最新精品报译林牛津必修5 Unite3精品教案U3_Welcome to the unit
牛津译林版高中英语必修五Unit3ScienceandnatureWelcometotheunit教
Unit3 Science and nature Welcome to the unit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：U nit 3 Science and nature板块：Welcome to the unitThoughts on the design:从课型来讲，本课时作为整个单元的导入部份，主如果以口语表达为主，从内容来讲，本课时作为整个单元的第一课时，要解决两个问题。
第一是向学生介绍整个单元的主题和将要学习和讨论的内容，第二是要为进入阅读部份作一些内容的预备和铺垫。
基于如此的考虑，本课时主要包括两个部份，即单元主题呈现（科学对抗自然）和阅读前预备（克隆）。
以一段有关增高术的听力作为切入点，带出主题，然后以图片为媒介引导学生进行一系列的讨论，在充分理解了本单元的主题以后，进入另一层面，专门针对克隆进行生动的讨论和辩论，让学生充分展示出他们对这一专题有所了解，并让他们熟悉到他们对这一专题还需要进一步的阅读才能更好得表达出他们的观点。
这就为后面的阅读作了充分的铺垫。
Teaching aims:After learning Welcome to the unit, the students will be able to1.think more about the relationship between science and nature.2.describe some items and atmosphere with scientific terms.3.express their opinions on cloned animals and humans as well.4.develop an interest in doing more reading and research on the topic. Teaching procedures:Step 1 Lead in (PPT 4-7)Play a dialogue about height-increasing operations and ask students to fill in the blanks. After checking the answers, allow some time for students to freely express their opinions on height-increasing operations, thus introduce the major topic “science versus nature”。
牛津高中英语模块5Unit3welcometotheunit教案
牛津高中英语模块5Unit3welcometotheunit教案第一篇：牛津高中英语模块5 Unit3 welcome to the unit教案Module 5 Unit 3 Science and nature Welcome to the unitTeaching design 1. Background information λStudents: 53 senior high school students, Grade 2 λLesson duration: 45minutes 2. The contents By the end of the period, students will be able to: A. Knowledge λGet the general meaning of the technology - cloning; λ Know something about the latest cloning work; B. Ability λ Talk about their opinions upon the cloning; λUnderstand the two-side influence of the human cloning. 3. Key point and difficult point A. Key point λGetting to know some knowledge about the cloning; B. Difficult point λ Improving the corresponding abilities: thinking and speaking, by expressing opinions in their own words. 4. Teaching approaches λGroup work Approach λ T ask-based Teaching Approach 5. Teaching aids PPT, blackboard 6. Teaching procedures Step 1: Lead-in（5 mins）λ Arouse students’ attention towards the title “science and nature”, ask them the relationship between science and nature; λ Watch a video about Dolly the sheep, lead to the topic: cloning; Step 2: Presentation (15 mins) λ Present the difference between three words: clone, cloning and cloned; λ Explain what is cloning; λ Introduce four kind of cloned animals mentioned on the text book; λ Lead to the question: What are the differences between the cloned animals and the normal animals? Step 3: Task (thinking and discussing) (20mins) λ Ask students to talk about advantages and disadvantages of cloning; λDisplay some material about different influence of cloning and lead students to conclude the main ideas. λ Group discussion: divide the class into 2 groups; each one discusses one question on PPT; reporttheir idea. Step 4: Language points (5 mins) λ Forward-looking: adj. λOne of the + plural none λSome day 7. Homework Transcribe the words of this part and keep them in mind.. 8. Reflection (to be written immediately after the lesson)第二篇：《牛津高中英语》模块一 Unit 1 教案《牛津高中英语》模块一 Unit 1一、教学课型: 阅读理解课二、教材分析 1. 教材内容见《牛津高中英语》模块一 Unit 1 （Pages 2—3） 2. 教材处理该篇文章主要介绍中国学生Wei Hua在英国为期一年的留学经历。
译林牛津模块 5 unit3Welcome to the unit 课件
Dolly was the first cloned mammal created by a Scottish scientist and his group in 1996. Dolly was world famous because she was exactly the same as her mother, in appearance and in genes.
A dog or an eagle?
AAbitrodrtoorisaedoorga? bear?
A lion or a kangaroo?
MONSTER!
A Survey on Cloning
Do the questionnaire. Show your own attitude.
State reasons.
Discussion
What do you think of the new kind of technology? Does it have any advantages or disadvantages?
Do you think governments should pass laws to prohibit human cloning? Why or why not?
