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牛津译林版高中英语必修五Unit3《Scienceandnature》教案2教材：牛津高中英语(模块五)高二上学期文档内容：教学设计—教案单元：Unit 3 Sci ence and nature板块：TaskThoughts on the design:作为Task的第二课时，要紧任务是关心学生完成书信的写作，要通过一系列的步骤让学生体会到如何样才能写结构准确、内容丰富、句型规范的书信。
因此，在本课时中设计了从内容设定、句子构造、首末段构造、整体写作的几个步骤，以小组讨论和个人独立完成的形式穿插进行。
Teaching aims:After learning Task2, students will be able to1.choose proper contents for a formal letter.2.develop key words into good sentences.3.develop good beginning and ending paragraphs.4.keep in mind the format of a formal letter.5.have a general view of what is a piece of good writing through cross-check. Teaching procedures:Step 1 Task to complete (PPT4-5)Retell students what they are going to write again.[Explanation]在课堂的一开始重申写作的内容，能够关心他们回忆上节课所学，并进一步明确学习目标。
Step 2 What to contain in the letter (PPT5-7)1.Students work in groups to decide what information to be contained in the letter.Key words only. And do oral reports. The teacher can give some suggestions.2.Students work individually to develop these key words into complete sentences.3.Students work in groups to compare and improve their sentences.4.Ask some students to read their sentences aloud and the teacher can make somecomments so that to make it clear to students what kind of sentences are better wanted.[Explanation]通过上一课时的学习，学生关于克隆食品差不多具有了相当的知识积存，因而他们差不多具备了初步的判定力，在信中能够写或者应该写些什么内容，以小组的形式让他们进行讨论，充分发挥他们的主体性，然后教师能够提出一些建议进行增删。
Unit 3 Science versus nature 单元视窗Wordlistclone [kləun] vt.克隆 n.克隆出来的动物或植物* embryo [ˈembriəu] n.胚胎on the one hand…on the other hand … 一方面…另一方面…tissue [ˈtiʃu:] n. (生物的)组织;纸巾toy with戏弄,摆弄;把…当作儿戏real-life adj真实的,现实生活中的* monster [ˈmɔnstə] n.怪物exact [igˈzækt] adj.精确的,准确的cell [sel] n.细胞;小隔间;电池* mammal [ˈmæməl] n.哺乳动物* Scottish [ˈskɔtiʃ] adj.苏格兰的intention [inˈtenʃən] n.意图,目的;企图anxiety [æŋˈzaiəti] n.忧虑,焦虑,不安saleswoman [ˈseilzwumən] n.女售货员, 女推销员adopt [əˈdɔpt] vt.收养,领养;采用,采纳legal [ˈli:gəl] adj.法律许可的,合法的push ahead with义无反顾地进行, 努力推进* Italian [iˈtæliən]adj.意大利的 n.意大利人;意大利语physician [fiˈziʃən] n.医师;内科医生goat [gəut] n.山羊consequence [ˈkɔnsikwəns] n.结果,后果harvest [ˈhɑ:vist] vt. & vi.收割(庄稼) n.收获;收成for sale供出售,待销售transform [trænsˈfɔ:m] vt.使改变外观或性质 (尤态concept [ˈkɔnsept] n.概念;观念crime [kraim] n.罪,罪行fellow [ˈfeləu] n.男子,家伙;同事,同类profession [prəˈfeʃən] n.职业,行业radiation [ˌreidiˈeiʃən]n.辐射,放射线breakthrough [ˈbreikθru:] n.突破original [əˈridʒənəl] adj.原来的,起初的; 首创的;非复制的judgement [ˈdʒʌdʒmənt] n.判断力;看法, 评价;(法律)判决be/ get burnt out耗尽体力,累垮relation [riˈleiʃən] n.关系;亲戚public relations n.公共关系follow in one's footsteps效仿某人conduct [ˈkɔndʌkt] vt.实施;指挥乐队majority [məˈdʒɔriti] n.多数,大多数summary [ˈsʌməri] n.总结;概括,概要consideration [kənˌsidəˈreiʃən] n.仔细考虑; 必须考虑的因素;体谅,顾及take... intoconsideration认真考虑hunger [ˈhʌŋgə] n.饥饿;饥荒tasty [ˈteisti] adj.美味的,可口的nutrition [nju:ˈtriʃən] n.营养ordinary [ˈɔ:dinəri] adj.普通的,一般的reliable [riˈlaiəbl] adj.可信赖的,可依靠的accurate [ˈæk jurət] adj.准确的,精确的的,短暂的; 简洁的,简单的actual [ˈæktʃuəl] adj.真实的,实际的confirm [kənˈfə:m] vt. &vi.证实,证明; 确认;使确信agriculture [ˈægrikʌltʃə]n.农业channel [ˈtʃænəl] n.水道;航道;隧道favour [ˈfeivə] n.赞同,支持;恩惠, 帮助;偏爱,偏袒in favour of赞同,支持point of view n.观点catastrophe [kəˈtæstrəfi]n.灾难,灾祸* resource [riˈsɔ:s] n.资源acre [ˈeikə] n.英亩rainforest n.雨林income [ˈinkʌm] n.收入,收益* genetics [dʒiˈnetiks] n.遗传学frighten [ˈfraitn] vt.使惊吓,使惊恐* genetically[dʒɪˈnetɪklɪ]adj. 从基因上, 与基因相关* modify [ˈmɔdifai] vt.调整,修改;修饰genetically modified转基因的insert [inˈsə:t] vt.插入,嵌入* DNA n.脱氧核糖核酸(deoxyribonucleic acid缩写)pest [pest] n.害虫profit [ˈprɔfit] n.利润,收益 vi. & vt.获益;对……有用chain [ˈtʃein] n.一系列;一连串(人或事)food chain n.食物链permission [pəˈmiʃən] n.