模块5Unit3全单元语言点详备教学案(教师版)(译林牛津版高二英语必修五教案教学设计)3389
译林牛津模块5Unit3学案（教师版）（译林牛津版高二英语必修五教学案例）
译林牛津模块5 Unit3学案（教师版）(译林牛津版高二英语必修五教学案例)Unit 3 Science versus nature (Part I)For the use of teachersI. Words:1. announcement n. 口头通知草拟书面通知 draw up a noticemake an announcement发（口头）通知 a TV announcer 电视播音员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 declared him guilty / innocent.The teacher announced to us that there would be a celebration for the 80th anniversary of our school.The super power declared war against that small country in April, 2003.Everyone was silent as the chairperson announced/declared the results of the Spoken English Contest.2. advanced 高级的；先进的；发达的advanced countries/technologies/courses/studies与时俱进 advance with the times 高级教师 a senior teacherin advance 提前；预先同义词组：beforehand ；ahead of time make great advances 取得较大进步/进展同义词组：make great/rapid progress in3. including 用include或contain的正确形式试填下列各空：This book contains forty maps, including three maps of China.Whisky contains a large percentage of alcohol.He was upset about losing the key to the drawer containing important documents.In the air crash in Brazil, 197 people died, including the 9 on the ground/the 9 on the ground included.4. praise n./vt. 表扬；赞扬 praise sb. for sth. 反义词组： blame sb. for sth.； criticize sb. for sth.sing high praise for 高度赞扬同义词组： think well/highly of ; speak highly of等反义词组有：think little/nothing of; speak badly of 等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：in celebration/need/want/memory/honor/hopes of5. interfere vi. 干涉；干预；摆弄；妨碍固定搭配：interfere with sb./sth. interfere in sth.你曾经因为完乐而妨碍了你的职责吗？Do you ever allow pleasure to interfere with duty?Who has been interfering with the clock? It has stopped. 是谁摆弄这个钟来着？现在不走了。
牛津译林版高中英语模块5 Unit 3 Science versus Nature Word 教学设
Unit 3 Science versus Nature Word 教学案Teaching aims:1. Learn prefix and suffix and learn to guess meanings based on prefix and suffix2. Enlarge students’ vocabulary about organs of the bodyStep1We are going to have some questions. Please use these words to help you，but you need to add some letters to the words firstappear，novel，regular，respect1) You cannot find your new pen. What happened to your pen？( )2) Many people respect Mr. Li and think he is a good man. He helps people out and is a good citizen and friend. So can you find a word to describe Mr. Li？( )3) Miss Wang has published several books. She loves her job writing novels. So what is Miss Wang’s occupation(职业)？( )4) You cannot find the order of the numbers in a group of members. So can you find a word to describe the order of the numbers？( )Step 2 prefix and suffixindependencein depend enceprefix(前缀) root (词根) suffix( )Prefix: a group of letters that is added to the beginning of a word to change its meaning.Suffix: a letter or a group of letters added to the end of a word to make a different word.★★ Usually a prefix will change the meaning of word，while a suffix will change the part of speech of a word.Look at the examples and work out the meanings.Adding informationSome other commonly used prefixesStep IV SuffixesAdding informationSome other commonly used suffixes。
牛津译林版高中英语模块5 Unit 3 Science versus nature Project
Unit 3 Science versus nature Project 教学案1Lead-in1、Check the homework exercises2、Review some language focus in TaskReadingA. We have learned sth. about “man versus nature〞in the reading. Today we will learn sth. more about this topic. Please turn to page 58 and read the “Project〞in five minutes. Then I’ll ask you to answer some questions to see how well you understand the passage.Questions:1、What have people done to nature？(They have done a lot to destroy and damage nature.)2、If we continue in this way，what might happen？The planet we live on will be eventually destroyed.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？And what about the attitude of developed nations？(Poorer nations pay more attention to economic development but less to the environment while developed nations do things in a different way.)5、Do you think the problem of humans winning and nature losing can be settled？If so，can you suggest some solutions？B. Decide whether the following are true or false:1、Endless over-development is sure to affect natural resources and destroy nature.2、Few will agree that economic development should be stopped in favor of protecting nature.3、Many developed countries have seen the effects of the careless use of Earth’s resources.4、Humans can’t really win without protecting nature.5、People should enjoy healthy and productive lives at any cost.6、People should produce food in a healthy and natural way.7、The poorer the nations are，the faster they use up their natural resources.8、There must be solutions acceptable for both humans and nature and we are sure to find them.1. T2. T3. T4. T5. F6. T7. F8. TC. Fill in the article with suitable words:People have done a lot to ___________ nature by overdeveloping Earth’s _________ and by Constructing new water channels，building new factories and creating _________ with industrial waste.Some people think that something that is best for nature may do no ______ to people. We are only doing what humans have always done，using nature to _________ our own needs.Many developed nations care to ________ nature now，while many ______ nations are still using up natural resources at a fast rate. The developing and developed countries need to ______ __________ to ensure that people enjoy healthy and productive lives without the environment around them ________ .Humans have to find solutions that everyone and everything can ________ .(damage，resources，pollution，good，meet，save，poorer，work together，suffering，accept)DiscussionThere are four paragraphs in this reading. Let’s divide our class into four groups. Each group read and discuss one group. After discussion，please report the main idea of each paragraph. Para. 1：Natural resources have been seriously affected by carelessness.Para. 2：Different attitudes towards the problem.Para. 3：Humans are moving towards an important point in the relationship with nature.Para. 4：Humans can only really win by protecting nature.Language focus1、over-：过度的、超越的over-crowded、overdo(overdid、overdone)、overdress、overflow、overheat、overcharge overtime、overweight、overwork….但：overall：全面的，overcoat：大衣，overcome：克制，overhead：在头顶、在上空overseas：海外的2、construct：1) build：建造、构建，construct sth.e.g. They are planning to construct a bridge over the river.When was the building constructed？It took more than three years to construct the Qinghai-Tibet Railway.2) 编写(文章)、造(句)、建立(理论)e.g. construct a theory，a well-constructed novelconstruction：建筑、建立：sth. be under construction：……在建立中3、in favor of：1) 赞同……、支持……e.g. The headmaster spoke in favor of the proposal..They were in favor of free trade.I’m not in favor of buying so expensive an article.2) 对……有利= in one’s favore.g. His decision is in favor of the old.The judge passed judgment in favor of the poor.The new evidence is in my favor.* do sb. a favor / do sb. the favor to do sth.* ask sb a favour = ask a favour of sb.4、argue：argue with sb. over / about sth.argue sb. into / out of doing sth.：说服某人做/ 停顿做某事。
