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
How to survive an earthquake
Situation2
If you’re outdoors
Move away from anything that can fall.
Stay seated. Stay calm in your car. The car’s metal body can protect you from falling objects.
explanation
Stop. Stop your car as soon as you can, but avoid stopping near a building or under a tree.
Don’ts Don’t try to run out of the building during an earthquake.
Look at the Sentence Builder on P40.
Dos Drop down onto your hands and knees. Cover your head and neck with your hands, arm or hard objects.
Find a shelter where you can stay.
Wait before moving to another place.
a building designed to give protection from disasters
How can we move away from anything that can fall?
an unexpected event, such as a very bad accident, that kills a lot of people or causes a lot of damage
fire
gas leak
electric shock
earthquake
Most of the time, disasters happen in nature.
Don’t run, but protect yourself. Don’t try to run out of the building during an earthquake. The most important thing is to protect yourself as much as you can. Drop, cover and hold on. DROP down onto your hands and knees. COVER your head and neck with your hands, arms and hard objects. HOLD ON to your shelter until the shaking stops.
Don’ts Don’t try to run out of the building during an earthquake.
Look at the Sentence Builder on P40.
Dos Drop down onto your hands and knees. Cover your head and neck with your hands, arm or hard objects.
Stay seated. Stay calm in your car. The car’s metal body can protect you from falling objects.
reason
Look at the Sentence Builder on P40.
Dos Drop down onto your hands and knees. Cover your head and neck with your hands, arm or hard objects.
Why shouldn’t we run during the earthquake?
reason
Because the most important thing is to protect yourself as much as you can.
What does the word drop mean?
Stay seated. Stay calm in your car. The car’s metal body can protect you from falling objects.
Stop. Stop your car as soon as you can, but avoid stopping near a building or under a tree.
Because of the features of the imperative sentences.
Imperatives
Imperative mood expresses an intention to influence the listener’s behavior, including the giving of prohibition (禁止) or permission.
How much do you know about natural disasters?
List the names of the natural disasters in your mind.
forest fire
volcanic eruption
landslide
flood
lightning
Outlining
Pay attention to the key structure of the writing.
Brainstorm on what key factors should be included in your writing.
Do not worry too much about the details.
• 3. Does the author tell us the reasons for the actions? Why?
Yes. It will make the writing more objective and reasonable
by giving reasons.
• 4. What’s purpose of using pictures in the brochure?
Don’t run, but protect yourself. Drop, cover and hold on.
Why shouldn’t we run during the earthquake? What does the word drop mean?
If you’re indoors
important actions.
The language features of a brochure