Some students think that the governments should, for…
However, some other students think it necessary to prohibit…, for…
In my opinion, …
1. Cloning can lead to ethical (伦理) problems.
2. …
3. …
最新精品报译林牛津必修5 Unite3精品教案Word power
U n i t3S c i e n c e v e r s u s n a t u r eWord powerTeaching aims:1. Let students recognize prefixes and suffixes which may help them work out the meanings of words that they do not know.2. Enlarge students’vocabulary about organs of the body and put them into practice.Teaching important points:1. Remember these prefixes and suffixes.2. Try to use these words about organs of the body freely.Teaching difficult points:How to work out the meanings of words that they do not know by using prefixes and suffixes they have learnt today.Teaching aids:1. The multimedia2. The blackboard.Teaching procedures:Step 1: BrainstormingBefore beginning this section, you can first review what students know about the formation of words. Write down the following words on the blackboard.Ask students to think about what these prefixes and suffixes mean. Encourage them to think of more words that can be added with these prefixes and suffixes.Step 2: ExplanationAsk students to look at P46. Ask several students to read the instructions for the class. Then ask students to work in pairs and read the examples to each other. Tell them that they need to explain the meanings of the sample words in their own words to theirpartners.Select several pairs to present their explanations to the class. Check for mistakes and mispronunciation.Step 3: PracticeAsk students to focus on the exercise on P46, which serves as a strengthening exercise to check students’ understanding and application of the words they learnt on page46. In order to fill in the blanks, students have to understanding the passage and the exact meanings of the prefixes and suffixes. Ask students to complete the exercise individually first and then check the answers as a class.Step 4: Discussion & conclusionHelp students make a brief conclusion about the prefixes and suffixes they have learnt in this section. Ask students to make a list of prefixes and suffixes and meanwhile give more examples. You can divide students into several groups and complete the activity together. Make sure that every student takes part in the activity.Step 5: Organs of the bodyAsk students to try and revise what they have learnt about the different expressions about organs. You can ask one student to act as a teacher. The student can point to any part of his or her body and invite his or her classmates to do the activity.Then present the picture on the screen and name the parts of the body as many as they can.Step 6: Expand their vocabulary for body parts.Also present a picture of the body and encourage ss to name the parts as many as they can. At the same time make sure they pronounce the words correctly.Step 7: Fill in the blanks.Ask students to focus on part B. Tell them to read the passage individually first. Make sure they understand the passage. Afterwards, ask students to complete the passage individually, and then check the answers as a class.。
牛津译林版高中英语必修5Unit 3Science versus natureWelcome to the unit教案3
Ss: Yeah.
T: Where and when was Dolly born? Is she still alive? Who can give us some information about Dolly?
T: Now look at activity C2, find the reasons why people are pro- or anti-cloning in the article and letters.
Suggested answers:
Pro-cloning
Anti-cloning
1. Produce valuable tissues and organs that could be used to save human lives.
Enable the students to understand the meanings of some prefixes and suffixes and learn the organs of human body.
教学重、难点
Learn word formation with prefixes and suffixes.
How to understand the scientific terms.
教、学具
A tape recorder, a projector and a computer.
预习要求
教师活动内容、方式
学生活动内容、方式
旁注
高中牛津英语必修五教案：Unit 3 Science and nature Welcome to the unit
Unit3 Science and nature (Brief Teaching Plan)Welcome to the unitScience is developing so fast that sometimes it is beyond our imagination. Mankind has createdmany things and is now ready tocopy himself. In this section, four different pictures are presented to students, each of which showsa successfully cloned anima l. Students are expected to participa.te in a discussion, using what theyknow about cloning to express their own opinions towards cloning. Students are expected to beinvolved in the discussion, practise their spoken English and share their opinions.Step1 Brainstorming1 You may begin this section by first drawing students' attention to the topic of this unit-scienceand nature. Ask them the following questions:Do you think the fast development of science and technology has been good for nature? Why or why not?How should science and nature relate to each other?Do you think that human beings should try to control nature? Should we do anything against the laws of nature? Why or why not?Encourage students to express their own opinions about science and nature. Any reasonable answer is acceptable.2 Tell students that the topic discussed in this unit is 'cloning'. Ask them:What do you know about clones? (A 'clone' is an animal or a plant copied from thecell of another animal or plant. The two animals or plants are exactly the same.That has already been cloned by scientists?3 Show some pictures of the first cloned mammal, Dolly to students. Tell them:Dolly, the first cloned mammal, was created by a Scottish scientist and his group in 1996. Dolly was world famous because she was exactly the same as her mother inappearance and genetically. However, Dolly's existence was controversial and caused widespread discussion about whether humans should use cloning to create largeanimals, like sheep or human beings. Some people believe that cloning can help curemany diseases and save lots of people’s lives. However, others insist cloning is dangerous bothtechnologically and ethically. They think cloning, especiallyhuman cloning, breaks the laws of nature.This is to encourage students' interest in the unit topic, as it may be unfamiliar to most of them. You can have students surf the Internet first or refer to other sources for further information relevant to cloning technology or Dolly. Have students make as many notes as possible.Step2 Sharing information1 Have students read the instructions and study the four pictures one by one. Have them pay attention to the main feature attribute of cloning, which is that the cloned animals or plants are exactly the same as the originals.Picture 1Have students read their notes about Dolly they found on the Internet or other sources to the class.What do you know about Doll只the cloned sheep?∙the world's first cloned mammal∙created by Scottish scientists in 1996∙sparked worldwide interest and concern after its birth∙many countries, including Germany, France, Canada, Switzerland, Austria, Norway and South Afr ica, have banned human cloning since Dolly's birth∙died in 2003 because of lung disease∙there are still many countries doingresearch on cloning technologyPictures 2The female kitten in this picture is called CC, short for Copycat. After they hadtried 188 times, researchers in Texas, the USA produced CC with a cell taken from her mother Rainbow in。
最新精品报译林牛津必修5 Unite3精品教案Reading
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 readingstrategy.2. Students can hold their own opinions on the base of reading the article.Teaching aids:The multimediaBrief teaching procedures:Step1 Lead- inCheck 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 strategyGet students to go through the reading strategy, and make sure that everyone of themAsk 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 termsAsk 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 informationAsk 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 produced and be used to save human lives) On the other hand (human beings may be on the way to producing a real-life monster)Some people consider that (cloning human embryos with the intention to destroy them showsno respect for human life.)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 reduce 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 discussionUnderstanding 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‘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 andcloning technology.Step7 HomeworkThink about the difficult scientific terms underlined before up on the text learning。
译林牛津版高中英语 m5 unit 3 welcome to the unit教学课件 (共24张PPT)
A dog or an eagle?
