高中英语北师大版(2019)必修第二册-Unit 5 Humans and Nature Lesson 1 A Sea Story
高中英语北师大版(2019)必修第二册 Unit 5 Humans And Nature Writ
Can you summarise the language features of a brochure?
It’s important to:
be clear and direct; use simple and clear language. Make the
If you’re in a car
Stop. Stay seated.
Drive carefully when the quake stops.
Stop. Stop your car as soon as you can, but avoid stopping near a building or under a tree.
Read the brochure on P41. Complete the table.
How to survive an earthquake
Situation1 Situation2 Situation3
How to survive an earthquake
Situation1 If you’re indoors
information easy to remember; give advice with reasons for actions in
different situations; use the present tense and imperatives; include pictures and key words to show the
Drop down onto your hands and knees.
Using pictures to help us understand
高中英语北师大版(2019)必修第二册-Unit 5 Humans and Nature—Viewing Workshop-教案
Unit 5 Humans and NatureViewing Workshop【教学目标】Students will be able to1. read and talk about the universe2. view for understanding3. summarise information【教学重难点】1. talking about the universe2. summarising information from the video【教学过程】1. Talk about the universe.(1) Write “Universe” on the board.(2) Ask students to think of the universe and add vocabulary words to the board to create a word web. Guide students to include the words such as stars, planets, vastness, infiniteness in the diagram.(3) Students complete the quiz on their own.2. Watch and check predictions.(1) Explain to students that they will now watch the first part of the video. As students watch, they can answer the questions from Activity 1.(2) Review the answers.3. Watch and complete a table.(1) Tell students they will soon watch the rest of the video.(2) Discuss the table and clarify any unfamiliar terms or concepts.(3) In small groups students discuss what they think the answers will be.(4) Play the video.(5) Allow students time afterwards to complete the table using the information mentioned in the video. If needed, play the video again.(6) Have students compare their answers with a partner and check answers as a class.4. Pair Work: Watch again and discuss.(1) Read aloud the questions.(2) Play the video.(3) In pairs, encourage students to answer in full sentences.(4) If needed, play the video again.(5) Review the answers as a class.5. Find more and share.(1) Divide the class into small groups and encourage students to talk freely and to research the universe.(2) Each student shares a few sentences with the class about what stood out the most for them about the universe.。
Unit5HumansandNatureLesson3Racetothepole教学设计-高中英语北
北师大版（2019）必修第二册Unit 5 Humans and NatureLesson 3 Race to the pole教材分析：《北师大版（2019）必修第二册Unit 5 Humans and Nature Lesson 3 Race to the pole》是一节关于人与自然之间的对抗与合作的课程。
课程主要通过介绍南北极探险家们竞相征服极地的历史和现状，引发学生对于人类与自然关系的思考。
教学目标：1. 知识与能力目标：通过学习本课，学生能够了解南北极探险家的背景和动机，探索他们的竞争以及合作的影响。
2. 过程与方法目标：通过阅读、听说训练，学生能够提高他们的阅读和理解能力。
3. 情感态度与价值观目标：通过了解人类与自然的关系，培养学生尊重和关心自然环境的价值和意识。
教学重点：1. 学习并理解课文中出现的重点词汇与短语。
2. 进一步培养学生的阅读理解能力，特别是对于文章主旨、细节的把握。
教学难点：1. 对于探险过程中的困难和挑战的理解。
2. 对于探险者间合作与竞争的思考与讨论。
学情分析：高一学生处于英语学习的关键时期，他们已经具备了一定的英语词汇基础和语法知识。
但由于教材主题具有一定的专业性，学生对于南北极探险的历史和现状可能不够了解，需要引导学生积极主动地获取信息和思考。
教学策略：1. 鼓励学生积极参与，培养合作意识和团队精神。
2. 利用多媒体资源，引导学生进行资料搜集和分析。
教学方法：1. 阅读理解法：通过教师解读和学生阅读文章，培养学生对于篇章结构和细节的理解能力。
2. 合作学习法：通过小组合作讨论，激发学生学习兴趣和思考能力。
3. 创造性思维法：引导学生通过讨论和思考，发现问题并提出解决方案。
导入环节（约5分钟）：教学内容：介绍极地探险背景知识，引导学生思考与极地探险相关的问题。
1. 使用图片或视频展示极地探险的场景，激发学生对极地探险的兴趣。
2. 提出问题：“你知道什么是极地探险吗？为什么有人要进行极地探险？”鼓励学生回答并展开讨论。
高中英语北师大版必修第二册Unit5HumansandNatureTopicTalk课后练习、课时练
一、根据首字母填写单词(单词拼写)1. There is an e______ number of boys and girls in my class. (根据首字母单词拼写)2. He suggested that school children avoid o___ of their eyes and do more outdoor activities. （根据首字母单词拼写）3. When experiments are to be made, one cannot rely too much upon the human senses to make accurate o______ . (根据首字母单词拼写)二、根据汉语意思填写单词(单词拼写)4. There was a feeling of restlessness deep in her _____(心灵). (根据汉语提示单词拼写)5. ___(野生动植物)has been greatly threatened in the modern age. （根据汉语提示单词拼写）6. In the 1960s, while studying the ___(火山的) history of Yellowstone National Park, he became puzzled about something that he couldn’t find the park’s volcano. （根据汉语提示单词拼写）三、完成句子7. 他们使国家濒临灾难。
