doing sth. 说服某人做/停止做某事 辨析：argue/debate/quarrel/discuss argue指说理、论证，侧重摆事实，试图说服对方，也可能是激烈的交换意见，以以致争吵； debate指正式的辩论，交锋 quarrel指由于对某事不满而生气，同某人争吵，吵架 discuss讨论，着重指交换意见，不含有说服对方的意思。5. …using up natural resources at a fast rate… rate : n. 比率，速度，地方税，价格 v. 对…评价，认为 the rate of finished products 成品率 be sold at a high rate 以高价出售 postal rates 邮费 rates and taxes 地方税和国家税 He works at a high rate.他工作效率很高。6. …like many developed nations have. developed: adj. 发达的，成熟的 developing adj. 发展中的 development n. 发展，生长，进化 develop v. 发展，培育，制订，成长 develop one’s mind 开发心智 develop into 发展成为… develop from sth. 从…发展而来7. Most of the time it turns out that humans are … turn out: 结果证明 The rumor turns out to be true. 传闻后来证明是真的。 Turn其他词组： turn over 翻转，思考 turn down 调小音量，拒绝 turn against 反对，背叛 turn away 转过脸去，把…打发走 turn up 调大音量，露面Reading (2)—Language Points
1. A recent announcement by scientists that they have successfully cloned the first human embryo…
announcement (n.) 宣告，通知，声明
(短语)make/ issue an announcement 发表声明
announce（vt.）宣告，通知，声明
(短语) announce sth. to sb. (不能用announce sb. sth.)
(比较) announce/ declare
announce 指对公众或特定的一群关心的人进行宣布；declare指官方的正式宣告
Everyone was silent as he announced the winner of the competition.
This powerful country declared war on that small country.
2. On the one hand, some scientists point out that if you clone an embryo, you can …
①on (the) one hand…on the other hand…一方面…另一方面…（单独使用on the other hand时，hand不能省略，但与on the one hand连用时，可省略）
On one hand, rapid development of the economy will improve the living conditions of the people. On the other hand, it will speed up environmental destruction.
(短语) at hand 在手边，在附近 by hand 亲手，手工
in hand 手头现有的，正在进行，在处理中
hand in hand手拉手
Hands off! 请勿动手！不许干涉 Hands up! 举起手来！
②point out 指出 He pointed out my mistake. 他指出我的错误。
point to/point at 指着，指向某人或某物（两个词组可互换使用）He pointed at/ to a picture.
point at 对准，瞄准(某人用枪对准某人某物等)
They pointed at her head but she was not afraid.
point to 表明，指向(主语为证据、时针以及宾语为某一方向时)
The evidence points to him as the criminal.
The hands of the clock pointed to half past three.
The compass needle points to the north.
3. …they may be on their way to producing a real-life Frankensrein’s monster.
on one’s (the) way to doing sth. “正在做某事的过程中”. to是介词，后接名词、代词或动名词短语
(练习) I’ve just heard a warning ______ the radio that a storm may be ______ its way.
a. on, on b. over, in c. on, above d. from, on
(短语) on one’s (the) way to 在去…的途中 by the way 顺便问问，顺便说说
by way of 途经 in a way 在某种意义上，在某种程度上
in one’s (the) way 挡路 in this way 用这种方式
4. However, in general the scientists were praised for their wonderful scientific breakthrough.
①in general 一般说来，从总体上看，大体上
In general, red is the most popular colour this season.
(短语) in a general way 一般，通常 as a general rule 在一般情况下
②praise (vi.&vt.&n.)表扬，赞扬，表彰
(短语)win high praise 受到高度赞扬 in praise of 赞扬（某人）
beyond all praises 赞美不尽的，赞不绝口的
be loud in sb.’s praise 对某人极力称赞
praise sb. for sth. 因某事而赞美/称赞某人
（练习）He gave a speech in praise of school life.
他做了一个赞美学校生活的演讲。
He is highly praised for his research on genes.
他的基因研究受到了高度赞扬。
5. However, some people consider that cloning human embryos with the intention of destroying them shows no respect for human life.
with the intention of 为了，以…为目的或意图
He has decided to go abroad to study with the intention of improving his English and finding a better job when he returns.
intention (n.) 目的，打算，意图
（词组）without intention 无意地 make one’s intension clear 说清楚自己的目的
state/ announce one’s intention 声明自己的意图
(练习) I began reading with the ___b___ of finishing the book, but I never did.
a. interview b. intention c. application d. consideration
6. I don’t want to adopt someone else’s child and I don’t want to use another woman’s egg—I want a child that is generically related to me.
①adopt (vt.) 收养，领养；采用，采纳（议案、意见等）
Can you adopt my new idea?
