洪恩英语5第3单元

午夜之后有一场暴风雨倾盆而下。我们呆在我们搭建的遮蔽雨的木筏里，让木筏随着河水顺流而下。突然，通过闪电，我们看到什么东西在河的中央。最初看上去像一座房子，但是后来我们意识到它是一艘汽船。它闯到了礁石，一半露在外面一半浸没在水中。“它看起来快要沉了”过了一会吉姆说道。“让我们去看一看吧”我说到。吉姆说：“我可不想上一座快要沉了的船”，但是当我提出我们可能在上面找到一些有用的东西时，他同意去了。于是我们就划船过去，爬上汽船并像老鼠一样安静。使我们惊讶的是，有一间船舱的灯亮着。之后我们听到有人在呼喊，“oh 请不要杀我！我不会告诉任何人！”一个男人用生气的语气说道：“你在撒谎。你上一次也这样说。我们要杀了你。”当吉姆听到这些话时，他很害怕并跑回木筏。我尽管也很害怕但是我也很好奇，所以我把我的头贴近门。天很黑，但是我能看到人被绳子捆着躺在地板上。有两个人围着他站着。一个很矮留着胡子。另一个是高个手里拿着什么东西看起来像抢。这个男人说：“我受够你了，我现在就要枪毙你”。他显然在威胁躺在地上的那个人。一把枪握在他手里。矮个的说：“别这样做，让他留在这，他和这个船再过几个小时就要沉了”。当他听到这些，那个在地上被吓傻的人开始哭。“听起来，他就要被吓死了！”我想，“我要找一种方法去帮他”。我沿着甲板爬行，找到吉姆并告诉他我听到的。“我们一定要找到这艘船并弄走船，这样他们就必须留在这里了”我说。吉姆看起来很害怕，“我可不想呆在这”他说。但是我说服了他帮我，我们发现这些人的船拴在沉船的另一边。我们悄悄的爬上了小船，当我们划着小船离开那艘沉船时，我们听到了那两个人的吼叫声。但是那时我们离他们已经有一段安全的距离了。但是这时我开始后悔我做的一切了。我不想让三个人都死掉。

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 unitTeaching objectives:1. To arouse students’ interest in the unit topic 2. 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 own opinions towards cloning.Teaching aids:The multimediaBrief teaching procedures:Step1 Brainstorming1. 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 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 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 conduct 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 adult 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 multimediaBrief teaching procedures: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.Step1Begin by reading the first and last paragraphs for an idea of what the article is about.Step2Circle any words you do not now. Question things you do not understand or that do not appear to make sense.Step3Read 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 produced and be used to save human lives) On the other hand (human beings may be on the way to producing a real-life monster) Some people consider that (cloning human embryos with the intention to destroy them shows no respect for human life.) 2. Who are the persons in the article related to cloning?personsintroductionsrelations to cloningIan Wilumta Scottish scientist who created Dolly, the first mammal to be cloned successfully from an adult 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 Wilsona 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 Antinorian Italian doctor, who is one of the leaders in the cloning researchHe has declared that he wants to be the first to clone a human being.Chinese scientistswho have focused their efforts on cloning animals and stem cells to be used in medical researchChina has succeeded in producing 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 reduce Earth’s population. ( F ) 3. the lady who cannot have a baby can adopt an orphan, but not have a cloned baby. ( T )Coline Jake thinks: 1. the news that the first human embryo has be cloned successfully is very terrible. ( F ) 2. scientists have succeeded in challenging questions of morality. ( F ) 3. human cloning is a good way to save her daughter who has died. ( F )Step6 Further 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 belowPro-cloningAnti-cloning1. produce valuable tissues and organs that could be used to save human lives1. may produce a real-life Frankenshtein’s monster2. cure disease like cancer2. create more disease in the animal world3. help those who are unable to have children3. cloning shows no respect for human life4. help those who want to clone their dead children4. human life would no longer be unique 5. we should be having fewer babies in order to reduce 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

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。

皇后,皇后,在被子里,问了个问题：“谁快?”