華閱文章網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 unitTeaching objectives:1. To arouse students' interest in the unit topic 2. To help students kwon more about cloning technology3. To encourage students to participate in the discussion relevant to cloningTeaching 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 *ng aids:The multimediaBrief teaching procedures:Step1 Brainstorming1. 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 introduction about the creation of Dolly. Tell students this new technology is called 'cloning', which produces an exact copy 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 *2 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 conduct 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 adult 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 *g (1)Teaching objectives:* reinforce students' comprehension of the text and improve their other skills by participating in all the * help students know the widespread discussion about cloning and hold their own attitudes towards * enable students to master the reading strategy and become more competent in reading articles related to *ng 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 *ng aids:The multimediaBrief teaching procedures: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 *2 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 *1Begin by reading the first and last paragraphs for an idea of what th。
2.英語必修5的unit3和unit4的學習資料
單詞aspect 方面；層面*sion 印象；感想；印記* up 拿起；接受；開始；繼續constant 時常發生的；連續不斷的*ntly 不斷地* 噴氣式飛機* lag 飛行時差反應flashback 閃回；倒敘*us 在前的；早先的*ain 不確切的；無把握的* 指導；向導；導游n. 指引；指導* 藥片*ise 專家意見；專門知識（技能等）*e 太空艙；膠囊*d 乘務員；服務員*dess 女乘務員*g （出入的）通道；開口；開端*ys 往（向、從）一側；側著；一面朝前*nding 周圍的事物；環境n. 周圍的*te 容忍；忍受*ation 結合；組合* 缺乏；沒有vt.&vi. 缺乏；短缺的東西*ment 調整；調節* 面具；面罩；偽裝* back on one's feet （困境后）恢復；完全復原hover 盤旋*ge 運輸工具；四輪馬車；客車* 按；壓；逼迫vt.&vi. 按；壓；印刷；新聞* 系牢；扎牢* 腰帶；皮帶* belt 安全帶look sight of。
看不見……sweep up 打掃；橫掃flash （使）閃光；（使）閃現vt.&* 開關；轉換n. 轉換*ble 時間表；時刻表*ted 筋疲力盡的；疲倦不堪的* into （快捷而悄聲地）移動；溜進……optimistic 樂觀（主義）的*istic 悲觀（主義）的* up 加速pedal 踏板；腳蹬* 外星人；外國人n. 陌生的；外國的；外星球的* 泥（漿）* 沙漠；荒原*us 巨大的；龐大的*e 模仿；仿造*le 可移動的；活動的*n 公民；居民；市民* 打字員*iter 打字機*e 郵資*de 郵政編碼* 紐扣 按鈕*t 瞬間；片刻n. 立即的；立刻的*er 接收者；接收器；電話聽筒*ency 效率；功效*ent 效率高的；有能力的* 絲帶；帶狀物*n 垃圾桶*e 布置；安排*al 清除；處理*y 生態；生態學* 貪吃的；貪婪的；貪心的*w 吞下；咽下*al 原料；材料*e 回收利用；再利用*cture （用機器）大量生產；成批制造* 貨物* 諸如此類；等等*entative 代表；典型人物n. 典型的；有代表性的*ment 定居；解決*tion 動機*list 記者；新聞工作者*e 牽涉；涉及；包括；使參與（卷入）……* 編輯*raph 照片n. 給……照相*rapher 攝影師*raphy 攝影*ettable 難忘的；永遠記得的*ment 任務；分配*ted 快樂的；欣喜的*ble 值得贊揚的；令人欽佩的*l 不同尋常的；獨特的* 幫助；協助；援助*ant 助手；助理；售貨員* 遞交；呈遞（文件等）*sion 職業；專業*sional 專業的；職業的adj. 專業人員*gue 同事* 渴望的；熱切的*trate 集中；聚集*trate on 集中；全神貫注于amateur 業余愛好者* 更新；使現代化*e 獲取；取得；學到* 評估；評定* 告知；通知*ne 最后期限*iewee 參加面試者；接受訪問者*ile 期間；同時* on 依靠；依賴case 情況；病例；案例* 指責；譴責；控告*。of 因……指責或控告……accusation 指責；譴責；控告*rately 故意地* as to (do sth) 為了（做）……deny 否認；拒絕*cal 懷疑的（<美>skeptical）* 犯罪的；有罪的；內疚的*a （進退兩難的）困境；窘境* 需求；要求n. 