英语必修5译林牛津版Unit3第7课时表格教案

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英语高三译林牛津版必修5同步精品教案：unit3(project)

英语高三译林牛津版必修5同步精品教案：Unit3（Project）Teaching Important PointsPhrases—for sale,put...in place,figure out,on one’s part,in favour of,point of view,turnwrite an outline to prepare a debate outTeaching Difficult PointsHow to use what the students have learned to complete a project.Teaching MethodsTask-based approach,students-centred approach...Teaching AidsThe multimedia.Three Dimensional Teaching AimsKnowledge and SkillsForm the skills of concluding the main idea of each paragraph and learn through doing,learn through cooperating.Process and StrategiesDivide the Ss into four groups and encourage them to report the main idea of each paragraph to raise as many questions as possible.Then Ss prepare for a debating.Feelings and Value sThe relationship between human beings and natureTeaching ProcedureStep 1 RevisionT:Last period,we’ve learned how to write a formal letter,and we know there are many advantages and disadvantages about GM food,I’ll ask one of you to come to the front to report your idea about it,any volunteer?S:One of the Ss has his/her say.T:Translate the following phrases:1.自然资源________________2.集中，关注________________3.环境保护________________4.经济发展________________5.赞同，支持________________6.在某人看来________________7.满足某人的需要________________ 8.招致灾难________________9.关注，关心________________ 10.而不是________________11.用完，耗尽________________ 12.以飞快的速度________________13.发达国家________________ 14.责备某人某事________________15.结果是________________Suggested answers:1.natural resources2.focus on3.environmental conservation4.economic development5.in favour of6.from one’s point of view7.meet one’s needs 8.spell disaster 9.be concerned about10.rather than e up 12.at a fast rate13.developed countries 14.blame sb for 15.turn outStep 2 Lead in and discussionT: As a result of mankind and technology,natural resources have been seriously affected and natural disasters attack us fluently.Can you give us some examples about human being’s polluting the earth?S:People are throwing more waste things,such as plastic bags,waste batteries,etc.S:More and more factories are producing poisonous smoke polluting the air.S:The rivers near my house are being polluted for...T:Good job!Step 3 Reading comprehensionT: Today we’re going to learn a passage titled Man versus nature.Read the passage silently and quickly then try to find ou t the main idea of each paragraph.You’re divided into four groups to report the main idea.S:Paragraph 1 Natural resources have been seriously affected by carelessness.Paragraph 2 Different attitudes towards the problem.Paragraph 3 Humans are moving towards an important point in the relationship with nature.Paragraph 4 Humans can only really win by protecting natureT:Read the passage on Page 58 and discuss the following questions and find more suggestions:(1)What have people done to nature?(2)If we continue in this way,what might happen?(3)Which is more important,economic development or protecting nature? Why do you think so?(4)What is the attitude of poorer nations towards the problem? What about the attitude of developed nations?(5)Do you think the problem of humans winning and nature losing can be settled?If so,can you suggest some solutions?Sample answers:(1)They have done a lot to destroy and damage nature.(2)The planet we live on will be eventually destroyed.(3)...(4)Poorer nations pay more attention to economic development but less to the environment while developed nations do things in a different way.(5)...Step 4 Having a debateT:PlanningNow let’s work in small groups.Discuss which topic you’re interested in.Group members are split into For and Against.Each member of the group is given a different role.And finally one group member will be responsible for finishing each task.PreparingNow sort the information you have got from various sources.You should meet,discuss and decide what information to start your debate with.The strongest should be an opening point.Remember to keep a good point.Make a list of points you come up with and list all the possible points that the opposite members may think of and decided how to argue against the points.ProducingThe group should practice the debate among many times in order not to go off the point.Each member of the group should have a few points to introduce into the debate.You need to time each section of the debate.PresentingAt last,the groups come together to debate the topics in front of the class.You maydisplay your research on the walls of the classroom when debating.Before the debate begins,the rest students who act as audience should decide which side of the issue youagree with.At the end of the debate,decide again.The group that has changed the minds ofthe most students win the debate.Step 5 ConsolidationT:Boys and girls,let’s fill in the blanks.Many people think our c has affected natural resources and that nature is d by us.First,we o Earth’s resources by farming,fishing,hunting andt .Second,we build new factories and create industrial waste.If we continue,wewill e destroy our planet.Some people think we should stop e development in f of nature.But fromthe p of view of other people,we are only using nature to m our own needs.Many d nations are now c about saving nature while poorer nations areusing resources at a fast r .They need to work together to e that peopleenjoy healthy lives.Humans can only really win by p nature.S:carelessness,destroyed,overdevelop,tourism,eventually,economic,favor,point,meet,developed,concerned,rate,ensure,protectingStep 6 HomeworkSurf the Internet after class trying to find out more reading about man and nature.The Design of the Writing on the BlackboardUnit 3 Science versus natureThe eighth periodParagraph 1 Natural resources have been seriously affected by carelessness.Paragraph 2 Different attitudes towards the problem.Paragraph 3 Humans are moving towards an important point in the relationship with nature.Paragraph 4 Humans can only really win by protecting