Think and make a choice on what to write about.
fire, earthquake, lightning, flood…
Composing
Outlining Drafting源自 Editing Designing
Move to open areas. Building , trees, streetlights and power lines can fall down during an earthquake.
How can we move away from anything that can fall?
• 1. Why does the author use so many simple sentences? Imperative sentences are more powerful and
convincing.
• 2. What tense does the writer use in the passage? Simple present tense.
北师大2019新版高中英语必修二UNIT 5 HUMANS AND NATURE 单词表
UNIT 5 HUMANS AND NATURE 默写Topic Talkdisaster /dɪˈzɑːstə(r)/ n. 灾难;灾祸flood /flʌd/ n. 洪水, 水灾drought /draʊt/ n. 旱灾, 干旱hurricane /ˈhʌrɪkən/ n. 飓风landslide /ˈlændslaɪd/ n. 滑坡; 塌方volcanic /vɒlˈkænɪk/ adj. 火山的; 由火山作用引起的eruption /ɪ'rʌpʃ(ə)n/ n. 爆发wildlife /ˈwaɪldlaɪf/ n. 野生动植物, 野生生物comment /ˈkɒment/ n. 评论; 意见crowded /ˈkraʊdɪd/ adj. 拥挤的; 挤满人的landscape /ˈlændskeɪp/ n. 风景, 景色living /ˈlɪvɪŋ/ adj. 活的, 活着的weed /wiːd/ n. 野草; 海藻deer /dɪə(r)/ n. 鹿insect /ˈɪnsekt/ n. 昆虫whale /weɪl/ n. 鲸dolphin /ˈdɒlfɪn/ n. 海豚shark /ʃɑːk/ n. 鲨(鱼)kangaroo /ˌkæŋɡəˈruː/ n. 袋鼠eagle /ˈiːɡl/ n. 鹰fox /fɒks/ n. 狐狸soil /sɔɪl/ n. 土壤climate /ˈklaɪmət/ n. 气候ecology /iˈkɒlədʒi/ n. 生态; 生态学jungle /ˈdʒʌŋɡl/ n. (热带)丛林shock /ʃɒk/ vt. 使震惊; 使难以置信lecture /ˈlektʃə(r)/ n. 讲座, 讲课; 演讲overuse /ˌəʊvəˈjuːz/ vt. 过度使用; 滥用million /ˈmɪljən/ n. 百万greenhouse /ˈɡriːnhaʊs/ n. 温室, 暖房turn one’s back (on sb/sth) 对…置之不理, 对……撒手不管title /ˈtaɪtl/ n. 题目, 标题Lesson 1 A SEA STORYwhirlpool /ˈwɜːlpuːl/ n. 漩涡*wave /weɪv/ n. 海浪; 波涛escape /ɪˈskeɪp/ vt. 逃离; 逃避survive /səˈvaɪv/ vi. & vt. 活下来; 幸存float /fləʊt/ vi. 浮; 漂*file /faɪl/ n. 档案, 卷宗descent /dɪˈsent/ n. 下降, 下落*tidal /ˈtaɪdl/ adj. 潮汐的, 潮水的*poetry /ˈpəʊətri/ n. 诗歌; 作诗的艺术mystery /ˈmɪstri/ n. 神秘事物, 难以理解的事物*soul /səʊl/ n. 灵魂frightened /ˈfraɪtnd/ adj. 受惊的, 害怕的horrible /ˈhɒrəbl/ adj. 可怕的, 吓人的, 令人恐惧的edge /edʒ/ n. 边缘on the edge of 在……边缘; 某事快要发生(尤指不好的事)barrel /ˈbærəl/ n. 桶*curious /ˈkjʊəriəs/ adj. 好奇的observation /ˌɒbzəˈveɪʃn/ n. 观察; 观察结果equal /ˈiːkwəl/ adj. 相等的; 相同的extent /ɪkˈstent/ n. 面积; 长度; 范围; 程度tube /tjuːb/ n. 圆管, 管子; (伦敦)地铁Lesson 2 PROFESSIONAL RESCUE TEAMrescue /ˈreskjuː/ n. 营救; 救援vehicle /ˈviːəkl/ n. 交通工具, 车辆trap /træp/ vt. 困住, 使陷于危险中attempt /əˈtempt/ n. & vt. 努力, 尝试, 企图interrupt /ˌɪntəˈrʌpt/ vt. 打断讲话death /deθ/ n. 死, 死亡loss /lɒs/ n. 丧失; 死亡damage /ˈdæmɪdʒ/ n. 伤害, 损伤, 损害measure /ˈmeʒə(r)/ vt. 估量, 衡量; 测量operation /ˌɒpəˈreɪʃn/ n. 行动, 活动; 手术; 操作overseas /ˌəʊvəˈsiːz/ adv. 在海外, 在外国site /saɪt/ n. 场所, 地点process /ˈprəʊses/ n. 过程, 进程battle /ˈbætl/ n. 较量, 竞争; 斗争; 战斗duty /ˈdjuːti/ n. 职责, 义务; 责任suffering /ˈsʌfərɪŋ/ n. (肉体或精神上的)痛苦; 折磨conduct /kənˈdʌkt/ vt. 实施; 进行; 执行; vi. & vt. 指挥protection /prəˈtekʃn/ n. 保护; 防护lamp /læmp/ n. 灯nearby /ˌnɪəˈbaɪ/ adv. 附近breathe /briːð/ vi. &vt. 呼吸breathe in 吸气dust /dʌst/ n. 灰尘; 尘埃run out 用完; 耗尽Lesson 3 RACE TO THE POLEexplorer /ɪkˈsplɔːrə(r)/ n. 探险者; 勘察者preparation /ˌprepəˈreɪʃn/ n. 预备, 准备sledge /sledʒ/ n. 雪橇*ski /skiː/ n. 滑雪板; ⅵ. 滑雪tent /tent/ n. 帐篷*boot /buːt/ n. 靴子captain /ˈkæptɪn/ n. 队长; 组长polar /ˈpəʊlə(r)/ adj. 