准许,许可,批准把你没有记牢的挑出来，好The perfect copy Focus Scientists have announced that they have cloned the first human embryo. Thishas caused much debate round the world. On the one hand, some scientists pointout that if you clone an embryo, you can produce valuable human tissues—suchas bone or lung tissue—that could be used to save human lives. On the otherhand, many people, including some scientists, disagree and are afraid that,if mankind toys with nature in this way, we may be on our way to producinga real-life Frankenstein's monster.Cloning is producing an exact copy of a plant or an animal using its cells.The first mammal to be cloned successfully from an adult cell was Dolly thesheep. She was born in 1996 and died in early 2003, at a much younger agethan normal. When she was born, many people were worried that cloning wouldlead to more diseases in the animal world. However, in general the scientistswere praised for their wonderful scientific advance.Ian Wilnut, the Scottish scientist who created Dolly, is shocked that some scientists are now considering cloning human beings. Although he researches cloning, his intention has never been to create copies of humans. Instead,he thinks research efforts should concentrate on creating new tissues andorgans that can be used to cure diseases like cancer. However, some peoplebelieve that cloning human embryos with the intention of destroying them showsno respect for human life.Even though human cloning is causing a lot of anxiety, it is good news forFaye Wilson, a 41-year-old saleswoman who cannot have a baby. ‘I am anxiousto have a child of my own,’ she says. 'I don't want to adopt someone else'schild—if I had the chance, I would have a cloned baby right now.'While cloning human embryos is not legal in many countries, some scientistsare already pushing ahead with research in order to produce a cloned humanbaby. Severino Antinori, an Italian physician, has declared that he wantsto be the first to clone a human being.In China, scientists have focused their efforts on cloning animals, as wellas cloned tissues to be used in medical treatment. China has succeeded in producing clones of cows and goats, and continues to research ways in whichchallenging moral ideas for centuries. Why should we stop them now?Colin JakeFirst periodListen and learn:Listen to the wordlist and try to learn the words and phrases by heart.◆Step 1:◆Step 2: Personal show●Task 1: Give the following words’ Chinese meaningconsequence n. harvest vt. & vi. n.transform vt. concept n.breakthrough n. conduct vt.nutrition n. reliable adj.brief adj. confirm vt. & vi.●Task 2: Translate the following words戏弄,摆弄;把……当作儿戏 n.意图,目的;企图vt.收养,领养;采用,采纳 adj.法律许可的,合法的义无反顾地进行, 努力推进 效仿某人n.总结;概括,概要 n.资源n.仔细考虑; 必须考虑的因素;体谅,顾及 n.利润,收益 vi. & vt.获益;对…有用 Step 3: Text reading Listen to the text and then finish the following sentences1. Read the text2. Try to recite the sentences in step 3-Task 1Second periodStep 1: Personal showWrite down the words according to yourself.Step 2: Language focus◆ 1. intended adj. (为…〉打算的/设计的intention n.意图；目的；企图知识探究：My brother intends to study abroad next year. 我弟弟打算明年到国外留学。
牛津译林版高中英语必修五Unit3《Scienceandnature》教案1教材：牛津高中英语(模块五)高二上学期文档内容：教学设计—教案单元：Unit 3 Science and nature板块：TaskThoug hts on the design:Task部分分成两个课时。
第一课时向学生整体出现Task部分的目标，即写一封有关转基因食品的正式书信，并为学生创设一个简单的情形，然后通过听力、阅读短小篇幅的文章增加学生对转基因食品的了解，最后设计一个采访活动，让学生以小组为单位进行。
在课堂的最后做一个小结。
Task部分尽管最终任务是写一封信，但这关于学生来说不存在难度，难的是信中所涉及的内容。
关于专业性比较强的内容，通过如此的安排，让学生逐级加深了解，然后再把所了解到知识在实际中加以运用，符合了学生对新知识的同意特点，也在第一课时完成了信件内容相关信息的积存过程。
Teaching aims:After learning Task, students will be able to1.confirm information by changing or correcting some details.2.know some general knowledge about cloned food.3.conduct an interview using some use ful expressions.Teaching procedures:Step 1 Present the learning objective (PPT4-8)1.Present the letter on Page 56. Ask students to scan the letter to find out themain idea. ( Clearly state the anti-c loning opinion and reasons for that)2.Tell students the learning objective of this period and next period is to makea “copy”of this letter. And this period will focus on building up materials.3.Topic: Cloning. ( + quiz about cloni ng / listen to check)Situation: A local supermarket is planning to sell cloned food and you want to write to tell your opinions.Content of the letter: Your opinions on cloned food and supporting details [Explanation]先向学生出现Task部分最终要完成的任务是什么模样的，内容应该是个人观点，从而让学生产生学习的需要。
