必修五第三單元閱讀英語

① 高二英語必修五第三單元教案

我有譯林牛津版高二英語必修五第三單元教案，希望可以幫到你。
Unit3 Science versus nature
Welcome to the unit
Teaching objectives:
1. To arouse students』 interest in the unit topic
2. To help students kwon more about cloning technology
3. To encourage students to participate in the discussion relevant to cloning
Teaching focus and difficulties:
1. Make sure that students can have the basic knowledge about cloning.
2. Make sure that each student can hold their own opinions towards cloning.
Teaching aids:
The multimedia
Brief teaching proceres:
Step1 Brainstorming
1. Ask students to read the title of the unit Science versus nature. Draw students』 attention to the word 『versus』. Tell them that 『versus』 is usually used when discussing sports competitions or the law, which means that two teams or sides are against each other.
Encourage students to think why 『versus』 is used here. Ask students the following questions:
Do you think there is conflict between science and nature?
What might the conflict be?
2. Show a picture of the first cloned mammal, Dolly. Give some introction about the creation of Dolly. Tell students this new technology is called 『cloning』, which proces an exact of an animal or a plant from its own cells.
3. Lead students to learn the unit while thinking about the relationship between the title of the unit Science versus nature and cloning technology.
Step2 Sharing information
1. Show the following five pictures one by one, each of which shows a successfully cloned animal. As to the five pictures, we conct the following activities.
(Picture2) Tell students that the mule in the picture is the world』s first cloned mule. It was born on 4 May 2003. His name is Idaho Gem and his brother, Taz, was a racing mule that has won many competitions.
(Picture3) Tell students that the kitten in the picture is called Cc. Its name is from 『Copycat』. Scientists in the USA created it with a cell taken from its mother, Rainbow. It was born in December 2002.
(Picture4) The five little pigs』 names are Noel, Angel, Star, Joy and Mary.
(Picture5) The pair of calves were born on 5 July 1998 in Ishikawa, Japan. They were two years younger than Dolly, being the second alt animal clones in the world.
(Picture6) The name of the cloned monkey is ANDi. It is from 『inserted DNA』 spelt backwards. It is the first genetically modified monkey. The technology is different from that used for Dolly.
2. Get students to form groups of four or six to discuss the further questions:
From just these pictures, can you identify the differences between the cloned animals and normal ones?
In your opinion, what might be the differences between these cloned animals and normal ones? Can these animals lead a normal life as normal animals?
Ask several groups to report their answers to the class. Allow different opinions and encourage further discussion.
3. Have students hold a debate about whether it would be a good idea to clone humans some day. Divide students into two groups. One group represents anti-cloning views while the other represents pro-cloning views. Encourage students to provide as many reasons as they can to support their ideas.
Step3 Homework
Assign students to surf the Internet or refer to other sources for further information relevant to cloning technology, so as to finish the first two questions below the pictures. Ask students to make as many notes as possible.
Reading (1)
Teaching objectives:
1.To reinforce students』 comprehension of the text and improve their other skills by participating in all the activities.
2.To help students know the widespread discussion about cloning and hold their own attitudes towards it.
3.To enable students to master the reading strategy and become more competent in reading articles related to science.
Teaching focus and difficulties:
1. Students can work out the meaning of difficult or unfamiliar scientific terms with reading strategy.
2. Students can hold their own opinions on the base of reading the article.
Teaching aids:
The multimedia
Brief teaching proceres:
Step1 Lead- in
Check the homework. Encourage students to share their sources relevant to cloning technology with the whole class. Tell students that cloning has been the subject of scientific experiments for years. The recent success in cloning animals has resulted in fierce debates between scientists, politicians and public.
Step2 Reading strategy
Get students to go through the reading strategy, and make sure that everyone of them understands how to work out the meaning of these scientific terms.
Step1
Begin by reading the first and last paragraphs for an idea of what the article is about.
Step2
Circle any words you do not now. Question things you do not understand or that do not appear to make sense.
Step3
Read through the article a few times, and make sense of the scientific terms upon further readings.