They had brought the country to ________disaster.8. 肺实际上是由成千上万个小管子构成的。
The lungs are ________________________ constructed of thousands of tiny tubes.四、根据所给汉语提示填空9. It is time that we paid attention to ________(环保). (根据汉语提示完成句子)10. He couldn’t understand why his parents ________(让他学英语) when he was young. （根据汉语提示完成句子）11. He was expected to live longer by ________(减少风险) a heart attack. (根据汉语提示完成句子)五、汉译英（整句）(翻译)12. 每年，大批的农民到达深圳找工作。
Unit 5 Humans and Nature 复习课件-高中英语北师大版(2019)必修第二册
Put to use
8. Stop your car as soon as you can,but avoid stopping near a building or under a tree. avoid doing sth避免做某事。如： Why do we avoid doing what we love to do？为什么不 去做我们热衷的事情呢？
Grammar
Grammar:Relative Clauses（ 2）
定语从句（2） 关系副词where和when引导的定语从句提供地点和时间方面的信息 。
·This is the place where I lost my purse. ·Marco Polo travelled to China where there were inventions and developments at that time. ·She still remembers the day when Bill first walked into her office. ·I'll never forget the day when I first met this great inventor.
高中英语北师大版(2019)必修第二册-Unit 5 Humans and Nature Lesson 2 Professional Rescue Team-教案
Unit 5 Humans and NatureLesson 2 Professional Rescue Team【教学目标】Students will be able to1. read and talk about professional rescue teams2. listen for understanding3. recall information previously heard4. maintain, interrupt and end a conversation【教学重难点】1. listening for specific information2. maintaining, interrupting and ending a conversation【教学过程】1. Describe photos on page 34.(1) Ask the students what natural disasters they know about. Write these examples on the board and discuss them.(2) Read the vocabulary in the box, and explain difficult words.(3) Ask volunteer students to read the sentences aloud to the class.(4) Instruct learners to work independently and match the photos (a–d) with the descriptions (1–4).(5) Discuss the answers as a class.2. Listen and answer questions.(1) Tell students that they will be listening to an interview on a professional rescue team.(2) Read with students the information in the Skill Builder.(3) Read aloud the questions as a class. Explain any unknown terms.(4) Instruct students to answer the questions as they listen to the interview.3. Listen again, complete and decide.(1) Explain to students that they will listen to the interview for further details.(2) Review the sentence frames with students and then ask them to take notes as they listen.(3) Check answers as a class. If needed, replay the interview.(4) V olunteer students read the Skill Builder box aloud.(5) As a class discuss the difference between main ideas (MI) and details (D).(6) In pairs students decide if the sentences contain a main idea (MI) about rescue attempts or a detail (D). Write the correct letter in the brackets.4. Pair Work: Ask and answer.(1) Encourage students to imagine that they are part of the interview. What four questions would you ask based on Activity 3?(2) Students write down and answer four questions that they could ask.5. Listen and complete.(1) Tell students that they will be listening to the second part of the interview on the rescue team.(2) Read aloud the table as a class. Explain any unknown terms.(3) Instruct students to complete the table as they listen to the interview.6. Listen and imitate.(1) Tell students that they will listen to the interview for more details.(2) Read aloud the rubric and the Talk Builder box as a class. Explain any unknown terms.(3) Students decide whether the phrase in italics are used to maintain (M), interrupt (I) or end (E)a conversation.7. Find more polite ways to interrupt and end a conversation.(1) Divide the class into small groups. Tell students to discuss situations where they would need to maintain, interrupt and end a conversation. Explain that it can be seen as rude or disrespectful to interrupt or abruptly end a conversation, unless there is reason to do so. What expressions would you use in each situation to maintain, interrupt and end a conversation?