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。
模块5Unit3全单元语言点详备教学案（教师版）（译林牛津版高二英语必修五教案教学设计）
模块5 Unit 3 全单元语言点详备教学案(教师版)(译林牛津版高二英语必修五教案教学设计)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非某人能力所能及的*beyond praise 夸不胜夸的*be beyond sb. 使人无法想像/理解/做等①自行车没法修理了。
The bicycle is beyond repair.②We can’t see anything beyond the river because of the fog.由于有雾，河的那边我们什么也看不见。
③ The beauty 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.她向激动的观众宣布了比赛的冠军。
②宣布比赛什麽时候开始了吗?Have they announced when the race will begin?比较declare v. 正式宣布（某事）; 表明:declare sth./that/ sb. (to be)① declare `war (on/against sb) 向… 宣战② declare the meeting open/closed 宣布会议开始/结束③ She was declared (to be) guilty. 已宣判她有罪.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 shocked to hear the sho cking news.② 她所说的真的让我很震惊。
最新精品报译林牛津必修5Unite3精品教案U3_Grammarandusage1
最新精品报译林牛津必修5Unite3精品教案U3_Grammarandusage1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:作为分词板块的最后一个单元，采用比较直接的方法从现在分词的用法回顾导入课题，首先是考虑到知识的延续性，同时动词的现在分词形式在进一步学习动词的过去分词的过程中起到了不可忽视的对比作用。
再者，考虑到学生在高中英语学习的过程中对于分词已经有了一定程度的了解，因此在本单元语法第一板块的教学中主要采用启发式回顾、对比、总结然后操练的方式，让学生熟悉并能运用过去分词在句中所充当的定语、表语、宾补等成分。
Teaching aims:After learning, students will be able to:1.know different functions of verb-ed forms as an adjective or an adverb.2.the passive meanings and past meanings of verb-ed forms.3.relationship between the verb and its understood subject.4.adopt verb-ed forms in their expressions.Teaching procedures:Step 1 lead in1.Review the usage of verb-ing in general2.Ask students to compare two attributive clauses and rewrite them. Ask students to do theverb-ing one, and the verb-ed one can be done by the teacher. Then ask students to tell what has caused the difference.( The relationship between the verb and its understood subject)3.Conclusion 1: The v-ed from can express passive meaning.[Explanation]此处用彩色的图表跟学生一起回忆动词现在分词的形式，让学生视觉上感觉到不那么乏味。
高中牛津英语模块五Unit1-3教案集(译林牛津版高二英语必修五教案教学设计)2866
高中牛津英语模块五 Unit 1-3 教案集(译林牛津版高二英语必修五教案教学设计)Teaching plans of Unit One--- Getting along with othersPeriod One Welcome to the unitTeaching aims:To deepen Ss’ understanding of friendshipTo practice Ss’ oral English by getting them involved inthe discussion of friends and friendshipTo learn the way to describe the characteristics of a truefriendTeaching procedures:Ⅰ.Lead-in1. Listen to the song called Auld Lang Syne(友谊地久天长)2. Show students some pictures about friends3. Brainstorming questions:1) Have you enjoyed the song? Can someone name the song ?2) Can you guess the relationship between the ones in thepictures?3) Do you have any good friends? How many are they?4) Do you think it is important to have a good relationshipwith others? Why?5) Do you know the concept of “friendship”? Try to explain.6) In your opinion, what does a real friendship consistof ?Ⅱ. Picture talking:Talk about the pictures and proverbs with your partner. Tryto discuss the following questions:Picture 1,1) Where are the two girls?2) What are they doing ?3) How long they spend speaking to each other?4) Do you think they enjoy each other’s company?5) What do you think ‘Friends are thieves of time.’ mean?Picture 2,1) What do you use a mirror for?2) What are the two girls doing?3) Do you think the girl on the right is a good friend?Why?4) Do you have a good friend? Does he/she often give youadvice?5) What do you think the proverb ‘The best mirror is an oldfriend’ mean?Picture 3,1) What is the taller boy doing ?2) Why does he do so?3) Do you think it possible for a person to buyfriendship?4) In your opinion, what is the base of a goodfriendship?Picture 4,1) Do you think friends should be the same age and share the same hobbies and interests?2) What does the proverb ‘True friends have hearts that beat as one.’Ⅲ. Story-tellingTell a story happened between you and your best friend.Ⅳ. Discussion1) What a true friend should be like?A friend is someone who---you respect and who respects you---shares your happiness and sorrow---is trustworthy---is honest, loving---is devoted and loyal to you---is selfless2) Try to think of more proverbs related to friendship.For example,A life without a friend is a life without a sun.A man who has friends must show himself friendly.Ⅴ. ExtendingMore proverbs about friendshipⅥ. ConclusionWhat else can be our friends besides human beings?There are many answers to this question. e. g. a dog, acat, a dictionary, a computer, a toy car, a mobile phone, aTV set…As long as we have loveⅧ. Homework1. Smile to your friends.2. Finish the passage in Part B.3. on page 95 in Workbook..4. Preview the reading part.Period Two Reading (One)Teaching aims:To deepen Ss’ insight into problems between f riends To practice Ss’ reading comprehension skillTo identify feelings and emotions in a textTeaching procedures:Ⅰ.Lead-in1. Show students a picture about a gang of friends.It’s a picture of me. Can you find me out and guess whoare the others. (My friends)2. Brainstorming questions:1) Do you have a friend? How do you get along with yourfriends?2) Have you ever fallen out with a very good friend?3) If you had a quarrel with a friend, how would you dealwith it?4) How would you mend a broken friendship?3. Before reading the letters about broken friendships,analyse the reasons that might lead to a broken friendship.