Brainstorming
If you are a scientist, what do you want to clone? why?
More information about the cloning
• know some curious facts about cloning
Debate
科学无禁区，技术应节制
HomeHworok: mework:
1. find more information about cloning
2. preview the reading part in unit3.
What is cloning?
Cloning is the creation of cells or whole animals by using DNA(脱氧核糖核酸) from a single "parent", bypassing(绕道而行) the normal reproductive( 生 殖 ) process. The clone has the same DNA to the “parent”.
What other animals or anything else can be cloned?
m
1.Are cloned animals exactly the same as the “mother animals”?
2.Do you think the cloned animals are as healthy as the natural ones?
英语高三译林牛津版必修5同步精品教案：unit3(grammar1)
英语高三译林牛津版必修5同步精品教案：Unit3（Grammar 1）Teaching Important PointsVerb -ed forms used like an adjective or an adverb in a sentence serving as attribute, predictive and object complement.Teaching Difficult PointsIdentify the different functions of the verb-ed form in different sentences.Teaching MethodsPresentational and practical approach.Teaching AidsThe multimedia.Three Dimensional Teaching AimsKnowledge and SkillsBy listening and practising, the Ss will learn how to change and correct a text, how to confirm information.Process and StrategiesThis section is divided into several steps and each step begins with a skills building activity.Feelings and Value sInteresting places and people’s love to nature.Teaching ProcedureStep 1 Lead-inT:We have learn the usage of the v+-ing in the past units.Can you tell the function of the verb-ing in the following sentences?1.The teacher’s encouraging words made all the students regain confidence.2.The story he told us was very exciting.3.I watched the athletes jumping from the diving board into the swimming pool.Ask students to answer the questions then check the answers.Answers:1.“Encouraging” is used as the attribute.2.“Exicting” is used as predicative.3.“Jumping” is used as object complement.Step 2 The usage of the v.+-edT:Now let’s look at the following sentences and tell the usage of the verb-ed.Can you tell the function of the v.-ed in the following sentences?1.I don’t like canned food;I prefer something fresh.2.China has no time to lose to catch up with the developed countries in the world.3.The man delivering mails to my office every day is a retired worker.Ask students to discuss and answer the questions.Answer:The words “canned/developed/retired” are all used as the attribute.The verb -ed forms in these sentences are all used as the attribute.And a verb -ed can appear after a noun to modify the noun like an attributive clause does.Can you change the following attributive clauses into verb -ed form each other?1.We should drink water which has been boiled.2.They took the woman who was injured to the nearby hospital at once.3.The kidnappers were using a car which was stolen.4.The dark-haired man went into the room.5.The name which was mentioned in the letter was unknown to me.6.The firemen were trying to rescue the people who were trapped in the fire.Ask the students to discuss and change the given sentences.Suggested answers:1.We should drink boiled water.2.They took the injured woman to the nearby hospital at once.3.The kidnappers were using a stolen car.4.The man who was dark-haired went into the room.5.The name mentioned in the letter was known to me.6.The firemen were trying to rescue the people trapped in the fire.Ask students to compare the two structures of the attribute as follows.Step 3 Further presentation of verb -edT:Let’s look at the other three sentences, and tell the functions of the v.+ed.1.(1) Edison became interested in science when he was very young.2.(2)The little boy was very excited when he heard that he could go to the party.Ask students to discuss and tell the functions of the v.-ed.The verb -ed forms interested and excited in the two sentences are used as predicatives.They follow link verbs.T:Next, let’s look at the following sentences then tell the functions of the v.+ed.1.The cake was left untouched on the table.2.The girl lay trapped under the wreckage.In these sentences, the verb -ed forms are used as adverbs.3.He tried to make himself understood by his students in class.4.I had my hair cut yesterday.5. With his work finished, he went out with his friends.In the three sentences the verb -ed forms are used as the object complements as follows: make himself understoodhad my hair cutWith his work finishedA verb -ed form can also serve as attribute, predicative and object complement.Whenthe verb -ed form is used as an attribute, it can be changed into an attribute clause.Step 4 PracticeAsk students to finish Exercise A and tell the functions of the v.+eds.Then correct the answers.Suggested answers:1.disppointed(the predicative )2.puzzled(object complement )3.excited(the predicative)4.thrilled(the predicative)5.interested(the predicative)6.bored(the predicative)Step 5 The meanings of the structure of the v.+-edThe verb-ed form can express different meanings, that is, the passive and the past meaning.For example:1.English is a widely used language.=English is a language which is used widely.2.He always wears thick glasses and holds a book in his hand, which makes his neighbours think he is a well-educated man.