(共72张PPT)
Unit
4
Words
pollinate
courtyard
balcony
exotic
distant
Egypt
goods
botanist
vt.
对……授粉
n.
庭院;
天井
n.
阳台;
包厢
adj.
异国家情调的;
奇异的
adj.
远的;
远处的
n.
埃及
n.
货物
n.
植物学家
scale
conflict
endeavor
anchor
tight
seal
container
restriction
n.
磅秤;
天平盘
n.
斗争;
冲突
n.
尽力;
竭力
n.
锚
vi.
&
vt.
抛锚;
锚定
adj.
紧的;
紧密的
vt.
密闭;
密封
n.
容器
n.
限制;
约束
fluency
shave
thunderstorm
pirate
appeal
n.
流利;
流畅
vt.
&
vi.
剃;
刮
n.
雷雨;
雷暴
n.
海盗
vi.
有吸引力;
求助
Expressions
date
back
to
appeal
to
追溯到
有吸引力;
呼吁
How
much
do
you
know
about
plants?
Can
you
tell
the
name
of
the
flower?
Tulip
Tulips
are
beautiful
flowers
and
people
often
send
them
to
their
friends
as
presents.
tulip
郁金香
Peony
the
Chinese
national
flower
peony
牡丹
Sunflower
It
comes
from
North
America.
Indians
there
began
to
grow
them
some
3000
years
ago
.
sunflower
向日葵
Rose
Roses
are
best
presents
to
be
sent
to
friends.
And
it
is
also
very
popular
to
send
roses
as
love
signal
between
young
people.
Red
roses
indicate
warmth
and
love
and
white
ones,
purity
and
simplicity,
blue
ones,
honesty
and
sincerity.
rose
玫瑰
Which
is
your
favorite
flower?
Why?
DISCUSSION:
Did
you
know
that:
1.
some
plants
do
not
have
flowers?
2.
some
plants
have
roots
that
live
in
the
air?
3.
some
plants
eat
meat?
4.
some
plants
need
animals
to
pollinate
them?
5.
some
plants
grow
on
other
plants?
6.
plants
are
adapted
to
live
in
specific
environments?
7.
people
buy
plants
that
come
from
other
countries
for
their
gardens?
8.
a
new
plant
does
not
always
grow
from
a
seed?
Special
plants
1
Do
you
have
a
courtyard
or
some
pot
plants
on
your
balcony?
Do
you
know
where
these
plants
come
from?
Are
they
Chinese
plants
or
do
they
come
from
another
country?
When
you
last
visited
a
public
garden,
did
you
look
at
the
individual
plants
there?
Were
there
any
plants
from
other
countries?
How
do
you
think
plants
have
traveled
from
one
country
to
another?
Joseph
Banks
Dr
Nathaniel
Ward
The
Wardian
case
Robert
Fortune
(1812-1880)
Robert
Fortune
represented
the
Horticultural
Society
of
London
(now
the
Royal
Horticultural
Society)
as
a
collector
in
China
shortly
after
the
Treaty
of
Nanjing
had
brought
the
Opium
War
to
a
close.
Through
his
use
of
the
Wardian
case,
Fortune
was
able
to
introduce
many
of
the
best-known
Chinese
garden
plants
into
cultivation
in
Europe
and
North
America.
Père
Paul
Guillaume
Farges
(1844
-
1912)
French
missionary
and
naturalist.
Born
at
Monclar-de-Quercy,
Tarn-et-Garonne.
He
was
sent
to
China
in
1867
and
remained
stationed
in
north-east
Sichuan
until
1903.
Although
he
had
always
nurtured
an
interest
in
the
local
flora
and
fauna,
it
was
not
until
1892
that
he
started
to
collect
herbarium
specimens
in
earnest.
During
the
eleven
years
before
he
moved
south
to
Chongqing,
he
collected
and
preserved
over
4,000
specimens.
Dove
Tree
Ernest
Henry
Wilson
(1876
-
1930)
Scan
the
title
of
the
reading
passage
and
the
pictures
and
predict
what
it
is
about?
Plant
Exploration
in
the
18th
And
19th
centuries
PLANT
EXPLORATION
IN
THE
18TH
AND
19TH
CNTURIES
T
or
F
Questions:
1.
The
plants
in
our
garden
grew
in
China
originally.
F
2.
The
American
Middle
Classes
took
great
interest
in
collecting
new
plants
during
the
18th
and
19th
centuries.
F
3.
French
Catholic
missionaries
were
beginning
to
set
themselves
up
in
China
by
the
middle
of
the
18th
century.
4.
After
Father
d’
Incarville
died,
some
Tree
of
Heaven
seeds
were
sent
to
England.
F
T
Banks,
together
with
James
Cook,
collected
many
examples
of
plants
in
Australia.
6.
Keeping
plants
alive
during
long
land
or
sea
voyage
was
very
difficult,
which
caused
the
Wardian
Case
to
be
invented.
T
T
7.
Robert
Fortune
introduced
over
120
species
of
plants
to
Western
Gardens,
because
he
could
easily
travel
everywhere
in
China.
8.
During
the
second
half
of
the
19th
century,
many
Catholic
missionaries
were
sent
to
China,
and
they
collected
many
seeds
of
plants,
which
were
sent
back
to
France.
T
F
Detailed
reading:
Try
to
get
the
main
idea
of
each
paragraph:
Para
1:
explains
when
plant
collecting
began.
Para
2:
describes
when
and
where
plant
collecting
began
on
a
large
scale
by
Europeans.
Para
3:
talks
about
French
Catholic
missionaries
who
collected
plants
in
China
in
the
18th
century.
Para
4:
is
about
the
famous
British
plant
collector,
Sir
Joseph
Banks,
who
collected
many
new
plants
in
Australia.
Para
5:
explains
the
problems
of
keeping
plants
alive
on
long
trips.
Para
6:
describes
an
experiment
carried
out
by
Dr
Nathaniel
Ward
who
invented
a
glass
case
in
which
to
transport
plants
on
long
journeys.
Para
8:
is
about
Father
Farges,
a
French
Catholic
missionary
who
collected
plants
in
China
in
the
19th
century.
Para
7:
is
about
Robert
Fortune,
a
British
plant
collector
who
made
several
trips
to
China
in
the
19th
century.
Para
9:
Describes
how
many
European
plant
collectors,
such
as
E
H
Wilson,
went
to
China
so
that
new
plants
could
be
introduced
to
gardens
in
the
West.
Structure:
Part
I:
Para1-2
the
beginning
of
plant
collecting
Part
II:
Para3-4
the
exploration
of
plants
in
the
18th
century
Part
III:
Para
5-7
the
invention
and
use
of
Wardian
case
Part
IV:
Para
8-9
the
exploration
of
plants
in
the
19th
centry
1
In
l5OO
BC,
2
In
the
1740s,
3
In1751,
Answer
these
questions
in
group.
the
Queen
of
Egypt
sent
ships
to
gather
plants,
animals
and
other
goods.
a
French
Catholic
missionary
called
Father
d'Incarville
was
sent
to
Beijing.
some
Tree
of
Heaven
seeds
arrived
in
England.
4
In1769,
5
In
1784,
6
In
1833,
Sir
Joseph
Banks
collected
vast
quantities
of
plants
in
the
land
now
known
as
Australia
the
Tree
of
Heaven
was
introduced
into
North
America.
Nathaniel
Ward
used
two
special
cases
that
he
had
invented
to
ship
British
plants
to
Sydney,Australia.
7
Between
1843
and
1859,
8
During
the
second
half
of
the
nineteenth
century,
9
In
1897,
a
British
plant
collector
Robert
Fortune.
made
several
trips
to
China
many
Catholic
missionaries
were
sent
to
China
from
France.
a
French
Plant
collector
Father
Farges.
sent
seeds
of
the
Dover
Tree
from
China
to
France.
10
In
1899,
a
Plant
collector,
E
H
Wilson.
collected
a
large
quantity
of
the
seeds
of
the
Dove
Tree
in
China.
3
Answer
these
questions
in
groups.
1
Why
was
there
a
lot
of
plant
collecting
in
the
eighteenth
and
nineteenth
centuries?
Europe
has
become
interested
in
scientific
discovery
and
European
middle
classes
took
great
interest
in
collecting
new
plants
this
time.
2
how
did
French
missionaries
come
to
be
plant
collectors?
They
valued
the
study
of
the
natural
sciences
and
many
of
them
knew
allot
about
plants
and
animals.
3
What
were
some
of
the
negative
aspects
of
plant
collecting
expeditions?
Negative
aspects
included
disease,
near-
starvation,
severe
environment,
conflicts
with
the
local
people,
plants
dying
during
long
trips
or
seeds
failing
to
grow
after
long
trips,
pirates,
bad
weather,
not
knowing
the
local
language
and
customs,
etc.
4
Transporting
plants
over
long
distances
was
a
big
problem.
Why
was
this?
It
was
hard
to
keep
them
alive
during
long
trips.
5
Why
did
many
plants
fail
to
reach
their
destinations
alive?
Can
you
think
of
any
other
reasons?
The
seeds
of
many
plants
failed
to
grow
after
long
trip:
plants
were
not
looked
After
properly
during
the
trip.
For
example,
one
plant
explorer
lost
his
plants
when
they
were
waned
with
sea
water.
Other
reasons
include
lack
of
fresh
water,
wrong
environmental
conditions,
for
instance,
incorrect
temperatures,
salty
air,
and
lack
of
sunlight
and
rain,
etc,
if
the
plants
were
transported
inside
the
ship
or
train.
6
What
improved
the
survival
rates
of
plants
transported
long
distances?
It
was
the
invention
of
the
Wardian
case.
Imagine:
Suppose
three
of
you
are
botanists
(植物学家),
and
one
is
a
captain.
Now
each
botanist
wants
the
captain
to
bring
his
plant
home.
But
the
captain
can
take
only
one
plant,
so
each
must
try
his
best
to
explain
his
reason
to
persuade
the
captain
into
taking
his
own
plant.
1.
date
back
to
追溯到;
始于
1
This
town
dates
back
to
Roman
times.
2
The
castle
dates
back
to
the
14th
century.
3
These
societies
dated
as
far
back
as
a
century.
date
from
追溯到;
始于
1
The
dress
dates
from
the
19th
century.
2
This
custom
dates
from
the
17th
century.
3
My
interest
in
stamp
collecting
dates
from
my
schooldays.
dated
adj.
过时的;
陈旧的
1
It
faces
conflicts
with
the
American
people.
2
Nations
mustn’t
settle
their
difference
by
armed
conflict.
3
At
times
personality
conflicts
develop
between
teachers
and
students.
2.
conflict
n.矛盾,分歧;冲突,斗争
1
These
two
lines
are
in
conflict
with
each
other.
2
Every
one
was
aware
that
husband
and
wife
were
in
conflict.
3
The
twins
are
in
conflict.
a
conflict
of
opinions
/
wills
/
interests
in
conflict
(with)
1
Tie
it
as
tightly
as
you
can.
