牛津译林版英语高二上册Module 5《Unit 3 Science versus nature》word教案

Unit 3 Science versus nature
Ⅰ.单元教学目标
技能目标Skill goals▲Read a newspaper article about cloning and an article about people and the natural world▲Listen to a discussion about growth hormones ▲Discuss your ideas about cloning and conduct an interview about GM food▲Write a formal letter about GM food▲Take part in a debate
Ⅱ.目标语言
功能句型 Conducting a discussionWhat do you think What are your thoughts on this topic Do you feel the same about … Is that your opinion too Another way of looking at it is …But what about … On the other hand, …Have you thought about … Writing a formal letter With reference to …Thank you for your …In reply to …Further to your …I am writing in response to/to inform you 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 …
词汇 1. 四会词汇versus, announcement, clone, mankind, interfere, real-life, praise, breakthrough, intention, anxiety, adopt, deliver, medical, succeed, benefit, totally, immoral, consequence, comment, correct, strict, field, figure, behave, cautious, judgment, involve, cost, manager, conduct, majority, advocate, conclude, urge, seek, perform, resistant, limit, endlessly, overdevelop, construct, favor, argue, spell, rate, developed, developing, acceptable, productive, tourism, seriously, race, sale, surely, advance, profession, perform, agriculture, planet, disaster, decade2. 认读词汇embryo, tissue, organ, cell, Scottish, desperate, genetically, stem, goat, superhuman, seminar, concept, negative, beast, alternative, definitely, relation, laboratory, queen, survey, practice, GM, nutrition, revolution, victim, biscuit, gene, pest, acre, rainforest, dam3. 短语on the one hand, point out, interfere with, in general, push ahead with, end up, for sale, use up, put … in prison, next door, figure out, the other day, on one’s part, in favor of, point of view, turn out
语法 Verb-ed formVerb-ed phrasesVerb-ing and verb-ed used as adjectives
重点句子 1. Science is developing so fast that it is beyond our imagination.2. What effects do you think human cloning might have 3. In general the scientists were praised for their wonderful scientific breakthrough while cloning human embryos is illegal in many countries some scientist are already pushing ahead with research so as to deliver a cloned human body. 4. We could produce a monster or even a superhuman race that could one-day end up replacing us.5. I think the scientific advances mentioned in your article are interesting.6. She lay trapped under the building for 3days 7. She left the restaurant, disappointed.8. Not everything that is best for nature is good for people.9. Many developed nations are now concerned about saving nature rather than developing or destroying it.10. The developing and developed countries of the world need to work together to…loves, without the environment around then suffering.11. Most of the time it turns out that humans are not really profiting when they damage the environment.
Ⅲ. 教材分析与教材重组
1. 教材分析
本单元围绕“科学和自然”这个论题展开，从“克隆技术”、“转基因食品”等方面将二者进行对照，并对人们的不同看法进行了描述，在此基础上让学生学会如何通过一些信息片断写一封正式的书信，以及如何进行采访、辩论等。旨在通过教学使学生能够清楚地表达自己的看法，并使自己的观点更加有说服力。同时，也对学生进行必要的情感教育，使其对前沿的高尖端技术有一个正确的认识，明白任何事物都有其自身的发展规律，遵循事物自身的发展规律是我们做任何事情的前提。
1-1 Welcome to the unit利用六幅克隆的小动物图片激发学生对本单元话题的兴趣，接着用三个问题引发学生的讨论，使学生在看图片的同时思考克隆这一高新技术，并能表达自己对克隆的看法，为后面内容的学习奠定基础。
1-2 Reading 一文讲述了人们对克隆技术的一些不同观点。该部分共设计了六个活动：A部分要求学生快速阅读文章，并快速地找出三个问题的答案，培养学生的快速阅读能力；C1部分要求学生仔细阅读课文及两封来信，并判断所给6个句子是否正确；C2部分要求学生从课文及来信中找出人们赞成或反对克隆的原因，考察学生对课文细节的理解把握能力；D部分要求学生在课文中找到所列的8个词条，猜测其含义然后将这些词条与其英文释意相搭配，考查学生根据上下猜词的能力；E部分要求学生利用所给词汇完成王林写给报社编辑关于克隆的书信，巩固课文中所学的词汇；F部分要求学生讨论人类是否应该被克隆的问题，应用所学的语言表达自己的观点。
1-3 Word power包括 Prefixes and suffixes和 Organs of the body 两部分。Prefixes and suffix介绍了部分前缀和后缀的含义，并通过一位环境科学家的一段话使学生在语境中进一步掌握词缀的用法；Organs of the body要求学生掌握有关人体器官的一些词汇，用一篇短文将学校的各个部分与人体各个部分器官进行类比，学生可以进一步理解人体各部分的作用。
1-4 Grammar and usage分为 Verb-ed form 和Verb-ed phrases及Verb-ing and verb-ed used as adjectives三个部分。学习动词的-ed形式在句中所作的成分和意义，以及用作形容词时与verb-ing形式的区别。本部分设计了四个练习：第一个练习要求学生阅读一篇介绍一位科学工作者如何工作的文章并用verb-ed填空；第二个练习要求学生阅读两小段短文并用verb-ed 改写句子；第三个练习同样是用verb-ed改写句子；第四个练习是用verb-ing 或verb-ed完成一段对话，巩固二者的区别。
1-5 Task (Writing a formed letter) 包括三个技能训练和三个相应的步骤，要求学生了解并掌握正式信件的格式，并学会如何正确地表达自己的思想。
1-6 Project (Having a debate ) 要求学生在阅读一篇人与自然的文章基础上形成自己的观点及辩论的提纲，以小组活动的形式组织一次以“人与自然”为主题的辩论会。
1-7 Self-assessment学生将对照单元学习项目，按照五个等级，进行自我评价，为下一步学习制定计划。
2. 教材重组
2-1 利用Welcome to the unit作为导入，将Reading中的F与其整合在一起，上一节口语课。
2-2 将Reading及其前后的练习部分整合为一节阅读课。
2-3 将Word power及A、B部分整合为一节词汇课。
2-4 将Grammar and usage及Workbook中的语法练习整合为一节语法课。
2-5 将Task中的Skills building 1、Step 1及Workbook中的Listening整合为一节听说课。
2-6 将Task中Skills building 2及Step 2整合为另一节口语课。
2-7 将Task中Skills building 3和Step 3整合为一节写作课。
2-8 将Project (Having a debate)设计为一节综合技能课。
2-9 将Workbook中的Reading及Writing设计为另一节综合技能课。
3. 课型设计与课时分配
1st Period Speaking (I)
2nd Period Reading
3rd Period Vocabulary
4th Period Grammar
5th Period Listening and Speaking
6th Period Speaking (II)
7th Period Writing
8th Period Integrating skills (I)
9th Period Integrating skills (II)
Ⅳ. 分课时教案
The First Period Speaking(I)
Teaching goals 教学目标
1. Target language目标语言
a. 重点词汇和短语
clone，mammal，illegal，have an effect on，beyond one’s imagination
b. 重点句子
Science is developing so fast that it is beyond our imagination.