---having little in common---lacking trust---there being conflict of interest---being jealous of each other---being indifferent to each otherⅡ. Fast-readingAsk the students to go through the two letters quickly andanswer questions in Part A1. Are the writers of the two letters feeling happy or sad?2. What did Sarah get for the surprise Maths test?3. Is Matthew usually a quiet boy?Ⅲ. Detailed-reading1. Ask the students to read the first letter carefully andanswer the following questions and an analysis diagram .1) Why other children say we are no fun?2) What did Sarah think about the surprise Maths test?3) What did Hannah sense?4) What did Sarah tell Hannah in the girls’ toilets?5) Why did Sarah tell Hannah that they weren’t going to be friends any more?6) The analysis diagram:She felt betrayed because … she thought her bestfriend Hannah didn’t keep her sec ret.shamed she scored the lowest score inher class.upset she found a piece of paper onher desk that said ‘Stupid Sarah got a D’angry she thought Sarah didn’t keepher word.2. Ask the students to read the second letter carefully andanswer the following questions and fill in a table.1) Why did Andrew shout at Mathew after the match?2) What did Matthew think about losing the match?3) How did Andrew think of football?4) What kind boy is Matthew?5) How is Matthew recently?6) Fill in the table:How Andrew felt Why she felt so?He had a dilemma. His best friend Matthew has stoppedtalking to him.He felt really guilty. He said some really cruel thingsto Matthew.He was angry with Matthew. They lost the game because of Matthew’s carelessness.Ⅳ. Summarize the reading strategy according to the emotionanalysis and tale above: read to understand emotionⅤ. ConsolidationComplete two letters written by Agony Aunt back to thetwo students with the proper words.Ⅵ. Role playDivide the students into groups of three. Each group isformed with Agony Aunt Annie, Sarah and Hannah or AgonyAunt Annie, Andrew and Matthew. Just suppose they arehaving a face-to-face talk. Students are expected to act itout after a few minutes’ preparation.Ⅶ. DiscussionWhat is a friendship?Read a poem--- The ABC’s of FriendshipⅧ. Homework1. Retell the two letters.2. Write an article about the friendship in your mind.Period Three Reading (Two)--- Language PointsTeaching aims:To deepen Ss’ understanding of the two letters.To help Ss master the important words and phrases in thetext.To introduce a few sentence structures to Ss.Teaching procedures:Ⅰ.Lead-in1. RevisionRetell the main idea of the two letters.Discussion: Will they be good friends again?Ⅱ.Words1. Match the words with the correct definitionsacademic make jokes and laugh at someone deliberately a situation where one can’t decide what to dotease shout or say loudlydilemma feeling shamed of somethingdone wrongbrilliant good at studying and gettinghigh marksyell be kind and like to meet newpeopleoutgoing extremely good, clever andexcellentguilty done in a planed way, onpurpose2. Complete the sentences with the words on the leftThough he is a popular student, he is not very academic.I don’t know what to do. Actually I am in a dilemma .After saying sorry to her, I didn’t feel guilty anylonger.He is quite outgoing and has lots of friends.Don’t get upset I was only teasing .He is so brilliant that he can always think of new ideas.It is impolite to yell at the old.I don’t think the young boy run into the old womandeliberately.Ⅲ. PhrasesExplain the underlined words and make a sentenceaccording to the picture given.1. I was determined to be cheerful…(Line 14)do something with a firm desireeg. Though she loved him, she was determined to leave him.2.… , and told her we weren’t going to be friends any more because she couldn’t keep her word.(Line 24)do what one has promisedeg.She is a good girl and can always keep her word.3. … , and as a result of his careless playing, we lost thegame.(Line 38)because ofeg. As a result of his careless study, he failed the Mathstest.4. … I cannot help wondering if she wants Peter to be hisbest friend instead of me.(Line 53)cannot take control of oneself and do… eg. When thinking to the jokes, I can’t help laughing.5 … I must have sounded very proud of myself after thetest.(Line 8)must have done means guessing that something has happened because there seems to be no other possibility.More sentences in the text:… Hannah must have deliberately told everyone about my mark...(Line 21)How they must have laughed behind my back!She said that someone must have heard us in thetoilets, but I don’ｔ believe her.eg.It must have snowed yesterday.Ⅴ. SentencesWhat does the word mean in different sentences?1. Hannah sensed something was wrong. (Line 14)He doesn’t seem to have any sense of humor.There is no sense in getting upset about it now.One day he will come to his senses and see what a foolhe has been.This article does not make sense to me.2. He kept on saying really mean things to hurt me. (Line44)Watch him. He can be really mean.Don’t be so mean about money.This word means a kind of meat in English.I didn’t mean to hurt you.3. I feel really guilty because I said some really cruelthings too, but I can’t stand seeing our team lose. (Line 46)All the audience stood and clapped.He is too weak to stand.Stand the bedroom against the door.There is a fruit stand in the street.Ⅵ.Sturctures1.He said it wasn’t his fault if he couldn’t play as well as me and that I shouldn’t yell at him.If there are two object clauses in one sentence, that isused at the beginning of the second object clause andcannot be left out.eg.She said (that) she would fly to Paris and that she wouldbring me a present.2.Since the mach, he hasn’t spoken to me even though we sit next to each other in class.They decided to leave each other even though they lovedeach other.3. Various forms of a verb… how I was sure to get a good mark. (Line 9)I was determined to be cheerful. (Line 14) toinfinitiveI made her promise not to tell anyone. (Line 16)---- bare infinitiveI was so upset that I felt like crying. (Line 20)My best friend Matthew has stopped talking to me. (Line 34) … as a result of his careless playing, we lost the game. (Line 39) V-ing form as a nounⅦ. Homework1. Review the useful phrases and important words in this text.2. Review the two sentence structures learnt above.3. Finish Parts A1 and A2 on Page 90 in workbook. Period Four Word PowerTeaching aims:To enlarge Ss’s vocabulary about personality.To help Ss recognize positive and negative adjectives about personality.To introduce synonyms and antonyms to Ss.Teaching procedures:Ⅰ.Lead-inQuestions:1. Think of one of your friends and make a description.2. What kind of person is easy to make friends with?3. What kind of person is hard to make friends with?Write down the adjectives on the blackboard.