A. 高二英语必修五第三单元教案
我有译林牛津版高二英语必修五第三单元教案，希望可以帮到你。
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
B. 外研版高中英语必修五第三单元重点词组
1.in the distance 在远方
2.at/from a distance of +距离 距离…远
3.keep one’s distance from=keep sb. at a distance 与…保持距离
4.be distant towards sb. 对…冷淡
5.be distant from 距离…远
6.mean doing 意味
7.mean to do 打算
8.recently（adv） 最近
9.an expert at/in doing 在某方面的专家
10.be expert at doing sth.=be good at 在某方面擅长
11.abandon sb./sth. 遗弃…
12.abandon oneself to sth./doing 沉溺于
13.…be short for…=call. ..for short …的缩写
14.be short of 缺少
15.in short=to be shortly 简而言之
16.suppry sb. with sth.=supply sth. to sb. 用…供给某人
17.not any longer=not any more 不再
18.reach=get to 到达
19.get on 上车
20.get rid of=get out of 摆脱
21.get away from 离开
22.get back 回来
23.frighten sb.into doing sth. 吓得某人敢做某事
C. 英语必修5的unit3和unit4的学习资料
单词
aspect 方面；层面n.
impression 印象；感想；印记n.
take up 拿起；接受；开始；继续
constant 时常发生的；连续不断的adj.
constantly 不断地adv.
jet 喷气式飞机n.
jet lag 飞行时差反应
flashback 闪回；倒叙n.
previous 在前的；早先的adj.
uncertain 不确切的；无把握的adj.
guide 指导；向导；导游n.
指引；指导vt.
tablet 药片n.
expertise 专家意见；专门知识（技能等）n.
capsule 太空舱；胶囊n.
steward 乘务员；服务员n.
stewardess 女乘务员n.
opening （出入的）通道；开口；开端n.
sideways 往（向、从）一侧；侧着；一面朝前adv.
surrounding 周围的事物；环境n.
周围的adj.
tolerate 容忍；忍受vt.
combination 结合；组合n.
lack 缺乏；没有vt.&vi.
缺乏；短缺的东西n.
adjustment 调整；调节n.
mask 面具；面罩；伪装n.
be back on one's feet （困境后）恢复；完全复原
hover 盘旋vi.
carriage 运输工具；四轮马车；客车n.
press 按；压；逼迫vt.&vi.
按；压；印刷；新闻n.
fasten 系牢；扎牢vt.
belt 腰带；皮带n.
safety belt 安全带
look sight of... 看不见……
sweep up 打扫；横扫
flash （使）闪光；（使）闪现vt.&vi.
switch 开关；转换n.
转换vt.
timetable 时间表；时刻表n.
exhausted 筋疲力尽的；疲倦不堪的adj.
slide into （快捷而悄声地）移动；溜进……
optimistic 乐观（主义）的adj.
pessimistic 悲观（主义）的adj.
speed up 加速
pedal 踏板；脚蹬n.
alien 外星人；外国人n.
陌生的；外国的；外星球的adj.
mud 泥（浆）n.
desert 沙漠；荒原n.
enormous 巨大的；庞大的adj.
imitate 模仿；仿造vt.
moveable 可移动的；活动的adj.
citizen 公民；居民；市民n.
typist 打字员n.
typewriter 打字机n.
postage 邮资n.
postcode 邮政编码n.
button 纽扣 按钮n.
instant 瞬间；片刻n.
立即的；立刻的adj.
receiver 接收者；接收器；电话听筒n.
efficiency 效率；功效n.
efficient 效率高的；有能力的adj.
ribbon 丝带；带状物n.
stbin 垃圾桶n.
dispose 布置；安排vt.
disposal 清除；处理n.
ecology 生态；生态学n.
greedy 贪吃的；贪婪的；贪心的adj.
swallow 吞下；咽下vt.
material 原料；材料n.
recycle 回收利用；再利用vt.
manufacture （用机器）大量生产；成批制造vt.
goods 货物n.
etc 诸如此类；等等abbr.
representative 代表；典型人物n.
典型的；有代表性的adj.
settlement 定居；解决n.
motivation 动机n.
journalist 记者；新闻工作者n.
involve 牵涉；涉及；包括；使参与（卷入）……vt.
editor 编辑n.
photograph 照片n.
给……照相vt.
photographer 摄影师n.
photography 摄影n.
unforgettable 难忘的；永远记得的adj.
assignment 任务；分配n.
delighted 快乐的；欣喜的adj.
admirable 值得赞扬的；令人钦佩的adj.
unusual 不同寻常的；独特的adj.
assist 帮助；协助；援助vt.
assistant 助手；助理；售货员n.
submit 递交；呈递（文件等）vt.
profession 职业；专业n.
professional 专业的；职业的adj.