=He always wears thick glasses and holds a book in his hand, which makes his neighbours think he is a man who is well-educated.The sentences above express the meaning of the passive.That’s to say, the actions are passive.T:Now let’s look at the next two sentences:1.The ground is covered with fallen leaves when autumn wind blows.=The ground is covered with leaves which have fallen when autumn wind blows.2.Some countries like the USA and Japan are developed countries.= Some countries like the USA and Japan are countries which have developed.In the two sentences, the actions express the past, that’s to say, the actions have been finished.A verb-ed can be used after verbs like stand, sit and lie to show that the two actions are happening at the same time.1.The girl lay in bed lost in thought.= The girl lay in bed and was lost in thought.2.The boy sat at the table buried in his homework.= The boy sat at the table and was buried in his homework.3.She lay trapped under the building for three days.=She lay there and was trapped under the building for three days.Step 6 Verb+ed used as the adverbT:A verb -ed phrase is actually a verb -ed followed by an object and/or adverbial.Verb -ed phrases especially the passive ones can be used to express the time, the reason and the condition. Can you rewrite the following sentences , using clauses introduced by when,once,because, if, unless...?1.Frightened by the scene, the girl did not dare go out alone.2.Once it is seen, it can never be forgotten.3.Unless invited, I will not go to the party.4.Given another five days, I could finish it in time.5.Lost in thought,he almost ran into the car in front of him.6.When told the news, he couldn’t help crying.Ask students to discuss and rewrite the sentences then check the answers.1.Because she was frightened by the scene, the girl did not dare go out alone.2.Once seen, it can never be forgotten.3.Unless I am invited, I will not go to the party.4.If I was given another five days, I could finish it in time.5.Because he was lost in thought, he almost ran into the car in front of him.6.When he was told the news, he couldn’t help crying.Step 7 Consolidation and homeworkToday we have learned the functions of the verb+ -ed in the sentences.It can be used as attribute, predicative and object complement and adverb.When the verb-ed form is used as an attribute, it can be changed into an attribute clause.Ask students to finish Exercises C1 and C2.The Design of the Writing on the BlackboardUnit 3 Science versus natureThe fourth periodthe boiled water water which has been boiledthe injured woman the woman who was injureda stolen car a car which was stolenthe dark-haired man the man who was dark-hairedthe name mentioned in the letter the name which was mentioned in the letterRecords after Teaching________________________________________________________________________________________________________________________________Activities and ResearchSs try to find an article in a newspaper about cloning or GM food, in which they try to find the usages of verb -ed forms and speak out the functions of the verb-ed form.Also the students may cooperate with their classmates about their study.Reference for TeachingBackground information过去分词用法:过去分词只有一种形式:规则动词由动词原形加词尾-ed构成。
牛津译林版高中英语必修5Unit 3Science versus natureWelcome to the unit学案1
Words and phrases for Unit 31.announce: to tell people sth officially, especially about a decision, plans etceg. 政府向媒体宣布了这项计划。
The government announced the plan to the media.The government announced to the media the plann. announcement make an announcement to sbannouncer 播音员2.on the one hand, on the other (hand) : used to introduce different points of view, ideasetc,especially when they are oppositeeg. 1) I love my job as a news reporter, because I get to travel around the world, but on the other hand, I feel I have sacrificed too much of my free time with my family.2) On the one hand, I want to sell the house, but on the other hand, I cannot bear thethought of moving.3.point out: mention sth. in order to tell sb. Sth. that he/she didn’t know or never thought outeg. The officer pointed out that the story was somewhat hard to believe.他向我们指出晚上独自外出的危险He pointed out to us the danger of going out alone at night.point to: All the signs point to a successful year ahead.一切迹象都预示着有一个成功的新的一年4.interf ere: to get involved in and try to influence a situation that doesn’t concern you; in a waythat annoys other people.eg 1.I hope my mother would stop interfering and let me make my own decisions.2. 别干涉我的私事Don’t interfere in my personal affairs3. 没有人想干预你Nobody wants to interfere with you .5.normal adj. 典型的，正常的，一般的normal English : English is spoken at a normal speednormal temperature正常体温lead a normal life过着正常的生活不想被人嘲笑对于我们来说是正常的It’s normal for us not to be laughed at.n. 常态，通常标准，一般水平above normal通常标准之上below normal通常标准之下return to normal恢复正常6.in general 1) usually, mainly, in most situation 通常大体2）as a whole 总的说来，总体来看eg. Children in general are fond of candy. 通常大体In general, I agree with you总的说来，总体来看7.praise vt. praise the team for their good performance称赞队员优秀的表现praise the cooking as the best称赞这个烹调技术是最好的n. Praise makes good men better and bad men worse.in praise of 她写诗赞扬自由She wrote poems in praise of freedom.sing high praise of = praise sb highly8.break through: force a way through; discover sth new or important; deal successfully with stheg. 1) At dawn,300 tanks broke through the enemy lines.在黎明，300辆坦克突破了敌人的防线2) 他失败了多次，但最后他取得突破成了一个著名的作家He failed many times, but he finally broke through to become a famous writer.breakthrough n. make/achieve a great breakthrough in9.intend: have a plan, result or purpose in your mind when you do stheg. 