Ⅱ.Read the dialogueAsk Ss to pair work the dialogue and try to get the meaning of the adjectives.Go through the first table and figure out positiveadjectives and negative adjectives to describe personality. Ⅲ. CompetitionEncourage Ss to come up with more adjectives to describe personality.Divide the Ss into two groups, the group which comes up with more groups will be the winner.Ⅳ. Synonyms and AntonymsIntroduce the definition of synonyms and antonyms to the Ss.Go through the second table and do some more exercises. Ⅴ. Consolidation1. Figure out the adjectives according to the meaning on the left.2. Finish the exercises on Page 7Ⅵ. Game --- Describe and GuessOne student is going to stand in front of the class and describe the personality of one of his/her friends, theothers are going to guess out who the person is. The onewho guess it out can have a chance to go to the front.Ⅶ. Have a thinkingHave a summary of what we have learnt in this period of class.Ask Ss to think about two questions:Do you want to be popular?Do you want to make true friends?So we should build a positive personality.Ⅷ. HomeworkFinish the relevant exercises in the Unit Revision.Period Five Grammar (1)Teaching aims:To recognize the basic forms of the to-infinitive and thebare infinitive.To learn how to use to-infinitives and bare infinitives in different situations.Teaching procedures:Ⅰ.Lead-inLook at some proverbs about friendship and pay attentionto the words in red.1) A faithful friend is hard to find.2) The only way to have a friend is to be one.3) It is better to be alone than in bad company.Ⅱ.Functions of to-infinitive1) subject of a sentence2) object3) object complement4) attribute5) predicative6) adverbialⅢ. Functions of bare infinitive1) We use the bare infinitive after:* let and make and sometimes have* verbs of perception: feel, hear, see and watch* Would rather, had better and why not2) When two infinitives are joined by and, or, expect, but, than, rather than, we normally use the bare infinitive forthe second infinitive.Ⅵ. Consolidation1. Turn to page 9 and complete the letter.2. Retell the letter to your partner using your own language.Ⅶ. HomeworkFinish C1 on page 100 in Workbook and relevant exercises in Unit RevisionSome more exercises are prepared if time permits.Period Six Grammar (2)Teaching aims:To recognize the basic form of the verb-ing.To learn how to use the verb-ing form as a noun in different situations.Teaching procedures:Ⅰ.Lead-inShow Ss some proverbs and ask them to pay attention to the words in red.Saying is one thing and doing another.Seeing is believing.Constant dripping wears away a stone.Reading enriches the mind.Ⅱ.1. Functions of verb-ing1) subject2) predicative3) object4) after possessive pronouns5) in compound nouns2. We use a verb-ing form, not an infinitive after these verbs: admit, dislike, imagine, delay, consider, mind, understand, avoid, enjoy, practise, miss, finish, keep, suggest.3. We can use a verb-ing form or an infinitive after the following verbs, with little difference in meaning: continue, prefer, begin, hate, like, start, love4. Some verbs can be followed by a verb-ing form or a to-infinitive , but with some different in meaning or usage: forget, regret, remember, mean, try, go onforget + to-infinitive (an activity that has not been done) forget + verb-ing form (an action that has been done)5. Some common phrases are used with verb-ing forms.Would you mind ……cannot help……look forward to……feel like……cannot stand……it is no use/ good……put off……keep on…Ⅲ. ConsolidationComplete the letter on page 11Ⅵ.Discussion:State your opinion on visiting Internet chat rooms.Ⅶ. More exercisesⅦ. HomeworkPeriod Seven Task (1)Teaching aims:To practice Ss’ listening ability by taking notes. To practice Ss’ oral ability by express agreement and disagreementTeaching procedures:1. Lead-in1) InterviewOne or two of our classmates has been abroad in thissummer. Now you have a chance to interview him/her. Writedown his/her answers.Give some hint about how to take notes.2) Watch a video about an interview, and try to take notesabout the answers.Ⅱ.Skills building1: writing down the answersThink about what questions to ask and write them downin advance.Write brief notes only, not whole sentences.Make meaningful notes.Use contractions and abbreviations whenever possible.If you don’t hear or understand an answer, ask the otherperson to repeat it. You can use expressions such as:Could you say that again?Could you repeat that, please?Did you say… or…？Ⅲ.Listen to the tape and answer the questions on page 12.First read the instruction in the box and try to answertwo easy questionsThen listen to the tape and answer the questions.Ⅵ.Step1 calling Teen Talk for adviceRead the leaflet about Teen Talk.Then complete the notes.Listen to the tape and finish part BⅦ. Discussion1.Interview the classmates and fill in the chart.2.According to the result of the interview, try todiscuss some statements on friendship with classmates.3.Expressions of agreeing or disagreeing.Ⅶ. HomeworkReview what we have learnt today and write a letter to yourfriend about what his/her friendship means to you.Keep the ideas on Page 17 in mind when you write.your feelings about friendshipyour feelings about best friendsthe quantities of a good friendwhat makes a good friendship lastPeriod Eight Task (2)Teaching aims:To practice Ss’ listening ability by listening to others’ composition.To practice Ss’ proo freading ability by checking eachother’s composition.Teaching procedures:1. Lead-inReview what we have learnt in Skills building 1 and Skillsbuilding 2Listen to the composition of one student and the others tryto find out his mistakes.