Step3 First reading—Main idea
Ask students to refer to the reading passage and find out the main idea.
(The reading passage is made up of a newspaper article about cloning and two readers』 letters. We will be given information about how cloning is being researched and the different attitudes towards it.)
Step4 Second reading—Understanding scientific terms
Ask students to circle the unfamiliar words or things they do not understand while second reading. (For example: embryo, tissues and organs, interfere with nature, etc)
Step5 Third reading—Detailed information
Ask students to read only the article carefully, and finish the following exercises:
1. What are the different attitudes towards the success of cloning a human embryo?
On the one hand (valuable tissues and organs can be proced and be used to save human lives)
On the other hand (human beings may be on the way to procing a real-life monster)
Some people consider that (cloning human embryos with the intention to destroy them shows no respect for human life.)
2. Who are the persons in the article related to cloning?
persons
introctions
relations to cloning
Ian Wilumt
a Scottish scientist who created Dolly, the first mammal to be cloned successfully from an alt cell
He was shocked when hearing some scientists were considering cloning human beings. He never intends to create copies of humans. Instead, he thinks the efforts of scientists should be directed towards creating new cells and organs that could be used to cure diseases like cancer.
Faye Wilson
a woman of 41 years old who cannot have a baby.
She is desperate to have a baby of her own, a child that is genetically related to her.
Severino Antinori
an Italian doctor, who is one of the leaders in the cloning research
He has declared that he wants to be the first to clone a human being.
Chinese scientists
who have focused their efforts on cloning animals and stem cells to be used in medical research
China has succeeded in procing clones of cows and goats, and continues to research the ways in which cloning can benefit mankind.

Ask students to read the two letters carefully, and judge whether the statements are true or false:
Pauline Carter thinks:
1. the nature will pay back if we interfere with nature. ( T )
2. we should clone fewer babies to rece Earth』s population. ( F )
3. the lady who cannot have a baby can adopt an orphan, but not have a cloned baby. ( T )
Coline Jake thinks:
1. the news that the first human embryo has be cloned successfully is very terrible. ( F )
2. scientists have succeeded in challenging questions of morality. ( F )
3. human cloning is a good way to save her daughter who has died. ( F )
Step6 Further discussion
Understanding the scientific terms and reinforcing the comprehension of the text, students are got to form groups of four or six to discuss the further questions:
1. Find the reasons why people are pro- or anti-cloning in the article and letters and write them in the table below
Pro-cloning
Anti-cloning
1. proce valuable tissues and organs that could be used to save human lives
1. may proce a real-life Frankenshtein』s monster
2. cure disease like cancer
2. create more disease in the animal world
3. help those who are unable to have children
3. cloning shows no respect for human life
4. help those who want to clone their dead children
4. human life would no longer be unique

5. we should be having fewer babies in order to rece Earth』s population, not cloning more

2. Do you think it would be easy for the cloned baby to accept his/ her social identity as a 『cloned』 human being?
3. What would the person that had the original cell feel about the cloned baby?
4. Think about the relationship between the title of the unit Science versus nature and cloning technology.
Step7 Homework
Think about the difficult scientific terms underlined before up on the text learning

② 英語必修五第三單元第二篇reading的課文原文 急求!

必修5 Unit 3
FIRST IMPRESSIONS
Spacemall:[email protected] 15/11/3008 (Earthtime)
Dear Mum and Dad,I still cannot believe that I am taking up this prize that I won last year.I have to remind myself constantly that I am really in AD 3008.Worried about the journey,I was unsettled for the first few days.As a result,I suffered from 「Time lag」.This is similar to the 「jet lag」 you get from flying,but it seems you keep getting flashbacks from your previous time period.So I was very nervous and uncertain at first.However,my friend and guide,Wang Ping,was very understanding and gave me some green tablets which helped a lot.Well-known for their expertise,his parents' company,called "Future Tours",transported me safely into the future in a time capsule.
I can still remember the moment when the space stewardess called us all to the capsule and we climbed in through a small opening.The seats were comfortable and after a calming drink,we felt sleepy and closed our eyes.The capsule began swinging gently sideways as we lay relaxed and dreaming.A few minutes later,the journey was completed and we had arrived.I was still on the earth but one thousand years in the future.What would I find?
At first my new surroundings were difficult to tolerate.The air seemed thin,as though its combination of gases had little oxygen left.Hit by a lack of fresh air,my head ached.Just as I tried to make the necessary adjustment to this new situation,Wang Ping appeared."Put on this mask," he advised."It'll make you feel much better." He handed it to me and immediately hurried me through to a small room nearby for a rest.I felt better in no time.Soon I was back on my feet again and following him to collect a hovering carriage driven by computer.These carriages float above the ground and by bending or pressing down in your seat,you can move swiftly.Wang Ping fastened my safety belt and showed me how to use it.Soon I could fly as fast as him.However,I lost sight of Wang Ping when we reached what looked like a large market because of too many carriages flying by in all directions.He was swept up into the centre of them.Just at that moment I had a "time lag" flashback and saw the area again as it had been in the year AD 2008.I realized that I had been transported into the future of what was still my hometown!Then I caught sight of Wang Ping again and flew after him.
Arriving at a strange-looking house,he showed me into a large,bright clean room.It had a green wall,a brown floor and soft lighting.Suddenly the wall moved - it was made of trees!I found later that their leaves provided the room with much-needed oxygen.Then Wang Ping flashed a switch on a computer screen,and a table and some chairs rose from under the floor as if by magic."Why not sit down and eat a little?" he said."You may find this difficult as it is your first time travel trip.Just relax,since there is nothing planned on the timetable today.Tomorrow you'll be ready for some visits." Having said this,he spread some food on the table,and proced a bed from the floor.After he left,I had a brief meal and a hot bath.Exhausted,I slid into bed and fell fast asleep.
More news later from your loving son,
Li Qiang

