英語必修5第五單元教案

『壹』 英語 必修5 unit5 Reading翻譯

皮膚是人體的一個不可缺少的組成部分，也是人體最大的器官。人體的皮膚分為三層，作為阻隔病菌、有毒物質和太陽有害輻射的保護性屏障。皮膚的作用也是非常復雜的：保持人體的冷暖；防止散失過多的水分；感知冷、熱、疼痛以及獲得外部的觸覺。所以你也就能夠想像到，如果皮膚被灼傷（燒傷），會是一件非常嚴重的事情。在對待灼傷（燒傷）時，急救是非常重要的第一步。 皮膚灼傷（燒傷）引起的原因 引起皮膚灼傷（燒傷）的物質有很多，例如熱的液體、蒸汽，火，輻射（當接近於熱源或者火源時），太陽，電以及化學品。 皮膚灼傷（燒傷）的種類 共有3種，分別為一級、二級和三級。分類取決於皮膚灼傷（燒傷）的層數。 一級灼傷（燒傷） 僅僅影響到皮膚的最上層。這種傷害並不嚴重，通常一到兩天就會見好。例如輕度的曬傷或者觸碰到熱鍋、熱爐等熱的鋼鐵製品。 二級灼傷（燒傷） 傷及到皮膚的最上層和第二層。這種傷害以及很嚴重了，通常需要幾個星期才能恢復。例如皮膚曝曬或者被熱的液體燙傷。 三級灼傷（燒傷） 傷及到皮膚的全部三層以及皮下的組織或者器官。例如遭受電擊灼傷，體表著衣起火或者遭受嚴重的汽油火災。這類灼傷（燒傷）會引起嚴重的傷害，受害者須立即就醫。 灼傷（燒傷）的特徵 一級灼傷（燒傷） 皮膚 乾燥、紅腫或者輕度腫脹 輕度疼痛 擠壓受傷處皮膚變白 二級灼傷（燒傷） 皮膚 粗糙、紅腫或者腫脹 起水泡或者膿包 膿狀表面 極度疼痛 三級灼傷（燒傷） 皮膚 發黑或者變白或者燒焦 膿腫；通常通過表皮能夠看見皮下組織 無疼痛或者輕微疼痛（如果皮下神經組織已遭破壞）；受傷區域邊緣可能會出現疼痛現象。
以上回答你滿意么？

『貳』 高二英語必修5人教版Unit5課文請教

It was＋被強調部分＋that 強調句， John's quick action and knowledge of first aid是被強調部分，
but when nobody…，when表示當…的時候，時間狀內語從句
by applying pressure to the wounds …,by引導的方式容狀語，其他的就不太清楚了，你查一下參考書吧

『叄』 高中英語必修五第五單元課文翻譯。兩篇都要。。。。急急急。。。。

第一篇： 燒傷的急救

皮膚是身體不可缺少的一部分，也是身體的最大器官。皮膚有三層，作為一種屏障可以防病、防毒、抵禦太陽有害光線的侵害。皮膚的功能是比較復雜的：它可以保暖或避暑，保護身體不至於散失過多水分。正是皮膚使你感到冷、熱、疼痛，它還使你有觸覺。因此，你可以想像到，如果你的皮膚燒傷了，就可能非常嚴重。在治療燒傷的過程中，急救是非常重要的第一步。
燒傷的原因
你可能由於很多原因而燒傷：灼熱的液體、水蒸氣、火、輻射（由於靠近高溫或大火等）、陽光、電和化學物品。
燒傷的種類
燒傷有三類：根據皮膚燒傷的層次有一度燒傷、二度燒傷和三度燒傷。
一度燒傷：只損傷皮層的最表層。這類燒傷並不嚴重，應當在一兩天內就會好轉。例如輕度的曬傷和由於短暫接觸熱鍋、火爐或熨斗而導致的燙傷。
二度燒傷：既損傷了皮膚的最表層，又損傷了皮質的第二層。這類燒傷屬於嚴重的燒傷，需數周才能痊癒。例如眼嚴重的曬傷和灼熱的液體所造成的燙傷。
三度燒傷：所有三層皮質以及皮下的組織和器官都受到損害。例如由電擊引起的燒傷，因衣服起火引起的燒傷，或因汽油著火引起的燒傷。這些燒傷引起非常嚴重的傷害，受傷者必須去醫院。

燒傷的特性
一度燒傷：
乾燥、發紅、微腫
微痛
受壓時變白
二度燒傷：
粗糙、發紅、腫脹
起水泡
表層滲液
及其疼痛
三度燒傷：
黑、白和焦炭色相間
腫脹，往往可以看到皮下組織
若損壞了神經，則沒有疼痛或輕微疼痛，或許在創面四周有疼痛感

急救處理
1.除非衣服粘貼在衣服燒傷面上，否則用剪刀把它剪開。靠近創面的其他衣物和首飾也都要取掉。
2.馬上用涼水給傷口沖涼，但不能用冰水。最好是把燒傷的部位放在慢速流動的自來水下沖洗大約10分鍾。（涼水可以阻止燒傷的進程，阻止疼痛變得無法忍受，還可以減輕/消除腫脹。）三度燒傷不可用冷水沖洗。
3.對於一度燒傷的患者，要把清涼的濕布放在燒傷面上，直到疼痛感較輕時為止，對於二度燒傷，要保持濕布清涼，需把濕布放回一盆冷水中，擰出水後再放在燒傷面上，這樣反反復復的做一個小時左右，直到不太痛時為止。
4.輕輕地把燒傷面弄乾，但不要擦拭，因為這樣做可能會擦破水泡，傷口可能會感染。
5.用干而清潔又不粘皮膚的綳帶蓋住燒傷面，用膠布把綳帶固定。千萬不要在燒傷處塗黃油、油或軟膏，因為這樣會使裡面的熱散不出去，而且還可能導致感染。
6.如果燒傷的部位在臂部或腿部，如果可能的話，要把手臂或腿腳抬到高於心臟的位置。如果是面部燒傷，傷者則應該坐起來。
7.如果屬於二度或三度燒傷，立即把患者送去看醫生或醫院是至關重要的。

『肆』 高中英語必修五第五單元課文翻譯~

人教版的嗎？

有兩篇啊、 你要哪篇？

給點分啊。。 要想學到知識、就不要吝惜你的Money ！

『伍』 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