natureRecords after Teaching________________________________________________________________________________________________________________________________Activities and ResearchThe students are divided into four groups with each group only focusing on one paragraph in Part A.They are encouraged to work together to gain the main idea and reportthe main idea to the others.Before having the debate,good preparation is required,so they must study effectively.Reference for TeachingBackground informationTopic on man versus nature1.What is nature? It’s everything that exists in the world independently,such asplants and animals,earth and rocks,and the weather.Now more and more people are focusing on the nature.It is no doubt that the natureis important to every human being.No nature,no life.Because of the supplies of the nature,we have lived happily for a long time.And we started to gain everything availablefrom the nature.And this lasted so long a time.Today,people have discovered that the natureis getting worse and worse.What is threatening the nature? Air and water pollution,over harvesting of plant andanimal species,overpopulation and so on.Overpopulation is the biggest source of pollution.Let’s take overpopulation as an example.What does overpopulation feel like? When we move slowly through the city in a taxi.Whenwe enter a crowded slum district.When the temperature is high and when the air is thick with dust and smoke.The streets are crowded with people.The streets seem alive with people.People eating.People washing.People talking.People sleeping.People visiting each other,arguing and screaming.People relieving themselves.People pushing their hands through the taxi windows,begging.People leading animals.People,people,people,people.As we drive slowly through the crowd,sounding the taxi’s horn,the dust,heat,noise and cooking fires made it like a scene from hell! I admit,frightening.To the nature,overpopulation is a big problem.More people,more pollution.And the big population is threatening the nature every second.The rapid rise in world population is not creating problems only for the developing countries.The whole world faces the problem that raw materials are being used up at an increasing rate and food production can not keep up with the population increase.People in rich countries make the heaviest dem ands on the world’s resources,its food,fuel and land,and cause the most pollution.A baby born in the United States will use in his lifetime 30 times more of the world’s resources than a baby born in India.Unless all the countries of the world take united action to deal with the population explosion there will be more and more people fighting for a share of less and less land,food and fuel,and the future will bring poverty,misery and war to us all.For most of the developing countries,it is a good idea to control the population growth.For example,China has carried out birth control for years.And this plan has a great effect on the world population.If the population continues to increase,if the air and water continue to be polluted,if we don’t do something to protect wild-plant and wildlife species will be declining.Species and biological communities have difficulty adapting to change.Economic opportunities and the quality of life of future generations are also put at risk.By protecting nature,we protect ourselves.Let’s unite together,hand in hand we stand all across the land.We can make this world in which to live.Hand in hand.Control the population growth.Take good care of our nature.2.Man and Nature is always an eternal hot topic in people’s daily life.There’s an everlasting line that connect to human beings and nature.Depending on nature,we play an important role,that’s to say our activities are closely linked to it.Centuries ago,humans knew little about the earth and what they had done could only influence the nature a little.Nature was so quiet and kind that it welcomed people to its breast with its arm opened.People full of great ambition with their clever brain discovered all the places they could go to,which is always pioneering works in the world.Ho wever,following the discoveries of a hundred year,a century’s destruction began to stand on the stage of history.In order to live an exciting and newly life,human being tries every ways to have a good use of nature resources.The plants,animals,all the things they could see,could find were what they wanted to conquer and possess.Science and mechanical’s development caused the change of the environment around them,so pollution of air,water and noise became the most serious problems in people’s daily life.We h ave to think about our future with all the living creatures now,otherwise,we could not just survive but change the beautiful blue planet into a deathly big stone.Having realized such serious problems,we should take some useful measures to keep the lung of earth free from destructions and pollution.To be more concrete,our urgent affairs at present is stop our pollution and destruction but try to invent some other equipment without any pollution;besides,in order to reduce the waste of nature resources,we can have our laws bringing into effort to control people’s immoderateness.We should consider wild animals and plants our friends but not the delicious food and try our best to stop them dying out from our homestead,because without these blessing diversities,we could not survive for the destroying of our living environment.Man is just a small part of the whole biogeocenose,the air,water and all the living and unloving wild creatures should be keptregularly peacefully and normally.A chain is no stronger than its weakest link,we would have such sayings in our mind,or else,the last drop of water would be our tear and the last animal we see could only be ourselves.Language points1.favour n./v. the support or approval of something or someone:in favor of 有利于；赞同do sb a favor 帮某人一个忙do sb the favor to do1)你帮忙把这个句子译成英语好吗？Could you do me the favour to put this sentence into English?2)他们都支持举办一次运动会。

