1. 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
2. 求牛津英语模块五 第三单元单词表。英文翻译中文。格式如下图
托福阅读考试离不开词汇的考核，下面小编整理了托福阅读考试的核心词汇，希望能帮助大家备考。
91.thanks to 由于
kiwis smell out earthworms thanks to nostrils located at the tip of their beaks.
92.to some extent 某种程度上
Their attitudes toward themselves changed, and, to some extent, other segments of American society began to change their attitudes toward them.
93.turn out 结果是，证明是
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…的来临
Autumn could be ushered in by severe frost.
95. wear away 磨损 Natural forces wear away the Earth's crust
96.wipe out 消灭，肃清
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 随着…的出现
With the advent of high-resolution radio interferometers ring the late 1970's, part of the answer became clear.
99.with the aid of 借助于
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. 高二英语必修五3,4单元单词
人教版
Unit 4
journalist ['dʒə:nəlist] n. 记者
involve [in'vɔlv] vt. 牵涉；包含
editor ['editə] n. 编者，编辑
photograph ['fəutəɡrɑ:f] n. 照片
photographer [fə'tɑ:grəfər] n. 摄影师
photography [fə'tɑ:grəfi] n. 摄影
unforgettable ['ʌnfə'getəbl] a. 难忘的
assignment [ə'sainmənt] n. 分配；任务
delighted [di'laitid] a. 高兴的，快乐的
admirable ['ædmərəbl] a. 令人钦佩的
unusual [ʌn'ju:ʒl] a. 不平常的，异常的
assist [ə'sist] v. 协助，帮助
assistant [ə'sistənt] n. 助手，助理
submit [səb'mit] v. 提交，提出；使服从
profession [prə'feʃən] n. 职业
professional [prə'feʃənəl] a. 专业的；职业的
colleague ['kɔli:ɡ] n. 同事
eager ['i:gə] a. 渴望的
concentrate ['kɑ:nsəntreit] v. 集中
concentrate on ['kɑ:nsəntreit ɔn] 集中精力于
amateur ['æmətə] n. 业余爱好者；外行
update [ʌp'deit] vt. 更新
acquire [ə'kwaiə] vt. 取得，获得；学到
assess [ə'ses] vt. 评定；估价
inform [in'fɔ:m] vt. 通知，告知
deadline ['dedlain] n. 最后期限，截止日期
interviewee [,intəvju:'i: ] n. 被面试者；被访问者
meanwhile ['mi:nwail] adv. 同时
depend on [di'pend ɔn] 依赖，依靠
case [keis] n. 情况；实例
accuse [ə'kju:z] vt. 指控，控告；指责
accuse...of [ə'kju:z əv] 谴责，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)] 为了(做)
deny [di'nai] v. 否定，否认
sceptical ['skeptikəl] a. 怀疑的
guilty ['ɡilti] a. 有罪的；内疚的
dilemma [di'lemə] n. 困境；进退两难
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，发行
scoop [sku:p] n. 勺子
section ['sekʃən] n. 部分；切片
concise [kən'sais] a. 简明的，简洁的
imaginative [i'mæʤinətiv] a. 富于想像的
technical ['teknikəl] a. 技术的
technically ['teknikli] adv. 技术上；严格根据法律
thorough ['θʌrə] a. 彻底的
gifted ['giftid] a. 有天赋的；有才华的
idiomatic [,idiə'mætik] a. 惯用的；通顺的
housewife ['hauswaif] n. 家庭主妇
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，部门
accurate ['ækjərət] a. 精确的，准确无误的
senior ['si:njə] a. 高级的；年长的
polish ['pəuliʃ] v. 擦(鞋)，刷(鞋)
chief [tʃi:f] a. 主要的
approve [ə'pru:v] v. 批准；赞成
process ['prəuses] n. 过程
negative ['negətiv] a. 消极的；否定的
appointment [ə'pɔintmənt] n. 约会；约定；任命
Unit 4
tolerate ['tɔləreit] vt. 忍受
swallow ['swɔləu] v. 吞下，咽下
manufacture [,mænju'fækʧə/font>] v. 制造
aspect ['æspekt] n. 方面
impression [im'preʃən] n. 印象
take up [teik ʌp] 拿起；开始从事
constant ['kɔnstənt] a. 经常的，不断的
constantly ['kɒnstəntlɪ] adv. 不断地，时常地
jet [dʒet] n. 喷气式飞机
jet lag [dʒet læɡ] 时差反应