专业人员n.
colleague 同事n.
eager 渴望的；热切的adj.
concentrate 集中；聚集vt.
concentrate on 集中；全神贯注于
amateur 业余爱好者n.
update 更新；使现代化vt.
acquire 获取；取得；学到vt.
asses 评估；评定vt.
inform 告知；通知vt.
deadline 最后期限n.
interviewee 参加面试者；接受访问者n.
meanwhile 期间；同时adv.
depend on 依靠；依赖
case 情况；病例；案例n.
accuse 指责；谴责；控告n.
accuse...of 因……指责或控告……
accusation 指责；谴责；控告vt.
deliberately 故意地adv.
so as to (do sth) 为了（做）……
deny 否认；拒绝vt.
sceptical 怀疑的（<美>skeptical）adj.
guilty 犯罪的；有罪的；内疚的adj.
dilemma （进退两难的）困境；窘境n.
demand 需求；要求n.
强烈要求vt.
demanding 要求很高的；费力的adj.
publish 出版；发行；发表；公布vt.
scoop 抢先获得的新闻、利润等；勺子；铲子n.
section 部分；节n.
concise 简明的；简练的adj.
imaginative 富于想象力的adj.
technically 技术上；工艺上adv.
thorough 彻底的；详尽的adj.
gifted 有天赋的adj.
idiomatic 惯用的；呵护语言习惯的adj.
housewife 家庭主妇n.
crime 罪行；犯罪n.
sdition 版（本）；版次n.
ahead of 在……前面
department 部门；部；处；系n.
accurate 精确的；正确的adj.
senior 年长的；高年级的；高级的adj.
polish 擦亮；磨光；润色vt.
chief 主要的；首席的adj.
首领；长官n.
approve 赞成；认可；批准vt.
process 加工；处理vt.
过程；程序；步骤n.
negative 底片；否定n.
否定的；消极的adj.
appointment 约会；任命 n.
语法
一. 何时使用被动语态
1. 不知道谁是动作的执行者或没有必要
如：Paper is made from wood.
The house is quite old. It was built in 1950.
He was wounded in the fight.
2. 需要强调动作的承受者时
如：Collator can't be used in the maths exam.
Books and newspapers in the reading room mustn't be taken away.
He was awarded first prize in that contest.
3为了使语气婉转，避免提及自己或对方而使用被动语态，或由于修饰的需要，使用被动语态，使句子得以更好的安排。
如：The construction of the new lab must be completed by the end of next month.
Electricity is used to run machines.
二. 被动语态的构成
1. be+done 可以是被动语态，也可以是系表结构形式。被动语态中，done可以带by短语，而系表结构中done相当于adj. 不带 by短语。
如：The question is settled. (系表结构)
Such questions are settled by us. (被动语态)
The composition is well written. (系表结构)
The composition is written with great care . (被动语态)
The job was well done. (系表结构)
The job was well done by a skilled worker. (被动语态)
2. 许多verbs(broken, interested, shut, worried), 既可以用做adj.也可以在被动语态结构中做过去分词。句中如果有by，通常是被动语态。
如：I was worried about you all night. (表状态)
I was worried by mosquitoes all night. (表动作)
The glass was broken by Jack. (表动作)
The glass is broken. (表状态)
I was frightened by his ghost story.
She was frightened at the sight of a snake.
三. 不同形式的被动语态
1. 含有直宾和间宾的主动结构，变为被动时，可将其中一个宾语变为主语，另一个不动一般是主语结构的间接宾语变为被动的主语。
如：He showed me his pictures.
I was shown his pictures by him.
His pictures were shown to me by him.
Aunt made me a new dress.
I was made a new dress by aunt.
A new dress was made for me by aunt.
He sent me a birthday present.
I was sent a birthday present by him.
A birthday present was sent to me by him.
2含有复合宾语的主动句，宾补不变。
（1） 将宾语变为主语，宾补不变。
如：They call her XiaoLi. She is called XiaoLi.
He left the door open. The door war left open by him.
（2） make, let, have, hear, watch, see, feel, notice. help既动词后变做宾补的不定式一般不加to，变为被动，必须加to .
如：My brother often made me do this and that when I was young.
I was often made to do this and that by my brother when I young.
I heard her move about in her room upstairs last night.
She was heard to move about in her room uptairs last night.
Did you see Jack take away the magazine?
Was Jack seen to take away the magazine?
3. 情态动词的被动语态。是由情态V+be+p.p.构成
如：They can not find him.
He can not be found.
You must pay me for this.
I must be paid for this.
He can repair your watch.
Your watch can be repaired.
4. 短语V的被动语态
一般来讲，只有及物V才有被动语态，因为只有vt才能有动作的承受者; 但有许多由不及物动词+介词及其他词类构成的短语动词，相当与及物动词，可以有宾语。因而可以有被动语态，但应注意短语V是一个不可分割的整体。变被动时，不可丢掉构成短语的prep或adv.这样的短语有：
look after, listen to, look at, pay attention to, take care of, look forward to, make ues of,etc.
如：They had put out the fire before the fire--brigade arrived.
The fire had been put out before the fire-brigade arrived.
They will set up a new public school here.
A new public school will be set up here.
5. 有些动词用主动形式表被动含义。.
如：The goods sells well. The door can't open.