牛津译林版高中英语必修五unit3scienceandnatureproje

Unit3 Science and nature Project教材：牛津高中英语(模块五)高二上学期文档内容：教学设计—教案单元：Unit 3 Science and nature板块：ProjectThoughts on the design:本节主要目标是让学生学会如何辩论，要对从辩论题目的肯定到最终辩论的呈现的每一步进行简单而又有效的指导。

由于Project部份有两篇阅读文章，内容上有必然的难度，且第二篇文章对学生来讲是本单元的一个全新的内容，因此，基于学生对于新授知识的同意进程和思维的顺序性，教学进程中以如何预备一个辩论作为主要线索，把第58页的内容作为整体教学的一个有机部份穿插其中，帮忙学生学会如何利用素材。

通过头脑风暴、小组讨论、和辩论片段展示等手腕让学生充分感受到真正的辩论是如何的，当场运用讲义58页的内容进行迷你辩论，让学生切身感受辩论是如何的和应该注意什么问题。

最后再给出任务，让学生以讲义59页的内容即转基因食物带来的是希望仍是危险让学生在课后查询资料，给学生充沛的时刻进行课后预备，并进行课堂辩论以查验学习效果。

当学生从中获益时他们下次进行类似活动的踊跃性会更高。

Teaching aims:After learning Project, students will be able to1.search for relative informatione up with good points by reasonably dealing with the information3.argue and argue against4.take nature more seriously5.learn the importance and necessity of cooperatingTeaching procedures:Step 1 Lead in (PPT4)1.Briefly review the previous lessons about cloning.2.Relate them to the theme of the unit—Science and nature. Lead students to thinkabout the relationship between them. Tell students: How far science can go depends on humans. Science is the tool of humans against nature.3.There has been much argument about the relationship between man and nature. -----concept of “DEBATE”.[Explanation]通过前面几个课时的学习，学生对于自然与科学的关系必然已经有了更深的感悟。

高二英语必修5 unit3教案(牛津版)

高二英语必修5 unit3教案（牛津版）本资料为woRD文档，请点击下载地址下载全文下载地址英语必修5译林牛津版Unit3第1课时表格教案主备人执教人授课日期班级总课题m5U3总课时分课时课型新授课题m5U3welcometotheunit教学目标.thinkmoreabouttherelationshipbetweenscienceandnature.2.describesomeitemsandatmospherewithscientificterms.3.expresstheiropinionsonclonedanimalsandhumansaswell.4.developaninterestindoingmorereadingandresearchonthe topic.教学重点words,phrasesandsentencepatterns教学难点Practicalusage教具Blackboard,slidesandhandouts教学内容教法学法Teachingprocedures:Step1LeadinPlayadialogueaboutheight-increasingoperationsandask studentstofillintheblanks.Aftercheckingtheanswers,allowsometimeforstudentstofreelyexpresstheiropinions onheight-increasingoperations,thusintroducethemajor topic“scienceversusnature”。

[Explanation]用一段有关增高术的听力引入主题，主要是考虑到这一切入点与实际生活较为贴近，比较容易让学生有话说，作为人类利用科学对自然的东西做出改变的一个典型例子可以顺其自然得引入本课主题。

Step2Scienceversusnature.Explaintheword“versus”2.Brainstorming.Askstudentstothinkofothercasesinwhich sciencegoesagainstnature?Theteachercanintroducesome newvocabularylikeGmfoodandplasticsurgerywhichmightbeusefulinlaterteach ing.Showsomepicturestohelpthembetterunderstandthese things.Suggestedanswers:Gmfood,cloning,dams,artificialrain fall,organtransplant,air-conditioner,cloudseeding,p lasticsurgery,euthanasia,etc.3.Allowstudentssometimetohavealightdiscussiononadvant agesanddisadvantagesofanyoftheabovecases.4.Intermsofscienceversusnature,whatdoyouthinktherelat ionshipbetweenscienceandnatureshouldbelike?[Explanation]本节将主题定位在“科学对抗自然”，让学生了解了这一关系后，用头脑风暴的形式让学生从增高术联想起更多的现实生活中能体现这一关系的案例，如转基因食品，人工雨等。

