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）.。
Unit+5+Lesson+1+课件-2022-2023学年高中英语北师大版(2019)必修第二册
wild
Example A fisherman is trying to survive a storm. He tied a barrel to himself and floated on the sea, but the other fisherman was still on the boat …
_______ti_re_d_______
Байду номын сангаас
Post-reading
Think and share.
1. What were the three observations the storyteller made? 2. Why did the storyteller survive while his elder brother didn’t? 3. What does the storyteller mean by “it took only six hours to
____h__o_p_e_le_s_s_____
While-reading
The boat was on the inside of _t_h_e_h_u_g_e__w_h_i_rl_p_o_o_l_ and we were going round __in__ci_r_c_le_s_ __a_t _g_re_a_t_s_p_e_e_d__. After I made three important observations, I tied myself to _a__b_a_rr_e_l_to__h_e_lp_ _m__e_f_lo_a_t_. I tried to make my brother _u_n_d_e_r_st_a_n_d_, but he was _t_o_o_f_r_ig_h_t_e_n_e_d_t_o_g_e_t_i_t __.
Unit 5 Lesson1 单词课件-高中英语北师大版(2019)必修第二册
Comment
n.评论，意见，批评 sharp comment 尖锐的批评
v.评论；表达意见 I don’t think I can comment on his decision. 我觉得我无法对他的决定做出评价。
serv , serve 表"服务，保护" ✓ observe v.遵守，观察 ✓ observant adj.善于观察的，机警的 ✓ observance n.遵守，奉行（法律，习俗） ✓ observatory n.观象台；晾望台 ✓ escape observation 未引起注意 ✓ keep / under … observation 在…监视下 ✓ close and careful observation 细致入微的观察 ✓ make an observation of 对．....．做出评论
这里有个通向海的缓坡。 ➢ His swift descent from respected academic to struggling
small businessman. 他从受人尊敬的学者到挣扎求存的小商人的迅速沦落 。 ➢ There was a descent of temperature after rain . 雨后气温下降了。 ➢ a person of African descent 一个非洲血统的人
observation
［名］观察；观测；注意；监视；（观察后的）意见
a man of keen observation 观察力敏锐的人 This matter has come under the mayor’s observation.这件事已经引起了市长 的注意。 a sound observation 合理的说法
Humans+and+Nature+Reading+Club+教学设计 高中英语北师大版(2019)
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。
北师大版英语(2019)必修第二册 Unit 5 Huamns and nature 单元词汇讲解
Topic Talk1.disaster n. 灾难; 彻底的失败; 不幸; 祸患;变形复数: disastersAn investigation is underway to find out how the disaster happened.调查已经展开，以查明灾难是如何发生的。
It would be a disaster for them not to reach the semi-finals.如果不能挺进半决赛，对他们来说就是完败。
2.floodn. 洪水; 泛滥; 溢流; 探照灯;Flood waters washed away one of the main bridges in Pusan.洪水冲垮了釜山的一座主要桥梁。
vi. 涌出; 为水淹没; 大批涌入;大量云集Large numbers of immigrants flooded into the area...大量移民涌入这个地区vt. 淹没;Many streams have flooded their banks, making some roads impassable. 许多小河的水已经漫过堤岸，造成一些道路不能通行。
3.volcanicadj. 火山的; 猛烈的; 暴烈的;Over 200 people have been killed by volcanic eruptions.火山喷发已导致200多人丧生。
volcano n. 火山; 复数: volcanoesThe volcano erupted last year killing about 600 people.去年那座火山喷发致使约600人遇难。
4.eruption n. 喷发，爆发; 复数: eruptionsThe temple was destroyed in the violent eruption of 1470 BC.庙宇在公元前1470年猛烈的火山爆发中摧毁了.erupt vi. 爆发; 喷发; 突然发生; 出疹; vt. 爆发;He says it's like a volcano ready to erupt.他说这就像一座即将喷发的火山。
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 Lesson 3 教案 2022-2023学年高中英语北师大版(2019)必修第二册
Unit 5 Humans and Nature Lesson 3 Race to the poleObjective:By the end of the lesson, students will be able to:Understand the story of the race to the South PoleAnalyze the language and structure of the textDiscuss the significance of the race to the South PoleWrite a short essay on the race to the South PoleWarm-up:Show students a picture of the South Pole and ask them what they know about it. Encourage them to share any information or stories they might have heard about it. This will help activate their prior knowledge and engage their interest in the topic.Vocabulary:Introduce the vocabulary words in the text.Have students look up the definitions of these words and write them down in their notebooks.Reading and Analysis:Have students read the text silently.Analyze the language and structure of the text. Discuss the use of descriptive language, dialogue, and figurative language.Discussion:Ask students to discuss