1. 高二英語必修五第三單元教案
我有譯林牛津版高二英語必修五第三單元教案，希望可以幫到你。
Unit3 Science versus nature
Welcome to the unit
Teaching objectives:
1. To arouse students』 interest in the unit topic
2. To help students kwon more about cloning technology
3. To encourage students to participate in the discussion relevant to cloning
Teaching focus and difficulties:
1. Make sure that students can have the basic knowledge about cloning.
2. Make sure that each student can hold their own opinions towards cloning.
Teaching aids:
The multimedia
Brief teaching proceres:
Step1 Brainstorming
1. Ask students to read the title of the unit Science versus nature. Draw students』 attention to the word 『versus』. Tell them that 『versus』 is usually used when discussing sports competitions or the law, which means that two teams or sides are against each other.
Encourage students to think why 『versus』 is used here. Ask students the following questions:
Do you think there is conflict between science and nature?
What might the conflict be?
2. Show a picture of the first cloned mammal, Dolly. Give some introction about the creation of Dolly. Tell students this new technology is called 『cloning』, which proces an exact of an animal or a plant from its own cells.
3. Lead students to learn the unit while thinking about the relationship between the title of the unit Science versus nature and cloning technology.
Step2 Sharing information
1. Show the following five pictures one by one, each of which shows a successfully cloned animal. As to the five pictures, we conct the following activities.
(Picture2) Tell students that the mule in the picture is the world』s first cloned mule. It was born on 4 May 2003. His name is Idaho Gem and his brother, Taz, was a racing mule that has won many competitions.
(Picture3) Tell students that the kitten in the picture is called Cc. Its name is from 『Copycat』. Scientists in the USA created it with a cell taken from its mother, Rainbow. It was born in December 2002.
(Picture4) The five little pigs』 names are Noel, Angel, Star, Joy and Mary.
(Picture5) The pair of calves were born on 5 July 1998 in Ishikawa, Japan. They were two years younger than Dolly, being the second alt animal clones in the world.
(Picture6) The name of the cloned monkey is ANDi. It is from 『inserted DNA』 spelt backwards. It is the first genetically modified monkey. The technology is different from that used for Dolly.
2. Get students to form groups of four or six to discuss the further questions:
From just these pictures, can you identify the differences between the cloned animals and normal ones?
In your opinion, what might be the differences between these cloned animals and normal ones? Can these animals lead a normal life as normal animals?
Ask several groups to report their answers to the class. Allow different opinions and encourage further discussion.
3. Have students hold a debate about whether it would be a good idea to clone humans some day. Divide students into two groups. One group represents anti-cloning views while the other represents pro-cloning views. Encourage students to provide as many reasons as they can to support their ideas.
Step3 Homework
Assign students to surf the Internet or refer to other sources for further information relevant to cloning technology, so as to finish the first two questions below the pictures. Ask students to make as many notes as possible.
Reading (1)
Teaching objectives:
1.To reinforce students』 comprehension of the text and improve their other skills by participating in all the activities.
2.To help students know the widespread discussion about cloning and hold their own attitudes towards it.
3.To enable students to master the reading strategy and become more competent in reading articles related to science.
Teaching focus and difficulties:
1. Students can work out the meaning of difficult or unfamiliar scientific terms with reading strategy.
2. Students can hold their own opinions on the base of reading the article.
Teaching aids:
The multimedia
Brief teaching proceres:
Step1 Lead- in
Check the homework. Encourage students to share their sources relevant to cloning technology with the whole class. Tell students that cloning has been the subject of scientific experiments for years. The recent success in cloning animals has resulted in fierce debates between scientists, politicians and public.
Step2 Reading strategy
Get students to go through the reading strategy, and make sure that everyone of them understands how to work out the meaning of these scientific terms.
Step1
Begin by reading the first and last paragraphs for an idea of what the article is about.
Step2
Circle any words you do not now. Question things you do not understand or that do not appear to make sense.
Step3
Read through the article a few times, and make sense of the scientific terms upon further readings.
Step3 First reading—Main idea
Ask students to refer to the reading passage and find out the main idea.
(The reading passage is made up of a newspaper article about cloning and two readers』 letters. We will be given information about how cloning is being researched and the different attitudes towards it.)