2
His
arms
were
folded
tightly.
3
He
held
me
by
the
arm
so
tightly
that
it
hurt.
3.
tightly
紧紧地,
满满地
The
coat
looks
tight.
We
hope
to
finish
the
task
next
week,
but
the
schedule
is
a
bit
tight.
tight
adj.
紧;
绷紧;
拉紧
tight
adv.
紧地;
满地
Hold
tight
to
the
railing
or
you
may
slip
and
fall.
The
park
is
open
to
the
public
without
restriction.
4
restriction
un.
限制
He
dislikes
their
restriction
of
his
freedom
of
choice.
cn.
限制性规定
The
restrictions
on
the
use
of
the
play-ground:
No
fighting.
No
damaging
property.
The
government
placed
restrictions
on
the
numbers
of
foreign
cars
that
could
be
imported.
restrict
vt.
限制,
控制
He
feels
this
new
law
restrict
his
freedom.
The
trees
restricted
our
vision.
restricted
adj.
有严格控制的,
局限的
restrictive
adj.
限制性的
1
He
appealed
to
his
friends
for
support.
2
The
murderer
appealed
to
the
court
for
mercy.
5.
appeal
vt.
吸引;
投合兴趣或爱好
How
did
the
course
appeal
to
you?
These
pictures
don’t
appeal
to
the
children.
呼吁,
请求
appeal
to
sb.
for
help
Difficult
sentences
analysis
1
However，it
was
not
until
the
eighteenth
and
nineteenth
centuries
that
the
exploration
of
the
botanical
world
began
on
a
large
scale
然而，直到18和19世纪人们对植物
世界大规模的探索才开始。
It
is／was
not
until．that…的意思是
“直到才
”。如：
It
was
not
until
the
l880s
that
there
were
consistent
experimental
findings
to
support
his
theory.
直到19世纪80年代才有了一致的实验
发现支持他的理论。
Not
until
1
began
to
work
did
I
realize
how
much
time
I
had
wasted．
直到开始工作时我才意识到自己浪费了
多少时间。
另外，含有not
until结构的句子也还可
以放在句首来表示强调，这时主旬用倒
装句。如：
2
At
that
time,
there
were
restrictions
on
the
movement
of
Europeans
and
so,
in
order
to
travel
unnoticed,
he
developed
his
fluency
in
Chinese
and
dressed
as
a
Chinese
man,
even
shaving
his
head
in
the
Chinese
style．
那时候，欧洲人在中国的活动受到种种限制，因此，为了在旅行时不被别人注意，他努力使自己的汉语讲得很流利，并且穿着中国人的服装，甚至像中国人一样削发(留辫)。
这是个并列句,
At
that
time,
there
were
restrictions
on
the
movement
of
Europeans是并列句
的第一部分,
in
order
to
travel
unnoticed
是第二部分,
由and把
这两部分连接起来。
Homework
1.
Retell
the
story
to
your
partner.
2.
Finish
off
the
exercises
in
your
book.(共25张PPT)
Unit
4
Discuss
the
question:
What’s
the
relationship
between
plants
and
animals?
Co–Evolution
yucca
丝兰
yucca
moth
The
Traveller’s
Palm
棕榈树
The
Madagascar
black
lemur
The
Ophrys
Orchid
兰花
wasp
1.
What’s
the
topic
of
the
text?
2.
What
three
plants
are
featured?
3.
What
do
the
photos
show
you?
4.
What
three
animal
pollinators
are
featured?
Before
you
read
the
text,
glance
quickly
through
it
and
answer
these
questions.
What’s
the
topic
of
the
text?
2.
What
three
plants
are
featured?
Co-evolution.
The
yucca,
the
Traveller’s
Palm,
and
the
Ophrys
orchid.
3.
What
do
the
photos
show
you?
4.
What
three
animal
pollinators
are
featured?
Yucca
flowers,
a
Traveller’s
Palm,
and
an
Ophrys
orchid.
The
yucca
moth,
the
Madagascar
black
lemur,
a
certain
kind
of
wasp
(the
male,
not
the
female
wasp).
First
reading
Now
read
the
text
more
carefully
and
answer
these
questions.
Why
can
no
other
animals
but
the
yucca
moth
pollinate
the
yucca?
It’s
only
the
yucca
moth
which
is
the
right
size
and
shape
to
pollinate
the
yucca.
2.
Can
you
guess
why
the
Traveller’s
Palm
has
that
name?
The
Traveller’s
Palm
has
this
name
because
travellers
used
to
drink
its
nectar
when
they
were
thirsty.
3.
What
do
you
think
“sweet
tooth”
means?
If
a
person
or
an
animal
has
a
“sweet
tooth”,
they
like
sweet
food
very
much.
4.
Why
do
the
male
wasps
try
to
mate
with
the
orchid
flowers?
The
male
wasps
try
to
mate
with
the
orchid
flowers
because
they
look
like
and
smell
like
female
wasps.
5.
Why
do
the
female
wasps
visit
the
orchid
flowers?
Do
they
have
a
role
in
pollination?
The
female
wasps
visit
the
orchid
flowers
to
collect
the
chemical
that
the
male
wasps
were
attracted
to
earlier.
The
female
wasps
do
not
have
a
role
in
pollination
since
the
flowers
are
dying
when
they
visit
them.
Second
reading
Now
read
and
think
about
the
advantages
and
disadvantages
of
the
relationships
between
the
plants
and
pollinations
described
in
the
text.
Check
your
understanding
and
complete
the
table.
Plant/
pollinator
Advantages
Disadvantages
Yucca
Moth
The
yucca
is
certain
to
be
pollinated.
The
moth’s
caterpillars
have
a
certain
supply
of
food
They
are
totally
dependent
on
each
other
for
survival.
Plant/
pollinator
Advantages
Disadvantages
Traveller’s
palm
Lemur
The
palm’s
flower
can
be
opened
by
the
lemur.
The
lemur
has
a
source
of
food.
There
is
a
disadvantage
for
the
palm
only
if
there
are
no
lemurs
or
other
animals
present
strong
enough
to
open
the
flowers.
Plant/
pollinator
Advantages
Disadvantages
Orchid
Wasp
The
orchid
is
certain
to
be
pollinated.
They
are
totally
dependent
on
each
other
for
survival.
The
female
wasps
collect
a
chemical
from
the
orchid
needed
to
attract
the
males
to
them.
Discussion
Discuss
what
you
think
would
happen
to
the
animal
pollinators
of
each
of
the
plants
described
if
these
plants
died
out.
Suggested
answers:
The
yucca
and
the
yucca
moth:
If
yucca
plants
died
out,
the
Yucca
moth
would
also
die
out
as
the
caterpillars
need
the
yucca
seeds
for
food.
If
the
Traveller’s
palm
died
out,
the
Madagascar
black
lemur
would
not
die
out
as
it
can
find
other
sources
of
food.
The
Traveller’s
palm
and
the
Madagascar
black
lemur:
The
Ophrys
orchid
and
the
wasp:
If
the
Ophrys
orchid
died
out,
the
wasp
would
also
died
out
as
the
female
wasp
needs
the
chemical
produced
by
the
orchid
to
attract
the
male
wasps.(共33张PPT)
Unit
4
Exploring
plants
Listen
to
the
text.
UNUSUAL
PLANTS
Listen
to
Mark
(M),
Gordon
(G)
and
Andrea
(A)
telling
their
class
and
their
teacher
(TH)
about
some
plants.
Listen
again
and
fill
in
the
blanks.
TH:
Today
Mark,
Gordon
and
Andrea
are
going
to
tell
us
about
some
_______
plants.
Mark,
do
you
want
to
go
first?
M:
Sure.
Today,
I
want
to
____
_____
an
insect-eating
plant
called
a
pitcher
plant.
unusual
talk
about
Here’s
a
_____
of
it.
Look
at
this
part
here.
It’s
_______
like
a
pitcher.
It’s
actually
a
leaf
_____
______
it
looks
like
a
flower.
It’s
really
clever
---
the
insects
____
_________
___
the
sweet
smell
coming
from
what
they
think
is
a
flower.
But
it’s
a
_____.
photo
shaped
even
though
are
attracted
by
trap
Once
an
insect
goes
down
into
the
pitcher,
it
can’t
get
out
as
there
are
small
hard
hairs
pointing
__________
that
prevent
it
from
________.
In
the
end,
the
insect
falls
down
into
a
pool
of
liquid
at
the
_______
of
the
pitcher
and
gets
digested
by
the
plant.
downwards
escaping
bottom
S1:
That’s
________!
S2:
What
________
plants!
TH:
Gordon.
G:
These
are
the
plants
I’m
going
to
talk
about.
They’re
often
called
“living
stones”,
but
even
though
they
do
look
___
____
like
stones,
they
are
in
fact
plants.
amazing
fantastic
a
bit
S3:
Wow!
S4:
How
interesting!
G:
Their
________
name
is
Lithops
and
they
come
from
South
Africa
and
Namibia.
The
body
of
a
lithops
is
actually
a
pair
of
______
that
have
become
________
like
a
stone.
This
is
because
this
plant
lives
in
very
_____
scientific
leaves
rounded
hot
and
dry
places.
When
the
leaves
are
_______
like
this,
not
much
water
is
lost
from
the
plant.
Another
interesting
thing
about
these
_______
plants
is
that
they’re
the
same
colour
and
__________
of
the
soil
and
stones
around
it.
This
makes
them
less
________
to
animals
looking
for
food.
shaped
strange
appearance
obvious
TH:
Thanks,
Gordon.
Andrea.
A:
I’m
going
to
tell
you
______
Rafflesia
arnoldii,
a
plant
that
has
a
flower
about
one
metre
____.
In
fact,
it’s
the
______
flower
in
the
world.
Rafflesia
arnoldii
doesn’t
have
any
leaves,
_____
or
_____.
It
doesn’t
need
them
as
it’s
a
parasite.
It
gets
its
food
by
about
wide
largest
stems
roots
living
on
another
plant.
You
might
think
that
this
flower
should
smell
__________
but
it
actually
looks
and
smells
like
rotting
meat!
S2:
Oh,
yuck!
S1:
That’s
__________!
S3:
I
think
it’s
fantastic!
wonderful
disgusting
A:
Me
too.
_______,
it
_______
insects
that
eat
dead
animals
but
______
___
getting
a
feed,
the
insects
____
___
its
pollen
and
_______
it
to
other
Rafflesias,
Rafflesia
arnoldii
grows
in
the
jungles
in
Indonesia
but
as
the
forests
are
being
____
_____,
it’s
becoming
very
_____.
Anyway
attracts
instead
of
pick
up
spread
cut
down
rare
TH:
Thanks
Andrea
and
thanks
everyone.
Those
plants
are
certainly
fascinating.
Listen
to
the
text.
THE
DESTRUCTION
OF
TROPICAL
RAINFORESTS
Ed
Walker
(E)
is
interviewing
Dr
Anne
Butler
(A)
about
the
destruction
of
tropical
rainforests.