Do you think it would be a good idea to clone humans
What effects do you think human cloning might have
2. Ability goals能力目标
Enable the students to know something about cloning, and give their own opinions about cloning.
3. Learning ability goals学能目标
Help the students learn how to describe the advantages and disadvantages of human cloning with the target language.
Teaching important points教学重点
Talk about cloning and human cloning.
Teaching difficult points 教学难点
How to describe the advantages and disadvantages of human cloning.
Teaching methods教学方法
Discussion and speaking.
Teaching aids 教具准备
A projector.
Teaching procedures and ways教学过程与方式
Step I Lead-in
Walk into the classroom with a sad face.
T: Good morning, class.
Ss: Good morning, Miss Wang.
T: How are you today
S: Fine. But you look so upset, what happened
T: My pet cat died of some unknown disease this morning, which makes me so sad. You know I love her so much that I nearly can’t live without her. However, nothing can take her place in my mind, what can I do
S: Why don’t you have one that is exactly the same as yours by cloning I think it’s the only way to solve your problem.
T：What’s clone
S1: A clone is a copy.
S2: Cloning is one of the most popular technologies in the 20th century.
T：What other technologies do we have in recent years
S1: Maybe the most influential technology is computer science, which has contributed a lot to our society in many fields. Now, for most of us, we can’t live without computers.
S2: Every coin has two sides, while we benefit a lot from computer technology, it does do harm to us in some degree. For example, many people get computer disease, and some students give up schooling because of being addicted to computer games.
S3: Air-conditioner is widely used today. We can spend both winter and summer without worrying about being too cold or too hot because we can control the temperature ourselves. But as a result, our environment is polluted at the same time; our planet is becoming warmer and warmer, which partly results from our using of air-conditioners.
T: You are right. Just now you mentioned cloning. Now let’s see some pictures.
Show the pictures on the textbook on the screen.
Step II Welcome to the unit
T: Here are six pictures. They are all clones. Maybe all of you are familiar with Dolly, aren’t you
Ss: Yeah.
T: Where and when was Dolly born Is she still alive Who can give us some information about Dolly
S: Dolly the sheep was born on February 24, 1997 in Edinburgh Scotland. She was cloned from a cell of another sheep. Dolly died in February, 2003, after developing a progressive lung disease.
T: Do you know other cloned animals
S: A cloned frog first appeared in the world in 1952. In 1962, a tadpole was successfully cloned. What’s more, it was announced that human embryo was successfully cloned in a company in America on November 25th, 2001.
T: Now suppose you’ve grasped cloning technology, what would you like to clone Why
S1: I’d like to clone dinosaurs, which disappeared several billion years ago. Because I want to reappear the prosperity in dinosaurs’ times and let our future generation have the opportunity to see the giant animals.
S2: I don’t like to clone animals in ancient times because I think it means nothing. I want to clone water. As we all know, water is very important to our planet and even the whole universe. However, with the development of our society, the amount of water cannot satisfy our needs. Besides, in some areas in the world, people even haven’t enough water to drink.
S3: I agree with S2 that water is of great importance to us. But in my opinion, food is more important. If we can successfully clone food, we can save people in South Africa who are suffering from hunger; it will be of great benefit to the world.
S4: It’s a fact that our living environment is becoming worse and worse, so it’s our responsibility to protect the environment around us. Therefore, I would like to clone the tropic rainforest in Amazon. I will place it in Sahara to purify the environment and I’m sure that would be wonderful.
S5: The human organ would be my choice. Every year, a large number of people in the world die from lack of human organs to replace their sick ones. And my grandfather is an example.
S6: I would prefer to clone a luxurious villa, a most perfect car and a lot of money to enjoy myself! To live a luxurious life as a millionaire has been my dream for a long time.
T: All of you have good wishes! Science is developing so fast that it is even beyond our imagination. Cloning is one of the more advanced technologies! Everything on earth is unique, but cloning makes it possible to have a double. Do you know why we’re different from each other
Ss: ...
T: It’s because of genes. Genes are the instructions for life. They make each individual plant or animal different and unique. Do you think it would be a good idea to clone humans someday
S: I don’t think it would be a good idea to clone humans because the earth we are living on is already overpopulated, and cloning humans would make the situation worse.
S: I don’t quite agree. I think it would be fun to clone humans. If you have a cloned sister or brother, you won’t feel lonely anymore. What’s more, for those couples who can’t have a baby, cloning would help them have their own babies.
Step III Discussion
Deal with the questions in activity F.
T: Now work in pairs and discuss the questions in activity F.
Several minutes later, ask some pairs to demonstrate their conversations.
A sample conversation:
A: If we use cloning technology, there won’t be any idiot in the world and, as a result the human society will be improved.
B: I don’t agree. If persons like Hitler (希特勒) were cloned they would bring troubles to our society.
A: Using cloned organs, we can save the lives that are dying of incurable diseases, such as cancer and AIDS.
B: But there will be population problem. You know our earth is overpopulated now. If we clone humans, there will be more and more people and the earth will run out of resources. I think human being is against nature law. If we stick to the opinion that human cloning is right, we’ll be punished by nature in the future.
A: Police would have difficulty in arresting the criminals because of clones. So I think governments should pass laws to make human cloning illegal.
B: I agree. Our moral principles will be destroyed. What if someone has two fathers Or two wives
A: Even if the parents who have lost their children would feel happy when they see their loved ones, the clone’s behavior and thoughts can’t be like their daughters, sons. Maybe they will regret.
B: I just want to see one “I” in the world, I can’t imagine what I would feel if there are two “I”! How horrible!
T: Almost all of you are for the view that human being shouldn’t be cloned. I can’t agree more. We have our principles while nature has its own ones.
We can’t attempt to change something in the nature, or we’ll be punished! So we should try our best to build a society in harmony with nature instead of against nature.
Step IV Homework
Preview the text on P42.
Search the Internet for more information about cloning.
The Second Period Reading
Teaching goals教学目标
1. Target language目标语言
a. 重点词汇和短语
announcement, embryo, tissue, organ, interfere, real-life, cell, normal, praise, breakthrough, intention, anxiety, adopt, desperate, genetically, deliver, medical, succeed, benefit, totally, immoral, consequence, comment, advance, negative, correct, strict, on the one hand, print out, in general, push ahead with, end up, for sale, use up, put in place, come across
b. 重点句子
A recent announcement by scientists that they have successfully cloned the first human emerge has caused much debate and has shocked many people around the world.
In general the scientists were praised for their wonderful scientific breakthrough while cloning human embryos is illegal in many countries some scientist are already pushing ahead with research so as to deliver a cloned human body.
We could produce a monster or even a superhuman race that could one day end up replacing us.
2. Ability goals能力目标
Enable the students to learn different opinions on cloning.
3. Learning ability goals学能目标
Help the students to learn how to understand scientific terms and analyze the passage according to the reading strategy.
Teaching important points教学重点
How to understand the writer’s point of view.
Teaching difficult points教学难点
How to understand the scientific terms.
Teaching methods教学方法
Listening, skimming, scanning and discussion.
