必修五第三单元阅读英语

① 高二英语必修五第三单元教案

我有译林牛津版高二英语必修五第三单元教案，希望可以帮到你。
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 英语必修五第三单元第二篇reading的课文原文 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 '''四川高中必修五英语教材文章the. seamboat的大意全解

Mole 3 Reading译文
汽船
后半夜来了一场暴风雨，大雨倾盆而下。我们躲进了自己搭起来的避雨棚，让木伐顺流而下。突然间，借着闪电的光亮，我们看到河中间有东西。一开始它看上去像座房子，但后来我们意识到那是艘蒸汽船，它触碓了，一半沉在水里，一半露在水面上。我们的木伐正朝着它驶去。
“看起来它快沉了，”过了一会儿，吉姆说。
“我们去看看怎么回事。”我接着说。
“我可不想上一艘快要沉的船。”吉姆不同意，但当我提出我们可以在上面找到一些有用的东西时，他还是同意了。于是我们划了过去，蹑手蹑脚地，像耗子一样悄无声息地爬上了汽船。令我们大吃一惊的是，有间船舱里还亮着一盏灯。接着我们听到人的嚎叫声，“哦，哥们儿，请别杀我！我跟谁也不会说的！”
一个男人生气的声音回应道：“你在撒谎，上次你也是这么说的。我们要杀了你！”
吉姆听到这些后，恐惧万分，向木伐跑去。而我尽管害怕，但又感到十分好奇，于是就把头凑向了那扇门。船舱里面很黑，但我能看见一个人，躺在地板上，被绳子捆着。有两个人围着他站着。其中一个是矮个，留着络腮胡子；另外一个是高个，手里拿着什么东西，看起来像是把枪。
“我受够你了！我现在就要毙了你。”那个高个说道。显然他就是刚才威胁躺在地上的人的那个人。握在他手中的确实是把枪。
“不，别这么干。”那个矮个说，“我们把他扔在这儿。这船过几小时就沉了，他也就跟船一起沉了。”
听到这话后，那个在地上已经被吓傻的人开始嚎哭。“听起来他就要吓死了，”我想，“我得设法去救他。”
我沿着甲板爬行，找到了吉姆，并告诉他我所看到的一切。我说：“我们必须找到他们的船并弄走它，然后他们就不得不呆在这儿了。”
吉姆看上去很害怕，他说，“我不想呆在这儿。”但我说服他帮我的忙，然后找到了他们拴在汽船另一边的小船，我们悄悄地爬上了小船。就在我们划着小船离开那艘要沉的汽船时，我们听到了那两个人的吼叫声。而那时我们已经离他们有段安全的距离了。但现在我开始后悔这么做了——我不想让那三个人都死掉。

④ 高中英语必修五第三单元The Steamboat 和The Life of Mark Twain课文翻译

汽船
有一个大的风暴后半夜，
雨倾盆而下。我们呆在已经被建好的庇护所
并让木筏顺流而下。
突然，通过闪电的光亮，我们看到
河中间有些东西。第一眼它起来
就像一个房子，但后来我们意识到
是一艘轮船。它触礁了，沉了一半。
我们正在径直朝它航行
“它看起来很快就要沉下去了，”吉姆说，
几分钟后。
“让我们去看看，”我说。
“我不想上一条正在下沉的船，说：”
吉姆，但当我说我们会在船上找到
有用的东西时，他同意了。
我们划了过去，爬到
汽船，像老鼠一样蹑手蹑脚的。
令我们吃惊的是的是，有一个船舱里有光亮。
然后我们听到有人喊，“哦

男孩求你，别杀我！我不会告诉任何人！”
一个男人生气的声音回答说，“你在撒谎。
上次你也是这么说的。我们会杀了你。”
当他听到这些话，吉姆惊慌失措，
跑到木筏。虽然我很害怕，
我也感到很好奇，于是我把我的头靠向门。
里面很黑，但我能看到
人躺在地板上，被绳子捆着。那里
两个男人站在他身边。其中一个很矮，
长着胡子的。另一个是高个子
他手里的东西，看起来像一把枪。
“我受够你了。我要开枪
杀了你”这个男人说。他明显在威胁躺在地上的人。
并且他的手里有把枪。

“不，不要这样做，”矮个子的男人说到
“我们把他留在这里。这艘汽船会在几个小时之内
沉到海底，他会和船一起下沉的”
当那个在地上害怕的男人听到这个，开始哭起来。
“他听起来好像快要被吓死了！”
我想。“我必须想办法救他！”
我沿着甲板爬行，去找吉姆，
告诉他我所听到的。“我们
必须找到他们的船，把它划走，
然后他们就不得不呆在这儿，”我说。
吉姆看起来很害怕。“我不要呆在这里”他说。
但我说服了他让他帮我，并且我们发现了男人的船被系在
汽船的另一侧，
我们悄悄的爬上去并且划走了，
然后我们听到了两个男人大叫。
那时我们之间有一个安全距离。
但现在我开始对我们所做的事情感到很不好。
我不想让所有的三个人去死。

⑤ 英语必修五unit3 reading task翻译

不是很多人都有机会成为开路先锋和体验一个真实的冒险。但是那些要去住在这个新的海底城市将能够做这件事!这里将不会有痛苦。事实上它舒适得被描述为“一个丝绸冒险”。在它所有的优点中包括:轻松与地面联系,更多的persinal空间,完全的个人安全和不用担心做家务。
有一个问题在过去,当公司试图设计海底城市。海底深,这使得很难接触表面。这个困难已经解决了航天飞机,这始终是submarined准备带人们到表面。他们被安装上一个特别小的,由计算器控制的机器。所有的家庭将被输送快速、安全地到达目的地。