模块5Unit3全单元语言点详备教学案（译林牛津版高二英语必修五教案教学设计）

模块5Unit3全单元语言点详备教学案（译林牛津版高二英语必修五教案教学设计）Welcome to the unit:1. Science is developing so fast that it is beyond our imagination.科学发展如此之快，以致于超出了我们的想像。

beyond prep. （表范围）越出（某事物）范围;超越:（表位置）在或向（某物）的远处:*beyond one’s power________________*beyond praise _________________*be beyond sb. _________________①自行车没法修理了。

____________________r.②We can’t see anything beyond the river because of the fog.__________________________________③ The bea uty of the West Lake in Hangzhou is _________ description.A. withB. inC. beyondD. onReading: The perfect copy1. A recent announcement by scientists that …announcement n. 宣告，通告*make an announcementannounce v.宣布; 宣告; 发表*announce sth. (to sb.)*announce (to sb.)that①She announced the winner of the competition to an excited audience._____________________________________________________________②宣布比赛什麽时候开始了吗?_____________________________________________--比较declare v. 正式宣布（某事）; 表明:declare sth./that/ sb. (to be)① declare `war (on/against sb) _____________② declare the meeting open/closed ___________________③ She was declared (to be) guilty. _____________2. …has caused much debate and has shocked many people around the world.shock v [尤用於被动语态] 使（某人）震惊;*sth. shock sb.*sb. be shocked at/by sth./ to do*sth. be shocking 令人震惊的① He was quite ________ to hear the __________ news.② 她所说的真的让我很震惊。

牛津译林版高中英语必修5 Unit 3 Task 教案

M5 Unit 3 Science versus natureTask Writing a formal letter教案一、设计思想Task目标是写一封有关转基因食品的正式书信。

为学生创设一个简单的情景，然后通过听力、阅读小文章增加学生对转基因食品的了解，最后设计一个采访活动，让学生以小组为单位进行。

在课堂的最后做一个小结。

让学生了解正式信件的内容和写作步骤，逐级加深了解，然后再把所了解到知识在实际中加以运用，按要求完成写作。

二、教学目标1.检查和订正信息2.了解有关克隆食品知识3.掌握信的格式4.写一封与转基因食品有关的正式信件三、教学重难点1. 进行一个关于转基因食品的讨论2. 设计一个关于转基因食品的采访四、教学环节【课堂教与学】【Activities in class】Activity 1Skills building 1 changing or correcting a text1. Through a game called “Chinese whisper”, let Ss learn when we are asked to pass informati on, we need tocorrect grammatical errors and spelling mistakesmake changes to the information in the textchange the style or the tone2. Listen with the guide aboveStep 1 confirming information1. Discuss about what GM food is before listeningWhat does GM food stand for?Genetically Modified food_skills building 2 conducting a discussion1. How to ask for people’s opinions and introduce new ideas to the discussione.g. What do you think? / Don’t you think so? /Do you agree? / Is that your opinion too?e.g. Another argument is that… / Don’t forget… / On the other hand, … /We can also… / But what about…?Activity 2Step 2 collecting more informationSince we have learnt how to ask for opinions of others and introduce new ideas, let’s practise the different expressions by interviewing a scientist about GM food.1. List the things about GM food.2. Group work: You will be divided into groups of four and study the interview form on page 54 together. Tell what questions you may ask about each heading and add a sixth heading. Write down your questions and a possible heading in the form. Add more questions to the headings you suggest.Sample answers:A. 1. Safety of GM food Do you think it is safe for people to have GM food?2. Possible side effectsAre there any side effects if people have GM food?3. Taste compared with normal foodDoes it taste the same as/nicer than natural food?4. Cost Do you agree that GM food is more expensive than natural food?5. Need for government controlDo you think the government should do something to ensure its safety? If so, what should be done?6. Popularity for buyersWill you or will you not buy the GM food?Skills building 3：writing a formal letterOften you wonder how to write a formal letter. You will learn that a formal letter often includes information such as an address, a date, the receiver’s name, job title and address, a formalgreeting, a formal ending and the signature. You will also learn some useful phrases to start and end a formal letter.1. Read the guidelines on page 56. Make sure you know the format of a formal letter and understand the useful phrases to start and end a letter.2. Read the letter on Page 56 and label the parts of the letter.Answers: 101 High Street1 May, 2006Mr. Frank Brown—Public Relations ManagerSafeway Laboratories—305 Queens DriveLiverpoolDear Mr Brown,I am writing to complain…practice immediately.Yours sincerely,Jim Davidson—Jim Davidson3. After you labeled the parts of the letter, read the letter again and underline the phrases used to start and end the letter.I am writing to make…I urge you to seek…【课堂巩固】ConsolidationWriting a letter about GM foodIn this part, you’re required to write a formal letter about GM food to your local supermarket based on the information gathered in Steps 1 and 2.1.You will be divided into small groups and each of you should contribute to the writing of the letter. Read the two articles on GM food in Part A on page 57. Underline all the pros and cons and try to understand the meaning of the articles.2.Write a formal letter . The letter should include four points in Part B. Then read your letters to the class.【知识小结】1. 掌握关于转基因食品的相关知识。