Listen
again
and
fill
in
the
blanks.
E:
Anne,
we
hear
a
lot
these
days
about
how
_______
tropical
rainforests
are
____________.
A:
Yes,
that's
right.
Rainforests
now
_____
only
6%
of
the
earth's
land
surface.
They
used
to
cover
about
____,
so
more
than
half
of
the
world's
tropical
rainforests
have
quickly
disappearing
cover
14%
been
_________,
and
that's
in
less
than
50
years.
_____
150
acres
of
rainforest
is
lost
every
minute
in
Asia,
Africa,
Central
and
South
America.
E:
That's
___________.
destroyed
Over
unbelievable
A:
Yes,
it's
___________.
The
last
_________
rainforests
could
be
gone
in
less
than
40
years.
E:
But
why
is
this
happening?
A:
Well,
there
are
__
_______
___
reasons.
As
populations
increase,
people
need
more
land
to
____
___.
Forests
are
cut
down
to
plant
crops
or
to
start
farms.
frightening
remaining
a
number
of
live
on
The
wood
is
sold
for
firewood
or
building
materials,
furniture
and
paper,
___
_______.
And
there
are
also
mining
companies
which
destroy
the
forests
in
their
search
____
minerals.
E:
I
________
people
have
to
make
a
living.
for
example
for
suppose
A:
Yes,
but
you
know,
people
can
make
more
money
by
__________
things
like
fruits,
nuts
and
oils,
___
____
___
plants
that
can
be
used
in
medicine
than
by
cutting
down
the
forests.
E:
Oh
really?
I
didn't
know
that.
Now,
could
you
______
some
of
the
reasons
why
it’s
not
a
good
idea
to
destroy
rainforests?
harvesting
as
well
as
outline
A:
Sure.
You
must
have
heard
about
the
____
animal
and
plant
life
in
tropical
rainforests.
Well,
there
are
about
___
million
species
of
plants
and
animals
in
the
world.
_____
____
half
of
these
live
in
the
tropical
rainforests.
So,
destroying
rainforests
_______
that
thousands
of
these
species
are
______
___
before
we’ve
even
realized
it.
rich
10
More
than
means
dying
out
E:
I’ve
heard
too
that
the
rainforest
could
_______
us
_____
cures
for
diseases.
A:
Yes,
there
are
certainly
many
new
drugs
_______
___
___
discovered.
Another
problem
is
that
the
__________
of
forests
___________
___
global
warming.
provide
with
waiting
to
be
destruction
contributes
to
Also,
rainforests
_______
a
lot
of
rain
so
that
there's
a
constant
_______
of
clean
water
running
into
rivers
and
lakes.
If
the
trees
are
cut
down,
the
rain
isn't
absorbed
and
there
is
flooding.
E:
So,
what
can
individuals
do
to
help
_____
_____
the
destruction?
A:
That's
a
good
question
...
absorb
supply
slow
down
Listen
to
the
text.
AN
EXPERIMENT
ON
PLANTS
Part
1:
Listen
to
a
teacher
(TH)
helping
her
class
set
up
an
experiment.
Listen
again
and
fill
in
the
blanks.
TH:
OK,
everybody,
this
morning
we’re
going
to
do
an
___________
to
_____
____
three
important
conditions
that
seeds
need
in
order
to
start
________.
experiment
find
out
growing
The
materials
are
all
on
the
bench.
Choose
someone
_____
your
group
to
go
and
get
four
dishes
and
four
______
___
cloth,
a
dish
of
seeds,
some
tap
water,
some
boiled
water
and
some
cooking
oil.
Look
at
the
___________
on
the
board.
Let’s
read
through
them.
from
pieces
of
instructions
One:
Put
the
pieces
of
cloth
on
the
dishes
and
_______
the
seeds
on
the
cloth.
Label
the
dishes
A
to
D.
Two:
Take
Dish
A
and
____
the
cloth
with
tap
water
and
______
it
in
a
well-aired
warm
spot
—
so
by
the
window
over
there
would
be
fine.
Three:
Take
Dish
B,
wet
it
with
tap
water
and
put
it
in
the
_______.
spread
wet
place
fridge
Four:
Take
Dish
C
and
put
it
_____
to
Dish
A.
Do
not
water
it.
Five:
Take
Dish
D
and
water
it
with
the
boiled
water.
Then
_____
a
small
_______
___
oil
onto
the
cloth
and
put
it
next
to
Dish
C.
Six:
Leave
them
all
for
a
few
days.
OK,
now
you
can
___
_____
and
____
___
the
experiment.
next
drop
amount
of
go
ahead
set
up
Part
2:
Listen
to
the
class
discussing
the
results
of
the
experiment.
Students
include
Andrew
(A),
Rosemary
(R)
and
Sandy
(S).
TH:
Right,
let’s
_____
_____
what’s
happened
in
our
experiment.
What
are
the
results?
Andrew?
A:
The
seeds
in
Dish
A
have
started
growing
but
_____
of
the
others
have.
talk
about
none
TH:
Good.
_____
do
you
think
the
seeds
in
Dish
B
didn’t
grow?
Rosemary?
R:
Because
it
was
too
cold?
TH:
That’s
right.
And
_____
_____
Dish
C?
Why
what
about
R:
The
seeds
didn’t
get
____
water
so
they
couldn’t
grow.
TH:
Yes.
Now,
Dish
D
is
interesting.
The
seeds
got
______
water
and
warmth
so
why
didn’t
they
grow?
Any
ideas?
Andrew?
any
both
A:
Well,
the
seeds
got
______
water.
TH:
So,
why’s
that
important?
Anyone?
Well,
boiled
water
has
___
oxygen
in
it
and
seeds
need
oxygen
to
grow.
And
What
about
the
oil?
Sandy?
S:
Wouldn’t
the
oil
_____
____
that
no
oxygen
could
get
to
the
seeds?
boiled
no
make
sure
TH:
Excellent.
____
_____.
So,
what’s
our
__________
about
three
important
conditions
that
a
seed
needs
in
order
to
start
growing?
S:
That
seeds
need
warmth,
water
and
oxygen
to
grow.
TH:
Very
good.
Now
I
want
you
all
to
_____
___
the
experiment
in
your
science
notebook.
Well
done
conclusion
write
up(共45张PPT)
Unit
4
1
Listen
to
the
first
part
of
the
tape
in
which
a
teacher
ids
helping
her
class
set
up
an
experiment.
Number
the
pictures
in
the
order
you
hear
about
them.
2
3
1
5
4
2
Listen
to
the
first
part
again
and
answer
the
questions.
To
find
out
three
important
conditions
that
seeds
need
in
order
to
start
growing.
1
What
is
the
purpose
of
the
experiment?
2.
Are
students
going
to
do
the
experiment
in
groups
or
individually?
In
groups.
Four
dishes
and
four
pieces
of
cloth,
a
dish
of
seeds,
some
tap
water,
some
boiled
water
and
some
cooking
oil.
4.
What
materials
do
the
students
need
to
set
up
the
experiment?
3.
Where
are
the
materials
that
the
students
need
to
set
up
the
experiment?
On
the
bench.
3
Listen
to
the
first
part
again
and
complete
the
table
of
conditions
that
each
dish
of
seeds
was
given.
Conditions
Dish
A
Dish
B
Dish
C
Dish
D
tap
water,
warm
temperature,
oxygen
tap
water,
cold
temperature,
oxygen
no
water,
warm
temperature,
oxygen
boiled
water,
oil,
warm
temperature,
no
oxygen
4
Now
listen
to
the
second
part
of
the
tape
in
which
the
class
discusses
the
results
of
the
experiment.
Complete
the
table
of
results.
Did
the
seeds
grow?
Reasons
why
or
why
not
Dish
A
Dish
B
Yes
Because
they
had
water,
warmth
and
oxygen.
No
Because
it
was
too
cold.
Did
the
seeds
grow?
Reasons
why
or
why
not
Dish
C
Dish
D
No
No
Because
they
were
watered
with
boiled
water
which
has
no
oxygen.
Also,
they
were
covered
with
oil
which
prevented
oxygen
getting
to
the
seeds.
Because
they
didn’t
get
any
water.
5
Listen
to
the
second
part
of
the
tape
again
and
discuss
the
question:
What
was
the
conclusion
of
the
experiment?
Seeds
need
warmth,
water
and
oxygen
to
grow.
An
experiment
on
plants
Part1:
Listen
to
a
teacher
(TH)
helping
her
class
set
up
an
experiment.
TH:
OK,
everybody,
this
morning
we’re
going
to
do
an
experiment
to
find
out
three
important
conditions
that
seeds
need
in
order
to
start
growing.
LISTENING
TEXT
The
materials
are
all
on
the
bench.
Choose
someone
from
your
group
to
go
and
get
four
dishes
and
four
pieces
of
cloth,
a
dish
of
seeds,
some
tap
water,
some
boiled
water
and
some
cooking
oil.
Look
at
the
instructions
on
the
board.
Let’s
read
through
them.
One:
Put
the
pieces
of
cloth
on
the
dishes
and
spread
the
seeds
on
the
cloth.
Label
the
dishes
A
to
D.
Two:
Take
Dish
A
and
wet
the
cloth
with
tap
water
and
place
it
in
a
well-aired
warm
spot–
so
by
the
window
over
there
would
be
fine.
Three:
Take
Dish
B,
wet
it
with
tap
water
and
put
it
in
the
fridge.
Four:
Take
Dish
C
and
put
it
next
to
Dish
A.
Do
not
water
it.
Five:
Take
Dish
D
and
water
it
with
the
boiled
water.
Then
drop
a
small
amount
of
oil
onto
the
cloth
and
put
it
next
to
Dish
C.
Six:
Leave
them
all
for
a
few
days.
OK,
now
you
can
go
ahead
and
set
up
the
experiment.
Part
2:
Listen
to
the
class
discussing
the
results
of
the
experiment.
Students
include
Andrew
(A),
Rosemary
(R)
and
Sandy
(S).
TH:
Right,
let’s
talk
about
what’s
happened
in
our
experiment.
What
are
the
results?
Andrew?
A:
The
seeds
in
Dish
A
have
started
growing
but
none
of
the
others
have.
TH:
Good.
Why
do
you
think
the
seeds
in
Dish
B
didn’t
grow?
Rosemary?
R:
Because
it
was
too
cold?
TH:
That’s
right.
And
what
about
Dish
C?
R:
The
seeds
didn’t
get
any
water
so
they
couldn’t
grow.
TH:
Yes.
Now,
Dish
D
is
interesting.
The
seeds
got
both
water
and
warmth
so
why
didn’t
they
grow?
Any
ideas?
Andrew?
A:
Well,
the
seeds
got
boiled
water.
TH:
So,
why’s
that
important?
Anyone?
Well,
boiled
water
has
no
oxygen
in
it
and
seeds
need
oxygen
to
grow.
And
What
about
the
oil?
Sandy?
S:
Wouldn’t
the
oil
make
sure
that
no
Oxygen
could
get
to
the
seeds?