③ '''四川高中必修五英語教材文章the. seamboat的大意全解

Mole 3 Reading譯文
汽船
後半夜來了一場暴風雨，大雨傾盆而下。我們躲進了自己搭起來的避雨棚，讓木伐順流而下。突然間，借著閃電的光亮，我們看到河中間有東西。一開始它看上去像座房子，但後來我們意識到那是艘蒸汽船，它觸碓了，一半沉在水裡，一半露在水面上。我們的木伐正朝著它駛去。
「看起來它快沉了，」過了一會兒，吉姆說。
「我們去看看怎麼回事。」我接著說。
「我可不想上一艘快要沉的船。」吉姆不同意，但當我提出我們可以在上面找到一些有用的東西時，他還是同意了。於是我們劃了過去，躡手躡腳地，像耗子一樣悄無聲息地爬上了汽船。令我們大吃一驚的是，有間船艙里還亮著一盞燈。接著我們聽到人的嚎叫聲，「哦，哥們兒，請別殺我！我跟誰也不會說的！」
一個男人生氣的聲音回應道：「你在撒謊，上次你也是這么說的。我們要殺了你！」
吉姆聽到這些後，恐懼萬分，向木伐跑去。而我盡管害怕，但又感到十分好奇，於是就把頭湊向了那扇門。船艙裡面很黑，但我能看見一個人，躺在地板上，被繩子捆著。有兩個人圍著他站著。其中一個是矮個，留著絡腮鬍子；另外一個是高個，手裡拿著什麼東西，看起來像是把槍。
「我受夠你了！我現在就要斃了你。」那個高個說道。顯然他就是剛才威脅躺在地上的人的那個人。握在他手中的確實是把槍。
「不，別這么干。」那個矮個說，「我們把他扔在這兒。這船過幾小時就沉了，他也就跟船一起沉了。」
聽到這話後，那個在地上已經被嚇傻的人開始嚎哭。「聽起來他就要嚇死了，」我想，「我得設法去救他。」
我沿著甲板爬行，找到了吉姆，並告訴他我所看到的一切。我說：「我們必須找到他們的船並弄走它，然後他們就不得不呆在這兒了。」
吉姆看上去很害怕，他說，「我不想呆在這兒。」但我說服他幫我的忙，然後找到了他們拴在汽船另一邊的小船，我們悄悄地爬上了小船。就在我們劃著小船離開那艘要沉的汽船時，我們聽到了那兩個人的吼叫聲。而那時我們已經離他們有段安全的距離了。但現在我開始後悔這么做了——我不想讓那三個人都死掉。

④ 高中英語必修五第三單元The Steamboat 和The Life of Mark Twain課文翻譯

汽船
有一個大的風暴後半夜，
雨傾盆而下。我們呆在已經被建好的庇護所
並讓木筏順流而下。
突然，通過閃電的光亮，我們看到
河中間有些東西。第一眼它起來
就像一個房子，但後來我們意識到
是一艘輪船。它觸礁了，沉了一半。
我們正在徑直朝它航行
「它看起來很快就要沉下去了，」吉姆說，
幾分鍾後。
「讓我們去看看，」我說。
「我不想上一條正在下沉的船，說：」
吉姆，但當我說我們會在船上找到
有用的東西時，他同意了。
我們劃了過去，爬到
汽船，像老鼠一樣躡手躡腳的。
令我們吃驚的是的是，有一個船艙里有光亮。
然後我們聽到有人喊，「哦

