Teaching aims and requirements:

1. Get a better understanding of the whole passage.

2. Master the language points in the passage.

Teaching procedure:

Step 1. Lead-in

1. What was Darwin famous for?

2. What is the main idea of the book?

Step 2 Fast reading

1.How many parts can the passage be divided into according to the meaning of the passage?

2. Summarize the main idea of each part.

Part I -- Para 1-3:

Part II--Para 4-5:

Part III--Para 6:

Part IV--Pa7:

Step 3 Careful reading

Read the passage carefully and do the comprehension on the next page.

1.Darwin observed that the birds with __ would eat___.

A. small beaks ; hard seeds B. broad beaks；hard seeds

C. hard beaks；hard seeds D. broad beaks；soft seeds

2.Darwin joined the scientific expedition on___．

A.Endeavour B.Tahiti C.the Beagle D.space

3. What was the purpose of Mendel’s experiments?

A.His purpose was based on his love nature.

B. His purpose was to support the ideas concerning the influence of environment upon plants.

C. His purpose was based on the influence of environment upon plants.

4. The belief of the scientists of the nineteenth century was _____

A.The influence of the environment led to the development of new species.

B.The influence of the environment had no effect on new species.

C. different varieties of species depended on different environments

D. Genetics led to the development of new species.

5. The research by Darwin, Mendel and Turesson shows that___.

A.genetics is more important than the environment to plants

B genetics is less important than the environment to plants

C. both genetics and the environment are important to plants

D. neither genetics nor the environment is important to plants

Step 4 Language points

1.(P1.L1) …to experiment and do whatever he liked.

句中whatever引導(dǎo)名詞性從句,在句中作賓語,它還可以作主語表語等.當(dāng)引導(dǎo)名詞性從句時不能用no matter what替換.

2.(P1. L4) Darwin’s observations on that voyage led him to write his famous book…

lead to 是一個活躍的詞組，意為“通向”、“導(dǎo)致”、“使得”等等，其常見的結(jié)構(gòu)是 lead to sth. 或 lead sb.to sth . 或lead sb. to do sth.。如：

All roads______ Rome. 條條道路通羅馬。

There is only one path ________ the castle. 只有一條小路通往城堡。

Hard work and proper ways will ________success. 勤奮的工作和正確的方法會使你成功。 What______________________? 是什么使得你相信他的?

3.(P2. L2) …and deserved special attention.

deserve vt. 這個詞字面意思是“值得”、“該受到”，可褒可貶。用到的場合其實挺多的。

① I think you're playing with fire. You deserve it! 你是老鼠戲貓，真是自作自受！

② How dare you do this to me? You deserve a kick in the ass!你竟敢這樣對我？找打啊？

③ Such a little boy has to work to support his family. It deserves sympathy.

If you do wrong, you deserve punishment.

If you do wrong, you deserve punishing.

If you do wrong, you deserve to be punished.

類似的詞還有：need; want; require

4.(P.2,L1)It was … that give him the key to his new theory.使他獲得創(chuàng)建新理論的要領(lǐng).

the key to sth./doing sth. …的關(guān)鍵, …的答案

①This is the key to the improvement of their living conditions.

② This is the key to world peace.

the answer to_____________

the entrance to__________

the solution to____________

the bridge to____________

the limit to______________

the note to_______________

the guide to____________

the response to____________

the attitude to_____________

the momunent to_________________

5.(P4. L4) …the ideas concerning the influence of environment upon plants...

a declaration concering the war關(guān)于戰(zhàn)爭的宣言

concern oneself with/in 關(guān)心… be concerned in從事… ,與… 有關(guān)連

as concerns=concering關(guān)于…

① I wrote to the head of the firm concerning a business arrangement.

② He refused to answer questions concerning his private life.

6.(P5. L4) It would take a next generation of scientists to bring the importance of the environment on species back in view.

bring sth back in view重現(xiàn)在視野

come in view出現(xiàn)在視野

in view (of)在視力所及的范圍,看得見的地方

in view 可以看見；在考慮之中；計劃好的

① There was not a house in view.（看見）

②He wants to find work, but he has nothing particular in view. (考慮)…但他沒有具體的目標(biāo)。

③ In view of his youth, the police have decided not to press charges. (考慮到； 由于；鑒于)

7.(P.7,L3)such as soil conditions, is of equal importance to the output of crop.