Teaching aids教具准备
A tape recorder, a projector and a computer.
Teaching procedures and ways教学过程与方式
Step I Revision
Check the homework: Ask some students to share their information about cloning found on the Internet.
Step II Lead-in
T: Good. I think you really did a lot of work after class. Thank you very much. Today I would like to introduce a famous guy to you first. Look at the screen please.
Show a picture of Frankenstein monster on the screen.
T: Have you ever seen this monster
S: Yes, it’s called Frankenstein monster.
T: How much do you know about it
S: Frankenstein is the character of a science fiction written by Shelley’s wife, Mary Shelley, who was named the ancestor of science fiction.
S: In this fiction, professor Frankenstein created a monster, but the monster at last killed the professor and his family because of its anger as he gave life to it while the society couldn’t accept it. It’s really a scientific tragedy.
T: Excellent. And now if we call somebody Frankenstein monster, we mean that he is hurt by something he has created. Frankenstein created a life and then was punished to death. Do you think there is something similar between Frankenstein and the scientists today who are concentrating on human cloning Will they be punished some day ... Now we’re going to read a passage, “The perfect copy”.
Step III Pre-reading
In this procedure, students will do fast reading and answer the questions in activity A.
T: Now you please read the article and letters fast and answer the questions in activity
A. I’ll give you only 2 minutes.
After 2 minutes, ask students to report their answers.
Suggested answer:
1. The article gives both the anti- and pro-cloning point of view.
2. Its name was Dolly.
3. Obviously she is anti-cloning.
T: Sometimes it can be very difficult to judge the writer’s point of view. So how can you tell that the writer gives both an anti- and pro-cloning point of view Is there any clues
S: For example, in the first paragraph, the use of “on the one hand” and “on the other hand”, they introduce two opposite opinions.
More clues:
Para 2: ... However, in general the scientists were praised for ...
Para 3: ... However, some people consider that ...
Para 4: Even though ..., it is good news ...
Step IV Skimming
In this procedure, encourage the students to develop their predictive skill by reading the beginning and the ending to guess as much as they can about the passage and understand the meaning of the text as a whole.
T: Articles about science is a little difficult to understand, don’t you think so
Ss: Yes.
T: It’s just because there are some scientific terms in it. You can understand the article very well only if you understand those terms. To understand an article about science, you should get a general idea first according to the first and last paragraph. Now please read these two paragraphs and answer my questions on the screen.
Show the following questions on the screen.
1. What’s the first paragraph about
2. What’s the last paragraph about
3. What is the passage about
T: Look at the first question. What’s the first paragraph about
S1: In the first paragraph, we know that scientists’ success in cloning caused much debate.
S2: Two different opinions are mentioned briefly in this paragraph.
T: Good. Then what about the last paragraph
S3: China’s achievements on cloning are mentioned.
T: Can you guess what the whole passage is about now
S4: I think it will tell different opinions about cloning.
S5: The passage will tell us the achievements on cloning in different countries all over the world.
T: You all did very well. Let’s scan the passage to check your predictions, OK
Step V Scanning
While scanning, the teacher should play the tape for the students. The students check their predictions and build an outline of the text in their minds.
T: Now read the text carefully. I’ll play the tape for you, your task is to find out the main idea of each paragraph and see whether your predictions are correct or not. Three minutes for you.
After 3 minutes, check the answers. Ask several students to tell the main idea of each paragraph.
Then show the following.
Paragraph Main idea
Para 1 An announcement about human embryo cloning which has caused much debate
Para 2 Explain cloning as a wonderful scientific breakthrough and give the example of Dolly
Para 3 Dolly’s creator’s opinion about human cloning
Para 4 A saleswoman supports cloning very much for her personal purpose.
Para 5 Some scientists are pushing ahead with the research to clone human.
Para 6 The achievements of China on cloning.
T: Pauline Carter and Colin Jake wrote letters to the newspaper editor to express their opinions on cloning. We know Pauline is anti-cloning. How about Colin Read the letter by Colin quickly and judge his point of view.
S: He is pro-cloning. He thinks cloning is fantastic and he is in complete agreement with human cloning.
T: Good job! Now let’s scan the article and the two letters and finish activity C1. I’ll give you three minutes.
3 minutes later, check the answer.
T: Now look at activity C2, find the reasons why people are pro- or anti-cloning in the article and letters.
Suggested answers:
Pro-cloning Anti-cloning
1. Produce valuable tissues and organs that could be used to save human lives. 1. May produce a real-life Frankenstein’s monster.
2. Create new tissues and organs that could be used to cure diseases like cancer. 2. Could create more diseases in the animal world.
3. It’s a wonderful scientific breakthrough 3. It’s immoral and shows no respect for human life.
4. Those who cannot have baby can have a cloned baby. 4. Could one day end up replacing human beings.
5. The human race is using up Earth’s resources.
T: Now I’m sure you have got an idea of the terms you don’t understand at first, haven’t you Now let’s do activity D.
Check the answers.
T: Excellent. Now open your Workbook, turn to Page 106, look at activity A2, replace the underlined words in the sentences with words or phrases from the newspaper article.
Then check the answers.
Step VI Post-reading
Deal with activity E on Page 45. Students first complete the letter, then retell Wang Lin’s ideas in their own words.
T: Your friend, Wang Lin has just read the article and here is his letter to the plete the letter and then tell each other Wang Lin’s point of view on cloning.
Sample:
Wang Lin concerns about human cloning very much. He thinks the whole concept of cloning is immoral. He thinks people don’t have the right to go against nature; no one is able to be responsible for the possible negative consequences. Also he thinks we have no right to experiment with human life, and strict laws should be passed by government.
Step VII Reading strategy
During this procedure, students will learn how to read scientific articles and how to understand scientific terms. And they should build their own point of view about cloning.
T: We have read the article and letters carefully, now discuss how to understand scientific terms according to the reading strategy.
S1: At first, don’t get nervous when we read a scientific article. We should read the first and last paragraph first to get a general idea of what the article is about.
S2: Then we can read the whole article for the first time and see if we can deal with the exercises followed.
S3: If we can’t finish the exercises because of some difficult scientific terms, we should scan the body of the article a few times, then what seemed confusing at first are not problems any longer.
T: Good. After grasping the strategy of reading scientific articles you won’t be troubled by them in the exams. Now you must have formed your own point of view on cloning. Who would like to tell your opinion on cloning
S1: Every breakthrough in science can benefit the human world a lot, but it may cause serious side effects as wells.
S2: The scientific research should aim at things that benefit not only human beings but also the nature.
S3: We can’t go against nature laws. so we shouldn’t clone human beings.
S4: Maybe we should try other ways to solve the problem of those who can’t have a baby instead of cloning one.
S5: Everyone should take actions to build a society in harmony with nature.
Step VIII Homework
After class, please
1. review the text
2. retell the reasons for pro- and anti-cloning in your own words
3. finish activity B1 on Page 107
The Third Period Vocabulary
Teaching goals教学目标
1. Target language目标语言
重点词汇
anti-, dis-, in-, im-, pre-, pro-, re-, un-, -able, -ful, -ist, -less, -ment, -ness, brain, lung, liver, heart, stomach, kidney
2. Ability goals能力目标
Enable the students to understand the meanings of some prefixes and suffixes and learn the organs of human body.