Unit3 Science and nature Welcome to the unit教材：牛津高中英语(模块五)高二上学期文档内容：教学设计—教案单元：U nit 3 Science and nature板块：Welcome to the unitThoughts on the design:从课型来讲，本课时作为整个单元的导入部份，主如果以口语表达为主，从内容来讲，本课时作为整个单元的第一课时，要解决两个问题。
第一是向学生介绍整个单元的主题和将要学习和讨论的内容，第二是要为进入阅读部份作一些内容的预备和铺垫。
基于如此的考虑，本课时主要包括两个部份，即单元主题呈现（科学对抗自然）和阅读前预备（克隆）。
以一段有关增高术的听力作为切入点，带出主题，然后以图片为媒介引导学生进行一系列的讨论，在充分理解了本单元的主题以后，进入另一层面，专门针对克隆进行生动的讨论和辩论，让学生充分展示出他们对这一专题有所了解，并让他们熟悉到他们对这一专题还需要进一步的阅读才能更好得表达出他们的观点。
这就为后面的阅读作了充分的铺垫。
Teaching aims:After learning Welcome to the unit, the students will be able to1.think more about the relationship between science and nature.2.describe some items and atmosphere with scientific terms.3.express their opinions on cloned animals and humans as well.4.develop an interest in doing more reading and research on the topic. Teaching procedures:Step 1 Lead in (PPT 4-7)Play a dialogue about height-increasing operations and ask students to fill in the blanks. After checking the answers, allow some time for students to freely express their opinions on height-increasing operations, thus introduce the major topic “science versus nature”。
Unit3 Science and nature Project教材：牛津高中英语(模块五)高二上学期文档内容：教学设计—教案单元：Unit 3 Science and nature板块：ProjectThoughts on the design:本节主要目标是让学生学会如何辩论，要对从辩论题目的肯定到最终辩论的呈现的每一步进行简单而又有效的指导。
由于Project部份有两篇阅读文章，内容上有必然的难度，且第二篇文章对学生来讲是本单元的一个全新的内容，因此，基于学生对于新授知识的同意进程和思维的顺序性，教学进程中以如何预备一个辩论作为主要线索，把第58页的内容作为整体教学的一个有机部份穿插其中，帮忙学生学会如何利用素材。
通过头脑风暴、小组讨论、和辩论片段展示等手腕让学生充分感受到真正的辩论是如何的，当场运用讲义58页的内容进行迷你辩论，让学生切身感受辩论是如何的和应该注意什么问题。
最后再给出任务，让学生以讲义59页的内容即转基因食物带来的是希望仍是危险让学生在课后查询资料，给学生充沛的时刻进行课后预备，并进行课堂辩论以查验学习效果。
当学生从中获益时他们下次进行类似活动的踊跃性会更高。
Teaching aims:After learning Project, students will be able to1.search for relative informatione up with good points by reasonably dealing with the information3.argue and argue against4.take nature more seriously5.learn the importance and necessity of cooperatingTeaching procedures:Step 1 Lead in (PPT4)1.Briefly review the previous lessons about cloning.2.Relate them to the theme of the unit—Science and nature. Lead students to thinkabout the relationship between them. Tell students: How far science can go depends on humans. Science is the tool of humans against nature.3.There has been much argument about the relationship between man and nature. -----concept of “DEBATE”.[Explanation]通过前面几个课时的学习，学生对于自然与科学的关系必然已经有了更深的感悟。
牛津译林版高中英语必修五Unit 3 Science and natureProject教案man and natureTeaching aims1.Improve students’ ability and provide practice2.Master and use some useful words and expressions3. Have a debate to express and support your opinionsProcedures:step 1 leading in1. Appreciate some film pictures about “man versus nature”2. Ask and answer some relevant questions such as:Are you afraid that something similar may happen in the future?What’s your opinion towards the relationship between human beings and n ature?step 2 reading1. Listen to the tape then give out the gist of each paragraph2. Read again then answer some questions such as:1. What have people done to nature?2.If we continue in this way, what might happen?3. Which is more important, economic development or protecting nature?4. Do you think the problem of humans winning and nature losing can be settled? If so, can you suggest some solutions?step 3 Introduce the project1. Planning•Choose a topic that interests you•Split into For and Against•Assign roles and tasks•Use different medias to search for relevant information2. Preparing•Discuss the collected information and tick the strong points to be the start and the end.•Make a list of all your points.•Think about the opposite points and think about how to argue against them.3. Producing•Practise in your group to check everyone’s task.•Practise many times to make it better.•Decide the time of each section.4. Presenting•Present the debate in front of class.•Display your research on the wall when debating.•Make rules of winning before the debate and check which group wins at the end. step 4 HomeworkWrite an essay on any topic that you’re interested in by using the techniques you learned from a debate.。