1) What do you intend to do today?2) I had intended to call on you yesterday, but there was an unexpected visitor.=I intended to have called on you yesterday, but there was an unexpected visitor.3)My father intended me to become an author.4)The book was intended as a present for you.intended adj. the intended purpose原来的目的intention n. I have no intention to study Greek.It was not my intention that she should suffer.我没有要她吃苦的念头He went to Paris with the intention of learning French.10.desperate adj. 1) 绝望的，孤注一掷的，不惜冒险的eg. Her illness is desperate, but not hopeless.治好她的病希望不大，但并不是绝望的make a desperate attempt 孤注一掷2) be desperate for/ to do 非常需要的，极想的，渴望的我非常想找到一份工作I’m desperate to find a job.我极想抽根烟I’m desperate for a cigarett11.adopt vt. 1) take sb else’s child into your family and become its legal parentsadopt a child an adopted childShe was forced to have her baby adopted.她被迫把孩子给他人收养2) start to use a particular method to show a particular attitude toward sb./sth.adopt a new teaching methodadopt different approaches to the problemadoption n.12.push ahead (with)eg. Now that the problem is solved, there is nothing to stop us pushing ahead.他们开始推行他们的新政策They began to push ahead with their new policy13.deliver vt. deliver milk/ letters/ newspapers递送，传递，交付deliver a speech/ a lecture/ a report发表，宣布，发布The baby was delivered by a nurse.助产，接生She was delivered of a healthy boy. 助产，接生delivery n.14.succeed vi. achieve sth. that you have been trying to do or getsucceed in doing sth be successful in doing stheg. I didn’t succeed in my first lecture.I didn’t succeed as a teacher.= I had no success as a teacher.她设法使自己被别人理解She succeeded in making herself understood.She was successful in making herself understood.15.consequence n. a result of sth that has happenedin consequence=as a result 结果in consequence of =as a result of由于```的原故eg. This decision could have serious consequences for the future of the industry.此项决定对该行业的未来可能会产生严重后果200 people lost their jobs as a direct consequence of the accident.16.end up: to find yourself in a place or situa tion that you didn’t intend or expect to be ineg. 1) If you go on like this, you will end up in prison.2) 如果他继续像这样开车，总有一天会把命送掉If he carries on driving like this, he will end up dead.3) Every time she tried to argue with her husband, she ended up crying her eyes out.4)他尝试了几种不同的工作，最后当了一个律师He tried several different jobs, and he ended up as a lawyer.5)他们用水果结束了这餐饭They ended the dinner up with fruit.17.for sale: available to be bought, especially from the owneron sale: 1) available to be bought, especially in a shop/store2) 折价出售，减价出售eg. 1) I’m sorry. The house is not for sale.2) Tickets are on sale from the booking office.3) All video equipment is on sale today and tomorrow. 所有的音像设备今明两天降价出售ment v. express an opinion about sth.comment on/uponeg. 1).我觉得无法对他们的决定做出评价I don’t feel I can comment on their decision.2) “Not his best performance,” She commented to the woman sitting next to her.n. 评论，议论，解释make/give comments onno comment（回答记者问题）无可奉告19.advanceeg.1)They advanced 20 miles by nightfall.夜幕降临，他们已推进了20英里2) This research has done much to advance our understanding of language learning.（知识，技术等）发展，进步3) They worked together t advance the cause of democracy.推进民主事业的发展4) The article advances a new theory to explain changes in the climate.提出5) advance the date by one week使提前6)enemy advances敌人的推进recent advances in medical science进步，进展7) It’s cheaper if you book the tickets in advance.8) advanced technology先进的advanced mathematics高级的20.in place 1) I like everything to be in place.放在（本来应放的）地方2) That comment was not in place.适当的3) It was out of place for Tom to laugh at the old lady.不合适的，不恰当的4) Who will go there in my place? 代替，取代5) put ```in place使```准备就绪，布置妥当。
最新精品报译林牛津必修5 Unite3精品教案U3_Grammar and usage 2
牛津高中英语教学设计教材：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：GrammarThoughts on the design:本课时主要解决两个问题，一是现在分词和过去分词作为形容词修饰人或物时的不同，二是过去分词作状语的几种情况。
基本的模式采取在复习的基础上拓展，以一幅卡通画为主线，前两次以画为基础导出分词的应用，第三次让学生在学习的基础上加以运用。
并辅以单项选择练习，巩固所学并锻炼学生分析题目的能力。
在完成过去分词教学的基础上，补充一些常见的但并不符合所谓的语法规则的表达方法，让学生单独识记，以免做题时混淆。
Teaching aims:After learning, students will be able to1.tell the difference between the verb-ing form and the verb-ed form when they are used toexpress feelings.2.analyze the situation in which to use verb-ing forms or verb-ed formse verb-ed forms to express time, reason and conditionTeaching procedures:Step 1 lead inShow students a cartoon with expressions of the verb-ed form referring to feelings. [Explanation]这幅卡通画将会是本节内容的一个主线。
同样的画面，不同的内容，给学生以不断的新鲜感。
Step 2 verb-ing and verb-ed used as adjectives1.Ask students to focus on such words as bored and challenging in the cartoon. And lead themto think about in what situation are these expressions used.2.Conclusion 1: We use verb-ing forms to describe someone/ something that causes certainfeelings. They are usually active in meaning. We use verb-ed forms to say how we feel about someone/ something. They are usually passive in meaning as they describe how someone/ something is affected by an action.3.Introduce more words alike.[Explanation]第一次出现时画面所反映的是现在分词和过去分词表示心情等的词语，把这些词语归在一起，可以让学生根据以往学习经验很快归纳出其用法及其一类词。
牛津译林版高中英语必修5 Unit 3 Welcome to the unit 学案