极地的, 地极的base /beɪs/ n. 基地, 大本营; 基础. vt. 以……为基地anxiously /'æŋkʃəsli/ adv. 焦虑地; 不安地break down 停止运转, 出故障ambition /æmˈbɪʃn/ n. 抱负, 雄心; 追求, 夙愿exploration /ˌekspləˈreɪʃn/ n. 探险; 探索cheerful /ˈtʃɪəfl/ adj. 高兴的, 兴高采烈的prove /pruːv/ vt. 证明; 证实distant /ˈdɪstənt/ adj. 久远的; 遥远的continent /ˈkɒntɪnənt/ n. 洲, 大洲; 大陆honesty /ˈɒnəsti/ n. 坦诚; 诚实, 正直sincerity /sɪn'serəti/ n. 真诚, 真挚, 诚实bravery /ˈbreɪvəri/ n. 勇气; 勇敢的行为Writing Workshop A BROCHUREbrochure /ˈbrəʊʃə(r)/ n. 小册子shelter /ˈʃeltə(r)/ n. 避难所aftershock /ˈɑːftəʃɒk/ n. (地震的)余震observe /əbˈzɜːv/ v. 观察; 注意metal /ˈmetl/ n. 金属Reading club 1varied /ˈveərid/ adj. 各种各样的, 形形色色的scary /ˈskeəri/ adj. 可怕的, 恐怖的harmless /ˈhɑːmləs/ adj. 无害的skiing /ˈskiːɪŋ/ n. 滑雪运动Reading Club 2originality /əˌrɪdʒəˈnæləti/ n. 独创性; 创造力disappearance /ˌdɪsəˈpɪərəns/ n. 消亡, 消失说明：带*号的词为《普通高中英语课程标准（2017年版）》必修和选择性必修以外词汇。
高三英语北师大版2019一轮复习必修第二册Unit 5 Humans and Nature 课件
18. living adj.活的，活着的
19. title n.题目，标题
III. 拓展词汇——通其变
1.erupt v.爆发；喷出→eruption n.爆发 2.ecology n.生态；生态学→ecological adj.生态学的；生态的 3.shock vt.使震惊；使难以置信 n.震惊；休克；冲击→shocking
survive vi.& vt.活下来；幸存→survivor n.幸存者→survival n.幸存；残存物
【归纳】
survive from ... 从……存活下来
survive on ...依靠……生存下来
survive ...by ...
比……多活了……
【佳句】 I lay there and prayed. I didn’t know if there was any way that I could
II. 核心词汇——写其形
1. flood
n.洪水，水灾
2. wildlife
n.野生动植物，野生生物
3. soil n.土壤
4. overuse vt.过度使用；滥用
5. greenhouse n.温室，暖房 6. wave n.海浪；波涛
7. file n.档案，卷宗
8. soul n.灵魂
9. edge n.边缘
10. vehicle n.交通工具，车辆
11. trap
vt.困住；使陷于危险中
12. loss
n.丧失；死亡
13. site n.场所，地点
14. battle
n.较量，竞争；斗争；战斗
15. nearby
adv.附近
16. captain
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.。
Unit5HumansandNatureReadingClub教学设计高中英语北师大版
北师大版（2019）必修第二册Unit 5 Humans and NatureReading Club教材分析：该课程属于高中英语必修二的第五单元，主要涉及人类与自然的关系。
教材主要由一篇阅读材料组成，内容丰富，涉及生态环境保护、人类活动对自然界的影响等方面。
教学目标：1. 语言目标：学生能够通过阅读材料，理解文章的主要内容和细节，掌握相关词汇和表达方式。
2. 知识目标：学生了解人类与自然的关系，认识到人类活动对自然环境的影响。
3. 思想品德目标：培养学生对环境保护的意识和责任感，引导他们积极参与环保行动。
教学重点：1. 学生对文章的主要内容和细节的理解。
2. 学生对相关词汇和表达方式的掌握。
教学难点：1. 学生对文章的深层次理解。
2. 学生对人类与自然的关系及环境保护的重要性的认识。
学情分析：学生为高一学生，英语基础一般，有一定的阅读能力，但对于抽象概念和复杂句式的理解还存在困难。
此外，学生对环保意识的培养还需要加强。
教学策略：1. 激发学生学习兴趣，调动学生积极性。
2. 将抽象概念转化为具体实例，帮助学生理解。
3. 通过讨论和交流的方式，激发学生思考，培养学生的批判思维能力。
4. 引导学生提出环保行动建议，鼓励他们积极参与到实际行动中去。
教学方法：1. 阅读教学法：通过师生互动，让学生理解文章的主要内容和细节。
2. 讨论教学法：通过小组讨论或课堂讨论，激发学生思考，加深对文章的理解。
3. 情景教学法：通过引入真实的环境问题和案例，让学生更好地理解人类与自然的关系及环境保护的重要性。
我将采用阅读教学法、讨论教学法和情景教学法相结合的教学方法，通过激发学生学习兴趣、提供具体实例、引导学生思考和参与实际行动，帮助学生深入理解文章内容，掌握相关词汇和表达方式，培养他们对环境保护的意识和责任感。
导入环节：教学内容：介绍主题、激发学生兴趣教学活动：1. 展示一些有关自然和人类关系的图片，让学生观察并猜测图片的意义。
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。
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.。
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.。
高中英语必修第二册课件Unit 5 Humans and Nature—Writing Workshop-北师大版(2019)
• use simple and clear language. Make the information easy to remember;
• give advice with reasons for actions in different situations;
• use the present tense and imperatives;
Activity 4
Please write your own dos and
don’ts.