They adopted a neighbour’s boy.
(词组) adopt measures/ new methods/ an idea 采取措施/ 采用新办法/ 采纳意见
adopt a resolution 通过一项议案
an adopted son 养子 adopted words 外来词
(比较) adopt/adapt
adopt收养，领养；采用，采纳（议案、意见等）；adapt使适合，使适应 adapt…to…；改编adapt…for…
She had to adapt herself to local conditions. 她必须使自己适应当地的情况。
This English novel was adapted for the stage. 这部小说被改编成了剧本。
(练习) The couple decided to _____a boy because they had three girls.
a. adapt b. adopt c. receive b. keep
②be related to 与…有关联；与…有联系
Can you relate what happened in your childhood to your present state of mind?
relate (v) 和…相关，把…与…关联起来
relation (n.) 关系，联系，家属，亲属
relative (adj.) 有关系的，相对的；(n.) 亲戚，亲属
7. While cloning human embryos is illegal in many countries, some scientists are already pushing ahead with research so as to deliver a cloned human baby.
①while (conj.) 当…的时候，和…同时（while引导的从句要表示一段时间）
John came in while I was typing a letter. 当我正在用打字机打一封信时，约翰进来了。
(conj.) 然而，虽然，尽管
While he was hated by others, I liked him. 他虽受人恨， 但我却喜欢他。
(练习) ______ English can be difficult to learn, it is a very useful tool for communication.
a. Because b. As c. Once d. While
②push ahead with 推进，推行，毅然继续做某事
It is hard to push ahead with such an unpopular policy.
这样一个不得人心的政策很难推行下去的。
(词组) push ahead/ forward/ on with sth. 毅然继续做某事
push sth. forward 提出某事， 迫使他人考虑或注意某事
push sb./ sth. over 使某人/某物倒下；推倒某人/某物
③deliver 在这里“接生，使分娩”之意
Her baby was delivered by an experienced doctor.
该词还有“投递，传送，释放，表达，解救”等意思
(词组) deliver sb. from danger 救某人脱险
deliver sth. to sb. 把某物交付给某人
deliver a message/ a letter 传话/ 送信
deliver a speech 发表演说
be delivered of 生下孩子
8. China has succeeded in producing clones of cows and goats, and continues to research ways in which cloning can benefit mankind.
①succeed in doing sth. 成功地做某事 （反义词组）fail to do sth.
After practicing more, he succeeded in passing the driving test.
success (n.) successful (adj.) successfully (adv.)
②benefit (n.) 利益，好处；(pl.)救济金
(词组) be of benefit to 对…有裨益 for the benefit of…为了…的利益
It is said Yoga is of great benefit to human health.
(vt.&vi.) 有益于
benefit sb./sth. 有益于某人/某物 benefit from/by 从…中获益
Such foolish behavior will not benefit you.
We all benefited from her success.
9. We could produce a monster, or even a superhuman race that could one day end up replacing us.
end up 以…而告终，后接现在分词；end up with/in/as 后接名词
At first he refused to accept any responsibility but he ended up apologizing.
The party ended up with a song.
If you continue to steal, you will end up in prison.
10. Human life would no longer be unique; it would just be a product for sale.
for sale 待售，出售的
The land is now for sale at that price to anyone.
现将那块地按该价出售，任何人都可购买。
on sale （英）出售，（美）廉价出售
Tomato soup that is usually sold at twelve cents a bowl is now on sale for ten cents.
11. I would like to comment on your article ‘The perfect copy’.
comment (n.& vi.) 评论，评注
(词组) make (a comment)comments on sb./sth.同comment on/ upon/ about sb./sth. 评论某人（某事）
He made several comments on the book.
We would like the audience to comment on our new play.
12. After all, scientists have been challenging questions of morality for centuries.
after all 毕竟，终究，别忘了
We all though that he would fail, but he succeeded after all.
我们都认为他要失败，可他还是成功了。
(短语) above all 首要，特别是 first of all 首先，首要的是
in all 总共，总计 not…at all 一点儿也不
all the same 仍然，还是 not at all 一点也不，不用客气
all the best 万事如意 all the time 一直
13. When reading articles related to science, we often come across difficult or unfamiliar words.
come across (偶尔)碰到，遇见，发现; 同义词组run across, run into, meet with
(短语)come about 发生 come to 达到，总计
come on 加油，快点 come over 过来
come up 走上前，走过来
come out 出来，（花）开放，出版，（消息）传出
(练习) Jim was very happy yesterday because he __b__ the book that he wanted.
a. came to b. came across c. came about d. came out
课件22张PPT。张月 孔国庆 李霞 邓卫东 Science Versus Nature
readingLanguage Points课件16张PPT。张月 孔国庆 李霞 邓卫东 Word power1.Work out the meaningwork out1) 计算出,制定出,结果为我们准备制订一个新计划．
谁能解答出这道物理题?We are going to work out a new plan.Who can work out this physical problem?2) : exercise 锻炼,运动work on 从事某项工作,继续工作work at 学习,研究,致力于; 在...下功夫他正在撰写一本新词典.