3. Learning ability goals学能目标
Help the students learn how to guess the meanings of words by looking at their prefixes and suffixes.
Teaching important points教学重点
Learn word formation with prefixes and suffixes.
Teaching difficult points教学难点
How to use these prefixes and suffixes.
Teaching methods教学方法
Speaking and practicing.
Teaching aids教具准备
A slide and a computer.
Teaching procedures and ways 教学过程与方式
Step I Revision
Check the answers to activity B1 on Page 107.
T: From the exercise, we know that a word or a phrase can have several different meanings, and there are many words like them in English language, so we have to learn to use the English-English dictionary to study English. We should learn to paraphrase some words and sentences, namely, we should use English to explain English. Do you agree
Ss: We can’t agree more.
T: OK. Who can retell the reasons for pro- and anti-cloning in the article we learnt yesterday
Ask several students to retell the reasons.
Step II Lead-in
T: We talked about cloning yesterday and you all expressed your opinions about it. We know cloning technology is one of the scientific achievements. Now pay attention to the two words. Who can tell me how the two words are formed
Write “scientific achievement” on the Bb.
S1: “Scientific” is the adjective form of “science”.
S2: “Achievement” is the noun form of “achieve”.
S3: “Science” is a noun; we get its adj. if we add “-fic” to it.
S4: “Achieve” is a verb, we get its noun if we add “-ment” to it.
T: Excellent. Now observe “pro-cloning” and “anti-cloning” carefully and what do “pro-” and “anti-” mean, can you guess
S5: “Pro-” means in favor, supporting, while “anit-” means against, oppose to.
T: Very good. The basic part of any word is the root. We can add a prefix at the beginning and/or a suffix at the end to change the meaning. So we call “pro- and anti-” prefixes “-ment/-fic” suffixes. According to meaning of the prefixes and suffixes, we can guess the meanings of lots of words. As a result, we must learn the meanings of a variety of prefixes and suffixes. This is the grammar we are going to learn in this period.
Step III Prefixes and suffixes
T: Now. I’ll show you some prefixes and suffixes. Look at the screen please.
In the period, students should try their best to grasp the meanings of prefixes and suffixes showed on the screen according to the teacher’s explanation.
Prefix Example Meaning
anti- anti-cloning against, oppose to
dis- disappear not, opposite of
in- incorrect not, without
il- illegal
im- immoral
ir- irresponsible
pre- preview early, before
pro- pro-cloning in favor of supporting
re- recreate against
un- unfair not, opposite of
co- co-operation together, do together
de- decrease reduce
mis- misunderstand bad wrong not
trans- transport across beyond into another place
tele- telephone over a long distance
fore- foretell before in advance of
ex- ex-wife former
sub- subway under
over- overwork too much
under- underground below
inter- international between
Suffix Example Meaning
-able comfortable worthy of, able to do
-ful cheerful full of, characterized by
-ist scientist someone who does something
-less hopeless without
-ment agreement indicate a state or condition
-ness dryness indicate a quality state or character
-ee employee person affected by
-er teacher person or thing that does
-ation transportation action or condition of
-ish foolishSwedish language or people of the nationality of
-ive activeexplosiveconnective having the qualities or quality of
-ous dangerouspoisonousglorious having the qualities or character of
-ship ownershipleadershipprofessorship status, office, profession
-ward homewardtowards in the direction of
T: You must be careful when you change the forms of some words. Because some words take a hyphen when a prefix is added, for example, anti-cloning. And we sometimes need to change the ending of a word before we can add a suffix, for example, beauty and beautiful. Now let’s do some practice. Look at the screen and translate the words into Chinese.
Show the following words on the screen.
submarine, Internet, interactive, dislike, ex-president, subtitle, misbehave, transmit, overtime, underpants,antisocial, copartner, co-worker, depollute, deform,foretell, foresee, immodest, mislead, preview, rebuild, telegraph, unknown, underline, acceptable, trainee,interviewer, handful, realization, childish, Spanish,connective, homeless, equipment, willingness, glories,poisonous, sportsmanship, seaward, pianist
T: I’m sure you can understand all these prefixes and suffixes now. Now let’s complete what an environmentalist is saying on Page 46. Two minutes for you.
Then check the answers.
Step IV Organs of the body
T: Next we’ll learn the names of the major organs of the human body, which is one of the most complex bodies in the animal world. Look at the picture on the screen.
Show the picture on the screen.
T: Can you name the parts of human body Actually, we call them “organs”. What are the major organs of our body
Help students learn the new words about organs.
T: Each organ has a special job to do. Do you know the function of each one
S1: Brain is the center to control the whole human body.
S2: Our heart works as a factory where the energy for blood is produced.
S3: We have two lungs where gases exchange with each other.
S4: The nutrients must be transferred before they are absorbed, our body can only finish the step by our liver.
S5: Our stomach is used to digest the food eaten, especially the protein.
S5: We use our kidneys to produce urine to make the waste we don’t need out of our body.
T: Good job. Now let’s read a passage comparing the body to school life and fill in the blanks. 2 minutes for you.
After 2 minutes, check the answers.
Step V Homework
T: If you are interested, you can find out the names of other major parts of the body from your biology teacher and then check their names in your dictionary. Homework for today: Finish activities A1 and B2 in your Workbook.
The Fourth Period Grammar
Teaching goals教学目标
1. Target language目标语言
a. 重点词汇和短语
field, profession, indoors, radiation, cautious, beast, the other day, figure out, alternative, agency, involve, definitely, lost, on one’s part
b. 重点句型
If I had chance, I would have a cloned baby.
I think the scientific advances mentioned in your article are interesting.
She lay trapped under the building for 3 days.
She left the restaurant, disappointed.
2. Ability goals能力目标
Learn the usages of verb-ed form.
3. Learning ability goals学能目标
Help students learn how to rewrite sentences using verb-eds.
Teaching important and difficult points教学重难点
Learn the differences between verb-ed and verb-ing used as adjectives.
Teaching methods教学方法
Analyzing and practicing.
Teaching aids教具准备
A projector and some slides.
Teaching procedures and ways教学过程与方式
Step I Grammar
In this procedure, give some explanation about the usages of the verb-ed form and ask students to analyze some sentences to consolidate.
T: The verb-ed form can be used as an adjective or an adverb in a sentence. Look at the screen please.
Show the following on the screen.
1. A verb-ed form is used as attribute in front of a noun or behind a noun, which can be replaced by an attributive clause.
e.g. ① If I had a chance, I would have a cloned baby.
If I had a chance, I would have a baby who is cloned.
② There are many fallen leaves on the ground.
There are many leaves, which are fallen on the ground.
③ This is a book written by a peasant.
This is a book that was written by a peasant.
④ I think the scientific advances mentioned in your article are interesting.
I think the scientific advances that are mentioned in your article are interesting.