TH:
Excellent.
Well
done.
So,
what’s
our
conclusion
about
three
important
conditions
that
a
seed
needs
in
order
to
start
growing?
S:
That
seeds
need
warmth,
water
and
oxygen
to
grow.
TH:
Very
good.
Now
I
want
you
all
to
write
up
the
experiment
in
your
science
notebook.
●
the
position
of
the
headings,
what
the
headings
are,
their
order:
●
how
the
items
in
the
“materials”
section
are
presented
(as
a
list);
When
writing
an
experiment
report,
you
can
ask
questions
about:
●
what
the
“procedure”
tells
you
(the
steps
you
carry
out
to
set
up
the
experiment);
●
the
grammatical
structures
used
for
each
section
of
the
report.
Outline
Materials:
A
B
C
D
three
important
conditions
that
seeds
need
in
order
to
start
growing.
four
dishes
2.
four
pieces
of
cloth
Aim:
To
find
out
4.
some
tap
water
3.
some
boiled
water
5.
a
dish
of
seeds
6.
some
cooking
oil
Procedure:
Put
the
pieces
of
cloth
on
the
dishes.
Spread
the
seeds
on
the
cloth.
Label
the
dishes
A
to
D.
2.
Take
Dish
A
and
wet
the
cloth
with
tap
water
and
place
it
in
a
well-aired
warm
spot—so
by
the
window
over
there
would
be
fine.
3.
Take
Dish
B,
wet
it
with
tap
water
and
put
it
in
the
fridge.
4.
Take
Dish
C
and
put
it
next
to
Dish
A.
Do
not
water
it.
5.
Take
Dish
D
and
water
it
with
the
boiled
water.
Then
drop
a
small
amount
of
oil
onto
the
seeds
and
put
it
next
to
Dish
C.
6.
Leave
them
all
for
a
few
days.
Results
Conclusion
Dish
A:
The
seeds
grew.
Dish
B:
Dish
C:
Dish
D:
The
seeds
didn’t
grow.
The
seeds
didn’t
grow.
The
seeds
didn’t
grow.
Seeds
need
and
oxygen
to
grow.
warmth,
water
Sample
report:
I
did
the
experiment
to
find
out
three
important
conditions
that
seeds
need
in
order
to
start
growing.
First,
I
put
the
four
pieces
of
cloth
on
each
dish,
spread
the
seeds
on
the
cloth
and
label
the
dishes
A
to
D.
Then
I
placed
Dish
A
in
a
well-aired
warm
spot
by
the
window,
took
Dish
B
and
wet
it
with
tap
water
and
put
it
in
the
fridge,
took
Dish
C
and
put
it
next
to
Dish
A
without
watering
it.
Finally
I
watered
Dish
D
with
the
boiled
water,
dropped
a
small
amount
of
cooking
oil
onto
the
seeds
and
put
it
next
to
Dish
C.
A
few
days
later,
I
found
that
only
Dish
A
grew.
So
I
drew
a
conclusion
that
seeds
need
warmth,
water
and
oxygen
to
grow.
Discussion:
Look
at
the
pictures
of
a
plant
experiment.
The
pictures
are
in
the
correct
order.
Discuss
with
partners
about
the
processes
the
plants
go
through.
Report
each
picture
one
by
one:
Plant
three
beans
in
a
pot,
water
them
and
leave
them
in
a
warm,
light
spot.
Two
small
shoots
appear.
Cut
the
ends
off
a
plastic
bottle.
Wrap
the
bottle
in
dark
paper.
Lay
the
bottle
on
its
side
in
the
pot
and
put
some
wet
paper
towel
inside.
Put
one
of
the
seeds
in
the
centre
of
the
bottle.
The
seed
have
two
long
shoots,
one
heading
towards
the
soil
and
the
other
growing
up
toward
the
light.
Sample:
I
planted
three
beans
in
a
pot,
watered
them
and
left
them
in
a
warm
light
spot.
In
a
week
each
seed
had
two
small
shoots.
I
cut
the
ends
of
a
plastic
bottle
and
wrapped
it
in
dark
paper.
I
laid
the
bottle
on
its
side
on
the
top
of
the
pot
of
soil
and
place
a
wet
piece
of
paper
towel
inside.
I
put
one
of
the
seeds
in
the
centre
of
the
bottle.
Two
weeks
later
the
seed
had
two
shoots,
one
heading
towards
the
soil
in
the
pot
and
the
other
growing
up
towards
the
light.
Aim
Material
To
find
out
the
direction
in
which
shoots
and
roots
of
plants
grow.
Three
seeds,
dark
paper,
a
pot
of
soil,
tape,
a
plastic
bottle,
a
paper
towel,
scissors,
water
Procures
1
Put
the
seeds
in
a
pot
of
soil.
Water
them
and
put
in
a
warm
light
spot
until
the
seeds
have
two
small
shoots
each.
2
Cut
the
ends
of
a
plastic
bottle
and
wrap
dark
paper
around
it.
3
Take
the
seeds
out
of
th
epot.
4
Put
the
bottle
on
its
side
on
the
top
of
the
pot
pf
soil.
Place
a
wet
piece
of
paper
the
towel
inside
the
bottle.
5
Place
the
sedd
on
the
towel
inside
the
bottle.
6
Put
back
in
a
warm
light
spot.
Results
Conclusion
One
shoot
grew
upwards.
One
shoot
grew
downwards.
Shoots
grow
towards
light
and
roots
grow
downwards
into
the
soil.(共74张PPT)
Before
the
class
I
want
you
to
be
engaged
in
the
material.
I
want
you
to
be
engaged
in
whatever
it
is
that
we
are
discussing
in
class.
Not
necessarily
thinking
about
getting
down
every
word
that
I
say.
I’d
like
you
to
take
active
notes
rather
than
passive
notes.
Write
down
what
can
make
you
feel
or
learn
something.
Better
attention,
better
understanding
of
the
material
if
you
are
actively
engaged.
Better
attention,
better
understanding
of
the
material
if
you
are
actively
engaged.
I
want
you
to
be
engaged
in
the
material.
I
want
you
to
be
engaged
in
whatever
it
is
that
we
are
discussing
in
class.
Not
necessarily
thinking
about
getting
down
every
word
that
I
say.
I’d
like
you
to
take
active
notes
rather
than
passive
notes.
Write
down
what
can
make
you
feel
or
learn
something.
Unit
4
Reading
PLANT
EXPLORATION
IN
THE
18TH
AND
19TH
CENTURIES
Words
and
expressions
review
exotic
date
back
to
distant
Egypt
goods
scale
adj.
异国情调的;
外来的;
奇异的
追溯到;
远在……年代
adj.
远的;
远处的
n.
埃及
n.
货物
n.
磅秤;
天平盘
规模;
程度;
范围
Words
review
conflict
missionary
endeavour
anchor
tight
n.
斗争;
冲突
adj.
教会的;
传教的
n.
传教士
n.
尽力;
竭力
n.
锚
vi.
&
vt.
抛锚;
锚定
adj.
紧的;
紧密的
tightly
seal
container
restriction
fluency
shave
adv.
紧紧地;
坚固地
vt.
封闭;
密封
n.
容器
n.
限制;
约束
n.
流利;
流畅
vt.
&
vi.
剃;
刮
Words
review
thunderstorm
pirate
appeal
appeal
to
dove
botanist
n.
雷雨;
雷暴
n.
海盗
vi.
(对某人)
有吸引力;
求助
(对某人)
有吸引力;
呼吁
n.
鸽子
n.
植物学家
Words
and
expressions
review
Skimming
to
get
general
ideas
Skimming
Reading
Comprehension
I
Read
the
passage
quickly
and
choose
the
best
answer.
Which
is
fit
to
describe
this
passage?
It
is
a
______.
A.
narration
(记叙文)
B.
exposition
(说明文)
C.
prose
(散文)
D.
poem
The
text
is
written
in
the
order
of
______.
A.
the
importance
of
plant
exploration
B.
the
timeline
of
plant
exploration
C.
the
collection
of
plants
D.
the
age
of
collectors
Careful
reading
to
solve
difficult
points
1.
date
back
to
追溯到;
远在……年代
1
This
town
dates
back
to
Roman
times.
2
The
castle
dates
back
to
the
14th
century.
我们从1960年就合伙了。
Our
partnership
dates
back
to
1960.
date
from
追溯到;
始于
1
This
custom
dates
from
the
17th
century.
2
My
interest
in
stamp
collecting
dates
from
my
schooldays.
dated
adj.
过时的;
陈旧的
1
There
was
a
lot
of
conflict
between
him
and
his
father.
2
It
was
an
unpopular
policy
and
caused
a
number
of
conflicts
within
the
party.
3
Nations
mustn’t
settle
their
difference
by
armed
conflict.
2.
conflict
n.
矛盾,
分歧;
冲突,
斗争
If
so,
your
points
of
view
are
bound
to
conflict
with
his.
如果这样的话，你的观点一定会和他的起冲突。
1
The
two
political
parties
have
been
in
conflict
since
the
election.
2
Every
one
was
aware
that
husband
and
wife
were
in
conflict.
3
The
twins
are
in
conflict.
a
conflict
of
opinions
/
wills
/
interests
in
conflict
(with)
1
Tie
it
as
tightly
as
you
can.
2
His
arms
were
folded
tightly.
3
He
held
me
by
the
arm
so
tightly
that
it
hurt.
3.
tightly
紧紧地,
坚固地
The
teacher
told
his
students
to
catch
the
parapet
(栏杆)
tightly.
老师告诉他的学生紧紧抓住栏杆。
The
coat
looks
tight.
We
hope
to
finish
the
task
next
week,
but
the
schedule
is
a
bit
tight.
tight
adj.
紧的;
紧密的
tight
adv.
紧紧地,
牢固地
Hold
tight
to
the
railing
or
you
may
slip
and
fall.
The
park
is
open
to
the
public
without
restriction.
4.
restriction
He
dislikes
their
restriction
of
his
freedom
of
choice.
un.
限制;
约束
The
swimming
club
is
open
to
families
in
the
neighborhood
without
restriction.
这个游泳俱乐部对邻近地区的家庭开放，不受限制。
cn.
限制性规定
The
restrictions
on
the
use
of
the
play-ground:
No
fighting.
No
damaging
property.
The
government
placed
restrictions
on
the
numbers
of
foreign
cars
that
could
be
imported.
restrict
vt.
限制,
控制
He
feels
this
new
law
restrict
his
freedom.
The
trees
restricted
our
vision.
restricted
adj.
有严格控制的,
局限的
restrictive
adj.
限制性的
1
He
appealed
to
his
friends
for
support.
2
The
murderer
appealed
to
the
court
for
mercy.
5.
appeal
vt.
(对某人)
有吸引力,
迎合爱好
How
did
the
course
appeal
to
you?
These
pictures
don’t
appeal
to
the
children.
呼吁,
请求
appeal
to
sb.
for
sth.
The
idea
appealed
to
Mary.