Ⅱ.Skills building 3 : proofreadingWhat careless mistakes do we often make in our compositions?facts?grammar?handwriting?punctuation?vocabulary?spelling?styleTip: instruct students of how to make corrections.Ⅲ.PracticeProofread the article on page 16Ⅵ.Further practiceProofread a few sentences and one more piece of writing.Ⅶ.Consolidation?proofread your composition by yourself.?Exchange your composition with your deskmate,proofread his/her composition.Ⅶ. PresentationPresent the article you have proofread to the class.Ⅷ. HomeworkProofread the composition you have written recently.Finish the relevant exercises in Unit Revision.Period Nine Project (1)Teaching aims:To practice Ss’ reading ability by reading the article fromthe school magazine.To get Ss’ know the differences between teenage boys’ and girls’ friendship.To instruct Ss on how to design and conduct a survey.Teaching procedures:1. Lead-in1. Ask Ss to finish a questionnaire on friendship.2. Analyze the result of the questionnaire and find out thedifference between boys’ and girls’ friendship.3. What’s your definition of friendship? (ask boys andgirls to answer separately)Do you think boys and girls have different attitudestowards friendship?Ⅱ. ReadingRead the school magazine article carefully and try toanswer the following questions.?What puzzles Robert??What’s the difference between boys and girls in their attitudes towards friendship??What are boys’ and girls’ friendships each based on?Ⅲ. Language points1. They’re still sitting on the sofa, absorbed in conversation! (Line, 6)be lost in2. What in the world do they have to talk about? (Line, 6)on earth, used to emphasize a statement3. Girls who have been asked can usually answer thequestion without hesitation. (Line 18)without pausing before doing something4. On the other hand, a girl’s closest friend might be the first to tell her about something good or bad that hashappened in her life. (Line 24)used when comparing different facts or ideas在另一方面，从另一方面来说5. Regardless of what these friendships are based upon,shared feelings or activities, the important thing toremember is that both of them are friendships. (Line 28)without being affected by different situations, problems,etc. 不管，不顾Ⅵ. Assignment of the project1. Planning?form a group of 6?choose your topic?get the topic approved by your teacher2. Preparing?discuss the purpose and design of the survey?clear assignmentsdesign the survey ______conduct the survey ______calculate the result ______write the report ______present the oral report ______3. Producing?make a questionnaire?give out and collect the questionnaires?record and analyze the statistics?write the report4. Presenting?present your findings to the class in an oral report?answer any questions raised by your classmatesⅦ. HomeworkFinish the projectPeriod Ten Project (2)Teaching aims:To p ractice Ss’ oral ability by anticipating in the oralreport.To improve Ss’ team work spirit by finishing and presentingthe project..To improve Ss’ emotional sense of friendship.Teaching procedures:Ⅰ. Lead-inRevisionRetell the magazine article and summarize the differencebetween boys’ and girls’ attitude on friendship.Ⅱ. Presentation on how attitudes between boys and girlsdiffer on a certain topic.Ⅲ. Presentation.Ⅵ. SummaryWe should cherish our friendshipⅦ. HomeworkB1,B2 on page 91 in WorkbookD1,D2on page 93 in WorkbookRelevant exercises in Unit RevisionPeriod Eleven Self-assessmentTeaching aims:To check Ss’ understanding of the two letters and thereading strategy of the two lettersTo check Ss’ master of the adjectives to descri be personality.To consulate Ss’ understanding of the infinitives and Verb-ings.Teaching procedures:Ⅰ.RevisionAsk students to retell the two letters in the readingpart. Share what he/she has learnt with the others.Ⅱ. Exercises.1. Fill in the blanks with correct wordsThough he is a popular student, he is not veryacademic .I don’t know what to do. Actually I am in a dilemma .After saying sorry to her, I didn’t feel guilty any longer.He is quite outgoing and has lots of friends.Don’t get upset I was only teasing .He is so brilliant that he can always think of newideas.It is impolite to yell at the old.I don’t think the young boy run into the old woman deliberately .I was determined to be cheerful, but Hannah sensed something was wrong.He kept on saying really mean things to hurt me.I cannot help wondering if he wants Peter to be his best friend instead of me.But I can’t stand seeing out team lose.When asked they usually hesitate before responding.Girls who have been asked can usually answer the question without hesitation .Friendships between girls are usually based on shared feelings and supportThere are some things about Amanda and her friends that puzzle Robert.2. Write down the synonyms and antonyms.SynonymsBrave---courageousLoyal---faithfulPassionate---enthusiasticSmart---cleverDiligent---hardworkingAntonymsOpen-minded---narrow-mindedIntrovert---extrovertSelfish---selflessGenerous---meanTalkative---quite3. Fill in he blanks with correct words, the first letteris given to you.In China, most people think that the student who can gethigh marks in exams is a good student. However, will this kind of thought bring benefit to our Chinese education?This mark-oriented education system even worrys some educators. They have a different attitude. It is true thata student should be absorbed in his studies. But besidesin-class study, he has to develop in an all-round way.Sport and after-school activities also play an importantrole in the development of a student. Most teenagers are suffering from the pressure of exams.In addition, a good adolescent should be honest and kind toothers. In other words, he never betrays his friends, if hedoes something wrong, he admits his mistakes and apologizewithout hesitation.To sum up, a student should be brilliant in his study andhave a good personality.4. 根据中文补全句子。
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。
高中英语 Module 5 Unit3 课文讲解 牛津版必修5 教案
After much deliberation, the president decided to_________________.
(总经理再三考虑之后,决定采纳她的建议。)
Mr. Kern_______________as his own son.(克恩先生将那孤儿收养为自己的儿子。)
【语言点】point out 指出 He pointed out my mistake. 他指出我的错误。
用point out, point at, point to填空
①They__________________her head but she was not afraid.
②The pass needle________________the north.