(2) Students write down different expressions that they would use to interrupt or end a conversation.8. Pair Work: Practice.(1) Divide the class into pairs. Tell students that they will role play the following situations in maintaining, interrupting and ending a conversation.(2) Student A starts the conversation, role playing as a friend who wants to talk about his /her worries for a presentation tomorrow. Student B responds, role playing as the friend who would ratherend the conversation so as to catch a train.(3) In the second situation, Student A role plays as an English teacher explaining how to use relative pronouns to introduce relative clauses and Student B, role playing as a student who doesn’t understand some words and wants to ask a question.。
Humans+and+Nature+Topic+Talk+教学设计 高中英语北师大版(2019)必修
北师大版（2019）必修第二册Unit 5 Humans and NatureTopic Talk本节课是北师大版（2019）必修第二册Unit 5 Humans and Nature Topic Talk。
在进行教学分析时，首先要审视该单元的主题和内容。
本单元的主题是“人与自然”，主要讲解人类与自然之间的关系以及环境保护等方面的知识。
教材分析：本节课的教材包含了一篇名为"Humans and Nature"的话题对话文章，该文章主要介绍了人类对自然环境的破坏和环境保护的重要性。
文章内容简单明了，结构清晰，语言通俗易懂。
教学目标：1. 知识目标：学生了解人类对自然环境的影响和环境保护的重要性。
2. 能力目标：培养学生的阅读理解能力，让他们能够通过阅读文章获取信息和进行推理判断。
3. 情感目标：培养学生对环境保护的意识，引导他们养成良好的环保习惯。
教学重点：1. 通过阅读理解文章，了解人与自然环境之间的关系。
2. 掌握文章中的关键词汇、短语和句型结构。
3. 培养学生的阅读策略，提高阅读理解能力。
教学难点：1. 学生可能对于文章中的某些词汇、短语和句型结构理解困难，需要教师进行解释和操练。
2. 部分学生对于环境保护意识薄弱，难以理解文章中的观点，需要通过引导激发他们的思考。
学情分析：学生们已经具备了一定的英语学习基础，可以理解简单的英语文章。
然而，学生在阅读理解能力、词汇积累和对环境保护的意识方面存在差异。
需要教师灵活运用不同的教学策略和方法，满足不同学生的学习需求。
教学策略：1. 课前导入：通过图片、视频等形式引发学生对话题的兴趣，建立与学生的情感联系。
2. 合作学习：让学生以小组形式讨论文章中的问题，促进学生之间的交流和合作，激发他们的学习兴趣。
3. 激发思考：通过提问等方式引导学生思考文章中的观点和意义，培养他们的批判性思维。
4. 分层教学：根据学生的不同水平，灵活调整教学内容和任务难度，提供个性化的学习支持。
高中英语北师大版(2019)必修第二册-Unit 5 Humans and Nature Lesson 1 A Sea Story-教案
Unit 5 Humans and NatureLesson 1 A Sea Story【教学目标】Students will be able to1. read and talk about a sea story2. read for general understanding3. read for specific information and understand words in context4. learn about and practise synonyms and antonyms5. learn about and practise relative clauses【教学重难点】1. reading for specific information2. using relative clauses【教学过程】1. Talk about sea stories.(1) Write the heading “Sea” on the board.(2) Ask students to tell stories about the sea, people who live by the sea and people who work on the sea.(3) As students are talking, write words that they mention about the sea on the board.(4) Discuss these words with students as well as the words in the box.(5) Students can now describe the pictures on page 30 using the words from the box.2. Pre-reading.(1) Ask students to open their books and silently read the Fact File on page 30.(2) Ask students:a. What do you think the story will be about?b. What will happen in the story?(3) Divide students into groups based on their reading level. Allow high level readers to read independently and complete the questions alone. Encourage middle level readers to read the text quietly and work together to find the answers. Support low level readers by listening as they read thetext aloud and explaining unknown terms and tricky sentence structures.(4) Discuss the answers as a class.3. Read and discuss questions.(1) Tell students that they will be reading a sea story about a fisherman.(2) Allow students time to read the full article or call on volunteers to read the passage aloud.(3) Encourage students to try to use context to understand unknown terms.(4) If needed, instruct students to draw a ruler line under each paragraph. Then provide a general sentence for each paragraph that acts as a summary. This will help the students to sort out the new information.(5) In pairs, students answer the questions on page 30 in full sentences.4. Read again and complete.(1) Before students complete the exercise on page 31, preview the event chart they will be completing.(2) Then have students work alone to complete the sentences.(3) Encourage students to use their memory to answer questions and then use the text to check their answers. Ask students if this task has helped them understand the text better.