M5U3Science and natureWelcome to the unit &Reading学案Learning aims1. To learn to understand scientific terms;2. To share opinions towards cloning.Important and difficult points1. To understand the main feature of cloning;2. To participate in a discussion about cloning actively.Preparation before classSurf the internet or refer to other sources for information about cloning technology or Dolly.Lead-inHave a free talk about cloning.Activities in classActivity1Reading strategy:How to understand scientific terms:1. _______________________________________________________________2. _______________________________________________________________3. _______________________________________________________________Activity 2First reading—Main idea1. Multiple choices1) The passage is mainly about _______.A. What cloning isB. The advantage of cloningC. Arguments about cloning human embryosD. The disadvantages of cloning2) We can learn from the two letters ______.A. Both of the writers are pro-cloning.B. Both of the writers are against cloning.C. Neither of the writers are not for cloningD. Both of the writers are not for cloning human embryos.2. Structure analysisPara.( ) A debate after cloning the first human embryoPara.( ) A debate after cloning DollyPara.( ) Different attitudes towards cloning human beingsPara.( ) Chinese scientists’work on cloningSecond reading—Understanding scientific termsCircle the unfamiliar words you do not understand while reading, and make good sense of the article.A _____ is the smallest unit of life.A is a mass of cells to form the different parts of humans and animals and plants.An _______ is the beginning of a baby in a mother’s body.Third reading—Detailed information1. Multiple choices1) The announcement of successful human embryo cloning has caused much debatebecause____.A. people still have no clear idea about the results of human cloningB. valuable tissues and organs can be used to save humansC. mankind is going to produce terrible monstersD. people know that nature will punish mankind for human cloning2) The success of the cloned sheep Dolly has proved that_________.A. cloning will create more diseases in animal worldB. cloned animals will die at a much younger age than normalC. man has been able to produce an exact copy from an adult cellD. man can interfere with nature at his will3) According to the passage, what is the real intention of Ian Wilmut’s cloning research?A. To create copies of humans in the end.B. To destroy human embryos in the end.C. To create new tissues or organs for sale.D. To cure deadly diseases eventually.2. True or false questionsPauline Carter thinks:1) Nature will pay back if we toy with nature.2) We should cl one fewer babies to reduce the Earth’s population.3) The lady who cannot have a baby can adopt an orphan, but not have a cloned baby. Colin Jake thinks:1) The news that the first human embryo has been cloned successfully is very terrible.2) Scientists have succeeded in challenging moral ideas for centuries.3) Human cloning is a good way to save her daughter who has died.3. Reasons why people are for or against human cloningActivity 3 DebateHuman Cloning: Good or Bad?Rules to follow:1) Think of as many reasons as possible to support your ideas.2) Present at least three reasons.3) The group who give the most convincing reasons will win the debate.Useful words and phrases:1) I’m for/against cloning because…2) It’s well-known that…3) For one thing,… For another , …/ on the one hand…on the other hand4) I can’t agree with what…said…5) I’m in complete agreement with…6) In short (In brief /In a word), I firmly support the view that …7) So my conclusion is that …HomeworkWrite a letter to the editor and express your opinions about cloning human embryos.Keys:Reading strategy:1. Read for the general idea ( the 1st and the last paragraphs)2. Deal with the information you don’t know ( circle the words and question things)3. Read through the article a few times for the further understandingActivity 2.First reading1. CD2. Para 1; Para 2; Paras3-5; Para 6Second readingcell; tissue; embryoThird reading1. Multiple choices ACD2. True or false exercisesPauline Carter thinks: TFT Coline Jake thinks: FFF3. Reasons why people are for or against human cloning。
模块5Unit3Welcometotheunit教学案（译林牛津版高二英语必修五学案设计）
模块5Unit3Welcometotheunit教学案（译林牛津版高二英语必修五学案设计）The perfect copyReading comprehension1. The passage is mainly about_______.A. what cloning isB. the advantage of cloningC. arguments about cloning human embryosD. the disadvantage of cloning2. We can learn from the two letters_______.A. both of the writers are pro-cloning.B. both of the writers are anti-cloning.C. neither of the writers are against cloning.D. both of the writers are not for cloning human embryosMain ideaPart 1(para 1) __________________________________________________________ Part 2(para 2) __________________________________________________________ Part 3(para 3-4) __________________________________________________________ Part 4(para 5-6) __________________________________________________________ Pro-cloning Anti-cloning1.2.3.4. 1.2.3.4.5.6.7.1. illegal/immoral/irresponsible/irrelevant2. beyond our imagination ______________ (P41)3. announce vt. 宣布, 通告,正式宣布, 宣告, 预言,广播(电台节目)announce (to sb.) sth announce sth. To sb. 宣布/发表某事announce (to sb.) that…发表……事it is announced that… 据称……announcement n. 通告，宣告,通知make an announcement通知3. on (the) one hand…,on the other hand… 一方面…,另一方面I want to go there. On the one hand I have enough time; on the other hand I like it very much.On one hand, rapid development of the economy will improve the living conditions of the people. On the other hand, it will speed up environmental destruction.4. point outpoint topoint atpoint out sth to sb ( to sb that…) 指出；把注意力引向point sth. AtThere is no point in doing… ________________to the point___________ off the point__________5. On the other hand, many people… interfere with nature,… they may be on their way to producing… monster. （翻译并分析句子成分）另一方面，包括一下科学家在内的很多人则持不同意见，他们担心如果人类用这种方式干涉自然那就可能离制造一个现实生活中Frankenstein 怪物不远了。