5. 义无反顾地进行，努力推进________________6. 成功做到________________
7. 得益于________________8. 以……告终________________
9. 供出售；待售_____________10. 用完；耗尽________________
11. 对……进行评论_____________ 12.毕竟,终究_____________
【知识】
【导学过程】（学习方式，学习内容，学习程序，问题）
导学留白
预习导学（10分钟）
认真阅读42-43页的课文找出下列短语：
1. 一方面, 另一方面_______________________2. 指出________________
3. 一般来说；总体而言________________4. 抱有……的目的；打算____________
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。
模块5Unit3Reading语言点讲练（三单模式教学）（译林牛津版高二英语必修五教案教学设计）
模块5Unit3Reading语言点讲练（三单模式教学）（译林牛津版高二英语必修五教案教学设计）Period III Reading –Language PointsPart 1 Preview sheet（预习单）预习的目标和要求：1. 理解背诵文中重点句型和词组。
2. 翻译部分段落。
预习内容:一、背诵下列句型，注意加粗部分，并说出划线部分的作用。
1. A recent announcement by scientists that they have successfully cloned the firsthuman embryo has caused much debate and has shocked many people around theworld.科学家最近宣布，他们已经成功克隆出第一个人类坯胎，这在全球范围内引起了沸沸扬扬的辩论，许多人为之感到震惊。
2. On the other hand, many people, including some scientists disagree and fear thatif mankind interferes with nature in this way, they may be on their way to producing a real-life Frankenstein’s monster.另一方面，包括一些科学家在内的很多人则不同意见，他们担心如果人类用这种方式干涉自然，那就可能离制造弗兰肯斯坦怪物不远了。
3. However, some people consider that cloning human embryos with the intention of destroying them shows no respect for human life.然而，一些人认为，怀着摧毁他们的意图来克隆人类坯胎，这是对人类生命的不尊重。
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。
牛津译林版高中英语必修五unit 3science and natureta
Unit3 Science and nature Task2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 Sci ence and nature板块：TaskThoughts on the design:作为Task的第二课时，主要任务是帮忙学生完成书信的写作，要通过一系列的步骤让学生体会到如何才能写结构准确、内容丰硕、句型规范的书信。
因此，在本课时中设计了从内容设定、句子构造、首末段构造、整体写作的几个步骤，以小组讨论和个人独立完成的形式穿插进行。
Teaching aims:After learning Task2, students will be able to1.choose proper contents for a formal letter.2.develop key words into good sentences.3.develop good beginning and ending paragraphs.4.keep in mind the format of a formal letter.5.have a general view of what is a piece of good writing through cross-check. Teaching procedures:Step 1 Task to complete (PPT4-5)Retell students what they are going to write again.[Explanation]在课堂的一开始重申写作的内容，能够帮忙他们回忆上节课所学，并进一步明确学习目标。
Step 2 What to contain in the letter (PPT5-7)1.Students work in groups to decide what information to be contained in the letter.Key words only. And do oral reports. The teacher can give some suggestions.2.Students work individually to develop these key words into complete sentences.3.Students work in groups to compare and improve their sentences.4.Ask some students to read their sentences aloud and the teacher can make somecomments so that to make it clear to students what kind of sentences are better wanted.[Explanation]通过上一课时的学习，学生对于克隆食物已经具有了相当的知识积累，因此他们已经具有了初步的判断力，在信中能够写或应该写些什么内容，以小组的形式让他们进行讨论，充分发挥他们的主体性，然后教师能够提出一些建议进行增删。
模块5Unit3Wordpower（译林牛津版高二英语必修五教案教学设计）
模块5 Unit 3 Word power(译林牛津版高二英语必修五教案教学设计)Teaching objects:1. learn prefix and suffix and learn to guess meanings based on prefix and suffix2. learn organs of the bodyTeaching procedures:I Prefixes and suffixesStep1 Lead-inPlease use the proper form of the words below to answer questions!able agree lead appear novel regular respect1. You can’t find your pen. What happened to your pen?2. You want to get the book on the top shelf, but you are not tall enough. Do you think you will be able to reach the book?3. The two groups don’t agree with each other. They argued fiercely. So what is the problem between them called?4. Many people respect Mr. Li and think he is a good man. He helps people out and is a good citizen and friend. So can you find a word to describe him?5. Mr. Wang has published several books. He loves his job writing novels. So what is Mr. Wang’s occupation (职业)?6. You can’t find the order of the numbers in a g roup of members. So can you find a word to describe the order of the numbers?7. Some ads say that if you take their pills, you’ll be healthy, look younger, become smarter and sleep better. What can you say about these ads?Step2 Prefixes and suffixesSometimes you can guess what a word means by looking at its prefix or suffix. Look at the left-hand column of each table. Try to find some examples and work out the meanings.Prefix Example Meaninganti-dis-in-il-im-ir-pro-re-un-Suffix Example Meaning-able-ful-ist-less-ment-nessStep3 Practice1. Do you think we should protect nature? Complete what an environmentalist is saying below. Use the following words.disrespect hopeless illegal uncertain understandableI think cutting down trees should be made ________and tighter laws should be introduced. So many people are showing their _________ for nature; they don’t seem to care that they are destroying the environment. Sometimes I think we’re fighting a _________battle against people who just don’t listen. I know scientists have worked hard to achieve scientific breakthroughsbut it’s ___________whether they’ll ever succeed totally. Although it’s _______________ that they want to advance technology, I think some things are best left the way they are.2. More practice about prefixes and suffixesⅡ Organs and the bodyStep4 Learn organs and the body through the pictureStep5 PracticeComplete the following passage using the names of the organs above:Think of the body like a school. At the top of the school is the headmaster, known as the (1) _______. This is the organ that controls the rest of the organs, just like the headmaster controls the school. After this comes the (2) ________. It is like a teacher. This organ passes the blood around the body so it can run well. This is similar to the knowledge a teacher gives to students. Next is the (3) _______, which is the student. This organ is the only one that can re-grow itself. It helps to clean the blood. This is like knowledge students get from teachers. Students always grow with newly found knowledge. The (4) _________are the organs of the body that use the oxygen we breathe. Think of the oxygen as the life you lead at school. The (5) ____________ is very useful as it stores the food we eat until we can digest it properly. This is similar to the learning process. We store the information until we need to use it. So this organ is like a notebook. The (6) ___________are the organs that remove waste products from the blood and produce urine.Step6 Homework1. Try to remember as many words and expressions about prefixes and suffixes.2. Keep the names of the organs in mind.。
2013年下期高二英语(译林牛津版)模块五Unit3教案