Dos
Don’ts
Activity 5
Compose your writing. 1. Outlining
Use the structure in Activity 3 to prepare an outline for your brochure.
Pair Work: Discuss and decide.
1. Which disaster do you want to write about?
2. What advice would you give on surviving it?
Activity 2
Read the brochure on page 41. Underline what you should do when you’re indoors, outdoors and in a car.
• Wait before moving to another • pSltaocpe.. • Stay seated. • Drive carefully when the quake stops.
Activity 4
Sentence Builder: dos and
高中英语北师大版(2019)必修第二册-Unit 5 Humans and Nature 课文填空练
Unit 5 Humans and Nature Topic Talk5.1 (P= Presenter S = Sarah Hughes)P: And you are now on Radio Richmond. We’ve got Sarah Hughes from West London Wildlife. Sarah, do you teach people about nature in this part of London?S: Yes, we’re lucky. Actually, 1.______________ （整个城市）is quite green. About66 percent of the city 2. ______________（被…所覆盖）water or green space.Amazing, isn’t it? And there are three million 3. ______________（私人花园）. P：Three million? Wow!S: Yes. 4. ______________（这对野生动物很好）. You can see different kinds of birds – there are over 350.And there are other interesting animals too, like deer. My favourite animals are deer. We’ve got them here in Richmond Park.P: Talking about nature, what about the Thames River?S: Well, there’s less water pollution now than fifty years ago. In fact, there are about120 different kinds of fish in the river.P：And climate change?S: I think our climate is 5. ______________（确实是在变化）. And the 6.______________（温室效应）is 7. ______________（很明显）. For example, the winters aren’t as cold these days and we don’t get snow very often.P: And other environmental problems?S: The biggest environmental problems are air pollution and noise pollution from cars and airplanes. Nearly forty days a year in London 8. ______________（遭受）dangerous levels of pollution. That’s very worrying.P: OK, thanks a lot, Sarah, for sharing with us.5.2 （B= Boy G=Girl）B: Wow. The lecture was so shocking. I didn’t know we 9. ______________（正如此严重地破坏着自然）.G: 10. ______________（我也不知道）. We tried to 11. ______________（利用自然）as much as we could, but we 12. ______________（做得太过分了）. Nature got hurt, felt pain, and 13. ______________. (最终背弃了我们)B: Yes. Nature is our home. Humans, animals, plants and all other living things live in it. We should 14. ______________（爱护）our “home”.G: Just like 15. _________________（讲座的标题）– Living with Nature – we should protect nature.B：I agree. In the future, we should…Unit 5 Lesson 1 A Sea Story （Part 1）About three years ago, something terrible happened to me. That was the day when it took only six hours to 1. __________________ (击碎我的身体和灵魂). You think I am a very old man – but I am not. It took 2. __________________ (不到一天的时间) to change my hair from black to white.One day, my two brothers and I were coming back from the islands where we often 3. __________________ (冒险去) and got more fish than others. 4. _______________ (突然), the sky 5.__________________ (被乌云笼罩) and 6.__________________（刹那间）we were in a terrible storm. 7. __________________（一个巨浪）covered our boat and my younger brother 8. __________________（掉进了海里）. My elder brother 9.__________________ (把嘴凑到我耳边) and 10. _______________（大喊）“Moskoe-strom!” 11.__________________（一听到这个词）I 12. ________________（恐惧至极）. I knew what he meant by that one word 13. ____________（很，相当）.14. __________________（随着风浪）, we were going 15. __________________（朝着漩涡的方向）. We were 16. __________ （无助的）. Nothing could save us. I 17. ___________（感到恶心的）, 17. ___________ （好像；仿佛）I was falling from a mountain top in a dream. We 18. __________________（一直旋转）, nearer and nearer to 19. __________________（可怕的漩涡边缘）. It may appear strange, but 20. __________________（在那时）,when we were ______________(在…的边缘) the whirlpool, I felt 21. _______ (更平静) than when we were 22. __________________（朝它移动）. I began to think 23. _________________（这是多么令人惊奇的事）to die in such a way, and how wonderful it was to see 24. __________________（自然的力量）. Suddenly, we went over the edge. I thought my life was over. But 