Unit3 Science and nature Reading教材：牛津高中英语(模块五)高二上学期文档内容：教学设计—教案单元：Unit 3 Science and nature板块：ReadingThoughts on the design:本节内容主要目标是让学生通过主体阅读发现如何去表达正反面的观点。
进而要求他们继续读43页上的两封信，让他们了解如何就正面或反面的一个观点进行重点论述。
在课堂的最后可以结合本单元的大主题做一个简短的总结，可以进一步引发学生的思考，使得这篇文章并不仅仅是一篇阅读文章，而是一篇具有社会和现实意义的文章。
鉴于文章内容比较严肃，，单纯的阅读和讨论容易让课堂气氛陷入沉闷，因此安排了不同的阅读方法，从不同的角度调动学生的阅读积极性。
Teaching aims:After learning The perfect copy, students will be able to:1. use some useful phrases to state their “for and against” opinions on anatmosphere.2. write a persuasive article using supporting details.3. do conversion between book knowledge and their own knowledge.4. persuade using their voices.5. concern more about the relationship between science and nature.Teaching procedures:Step 1 lead in (PPT 4-5)1. Start the lesson by a brief review of what students have talked about cloning.2. Present the learning objective of this period, which is to get more knowledgeabout cloning, and grasp effective ways to express positive and ne gative opinions.3. Prediction based on the title. What attitude does the author hold towards cloning,positive or negative or neutral?[Explanation]基于上一课时已经对克隆这一话题有所涉及，本节的导入以单刀直入、承上启下为特点。
Unit 3 Science versus natureSecond periodStep 1: Personal showWrite down the words according to yourself.Step 2: Language focus◆1. intended adj. (为…〉打算的/设计的intention n.意图；目的；企图知识探究：My brother intends to study abroad next year. 我弟弟打算明年到国外留学。
He went to Paris with the intention of learning/ to learn French. 他到巴黎是为了学法语。
I have no intention of going to the wedding. 我无意去参加婚礼。
The course is intended for intermediate students. 这个课程是为中等水平的学生开设的。
The dictionary is intended for children. 这本字典是给小孩用的。
His parents intended him to study abroad. 他的父母想让他去国外学习。
题练落实：1. Small children don’t like books that are _______ for adults.A. promisedB. permittedC. admittedD. intended2. ---I thought you and Peter were going for a bike ride.---_______, but the front wheel of my bike is bent and I haven’t had it fixed.A. We intended toB. I’m sorryC. Well, we wentD. She was, and I won’t3. In the park, the number of visitors is tightly _______ to avoid damagingthe environment or putting stress on the animals.A. limitedB. encouragedC. expectedD. intended4. She ________ to catch the early tra in, but she didn’t get up in time.A. intendedB. was intendedC. had intendedD. was intending◆2. adopt vt. &. vi.收养,领养;知识探究：Papers like this tend to adopt a very simple writing style.这样的论文往往采用比较朴实的写作风格。
牛津译林版高中英语必修五M5U3 Period 3 Word power（牛津译林版）Teaching Important PointsTry to learn the three ways to form new words — compound, derivation, conversion.Also the students should learn the vocabulary about organs of the body —lungs, heart, liver, stomach, kidneys, etc.Teaching Difficult PointsHow to guess the new words according to the ways of word formation and the other difficult point is how to remember the organs of the body.Teaching MethodsSituational approach and task-based approach.Teaching AidsMultimedia and some related pictures about organs of the body.Three Dimensional Teaching AimsKnowledge and SkillsIn some situation, students can guess what a word means by looking at its prefix or suffix.Human beings have one of the most complex bodi es in the animal world.It’s important to know the names of the major organs of the body, so we may know our body better.Process and StrategiesSs can guess new words after learning the knowledge of word formation, after learning the organs of the body, they may know the function of each organ better than before, so they may pay attention to their way of life to form better habit of exercising.Feelings and Value sKeeping fit is the most important thing in our life.Teaching ProcedureStep 1 RevisionAnswer the following questions by adding some words to the following words.able agree appear lead novel regular respectT:You can not find your new pen.What happened to your pen?S:It disappeared.T:You want to get the book on the top shelf, but you are not tall enough.Do you think you will be able to reach the book?S:I am unable to do so.T:The two groups at the