強烈要求*ing 要求很高的；費力的*h 出版；發行；發表；公布* 搶先獲得的新聞、利潤等；勺子；鏟子*n 部分；節*e 簡明的；簡練的*ative 富于想象力的*cally 技術上；工藝上*gh 徹底的；詳盡的* 有天賦的*tic 慣用的；呵護語言習慣的*ife 家庭主婦* 罪行；犯罪*n 版（本）；版次* of 在……前面department 部門；部；處；系*te 精確的；正確的* 年長的；高年級的；高級的* 擦亮；磨光；潤色* 主要的；首席的adj. 首領；長官*e 贊成；認可；批準*s 加工；處理vt. 過程；程序；步驟*ve 底片；否定n. 否定的；消極的*tment 約會；任命 n.語法一. 何時使用被動語態 1. 不知道誰是動作的執行者或沒有必要 如：Paper is made from wood. The house is quite old. It was built in 1950. He was wounded in the fight. 2. 需要強調動作的承受者時 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為了使語氣婉轉，避免提及自己或對方而使用被動語態，或由于修飾的需要，使用被動語態，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. 被動語態的構成 1. be+done 可以是被動。
3.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 unitTeaching objectives:1. To arouse students' interest in the unit topic 2. To help students kwon more about cloning technology3. To encourage students to participate in the discussion relevant to cloningTeaching 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 *ng aids:The multimediaBrief teaching procedures:Step1 Brainstorming1. 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 introduction about the creation of Dolly. Tell students this new technology is called 'cloning', which produces an exact copy 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 *2 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 conduct 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 adult 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 *g (1)Teaching objectives:* reinforce students' comprehension of the text and improve their other skills by participating in all the * help students know the widespread discussion about cloning and hold their own attitudes towards * enable students to master the reading strategy and become more competent in reading articles related to *ng 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 *ng aids:The multimediaBrief teaching procedures: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 *2 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 *1Begin by reading the first and last paragraphs for an idea of what the article is。
4.英語必修5的unit3和unit4的學習資料
單詞aspect 方面；層面*sion 印象；感想；印記* up 拿起；接受；開始；繼續constant 時常發生的；連續不斷的*ntly 不斷地* 噴氣式飛機* lag 飛行時差反應flashback 閃回；倒敘*us 在前的；早先的*ain 不確切的；無把握的* 指導；向導；導游n. 指引；指導* 藥片*ise 專家意見；專門知識（技能等）*e 太空艙；膠囊*d 乘務員；服務員*dess 女乘務員*g （出入的）通道；開口；開端*ys 往（向、從）一側；側著；一面朝前*nding 周圍的事物；環境n. 周圍的*te 容忍；忍受*ation 結合；組合* 缺乏；沒有vt.&vi. 缺乏；短缺的東西*ment 調整；調節* 面具；面罩；偽裝* back on one's feet （困境后）恢復；完全復原hover 盤旋*ge 運輸工具；四輪馬車；客車* 按；壓；逼迫vt.&vi. 按；壓；印刷；新聞* 系牢；扎牢* 腰帶；皮帶* belt 安全帶look sight of。