牛津译林版高中英语必修5Unit3Welcometotheunit学案.doc
M5U3Scienee and natureWelcome to the unit &Reading 学案丄Learning aims1.To learn to understand scientific terms;2.To share opinions towards cloning.丄Important and difficult points1.To understand the main feature of cloning;2.To participate in a discussion about cloning actively.丄Preparation before classSurf the in ter net or refer to other sources for in formatio n about cloning tech no logy or Dolly.4 Lead-inHave a free talk about cioning.4 Activities in classActivitylReading strategy:How to understand scientific terms:1. __________________________________________________________2. __________________________________________________________3. _________________________________________________________________Activity 2First reading—Main idea1.Multiple choices1)The passage is mainly about ________ .A.What cloning isB.The advantage of cloningC.Arguments about cloning human embryosD.The disadvantages of cloning2)We can learn from the two letters _______ .A.Both of the writers are pro-cloning.B・ Both of the writers are against cioning.C・ Neither of the writers are not for cloningD. Both of the writers are not for cloning human embryos.2.Structure analysisPara.( ) A debate after cloning the first human embryoPara.( ) A debate after cloning DollyPara.( ) Different attitudes towards cloning human beingsPara.( ) Chinese scientists'work on cloningSecond reading—Understanding scientific termsCircle the un familiar words you do not un d erst a nd while readi ng, and make good sense of the article.A _____ is the smallest unit of life.A is a mass of cells to form the different parts of humans and animals and plants.An _______ is the beginning of a baby in a mother's body.Third reading—Detailed information1.Multiple choices1)The announcement of successful human embryo cloning has caused much debatebecause ___ .A.people still have no clear idea about the results of human cloningB.valuable tissues and organs can be used to save humansC・ mankind is going to produce terrible monstersD. people know that nature will punish man kind for human cloning2)The success of the cloned sheep Dolly has proved that __________ ・A.cloning will create more diseases in animal worldB.cloned animals will die at a much younger age than normalC.man has been able to produce an exact copy from an adult cellD・ man can interfere with nature at his will3)According to the passage, what is the real intention of Ian Wilmut's cloning research?A. To create copies of humans in the end.B. To destroy human embryos in the end.C・ To create new tissues or organs for sale.D.To cure deadly diseases eventually.2.True or false questionsPauline Carter thinks:1)Nature will pay back if we toy with nature・2)We should clone fewer babies to reduce the Earth's population.3)The lady who cannot have a baby can adopt an orphan，but not have a cloned baby.Colin Jake thinks:1)The news that the first human embryo has been cloned successfully is very terrible.2)Scientists have succeeded in challenging moral ideas for centuries.3)Human cloning is a good way to save her daughter who has died・Activity 3 DebateHuman Cloning: Good or Bad?Rules to follow:1)Think of as many reasons as possible to support your ideas・2)Present at least three reasons.3)The group who give the most convincing reasons will win the debate・Useful words and phrases:1)Km for/against cloning because...2)It's well-known that...3)For one thing,…For another,…/ on the one hand…on the other hand4)I carVt agree with what...said...5)Km in complete agreement with…6)In short (In brief /In a word), I firmly support the view that...7)So my conclusion is that...丄HomeworkWrite a letter to the editor and express your opinions about cloning human embryos.Keys:Reading strategy:1.Read for the general idea (the 1st and the last paragraphs)2.Deal with the information you dorVt know ( circle the words and question things)3.Read through the article a few times for the further understandingActivity 2・First reading1.CD2.Para 1; Para 2; Paras3-5; Para 6Second readingcell; tissue; embryoThird reading1.Multiple choices ACD2.True or false exercisesPauline Carter thinks: TFT Coline Jake thinks: FFF3.Reasons why people are for or against human cloning。
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牛津高中英语教学设计
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：Welcome to the unit
Thoughts on the design:
从课型来说，本课时作为整个单元的导入部分，主要是以口语表达为主，从内容来说，本课时作为整个单元的第一课时，要解决两个问题。
首先是向学生介绍整个单元的主题和将要学习和讨论的内容，其次是要为进入阅读部分作一些内容的准备和铺垫。
基于这样的考虑，本课时主要包括两个部分，即单元主题呈现（科学对抗自然）和阅读前准备（克隆）。
以一段有关增高术的听力作为切入点，带出主题，然后以图片为媒介引导学生进行一系列的讨论，在充分理解了本单元的主题之后，进入另一层面，专门针对克隆进行生动的讨论和辩论，让学生充分展示出他们对这一专题有所了解，并让他们认识到他们对这一专题还需要进一步的阅读才能更好得表达出他们的看法。
这就为后面的阅读作了充分的铺垫。
Teaching aims:
After learning Welcome to the unit, the students will be able to
1.think more about the relationship between science and nature.