这主意正合玛丽的心意。
Difficult
sentences
analysis
1
However,
it
was
not
until
the
eighteenth
and
nineteenth
centuries
that
the
exploration
of
the
botanical
world
began
on
a
large
scale.
然而，直到18世纪和19世纪人们对植物世界大规模的探索才开始。
It
is／was
not
until
…
that
…的意思是
“直到……才……”。如：
It
was
not
until
the
l880s
that
there
were
consistent
experimental
findings
to
support
his
theory.
直到19世纪80年代才有了一致的实验
发现支持他的理论。
Not
until
I
began
to
work
did
I
realize
how
much
time
I
had
wasted.
直到开始工作时我才意识到自己浪费了
多少时间。
另外，含有not
until结构的句子也还可
以放在句首来表示强调，这时主句用倒
装句。如：
2
At
that
time,
there
were
restrictions
on
the
movement
of
Europeans
and
so,
in
order
to
travel
unnoticed,
he
developed
his
fluency
in
Chinese
and
dressed
as
a
Chinese
man,
even
shaving
his
head
in
the
Chinese
style.
那时候，欧洲人在中国的活动受到种种限制，因此，为了在旅行中不引起别人注意，他努力使自己的汉语讲得很流利，并且穿着中国人的服装，甚至像中国人一样削发(留辫)。
这是个并列句,
At
that
time,
there
were
restrictions
on
the
movement
of
Europeans是并列句
的第一部分,
in
order
to
travel
unnoticed是第二部分,
由and把
这两部分连接起来。
Tips
for
teacher
Let
the
word
fly
板块是帮助学生学
习一些一词多义、熟词生义的词汇。
通过此环节，学生可以对一些常见词
的用法、意思有一个透彻的了解。
Let
the
word
fly
Two
teams
will
have
a
race.
The
team
that
first
give
the
proper
meaning
will
get
one
point.
Team
racing
Ready?
2.
Shall
I
bring
anything
to
the
party?"
"Oh,
just
a
bottle."
bring
带……到某处
3.
The
explosion
brought
the
whole
building
crashing
to
the
ground.
导致
4.
The
strike
has
brought
production
to
a
standstill.
使处于某种状况
起诉
1.
The
company
brought
a
charge
against
him.
bring
about
bring
sb.
/
sth.
back
bring
sth.
back
bring
down
bring
forward
bring
in
bring
on
bring
out
导致；引起
减少，打倒，击落
提出，提前，提早
赚得；挣
使发展，导致
表现出来，出版，生产
把……送回；归还，给……带回
使回忆起；使想起
Scientists
say
that
many
factors
bring
about
changes
in
the
weather.
Please
bring
back
my
notebook
from
the
classroom.
The
photographs
brought
back
many
pleasant
memories.
He
aimed,
fired
and
brought
down
the
antelope.
At
our
next
Council
meeting,
he
is
proposing
to
bring
forward
the
question
of
developing
the
city
centre.
How
much
does
garage
business
bring
in
each
month?
He
was
suffering
from
stress
brought
on
by
overwork.
He
still
insisted
that
he
would
bring
out
a
book
in
the
spring.
Read
the
passage
to
find
the
main
idea
and
the
topic
of
each
paragraph.
Main
idea
of
each
paragraph:
Para
1:
explains
when
plant
collecting
began.
Para
2:
describes
when
and
where
plant
collecting
began
on
a
large
scale
by
Europeans.
Para
3:
talks
about
French
Catholic
missionaries
who
collected
plants
in
China
in
the
18th
century.
Para
4:
is
about
the
famous
British
plant
collector,
Sir
Joseph
Banks,
who
collected
many
new
plants
in
Australia.
Para
5:
explains
the
problems
of
keeping
plants
alive
on
long
trips.
Para
6:
describes
an
experiment
carried
out
by
Dr
Nathaniel
Ward
who
invented
a
glass
case
in
which
to
transport
plants
on
long
journeys.
Para
8:
is
about
Father
Farges,
a
French
Catholic
missionary
who
collected
plants
in
China
in
the
19th
century.
Para
7:
is
about
Robert
Fortune,
a
British
plant
collector
who
made
several
trips
to
China
in
the
19th
century.
Para
9:
describes
how
many
European
plant
collectors,
such
as
E
H
Wilson,
went
to
China
so
that
new
plants
could
be
introduced
to
gardens
in
the
West.
Topics
for
each
paragraph:
Para
1:
When
plant
collecting
began
Para
2:
When
and
where
plant
collecting
began
on
a
large
scale
Para
3:
French
Catholic
missionaries
collected
plants
in
China
in
the
18th
century
Para
4:
The
famous
British
plant
collector,
Sir
Joseph
Banks
Para
5:
Problems
of
keeping
plants
alive
on
long
trips
Para
6:
Wardian
case
Para
8:
Father
Farges
and
the
Dove
tree
Para
7:
How
Robert
Fortune
introduced
Chinese
tea
to
the
West
Para
9:
Many
European
plant
collectors
collected
many
plants
to
Western
gardens
Structure:
Part
I:
Paras
1-2
the
beginning
of
plant
collecting
Part
II:
Paras
3-4
the
exploration
of
plants
in
the
18th
century
Part
III:
Paras
5-7
the
invention
and
use
of
Wardian
case
Part
IV:
Paras
8-9
the
exploration
of
plants
in
the
19th
century
Scanning
to
get
detail
information
Scanning
Reading
Comprehension
II
1.
The
plants
in
our
gardens
grew
in
China
originally.
2.
The
American
middle
classes
took
great
interest
in
collecting
new
plants
during
the
18th
and
19th
centuries.
3.
French
Catholic
missionaries
were
beginning
to
set
themselves
up
in
China
by
the
middle
of
the
18th
century.
4.
After
Father
d’Incarville
died,
some
Tree
of
Heaven
seeds
were
sent
to
England.
Banks,
together
with
James
Cook,
collected
many
examples
of
plants
in
Australia.
6.
Keeping
plants
alive
during
long
land
or
sea
voyage
was
very
difficult,
which
caused
the
Wardian
Case
to
be
invented.
7.
Robert
Fortune
introduced
over
120
species
of
plants
to
Western
gardens
because
he
could
easily
travel
everywhere
in
China.
8.
During
the
second
half
of
the
19th
century,
many
Catholic
missionaries
were
sent
to
China,
and
they
collected
many
seeds
of
plants,
which
were
sent
back
to
France.
Scanning
Reading
Comprehension
III
Read
the
text
carefully
and
match
each
person
to
the
thing
he
did.
1.
Father
d’Incarville
2.
Sir
Joseph
Banks
3.
Dr
Nathaniel
Ward
4.
Robert
Fortune
5.
Father
Farges
6.
E
H
Wilson
A.
Tree
of
heaven
B.
Invention
of
Wardian
case
C.
sent
the
seeds
of
the
Dove
Tree
back
to
France
D.
Collection
of
plants
in
Australia
E.
Tea
plants
to
India
F.
Collected
lots
of
seeds
of
the
Dove
Tree
1
In
l500
BC,
2
In
the
1740s,
3
In
1751,
the
Queen
of
Egypt
sent
ships
to
gather
plants,
animals
and
other
goods.
a
French
Catholic
missionary
called
Father
d'Incarville
was
sent
to
Beijing.
some
Tree
of
Heaven
seeds
arrived
in
England.
2
What
happened
in
these
years?
4
In
1769,
5
In
1784,
6
In
1833,
Sir
Joseph
Banks
collected
vast
quantities
of
plants
in
the
land
now
known
as
Australia.
the
Tree
of
Heaven
was
introduced
into
North
America.
Nathaniel
Ward
used
two
special
cases
that
he
had
invented
to
ship
British
plants
to
Sydney,
Australia.
7
Between
1843
and
1859,
8
During
the
second
half
of
the
nineteenth
century,
9
In
1897,
a
British
plant
collector,
Robert
Fortune,
made
several
trips
to
China.
many
Catholic
missionaries
were
sent
to
China
from
France.
a
French
Plant
collector,
Father
Farges,
sent
seeds
of
the
Dove
Tree
from
China
to
France.
10
In
1899,
a
plant
collector,
E
H
Wilson,
collected
a
large
quantity
of
the
seeds
of
the
Dove
Tree
in
China.
1
Why
was
there
a
lot
of
plant
collecting
in
the
eighteenth
and
nineteenth
centuries?
Europe
had
become
interested
in
scientific
discovery
and
the
European
middle
classes
took
great
interest
in
collecting
new
plants
at
this
time.
3
Answer
these
questions
in
groups.
2
How
did
French
missionaries
come
to
be
plant
collectors?
They
valued
the
study
of
the
natural
sciences
and
many
of
them
knew
a
lot
about
plants
and
animals.
3
What
were
some
of
the
negative
aspects
of
plant
collecting
expeditions?
Negative
aspects
included
disease,
near-
starvation,
severe
environment,
conflicts
with
the
local
people,
plants
dying
during
long
trips
or
seeds
failing
to
grow
after
long
trips,
pirates,
bad
weather,
not
knowing
the
local
language
and
customs,
etc.
4
Transporting
plants
over
long
distances
was
a
big
problem.
Why
was
this?
It
was
hard
to
keep
them
alive
during
long
trips.
5
Why
did
many
plants
fail
to
reach
their
destinations
alive?
Can
you
think
of
any
other
reasons?
The
seeds
of
many
plants
failed
to
grow
after
long
trip:
plants
were
not
looked
after
properly
during
the
trip.
For
example,
one
plant
explorer
lost
his
plants
when
they
were
watered
with
sea
water.
Other
reasons
include
lack
of
fresh
water,
wrong
environmental
conditions,
for
instance,
incorrect
temperatures,
salty
air,
and
lack
of
sunlight
and
rain,
etc,
if
the
plants
were
transported
inside
the
ship
or
train.
6
What
improved
the
survival
rates
of
plants
transported
long
distances?
It
was
the
invention
of
the
Wardian
case.
Imagine:
Suppose
three
of
you
are
botanists
(植物学家)
and
one
is
a
captain.
Now
each
botanist
wants
the
captain
to
bring
his
plant
home.
But
the
captain
can
take
only
one
plant,
so
each
must
try
his
best
to
explain
his
reasons
to
persuade
the
captain
into
taking
his
own
plant.
Summary
Read
the
passage
again
and
write
down
the
summary
in
about
30
words.
It’s
about
plant
exploration
in
the
18th
and
19th
centuries
and
some
plant
collectors,
who
came
to
China
and
Australia
to
look
for
plants
species.
任务写作
Individual
activity
1.
Not
until
I
came
home
last
night
________
to
bed.
?
A.
Mum
did
go?????
B.
did
Mum
go?????
C.
went
Mum??????
D.
Mum
went
2.
It
was
_____
he
came
back
from
Africa
that
year
_______
he
met
the
girl
he
would
like
to
marry.
?
A.
when;
then???
B.
not;
until???
C.
not
until;
that???
D.
only;
when
Quiz
I:
Multiple
choice
3.