2019-2020年牛津译林版高中英语必修5 Unit 3 Project 教案

2019-2020年牛津译林版高中英语必修5 Unit 3 Project 教案Teaching aims1. Polish up Ss’ reading ability；2. Get Ss to prepare a debate.Teaching proceduresStep 1 Lead inTalk about nature and technologyT：As a result of mankind and technology, natural resources have been seriously affected and natural disasters attack us fluentlyStep 2 Read the first passage1. Try to get the main ideas of each para2. Discuss the following questions:1)What have people done to nature?2)If we continue in this way, what might happen?3)Is everything that is best for nature good for people?4)Which is more important, economic development or protecting nature?Why?5)What is the attitude of poorer nations towards the problem? What about the attitude of developed nations?6)How can humans really win?Step 3 Read the second passageTry to get the main ideas of each paraStep4 Language points:1.overdevelopNow many tourist destinations are at the risk of being overdeveloped.over- 过度；在外；在上；额外overuseoverweightoverhangovertimeoverheadovercookedoverpopulation1)The child is developing well.2)The argument developed into a bitter quarrel.3)The place has developed from a fishing port into a tourist center.4)The car has developed sign of rust(锈).5)The site is being developed by a buildingcompany.6)Please take the film to be developed.7)Don’t develop the bad habit of smoking.8)They are developing a new medicine/project.2.further (adv./adj./v.)a)The hospital is further/farther down this road.b)Phone us if you want to seek further information.c)He went aboard for further education.d)Further,it has come to our attention thatwe are overdeveloping natural resources.e)We must look further into the matterf)He joined the club to further his interest3.favour (:support UK, US favor ) n. [U] / v.a)The majority of people voted in favour of the candidate.b)He sent her presents in an attempt to win her favour.favourable UK, US favorable : adj. 有利的4. argueKids, will you stop arguing with each other?They were arguing over/about which film to go and see.The minister argued for/in favour of/against making cuts in military spending.The minister argued that they should cut down on military spendingargument : n. [C or U]The children had an argument about/over what game to play.5.turn out :As events/it turned out, we were right to have decided to leave early.The truth turned out to be stranger than we had expected.It turns out that she had known him when they were children.1)The whole village turned out to welcome the soldiers.2)If the weather turns out wet, we’ll have to change our plan.3)The factory turns out 900 cars a week.4)Remember to turn out the light before leaving.5)The teacher ordered him to turn out his pocket.6)He was turned out of his family.Ex: We wanted to g et home before dark, but it didn’t quite ___ as planned.(2004)A.make outB. turn outC. go onD. come upEx: 1)When heated,ice will turn ______water.2)I didn’t need the umbrella,as it turned_____.3)It’s immoral to turn ______one’s homeland.4)After that many farmers turned______raising cattle.5)Jane turned _______his proposal.6)You must turn_______uniform before leaving.7)He didn’t turn________until 10:30.8)It turned _______ that he was a friend of his.9)The teacher called out their names _______turn.10)Many people had to be turned _______from the stadium because it’s full.11)There was nobody _______whom he could turn.6.Nowhere is this truer than with genetically modified food.否定词位于句首，句子要进行部分倒装Eg: Nowhere else can you find such a good flat.否定词与比较级连用表示最高级Eg: I have never heard a more beautiful voice.7.Research has been limited to increasing production profits, rather than making sure that GM foods are safe.rather than 为并列连词，前后成分注意并列a)I’d like to have coffee rather than tea.b)Rather than tell a lie ,he told us everything.c)Rather than go to see the film I prefer to stay at home, watching TV.I would rather …than…I would…rather than…区分: more than, other thanStep 5 Homework。