2.describe some items and atmosphere with scientific terms.
3.express their opinions on cloned animals and humans as well.
4.develop an interest in doing more reading and research on the topic.
Teaching procedures:
Step 1 Lead in
Play a dialogue about height-increasing operations and ask students to fill in the blanks. After checking the answers, allow some time for students to freely express their opinions on height-increasing operations, thus introduce the major topic “science versus nature”。
[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。
听力材料取自本单元Task第52页的内容，把纠错的部分改编成填空的形式，即让学生对增高术有个更为直观和深刻的了解，又避免了该内容在Task部分的鸡肋的位置。
Step 2 Science versus nature
1.Explain the word “versus” ( Two sides are against each other)
2.Brainstorming. Ask students to think of other cases in which science goes against nature? The
teacher can introduce some new vocabulary like GM food and plastic surgery which might be useful in later teaching. Show some pictures to help them better understand these things.
Suggested answers: GM food, cloning, dams, artificial rainfall, organ transplant, air-conditioner, cloud seeding, plastic surgery, euthanasia, etc.
3.Allow students some time to have a light discussion on advantages and disadvantages of any
of the above cases.
4.In terms of science versus nature, what do you think the relationship between science and
nature should be like?
(Both advance in harmony)
[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。
教师尽量将本单元所涉及到的这类名词在本节介绍给学生，这样就使学生在某种程度上完成了一个基本概念的储备，一旦在后面的教学内容中涉及到，学生就能很快反应出“这是什么”。
让学生在此基础上针对其中任何一项进行浅显的讨论。
并引导他们考虑自然与科学应该是怎样的一种关系。
Step 3 Cloning
1.Display pictures of Dolly and normal sheep on the screen. Tell them Dolly is a cloned sheep.
But it looks no different from normal sheep. Show more pictures of cloned animals ( cloned calves, pigs, monkey and mule). Their names can be introduced here, which might arouse students’ more interest.
2.Introduce the concept of “copy”. Ask the students to think about this question: Are cloned
animals exactly the same as the “mother animals”？
（They may have the same appearance but their physical qualities can be very different.
Many cloned animals died at a much younger age than average.）
3.Interview one student about his feeling towards cloned animals by asking the following three
questions: 1) If you happen to have a cloned cat, how would you feel? (excited) 2) What if another cat with the same appearance comes to you? (surprised and more excited) 3) What if more cats with the same appearance come to you? (shocked and scared)
4.Interview another student about his feeling towards a “cloned him”. Then ask the other
students if they would like to see a “cloned him” and why.
5.Girls versus boys. Ask students to have a 2-minute debate on whether it would be a good idea
to clone humans some day.
[Explanation]
本节将讨论的重点转向克隆。
通过图片展示的方式让学生对克隆动物有个感性的认识，并引进“拷贝”的概念，与第二课时的阅读标题形成呼应。
其中设计的对两个学生采访的环节，对答案的要求都比较简单，主要是出于活跃气氛的考虑，因为学生对于科普类的材料了解有限能表达的更有限，对某一专题一味采用讨论的方式会使课堂陷入沉闷。
同时，也顺便将讨论的重心由克隆动物转移到了克隆人上面来，进一步为第二课时的阅读进行了铺垫。
出于对学生表达能力和素材缺乏的考虑，将自由辩论定时为两分钟，就避免了拖沓却无效的状况。
Step 4 Summary
Give a brief summary of their debate. Point out any possible problems in their debate like the lack of ideas and supporting points. Tell students that you will read more about cloning in the following period and will have a further discussion.
[Explanation]
对学生的辩论进行简短的评价，一是评价学生的表现，二是让学生产生更多的兴趣去阅读，并且阅读的目的性更明确，从而能够保证阅读的成效。