flashback ['flæʃbæk] n. 倒叙，闪回
previous ['pri:vjəs] a. 以前的
uncertain [,ʌn'sə:tən] a. 不确定的
guide [ɡaid] n. 向导，导游
tablet ['tæblit] n. 药片；写字板；小块
expertise [,ekspə:'ti:z] n. 专门知识
capsule ['kæpsju:l] n. 胶囊
steward [stjuəd] n. 男乘务员
stewardess ['stu:ədis] n. 女乘务员，空中小姐
opening ['əupəniŋ] n. 开始；开口
sideways ['saidweiz] adv. 向侧面地
surrounding [sə'raundiŋ] a. 周围的
combination [,kɔmbi'neiʃən] n. 结合，组合
lack [læk] vt. 缺乏，缺少
adjustment [ə'dʒʌstmənt] n. 调整，调节
mask [mɑ:sk] n. 面罩(具)
be back on one's feet [bi: bæk ɔn wʌnz fi:t] (困境后)恢复
hover ['hɔvə] vi. 盘旋，翱翔；徘徊
carriage ['kæridʒ] n. 运输，运费；客车厢
press [pres] vt. 压，按
fasten ['fɑ:sən] vt. 扣紧，扎牢
belt [belt] n. (皮)带
lose sight of [luz sait əv] 不再看见
sweep up [swi:p ʌp] 收拾干净
flash [flæʃ] v. 闪光，闪现；反射
switch [siɪʧ] vt. 转换
timetable ['taimteibl] n. 时间表；课表
exhausted [iɡ'zɔ:stid] a. 极其疲惫的，精疲力竭的
slide into [slaid 'intu] 不知不觉陷入
optimistic [,ɔpti'mistik] a. 乐观的；乐观主义的
pessimistic [,pesi'mistik] a. 悲观的；悲观主义的
speed up [spi:d ʌp] 加速
pedal ['pedl] n. 踏板
alien ['eiljən] n. 外国人；外星人
mud [mʌd] n. 泥
desert ['dezət] n. 沙漠
enormous [i'nɔ:məs] a. 巨大的，庞大的
imitate ['imiteit] vt. 模仿，仿效
moveable ['mu:vəbl] a. 可移动的
citizen ['sitizən] n. 公民；市民
typist ['taipist] n. 打字员
typewriter ['taip,raitə] n. 打字机
postage ['pəustidʒ] n. 邮费
postcode ['pəustkəud] n. 邮政编码
button ['bʌtn] n. 按钮；纽扣
instant ['instənt] n. 瞬间，立即
receiver [ri'si:və] n. 电话听筒；接收器
efficiency [i'fiʃənsi] n. 效率
efficient [i'fiʃənt] a. 有效率的
ribbon ['ribən] n. 丝带，缎带
stbin ['dʌstbin] n. 垃圾箱
dispose [dis'pəuz] v. 处理；安排
disposal [dis'pəuzəl] n. 处理
ecology [i:'kɔlədʒ'] n. 生态学；社会生态学
greedy ['gri:di] a. 贪婪的
material [mə'tiriəl] n. 材料
recycle [,ri:'saikl] vt. 回收；再循环
goods [ɡudz] n. 商品，货物
etc [et'setərə] adv. 等等，及其他
representative [,repri'zentətiv] a. 典型的，有代表性的
settlement ['setlmənt] n. 解决，处理
motivation [,məuti'veiʃən] n. 动机
4. 英语必修五前三单元黑体单词，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. 求英语必修五三单元的单词表
aspect impression take up constant constantly jet jet lag
6. 高中英语必修五第三单元The Steamboat 和The Life of Mark Twain课文翻译
汽船
有一个大的风暴后半夜，
雨倾盆而下。我们呆在已经被建好的庇护所
并让木筏顺流而下。
突然，通过闪电的光亮，我们看到
河中间有些东西。第一眼它起来
就像一个房子，但后来我们意识到
是一艘轮船。它触礁了，沉了一半。
我们正在径直朝它航行
“它看起来很快就要沉下去了，”吉姆说，
几分钟后。
“让我们去看看，”我说。
“我不想上一条正在下沉的船，说：”
吉姆，但当我说我们会在船上找到
有用的东西时，他同意了。
我们划了过去，爬到
汽船，像老鼠一样蹑手蹑脚的。
令我们吃惊的是的是，有一个船舱里有光亮。
然后我们听到有人喊，“哦
男孩求你，别杀我！我不会告诉任何人！”
一个男人生气的声音回答说，“你在撒谎。
上次你也是这么说的。我们会杀了你。”
当他听到这些话，吉姆惊慌失措，
跑到木筏。虽然我很害怕，
我也感到很好奇，于是我把我的头靠向门。
里面很黑，但我能看到
人躺在地板上，被绳子捆着。那里
两个男人站在他身边。其中一个很矮，
长着胡子的。另一个是高个子
他手里的东西，看起来像一把枪。
“我受够你了。我要开枪
杀了你”这个男人说。他明显在威胁躺在地上的人。
并且他的手里有把枪。
“不，不要这样做，”矮个子的男人说到
“我们把他留在这里。这艘汽船会在几个小时之内
沉到海底，他会和船一起下沉的”
当那个在地上害怕的男人听到这个，开始哭起来。
“他听起来好像快要被吓死了！”
我想。“我必须想办法救他！”
我沿着甲板爬行，去找吉姆，
告诉他我所听到的。“我们
必须找到他们的船，把它划走，
然后他们就不得不呆在这儿，”我说。
吉姆看起来很害怕。“我不要呆在这里”他说。
但我说服了他让他帮我，并且我们发现了男人的船被系在
汽船的另一侧，
我们悄悄的爬上去并且划走了，
然后我们听到了两个男人大叫。
那时我们之间有一个安全距离。
但现在我开始对我们所做的事情感到很不好。
我不想让所有的三个人去死。
7. 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
8. 请尽量多的运用高中英语必修五MOUDLE3的单词,编一个通俗易懂的小故事，急用！
这个还真不好编，看看满意么？
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.