¡¶Science and nature¡·½Ì°¸1

¸ßÖÐÅ£½òÓ¢Óï±ØÐÞÎå½Ì°¸_Unit
　　¸ßÖÐÅ£½òÓ¢Óï±ØÐÞÎå½Ì°¸_Unit 3 Science and nature Grammar and usage.doc
　　¸ßÖÐÅ£½òÓ¢Óï±ØÐÞÎå½Ì°¸_Unit 3 Science and nature Welcome to the unit.doc
　　¸ßÖÐÅ£½òÓ¢Óï±ØÐÞÎå½Ì°¸_Unit 3 Science and nature Word power.doc
　　Teaching plan of Grammar and usage
　　Teaching objects:
　　1. Learn the usage of verb-ed form and verb-ed phrases
　　2. Learn the difference and usage of verb-ing and verb-ed as adjectives
　　Teaching procedures:
　　Step I Introduction
　　Verb-ed form can be used like an adjective or an adverb in a sentence serving as(³äµ±) attribute(¶¨Óï), predicative(±íÓï) and object complement(±öÓï²¹×ãÓï)
　　When the verb-ed form is  used as an attribute, it can be changed into an attributive clause. The verb-ed form can also be used as an adverb modifying(ÐÞÊÎ) some verbs such as stand, sit, lie ¡­ etc. to show the two actions happening at the same time.
　　Please identify the parts of speech(´ÊÐÔ) of the verb-ed form in different sentences
　　1) The handwritten notes are from jack.
　　2) The kidnappers were using a stolen car.     
　　3) A dark-haired man went into the room.
　　4)The cake was left untouched on the table.
　　5) The girl lay trapped under the wreckage(´¬²°²Ðº¡).
　　Step II the usage of verb-ed form
　　The functions of verb-ed form
　　1. attribute(¶¨Óï)
　　1)A single verb-ed can appear before a noun modifying the noun like an adjective. It can be changed into an attributive clause.
　　We should drink boiled water. = We should drink water which has been boiled
　　They took the injured woman to the nearby hospital at once.
　　= They took the woman who was injured to the nearby hospital at once.
　　2) Generally speaking(Ò»°ã˵À´), the verb-ed form of transitive verbs(¼°Îﶯ´Ê) expresses passive meanings while the verb-ed form of intransitive verbs(²»¼°Îﶯ´Ê) expresses active and past meanings. Some verb-eds before nouns can express past meanings, such as escaped, retired and fallen.
　　the escaped criminal¡¡ÌÓ·¸      past
　　the developed countries¡¡·¢´ï¹ú¼Ò      past
　　a widely used language            passive
　　the retired scientist           past
　　the highly praised scientist        passive
　　fallen leaves ÂäÒ¶            past
　　the risen sun¡¡ÉýÆðµÄÌ«Ñô     past
　　the exploited classes ±»°þÏ÷½×¼¶       passive
　　3) A verb-ed phrase can appear after a noun to modify the noun like an attributive clause does.
　　The name mentioned in the letter was unknown to me.
　　= The name which was mentioned in the letter was unknown to me.
　　The firemen were trying to rescue the people trapped in the fire.
　　= The firemen were trying to rescue the people who were trapped in the fire.
　　Scientific experiments carried out by students without the teacher¡¯s instructions can be dangerous.
　　= Scientific experiments which are carried out by¡­¡­
　　4) A verb-ed can be part of a compound(¸´ºÏ´Ê) with an adverb or a noun before it.
　　a so-called professor       Ò»¸öËùνµÄ½ÌÊÚ
　　homemade pizza         ×ÔÖƵıÈÈø±ý
　　a well-accepted idea      ¹ã·º½ÓÊܵÄÏë·¨
　　a highly-respected professor     ¼«ÊÜ×ðÖصĽÌÊÚ
　　Unit3 Science and nature (Brief Teaching Plan)
　　Welcome to the unit
　　Science is developing so fast that sometimes it is beyond our imagination. Mankind has created many things and is now ready to
　　copy himself. In this section, four different pictures are presented to students, each of which shows a successfully cloned animal. Students are expected to participa.te in a discussion, using what they know about cloning to express their own opinions towards cloning. Students are expected to be involved in the discussion, practise their spoken English and share their opinions.
　　Step1 Brainstorming
　　1 You may begin this section by first drawing students' attention to the topic of this unit-science and nature. Ask them the following questions:
　　Do you think the fast development of science and technology has been good for nature? Why or why not?
　　How should science and nature relate to each other?