牛津译林版高中英语必修5Unit 3Science versus natureProject教案2

Unit 3 Science versus nature (Brief Teaching Plan)Project man versus natureTeaching aims1.Improve students’ ability and provide practice2.Master and use some useful words and expressions3. Have a debate to express and support your opinionsProcedures:step 1 leading in1. Appreciate some film pictures about “man versus nature”2. Ask and answer some relevant questions such as:Are you afraid that something similar may happen in the future?What’s your opinion towards the relationship between human beings and nature?step 2 reading1. Listen to the tape then give out the gist of each paragraph2. Read again then answer some questions such as:1. What have people done to nature?2.If we continue in this way, what might happen?3. Which is more important, economic development or protecting nature?4. Do you think the problem of humans winning and nature losing can be settled? If so, can you suggest some solutions?step 3 Introduce the project1. Planning•Choose a topic that interests you•Split into For and Against•Assign roles and tasks•Use different medias to search for relevant information2. Preparing•Discuss the collected information and tick the strong points to be the start and the end.•Make a list of all your points.•Think about the opposite points and think about how to argue against them.3. Producing•Practise in your group to check everyone’s task.•Practise many times to make it better.•Decide the time of each section.4. Presenting•Present the debate in front of class.•Display your research on the wall when debating.•Make rules of winning before the debate and check which group wins at the end.step 4 HomeworkWrite an essay on any topic that you’re interested in by using the techniques you learned from adebate.。

牛津版高二英语必修5unit3教案

牛津版高二英语必修5unit3教案教后记：高考链接—拓展阅读Tides(潮汐)are created ainl b the pull f the n n the earth. The n's pull causes w ater in the ceans t be alittle deeper at a pint clset t the n and als at a pint farthest fr the n n the ppsite side f the earth. These tw tidal"Waves"fllw the apparent(明显的) veent f the n arund the earth and strie nearl ever cast line at in- tervals f abut twelve hurs and twent-five inutes. After reaching a high pint, the water level ges dwn graduall fr a little re than six hurs and then begins t rise tward a new high pint. Hence, st cast lines have tw tides a da, and the tides ur fift inutes later each da. Differences in the cast line and in channels in the cean btt a change the ties t hat the tidal wave reaches different pints alng the sae cast line. Tne difference in water level between high and lw tide varies fr da t da arding t the relative psitins f the sun and the n because the sun als exerts a pull n the earth, althugh it is nl abut half as strng as the pull f the n. When the sun and the n are pulling alng the sae line, the tides rise higher, and when the pull at fight angles t ne anther, the tide is lwer. The fratin f the cast line and variatins(变化)in the weather are additinal factrs which can affect the height f tides. Se sectins f the cast areshaped in such a wa as t cause uch higher tides than are experienced in ther areas. A strng wind blwing tward the shre a als cause tides t be hi gher.1. The height f the tide is affected b all f thefllwing except.A. the psitin f the sunB. the directin f the windC. variatins in the cast lineD. channels in the sea btt答案：D 指导：潮汐的高度受太阳、风向和海岸线差异的影响，海沟只影响潮汐的时间。

苏教牛津译林高中英语模块5_Unit3_Task参考教案

Unit3 Task参考教案Writing a formal letterTeaching objectives1. Learn how to change or correct a text2. Learn how to conduct a discussion3. Learn how to write a formal letterTeaching proceduresSkills building 1 changing or correcting a text1. Through a game called “Chinese whisper”, let Ss learn when we are asked to pass information, we need to❖ 1 correct grammatical errors and spelling mistakes❖ 2 make changes to the information in the text❖ 3 change the style or the tone2. Listen with the guide aboveStep 1 confirming information1. Discuss about what GM food is before listening2. Listen to the tape and make notes while listeningSkills building 2 conducting a discussion1. Learn how to ask for people’s opinions and introduce new ideas to the discussion❖ e.g. What do you think? / Don’t you think so? /Do you agree? / Is that your opinion too?❖ e.g. Another argument is that… / Don’t forget… / On the other hand, … /We can also… / But what about…?Step 2 reporting back to a science journal1. Ask students to talk about GM food briefly with the note they made in step 1.2. Discuss the information among group members3. Prepare an interview between a scientist and a student, using the information you’ve collected.Skills building 3 writing a formal letter1. Learn the basic elements of a formal letter❖ e.g. your address / the date / receiver’s name, job title and address / formal greeting / formal ending / your name and signature2. Learn some useful phrases to start and end a formal letter, then finish the task.❖Start: With reference to… / Thank you for… /In reply to… / I am writing to inform you …❖End: I would be grateful if you could… / I hope you would… / I look forward to hearing from you soon. / If you require any further information…Step 3 writing a letter about GM food❖Read the first letter and ask students to list the main points about GM food.❖Read the second letter and ask students to list the main points about GM food.❖Combine the points together what we’ve learned from Step 1 & 2, then finish Part B on page 57. You can discuss with your group members.HomeworkPart B on page 57。

译林牛津模块5 Unit3学案(学生版)(译林牛津版高二英语必修五教学案例)