⑥ 急求英语必修五第三单元和第五单元的课文复述！！！

第三单元 The Steamboat
半夜过后，风暴袭来，大雨倾盆而下，我们待在自己造的遮蔽物下躲雨，让小舟随着河流飘着。

突然，在闪电的光照下，我们发现在河流的中央有什么的东西。它期初看起来像一个房子，但随后我们意识到它是一艘蒸汽船。它撞到了礁石上，现在一半沉一半浮。我们朝着它笔直的划了过去。
“它看起来就要沉了。”JIM过了一会儿说到。
”让我们去瞧一瞧。“我说。
”我不想登上一艘下沉的船，“Jim说，但我建议说我们或许能在船上找到什么有用的东西，和最终还是同意和我一起去看看。接着我们爬上了那艘蒸汽船，像老鼠一样安静。令我们震惊的是，有一个船舱里还亮着灯。接着我们听到有个人叫到”oh，男孩们，别杀了我，我不会告诉任何人的“
一个男人生气的回答道”你在撒谎！你上次已经说过这个了，我们要杀了你！“
当他听到这些话时Jim恐慌的跑回了小舟。虽然我也害怕，但是我还是感到非常的好奇，所以我把头靠到了门上。那非常的黑，但是我能够看见一个男人躺在地上， 被绳子绑着。还有两个男人站在他的身前，一个人是长着胡须的矮子。另一个比较高并且手上拿着像枪的东西。
“我已经受够你了。我就要枪毙你了，”那个男人说道。他很明显就是之前那个恐吓地板上的男人的那个人。并且可以肯定他手上拿的就是枪。
“不，不用这样”那个矮子 说到。“我们就把他留在这里。这艘蒸汽船就要沉了，他会和它一起沉 下去的。”
当那个男人听到这个，他恐惧的在地板上哭了起来。“他听起来就像要被吓死了”我想到。“我得找个法子来救他”
我匍匐着爬过了甲板，找到了Jim，并告诉他我听到的，“我们必须找到他们的船并把它拿走这样他们就不得不待在这了”我说。Jim看起来很害怕，“我不想这样”他说。但我说服了他来帮助我接着我们找到了那两个男人绑在蒸汽船的另一头的船。我们静静的爬了进去，当我们把船划走时我们听到那两个男人大声呼喊。在这时我们已经到了一个安全的距离。但是我现在开始对我说做的感到不愉快了。我并不想要那个三人都死掉。
（时间有点晚了另一段来不及了，见谅。）

⑦ 高二英语必修五unit3课件

在平日的英语教学中，我深刻的感受到，在新课程的改革中，教学中教师首先必须转变思想观念，提高认识，深刻理解新课程标准的内涵，树立新的课程观。以下是我整理的高二英语必修五unit3课件，欢迎阅读。

【学习目标】

1. 学生通过学习本单元词汇，掌握发音、变形及用法。

2. 学生能够通过查词典确定同一词汇在不同的具体语境中的含义。 3. 在了解本单元重点词汇的的基础上，能在语境中正确使用。

【重点难点】

重点：1. impression、take up在句中的用法； 2.“to”当介词讲所能运用的句型及短语

难点：1.take up 、take away、take off 等关于take短语的意义； 2.“to”做介词的用法注意事项。

【学法指导】

【教学过程】

一、导入

二、深入学习及迁移运用

1.impression n. [C]印象；感想；印记(P17) ?What was your first impression of London? 你对伦敦的第一印象是什么？

She made a good impression on his mother. 她给他母亲留下了很好的印象。

I was under the impression that you hadn’t visited the city before, was I right? 我以为你以前不曾到过该市,对不对?

My father impressed on me the value of hard work. 我父亲让我记住努力工作的重要性。

用impress的适当形式填空

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；开始从事；继续；占去(时间或空间)

【原句】I still cannot believe that I am taking up this prize that I won last year.(P17) 我还是无法相信我是在接受去年获得的这个奖励。 ?He took up the telephone receiver and began to dial.

他拿起电话听筒开始拨号码。

I put the telephone down and took up my work again. 我放下电话继续干我的活。

She always tries to help her mother with housework even though going to school takes up most of her day. 尽管上学用去了她的大部分时间，她总是尽力帮助妈妈做家务。 ?The table takes up too much room. 这张桌子占的地方太大。

At first they took him for a foreigner. 开始他们把他当成了外国人。

She took over his work after his departure. 他离开以后,她接替了他的工作。

根据句意写出下列各句中take up短语的意义

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)

这就与你乘坐飞机会产生时差反应相似，但不同的是，在你脑子里似乎会不断地闪现以前的时光。

I had already visited Italy on a previous holiday.

在早先一次休假中，我访问过意大利。

Previous to that, we had traveled by car to Paris. 在那之前,我们坐车去了巴黎。

思考并列举与介词to连用表示比较的形容词还有哪些？

【思考提示】 be superior to 比??好 be inferior to 比??差 be senior to 比??年长 be junior to 比??年轻

完成句子

① __________________________, I worked in London. 来此之前,我在伦敦工作。

②He said he had arrived ___________________________. 他说他是在前一天夜里到达的。

4.surroundings n.周围的事物；环境

【原句】At first my new surroundings were difficult to tolerate.(P18) 开始的时候，新的环境让我难以忍受。

Animals in a zoo are not living in their natural surroundings. 动物园里的动物不是生活在自然环境之中。

He likes to surround himself by beautiful surroundings. 他喜欢生活在美丽的环境中。

The old-fashioned house is surrounded with many beautiful trees, and it, together with its surrounding lake, creates very beautiful surroundings. 这座老式房子被很多漂亮的树包围着，它及它附近的湖泊共同营造了非常美的环境。

选词填空(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.