—
When
shall
we
restart
our
business?
—
Not
until
we
___
our
plan.
A.
will
finish
B.
are
finishing
C.
are
to
finish
D.
have
finished
4.
Not
until
he
left
his
home
____
to
know
how
important
the
family
was
for
him.
A.
did
he
begin
B.
had
he
begun
C.
he
began
D.
he
has
began
5.
The
good
thing
about
children
is
that
they
______
very
easily
to
new
environments.
A.
adapt
B.
appeal?
C.
attach
D.
apply
6.
—
How
did
you
like
Nick’s
performance
last
night
?
—
To
be
honest,
his
singing
didn’t
_______
to
me
much?
A.
appeal
B.
belong
C.
refer
D.
occur
Quiz
II:
Fill
in
the
blanks.
1.
She
could
hear
the
________
(远处的)
sound
of
fireworks
exploding.
2.
Nuclear
weapons
cause
destruction
on
a
massive
_______
(=
cause
a
lot
of
destruction).
3.
We
wish
to
avoid
________
(fight)
between
our
countries
if
at
all
possible.
4.
He
did
__________
(传教的)
work
for
the
Presbyterian
Church
in
Alaska.
distant
scale
conflict
missionary
5.
In
spite
of
our
best
__________
(efforts),
it
has
proven
impossible
to
contact
her.
6.
We
dropped
______
(锚)
and
stopped.
7.
Many
commuters
(经常乘公交车辆往
返者)
are
forced
to
stand,
______
(紧紧
地)
packed
in,
like
sardines
(packed
/
crammed
like
sardines
拥挤不堪).
8.
The
government
placed
many
__________
(限制)
on
foreign
trade.
restrictions
endeavours
anchor
tightly
9.
One
of
the
requirements
of
the
job
is
fl______
in
two
or
more
African
languages.
10.
When
my
dad
______
(刮)
his
beard
(off),
he
looked
ten
years
younger.
11.
______
(海盗)
boarded
the
vessel
and
robbed
the
passengers.
12.
It's
a
programme
designed
to
______
(attract)
mainly
to
16
to
25
year-olds.
fluency
shaved
Pirates
appeal
Quiz
III:
Translation.
1.
他没意识到自己做了错误的决定。
___________________
he
has
made
a
wrong
decision.
2.
曲棍球的历史可以追溯到数千年前。
The
history
of
hockey
can
___________
thousands
ago.
3.
我们应该让人们明白努力的价值。
We
should
bring
home
to
people
____
____________________.
He
do
not
realize
that
date
back
to
the
value
of
working
hard
4.
直到第二天，我才明白事情的真相。
_____________
the
next
day
____
I
learned
the
truth.
5.
科学家们正试图大规模地直接利用
太阳能。
Scientists
are
trying
to
make
direct
use
of
solar
energy
______________.
6.
我得承认我对绘画没有太大的兴趣。
I
must
admit
I
do
not
___________
_________________.
It
was
not
until
that
on
a
large
scale
take
great
interest
in
painting
7.
1904年乒乓球由日本传入中国。
Table
tennis
________________
China
in
1904
from
Japan.
8.
教育的目的应该是扩展孩子们的心智。
______________________
should
be
to
expand
the
minds
of
children.
9.
那时他们对国家的前途深表担忧。
___________
they
showed
great
concern
for
the
future
of
their
country.
was
introduced
in
The
purpose
of
education
At
that
time
10.
他从英国移居到澳大利亚，想找一
份更好的工作。
He
emigrated
from
Britain
to
Australia
_____________
a
better
job.
11.
他不但来迟了，还忘了把书带来。
_____________
turn
up
late,
he
____
forgot
his
books.
12.
这些画吸引你吗?
Do
these
paintings
_________
you?
in
order
to
find
Not
only
did
he
also
appeal
to
13.
背诵很多英文词组很重要。
It
is
important
to
learn
______
__________
phrases
by
heart.
14.
他们因获胜而欣喜若狂。
They
________________________
at
the
victory.
15.
警察查获了大量的非法毒品。
Police
found
__________________
illegal
drugs.
large
numbers
of
were
wildly
excited
with
joy
a
large
quantity
of
Things
I
can
do
Evaluation
I
can
understand
the
reading
passages.
5
4
3
2
1
I
can
write
a
short
passage
about
a
plant.
5
4
3
2
1
I
can
understand
and
spell
the
new
words
and
expressions
and
can
use
them
in
new
situation.
5
4
3
2
1
I
can
understand
the
sentence
patterns
and
write
new
sentences
with
them.
5
4
3
2
1
I
need
more
practice
in
_________________________.
Think
about
what
we’ve
just
learnt
in
today’s
class.
Study
without
reflection
is
a
waste
of
time.
After
the
class
It’s
the
time
where
we
stop
the
class
and
you
look
inward.
It’s
a
time
of
silence
in
a
class.
Retell
the
story
to
your
partner.
exotic,
date
back
to,
goods,
endeavour,
seal,
restriction,
pirate,
appeal
to,
dove,
botanist.
2.
发挥想象，连词成文(50-100字)。(共42张PPT)
Unit
4
Words
rot
nectar
bat
evolve
attach
moth
wasp
beetle
typical
vt.
&
vi.
腐烂;
腐败
n.
花蜜;
甘露
n.
蝙蝠
vt.
&
vi.
发展;
进展;
进化
vt.
缚上;
寄上
n.
蛾
n.
黄蜂
n.
甲虫
adj.
典型的;
有代表性的
petal
tube
delicate
fragrant
daisy
odour
odourless
dull
musty
fruity
n.
花瓣
n.
管;
管子
adj.
精巧的;
脆弱的
adj.
芬芳的;
香的
n.
雏菊
n.
气味;
香气;
臭味
adj.
没有气味的;
无臭的
adj.
不鲜明的;
阴暗的
adj.
发的;
有霉味的
adj.
果味的;
有葡萄味的
Expressions
attach
to
give
out
帖上;
附上
发出
(气味,热等)
;
分发
How
would
you
describe
each
plant?
What
do
you
think
is
unusual
about
each
plant?
2.
One
of
the
pictures
shows
pitcher
plants
and
another
shows
“living
stones”.
Which
picture
shows
which
plant?
The
name
of
the
plant
in
the
other
picture
is
Rafflesia.
In
groups,
look
carefully
at
the
photos
of
the
plants
and
answer
the
questions.
living
stone
Rafflesia
pitcher
plants
Now
listen
to
Mark,
Gordon
and
Andrea
telling
their
class
about
these
plants.
Which
student
talks
about
which
plant?
Plant
A
B
C
Student’s
name
Name
of
the
plant
Mark
Pitcher
plant
Living
stones
or
Lithops
Gordon
Rafflesia
arnoldii
Andrea
3
Listen
again
and
complete
the
table
with
the
correct
information.
You
might
need
to
listen
several
times.
Mark
Gordon
Andrea
Name
of
the
plant
Reason
for
its
name
pitcher
plant
living
stones
Rafflesia
arnoldii
It’s
shaped
like
a
pitcher.
They
look
like
stones.
Mark
Gordon
Andrea
Its
smell
Its
shape
Its
size
like
a
pitcher
rounded
like
rotting
meat
one
meter
wide
small
round
with
large
thick
petals
Mark
Gordon
Andrea
How
it
gets
its
food
Where
it
lives
from
insects
that
fall
into
the
pitcher
from
the
soil
Hot
dry
places
in
South
Africa,
Namibia
From
Another
plant
Jungles
in
parts
of
Indonesia
Mark
Gordon
Andrea
What
its
leaves
are
like
How
common
it
is
How
it
is
pollinated
shape
like
pitcher
round
like
stones
doesn’t
have
leaves
it
is
becoming
rare
Insects
that
eat
dead
animals
UNUSUAL
PLANT
TH:
Today
Mark,
Gordon
and
Andrea
are
going
to
tell
us
about
some
unusual
plants.
Mark,
do
you
want
to
go
first?
M:
Sure.
Today,
I
want
to
talk
about
an
insect-eating
plant
called
a
pitcher
plant.
Listening
text
Listen
to
Mark
(M),
Gordon
(G)
and
Andrea
(A)
telling
their
class
and
their
teacher
(TH)
about
some
plants.
Here’s
a
photo
of
it.
Look
at
this
part
here.
It’s
shaped
like
a
pitcher.
It’s
actually
a
leaf
even
though
it
looks
like
a
flower.
It’s
really
clever---the
insects
are
attracted
by
the
sweet
smell
coming
from
what
they
think
is
a
flower.
But
it’s
a
trap.
Once
an
insect
goes
down
into
the
pitcher,
it
can’t
get
out
as
there
are
small
hard
hairs
pointing
downwards
that
prevent
it
from
escaping.
In
the
end,
the
insect
falls
down
into
a
pool
of
liquid
at
the
bottom
of
the
pitcher
and
gets
digested
by
the
plant.
S1:
That’s
amazing!
S2:
What
fantastic
plants!
TH:
Gordon.
G:
These
are
the
plants
I’m
going
to
talk
about.
They’re
often
called
“living
stones”,
but
even
though
they
do
look
a
bit
like
stones,
they
are
in
fact
plants.
S3:
Wow!
S4:
How
interesting!
G:
Their
scientific
name
is
Lithops
and
they
come
from
South
Africa
and
Nambia.
The
body
of
a
lithops
is
actually
a
pair
of
leaves
that
have
become
rounded
like
a
stone.
This
is
because
this
plant
lives
in
very
hot
and
dry
places.
When
the
leaves
are
shaped
like
this,
not
much
water
is
lost
from
the
plant.
Another
interesting
thing
about
these
strange
plants
is
that
they’re
the
same
colour
and
appearance
of
the
soil
and
stones
around
it.
This
makes
them
less
obvious
to
animal
looking
for
food.
TH:
Thanks,
Gordon.
Andrea.
A:
I’m
going
to
tell
you
about
Rafflesia
arnoldii,
a
plant
that
has
a
flower
about
one
metre
wide.
In
fact,
it’s
the
largest
flower
in
the
world.
Rafflesia
arnoldii
doesn’t
have
any
leaves,
stems
or
roots.
It
doesn’t
need
them
as
it’s
a
parasite.
It
gets
this
food
by
living
on
another
plant.
You
might
think
that
this
flower
should
smell
wonderful
but
it
actually
looks
and
smells
like
rotting
meat!
S2:
Oh,
yuck!
S1:
That’s
disgusting!
S3:
I
think
it’s
fantastic!
A:
Me
too.
Anyway,
it
attracts
insects
that
eat
dead
animals
but
instead
of
getting
a
feed,
the
insects
pick
up
its
pollen
and
spread
it
to
other
Rafflesias,
Rafflesia
arnoldii
grows
in
the
jungles
in
Indonesia
but
as
the
forests
are
being
cut
down,
it’s
becoming
very
rare.
TH:
Thanks
Andrea
and
thanks
everyone.
Those
plants
are
certainly
fascinating.
Bee
Humming-birds
Butterflies
moth
Answer
the
questions.