meeting don’t agree with each other.They argued fiercely.So what is the problem between them called?S:Disagreed.T:Many people respect Mr.Li and think he is a good man.He helps people out and is a good citizen and friend.So can you find a word to describe,Mr.Li?S:Respectable.T:Miss has published several books.She loves her job writing novels.So what is Miss Wang’s occupation?S:She is a novelist.T:You can not find the order of the numbers in a group of numbers.So can you find a word to describe the order of the numbers?S:It is irregular.T:Some ads say that if you take their pills, you will be healthy, look younger, become smarter and sleep better.What can you say about this kind of ads?S:They are misleading.Step 2 Prefixes and suffixesT:Look at Page 46.There are two tables about prefixes and suffixes and their meanings.Work in pairs and read the examples to each other.You need to explain the meanings of the sample words in your own words to your partners.T:Work out in pairs and find more examples add to the tables.We will hold a competition in five minutes.The pair with the most correct examples wins.T:Finish the exercises on Page 46 individually.You should understand the passage and the exact meanings of the prefixes and suffixes.Answers:1) illegal2) disrespect3) hopeless4) uncertain5) understandableT:You’ll be divided into several groups and make a list of prefixes and suff ixes and meanwhile give some more examples.T:Teacher give more prefixes and suffixes for the students to know:1.There are some other prefixes which can be used to represent opposite meanings of the original words.de-decompose declassify mal- maltreatment malnutritionnon-non-smoker non-alcoholic non-profit2.There are some other prefixes which are widely used in English.auto-automaker automobile bi-bilingual bilateraldown-downhill downstairs downwardsever-everlasting evergreen evermorehalf-halfway halfbaked half-pay full-full-color full-size full-pagehand-hand-made hand-picked hand-washpost-postgraduate post-industrial over-overeat overdue overworkmid-midday midlife midnight3.Suffixes that are used commonly are as follows:-al cultural national original -ent different dependent existent-ian Canadian Belgian -like childlike dreamlike lifelike-proof waterproof soundproof bulletproof-en widen sharpen shortenStep 3 Organs of the bodyT:Look at the pictures of the body in Part B on Page 47.Pronounce each organ correctly and know what they each refer to.S:Try to revise what they have learned about the different expressions about organs.One student can act as a teacher, pointing to any part of his or her body and the rest pronounce the organ.S:Read the passage in Part B on Page plete the passage individually.Answers:1) brain2) heart3) liver4) lung5) stomach6) kidneysT:Ask the students to complete Part C in pairs or groups.Step 4 HomeworkTry to remember the names of the organs of the body, then read the article in Part A on Page 113 in Workbook.The Design of the Writing on the BlackboardUnit 3Science versus natureThe third periodword formation— compound, derivation, conversionderivation—prefix, suffix,prefixes—anti-,dis-,in-,il-,im-,ir-,pre-,pro-,re-,un-suffixes—able, -ful, -ist, -less, -ment, -nessorgans of the body—brain, lungs, heart, liver, stomach, shoulder, etc.Records after Teaching________________________________________________________________________________________________________________________________Activities and Research1.Students are supposed to think of more prefixes and suffixes and give more examples.Also they are supposed to develop the ability to guess the new words which are formed according to the rules of word formation.2.Make a brief conclusion about the organs of their body, and know the importance of keeping healthy.Reference for Teaching英语构词法知识——常见的前缀和后缀1.