對糧食農(nóng)作物產(chǎn)量具有同樣重要的意義.

be of +抽象名詞=be+該詞的形容詞

be of importance=be important

be of value=be valuable

be of +the size/age/weight/kind/height etc.這類抽象名詞沒有相應(yīng)的形容詞.

They are of the same age but of different height.他們同齡但不一樣高.

Useful phrases in this passage:

1. 享受做試驗的充分自由 Enjoy all the freedom to experiment

2. 值得特別重視 Deserve special attention

3. 明顯與…相關(guān) show a clear relationship with

4. 有關(guān) Be related to

5. 用花朵和豌豆實驗 Conduct his experiments with flowers and peas

6. 代代相傳 Pass on from one generation to the next

7. 導(dǎo)致遺傳學(xué)的產(chǎn)生Give birth to the science of genetics

8. 形成理念 Form the belief

9. 研究玫瑰的變異情況 Study many varieties of garden roses

10. 重新認(rèn)識環(huán)境對物種的重要性 Bring the importance of the environment on spices in view

11. 大葉 Broad leaves

12. 外形改變 Change one’s appearance

13. 適應(yīng)新環(huán)境 Adapt to the new environment

14. 靠近地表生長 Grow close to the ground

Step5 Writing

達爾文年輕時想干什么就干什么。他對物理化學(xué)和植物學(xué)有著特別的愛好。22歲時，

他就應(yīng)邀參加了“小獵犬號”的科學(xué)考察。他在考察中的仔細觀察使他寫出了著作《物

種起源》。這次探險也給了他創(chuàng)建新理論的鑰匙。

門德爾也做了有關(guān)環(huán)境對植物影響的實驗。他發(fā)現(xiàn)許多特性是代代相傳的，并不受環(huán)境

的影響，這導(dǎo)致了遺傳學(xué)的產(chǎn)生。杜爾松通過研究也發(fā)現(xiàn)如果植物從某一生長地遷到另

一生長地，他們的外形也隨之改變，以適應(yīng)新的環(huán)境。

達爾文、門德爾和杜爾松的研究表明，遺傳和環(huán)境都很重要。這一點值得特別重視。他

們的發(fā)現(xiàn)具有重大意義。

Step 6 Homework

Review what is learned in this period.

Write down the shot passage.

Finish English weekly (unit 4)

閱讀下面短文，掌握其大意，然后從各題所給的四個選項中，選出最佳選項。

It was the night before the composition was due. As I looked at the list of topics (題目) , "The Art of Eating Spaghetti (意大利面條) " caught my eye. The word "spaghetti" brought back the

36 of an evening at Uncle Alien' s in Belleville 37 all of us were seated around the table and Aunt Pat 38 spaghetti for supper. Spaghetti was an exotic (外來的) treat in 39 days. Never had I eaten spaghetti, and 40 of the grown-ups had enough experience to be 41 it. What laughing 42 we had about the 43 respectable method for moving spaghetti from plate to mouth. 44 , I wanted to write about that, but I wanted to 45 it down simply for my own 46 , not for Mr. Fleagle, my composition teacher. 47 , I would write something else.

When I finished it the night was half gone and there was no 48 left to write a proper composition for Mr. Fleagle. There was no choice next morning but to 49 my work. Two days passed before Mr. Fleagle returned the 50 papers. He said, "Now, class, I want to read you a composition, “The Art of Eating Spaghetti'. "

My words! He was reading my words out 51 to the whole class. 52 laughed, then the whole class was laughing with open-hearted enjoyment. I did my best not to show 53 , but what I was feeling was pure happiness, 54 my words had the power to make people 55 .

36. A. memory B. thought C. knowledge D. experience

37. A. when B. where C. since D. after

38. A. cooked B. served C. got D. made

39. A. their B. past C. last D. those

40. A. none B. one C. earns D. neither

41. A. careful about B. good at C. fond of D. interested in

42. A. speeches B. lessons C. sayings D. arguments

43. A. nearly B. naturally C. officially D. socially

44. A. Especially B. Probably C. Suddenly D. Fortunately

45. A. settle B. put C. Bite D. let

46. A. work B. story C. luck D. joy

47. A. However B. Therefore C. As for him D. Except for that

48. A. time B. excuse C. way D. idea

49. A. give up B. continue C. hand in D. delay

50. A. written B. graded C. collected D. calmly

51. A. laid B. fast C. publicly D. calmly

52. A. People B. Nobody C. Somebody D. I

53. A. shock B. wonder C. worry D. pleasure

54. A. if B. for C. while D. although

55. A. excited B. satisfied C. think D. laugh