Step4 Second reading—Understanding scientific terms
Ask students to circle the unfamiliar words or things they do not understand while second reading. (For example: embryo, tissues and organs, interfere with nature, etc)
Step5 Third reading—Detailed information
Ask students to read only the article carefully, and finish the following exercises:
1. What are the different attitudes towards the success of cloning a human embryo?
On the one hand (valuable tissues and organs can be proced and be used to save human lives)
On the other hand (human beings may be on the way to procing a real-life monster)
Some people consider that (cloning human embryos with the intention to destroy them shows no respect for human life.)
2. Who are the persons in the article related to cloning?
persons
introctions
relations to cloning
Ian Wilumt
a Scottish scientist who created Dolly, the first mammal to be cloned successfully from an alt cell
He was shocked when hearing some scientists were considering cloning human beings. He never intends to create copies of humans. Instead, he thinks the efforts of scientists should be directed towards creating new cells and organs that could be used to cure diseases like cancer.
Faye Wilson
a woman of 41 years old who cannot have a baby.
She is desperate to have a baby of her own, a child that is genetically related to her.
Severino Antinori
an Italian doctor, who is one of the leaders in the cloning research
He has declared that he wants to be the first to clone a human being.
Chinese scientists
who have focused their efforts on cloning animals and stem cells to be used in medical research
China has succeeded in procing clones of cows and goats, and continues to research the ways in which cloning can benefit mankind.
Ask students to read the two letters carefully, and judge whether the statements are true or false:
Pauline Carter thinks:
1. the nature will pay back if we interfere with nature. ( T )
2. we should clone fewer babies to rece Earth』s population. ( F )
3. the lady who cannot have a baby can adopt an orphan, but not have a cloned baby. ( T )
Coline Jake thinks:
1. the news that the first human embryo has be cloned successfully is very terrible. ( F )
2. scientists have succeeded in challenging questions of morality. ( F )
3. human cloning is a good way to save her daughter who has died. ( F )
Step6 Further discussion
Understanding the scientific terms and reinforcing the comprehension of the text, students are got to form groups of four or six to discuss the further questions:
1. Find the reasons why people are pro- or anti-cloning in the article and letters and write them in the table below
Pro-cloning
Anti-cloning
1. proce valuable tissues and organs that could be used to save human lives
1. may proce a real-life Frankenshtein』s monster
2. cure disease like cancer
2. create more disease in the animal world
3. help those who are unable to have children
3. cloning shows no respect for human life
4. help those who want to clone their dead children
4. human life would no longer be unique
5. we should be having fewer babies in order to rece Earth』s population, not cloning more
2. Do you think it would be easy for the cloned baby to accept his/ her social identity as a 『cloned』 human being?
3. What would the person that had the original cell feel about the cloned baby?
4. Think about the relationship between the title of the unit Science versus nature and cloning technology.
Step7 Homework
Think about the difficult scientific terms underlined before up on the text learning
2. 求牛津英語模塊五 第三單元單詞表。英文翻譯中文。格式如下圖
托福閱讀考試離不開詞彙的考核，下面小編整理了托福閱讀考試的核心詞彙，希望能幫助大家備考。
91.thanks to 由於
kiwis smell out earthworms thanks to nostrils located at the tip of their beaks.
92.to some extent 某種程度上
Their attitudes toward themselves changed, and, to some extent, other segments of American society began to change their attitudes toward them.
93.turn out 結果是，證明是
Some potash was exported from Maine and New Hampshire in the seventeenth century, but the market turned out to be mainly domestic.
94.usher in 宣告…的來臨
Autumn could be ushered in by severe frost.
95. wear away 磨損 Natural forces wear away the Earth's crust
96.wipe out 消滅，肅清
Entire crops can be wiped out by fungal attacks both before and after harvesting.
97.with respect to 在…方面
The year 1850 may be considered the beginning of a new epoch in America art, with respect to the development of watercolor painting.
98. with the advent of 隨著…的出現
With the advent of high-resolution radio interferometers ring the late 1970's, part of the answer became clear.
99.with the aid of 藉助於
It is now taught with the aid of computers.
100.with the exception of 除..以外
With the exception of printing patterns directly onto the cloth, whether by block, roller, or screen, all of these are based on dyeing; that is, the immersion of the fabric in a dye bath.