(4) Support low level readers by providing a list of feelings for the storyteller that they can choose from.(5) If limited on time, students can highlight the necessary information in the text.5. Complete the illustration on page 32.Divide students into groups based on their understanding level. Allow high level students to complete the drawing telling the story. Encourage middle level students to read the text again quietly and work together to complete the drawing telling the story. Support low level students by listening as they read the text aloud and explain unknown terms. Then provide sentence frames for low level students to complete.6. Think and share.(1) Divide students into small groups to read the questions on page 32.(2) Students need to reread the text and answer the questions in full sentences.7. Pair Work: Find synonyms and antonyms.(1) Discuss with students that synonyms are words with similar meanings and antonyms are words with opposite meanings.(3) Instruct students to complete the exercise independently.(4) Check answers as a class.8. Complete the summary.(1) Have students read the sentence frames aloud.(2) Check that students understand the vocabulary and context.(3) Instruct students to complete the sentences using vocabulary based on the story.(4) Call on volunteers to read the completed sentences to check answers as a class.9. Pair Work: Understand relative clauses.(1) Explain to students that a relative clause a part of a sentence that has a verb in it and is joined to the rest of the sentence by “who”, “which”, “where”.(2) Instruct students to work in pairs to underline the words that introduce relative clauses and circle the words that the relative clauses refer to.(3) If needed, have students look at the Grammar Summary, Unit 1, relative clauses on page 92. Read through the rules and examples with the class and ensure that students understand relative clauses in the examples.10. Pair Work: Read, compare and choose.(1) Divide students into pairs.(2) Instruct students to read each sentence pair aloud and decide which sentence is better. Students need to support their answer.(3) Explain to students that using relative clauses helps to make the sentences logically clearer and concise. Relative clauses can also help to omit repeated words and expressions.11. Using relative clauses.Let each student have a turn to read the sentence frames and complete the sentences using relative clauses and personal answers.12. Pair Work: Express yourself.Instruct students to divide into pairs. Each student is to tell their partner a special and personal experience. Students must use relative clauses.。
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1. Who are the main characters in the story? The main characters are the fisherman and his brothers.
2. Who is telling the story? The fisherman is telling the story.
P P T素材：www.1ppt.c om /suc a i/ P P T图表：www.1ppt.c om /tubia o/ PPT教程： /powerpoint/ 个人简历：www.1ppt.c om /j ia nli/ 教案下载：www.1ppt.c om /j ia oa n/ P P T课件：www.1ppt.c om /ke j ia n/ 数学课件：www.1ppt.c om /ke j ia n/shuxue / 美术课件：www.1ppt.c om /ke j ia n/m e ishu/ 物理课件：www.1ppt.c om /ke j ia n/wuli/ 生物课件：www.1ppt.c om /ke j ia n/she ngwu/ 历史课件：www.1ppt.c om /ke j ia n/lishi/
Use the words and phrases below to describe the pictures.
P P T模板：www.1ppt.c om /m oba n/ P P T背景：www.1ppt.c om /be ij ing/ P P T下载：www.1ppt.c om /xia za i/ 资料下载：www.1ppt.c om /zilia o/ 试卷下载：www.1ppt.c om /shiti/ 手抄报：www.1ppt.c om /shouc ha oba o/ 语文课件：/kejian/y uwen/ 英语课件：/kejian/y ingy u/ 科学课件：/kejian/kexu e/ 化学课件：www.1ppt.c om /ke j ia n/hua xue / 地理课件：www.1ppt.c om /ke j ia n/dili/
3. When and where did the story happen? This story happened about three years ago in the sea.
4. What effect did the terrible experience have on the storyteller? It broke his body and soul. (It took less than a single day to change his hair from black to white.)
back 物理课件：/kejian/wuli/
生物课件：www.1ppt.c om /ke j ia n/she ngwu/ 历史课件：www.1ppt.c om /ke j ia n/lishi/
from
the
island,
the
sky
_w_a_s_cc_l_o_u_d_s .