表示否定意义的前缀1)纯否定前缀dis- dishonest in-, ig-, il, im, ir, incapable, inability, ignoble, impossible, immoral, illegal irregularne-, n-, none, neither, nevernon-, nonsenseneg-, neglectun- unable, unemployment2)表示错误的意义male-, mal-, malfunction, maladjustment(失调)mis-, mistake, mislead3)表示反动作的意思de-, defend, demodulation(解调)dis-, disarm, disconnectun-, unload, uncover4)表示相反，相互对立意思anti-, ant- antiknock(防震), antiforeign(排外的)contra-, contre-, contro-, contradictioncounter-, counterreaction, counterbalanceob-, oc-, of-, op-, object, oppose, occupywith-, withdraw, withstand2.表示空间位置、方向关系的前缀1)a- 表示“在……之上”“向……” aboard, aside2)by- 表示“附近，邻近，边侧” bypath, bypass(弯路)3)circum-, circu-, 表示“周围，环绕，回转” circumstance, circuit4)de-, 表示“在下，向下” descend, degrade5)en-, 表示“在内，进入” encage, enbed(上床)6)ex-, ec-, es-, 表示“外部，外”exit, eclipse, expand, export7)extra-, 表示“额外”extraction （提取）8)fore- 表示“在前面” forehead, foreground9)in-, il-, im-, ir-, 表示“向内，在内，背于” inland, invade, inside, import10)inter-, intel-, 表示“在……间，相互”international, interaction, Internet11)intro-, 表示“向内，在内，内侧”introduce12)medi-, med-, mid-, 表示“中，中间” Mediterranean, midposition13)out-, 表示“在上面，在外部，在外” outline, outside, outward14)over-, 表示“在上面，在外部，向上” overlook, overhead, overboard15)post-, 表示“向后，在后边，次” postscript(附言)16)pre-, 表示“在前”在前面”prefix, preface, pre position17)pro-, 表示“在前，向前” progress, proceed18)sub-, suc-, suf-, sug-, sum-, sup-, sur-, sus-, 表示“在下面，下” subway, submarine, suffix, suppress, supplement19)super-, sur-, 表示“在……之上” superficial, surface, superstructure20)trans-, 表示“移上，转上，在那一边” translate, transform, transoceanic21)under-, 表示“在……下面，下的” underline, underground, underwater22)up-, 表示“向上，向上面，在上” upward, uphold, uphill(上坡)3.表示时间，序列关系的前缀1)ante-, anti-, 表示“先前，早于，预先” antecedent, anticipate2)ex-, 表示“先，故，旧” expresident, exhusband3)fore-, 表示“在前面，先前，前面”foreward, forecast, foretell(预言)4)mid-, medi-, 表示“中，中间” midnight, midsummer5)post-，表示“在后，后”postwar6)pre-, pri-, 表示“在前，事先，预先”preheat, prewar, prehistory7)pro-, 表示“在前，先，前” prologue(序幕)，prophet(预言家)8)re-,表示“再一次，重新”retell, rewrite4.表示比较程度差别关系的前缀1)by-, 表示“副，次要的”byproduct, bywork(副业)2)extra-,表示“超越，额外”extraordinary3)hyper- 表示“超过，极度” hypersonic(超声波),hypertesion(高血压)4)out-,表示“超过，过分”outdo(超过), outbid(出价过高的人)5)over-，表示“超过，过度，太” overeat, overdress, oversleep6) sub-, suc-, sur-, 表示“低，次，副，亚”subeditor, subordinate, subtropical(亚热带)7)super-, sur- 表示“超过” supernature, superpower, surplus, surpass8)under-,表示“低劣，低下” undersize, undergrown, underproduction(生产不足)9)vice- 表示“副，次” vicepresident, vicechairman5.表示共同，相等的前缀1)com-, cop-, con-, cor-, co- 表示“共同，一起”connect, combine, collect, combat, coexist, co-operate2)syn-, syl-,sym-,表示“同，共，和，类” symmetry, sympathy, synthesis(合成)6.表示整个完全的前缀1)al- 表示“完整，完全” alone, almost,2) over-表示“完全，全” overall, overflow(充满)3) pan-表示“全，总，万” panentheism(泛神论)，panorama7.表示分离，离开的前缀1)a- ab-, abs-,表示“分离，离开” away, apart, abstract, abstain2)de- 表示“离去，除去” depart, decolour3)dis-, di-, dif-, 表示“分离，离开” divorce, disarm(缴械)4)ex-, e-, 表示“离开，分离” expel, exclude, expatriate(驱出国外)5)for- 表示“离开，脱离” forget, forgive6)表示“离开” relea se, resolve7)表示“分离，隔离” separate, seduce, select8.表示通过，遍及的前缀1)dia-,表示“通过，横过” diameter, diagram2)per-, pel-, 表示“通，总，遍” perfect, perform, pervade(浸透)3)trans-, 表示“横过，贯通” transparent, transmit, transport9.表示加强的前缀1）a-, arouse, ashamed2）ad-, adjoin, adhere( 粘着)10.表示数量关系的前缀1)mon-, mon- 表示“单一”，“一”monotone(单调)，monopoly, monarch uni-, un-, uniform, unicellular(单细胞)2)表示“二，两，双” ambi- ambiguous, amphibian(两栖类)bi-, bin- bicycle, di-, diode(二级管)，twi-, twilight3)deca, deco-, dec- deci-,表示“十” decade, decimals4)hecto-, hect-, 表示“百，百分子一” centi-, hectometer,centimeter5)表示“千，千分子一” kilo-, kilometer6)表示“半，一半” hemi-, hemisphere demi-, demiofficial semi-, semiconductor, semitransparent pene-, pen-, peninsula11.表示术语的前缀1)aud-, 表示“听，声” audience2)bio-, 表示“生命，生物” biography(传记)3)ge-, 表示“地球，大地” geography4)phon-, 表示“声，音调” phonograph5)tele-, 表示“远离” television, telephone二、常见的后缀1.