2. A verb-ed form is used as predictive to express the state of the subject.
e.g. ① I was pleased at the news.
② The door remained locked.
③ He looked very excited.
3. A verb-ed form is used as object complement.
过去分词可以在see, hear, notice, watch, keep, find, get, have, feel, want等动词后与名词（代词）构成复合宾语。
e.g. ① She found the door locked.
② He’s going to have his hair cut.
③ I must get my bike repaired.
④ I often hear the song sung in English.
4. A verb-ed phrase is used as adverbial modifier to express:
e.g. a. 时间
① Seen from the hill, the park looks beautiful.
When the park is seen from the hill, it looks beautiful.
② Once published, this dictionary will be very popular.
Once the dictionary is published, it will be very popular.
b. 原因
① Inspired by her example, the league member worked even harder.
As the league members inspired by her example, they worked even harder.
② Shocked by the article, the woman wrote a letter to the newspaper.
Because the woman was shocked by the article, she wrote a letter to the newspaper.
c. 条件
e.g. ① Given more time, we could do it much better.
If we were given more time, we could do it much better.
② Treated with electricity, the cell tissues will splint several parts.
If the cell tissue is treated with electricity, it will splint several parts.
d. 让步
e.g. ① Beaten by the opposite team, the players were not discouraged.
Though the players were beaten by the opposite team, they were not discouraged.
② Published to death, he wouldn’t tell the truth.
Even though he was punished to death, he wouldn’t tell the truth.
e. 伴随
e.g. ① She turned away, disappointed. (过去分词可以单独充当状语)
② The woman scientist entered the lab, followed by her assistants
The woman scientist entered the lab, and she was followed by her assistants.
T: From the above we can conclude that a verb-ed form has an understood subject (逻辑主语), which is usually the same as the subject of the main clause. Now finish activity A on Page 51.
S: Miss Wang, both verb-ing and verb-ed form can be used as adjectives, what’s the difference between them
T: Verb-ing and verb-ed forms are different in two aspects, namely voice and time. Look at the screen please.
Show the following on the screen.
1. We use verb-ing to express the active voice while we use verb-ed to express passive voice.
e.g. the exploiting classes 剥削阶级
the exploited classes 被剥削阶级
a moving film 一部感人的电影
moved audience 受感动的观众
The news is exciting. 这消息很激动人心。
We were excited to hear it. 听了这消息我们很激动。
2. Usually we use verb-ing to indicate something is happening while verb-ed form is used to indicate the action has finished.
T: Now compare these phrases.
the changing world 正在变化着的世界
the changed world 已经变化了的世界
boiling water 正在沸腾的水
boiled water 已经沸腾的水
developing countries 发展中国家
developed countries 发达国家
the rising sun 正在升起的太阳
the risen sun 升起的太阳
Then let students finish activities A and B on Page 49. Check the answers.
Step II Practice
A. Complete the sentences using the verb-ed or verb-ing form of the verbs given.
1. Nobody was _____ in the story he told.
The story he told was very_____.(interested, interesting)
2. Everybody was _____ to hear the news.
The news is very _____ indeed. (excited, exciting)
3. The result of the test was rather _____.
He was very _____at the result of the test. (disappointed, disappointing)
4. What he said was very_____.
I was very _____ at the sight. (amused, amusing)
5. She felt a bit _____ at the sight.
The situation was a bit_____.(discouraged, discouraging)
6. I’ve never heard the word _____ (use) in spoken English.
7. They often saw the Negro boy _____ (beat) by his master.
8. I’ll have the book _____ (bring) over to you.
9. Where did you get your watch _____ (repair)
0. If you wish anything_____ (change), please say so.
Key:
1. interested, interesting 2. excited, exciting
3. disappointing, disappointed 4. amusing, amused
5. discouraged, discouraging 6. used 7. beaten
8. brought 9. repaired 10. changed
B. Choose the best answer to complete each sentence.
1. Most of the artists_____ to the party were from South Africa. (NMET 90)
A. invited B. to invite
C. being invited D. had been invited
2. The compute center, _____ last year, is very popular among the students in this school. (NMET 93)
A. open B. opening
C. having opened D. opened
3. The first textbooks_____ for teaching English as a foreign language came out in the 16th century. (NMET 94)
A. having written B. to be written
C. being written D. written
4. The Olympic Games, _____ in 776 BC did not include women players until 1912. (NMET 97)
A. first playing B. to be first played
C. first played D. to be first playing
5. —Good morning. Can I help you
—I’d like to have this package_____, madam. (NMET 89)
A. be weighed B. to be weighed
C. to weigh D. weighed
6. The speaker raised his voice but still couldn’t make himself _____.(NMET 91)
A. hear B. to hear C. hearing D. heard
7. Cleaning women in big cities usually get _____ by the hour. (NMET 98)
A. pay B. paying C. paid D. to pay
8. ______ in thought, he almost ran into the car in front of him. (NMET 96)
A. Losing B. Having lost C. Lost D. To lose
9. ______ more attention, the tree could have grown better. (NMET 90)
A. Given B. To give
C. Giving D. Having given
10. The managers discussed the plan that they would like to see ____the next year. (NMET 2001)
A. carry out B. carrying out
C. carried out D. to carry out
11. _____with a difficult situation, Arnold decided to ask his boss for advice. (NMET 2005)
A. To face B. Having faced
C. Faced D. Facing
Key:
1-5 ADDCD 6-11 DCCACC
Step III Homework
Finish C1, C2, D1 and D2 in Workbook.
The Fifth Period Listening and Speaking
Teaching goals教学目标
1. Target language目标语言
a. 重点词汇和短语
take down, check, correct, confirm, mind doing
b. 重点句型
Legs can be lengthened by up to 8cm.
Legs are made to grow 1mm per week.
Growth hormones keep animals healthy.
A few people mind paying more money for free-range food.
2. Ability goals能力目标
Enable the students change or correct information by listening.
3. Learning ability goals学能目标
Help the students to learn how to change or correct a text by listening.
Teaching important and difficult points教学重难点
Listen to correct the text and confirm information.
Teaching methods教学方法
Discussion, listening and speaking.
Teaching aids教具准备
A tape recorder, a projector and a computer.
Teaching procedures and ways教学过程与方式
Step I Revision
Let the students finish the following exercises to review the grammar.
用verb-ed或verb-ing形式重新组成句子：
1. A teacher is talking in the classroom. She is our teacher of chemistry.
2. Here is a book. It was bought by Susan.
3. We could see the children. They were playing on the playground.
4. Mike entered the classroom. He was covered with snow.
5. Peter stood at the gate. He was waiting for his classmate.
6. He put on his raincoat because he saw that it was raining.
7. When I was learning Japanese, I had some difficulties with pronunciation.
8. As my mother is ill in bed, I can’t go to school.
Suggested answers:
1. The teacher talking in the classroom is our teacher of chemistry.
2. Here is a book bought by Susan.
3. We could see the children playing on the playground.
4. Mike entered his classroom, covered with snow.
5. Peter stood at the gate, waiting for his classmate.
6. Seeing that it was raining, he put on his raincoat.
7. Learning Japanese, I had some difficulty with pronunciation.
8. My mother being ill in bed, I can’t go to school.
Step II Lead-in
Present a funny story to the students to lead in the topic of this period.