3. 高二英語必修五3,4單元單詞
人教版
Unit 4
journalist ['dʒə:nəlist] n. 記者
involve [in'vɔlv] vt. 牽涉；包含
editor ['editə] n. 編者，編輯
photograph ['fəutəɡrɑ:f] n. 照片
photographer [fə'tɑ:grəfər] n. 攝影師
photography [fə'tɑ:grəfi] n. 攝影
unforgettable ['ʌnfə'getəbl] a. 難忘的
assignment [ə'sainmənt] n. 分配；任務
delighted [di'laitid] a. 高興的，快樂的
admirable ['ædmərəbl] a. 令人欽佩的
unusual [ʌn'ju:ʒl] a. 不平常的，異常的
assist [ə'sist] v. 協助，幫助
assistant [ə'sistənt] n. 助手，助理
submit [səb'mit] v. 提交，提出；使服從
profession [prə'feʃən] n. 職業
professional [prə'feʃənəl] a. 專業的；職業的
colleague ['kɔli:ɡ] n. 同事
eager ['i:gə] a. 渴望的
concentrate ['kɑ:nsəntreit] v. 集中
concentrate on ['kɑ:nsəntreit ɔn] 集中精力於
amateur ['æmətə] n. 業余愛好者；外行
update [ʌp'deit] vt. 更新
acquire [ə'kwaiə] vt. 取得，獲得；學到
assess [ə'ses] vt. 評定；估價
inform [in'fɔ:m] vt. 通知，告知
deadline ['dedlain] n. 最後期限，截止日期
interviewee [,intəvju:'i: ] n. 被面試者；被訪問者
meanwhile ['mi:nwail] adv. 同時
depend on [di'pend ɔn] 依賴，依靠
case [keis] n. 情況；實例
accuse [ə'kju:z] vt. 指控，控告；指責
accuse...of [ə'kju:z əv] 譴責，控告
accusation [,ækju:'zeiʃən] n. 控告，指控
deliberately [di'libərətli] adv. 故意地
so as to (do sth) [səu æz tu (: 'sʌmθiŋ)] 為了(做)
deny [di'nai] v. 否定，否認
sceptical ['skeptikəl] a. 懷疑的
guilty ['ɡilti] a. 有罪的；內疚的
dilemma [di'lemə] n. 困境；進退兩難
demand [di'mɑ:nd] v. 需要；要求
demanding [di'mɑ:ndiŋ] a. 苛求的，要求高的
publish ['pʌbliʃ] v. 出版，發行
scoop [sku:p] n. 勺子
section ['sekʃən] n. 部分；切片
concise [kən'sais] a. 簡明的，簡潔的
imaginative [i'mæʤinətiv] a. 富於想像的
technical ['teknikəl] a. 技術的
technically ['teknikli] adv. 技術上；嚴格根據法律
thorough ['θʌrə] a. 徹底的
gifted ['giftid] a. 有天賦的；有才華的
idiomatic [,idiə'mætik] a. 慣用的；通順的
housewife ['hauswaif] n. 家庭主婦
crime [kraim] n. 罪行，犯罪
edition [i'diʃən] n. 版本
ahead...of [ə'hed ɒv] 在…之前
department [di'pɑ:tmənt] n. 部，部門
accurate ['ækjərət] a. 精確的，准確無誤的
senior ['si:njə] a. 高級的；年長的
polish ['pəuliʃ] v. 擦(鞋)，刷(鞋)
chief [tʃi:f] a. 主要的
approve [ə'pru:v] v. 批准；贊成
process ['prəuses] n. 過程
negative ['negətiv] a. 消極的；否定的
appointment [ə'pɔintmənt] n. 約會；約定；任命
Unit 4
tolerate ['tɔləreit] vt. 忍受
swallow ['swɔləu] v. 吞下，咽下
manufacture [,mænju'fækʧə/font>] v. 製造
aspect ['æspekt] n. 方面
impression [im'preʃən] n. 印象