6.有些词如want,need,require和 be worth后面，v-ing形式为主动，意义为被动。
如：The room needs/wants/requires cleaning.
The book is worth reading.
7.主动语态中的宾语是从句，变成被动时使用形式替代词it.
如：We know that Britain is an island country.
It's known that Britain is an island country.
The teacher said that this book has been translated into several languages
It's said that this book has been franslated into several languages
8. 宾语为反身代词，相互代词及虚词it时，不用被动，只用主动。
如：I will do it myself. The man introced himself as Mr. Wang.
9. 谓语动词是以下时，无被动。
happen, belong to, suit, fit(适合), have, let, join, fall, last（延长）,cost（花费）
break out（爆发）appear, burst out(迸发)，hold(容纳)，lack（缺乏），agree with（同意）.
10. 据说类动词：
say,consider, think, report, know, believe, suggest, understand, hope, etc.
如：It is said that… There is said to be… Sth./Sb. is said to…
11.主动形式表被动
① 感官动词：sound,taste,smell,fell,look,seem等主语是物时；
② 一些vi主动形式表被动含义
open, close, shut, read, write, translate, wash, clean, lock, sell, wear, cut, cook, eat, weigh, drink, pay, draw, etc.
③不定式to blame,to let（出租）作表语时，主动形式表被动含义
④表（sth）需要的need ,want, require等后的动名词用主动形式表被动含义
⑤be worth后的动名词主动形式表被动含义
D. 高中英语必修五第三单元单词
Unit 3
aspect n.方面
*impression n.印象
*take up 拿起
*constant adj.时常发生的
constantly adv.不断地
jet n.喷气式飞机
&jet lag飞行时差反应
&flashback n.闪回
*previous adj.在前的
uncertain adj.不确切的
*guide n.指导
tablet n.药片
&expertise n.专家意见
capsule n.太空舱
steward n.乘务员
stewardess n.女乘务员
opening n.通路
sideways adv.侧着
surrounding n.周围的事物
tolerate v.忍受
&combination n.结合
*lack v.缺乏
adjustment n.调整
mask n.面具
be back on one's feet完全复原
&hover v.盘旋
carriage n.运输工具
press v.按
fasten v.系牢
belt n.腰带
*lose sight of……看不见……
*sweep up打扫
flash v.（使）闪光
switch n.开关
timetable n.时间表
&exhausted adj.筋疲力尽的
*slide into（快捷而悄声的）移动
*optimistic adj.乐观（主义）的
&pessimistic adj.悲观（主义）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.可移动的
citizen n.公民
typist n.打字员
typewriter n.打字机
postage n.邮资
postcode n.邮政编码
button n.按钮
*instant n.瞬间
receiver n.接受者
&efficiency n.效率
&efficient adj.效率高的
&ribbon n.丝带
stbin n.垃圾
&dispose v.布置
&disposal n.清除
ecology n.生态
greedy adj.贪吃的
swallow v.吞下
material n.原料
recycle v.回收利用
&manufacture v.大量生产
goods n.货物
&etc abbr.诸如此类
representative n.代表
*settlement n.定居
motivation n.动机
E. 英语必修五第三单元语法。
过去分词作状语、定语
F. 外研版高中英语必修五第三单元课文的英语概括
外研版高中英语必修五第三单元课文的英语概括
It rained as we sailed down the river on our raft, so we stayed inside the shelter. Suddenly we saw a steamboat, which had hit a rock and was sinking . I was determined to go on board, so we paddled over and climbed on. Unexpectedly we heard the voice of one man begging another not to kill him.
On hearing this, my companion, Jim, panicked and fled. I was curious so I stayed.
I looked around, and soon found three men. One man was lying on the floor, while two would be murderers were standing over him. The taller of the two wanted to shoot the man on the floor, but the one with a beard wanted to leave him to drown.
I decided to steal the men’s boat, so that they would all have to stay on the steamboat together. Though Jim was terrified, he helped me paddle the boat away. Soon afterwards I felt bad about what we had done, as I didn’t want all three men to be drowned.
G. 人教必修五英语语法详解 也就是分别说说各个单元都讲了什么语法 大概说下就好
第一单元过去分词作定语和表语,作定语如：fallen leaves 落叶（表完成）,reserved seats 被预定的座位（表被动）surprised look惊奇的面容（表状态）.作表语,如：he seemed quite delighted at the news.听到这个消息他似乎很高兴（表状态）.第二单元过去分词作宾补,如：I'll never get all this work finished.这么多工作我怎么也干不完（表被动）.Her words left him unmoved.她的话使他无动于衷（表状态）.第三单元过去分词作状语和定语,作状语,如：asked about his family,he made mo answer.问到他的家庭情况时,他没有回答.作定语,如：This is the proposal put forward at the meeting.这就是会上提出的建议.第四单元倒装,Never before have I seen such a wonderful feast.以前我从来没有看到过这么丰盛的宴会.第五单元省略,如：You can get burned by hot liquids and (you can get burned by) steam.
H. 英语必修5Unit3的单词！
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