T: Good morning, boys and girls. First of all, I’d like to tell you a story. You must answer my questions after your listening, understand The story goes like this: A man named Paul likes sports very much. He is a member of his company’s football team and he plays very well in each game, which makes his workmates respect him very much. He lives on the fifteenth floor in a flat. Every day when he comes back, he will get on the lift. But the strange thing is that he never gets to the fifteenth floor directly; instead he usually gets off the lift on the twelfth floor and runs home, can you guess why
S: Because he is too short to reach the button 15.
T: Very good answer. The height is really a problem that troubles Paul all the time. How can he increase his height
S: Why doesn’t he have a height-increasing operation
T: That’s a great idea. But is it safe Will it affect the his health Can the one who is operated really get higher Let’s listen to the tape and find out.
Step III Skill building
T: Now you’ll hear a conversation between you and your friend about the height-increasing operation. And you’ve got some notes. Your task is to correct the notes according to the conversation.
The main task of this procedure is to teach the students some strategies to correct a text.
Play the tape and let the students have a general idea of the conversation.
T: Before I play it the second time, I’ll tell you some strategies to correct a text. Now look at the screen please.
Show the following on the screen.
Pay attention to:
1. correct grammatical errors and spelling mistakes
2. make changes to the information in the text.
3. change the style or tone of the text.
Remember to:
1. read the questions or instructions carefully.
2. listen closely when spellings are given.
3. pay attention to the words or phrases that express contradiction such as:
No, I don’t think so. That’s not right.
Are you sure And I think it should be ...
T: Now let’s listen and try to correct the notes.
Play the tape the second time. Ask students to give their answers and check them with the whole class.
Step IV Listening (Workbook)
Students can have their listening ability improved in this procedure and consolidate the strategies learned above.
T: The technology has been so developed today that even people who are short can grow higher through operation! And I think we have entered the high-tech era! One of the marks is that computers are widely used in the world! Suppose you have bought a new computer, how are you going to dead with the old one
S1: I’ll sell it for some money.
S2: I don’t think selling it makes sense to me. I want to give it to my brother who hasn’t got a computer yet.
S3: I agree with S2. But I won’t give it to my relatives. I will donate it to children living in poor area. T: Good. You are very kind. We should help those children who even haven’t seen a computer. But how can we send our computer to them That’s a question. Don’t worry, Tech-Help can solve this problem. Turn to Page 112 please.
Let students read the instruction of A.
T: Now let’s help Liu Bin correct the notes about Tech-Help. First read the 9 statements quickly to find the listening points.
Play the tape. Students listen and circle the correct word in each pair.
Then play the tape again and check the answers.
T: What’s Tech-Help
S: It’s a company that recycles old computers.
T: What are recycled computers used for
S: The computers will be donated to schools or poor families.
T: Now Liu Bin has a new computer and wants to donate his old one to those who need it. He is e-mailing his dad. You please work in pairs and fill in the missing words.
After three minutes, check the answers.
Step V Confirming information
T: You really did a good job. Just now, we talked about height-increasing operation and computer, and now we will come to another topic about high-tech, it is GM food. Look at the pictures.
Show the students some pictures about GM food.
T: What can you see in the picture
Ss: Corn, grape and pumpkin.
T: You are right. But they are different from what you have seen before. They are GM food. How much do you know about GM food
S: I’ve heard of the technology. But I don’t know much about it.
T: It doesn’t matter. Next we’ll talk about GM food. Suppose you are a student representative who had the chance to speak to a scientist who is giving a talk on GM food at your school. Before meeting the scientist you had done research on GM food and taken notes. Now please read these notes and guess what the conversation will be about.
S1: Growth hormones must be used in GM food.
S2: They will talk about the difference between GM food and free-range food.
S3: Maybe they will compare GM food with free-range food and decide which one is better for human beings.
S4: My opinions is the conversation will also mention people’s views about advantages and disadvantages of GM food.
T: Let’s listen to the conversation between you and the scientist and confirm if your notes are correct. Remember the strategies to confirm information while listening.
Play the tape for the students. Play twice if necessary.
Then check the answers.
T: Well done. I’m sure you have learned something about GM food now, haven’t you
Ss: Yeah.
T: Now look at activity B on page 53. Tick or cross the statements given according to what you have learned from activity A.
Then check the answers.
Step VI Homework
Search the Internet for more information about GM food (such as its advantages and disadvantages).
The Sixth Period Speaking(II)
Teaching goals教学目标
1. Target language目标语言
a. 重点词汇和短语
extremely, side effect, tasty, ban, on the other hand
b. 重点句型
Asking for people’s opinions
What do you think
Don’t you think so
What are your thoughts about this topic
Do you feel the same about ...
Introducing new ideas into the discussion
Another argument is that ...
Another way of looking at it is ...
Don’t forget ...
But what about ...
Have you thought about ...
2. Ability goals能力目标
Enable the students to improve their speaking ability by talking about GM food.
3. Learning ability goals学能目标
Help the students learn how to ask for people’s opinions and introduce their own opinions.
Teaching important points教学重点
Learn to ask for other’s opinions and to introduce your own opinion.
Teaching difficult points教学难点
How to ask for and introduce opinions freely.
Teaching methods教学方法
Discussion, group work, and pair work.
Teaching aids教具准备
A projector and some slides.
Teaching procedures and ways教学过程与方式
Step I Greeting and revision
T: Good morning, everyone!
Ss: Good morning, Miss Wang!
T: You were asked to surf the Internet for more information about GM food, who would like to say something Any volunteer
S1: GM has the power to save lives through its use of medicine.
S2: Scientists can now take genes for resistance and transfer them to crops.
S4: Some scientists suggest that we shouldn’t hesitate to eat a GM vegetable which is most unlikely to be harmful to the consumer.
T: Excellent.
Step II Lead-in
T: As we all live in the human society, we have to communicate with each other to live a better life. Therefore, on the one hand, we need to ask for other people’s opinions, on the other hand, we have to introduce our own opinions. So learning how to ask for people’s opinions and how to introduce your own ideas are especially important. Today we’ll learn some useful expressions to about this. Now look at the screen.
Show the useful expressions on page 54 on the slide.
T: Please read these expressions together.
Step III Speaking
There are three steps in this procedure, including filling an interview form, pair work, and group work. The first step is used to arouse the students’ interest in GM food. The second is used for students to practice asking for people’s opinions. And the third one is used to practice introducing new ideas into discussion.
T: Let’s use these useful expressions to interview another scientist to further investigate GM food. Here is a designed form, look at the screen please. You have to add a sixth heading to the form, think about it and have a try! Any volunteer
S1: I think the sixth heading should be ‘effects on agriculture’.
S2: I’ll concern about ‘effects on employment’.
S3: I am going to aim at ‘the influence on a nation’s economy.’
T: You all have rich imagination. Now can you write some questions related to the headings I will give you two minutes.
After two minutes, call several students to say their questions.