Unit 3 Science versus nature (Part I)I. Words:1. announcement n. 口头通知草拟书面通知 _____________________make an announcement发（口头）通知 a TV announcer _____________________ announce和declare的辨析：announce 宣布固定结构是announce sth. to sb.，不可以是announce sb. sth.；declare宣布（如公开声明战争/和平/中立等，较正式的场合），和announce 有时可互换。

The Declaration of Independence 《独立宣言》 The court _____________ him guilty / innocent.The teacher _______ to us that there would be a celebration for the 80th anniversary of our school.The super power ____________war against that small country in April, 2003.Everyone was silent as the chairperson ___________ the results of the Spoken English Contest.2. advanced 高级的；先进的；发达的 advancedcountries/technologies/courses/studies与时俱进 _________________________ 高级教师 a senior teacher （比较senior和advanced）in advance _________________________ 同义词组：______________ ；_________________make great advances ________________ 同义词组：__________________________________3. including 用include或contain的正确形式试填下列各空：This book ____________ forty maps, ______________ three maps of China. Whisky _________ a large percentage of alcohol.He was upset about losing the key to the drawer _____________ important documents.In the air crash in Brazil, 197 people died, _____ the 9 on the ground/the 9 on the ground________4. praise n./vt. 表扬；赞扬 praise sb. for sth. 反义词组：____________；__________________sing high praise for_______________ 同义词组：______________________________________反义词组有：____________________________________________________________________The leader spoke in praise of the teacher who had given his life for the education cause.与in praise of 结构相同的短语有：__________________________________________________5. interfere vi. 干涉；干预；摆弄；妨碍固定搭配：interfere with sb./sth. interfere in sth.你曾经因为玩乐而妨碍了你的职责吗？Do you ever allow pleasure to interfere ________ duty?Who has been interfering _____ the clock? It has stopped. 是谁摆弄这个钟来着？现在不走了。

高中英语 Unit 3教案牛津版必修5

Unit 3 Science versus nature Ⅰ.单元教学目标Ⅱ.目标语言Ⅲ. 教材分析与教材重组1. 教材分析本单元围绕“科学和自然”这个论题展开，从“克隆技术”、“转基因食品”等方面将二者进行对照，并对人们的不同看法进行了描述，在此基础上让学生学会如何通过一些信息片断写一封正式的书信，以及如何进行采访、辩论等。

旨在通过教学使学生能够清楚地表达自己的看法，并使自己的观点更加有说服力。

同时，也对学生进行必要的情感教育，使其对前沿的高尖端技术有一个正确的认识，明白任何事物都有其自身的发展规律，遵循事物自身的发展规律是我们做任何事情的前提。

1-1 Welcome to the unit利用六幅克隆的小动物图片激发学生对本单元话题的兴趣，接着用三个问题引发学生的讨论，使学生在看图片的同时思考克隆这一高新技术，并能表达自己对克隆的看法，为后面内容的学习奠定基础。

1-2 Reading 一文讲述了人们对克隆技术的一些不同观点。

该部分共设计了六个活动：A部分要求学生快速阅读文章，并快速地找出三个问题的答案，培养学生的快速阅读能力；C1部分要求学生仔细阅读课文及两封来信，并判断所给6个句子是否正确；C2部分要求学生从课文及来信中找出人们赞成或反对克隆的原因，考察学生对课文细节的理解把握能力；D部分要求学生在课文中找到所列的8个词条，猜测其含义然后将这些词条与其英文释意相搭配，考查学生根据上下猜词的能力；E部分要求学生利用所给词汇完成王林写给报社编辑关于克隆的书信，巩固课文中所学的词汇；F部分要求学生讨论人类是否应该被克隆的问题，应用所学的语言表达自己的观点。

1-3 Word power包括 Prefixes and suffixes和 Organs of the body 两部分。

Prefixes and suffix介绍了部分前缀和后缀的含义，并通过一位环境科学家的一段话使学生在语境中进一步掌握词缀的用法；Organs of the body要求学生掌握有关人体器官的一些词汇，用一篇短文将学校的各个部分与人体各个部分器官进行类比，学生可以进一步理解人体各部分的作用。