2013年下期高二英语(译林牛津版)模块五Unit3教案M5U3 Science and nature Period1 Welcome to the unitStep1 Brainstorming1. Ask students to read the title of the unit Science and nature. 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 and nature and cloning technology.Step2 Sharing informationShow the four pictures one by one, each of which shows a successfully cloned animal. As to the four pictures, we conduct the following activities.1. Interview one student about his feeling towards cloned animals by asking the following three questions:If you happen to have a cloned cat, how would you feel?What if another cat with the same appearance comes to you?What if more cats with the same appearance come to you? (shocked and scared)2. 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.Step 3 DiscussionGet students to form groups of four or six to discuss the further questions:1. From just these pictures, can you identify the differences between the cloned animals and normal ones?2. 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?Period2 Reading1——ComprehensionStep1 Lead- inEncourage 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 strategy1.Get students to go through the reading strategy, and make sure that everyone of them understands how to work out the meaning of these scientific terms.eful phrases in Reading strategy: come across, in order to, as a whole, appear to, make sense make sense, etc.3.Ask them to find out the scientific terms in the reading passage:Cloning, a cloned human baby, embryo, tissue, mammal, cell, etc.Step3 First reading—Main ideaAsk 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.Step 4 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)Step 5 Third reading—Detailed information Ask students to read only the article carefully, and finish the following exercises:1. What are the different attitudes towards the success of cloning a human embryo?On the one hand (valuable tissues and organs can be produced and be used to save human lives)On the other hand (human beings may be onthe way to producing a real-life monster)Some people consider that (cloning human embryos with the intention to destroy them shows no respect for human life.)2. Who are the persons in the article related to cloning?3. 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 toy with nature. ( )2. we should clone fewer babies to reduce 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 be cloned successfully is very terrible. ( )2. scientists have succeeded in challenging questions of morality. ( )3. human cloning is a good way to save herdaughter who has died. ( )Step 6 Further discussion1.Help the students to find out the answers to C1, Page 44.2. Understanding the scientific terms andreinforcing the comprehension of the text, students are got to form groups of four or six to discuss the further questions:(1) Do you think it would be easy for the cloned baby to accept his/ her social identity as a ‘cloned’ human being?(2) What would the person that had the original cell feel about the cloned baby?(3) Think about the relationship between thetitle of the unit and cloning technology.3. Finish the Exx D& E in groups and thencheck their answers.Period 3-4 Reading : Language FocusStep1: Demonstration (SB Part F)Ask Ss to demonstrate their dialogues for Part F in groups.Step2: Read and learnAsk some students to read the important paragraphs of the text. Explain some difficulties in the text with the help of GB. Make sure that most of the students can read and master the usages of the new knowledge.Step3: Practice1. Practice with exercises in SB Workbook. Part A1& A2, Page 106 and GB Part2.2. Emphasize difficulties and practice more to consolidate the points.Explain: for sale, want badly to, raise someone else child, focus on,etc.Additional materials:PhrasesExplain the underlined words and make a sentence according to the picture given.1.If mankind toy with (戏弄，把…当儿戏)nature in this way, we may be on our way to （某事即将发生）producing a real-lifeFrankenstein’s monster… (do something with a firm desire)★是介词，后接名词或动名词eg. He is on his way to becoming a famous singer.2. I’m anxious to have a child of my own. of one’s own 某人自己的3. In China, scientists have focused their efforts on cloning animals, as well as cloned tissues to be used in medical treatmentFocus…on…= concentrate…on…4.China has succeeded in producing clones of cows and goats.Succeed in doing sth 成功做了某事→fail to do sthStructures1. to be cloned successfully from an adult cell (L9, P42) 动词不定式的被动结构作定语，修饰名词词组the first mammal，此处也可用不定式的完成被动式，或直接用过去分词。
2023年模块5 Unit 3 Welcome to the unit(译林牛津版高二英语必修五学案
2023年模块5 Unit 3 Welcome to the unit(译林牛津版高二英语必修五学案设计)整理Welcome to the unit---by Wesley xuTeaching objectives:1. To arouse students’ interest in the unit topic2. 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 ow ions towards cloning.Teaching aids:The multimediaBrief teaching procedures:Step1 BrainstormingSummarize the whole text.Step2 Lead-in1. Questions:Why is the word ‘versus’ used here?Is there any conflict between science and nature?2. Talk about the great inventions:The invention of telephoneThe invention of bulbThe invention of Mp3 and computers3. talk about the great discovery----cellStep3 Picture talking1. What is so-called “clone”?Clone means producing an exact copy of an animal or a plant from its own cells.2. Talk about the latest creation in this partThe mule, the kitten, the five cloned pigs, the cloned money4. Question:From these pictures, can you identify the differences between the cloned animals and normal ones?5. Talk about the famous cloned sheep----DollyA short article about Dolly’s birth.Step 4 Further study about cloning1. a short video about Dolly’s birth2. learn sheep cloning, plant cloning, medicine cloning, man cloning through diagramsStep 5 Discussion1. What benefits do you think clone can bring to our human beings and the development of the society?2. What disadvantages can clone bring to our human beings and the development of the society?Step 6 Writing1. enjoy a short funny video about a crazy professor and his cloing2. Writing:Suppose now you are writing an essay about man cloning. To start itlike this:Dear Editor,Today our class had a heated discussion about whether we should clone a human baby…Step 7 Homework1. preview the reading part2. do exercises in the Great English Class文档内容到此结束，欢迎大家下载、修改、丰富并分享给更多有需要的人。
扬大附中东部分校高二模块5 Unit 3 Reading 教学案(译林牛津版高二英语必修五教案教学设