It
is
a
system
of
tidal
whirlpools
in
the
Norwegian
Sea.
2. Who wrote the story? Edgar Allan Poe wrote the story.
3. What do you think will happen in the story?
Activity 3
P P T素材：www.1ppt.c om /suc a i/ P P T图表：www.1ppt.c om /tubia o/ PPT教程： /powerpoint/ 个人简历：www.1ppt.c om /j ia nli/ 教案下载：www.1ppt.c om /j ia oa n/ P P T课件：www.1ppt.c om /ke j ia n/ 数学课件：www.1ppt.c om /ke j ia n/shuxue / 美术课件：www.1ppt.c om /ke j ia n/m e ishu/ 物理课件：www.1ppt.c om /ke j ia n/wuli/ 生物课件：www.1ppt.c om /ke j ia n/she ngwu/ 历史课件：www.1ppt.c om /ke j ia n/lishi/
___h_o_p_e_l_e_ss___
Activity 4
3. The boat was on the inside
of _t_h_e_h_u_g_e_w__h_ir_l_p_o_o_l ___ and
P P T模板：www.1ppt.c om /m oba n/ P P T背景：www.1ppt.c om /be ij ing/ P P T下载：www.1ppt.c om /xia za i/ 资料下载：www.1ppt.c om /zilia o/ 试卷下载：www.1ppt.c om /shiti/ 手抄报：www.1ppt.c om /shouc ha oba o/ 语文课件：/kejian/y uwen/ 英语课件：/kejian/y ingy u/ 科学课件：/kejian/kexu e/ 化学课件：www.1ppt.c om /ke j ia n/hua xue / 地理课件：www.1ppt.c om /ke j ia n/dili/
a fisherman to escape
a fishing boat to survive a storm
a whirlpool to float
waves wild
Activity 2
Read the Fact File on page 30 and answer the questions.
The storyteller’s feelings:
__fr_ig_h_t_e_n_e_d___
2. The wind and the waves carried us _to_w__a_rd_s__th_e__d_ir_e_c_ti_o_n_o_f_t_h_e_w__h_ir_lp_o_o_l__. Then, we were _o_n__th_e__e_d_g_e_o_f___ it. Suddenly, we _w__e_n_t _o_v_e_r_th_e__e_d_g_e_.
P P T素材：www.1ppt.c om /suc a i/ P P T图表：www.1ppt.c om /tubia o/ PPT教程： /powerpoint/ 个人简历：www.1ppt.c om /j ia nli/ 教案下载：www.1ppt.c om /j ia oa n/ P P T课件：www.1ppt.c om /ke j ia n/ 数学课件：www.1ppt.c om /ke j ia n/shuxue / 美术课件：www.1ppt.c om /ke j ia n/m e ishu/ 物理课件：www.1ppt.c om /ke j ia n/wuli/ 生物课件：www.1ppt.c om /ke j ia n/she ngwu/ 历史课件：www.1ppt.c om /ke j ia n/lishi/
Then a huge wave
__c_o_v_e_r_e_d_o_u_r_b_o_a_t____ and
my younger brother
__fe_l_l_i_n_to__th_e__se_a__. My elder
brother __cr_i_e_d_o_u_t_____
“Moskoe-strom”!
Read the text and answer questions.
1. Who are the main characters in the story? 2. Who is telling the story? 3. When and where did the story happen? 4. What effect did the terrible experience have on the storyteller?
Unit 5 Humans and Nature
Lesson 1 A Sea Story
Activity 1
Do you know any stories about people and the sea?
P P T模板：www.1ppt.c om /m oba n/ P P T背景：www.1ppt.c om /be ij ing/ P P T下载：www.1ppt.c om /xia za i/ 资料下载：www.1ppt.c om /zilia o/ 试卷下载：www.1ppt.c om /shiti/ 手抄报：www.1ppt.c om /shouc ha oba o/ 语文课件：/kejian/y uwen/ 英语课件：/kejian/y ingy u/ 科学课件：/kejian/kexu e/ 化学课件：www.1ppt.c om /ke j ia n/hua xue / 地理课件：www.1ppt.c om /ke j ia n/dili/
Activity 4
Read again and complete. Then add the storyteller’s feelings during each situation.
1. When we were coming
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