S4: Is GM food dangerous Is it as safe as normal food
S5: Are there any side effects
S6: Comparing GM food with the normal food, which tastes better
S7: Will GM food be too expensive for us to afford
S8: Should the government pass strict laws to control GM food
S9: Will GM food has a bad or a good effect on agriculture
S10: If we manage to make GM food popular, will a great number of farmers be out of work
T: Well done. Now work in pairs. Student A is the student representative and student B is the scientist. Take turns to ask questions, using the useful expressions we’ve learned just now. You may use the vocabulary listed on Page 55 and any other vocabulary you know. You may begin now. Five minutes are given.
After five minutes, call several pairs to show their dialogues.
Sample dialogue 1 (R-representative; S-scientist)
R: Good afternoon, Mr. Li.
S: Good afternoon.
R: I’d like to ask you some questions about GM food. Most of us have heard that a little mouse died after it ate GM biscuits. Does the accident prove that GM food is dangerous What do you think
S: As we know, when something new appears, it is usually not perfect and we have to improve it according to the research and lots of experiments. So it is still not known to us whether GM food is dangerous or not.
R: Will there be any side effects
S: Up to now, we haven’t found any side effects, such as weight gain or loss. You needn’t worry about it.
R: Comparing GM food with normal food, which one is more delicious
S: Of course GM food is tastier than normal food, because GM food is created to meet our needs. That is to say, we just combine the advantages of several kinds of species into one.
R: If so, will GM food cost too much for us to afford
S: Maybe at the beginning, GM food will be a little more expensive than normal food, but with the popularity of GM food, it will become cheaper and cheaper. Then we can buy whatever we want to buy.
R: Do you agree that the government should take actions to control GM food
S: I can’t agree more. We should research it very carefully when it is eaten by people. On the other hand, some persons want to make good money by GM food regardless of people’s health. So it’s necessary for the government to take actions to control GM food.
R: Another argument is that GM industry will make a great number of farmers be out of work. What are your thoughts on this argument
S: If GM food becomes popular one day, what you said just now will be truth. I myself don’t make them lose their job. However, we can’t stop the pace of new-born objects. I am sure, we’ll find out a better way to solve the problem.
R: Thank you very much for talking to me.
Sample dialogue 2 (R-representative; S-scientist)
R: Nice to meet you, Mr. Li.
S: Nice to meet you, too.
R: Would you mind if I ask you some questions about GM food
S: Of course not. Please go ahead.
R: Most people refuse to buy GM products because they think they are dangerous. Do you feel the same about it
S: No, I don’t agree with them. In my opinion, it is quite safe, even as safe as normal food because we did a lot of researches to prove.
R: What about the side effects Is it possible
S: No, it’s impossible. We won’t let the products meet the consumers until our experiments succeed.
R: GM food tastes very delicious, doesn’t it
S: Yes, it is more delicious than normal food. We can produce all kinds of products to fit nearly everyone’s taste.
R: What about the price It must be very expensive since it’s so delicious, am I right
S: It won’t cost you so much. We are trying to make GM food world popular, so it will gradually become cheaper.
R: What shall the government do about GM food
S: The government should pass laws to control GM food because GM products which are not tested by strict experiments may do harm to our health.
R: Haven’t you thought about the effects on the economy
S: With GM food, our government won’t worry about lack of food in some areas, and our economy will be improved.
R: I hope so. Thank you very much, Mr. Li.
S: You are welcome.
T: You did pretty well just now. Now you have got another task. You should tell your classmate what the scientist said during your interview. You may ask questions in activity C. Five minutes are given.
After five minutes, let some pairs show their dialogue.
A sample dialogue:
S1: Does he think that GM food is safe
S2: Yes, he thinks GM food is as safe as normal food. It is unnecessary for us to worry about the safety.
S1: Does he think that GM food has any side effects
S2: He himself isn’t very sure because many scientists are trying to find out answers to the question.
S1: Does the scientist think that GM food tastes the same as normal food
S2: In his opinion, GM food is more delicious than normal food. We can create many new species according to our tastes.
S1: What does he think about the cost of GM food
S2: As GM food becomes more and more popular, it will be cheaper and cheaper for us to buy.
S1: Does he think that the government should control GM food
S2: Yes, he thinks GM food needs the government’s control to avoid being hurt by some illegal GM food.
S1: Did you ask him any other questions
S2: Yes, I asked him the effects of GM food on economy. He said our economy would
be improved by GM food, because it could solve the problem that some areas in China are lacking in food.
T: Excellent. Do you want to gather more opinions on GM food
Ss: Yeah.
T: You can discuss with your classmates now. Work in groups of four. While discussing, take notes please. After four minutes, I’ll call you to say your opinions.
A sample:
I prefer free-range food to GM food because it is natural. However, GM technology is a great breakthrough in the field of science, and it should be praised. In spite of some quality problems, scientists are trying every means to make it perfect. In the future, GM food may be very popular because it’s delicious, cheap and in good quality. Anyway, the buyers should have freedom of choice. GM food should be labeled. Perhaps people will accept GM food several years later when they can take great advantage of GM food.
T: Your presentation is wonderful.
Step IV Homework
Preview Skills building 3.
The Seventh Period Writing
Teaching goals教学目标
1. Target language目标语言
a. 重点词汇和短语
relation, public relation, manager, laboratory, queen, conduct, survey, majority, advocate, conclude, urge, seek, genetically modified, nutrition, revolution, victim, gene, resistant, limited, conduct a survey, follow one’s footstep
b. 重点句型
I am writing to complain about your plans to start cloning human beings in the UK.
I am sure that if you conducted a survey among UK citizens, it would show that the majority of people wouldn’t advocate this type of scientific research.
The very genes that make crops resistant to pests and disease could be harmful to animals.
2. Ability goals能力目标
Enable the students to write a formal letter and form their own opinion about GM food.
3. Learning ability goals学能目标
Help the students learn how to write a formal letter.
Teaching important and difficult points教学重难点
How to write a formal letter using the skills.
Teaching methods教学方法
Discussion, group work, and pair work.
Teaching aids教具准备
A projector and some slides.
Teaching procedures and ways教学过程与方式
Step I Lead-in
T: Do you know how to write a letter
S1: At the beginning, we should write down ‘Dear and the receiver’s family name’.
S2: Before we begin the body of the letter, greeting should be written.
S3: At last, we must write down our own name.
T: Good. Usually a letter is written in the way you mentioned just now; we call it an informal letter. I’m sure all of you can write an informal letter by yourselves, can’t you
Ss: Yes.
T: What about a formal letter Can you write a formal letter Today we are going to learn something about it.
Step II Writing
In this procedure, students are given three tasks. The first one is to learn the structure of a formal letter, the second one is to do some exercises to consolidate, and the third one is to write a formal letter by themselves about the GM food.
T: When you write a formal letter， there is some information which you should include. Look at the screen.
Show the information of Point 1 on Page 56 on the screen.
S: Miss Wang, what do you mean by formal greeting and formal ending
T: Don’t worry. Here is how you can start or end a letter.
Show the information of Point 2 on Page 56 on the screen.