扬大附中东部分校高二模块5 Unit 3 Reading 教学案(译林牛津版高二英语必修五教案教学设计)模块五 Unit 3 (Man versus Nature)Period 1 ReadingTeaching aims：1. To help students kwon more about cloning technology2. To encourage students to participate in the discussion relevant to cloning3.To reinforce students’ comprehension of the text and improve their otherskills by participating in all the activities.4.To enable students to master the reading strategy and become morecompetent in reading articles related to science.Teaching difficulties：1. Students can work out the meaning of difficult or unfamiliarscientific terms with reading strategy.2. Students can hold their own opinions on the base of reading the article.Teaching procedures:Step1 Lead- inEncourage students to share their sources relevant to cloningtechnology with the whole class.Step2 Reading strategyGet students to go through the reading strategy, and make surethat everyone of them understands how to work out the meaning of thesescientific terms.Step3 First reading-Main ideaAsk students to refer to the reading passage and find out the main idea.Step4 Second reading-Understanding scientific termsAsk students to circle the unfamiliar words or things theydo notunderstand while second reading.Step5 Third reading-Detailed informationAsk students to read only the article carefully, and finish the followingexercises:1. What are the different attitudes towards cloning a human embryo?2. Who are the persons in the article related to cloning? What are theiropinions on cloning human beings?Ask students to read the two letters carefully, and identify the readers’Opinions.Step6 Further discussionUnderstanding the scientific terms and reinforcing the comprehensionof the text, students are got to form groups of four or six to discuss the furtherquestions:1. Find the reasons why people are pro- or anti-cloning in the articleand letters and write them in the table on page 44.2. Do you think it would be easy for the cloned baby to accept hisor her social identity as a ‘cloned’ human being?Step7 HomeworkRead the two articles and answer the questions on page 110~111.Exercises for students:一、重要句型中译英1．这个科学家宣布他已胜利发觉了一种新的化学物质，震动了全世界。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
模块5 Unit 3 全单元语言点详备教学案(教师版)(译林牛津版高二英语必修五教案教学设计)1. Science is developing so fast that it is beyond ourimagination.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非某人能力所能及的*beyond praise 夸不胜夸的*be beyond sb. 使人无法想像/理解/做等①自行车没法修理了。
The bicycle is beyond repair.②We can’t see anything beyond the river because of thefog.由于有雾，河的那边我们什么也看不见。
③ The beauty 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 excitedaudience.她向激动的观众宣布了比赛的冠军。
②宣布比赛什麽时候开始了吗?Have they announced when the race will begin?比较declare v. 正式宣布（某事）; 表明:declare sth./that/ sb. (to be)①declare `war (on/against sb) 向… 宣战②declare the meeting open/closed 宣布会议开始/结束③She was declared (to be) guilty. 已宣判她有罪.2. …has caused much debate and has shocked many peoplearound 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①He was quite shocked to hear the shocking news.②她所说的真的让我很震惊。
What she said really shocked me./I was really shocked at/by what she said.n. [C] 震惊; 震骇; 惊愕; 强烈的冲击或震动①I felt the shock as the aircraft hit the ground.飞机着陆时我感觉到震了一下.②听说他的病很严重, 我吃了一惊.It gave me quite a shock to be told he was seriously ill.3. On the other hand, some scientists point out that ifyou clone an embryo…on the one hand, on the other (hand) 一方面，另一方面我不想去那里。
一方面因为我没时间，另一方面我没钱。
I don’t want to go there. On the one hand, I have no timeand on the other hand, I have no money.与hand 有关的短语：give/lend sb. a hand 帮某人一个忙 by hand 用手工hand in hand 手拉手 at hand 在手头上hand in 上交hand over ... to… 移交hand out 分发hand sth down …to 把… 传递给hand on… to sb. 把… 转交/送交… 某人point out 指出point at/to point … atmake a point 证明论点正确 to the point 切题，中肯be on the point of doing 正要做某事There is no point in doing 做某事无意义off the point 离题，偏题4. …if mankind interferes with nature in this way…interfere v.*interfere (in sth); ~ (between sb and sb)干涉; 介入; 干预: *interfere with sb/sth. 干扰或妨碍某人/某事①他工作的时候不要打搅他.Don't interfere with him while he's working.②Don't interfere in matters that do not concern you!不要干预与你无关的事!Translation:I advise you not to interfere in his affairs.我劝你别干预他的事交通噪音干扰了我的睡眠。
The noise of traffic interfered with my sleep.n. interfere vi. 干涉，干预5. …on their way to producing a real-life Frankenstein’s monster.On the way to doing sth 即将做by the way 顺便问问 by way of 经由，取道in a way 在某种程度上in the (one’s)way 挡道，妨碍他人in this way 以这种方式，这样on one’s (the ) way to…．去某地的路上①The tree is ____ the way. We must chop it down.②He is _____ the way to becoming a good lawyer.③I’ve just heard a warning on the radio that a stormmight be ____ its way.④The work is well done ____ a way. （ in, on, on, in）6. However, in general the scientists were praised fortheir wonderful scientific breakthrough.1) praise vt/vi/n 表扬，赞扬，表彰praise sb for sthin praise of 极力赞美，称赞sing high praise for 高度赞扬2） `breakthrough n 防线;重大的发展, 发现, 突破（尤指科学知识方面）:a major breakthrough in cancer research 癌症研究方面的重大突破a breakthrough in negotiations 谈判的重大进展.break through有重要创见; 突破Scientists say they are beginning to break through in thefight against cancer.科学家们说, 他们在防治癌症方面开始有所突破More phrases related to break:break up 瓦解，解散，崩溃，打碎，分开break down （因机械﹑电力等故障）停止运转, 失灵；分解（改变某物的化学成分）；（身体）垮掉break away (from sb/sth)突然逃脱, 挣脱（束缚）break in强行闯入/break into…强行闯入某地break out （指激烈事件）突然发生Ex.（1）Scientists say they are beginning to break throughin the fight against cancer.(2) Fire broke out during the night.(3) They decided to break up the partnership.(4)Her health broke down under the pressure of work.(5)When he returned home, he found his house broken into.(6)The prisoner broke away from his guards.7. His intention has never been to create copies of humans.Intention n. [C, U]意图; 意向; 目的; 打算*have intention of doing sth/to do/ that...有…打算*With the intention of 有…打算*have every intention of …一心想…intend to do/plan to do/mean to do 打算做…be intended/meant/designed for sb./to do sthintentional prep.故意的， intentionally adv. 故意地Practice:①I came with the/every intention of staying, but nowI've decided to leave.我来时一心想留下, 但现在我已决定离开.②她不是要故意伤害你。
She had no intention of hurting you.③The performance of the host, _____ to please theaudience and draw their attention, was greeted with a coldsilence, though.A. had intendedB. intendedC. intendD. tointend④ Those flowers were ______ for your mother on herfiftieth birthday.A. devotedB. producedC. intended D supplied⑤ The street in our village ______ heavy trucks.A. never intended forB. never intend toC. is never intended forD. is never intending for(B, C, C)8. desperate 1)拚命的; 不顾一切的:绝望的，不顾一切的2) 极需要（某事物[做某事]）be desperate for sth./ to do sth. 非常渴望①为了救小女儿他急需钱He was desperate for money to save his little daughter.②我非常想见到经理并告诉他这个好消息。