我正在努力学习．He is working on a new dictionary.I’m working at my study.2.opposed toopposed adj. 反对的，对抗的，对立的 opposed to 反对…; 与…相对立我们坚决反对在国与国之间实行强权政治.We are firmly opposed to the practice of power politics between nations.真理是谬误之对.Truth is opposed to falsehood.opposed to = in opposition to3. opposite of…opposite n.对立面，对立物What’s the opposite of tall?opposite1) adj. 对面的，相对的on the opposite side of the street2) adj. 相反的，对立的go in the opposite direction朝相反的方向去3) prep. 在…的对面live opposite the post office住在邮局对面4) adv.在对面He stood opposite.4. in favor ofin favor of1) 赞同…，支持…be in favor of sb’s suggestion2) 有利于…The score was 2 to 1 in favor of the guest team.比分为二比一，客队获胜.:agree with, supportfavor1) n. 好感，欢心win sb’s favor赢得某人的欢心2) n. 恩惠do sb. a favor= do a favor for sb.帮某人一个忙May I ask a favor of you?请您帮个忙行吗?favorable adj. 赞成的，有利的He is favorable to our plan.a favorable situation他赞成我们的计划有利的形势5. worthy ofbe worthdoing sth.sth.be worthyof being doneto be doneof sth.*be worth后可跟表示价值的名词,而be worthy后不可以The city is worth visiting.The city is worth a visit.The city is worthy of being visited.The city is worthy to be visited.The city is worthy of a visit.The book is worth five yuan.The book is worthy of five yuan.X6. characterizecharacterize vt.表示…的特性，成为…的特性be characterized as a man of principle.被描绘成一个有原则的人characteristic n.特性，特征the characteristics of the present situation目前形势的特点7. carecare1) vt. 介意I don’t care how far I’ll have to go.无论走多远，我都不在乎.2) vi. 关心，担心，计较 (for/about)care for sb’s safety为某人的安全担心He doesn’t care about his clothes.他不讲究衣着I don’t much care about going.我不太想去.3) vi. 喜欢，愿意 (~for/ ~ to do)Would you care for a game of table-tennis?I don’t care to go there.我不愿到那儿去.8. achieveachieve vt.赢得，取得，实现We have achieved success in developing the product.achievement1) [c]n. 业绩,成就,成绩Winning three gold medals is a remarkable achievement.2) [u]n. 完成,达到,成功celebrate the achievement of one’s goals.achievable adj.能达到的9. They want to advance technology.advance1) 推进，促进advance the movement to a new stage把运动推到一个新阶段advance the growth of wheat促进小麦生长2) :put forward 提出(建议等)He advanced his point of view in the meeting.3) 提前The date of the meeting has been advanced from Friday to Wednesday.advanced adj. 高级的，先进的10. be made up ofbe made up ofbe made ofbe made frombe made intobe made in由…组成由…制成 (看得出原材料)由…制成 (看不出原材料)被制成…在…制造make 短语make yourself at homemake the best of:make up formake fun of请不要客气make full use of弥补，补偿取笑11. The body can run well.run1) vi. (机器等)运转;(工作等)进行The engine runs well.2) vt. 开办，经营run a night school/ a factory开办夜校/工厂1) run across2) run after3) run away with4) run into5) run out of用完撞到…，陷入…携(某物)潜逃追求，跟踪偶遇12. be similar tobe similar to 与…相似A is similar to B in man ways.similarity n. 类似点，类似物Are there any similarities between the two?13. newlynewly-builtnewly-marriednewly-bornnewly-published新建的新婚的新生的新出版的14.think of…as…think of…like…看作，认为…是think of oneself as/like a common solider把自己看成普通战士相关结构：think twicethink much of…think little ofthink aloudthink over重新考虑认为…很不错认为…没什么了不起自言自语15. majormajor1) 主要的,重要的,一流的major industriesa major problema major painter 2) (数量，程度，价值)较大的不与than连用a major earthquakea major operation3) 主修的Physic was his major subject in the university.4) n. 主修科目，主修学生He is an English major.5. v. 主修 (in)He majors in physics.16. robberyrobbery n. 抢劫，盗取robber n. 强盗，盗贼rob vt. 抢劫，盗取rob sb. of sth.steal sth. from sb.抢/剥夺某人某物偷某人的东西