25. __________________（时间一分一秒的过去）, and I was still safe.Unit 5 Lesson 1 A Sea Story （Part 2）The boat was 1. __________________（在…的里面）the huge whirlpool and we were 2. _____________________（以极快的速度绕着圈子）. I saw clearly that there were other objects in the whirlpool – trees and barrels. After a while, I 3. _____________（产生了好奇）the whirlpool itself. I then made 4. ________________（三个重要的观察结果）. The first, the larger the bodies were, 5. ________________（更快）they fell; the second, between two objects 6. ________________（同等面积的）, round objects fell down 7. ________________（没那么快）; and the third, between two objects of the same size, objects 8. _______________（形如管状的）fell down more slowly. So I 9. ________________（把自己绑到一个桶上）to 10. _____________ (帮助我漂浮). I tried to make my brother understand, but he was too frightened and stayed in the heavy boat. 11. __________________（没有等待）, l jumped into the sea to try and escape.12. __________________（如你所见）, the reason why I’m here to tell the story is that I 13. __________________（做了正确的决定）. Some time after I left the boat, with my brother in it, it 14. ________________（被拉进了）15. __________________ （…的底部）the whirlpool. 16. __________________（没多久）, the whirlpool 17. __________________（变得没那么疯狂了）. Then the sky was clear, the wind calmer, and the moon was shining. I was still tied to the barrel and the waves 18. __________________（很快把我带到）an area where the other fishermen were. In the end, a boat 19. __________________（救起我）. I was very tired. The fishermen were my old friends, but they were unable to recognize me. When I told them my story, they did not believe it. Now I have told you, and I 20. ____________________ （不指望你相信我）any more than the fishermen did.5.3 (P= Presenter W=Mr. Wang)P: … As you know, natural disasters like earthquakes, floods and landslides can cause death and other loss and damage that is 1.________________(难以估量). So what do 2. ________________ (专业救援队) do when a natural disaster happens?Today, Mr. Wang from China International Search and Rescue Team is here to tell us all about this.W: Hello, everyone!P: Mr. Wang, I know you have been part of many 3. ________________ (海外救援行动), as well as in China, for example the Wenchuan earthquake in 2008. So what happens 4. ________________ (在你们的救援尝试中)?W: Well, our first and most important goal is to 5. ________________ (拯救生命), for example at an earthquake site. So we use 6. ________________ (搜救车辆) and trained dogs to look for anyone who is 7. ________________ (仍然活着) and try our best to save them.P: Sounds like 8. ________________ (一个非常具有挑战性的过程). How long does a rescue attempt usually take?W: To give you an example, one of my recent attempts was the Nepal earthquake.Over sixty members and six dogs took part, and we were there for twelve days.We rescued two people and 9. ________________ (提供医疗帮助) to over 2,000 people.P: Twelve days! You rescued two people and helped 2,000! 10. _______________ (难以想象). 11. ________________(那一定很艰难).W: Yes. It was 12. ________________ (一场与时间的斗争).P: Wow, 13. ________________________________ (我难以想象你们的压力有多大).W: lt’s 14. ________________ (确实辛苦). But 15. ______________________ __________________________ (尽力减少痛苦和生命的损失是我们的责任).We’re trained to do so.5.4 (W = Mr. Wang P = Presenter)W: … So, we feel proud of what we do…P: Excuse me, Mr. Wang, but can I 1. ________________ (打断你) there? You’ve told us a lot about how you 2. ________________ (进行救援的尝试), but could you please tell us more about 3. ________________（保护）? For example, what should we do in an earthquake?W: Right. If you’re 4. _____________（在户外）, stay there and 5.________________（离开）any buildings or streetlights. If you’re 6.________________（在室内）, 7. ________________ （远离）anything that can break or fall, like windows or lamps.P: But 8. ________________（如果我被困了怎么办）? Should I try to 9.________________（尽可能大声叫喊）, or …W: Sorry, but 10. ________________________________ (我的建议是撞击墙壁) to help people find you and only shout when someone is nearby.P: 11. _____________________ (抱歉再次打断您). 