名词后缀(1)具有某种职业或动作的人1)-an, -ain, 表示“……地方的人，精通……的人”American, historian2)-al, 表示“具有……职务的人” principal3)-ant,-ent, 表示“……者” merchant, agent, servant, student4)-ar, 表示“……的人” scholar, liar, peddler5)-ard, -art, 表示“做……的人”coward, laggard, braggart(夸张者)6)-arian, 表示“……派别的人,……主义的人”humanitarian, vegetarian7)-ary, 表示“从事……的人” secretary, missionary8)-ant, 表示“具有……职责的人” candidate, graduate9)-ator, 表示“做……的人” educator, speculator(投机者)10)-crat, 表示“某种政体，主义的支持者” democrat, bureaucrat11)-ee, 表示“动作承受者” employee, examinee12)-eer, 表示“从事于……人” engineer, volunteer13)-er, 表示“从事某种职业的人, 某地区，地方的人” banker, observer, Londoner, villager14)-ese, 表示“ ……国人，……地方的人”Japan ese, Cantonese15)-ess, 表示“阴性人称名词”,actress, hostess, manageress16)-eur, 表示“……家” amateur, littérateur17)-ian, 表示“……地方人，信仰……教的人，从事……职业的人”Christian, physician(内科医生)，musician18)-ician, 表示“精通者,……家”electrician, magician, technician19)-icist, 表示“……家,……者,……能手”physicist, phoneticist, technicist20)-ic, 表示“……者，……师” mechanic, critic21)-ie, 表示“爱，指小” dearie, auntie, lassie(小姑娘)22)-ier, 表示“从事……职业” cavalier, clothier, brazier(黄铜匠)23)-ine, ian, 表示“阴性人称” heroine, ballerina24)-ist, 表示“从事……研究者，信仰……主义者” pianist, commun ist, dentist, artist, chemist25)- ive, 表示“动作者，行为者” native, captive26)-logist, 表示“……学家，研究者” biologist, geologist(地质学家)27)-or, 表示“……者” author, doctor, operator28)-ster, 表示“做……事情的人”youngster, gamester(赌徒)，songster29)-yer, 表示“从事……职业者” lawyer(2)构成，具有抽象名词的含义1)-acy, 表示“性质，状态，境遇” accuracy, diplomacy2)-age, 表示“状态，行为，身份及其结果，总称” courage, storage, marriage3)-al, a) 表示“事物的动作，过程”refusal, arrival, survival, denial, approvalb) 表示具体的事物manual, signal, editorial, journal4)-ance, -ence表示“性质，状况，行为，过程，总量，程度” enduranc e, importance, diligence, difference, obedience5)-ancy, -ency, 表示“性质，状态，行为，过程” frequency, urgency, efficiency6)-bility, 表示“动作，性质，状态” possibility, feasibility7)-craft, 表示“工艺，技巧” woodcraft, handicraft, statecraft（治国策）8)-cracy, 表示“统治，支配” bureaucracy, demo cracy9)-cy, 表示“性质，状态，职位，级别” bankruptcy(破产)，supremacy10)-dom, 表示“等级，领域，状态” freedom, kingdom, wisdom11)-ery, -ry, 表示“行为，状态，习性” bravery, bribery, rivalry12)-ety, 表示“性质，状态” variety, dubiety(怀疑)13)-faction, -facture, 表示“作成，……化，作用” satisfaction, manufacture14)-hood, 表示“资格，身份, 年纪，状态” childhood, manhood, falsehood15)-ice, 表示“行为，性质，状态” notice, justice, service16)-ine, 表示“带有抽象概念” medicine, discipline, famine17)-ing, 表示“动作的过程，结果” building, writing, learning18)-ion, -sion, -tion, -ation, -ition, 表示“行为的过程，结果，状况” actionsolution, conclusion, destruction, expression, correction19)-ise, 表示“性质，状态” exercise, merchandise(商业)20)-ism, 表示“制度，主义，学说，信仰，行为” socialism, criticism, colloquialism, heroism21)-ity, 表示“性质，状态，程度” purity, reality, ability, calamity22)-ment, 表示“行为，状态，过程，手段及其结果” treatment, movement, judgment, punishment, argument23)-mony, 表示“动作的结果，状态” ceremony, testimony24)-ness, 表示“性质，状态，程度” goodness, kindness, tiredness, friendliness25)-or, -our, 表示“动作，性质，状态” favor, error,26)-osity, 表示“动作，状态” curiosity27)-ship, 表示“情况，性质，技巧，技能及身份，职业” hardship, membership, friendship28)-th, 表示“动作，性质，过程，状态” depth, wealth, truth, length, growth29)-tude, 表示“性质，状态，程度” latitude, altitude(海拔)30)-ure, 表示“行为，结果” exposure, pressure, failure, procedure(手续)31)-y, 表示“行为的结果，状态，性质” glo ry, history, victory, inquiry(3)带有场所，地方的含义1)-age, 表示“住所，地点” village, cottage2)-ary, 表示“住所，场地” library, granary (谷仓)3)-ery, ry, 表示“工作场所，饲养所，地点” laundry, nursery, surgery(手术室)4)-ory, 表示“工作场所，住处” factory, dormitory, laboratory, observatory (4)带有学术，科技含义1)-grapy, 表示“……学，写法” biography, calligraphy, geography2)-ic, ics, 表示“……学……法” logic, mechanics, optics, electronics3)-ology, 表示“……学……论”biology, zoology, technology(工艺学)4)-nomy, 表示“……学……术” astronomy, economy, bionomy(生态学)5)-ery, 表示“学科，技术” chemistry, cooke ry, machinery6)-y, 表示“……学，术，法” photography, philosophy(5)表示人和事物的总和，集合含义1)-age, baggage, tonnage2)-dom, newspaperdom(新闻界)3)-hood, neighbourhood, womanhood4)-ery, cavalry, ministry(内阁)5)-ure, legislature, judicature(6)表示物品和物质名称的含义1)-ant, ent, solvent, constant2)-al, signal, pictorial(画报)3)-ar, collar, pillar(石柱)4)- er, boiler, computer, washer, cooker5)-ery, drapery(绸缎)6)-ing, clothing, matting,7)-ment, instrument, equipment, attachment(7)表示“细小”的含义1)-cle, particle,2)-cule, molecule(分子)3)-el, parcel4)-en, chicken, maiden5)-et, pocket, ticket6)-etta, -ette, etto, cigarette, essayette(短文)7)-kin, napkin8)-ling, duckling,9)-let, booklet10)-y, baby, doggy2.