资源简介

(共17张PPT)
Unit 5 Looking into nature
developing ideas
读写课第二课时
Learning objectives: 学习完本节课，我能够
梳理王文采院士的成就、面临的困难及其品质。
2. 理解标题含义和篇章结构。
3. 体会科学家勇于探索、无私奉献的科学精神。
Review
the fields
plants
discovered and named
twice
great passion and hard work
fell seriously ill
carried on with
personal honour or wealth
the team
had no idea
A
B
C
D
Language points
1 Nature presents us with endless wonders.
大自然为我们呈现出无数的奇观。（教材P76）
由“end（n.末尾）+-less”构成，指在空间、时间或数量上的持续。
#1
endless / endl s/ adj.无数的，无限的
也形容感觉上不会结束的，通常带有负面情绪，表示令人厌倦。
词根：-less 表示：没有......的，如hope→hopeless （绝望的）
use→useless（没用的）care→careless（粗心的）
猜测：helpless是什么意思呢？
#1.3.1
Practice
评价标准 A（优秀） B（良好） C（需努力）
学生能够运用所学补全5个句子。 学生能够运用所学补全3个句子。 学生能够运用所学补全1个句子。
1. The meeting seemed _________. 这个会议好像没完没了。
2. I love this country. People here seemed to have ________ energy.
我爱这个国家，这里的人们似乎有用不完的精力。
3. He _______ _________ at that time. 当时他感觉绝望。
4. It ________________________. 这使他很无助。
5. 大家认为这个建议没有用，但是事实证明它很有益。
Everyone thought that the advice is _________, but it is actually __________.
#1
endless
endless
felt
hopeless
made him quite helpless
useless
useful
Language points
2 But he didn’t let anybody know. 但他没有告诉任何人。（教材P76）
［复合不定代词］与 anyone 同义。
（1）多用于疑问句、否定句和条件句中，表示“有人；任何人”。
用于肯定句中，表示“随便哪个人”。#1.1
anybody / eni b di/ pron.任何人
（2）作主语时，谓语动词用单数形式。
Is anybody here （这儿）有人吗？#1.2.1
Practice
评价标准 A（优秀） B（良好） C（需努力）
学生能够运用所学补全5个句子。 学生能够运用所学补全3个句子。 学生能够运用所学补全1个句子。
1. Did ______________ hear of such a thing
有人听说过这样的事吗 （疑问句）
2. He didn’t want to team up with _________________.
他不想与任何人合作。（否定句）
3. If ______________ comes, ask him to wait.
要是有人来，让他先等着。（条件句）
4. ________________ can see that it’s wrong. 随便哪个人都可以看
出这是错的。（肯定句）
#1
anybody/anyone
anybody/anyone
anybody/anyone
anybody/anyone
Practice
评价标准 A（优秀） B（良好） C（需努力）
学生能够运用所学补全5个句子。 学生能够运用所学补全3个句子。 学生能够运用所学补全1个句子。
5.
#1
—Tommy, is there ___ in the classroom now
—No. All the students are having a P.E. lesson on the
playground.
C
A.everybody B.somebody C.anybody D.nobody
[解析] 此处是一般疑问句，询问教室里是否有人，应用
anybody。故选C。
Writing
A/B/C层
Write a story about a nature explorer.
Remember to:
Writing
Step 1: Think of a story about a nature explorer and complete the table.
... planned to explore... / ... wanted to find out...
... met many difficulties, such as... / The biggest problem was...
As a result, ... / Finally, ... succeeded in...
In my opinion, ... was a great nature explorer. / I think... is... because... / ... teaches us that...
A/B层
Writing
Step 1: Think of a story about a nature explorer and complete the table.
Leizu
She lived at the time of the Yellow Emperor.
It is said that one day, in a field, she noticed a silkworm.
Example
C层
Writing
... planned to explore... / ... wanted to find out...
... met many difficulties, such as... / The biggest problem was... / ... tried one’s best through trial and error.
As a result, ... / Finally, ... succeeded in...
Example
Leizu planned to study and use these threads.
With no one to learn from, she had no choice but to try her best through trial and error.
As a result, she developed silk farming and invented silk weaving.
Step 1: Think of a story about a nature explorer and complete the table.
C层
Writing
Step 1: Think of a story about a nature explorer and complete the table.
In my opinion, ... was / is a great nature explorer. / I think... is... because... / ... teaches us that...
Example
In my opinion, Leizu was a great nature explorer. She was the first to deeply study silkworms. Her curiosity about nature led to a world-changing discovery. Her story teaches us that exploration starts by looking carefully around us.
C层
Writing
Step 2: Write the story with the help of the table.
A/B/C层
Example
Who & When & Where
What happened
Opinion
Writing
A/B/C层
Step 3: Check.
Writing
A/B/C层
Step 4: Share your story with the class and evaluate others’ stories.
Writing
1. Must to do: Further polish your writing.
2. Optipnal: Search information online about a natural explorer that you are interested and write about it.
Homework
A/B/C层

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