What
is
the
advantage
for
animals
of
visiting
flowers?
2.
Why
do
some
plants
need
animals?
Animals
get
food
called
nectar
from
the
flowers.
Some
plants
need
animals
to
pollinate
them.
An
animal
pollinates
a
flower
by
collecting
pollen
from
a
flower
and
passing
it
onto
another
flower.
3.
How
does
an
animal
pollinate
a
flower?
4.
What
features
of
a
flower
are
important
in
attracting
animal
pollinators?
The
features
of
a
flower
that
are
important
in
attracting
animal
pollinators
are
its
colour,
shape,
size
and
smell.
5.
What
is
nectar?
6.
What
kinds
of
animals
are
most
flowers
pollinated
by?
Nectar
is
a
sweet
liquid
produced
by
flowers
and
collected
by
bees.
Most
flowers
are
pollinated
by
bees,
moths
and
butterflies.
True
or
false
1.
Bees
follow
coloured
lines
to
the
nectar
inside
the
flower.
2.
Flowers
that
are
white
or
pale
can
be
seen
by
night
pollinators.
3.
Butterflies
are
attracted
to
sweet-smelling
flowers.
T
T
F
4.
Bats
pollinate
flowers
at
night.
5.
Flower
colour
is
not
important
to
hummingbirds.
6.
All
pollinators
need
to
land
on
the
flower
if
they
are
to
find
the
nectar.
T
F
F
Find
other
nouns
in
the
chart
that
mean
the
seam
as
“smell”.
List
adjectives
from
the
chart
that
are
used
to
describe
different
kinds
of
smells.
Nouns
that
mean
“smell”:
______
________.
Adjectives
that
describe
smells:
________________________________
___________________.
odour,
perfume
delicate,
fragrant,
odourless,
strong,
sweet,
musty,
fruity
A
B
In
groups,
look
at
the
pictures
and
decide
what
kind
of
pollinators
these
plants
might
have.
Give
your
reasons
for
your
answers.
C
D
E
F
G
H(共49张PPT)
The
Direct
Object
and
Indirect
Object
Unit
4
Grammar
Objectives
1.
明确宾语的概念；
2.
分清直接宾语与间接宾语；
3.
明确能作宾语的成分。
Many
ancient
civilisations
saw
the
value
of
bringing
back
plants
from
distant
lands.
Just
before
he
died,
he
sent
some
Tree
of
Heaven
seeds
to
England.
He
and
his
team
collected
examples
whenever
they
went
onto
dry
land.
All
the
plants
survived
the
six-month
journey.
He
sent
the
seeds
back
to
France
in
1897
but
only
one
seed
grew.
Wilson
and
other
plant
collectors
introduced
many
new
plants
to
Western
gardens.
We
call
the
red
words
——
The
Objects.
宾语是及物动词后的一个成分，表示动作的对象、承受者或结果。
The
object
(宾语)
Are
you
giving
up
_________
(smoke)?
You
probably
can’t
resist
the
__________
(tempt)
of
a
cigarette.
smoking
temptation
We
should
help
________
(poor).
the
poor
—
How
many
brothers
do
you
have?
—
I
have
_______.
four
I
want
_____________
and
frighten
____.
to
make
a
face
you
Are
you
nervous?
Do
you
mind
_______
(taste)
a
spider?
tasting
You
are
so
busy!
I
wonder
how
you
can
manage
__________
(phone)
two
at
the
same
time.
to
phone
taking
care
of
I
love
plants
and
I
love
_____________
(take
care
of)
plants.
I
think
_____
it
is
the
smallest
baby
in
the
world.
that
What
a
sea
of
people!
I
can’t
find
______
you
are.
where
How
unbelievable!
I
wonder
_______
they
live
together
in
peace.
why
I
wonder
_____
invited
you
here.
who
noun
noun
phrase
verb
numeral
adjective
clause
conjunction
gerund
pronoun
infinitive
the
+
adjective
What
can
be
used
as
object?
Position
of
the
object
1.
One
object
The
object
is
mainly
put
behind
the
verb.
subject
—>
predicate
—>
object
is
the
usual
order,
but
sometimes
it
has
a
free
position.
For
example:
①
The
object
can
be
put
in
the
beginning
of
a
sentence
to
emphasize
it.
e.g.
What
dull,
old-fashioned
leather
shoes
he’s
wearing!
Talent,
Mike
has;
patience,
he
has
not.
②
The
object
is
preposed
for
a
better
combination.
e.g.
His
carelessness
had
led
him
into
great
error.
That
error
he
determined
to
correct.
Jack
fried
two
small
pieces
of
fish.
One
he
fed
to
his
cat,
the
other
he
ate
himself.
③
The
object
has
two
different
positions
behind
verb
phrases.
e.g.
He
tried
out
the
machine.
/
He
tried
the
machine
out.
I’ll
put
on
the
radio
in
a
minute.
/
I’ll
put
the
radio
on
in
a
minute.
※
If
the
noun
phrase
is
a
little
bit
long,
the
first
position
is
often
used.
e.g.
She
tried
on
half
a
dozen
pairs
of
shoes
before
she
found
a
suitable
one.
※
If
the
object
is
a
pronoun,
the
second
order
must
be
used.
eg:
The
bed
is
too
strong,
and
you
can’t
break
it
up.
2.
Two
objects
通常为
“间接宾语
+
直接宾语”
He
doesn't
own
me
anything.
She
asked
me
whether
I
had
been
there
before.
I
warned
you
he
would
be
late.
Give
me
it.
/
Give
it
to
me.
They
told
us
where
to
shop
cheaply.
间接宾语后移,
间接宾语用to或for引出:
They
give
it
to
John.
He
sold
his
old
car
to
one
of
his
neighbours.
I
have
bought
some
chocolate
for
you.
Give
the
dictionary
to
me,
please.
用to侧重指动作的方向,
表示朝着,
向着,
对着某人。
用for侧重指动作的受益者,
表示为了某人,
替某人。
常跟双宾语的动词分类总结：
需借助to的:
bring,
give,
lend,
hand,
offer,
pass,
pay,
promise,
read,
return,
send,
show,
teach,
tell,
ask,
leave,
mail,
throw,
take,
write等。
需借助for的:
build,
buy,
call,
change,
cook,
choose,
do,
draw,
envy,
fetch,
find,
forgive,
gain,
get,
make,
order,
play
(演奏),
sing,
save,
spare,
win等。
e.g.
1
Our
teacher
explains
to
us
the
difficult
points
in
the
unit.
2
We
disclosed
to
them
the
secret
of
our
invention.
3
They
expressed
to
their
teacher
their
conviction
that
the
experiment
was
true.
4
The
guide
is
describing
the
scenic
spots
to
the
tourists.
e.g.
He
played
me
a
trick.
He
played
a
trick
on
me.
Won’t
you
play
some
folk
songs
for
us?
Some
verbs
have
to
be
used
as
set
phrases
when
followed
by
two
objects.
有时为了形成对照或是为了突出重点,
“介词+间接宾语”也可移到主语的前面去：
To
his
daughter
he
sent
a
cheque
of
$50
but
to
his
son
he
sent
only
a
cheap
pen.
如果
“介词+间接宾语”比直接宾语短,
也可以直接放在谓语动词后：
He
give
to
his
friends
much
of
the
time
he
should
have
given
to
his
wife
and
children.
一些句子中,
“间接宾语+直接宾语”不能变为“直接宾语+介词+间接宾语”：
He
give
the
door
a
hard
kick.
I
never
give
the
matter
a
thought.
She
give
him
a
warm
smile.
This
heroic
deed
cost
him
his
life.
Fill
in
the
blanks
using
“to”
or
“for”.
1)
Fifty
dollars
was
advanced
__
him
on
his
salary
before
the
work
was
done.
2)
You
should
never
serve
beef
__
a
Hindu.
to
to
3)
You’d
better
do
your
best
but
prepare
yourself
___
the
worst.
4)
I’ll
send
a
postcard
__
you
while
I
am
away
on
holiday.
5)
You
come
up
to
the
City
Hall
tonight
and
I’ll
fix
things
___
you.
for
for
to
1.
Can
you
explain
___________?
A.
this
problem
to
me
B.
me
this
problem
C.
to
me
problem
D.
me
problem
Multiple
choice
2.
He
made
a
new
dress
_____
his
wife
and
gave
it
______
her
on
her
birthday.
A.
to;
for
B.
for;
to
C.
for;
for
D.
to;
to
3.
Mr.
Smith
apologized
____
the
lady
____
what
her
son
had
done.
A.
to;
to
B.
to;
for
C.
for;
to
D.
for;
for
4.
Read
the
letter
and
____
him.
A.
pass
it
on
to
B.
pass
on
it
to
C.
pass
it
for
D.
pass
it
on
5.
The
little
boy
wanted
to
have
a
book
at
his
birthday
present,
but
the
cruel
stepmother
_____
him
his
request.
A.
refused
B.
answered
C.
gave
D.
promised
Review
复习宾语：
1.
宾语的定义；
2.
可以用作宾语的有名词、代词、数
词、名词化的形容词、动词不定
式、-ing形式、复合结构和从句。
Individual
activity
1.
Could
I
speak
to
______
is
in
charge
of
International
Sales
please?
A.
who????????????????????????
B.
what
C.
whoever????????????????????
D.
whatever
2.
At
first
he
hated
the
new
job
but
decided
to
give
himself
a
few
months
to
see
___
it
got
any
better.?
?
A.
when?
?B.
how?
?C.
why?
?D.
if??
Quiz
I:
Multiple
choice
3.
I
still
remember
______
to
the
Famen
Temple
and
what
I
saw
there.
?
A.
to
take????
B.
to
be
taken????
C.
taking?????
D.
being
taken
4.
As
a
new
diplomat,
he
often
thinks
of
_____
he
can
react
more
appropriately
on
such
occasions.
A.
what?????????
B.
which????????
C.
that?????????
D.
how
5.
We
haven’t
discussed
yet
_______
we
are
going
to
place
our
new
furniture.
A.
that
B.
which
C.
what
D.
where
6.
We
should
respect
food
and
think
about
the
people
who
don’t
have
_______
we
have
here
and
treat
food
nicely.
A.
that
B.
which
C.
what
D.
whether
Quiz
II:
用括号内所给动词的适当形式完
成下列句子。
1.
The
new
college
graduate
insisted
on
__________
(send)
where
he
was
most
needed.
2.
The
parents
suggested
_______
(sleep)
in
the
hotel
room
but
their
kids
were
anxious
to
camp
out
during
the
trip.
being
sent
sleeping
3.
After
reading
the
text,
we’ll
go
on
_______
(do)
the
exercises.
4.
I
can’t
stand
________
(work)
with
Jane
in
the
same
office.
She
just
refuses
to
stop
talking
while
she
works.
5.
Isn’t
it
time
you
got
down
to
________
(mark)
the
papers?
to
do
working
marking
6.
If
you
think
that
treating
a
woman
well
means
always
_______
(get)
her
permission
for
things,
think
again.