12. ________________ (但是为什么会如此)?W: This is because shouting can cause you to 13. ______________________. (吸入大量危险的灰尘)P: I didn’t know that – great advice! We’ve all learnt a lot today. Well, I’d love to know more, but, unfortunately, we’ve 14. ________________ (没有时间了). So, I’m very sorry, but we’ll have to finish there. Thank you again, Mr Wang.W：15. ________________ (别客气;我很荣幸).Race to the Pole （Part 1）On l June, 1910, Captain Robert Falcon Scott left London to begin his journey to Antarctica. While he was 1. ________________（在去往…的途中）Antarctica, he 2. _________________ (收到了来自…的消息) the Norwegian 3. _________（探险家）Roald Amundsen which said he was going south, too. Then 4. ________________（奔向南极的赛跑）began!5. __________________（在极地的夏季期间）of 1910 – 1911, both teams organized food bases6. ________________（为…做准备）their journeys the next year. Then came the total darkness of the polar winter. Scott and Amundsen7. _______________（焦急地等待）spring.Amundsen was the first to leave on 8 September, 1911. He had teams of dogs 8. ________________（拉雪橇）and all his men were 9. _______________（在滑板上行进）. Because of this, he 10. ________________ (进展很快). Scott left on l November and soon had problems. First, his two sledges 11. _____________（出故障）and then the horses began to 12. ________________（应对…有严重的问题）the snow and the cold. 13. ________________（过了一阵子）, Scott and his men had to 14. __________________（自己推雪橇）.Amundsen reached the Pole on 14 December, 1911 and 15. _________ Norwegian _______（插一面旗子）there. Then he 16. ________________（为归程做准备）. Amundsen and his team arrived safely back to their starting base on 25 January, 1912, 17. _______________（比…… 提前十天）their 18. _________（计划日程）. Scott finally arrived at the Pole with four team members on 17 January, 1912. They were shocked when they saw the Norwegian flag. Scott wrote in his diary:“Well, we have now 19. __________（失去了我们奋斗的目标）and must 20. _______________（面对800英里的艰苦行进）– and goodbye to most of our dreams.”Race to the Pole （Part 2）The return journey was one of the worst 1. ________________ (在探险史上). The men were soon very tired and were 2. ________________（吃光了食物）. The weather conditions were terrible. Scott started to 3. ________________（意识到他们令人绝望的处境）:“We are very cheerful, but what each man feels in his heart I can only guess. 4. ________________（穿上鞋）in the morning is getting slower and slower: However, 5. ________________（在他们返回的路上）they found time to look for rocks. They carried twenty kilos of rocks 6. ________________（一路上）with them. Later, these rocks 7. ________________（证实……）8. ________________（在遥远的过去曾经）, the continent of Antarctica was covered by plants.Then disaster came. Edgar Evans 9. ___________________ (得了一种可怕的病) and died after a bad fall. The next to go was Captain Oates, who was 10. ____________________（走路非常困难）. Scott recorded his death:“He said, ‘I am just going outside and may be some time’…. We knew that poor Oates was 11. ________________ (走向死亡),but though we tried to stop him, we knew that it was the act of a brave man and an English gentleman. We all hope to 12. ___________________（以同样的精神挺到最后）, and certainly the end is not far.”Scott and two of his team members 13. ________________（继续行进）and got 14. ___________________（不足11英里的）one of their food bases. But then a terrible storm started and they could not leave their tent. Scott spent some of his last hours writing. He wrote a letter 15. ________________（充满悲伤）to his wife Kathleen:“I could tell you lots and lots about this journey. What stories you would have for the boy … but 16. ________________（付出了多大的代价啊）.”Scott’s diary also told the story of their end:“We are getting weaker and weaker and the end can’t be far. It seems a pity, but I do not think I can write more.”The news of Scott’s death 17. ________________（震惊了世界）. Even Amundsen was moved by Scott’s death saying “Captain Scott left a record, for 18. ________________ , for__________（诚实，真诚，勇敢）, for everything that makes a man”. Scott had 19. ________________（没有赢得比赛）to the Pole, but the great courage shown by Scott and his men 20. ________________（使他们成为英雄）.。