男孩求你，別殺我！我不會告訴任何人！」
一個男人生氣的聲音回答說，「你在撒謊。
上次你也是這么說的。我們會殺了你。」
當他聽到這些話，吉姆驚慌失措，
跑到木筏。雖然我很害怕，
我也感到很好奇，於是我把我的頭靠向門。
裡面很黑，但我能看到
人躺在地板上，被繩子捆著。那裡
兩個男人站在他身邊。其中一個很矮，
長著鬍子的。另一個是高個子
他手裡的東西，看起來像一把槍。
「我受夠你了。我要開槍
殺了你」這個男人說。他明顯在威脅躺在地上的人。
並且他的手裡有把槍。

「不，不要這樣做，」矮個子的男人說到
「我們把他留在這里。這艘汽船會在幾個小時之內
沉到海底，他會和船一起下沉的」
當那個在地上害怕的男人聽到這個，開始哭起來。
「他聽起來好像快要被嚇死了！」
我想。「我必須想辦法救他！」
我沿著甲板爬行，去找吉姆，
告訴他我所聽到的。「我們
必須找到他們的船，把它劃走，
然後他們就不得不呆在這兒，」我說。
吉姆看起來很害怕。「我不要呆在這里」他說。
但我說服了他讓他幫我，並且我們發現了男人的船被系在
汽船的另一側，
我們悄悄的爬上去並且劃走了，
然後我們聽到了兩個男人大叫。
那時我們之間有一個安全距離。
但現在我開始對我們所做的事情感到很不好。
我不想讓所有的三個人去死。

⑤ 英語必修五unit3 reading task翻譯

不是很多人都有機會成為開路先鋒和體驗一個真實的冒險。但是那些要去住在這個新的海底城市將能夠做這件事!這里將不會有痛苦。事實上它舒適得被描述為「一個絲綢冒險」。在它所有的優點中包括:輕松與地面聯系,更多的persinal空間,完全的個人安全和不用擔心做家務。
有一個問題在過去,當公司試圖設計海底城市。海底深,這使得很難接觸表面。這個困難已經解決了太空梭,這始終是submarined准備帶人們到表面。他們被安裝上一個特別小的,由計算器控制的機器。所有的家庭將被輸送快速、安全地到達目的地。

⑥ 急求英語必修五第三單元和第五單元的課文復述！！！

第三單元 The Steamboat
半夜過後，風暴襲來，大雨傾盆而下，我們待在自己造的遮蔽物下躲雨，讓小舟隨著河流飄著。

突然，在閃電的光照下，我們發現在河流的中央有什麼的東西。它期初看起來像一個房子，但隨後我們意識到它是一艘蒸汽船。它撞到了礁石上，現在一半沉一半浮。我們朝著它筆直的劃了過去。
「它看起來就要沉了。」JIM過了一會兒說到。
」讓我們去瞧一瞧。「我說。
」我不想登上一艘下沉的船，「Jim說，但我建議說我們或許能在船上找到什麼有用的東西，和最終還是同意和我一起去看看。接著我們爬上了那艘蒸汽船，像老鼠一樣安靜。令我們震驚的是，有一個船艙里還亮著燈。接著我們聽到有個人叫到」oh，男孩們，別殺了我，我不會告訴任何人的「
一個男人生氣的回答道」你在撒謊！你上次已經說過這個了，我們要殺了你！「
當他聽到這些話時Jim恐慌的跑回了小舟。雖然我也害怕，但是我還是感到非常的好奇，所以我把頭靠到了門上。那非常的黑，但是我能夠看見一個男人躺在地上， 被繩子綁著。還有兩個男人站在他的身前，一個人是長著胡須的矮子。另一個比較高並且手上拿著像槍的東西。
「我已經受夠你了。我就要槍斃你了，」那個男人說道。他很明顯就是之前那個恐嚇地板上的男人的那個人。並且可以肯定他手上拿的就是槍。
「不，不用這樣」那個矮子 說到。「我們就把他留在這里。這艘蒸汽船就要沉了，他會和它一起沉 下去的。」
當那個男人聽到這個，他恐懼的在地板上哭了起來。「他聽起來就像要被嚇死了」我想到。「我得找個法子來救他」
我匍匐著爬過了甲板，找到了Jim，並告訴他我聽到的，「我們必須找到他們的船並把它拿走這樣他們就不得不待在這了」我說。Jim看起來很害怕，「我不想這樣」他說。但我說服了他來幫助我接著我們找到了那兩個男人綁在蒸汽船的另一頭的船。我們靜靜的爬了進去，當我們把船劃走時我們聽到那兩個男人大聲呼喊。在這時我們已經到了一個安全的距離。但是我現在開始對我說做的感到不愉快了。我並不想要那個三人都死掉。
（時間有點晚了另一段來不及了，見諒。）