take up [teik ʌp] 拿起；開始從事
constant ['kɔnstənt] a. 經常的，不斷的
constantly ['kɒnstəntlɪ] adv. 不斷地，時常地
jet [dʒet] n. 噴氣式飛機
jet lag [dʒet læɡ] 時差反應
flashback ['flæʃbæk] n. 倒敘，閃回
previous ['pri:vjəs] a. 以前的
uncertain [,ʌn'sə:tən] a. 不確定的
guide [ɡaid] n. 向導，導游
tablet ['tæblit] n. 葯片；寫字板；小塊
expertise [,ekspə:'ti:z] n. 專門知識
capsule ['kæpsju:l] n. 膠囊
steward [stjuəd] n. 男乘務員
stewardess ['stu:ədis] n. 女乘務員，空中小姐
opening ['əupəniŋ] n. 開始；開口
sideways ['saidweiz] adv. 向側面地
surrounding [sə'raundiŋ] a. 周圍的
combination [,kɔmbi'neiʃən] n. 結合，組合
lack [læk] vt. 缺乏，缺少
adjustment [ə'dʒʌstmənt] n. 調整，調節
mask [mɑ:sk] n. 面罩(具)
be back on one's feet [bi: bæk ɔn wʌnz fi:t] (困境後)恢復
hover ['hɔvə] vi. 盤旋，翱翔；徘徊
carriage ['kæridʒ] n. 運輸，運費；客車廂
press [pres] vt. 壓，按
fasten ['fɑ:sən] vt. 扣緊，扎牢
belt [belt] n. (皮)帶
lose sight of [luz sait əv] 不再看見
sweep up [swi:p ʌp] 收拾干凈
flash [flæʃ] v. 閃光，閃現；反射
switch [siɪʧ] vt. 轉換
timetable ['taimteibl] n. 時間表；課表
exhausted [iɡ'zɔ:stid] a. 極其疲憊的，精疲力竭的
slide into [slaid 'intu] 不知不覺陷入
optimistic [,ɔpti'mistik] a. 樂觀的；樂觀主義的
pessimistic [,pesi'mistik] a. 悲觀的；悲觀主義的
speed up [spi:d ʌp] 加速
pedal ['pedl] n. 踏板
alien ['eiljən] n. 外國人；外星人
mud [mʌd] n. 泥
desert ['dezət] n. 沙漠
enormous [i'nɔ:məs] a. 巨大的，龐大的
imitate ['imiteit] vt. 模仿，仿效
moveable ['mu:vəbl] a. 可移動的
citizen ['sitizən] n. 公民；市民
typist ['taipist] n. 打字員
typewriter ['taip,raitə] n. 打字機
postage ['pəustidʒ] n. 郵費
postcode ['pəustkəud] n. 郵政編碼
button ['bʌtn] n. 按鈕；紐扣
instant ['instənt] n. 瞬間，立即
receiver [ri'si:və] n. 電話聽筒；接收器
efficiency [i'fiʃənsi] n. 效率
efficient [i'fiʃənt] a. 有效率的
ribbon ['ribən] n. 絲帶，緞帶
stbin ['dʌstbin] n. 垃圾箱
dispose [dis'pəuz] v. 處理；安排
disposal [dis'pəuzəl] n. 處理
ecology [i:'kɔlədʒ'] n. 生態學；社會生態學
greedy ['gri:di] a. 貪婪的
material [mə'tiriəl] n. 材料
recycle [,ri:'saikl] vt. 回收；再循環
goods [ɡudz] n. 商品，貨物
etc [et'setərə] adv. 等等，及其他
representative [,repri'zentətiv] a. 典型的，有代表性的
settlement ['setlmənt] n. 解決，處理
motivation [,məuti'veiʃən] n. 動機
4. 英語必修五前三單元黑體單詞，及其用法
put forward
conclude
draw a conclusion
defeat
attend
expose
expose to...
cure
challenge
suspect
blame
pollute
handle
link
link...to...
