英语必修5第五单元教案

『壹』 英语 必修5 unit5 Reading翻译

皮肤是人体的一个不可缺少的组成部分，也是人体最大的器官。人体的皮肤分为三层，作为阻隔病菌、有毒物质和太阳有害辐射的保护性屏障。皮肤的作用也是非常复杂的：保持人体的冷暖；防止散失过多的水分；感知冷、热、疼痛以及获得外部的触觉。所以你也就能够想象到，如果皮肤被灼伤（烧伤），会是一件非常严重的事情。在对待灼伤（烧伤）时，急救是非常重要的第一步。 皮肤灼伤（烧伤）引起的原因 引起皮肤灼伤（烧伤）的物质有很多，例如热的液体、蒸汽，火，辐射（当接近于热源或者火源时），太阳，电以及化学品。 皮肤灼伤（烧伤）的种类 共有3种，分别为一级、二级和三级。分类取决于皮肤灼伤（烧伤）的层数。 一级灼伤（烧伤） 仅仅影响到皮肤的最上层。这种伤害并不严重，通常一到两天就会见好。例如轻度的晒伤或者触碰到热锅、热炉等热的钢铁制品。 二级灼伤（烧伤） 伤及到皮肤的最上层和第二层。这种伤害以及很严重了，通常需要几个星期才能恢复。例如皮肤曝晒或者被热的液体烫伤。 三级灼伤（烧伤） 伤及到皮肤的全部三层以及皮下的组织或者器官。例如遭受电击灼伤，体表着衣起火或者遭受严重的汽油火灾。这类灼伤（烧伤）会引起严重的伤害，受害者须立即就医。 灼伤（烧伤）的特征 一级灼伤（烧伤） 皮肤 干燥、红肿或者轻度肿胀 轻度疼痛 挤压受伤处皮肤变白 二级灼伤（烧伤） 皮肤 粗糙、红肿或者肿胀 起水泡或者脓包 脓状表面 极度疼痛 三级灼伤（烧伤） 皮肤 发黑或者变白或者烧焦 脓肿；通常通过表皮能够看见皮下组织 无疼痛或者轻微疼痛（如果皮下神经组织已遭破坏）；受伤区域边缘可能会出现疼痛现象。
以上回答你满意么？

『贰』 高二英语必修5人教版Unit5课文请教

It was＋被强调部分＋that 强调句， John's quick action and knowledge of first aid是被强调部分，
but when nobody…，when表示当…的时候，时间状内语从句
by applying pressure to the wounds …,by引导的方式容状语，其他的就不太清楚了，你查一下参考书吧

『叁』 高中英语必修五第五单元课文翻译。两篇都要。。。。急急急。。。。

第一篇： 烧伤的急救

皮肤是身体不可缺少的一部分，也是身体的最大器官。皮肤有三层，作为一种屏障可以防病、防毒、抵御太阳有害光线的侵害。皮肤的功能是比较复杂的：它可以保暖或避暑，保护身体不至于散失过多水分。正是皮肤使你感到冷、热、疼痛，它还使你有触觉。因此，你可以想象到，如果你的皮肤烧伤了，就可能非常严重。在治疗烧伤的过程中，急救是非常重要的第一步。
烧伤的原因
你可能由于很多原因而烧伤：灼热的液体、水蒸气、火、辐射（由于靠近高温或大火等）、阳光、电和化学物品。
烧伤的种类
烧伤有三类：根据皮肤烧伤的层次有一度烧伤、二度烧伤和三度烧伤。
一度烧伤：只损伤皮层的最表层。这类烧伤并不严重，应当在一两天内就会好转。例如轻度的晒伤和由于短暂接触热锅、火炉或熨斗而导致的烫伤。
二度烧伤：既损伤了皮肤的最表层，又损伤了皮质的第二层。这类烧伤属于严重的烧伤，需数周才能痊愈。例如眼严重的晒伤和灼热的液体所造成的烫伤。
三度烧伤：所有三层皮质以及皮下的组织和器官都受到损害。例如由电击引起的烧伤，因衣服起火引起的烧伤，或因汽油着火引起的烧伤。这些烧伤引起非常严重的伤害，受伤者必须去医院。

烧伤的特性
一度烧伤：
干燥、发红、微肿
微痛
受压时变白
二度烧伤：
粗糙、发红、肿胀
起水泡
表层渗液
及其疼痛
三度烧伤：
黑、白和焦炭色相间
肿胀，往往可以看到皮下组织
若损坏了神经，则没有疼痛或轻微疼痛，或许在创面四周有疼痛感

急救处理
1.除非衣服粘贴在衣服烧伤面上，否则用剪刀把它剪开。靠近创面的其他衣物和首饰也都要取掉。
2.马上用凉水给伤口冲凉，但不能用冰水。最好是把烧伤的部位放在慢速流动的自来水下冲洗大约10分钟。（凉水可以阻止烧伤的进程，阻止疼痛变得无法忍受，还可以减轻/消除肿胀。）三度烧伤不可用冷水冲洗。
3.对于一度烧伤的患者，要把清凉的湿布放在烧伤面上，直到疼痛感较轻时为止，对于二度烧伤，要保持湿布清凉，需把湿布放回一盆冷水中，拧出水后再放在烧伤面上，这样反反复复的做一个小时左右，直到不太痛时为止。
4.轻轻地把烧伤面弄干，但不要擦拭，因为这样做可能会擦破水泡，伤口可能会感染。
5.用干而清洁又不粘皮肤的绷带盖住烧伤面，用胶布把绷带固定。千万不要在烧伤处涂黄油、油或软膏，因为这样会使里面的热散不出去，而且还可能导致感染。
6.如果烧伤的部位在臂部或腿部，如果可能的话，要把手臂或腿脚抬到高于心脏的位置。如果是面部烧伤，伤者则应该坐起来。
7.如果属于二度或三度烧伤，立即把患者送去看医生或医院是至关重要的。

『肆』 高中英语必修五第五单元课文翻译~

人教版的吗？

有两篇啊、 你要哪篇？

给点分啊。。 要想学到知识、就不要吝惜你的Money ！

『伍』 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