　　Do you think that human beings should try to control nature? Should we do anything against the laws of nature? Why or why not?
　　Encourage students to express their own opinions about science and nature. Any reasonable answer is acceptable.
　　2 Tell students that the topic discussed in this unit is 'cloning'. Ask them:
　　What do you know about clones? (A 'clone' is an animal or a plant copied from the
　　cell of another animal or plant. The two animals or plants are exactly the same.
　　That has already been cloned by scientists?
　　3 Show some pictures of the first cloned mammal, Dolly to students. Tell them:
　　Dolly, the first cloned mammal, was created by a Scottish scientist and his group in 1996. Dolly was world famous because she was exactly the same as her mother in
　　appearance and genetically. However, Dolly's existence was controversial and caused widespread discussion about whether humans should use cloning to create large
　　animals, like sheep or human beings. Some people believe that cloning can help cure
　　many diseases and save lots of people¡¯s lives. However, others insist cloning is dangerous both technologically and ethically. They think cloning, especially
　　human cloning, breaks the laws of nature.
　　This is to encourage students' interest in the unit topic, as it may be unfamiliar to most of them. You can have students surf the Internet first or refer to other sources for further information relevant to cloning technology or Dolly. Have students make as many notes as possible.
　　Word Power
　　This section is made up of two parts,  prefixes and suffixes£¬ and organs of the body. Students will first learn the commonly used prefixes and suffixes which may help them wort the meanings of words that they do not know. Then students will look at two pictures to learn words and expressions related to organs of the body£¬ and read a small passage about how the body wordents are expected to enlarge their vocabulary in this section and put the relevant words and expressions into practice.
　　Brainstorming
　　Before beginning this section£¬ first review what students know about the formation of words. Write the following words on the blackboard.
　　able agree appear lead novel responsible respect
　　Then tell students that they are going to hear several questions:
　　To answer the questions£¬ you need to use the words on the blackboard ¦Øhelp you£¬ but you need ¦Øadd some letters ¦Øthe words½ïrst.
　　• You cannot find your new pen. What happened ¦Øit? (If disappeared.)
　　• You want ¦Øget the book on the top shel»ã but you are not tall enough. Do you thin will be able to reach it? (I am unable to do so.)
　　4 Help students make a brief conclusion about the prefixes and suffixes they have learnt in this section. Have students make a list of prefixes and suffixes and give more examples. Divide the class
　　into several groups and have them complete the activity together. Mare that every student participates in the activity.
　　5 You can give more supplementary prefixes and suffixes if necessary. For example£¬
　　• There are some other prefixes which can be used ¦Øgive the opposite meanings ¦Ø the original words.
　　De - decompose declassify
　　mal- maltreatment malnutrition
　　non-alcoholic
　　• TheÑöo groups at the meeting didn't agree with each other. They argued fiercely. What is the problem between them called? (Disagreement.)   
　　• Many people respect Mr Li and think he is a good man. He helps people out and is a
　　good citizen and½ïiend. Can you think of a word to describe Mr Li? (Respectable.)
　　• Miss  wang has published several books. She loves her job-writing novels. What is Miss
　　¼¥Tang's occupation? (She is a novelist.)
　　• If someone lacks a sense of responsibilitÈç what word can we use to describle him? (Irresponsible.)
　　• Some advertisements say that if you take
　　their pills£¬ you will be health¦Ìloonger£¬ become smarter and sleep betteÍßWhat can you say about this kind of advertisement?
　　(It is misleading.)
　　Use colour chalk to write the prefixes and suffixes that need to be added to the words on the blackboard. Have students thint what these prefixes and suffixes mean. Encourage students to think of more words
　　that can be used with these prefix and suffixes.
　　Prefxies and suffixes
　　1 Have students look at Page 46. On
　　Page 46£¬ there are two tables of prefixes and suffixes and their meanings. Have several students read the instructions to the class. Then have students work in pairs and read the examples to each other. Tell them that they need to explain the meanings of the sample words in their own words to their partners. Select several pairs to present their explanations to the class. Check for mistakes and mispronunciation.
　　2 Have students work in pairs and find more examples to add to the tables. You may hold a class competition and set the time limit at five minutes. The pair with the most correct examples wins. Encourage students to use a dictionary or a thesaurus.
　　3  Have students focus on the exercise on
　　Page 46£¬ which serves as a strengthening exercise to checdents' understanding of the words they learnt on this page. In order to fill in the blandents have to understand the passage and the exact meanings of the prefixes and suffixes.