形容词后缀（1）带有“属性，倾向，相关”的含义1)-able, -ible, movable, comfortable, applicable, visible, responsible2)-al, natural, additional, educational3)-an, ane, urban, suburban, republican4)-ant, -ent, distant, important, excellent5)-ar, similar, popular, regular6)-ary, military, voluntary7)-ice, -atie, ical, politic, systematic, historic, physical8)-ine, masculine, feminine, marine9)-ing, moving, touching, daring10)-ish, foolish, bookish, selfish11)-ive, active, impressive, decisive12)-ory, satisfactory, compulsory13)-il, -ile, -eel, fragile, genteel(文雅的)(2) 表示“相像，类似”的含义1)-ish, boyish, childish2)-esque, picturesque3)-like, manlike, childlike4)-ly, manly, fatherly, scholarly, motherly5)-some, troublesome, handsome6)-y, milky, pasty(3) 表示“充分的”含义1)-ful, beautiful, wonderful, helpful, truthful2)-ous, dangerous, generous, courageous, various3)-ent, violent(4) 表示由某种物质形成，制成或生产的含义1)-en, wooden, golden, woolen2)-ous, gaseous3)-fic, scientific(5) 表示方向的含义1)-ern, eastern, western2)-ward, downward, forward(6) 表示“倍数”的含义1)-ble, double, treble2)-ple, triple3)-fold, twofold, tenfold(7) 表示“数量关系”的含义1)-teen, thirteen2)-ty, fifty3)-th, fourth, fiftieth(8) 表示国籍，语种，宗教的含义1)-an, Roman, European2)-ese, Chinese3)-ish, English, Spanish(9) 表示“比较程度”的含义1)-er, greater2)-ish, reddish, yellowish3)-est, highest4)-most, foremost, topmost(10)其他的含义-less, 表示否定countless stainless wireless3.动词后缀1)-ize, ise, 表示“做成，变成，……化”modernize, mechanize, democratize, organize2)-en, 表示“使成为，引起，使有” quicken, weaken, soften, harden3)-fy, 表示“使……化, 使成”beautify, purify, intensify, signify, simplify4)-ish, 表示“使，令” f inish, abolish, diminish, establish5)-ate, 表示“成为……，处理，作用” separate, operate, indicate4.副词后缀1)-ly, possibly, swiftly, simply2)-ward, -wards, downward, inwards, upward3)-ways, always, sideways4)-wise, otherwise, clockwiseLanguage pointssimilar:adj.looking or being almost, but not exactly, the same:My father and I have similar views on politics.我和父亲政治观点差不多。
牛津译林版高中英语必修五Unit 3 Science and natureGrammarTeaching aims:After learning, students will be able to1.tell the difference between the verb-ing form and the verb-ed form whenthey are used to express feelings.2.analyze the situation in which to use verb-ing forms or verb-ed formse verb-ed forms to express time, reason and conditionTeaching procedures:Step 1 lead in (PPT4)Show students a cartoon with expressions of the verb-ed form referring to feelings.Step 2 verb-ing and verb-ed used as adjectives (PPT5-7)1.Ask students to focus on such words as bored and challenging in thecartoon. And lead them to think about in what situation are these expressions used.2.Conclusion 1: We use verb-ing forms to describe someone/ something thatcauses certain feelings. They are usually active in meaning. We use verb-ed forms to say how we feel about someone/ something. They are usually passive in meaning as they describe how someone/ something is affected by an action.3.Introduce more words alike.Step 3 verb-ed phrases (PPT8-15)1.Show the same cartoon but develop it in a different way using differentexpressions like “Brook sat there complaining, ‘ How bored!’”.2.Lead students to focus on such expressions as “Tom ran fast hoping to joinJimmy in no time” and think about different functions.3.Conclusion 2: Like the Verb-ing form, the Verb-ed form can be a verb-ed onits own. It can also be followed by an object and/or adverbial..4.Introduce verb-forms used as adverbial modifier to express time, reasonand condition.5.Lead students to think about the relationship between the verb and itsunderstood subject in this kind of expression by comparison.6.Introduce verb-forms used with conjunctions like if, unless, etc.7.Conclusion 3:different situations to use verb-ing or verb-ed forms.8.Drill: Ask students to develop the same story using verb-ed forms asadverbial modifier.Step 4 Consolidation (PPT16-22)Ask students to do multiple choices either on screen or on a sheet.Step 5 summaries (PPT23-24)1.Do a simple summary of what to pay attention to according to theirperformance in doing multiple choices.2.Introduce some phrases that don’t agree with the rule.。