announce
contribute
apart from
(be) strict with
make sense
spin
reject
5. 求英語必修五三單元的單詞表
aspect impression take up constant constantly jet jet lag
6. 高中英語必修五第三單元The Steamboat 和The Life of Mark Twain課文翻譯
汽船
有一個大的風暴後半夜，
雨傾盆而下。我們呆在已經被建好的庇護所
並讓木筏順流而下。
突然，通過閃電的光亮，我們看到
河中間有些東西。第一眼它起來
就像一個房子，但後來我們意識到
是一艘輪船。它觸礁了，沉了一半。
我們正在徑直朝它航行
「它看起來很快就要沉下去了，」吉姆說，
幾分鍾後。
「讓我們去看看，」我說。
「我不想上一條正在下沉的船，說：」
吉姆，但當我說我們會在船上找到
有用的東西時，他同意了。
我們劃了過去，爬到
汽船，像老鼠一樣躡手躡腳的。
令我們吃驚的是的是，有一個船艙里有光亮。
然後我們聽到有人喊，「哦
男孩求你，別殺我！我不會告訴任何人！」
一個男人生氣的聲音回答說，「你在撒謊。
上次你也是這么說的。我們會殺了你。」
當他聽到這些話，吉姆驚慌失措，
跑到木筏。雖然我很害怕，
我也感到很好奇，於是我把我的頭靠向門。
裡面很黑，但我能看到
人躺在地板上，被繩子捆著。那裡
兩個男人站在他身邊。其中一個很矮，
長著鬍子的。另一個是高個子
他手裡的東西，看起來像一把槍。
「我受夠你了。我要開槍
殺了你」這個男人說。他明顯在威脅躺在地上的人。
並且他的手裡有把槍。
「不，不要這樣做，」矮個子的男人說到
「我們把他留在這里。這艘汽船會在幾個小時之內
沉到海底，他會和船一起下沉的」
當那個在地上害怕的男人聽到這個，開始哭起來。
「他聽起來好像快要被嚇死了！」
我想。「我必須想辦法救他！」
我沿著甲板爬行，去找吉姆，
告訴他我所聽到的。「我們
必須找到他們的船，把它劃走，
然後他們就不得不呆在這兒，」我說。
吉姆看起來很害怕。「我不要呆在這里」他說。
但我說服了他讓他幫我，並且我們發現了男人的船被系在
汽船的另一側，
我們悄悄的爬上去並且劃走了，
然後我們聽到了兩個男人大叫。
那時我們之間有一個安全距離。
但現在我開始對我們所做的事情感到很不好。
我不想讓所有的三個人去死。
7. 高中英語必修五第三單元單詞
Unit 3
aspect n.方面
*impression n.印象
*take up 拿起
*constant adj.時常發生的
constantly adv.不斷地
jet n.噴氣式飛機
&jet lag飛行時差反應
&flashback n.閃回
*previous adj.在前的
uncertain adj.不確切的
*guide n.指導
tablet n.葯片
&expertise n.專家意見
capsule n.太空艙
steward n.乘務員
stewardess n.女乘務員
opening n.通路
sideways adv.側著
surrounding n.周圍的事物
tolerate v.忍受
&combination n.結合
*lack v.缺乏
adjustment n.調整
mask n.面具
be back on one's feet完全復原
&hover v.盤旋
carriage n.運輸工具
press v.按
fasten v.系牢
belt n.腰帶
*lose sight of……看不見……
*sweep up打掃
flash v.（使）閃光
switch n.開關
timetable n.時間表
&exhausted adj.筋疲力盡的
*slide into（快捷而悄聲的）移動
*optimistic adj.樂觀（主義）的
&pessimistic adj.悲觀（主義）的
*speed up加速
&pedal n.踏板
&alien n.外星人
mud n.泥
*desert n.沙漠
&enormous adj.巨大的
&imitate v.模仿
&moveable adj.可移動的
citizen n.公民
typist n.打字員
typewriter n.打字機
postage n.郵資
postcode n.郵政編碼
button n.按鈕
*instant n.瞬間
receiver n.接受者
&efficiency n.效率
&efficient adj.效率高的
&ribbon n.絲帶
stbin n.垃圾
&dispose v.布置
&disposal n.清除
ecology n.生態
greedy adj.貪吃的
swallow v.吞下
material n.原料
recycle v.回收利用
&manufacture v.大量生產
goods n.貨物
&etc abbr.諸如此類
representative n.代表
*settlement n.定居
motivation n.動機
8. 請盡量多的運用高中英語必修五MOUDLE3的單詞,編一個通俗易懂的小故事，急用！
這個還真不好編，看看滿意么？
Long long ago, there was a young man who was determined to make his fortune in a big city. He was in the mood to become rich and achieve fame. But his parents warned him not to leave. He had to make up a plan to run away and set off on a night. which frightened his parents a lot. They called to everybody who had connection with him, but in vain. They were forced to call the police to solve this problem. At that time the police happened to want a thief who resembled the young man. They decided to play a trick on him, calling him to go back home quickly, or they would catch him. The young man was terrified and didn't dare to lie to the police. He told them where he stayed.