《希望英语3(第二版)综合教程u5》由会员分享，可在线阅读，更多相关《希望英语3(第二版)综合教程u5（126页珍藏版）》请在金锄头文库上搜索。
1、,希望英语 （第二版） 综合教程 1,Unit 5 Biology,希望英语 （第二版） 综合教程 3,外语教学与研究出版社,希望英语（第二版）综合教程 3 Unit 5 Biology,Speaking,Task 1,Task 2,Task 3,Look at the pictures on Page 74 and list words or phrases about them. Then work with your partner and fill in the table with words or phrases about biology.,Speaking Task 1,ele
2、phant, lion, tiger, bear, wolf, monkey, golden monkey (金丝猴), bull (公牛), bat (蝙蝠), deer, fox, rabbit, mouse, panda, snake, squirrel (松鼠), crocodile, zebra (斑马), giraffe (长颈鹿), peacock (孔雀), cat, chicken, cock, cow, dog, donkey, duck, goat, goose, hen, horse, pig, sheep, mule (骡子), bird, crow (乌鸦), ea
3、gle (鹰), seagull (海鸥), dolphin (海豚), ant, bee, firefly (萤火虫), insect, fish, shark (鲨鱼), crab (螃蟹), lobster (龙虾), snail (蜗牛),zoology (动物学), botany (植物学), metabolism (新陈代谢), respiration (呼吸), digestion (消化力), cell (细胞), tissue (组织), organ (器官), gene (基因), protein (蛋白质), cross bred (杂交), adaptability (
4、适应性), evolution (进化), cold-blooded animal (冷血动物), warm-blooded animal (恒温动物), egg (卵), hibernation (冬眠), larva (幼虫),adult (成虫), photosynthesis (光合作用), growth ring (年轮), cell,pine (松树), cypress (柏树), poplar (白杨), maple (枫树), willow (柳树), evergreen tree (常青树), flower, rose, orchid (兰花), lily (百合), jas
5、mine (茉莉), tulip (郁金香), violet (紫罗兰), sunflower (向日葵), weed (野草), bamboo, touch-me-not (含羞草), forget-me-not(勿忘我), strawberry (草莓), hazel (榛子), chestnut (栗子), peanut, palm (棕榈), seaweed, duckweed (浮萍), root, trunk, branch, leaf, shoot, stem, petal (花瓣), bud (蓓蕾),Practice the given dialog in pairs. Th
6、en use the words or phrases from Task 1 to make up a dialog about animals or plants.,Speaking Task 2,M: Miss Li, can I ask you some questions about plants? W: Sure. M: Weve just learned about different types of plants in class. How many types are there altogether? W: I think there are two main types
7、: flowering plants and non-flowering plants. Flowering plants have roots, stems, leaves, flowers and fruits. M: I see. What about non-flowering plants?,W: They do not grow flowers, like mosses. M: Oh By the way, Miss Li, Id like to keep some fish. Do you recommend putting some plants in the tank? W:
8、 Yeah. They can make the tank more beautiful and provide food and shelter for fish as well. M: You mean that kind of duckweed? W: Exactly. But remember not to put too much in. M: Got it. Thank you! W: No problem.,Work in pairs. Take turns asking your partner the following questions and make notes. T
9、hen organize your notes and report to the class.Do you know anything about biological technology? Can you introduce one of the technologies? What role do you think it plays in modern society?,Speaking Task 3,Reading A,Task 2,Task 3,Task 1,Text,Language & Cultural Points,Task 4,Task 6,Task 7,Task 8,T
10、ask 5,Reading A Task 1,Give brief answers to the following questions. Then compare your answers with your partners.1. What genetically engineered foods do you know are available on the market?,Corn, rice, potato and soybean (used as raw materials to produce soybean oil, tofu, soy milk and other prod
11、ucts), etc.,Reading A Task 1,Give brief answers to the following questions. Then compare your answers with your partners.2. Are you nervous about eating genetically engineered foods?Why?,Im not nervous because they are safe to eat. I try to avoid them because they may cause some health problems. (Ss
12、 can answer this question in Chinese if they cant express thoroughly in English.),Reading A Task 2 Text,The Debate over Genetically Engineered Food 1 In the late 20th century, scientists worked out methods of altering the genetic makeup of food crops. They can now take genes from entirely unrelated
13、organismsviruses, bacteria, even fish and other animalsand put them directly into plants. In doing so, they are redefining the very nature of the crops upon which humanity has long depended.,Now read the following passage. Mark the difficult parts, if there are any, and ask the teacher to explain af
14、terwards.,Reading A Task 2 Text,2 Supporters of genetically engineered crops compare the new technology to the so-called Green Revolution that began in the mid-20th century. That revolution dramatically increased agricultural productivity in many developing nations by providing farmers with new crop
15、 varieties, pesticides, and fertilizers.,Reading A Task 2 Text,3 These supporters have put forward a bold vision for the new agricultural biotechnology. They see a world in which key food crops will be genetically altered to offer better nutrition, drive away pests, and flourish in hostile environme
16、ntsa world in which food is plentiful and hunger scarce.,Reading A Task 2 Text,4 But changes on the molecular level have caused some people to wonder if science has gone too far. Some farmers, consumers, environmentalists, and governments have expressed concern that genetically engineered crops pose
17、 real risks to human health, the environment, and rural economies.,Reading A Task 2 Text,5 One issue voiced by opponents is concerned with the possible human health risks of genetically modified food. A study, for example, found that a soybean engineered to contain a gene from the Brazil nut to boost the beans nutritional value could trigger harmful reactions in people allergic to Brazil nuts. This finding without knowing about it until it was too late caused concern among consumers eating potentially life-threatening ingredients in their genetically altered food.,
