高中牛津英语必修五教案：Unit 3 Science and nature Welcome to the unit

Unit3 Science and nature (Brief Teaching Plan)

Welcome to the unit

Science is developing so fast that sometimes it is beyond our imagination. Mankind has created

many things and is now ready to

copy himself. In this section, four different pictures are presented to students, each of which shows

a successfully cloned anima l. Students are expected to participa.te in a discussion, using what they

know about cloning to express their own opinions towards cloning. Students are expected to be

involved in the discussion, practise their spoken English and share their opinions.

Step1 Brainstorming

1 You may begin this section by first drawing students' attention to the topic of this unit-science

and nature. Ask them the following questions:

Do you think the fast development of science and technology has been good for nature? Why or why not?

How should science and nature relate to each other?

Do you think that human beings should try to control nature? Should we do anything against the laws of nature? Why or why not?

Encourage students to express their own opinions about science and nature. Any reasonable answer is acceptable.

2 Tell students that the topic discussed in this unit is 'cloning'. Ask them:

What do you know about clones? (A 'clone' is an animal or a plant copied from the

cell of another animal or plant. The two animals or plants are exactly the same.

That has already been cloned by scientists?

3 Show some pictures of the first cloned mammal, Dolly to students. Tell them:

Dolly, the first cloned mammal, was created by a Scottish scientist and his group in 1996. Dolly was world famous because she was exactly the same as her mother in

appearance and genetically. However, Dolly's existence was controversial and caused widespread discussion about whether humans should use cloning to create large

animals, like sheep or human beings. Some people believe that cloning can help cure

many diseases and save lots of people’s lives. However, others insist cloning is dangerous both

technologically and ethically. They think cloning, especially

human cloning, breaks the laws of nature.

This is to encourage students' interest in the unit topic, as it may be unfamiliar to most of them. You can have students surf the Internet first or refer to other sources for further information relevant to cloning technology or Dolly. Have students make as many notes as possible.

Step2 Sharing information

1 Have students read the instructions and study the four pictures one by one. Have them pay attention to the main feature attribute of cloning, which is that the cloned animals or plants are exactly the same as the originals.

Picture 1

Have students read their notes about Dolly they found on the Internet or other sources to the class.

What do you know about Doll只the cloned sheep?

?the world's first cloned mammal

?created by Scottish scientists in 1996

?sparked worldwide interest and concern after its birth

?many countries, including Germany, France, Canada, Switzerland, Austria, Norway and South Afr ica, have banned human cloning since Dolly's birth

?died in 2003 because of lung disease

?there are still many countries doing

research on cloning technology

Pictures 2

The female kitten in this picture is called CC, short for Copycat. After they had

tried 188 times, researchers in Texas, the USA produced CC with a cell taken from her mother Rainbow in

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Unite 5 First Aid Teaching Goals: 1. Enable the Ss to get some first aid knowledge 2. Enable the Ss to learn how to use what they’ve learnt to do first aid treatment for burns correctly. 3. Let the Ss learn the reading skill of getting the main idea of each para./ part & each passage . Key Teaching Points How to improve the Ss’ reading ability. Difficult points 1. How to grasp the main idea of each paragraph / part & each passage. 2. How to help the Ss use what they’ve learnt to do first aid treatment for burns correctly. Teaching methods 1). Skimming & scanning methods to make the Ss get a good understanding of the text. 1.Discussion methods to make the Ss understand what they’ve learned in class. 2.Pair work of group to get every student to take part in the teaching-and-learning activities. https://www.sodocs.net/doc/aa17079003.html,petition and role-play method to arouse the Ss’ interest Teaching procedures Step1. Lead-in Lead-in by telling the Ss a story, meanwhile, teach them some new words: bandage, first-aid-kit, ambulance and then ask them to think of words about accidents and first aid Step2. Pre-reading Show the Ss the picture of Pre-reading on P33 and ask them the following questions: What has happened? What sort of injuries the child will have? What kind of first aid would you perform? Step3. Fast reading Let the Ss read the passage fast and then find out the answers to the questions 1. What will the passage be about? 2. What do they tell you about the passage? 3. In which order are these topics covered in the text? Number them from 1 to 5. ____ the three types of burns ____ what to do if someone gets burned ____ the purpose of skin ____ the symptoms of burns ____ how we get burns Step4. Detailed reading 1). Tell if the following statements are true or false: 1.Our skin has three layers. 2.We will never get burned by the sun. 3.Burns are divided into three degrees according to the degree of pain. 4.Third degree burns are the most serious and painful. 5.Put cool water on any burns to cool them. 6.Don’t rub the burns 7.It’s better that you put so me butter or oil on burns. 2). Answer the questions 1.Why should you put cold water on a burn?

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人教版必修一各单元知识点总结Unit One Friendship 一、重点短语 1.go through 经历，经受 get through 通过；完成；接通电话 2. set down 记下，放下 3. a series of 一系列 4. on purpose 有目的的 5. in order to 为了 6. at dusk 傍晚，黄昏时刻 7. face to face 面对面 8. fall in love 爱上 9. join in 参加（某个活动）； take part in 参加（活动） join 加入（组织，团队，并成为其中一员） 10. calm down 冷静下来 11. suffer from 遭受 12. be/get tired of…对…感到厌倦 13. be concerned about 关心 14. get on/along well with 与…相处融洽 15. be good at/do well in 擅长于… 16. find it + adj. to do sth. 发现做某事是… 17. no longer / not …any longer 不再… 18. too much 太多（后接不可数n.） much too 太…(后接adj.) 19. not…until 直到…才 20. it’s no pleasure doing sth 做…并不开心 21. make sb. sth. 使某人成为… make sb. do sth. 使某人做某事 二、语法----直接引语和间接引语 概念：直接引语：直接引述别人的原话。一般前后要加引号。

人教版高中英语必修三Unit5 reading教案

人教版高中英语必修三 Unit5 Canada—“The Truth North” Teaching content: Book3 Unit 5 Lesson type: Reading 1. Analysis of teaching material This unit is about Canada. The students can learn some basic information about Canada by the travelling experience of Li Daiyu. It includes the geographical conditions, the characteristics of each city, the social and cultural characteristics and so on. 2. Analysis of students Although students have the basic abilities of listening, speaking, reading and writing, they still need more chances to practices these abilities. Furthermore, as a student, they ability is still limit and the background information about the passage also have limitation. So they need more guidance and give them more suggestion and direction about how to study efficiently. 3. Teaching aims: 3.1. Knowledge aims ◆Get the students to learn the new words and expressions ◆Let the students know some basic information about Canada—the geographical location, major cities, local customs and practices and so on. ◆Make the student understand the multi-culture and the characteristics of multicultural countries. 3.2 Ability aims ◆Let the students learn how to read a traveling report and use the map. ◆Get the students to learn how to express the direction and location 3.3 Emotional aims ◆Stimulate the students’ desire to learn something about Canada by putting up some auxiliary material on wall around the classroom ◆Stimulate the students’ interest of learning English by cooperative activities. 4. Teaching important and difficult points: 4.1 Teaching important points ◆The new words and expressions in this unit. ◆Improve the students’ reading skills by reading passage ◆Improve the students’ comprehensive skills by listening, speaking and writing. 4.2 Teaching difficult points ◆How to read a traveling report and use the map ◆How to express the direction and location