看不見……sweep up 打掃；橫掃flash （使）閃光；（使）閃現vt.&* 開關；轉換n. 轉換*ble 時間表；時刻表*ted 筋疲力盡的；疲倦不堪的* into （快捷而悄聲地）移動；溜進……optimistic 樂觀（主義）的*istic 悲觀（主義）的* up 加速pedal 踏板；腳蹬* 外星人；外國人n. 陌生的；外國的；外星球的* 泥（漿）* 沙漠；荒原*us 巨大的；龐大的*e 模仿；仿造*le 可移動的；活動的*n 公民；居民；市民* 打字員*iter 打字機*e 郵資*de 郵政編碼* 紐扣 按鈕*t 瞬間；片刻n. 立即的；立刻的*er 接收者；接收器；電話聽筒*ency 效率；功效*ent 效率高的；有能力的* 絲帶；帶狀物*n 垃圾桶*e 布置；安排*al 清除；處理*y 生態；生態學* 貪吃的；貪婪的；貪心的*w 吞下；咽下*al 原料；材料*e 回收利用；再利用*cture （用機器）大量生產；成批制造* 貨物* 諸如此類；等等*entative 代表；典型人物n. 典型的；有代表性的*ment 定居；解決*tion 動機*list 記者；新聞工作者*e 牽涉；涉及；包括；使參與（卷入）……* 編輯*raph 照片n. 給……照相*rapher 攝影師*raphy 攝影*ettable 難忘的；永遠記得的*ment 任務；分配*ted 快樂的；欣喜的*ble 值得贊揚的；令人欽佩的*l 不同尋常的；獨特的* 幫助；協助；援助*ant 助手；助理；售貨員* 遞交；呈遞（文件等）*sion 職業；專業*sional 專業的；職業的adj. 專業人員*gue 同事* 渴望的；熱切的*trate 集中；聚集*trate on 集中；全神貫注于amateur 業余愛好者* 更新；使現代化*e 獲取；取得；學到* 評估；評定* 告知；通知*ne 最后期限*iewee 參加面試者；接受訪問者*ile 期間；同時* on 依靠；依賴case 情況；病例；案例* 指責；譴責；控告*。of 因……指責或控告……accusation 指責；譴責；控告*rately 故意地* as to (do sth) 為了（做）……deny 否認；拒絕*cal 懷疑的（<美>skeptical）* 犯罪的；有罪的；內疚的*a （進退兩難的）困境；窘境* 需求；要求n. 強烈要求*ing 要求很高的；費力的*h 出版；發行；發表；公布* 搶先獲得的新聞、利潤等；勺子；鏟子*n 部分；節*e 簡明的；簡練的*ative 富于想象力的*cally 技術上；工藝上*gh 徹底的；詳盡的* 有天賦的*tic 慣用的；呵護語言習慣的*ife 家庭主婦* 罪行；犯罪*n 版（本）；版次* of 在……前面department 部門；部；處；系*te 精確的；正確的* 年長的；高年級的；高級的* 擦亮；磨光；潤色* 主要的；首席的adj. 首領；長官*e 贊成；認可；批準*s 加工；處理vt. 過程；程序；步驟*ve 底片；否定n. 否定的；消極的*tment 約會；任命 n.語法一. 何時使用被動語態 1. 不知道誰是動作的執行者或沒有必要 如：Paper is made from wood. The house is quite old. It was built in 1950. He was wounded in the fight. 2. 需要強調動作的承受者時 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為了使語氣婉轉，避免提及自己或對方而使用被動語態，或由于修飾的需要，使用被動語態，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. 被動語態的構成 1. be+done 可以是被動語態，也可。
5.人教版高中英語必修5 Unit3 I have seen amazing things課文翻譯
我看到了奇妙的東西
我首先參觀的是一個太空站，這個站被認為是太空中最現代化的地方。太空站像一個巨大的圓盤，在太空中緩緩的旋轉，以仿照出地球地球中心的引力。太空站里展現出了31世紀一些最前沿的發明。有個導游帶領我們站在一條移動的傳送帶上到處參觀。
導游：從2008年來訪的朋友們，早上好。首先我們將考察一種太空居民中最新的交流方式。再也沒有打字員在打字機或電腦上工作！不需郵資或郵政編碼！現在我們可以通過一個“思想簿”來發送信息。你把金屬帶放在頭上，整理思路，按下發送按鈕，剎那間信息就發出去了。它被存儲在接收者的“思想簿”上。它快捷、高效而且環保。唯一的局限是如果它的使用者沒有清晰的梳理他/她要發送的信息的話，一條模糊的信息就會被發送出去。但我們不能將使用者的這一過錯歸咎于工具本身，不是嗎？
在導游解說之際，我看了看桌上這副被稱為“思想簿”的小東西。它們看起來就像金屬絲帶。如此普通有如此神通廣大！當我在觀察它們的時候，小路又載著我們移動起來。
導游：女士們，先生們，現在我們到了“環境區”。人們過去常將廢物收集在垃圾箱內。接下來垃圾會被掩埋或焚燒，對不對？（我們點頭。）那么現在，有一種垃圾分解系統，采用了生態系統。一個巨形機器，總是貪得無厭的吞下所有可得到的垃圾。垃圾被轉化為幾種有用的垃圾。如用于耕地的“肥料”和用于沙漠的“土壤”。沒有任何浪費，并且一切垃圾甚至像塑料袋也都可以循環利用。絕妙的創意，不是嗎？
我目不轉睛的看著這臺轉動的垃圾機器模型。被它的高效所吸引。但是我們又繼續前進了。
導游：我們的第三站展示了發生在生產實踐中的變化。制造業不再在地球上，而是在這樣的太空站上進行。一組工程師設計的機器人在太空中執行任務。機器人生產貨物，如藥品、服裝、家具、氣墊車等等。沒有浪費、污染，沒有對環境的危害！然而，各公司不得不訓練他們的代表來空間站生活、工作。他們得監控這些機器人及其生產。當貨物生產出來，他們被工業宇宙飛船運回至地球。
我的思緒開始游移起來。我能做些什么工作呢？當我想到未來世界的美好前景時，我產生了更濃厚的興趣。
6.人教版高中英語必修5unit3learning about language答案
Learning about Language
Ⅰ.根據句意及首字母提示補全單詞
* dog b________ him and made his leg bleed.
* an a________came and took the injured driver to the hospital as quickly as possible.
3.A vein（血管）in his neck was cut and he b________to death.
* head was b________and she was given a skin-transplant operation on her left hand.
* so much e________equipment, wood and paper in one place, there is a danger of fire.
答案：* *nce * *ed *ical
是這個嗎？？？是的話請給好評哦！
希望對你能有所幫助。
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