英语必修5译林牛津版Unit2第7课时表格教案Task

英语必修5译林牛津版Unit 2第7课时表格教案（Task）课题M5U2The environment课时8-7Task主备人授课时间教学目标1Learn how to design a poster.2Cultivate the students’ abilities of listening, reading and speaking..教学重、难点1Listen and draw conclusions 2Read for information3Present your point of view教、学具The tape预习要求Review the grammar教师活动内容、方式学生活动内容、方式旁注Step 1 Lead inEnvironment protection is very important, so we should do ourbest to protect it.Then ask students what we can do.We can design a post to educate people.How do we design a poster.Step 2 Skills building 1Listening and drawing conclusionsWhen you draw conclusions, you think about a situation andthe information you have, and try to decide what it means.Sometimes all the information you need about a subject is notincluded in the source you are listening to. This is when youmust draw a conclusi on. For example:•If you hear’ Yet another skyscraper has been built inShanghai.’•What can you conclude?•There are already some skyscrapers in Shanghai.•If you hear the following dialogue•Man: The train is going to be late today.•Woman: I’m not surprised.•What can you conclude?•The train is often late.PracticeA .Listen to these short descriptions from news reports and draw a conclusion about what kind of natural disaster occurred in each situation.B. Listen to the news report and decide if each conclusion below is logical. If it is, tick(√) the boxStep 1: listening to a lectureA. Your Science teacher has asked your group to make a poster about desertification for a nationwide contest. Before you can begin your poster, you must learn about desertification. Listen to your teacher’s lecture and collect information about your topic.Step 3 skill building 2Reading for informationWhen we read for information, we look for specific information that we need. We read different sources to find different types of information. We often scan the text while looking for the specific information that we require.Read the following from a newspap er and underline the information which answers the questions that follow.Step 4 Skills building 3Presenting your point of viewWhen you present your point of view, you usually want people to accept your ideas. There are certain things you can do to make what you say more polite so that people will be mor e likely to agree with you.Discuss this list of things people can do to help theenvironment. Rank them in the order from most importa nt(1) to least important (8).Step 3: designing a posterA. You interviewed several experts on desertification, Readtheir viewpoints and discuss which one you agree with andwhich one your group plans to focus its poster on.Step 5 HomeworkDesign a poster with your group.•高考链接—拓展阅读Words：355难度系数：★★建议历时：9分钟It was a cold grey day in late weather had changed overnight，when a backing wind brought a pale sky and a muzzling rain with it，and although it was now only a little after two o’clock in the afternoon the gray of a winter eveni ng seemed to have closed upon the hills，surrounding them in would be dark by air was cold，and for all the tightly closed windows it influenced the inside of the leather seats felt damp to the hands，and there must have been a small crack in the roof，because now and again little drips of rain fell softly through，polluting the leather and leaving a dark-blue stain like a spot of wind came in，at times shaking the coach as it traveled round the bend of the road，and in the exposed places on the high ground it blew with such force that the whole body of the coach trembled and swayed，rocking between the high wheels like a drunken man.The driver，muffled(裹住) in a great coat to his ears，bent almost double in his seat in a faint endeavor to gain shelter from his own few passengers pressed together for warmth，exclaiming all together when the coach sank into a heavier rut(车辙) than usual，and one old fellow，who had kept up a constant complaint ever since he had joined the coach at Truro，rose from his sea t in anger；and，feeling with the window-frame，let the window down with a crash，bringing a shower of rain upon himself and his fellow- thrust his head out and shouted up to the driver，scolding him in a angry voice for a rogue and a murderer；that they would all be dead before they reached Bo dmin if he persisted in driving at dangerous speed；they had no breath left in their bodies as it was，and he would never travel by coach again.【解题导语】本文描述十一月底的一个风雨交加的下午，一辆马车载着几名乘客奔驰在从Truro镇到Bodmin 的路上，马车夫不顾乘客们的安全和抱怨，把马车赶得飞快，气得一名老人破口痛骂，立誓永再也不乘坐此马车。

英语必修5译林牛津版Unit3第3课时表格教案(1).docx

英语必修5译林牛津版Unit 3第3课时表格教案主备人执教人授课日期班级总课题M5U3 总课时分课时1课型复习课题M5U3 Word power1・ have a better understa nding of d if fere nt mea nings of prefixes and suffixes ・教学目标 2. have a larger vocabulary with the help of prefixes and suffixes・3. use specific words to describe human organs by means of comparison.教学重点Words, phrases and sentence patterns教学难点Practical usage教具Blackboard , slides and handouts教学内容教法学法Teaching procedures:Step 1 Lead in (PPT4-5)1.Ask stude nts to con elude some easy ways to double their vocabulary according to their years' ofEnglish learning・2.Introduce the intended answer by providing some examples so that students can be led to theanswer "By using prefixes and suffixes" or by "cloning it" (just for fu n)・[Explanation]鉴于学生已冇比较长时间的学习英语的经历，前后缀对于他们来说并不陌生。

以让他们总结如何让自己词汇量加倍这一方法开始整堂课的教学，从开放的问题到焦点的关注，从悬念到平实，让学生在瞬间产牛好奇，并且在答案揭晓的刹那能很好得活跃课堂气氛，为麻面的教学做好铺垫。