⑦ 高二英語必修五unit3課件

在平日的英語教學中，我深刻的感受到，在新課程的改革中，教學中教師首先必須轉變思想觀念，提高認識，深刻理解新課程標準的內涵，樹立新的課程觀。以下是我整理的高二英語必修五unit3課件，歡迎閱讀。

【學習目標】

1. 學生通過學習本單元詞彙，掌握發音、變形及用法。

2. 學生能夠通過查詞典確定同一詞彙在不同的具體語境中的含義。 3. 在了解本單元重點詞彙的的基礎上，能在語境中正確使用。

【重點難點】

重點：1. impression、take up在句中的用法； 2.「to」當介詞講所能運用的句型及短語

難點：1.take up 、take away、take off 等關於take短語的意義； 2.「to」做介詞的用法注意事項。

【學法指導】

【教學過程】

一、導入

二、深入學習及遷移運用

1.impression n. [C]印象；感想；印記(P17) ?What was your first impression of London? 你對倫敦的第一印象是什麼？

She made a good impression on his mother. 她給他母親留下了很好的印象。

I was under the impression that you hadn』t visited the city before, was I right? 我以為你以前不曾到過該市,對不對?

My father impressed on me the value of hard work. 我父親讓我記住努力工作的重要性。

用impress的適當形式填空

① I was very __________ with her performance. ② I had a very good ___________ of him.

③ She always wears a gentle and warm smile, which is ___________. 2.take up拿起；接受；開始從事；繼續；佔去(時間或空間)

【原句】I still cannot believe that I am taking up this prize that I won last year.(P17) 我還是無法相信我是在接受去年獲得的這個獎勵。 ?He took up the telephone receiver and began to dial.

他拿起電話聽筒開始撥號碼。

I put the telephone down and took up my work again. 我放下電話繼續干我的活。

She always tries to help her mother with housework even though going to school takes up most of her day. 盡管上學用去了她的大部分時間，她總是盡力幫助媽媽做家務。 ?The table takes up too much room. 這張桌子占的地方太大。

At first they took him for a foreigner. 開始他們把他當成了外國人。

She took over his work after his departure. 他離開以後,她接替了他的工作。

根據句意寫出下列各句中take up短語的意義

① Important people don』t often have much free time as their work takes up all theirtime.( )

② He took up the book and hurried to the classroom.( ) ③ When does the new manager take up his ties? ( ) ④ I think I』ll take up oil painting in my spare time.( ) 3.previous adj.在前的；早先的

【原句】This is similar to the 「jet lag」 you get from flying, but it seems you keep getting flashbacks from your previous time period.(P17)

這就與你乘坐飛機會產生時差反應相似，但不同的是，在你腦子里似乎會不斷地閃現以前的時光。

I had already visited Italy on a previous holiday.

在早先一次休假中，我訪問過義大利。

Previous to that, we had traveled by car to Paris. 在那之前,我們坐車去了巴黎。

思考並列舉與介詞to連用表示比較的形容詞還有哪些？

【思考提示】 be superior to 比??好 be inferior to 比??差 be senior to 比??年長 be junior to 比??年輕

完成句子

① __________________________, I worked in London. 來此之前,我在倫敦工作。

②He said he had arrived ___________________________. 他說他是在前一天夜裡到達的。

4.surroundings n.周圍的事物；環境

【原句】At first my new surroundings were difficult to tolerate.(P18) 開始的時候，新的環境讓我難以忍受。

Animals in a zoo are not living in their natural surroundings. 動物園里的動物不是生活在自然環境之中。

He likes to surround himself by beautiful surroundings. 他喜歡生活在美麗的環境中。

The old-fashioned house is surrounded with many beautiful trees, and it, together with its surrounding lake, creates very beautiful surroundings. 這座老式房子被很多漂亮的樹包圍著，它及它附近的湖泊共同營造了非常美的環境。

選詞填空(circumstances/setting/surroundings/environment) ①An unhappy home ___________ can affect a child』s behaviour.

② The government of this country is trying hard to improve its financial __________. ③ It took me a few weeks to get used to the new _____________ . The play has its ___________ in the beautiful city—Vienna.