高中英语 UNIT 5 Humans and nature导读话题妙切入(教师用书)教案 北师大版必
Unit5HumansandNatureLesson3Racetothepole教学设计高中英语北师
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。
新教材高中英语Unit5HumansandnatureSectionⅡ理解课文精研读课件北师大版必
新教材高中英语Unit5HumansandnatureSectionⅡ理解课文精研读课件北师大版必修第二册
2021/4/17
新教材高中英语Unit5HumansandnatureSectionⅡ理解课文精
1
研读课件北师大版必修第二册
UNIT 5 HUMANS AND NATURE
Section Ⅱ Lesson 2 & Lesson 3 理解课文精研读
B．his men arrived there by plane
C．dogs pulled his sledges and his men were on skis
D．his men did not meet with snow and cold
14
3 ． In the return journey ， Scott met with the following
3
速读 P36－P37 教材课文，完成下列任务。 Ⅰ.阅读判断。 判断下列句子提供的信息是正确，还是错误，还是没有提及： 1．Scott received Amundsen's message in 1911. A．Right. B．Wrong. C．Not mentioned. 2．Scott made rapid progress because of his good preparations. A．Right. B．Wrong. C．Not mentioned.
8
They waited anxiously for 2. spring ．Amundsen was the The race first 3. to leave and he made rapid progress.Scott left on between 1 November and soon had problems.Amundsen reached Scott and the Pole on 14 December，1911.Scott arrived at the Pole Amundsen on 17 January，1912 and were shocked to see the
Unit5HumansandnatureLesson1Aseastory课件高中英语北师大版(1)
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Underline all the linking words related to time and read them aloud.
Para
Linking words
Para.1 about three years ago
Para.2 one day, all at once, in less than a minute, the moment
thrilling, fascinating and
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③
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When? Where?
What? Why? ④
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Read for understanding
高一英语师大版必修二Unit5HumansAndNature91教案
about the wildlife in New Zealand.
4)Read “Places to Visit and Things to Do”.
Find out basic information about sightseeing and activities in New Zealand.
教 案
教学基本信息
课题
Unit 5 Humans And Nature (9)---Reading Club 1
学科
英语
学段：高中
年级
高一
教材
书名：英语必修第二册出版社：北京师范大学出版社出版日期：2019年8月
教学目标及教学重点、难点
在本课结束时, 学生能够:
1.通过阅读文章,提炼出有关新西兰在地理、气候、野生动物及游览活动等方面的信息。
Task 3 Reading & Understanding
1)Read “Fact File and Geography”. Find out basic information of New Zealand and complete the table.
2)Watch the video. Find out more information about New Zealand.
Students tell which country it is by the picture.
2. Watch a short video about New Zealand.
3.The teacher shows some tips aboБайду номын сангаасt the country.
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.。
Unit 5 Lesson 英语教案高中英语北师大版(2019)必修第二册
Unit 5 Humans and NatureLesson 3 Race to the poleObjectives:To learn about the race to the South Pole and its historical significanceTo develop reading and comprehension skillsTo practice critical thinking and analysisMaterials:Textbook: Unit 5, Lesson 3 - "Race to the Pole"Handout: Discussion QuestionsProcedure:Warm-upAsk students if they know anything about the race to the South Pole or any other historical exploration expeditions.ReadingHave students read the story "Race to the Pole" in their textbooks individually.Ask students to underline any new vocabulary words or concepts that they are unfamiliar with. Ask students to summarize the story in their own words and share with a partner.Comprehension QuestionsAsk students to answer the comprehension questions at the end of the story individually or in pairs.Go over the answers as a class and discuss any differing opinions or perspectives.DiscussionHand out the Discussion Questions handout and have students discuss the questions in small groups.After students have had time to discuss, ask for volunteers to share their thoughts and opinions with the class.Extension Activity (Optional)Assign students to research one of the explorers mentioned in the story, such as Roald Amundsen or Robert Falcon Scott, and create a presentation on their life and accomplishments.Assessment:Participation in discussion and comprehension questionsQuality of critical thinking and analysis in discussionDiscussion Questions:What qualities do you think are necessary for someone to become an explorer?In your opinion, was the race to the South Pole worth the risks involved? Why or why not?Do you think that exploration is still important in modern times? Why or why not?Were the explorers in the story more motivated by personal glory or by a desire to advance scientific knowledge? Explain your answer.What do you think are some of the potential dangers or challenges of exploration that are unique to the 21st century?Homework:Imagine you are a member of one of the teams in the race to the South Pole. Write a diary entry describing your experiences during the journey, including the challenges you faced and how you overcame them.。
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.。
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UNIT 5 Humans and nature
All nature is but art，unknown to thee.
整个自然都是艺术，这是你所不知的。
—Pope
Nature is not governed except by obeying her.
自然不可驾驭，除非顺从她。
—Bacon
Deviation from nature is deviation from happiness.
对自然的背离就是对欢乐的背离。
—Samuel Johnson
Our motto，as you know，is Live according to Nature.
如你所知，我们的格言是“遵照自然去生活〞。
—Seneca
The intimacy between man and Nature began with the birth of man on the earth，and bees each century more intelligent and farreaching.To Nature，therefore，we turn as to the oldest aim and most influential teacher of our race；from one point of view，once our taskmaster，now our servant；from another point of view，our constant friend，instructor and inspirer.
Have you ever noticed that，in the summer，when your
sweat dries it will leave marks on your Tshirt? The marks
are tiny bits of salt.
If you go to the seaside，you will know that seawater
does the same to your clothes，because it also has a lot
of salt in it.
Water evaporates (蒸发) from the surface of the sea but the salt remains.Have you ever thought about whether the seas will keep getting saltier? The answer is no.The oceans have stayed at about 3.5 percent salt content for hundreds of millions of
years.It maintains a constant level of salt in different ways.
The outer hard crust of Earth is made up of a dozen or so hard plates that drift (漂流) on extremely hot，soft rock like floating islands on a sea.The heat within Earth is not the same everywhere and the plates move due to the heat.
When an ocean plate bumps into a land plate，the less dense land plate floats over the ocean one.The ocean floor gets pushed under，and its salty rocks，along with shells and bones，are lost deep within Earth.
So，that's why the seas are salty but don't get any saltier.
[探究发现]
1．Find out what are the marks on your Tshirt?
Tiny bits of salt.
2．Find out if the salt in the seas can evaporate?
No.
3．Find out if the heat within Earth is the same?
No.。