T: Are you clear how to write a formal letter now
Ss: Yeah.
T: OK, now let’s do some exercises. Someone is writing to Mr. Brown to complain something about cloning. Read the letter first, and then label the parts with the words we have learned just now.
After three minutes, check the answers.
T: Well done, everybody. Now I’d like you to finish another exercise. This time, you are asked to correct the formal letter I show to you according to what you learned.
He Ping Street BeijingJim Green(2) 8 Richard StreetLondon UKDear Jim,Before you arrive, I want to tell you a little about Beijing. As you know, it used to be the capital of the Ming and Qing dynasty; it is a very big city with a long history. You will find it convenient to go around Beijing, for there are buses everywhere; there are underground trains as well.Beijing has got lots of parks, museums and places of interest.I am looking forward to seeing you soon.Yours sincerely,Li Xia
Check the answers.
A Sample letter:
He Ping Street Beijing 21st March, 2003Jim Green(2) 8 Richard StreetLondon UKDear Jim,I am very glad to hear that you are coming to Beijing.Before you arrive, I want to tell you a little about Beijing. As you know, it used to be the capital of the Ming and Qing dynasty; it is a very big city with a long history. You will find it convenient to go around Beijing, for there are buses everywhere; there are underground trains as well.Beijing has got lots of parks, museums and places of interest.I am looking forward to seeing you soon.Yours sincerely,Li XiaLi Xia
T: It is known that there exist arguments about cloning, and there exist arguments about GM food as well. Now read the two articles about GM food on Page 57, underline all the pros and cons. I’ll give you two minutes.
After two minutes.
T: Have you finished
Ss: Yes.
T: Now please write a formal letter to the head office of your local supermarket to ask them whether they plan to sell GM food. You may want to mention your opinions about GM food, the pros and cons of GM food, and what you think the supermarket should do. Let’s begin.
Sample 1:
101 Youdian Street
Taiyuan
20 March, 2006
Mr. Li
Public Relations Manager
305 Changfeng Street
Taiyuna
Dear Mr. Li,
With reference to GM food, I’d like to tell you something.
Several years ago, the appearance of GM food caused a revolution among human beings. It means that human beings have taken science one-step further. We are so excited about it because we can take great advantage of it. We can take medicine in an apple; eat only fish to get all the nutrition. Most important of all, it is cheaper and productive, which can provide more than enough food to hungry people. How can we not be cheerful about it
Of course it is inevitable that there will be some disadvantages, which is less important because I’m sure our scientists will control them very well by lots of experiments.
As a result, I suggest your supermarket to sell GM food at once to benefit people. To respect people’s choices, you can label GM food to let them make free choices. GM food will have a bright future.
I would be grateful if you could adopt my advice.
Yours sincerely,
Li Ping
Li Ping
Sample 2:
101 Youdian Street
Taiyuan
20 March, 2006
Mr. Li
Public Relations Manager
305 Changfeng Street
Taiyuna
Dear Mr. Li,
I am writing to ask your opinions about GM food.
As we know, whether GM food should be produced has being argued since it appeared the first time. On the one hand, we human beings can really benefit from GM food in many ways. We can take medicine in an apple, eat only fish to get all the nutrition, eat as much chocolate as we want without getting fat. What’s more, GM food is cheaper and not as easily affected by disease. And it’s also productive to provide food to hungry people in the world.
On the other hand, there has been a victim of GM food. Since the very genes that make crops resistant to pests and disease could be harmful to animals. GM food could therefore be dangerous to animals or even humans. What do you think Will your supermarket plan to sell GM food
I am looking forward to hear from you soon.
Yours sincerely,
Li Ping
Li Ping
Step III Homework
Review how to write a formal letter.
The Eighth Period Integrating skills(I)
Teaching goals 教学目标
1. Target language 目标语言
a. 重点词汇和短语
seriously, carelessness, endlessly, overdevelop, agriculture, construct, tourism, spell, disaster, argue, rate, rainforest, dam, productive, acceptable, in favor of, point of view, meet one’s need, decades of, turn out, acre
b. 重点句子
Not everything that is best for nature is good for people.
Many developed nations are now concerned about saving nature rather than developing or destroying it.
In doing so, they are using up natural resources at a fast rate.
The developing and developed countries of the world need to work together to ... loves, without the environment around then suffering.
Most of the time it turns out that humans are not really profiting when they damage the environment.
2. Ability goals 能力目标
Enable the students to have a debate with the outline provided.
3. Learning ability goals 学能目标
Help the students learn how to prepare for and have a debate.
Teaching important points 教学重点
Get the students to learn how to seek information needed from a passage and how to organize and present a debate.
Teaching difficult points教学难点
How to get the students learn to have a debate.
Teaching methods 教学方法
Reading, speaking and discussion.
Teaching aids 教具准备
A projector and a multi-medium.
Teaching procedures and ways教学过程与方式
Step I Greeting and revision
T: Good morning, boys and girls.
Ss: Good morning, Miss Wang.
T: Who can tell me how to write a formal letter
S: To write a formal letter, six points should be included, they are the writer’s address, the date, the receiver’s name, job title and address, formal greeting, formal ending and the writer’s name and signature.
T: What phrases can we use to start or end a letter
Ss: ...
Step II Lead-in
T: We’ve learned how to write a formal letter in English, and it is really a good way to improve our English. However, there is another way to make your English improved efficiently. Do you want to know it
Ss: Yes.
T: If so, please watch the video first.
Let the students watch a short debate in English.
T: What are they doing
S: They are having a debate.
T: How many groups are included Who else is also there
S: There are two groups; one is for the topic, while the other is against the topic. And there is also a host.
T: Very good. Today we’ll learn to have a debate in English.
Step III Reading
During this procedure, students are asked to skim the passage to form their opinions to lay the foundation of a debate and learn some useful expressions.
T: Look at these pictures, what can learn from them
S1: There are all kinds of pollutions in nature.
S2: Humans can’t live a happy life without a nice environment.
S3: Our environment has been seriously damaged by ourselves, but we have to do all kinds of things to meet our daily needs.
S4: We must find out a solution as soon as possible to protect our planet.
S5: We will be published by nature if we continue doing like this. Only by protecting nature can we finally win. That is to say, we can enjoy ourselves and develop our world if we concern more about our nature.
T: Now let’s read a passage about man and nature and find out the main points, and then fill in the form.
Man versus nature
What humans have done The effects on nature Conclusion
Suggested answers:
Man versus nature
What humans have done The effects on nature Conclusion
Develop agriculture, fishing, hunting and tourism Earth’s resources are overdeveloped. Not everything that is best for nature is good for people.
Construct new water channels and create pollution Earth is further damaged. People enjoy healthy and productive lives, without the environment around them suffering.
Humans are using up natural resources at a fast rate. Earth will be destroyed if humans continue doing in this way. Human can only really win by protecting nature.
Thousands of acres of rainforest are destroyed. The choices they make are bad for the environment. Many developed nations are now concerned about saving nature.
T: Man and nature, in some degree are contradictive. Humans have to concern about the relationship. We shou