7.
Victor
apologized
for
not
__________
(inform)
me
of
the
change
in
the
plan.
8.
I
don’t
want
________
(sound)
like
I’m
speaking
ill
of
anybody,
but
the
manager’s
plan
is
unfair.
to
sound
getting
informing
Quiz
III:
Translation
3.
老师给他们每人一块橡皮。
The
teacher
gives
each
of
them
an
eraser.
They
sent
the
injured
to
hospital.
2.
他们把伤员送到医院。
She
didn't
say
anything.
1.
她什么也没说。
They
asked
to
see
my
passport.
4.
他们要求看我的护照。
I
enjoy
working
with
you.
5.
我和你们一道工作很愉快。
Did
you
write
down
what
he
said?
6.
你把他的话写下了没有？
Finish
the
Exercises
1-2
on
Page
77
in
your
Workbooks.(共28张PPT)
Unit
4
Position
of
the
object
1.
One
object
The
object
is
mainly
put
behind
the
verb.
subject—>
predicate
—>
object
is
the
usual
order,
but
sometimes
it
has
a
free
position.
For
example:
①
The
object
can
be
put
in
the
beginning
of
a
sentence
to
emphasize
it.
e.g.
What
dull,
old-fashioned
leather
shoes
he’s
wearing!
Talent,
Mike
has;
patience,
he
has
not.
②
The
object
is
preposed
for
a
better
combination.
e.g.1
His
carelessness
had
led
him
into
great
error.
That
error
he
determined
to
correct.
2
Jack
fried
two
small
pieces
of
fish.
3
One
he
fed
to
his
cat,
the
other
he
ate
himself.
③
The
object
can
be
preposed
as
the
insert.
e.g.
He
found
for
the
first
time
the
necessity
of
using
it.
They
saw
playing
in
the
garden
a
group
of
children
aged
from
six
to
twelve.
④
The
object
has
two
different
positions
behind
verb
phrases.
e.g.
He
tried
out
the
machine./
He
tried
the
machine
out.
I’ll
put
on
the
radio
in
a
minute.
/
I’ll
put
the
radio
on
in
a
minute.
※
If
the
noun
phrase
is
a
little
bit
long,
the
first
position
is
often
used.
e.g.
She
tried
on
half
a
dozen
pairs
of
shoes
before
she
found
a
suitable
one.
※
If
the
object
is
a
pronoun,
the
second
order
must
be
used.
eg:
The
bed
is
too
strong,
and
you
can’t
break
it
up.
2.
Two
objects
通常为
“间接宾语+直接宾语”
He
doesn't
own
me
anything.
She
asked
me
whether
I
had
been
there
before.
I
warned
you
he
would
be
late.
Give
me
it./Give
it
to
me.
They
told
us
where
to
shop
cheaply.
间接宾语后移,
间接宾语用to
或for
引出:
They
give
it
to
John.
He
sold
his
old
car
to
one
of
his
neighbours.
I
have
bought
some
chocolate
for
you.
Give
the
dictionary
to
me,
please.
用to侧重指动作的方向,
表示朝着,
向着,
对着某人。
用for
侧重指动作的受益者,
表示为了某人,
替某人。
常跟双宾语的动词分类总结：
需借助to的:
bring,
give,
lend,
hand,
offer,
pass,
pay,
promise,
read,
return,
send,
show,
teach,
tell,
ask,
leave,
mail,
throw,
take,
write,等。
需借助for的:
build,
buy,
call,
change,
cook,
choose,
do,
draw,
envy,
fetch,
find,
forgive,
gain,
get,
make,
order,
play
(演奏),
sing,
save,
spare,
win等。
e.g.
1
Our
teacher
explains
to
us
the
difficult
points
in
the
unit.
2
We
disclosed
to
them
the
secret
of
our
invention.
3
They
expressed
to
their
teacher
their
conviction
that
the
experiment
was
true.
4
The
guide
is
describing
the
scenic
spots
to
the
tourists.
e.g.
He
played
me
a
trick.
He
played
a
trick
on
me.
Won’t
you
play
some
folk
songs
for
us?
Some
verbs
have
to
be
used
as
set
phrases
when
followed
by
two
objects.
有时为了形成对照或是为了突出重点,
“介词+间接宾语”也可移到主语的前面去：
To
his
daughter
he
sent
a
cheque
of
$50
but
to
his
sun
he
sent
only
a
cheap
pen.
如果
“介词+间接宾语”比直接宾语短,
也可以直接放在谓语动词后：
He
give
to
his
friends
much
of
the
time
he
should
have
given
to
his
wife
and
children.
一些句子中,
“间接宾语+直接宾语”不能变为“直接宾语+介词+间接宾语”：
He
give
the
door
a
hard
kick.
I
never
give
the
matter
a
thought.
She
give
him
a
warm
smile.
This
heroic
deed
cost
him
his
life.
Exercises
Fill
in
the
blanks
using
“to”
or
“for”.
1)
Fifty
dollars
was
advanced
__
him
on
his
salary
before
the
work
was
done.
2)
You
should
never
serve
beef
__
a
Hindu.
to
to
3)
You’d
better
do
your
best
but
prepare
yourself
___
the
worst.
4)
I’ll
send
a
postcard
__
you
while
I
am
away
on
holiday.
5)
You
come
up
to
the
City
Hall
tonight
and
I’ll
fix
things
___you.
for
for
to
1.
Can
you
explain
___________?
A.
this
problem
to
me
B.
me
this
problem
C.
to
me
problem
D.
me
problem
2.
He
made
a
new
dress_____
his
wife
and
gave
it
______
her
on
her
birthday.
A.
to;
for
B.
for;
to
C.
for;
for
D.
to;
to
3.
Mr.
Smith
apologized
___
the
lady
___
what
her
son
had
done.
A.
to;
to
B.
to;
for
C.
for;
to
D.
for;
for
4.
Read
the
letter
and
____
him.
A.
pass
it
on
to
B.
pass
on
it
to
C.
pass
it
for
D.
pass
it
on
5.
Which
one
is
not
right?_____
A.
Will
you
do
me
a
favour?
B.
Will
you
do
a
favour
for
me?
C.
Will
you
do
a
favour
to
me?
D.
Will
you
do
me
the
favour
to
help
me
with
my
English?
6.
The
little
boy
wanted
to
have
a
book
at
his
birthday
present,
but
the
cruel
stepmother
_____
him
his
request.
A.
refused
B.
answered
C.
gave
D.
promised
7.
Which
of
the
following
is
not
true?
___
A.
Mr.
Wang
taught
us
physics
last
year.
B.
Mr.
Wang
taught
our
physics
last
year.
C.
Mr.
Wang
taught
physics
to
us
last
year.
D.
We
were
taught
physics
by
Mr.
Wang
by
last
year.
Please
remind
me______
he
said
he
was
going.
I
may
be
in
time
to
see
him
off.
A.
where???
B.
when????
C.
how?????
D.
what
2.
Choosing
the
right
dictionary
depends
on
______
you
want
to
use
it
for.
A.
what
B.
why
C.
how
D.
whether(共32张PPT)
Objectives
1.
学习了解“18世纪和19世纪的植物探
索”、“花朵及其动物传媒”、“热带雨林
的毁灭”、“一个有关植物的实验”等内
容。
2.
学习表达情感（惊奇、厌恶）的用语。
3.
学习掌握本单元的词汇。
4.
复习掌握宾语的用法。
How
much
do
you
know
about
plants?
Can
you
tell
the
name
of
the
flower?
Tulip
Tulips
are
beautiful
flowers
and
people
often
send
them
to
their
friends
as
presents.
tulip
郁金香
Peony
the
Chinese
national
flower
peony
牡丹
Sunflower
It
comes
from
North
America.
Indians
there
began
to
grow
them
some
3000
years
ago.
sunflower
向日葵
Rose
Roses
are
best
presents
to
be
sent
to
friends.
And
it
is
also
very
popular
to
send
roses
as
love
signal
between
young
people.
Red
roses
indicate
warmth
and
love
and
white
ones,
purity
and
simplicity,
blue
ones,
honesty
and
sincerity.
rose
玫瑰
Which
is
your
favorite
flower?
Why?
DISCUSSION:
Did
you
know
that:
1.
some
plants
do
not
have
flowers?
2.
some
plants
have
roots
that
live
in
the
air?
3.
some
plants
eat
meat?
4.
some
plants
need
animals
to
pollinate
them?
5.
some
plants
grow
on
other
plants?
6.
plants
are
adapted
to
live
in
specific
environments?
7.
people
buy
plants
that
come
from
other
countries
for
their
gardens?
8.
a
new
plant
does
not
always
grow
from
a
seed?
Special
plants
Do
you
have
a
courtyard
garden
or
some
pot
plants
on
your
balcony?
Do
you
know
where
these
plants
come
from?
Are
they
Chinese
plants
or
do
they
come
from
another
country?
When
you
last
visited
a
public
garden,
did
you
look
at
the
individual
plants
there?
Were
there
any
plants
from
other
countries?
How
do
you
think
plants
have
travelled
from
one
country
to
another?
Scan
the
title
of
the
reading
passage
and
the
pictures
and
predict
what
it
is
about?
Plant
exploration
in
the
18th
and
19th
centuries
Plant
exploration
in
the
18th
and
19th
centuries
It’s
about
what
when
But
who?
And
what
exactly
did
they
do?
Sir
Joseph
Banks
(1743
–1820)
Collecting
“exotic
(外来的)”
plants
an
English
naturalist,
botanist
and
patron
of
the
natural
sciences.
He
took
part
in
Captain
James
Cook's
first
great
voyage
(1768–1771).
Dr
Nathaniel
Ward’s
invention
The
Wardian
case
Robert
Fortune
(1812-1880)
Robert
Fortune
A
Scottish
botanist
and
traveller
known
for
introducing
tea
plants
from
China
to
India.
Through
his
use
of
the
Wardian
case,
Fortune
was
able
to
introduce
many
of
the
best-known
Chinese
garden
plants
into
cultivation
in
Europe
and
North
America.
Père
Paul
Guillaume
Farges
(1844
-
1912)
Father
(神父)
Farges
French
missionary
and
naturalist.
Born
at
Monclar-de-Quercy,
Tarn-et-Garonne.
He
was
sent
to
China
in
1867
and
remained
stationed
in
north-east
Sichuan
until
1903.
Although
he
had
always
nurtured
an
interest
in
the
local
flora
(植物群)
and
fauna
(动物群),
it
was
not
until
1892
that
he
started
to
collect
herbarium
specimens
in
earnest.
During
the
eleven
years
before
he
moved
south
to
Chongqing,
he
collected
and
preserved
over
4,000
specimens.
Dove
Tree
Ernest
Henry
Wilson
(1876
-
1930)
better
known
as
E.
H.
Wilson,
was
a
notable
English
plant
collector
who
introduced
a
large
range
of
about
2000
of
Asian
plant
species
to
the
West;
some
sixty
bear
his
name.