the following questions in pairs or small groups:Why do you think people embark on dangerous expeditions like the race to the South Pole? What qualities do you think are necessary to succeed in such a race?Do you think the risks and dangers involved in such expeditions are worth it?Have each group share their thoughts with the class.Writing:Ask students to write a short essay on the significance of the race to the South Pole. Encourage them to use the vocabulary words introduced earlier in their writing.Exercises:Vocabulary Matching: Have students match the vocabulary words related to "Race to the Pole" to their definitions.ExpeditionTrekHaulingTrekkingEndurancea. The ability to withstand difficult conditions.b. A long and difficult journey, especially on foot.c. A journey undertaken by a group of people with a particular purpose, especially that of exploration, research, or war.d. The act of pulling or dragging with effort or force.e. To go on a long and arduous journey, typically on foot.Fill in the Blank: Provide sentences related to the text and have students fill in the blank with the appropriate word.Roald Amundsen and Robert Scott were both explorers who raced to be the first to reach the ____ Pole.Amundsen's team relied on _____ to pull their sleds and transport supplies.Scott's team faced many challenges, including harsh weather conditions and problems with their _____.In the end, Amundsen's team was successful due to their better _____ and planning.SouthDogsEquipmentEnduranceAnswers:Vocabulary Matching:cedbaFill in the Blank:SouthDogsEquipmentPlanningHomework:Have students research and write a short report on a famous explorer or expedition in history. They should include information on the purpose of the expedition, the challenges faced, and the outcome. They can present their report in class the following day.。
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.。
(北师大版2019课标)高中英语必修第二册 Unit 5单元测试(含答案)
Unit 5 Humans and nature单元测试选择题部分一、听力(共两节，满分30分)第一节(共5小题；每小题1.5分，满分7.5分)听下面5段对话。
每段对话后有一个小题，从题中所给的A、B、C三个选项中选出最佳选项，并标在试卷的相应位置。
听完每段对话后，你都有10秒钟的时间来回答有关小题和阅读下一小题。
每段对话仅读一遍。
1. Who is looking for John?A. The woman.B. The manager.C. Lucy.2. What does the woman say about the washing machine?A. It should be replaced.B. It should be repaired.C. It should be sold.3. Where does the conversation probably take place?A. In a library.B. In a cinema.C. In a post office.4. What is the weather probably like now?A. Fine.B. Cloudy.C. Rainy.5. How did the woman get home yesterday?A. She caught a train.B. She drove home herself.C. Her friend gave her a lift.第二节(共15小题；每小题1.5分，满分22.5分)听下面5段对话或独白。
每段对话或独白后有几个小题，从题中所给的A、B、C三个选项中选出最佳选项，并标在试卷的相应位置。
听每段对话或独白前，你将有时间阅读各个小题，每小题5秒钟；听完后，各小题将给出5秒钟的作答时间。
每段对话或独白读两遍。
请听第6段材料，回答第6、7题。
6. What did the woman enjoy most during the journey?A. The beautiful scenery.B. The amazing food.C. The friendly people.7. What is the probable relationship between the two speakers?A. Customer and shop assistant.B. Guide and tourist.C. Husband and wife.请听第7段材料，回答第8、9题。
Unit+5+Writing+Workshop课件+高中英语北师大版(2019)必修第二册
Give Warnings / Prohibition: e.g. It’s wet paint. Don’t sit on the bench!
Don’t smoke! It’s bad for your health.
Give Orders / Commands: e.g. Come here at once!
Notes
2. Objects may also fall after an earthquake and there are always strong aftershocks. aftershock n. （地震后的）余震；后遗症 e.g. The aftershock was said to have lasted for about a minute and many high-rises in Chengdu rocked slightly. 据说余震持续了大约一分钟，成都一些高层建筑都有轻微晃动。 The war and its aftershocks had a profound effect on people here and abroad. 战争及其后遗症对国内外人民产生了深远的影响。
Open your books on page 33.
On Signs: e.g. Push
Pull Give way Stay on your right
北师大版英语(2019)必修第二册 Unit 5 Huamns and nature 文本分析
Unit 5 Humans and nature一、单元总体分析本单元围绕humans and nature话题展开，整个单元通过听说读写看等活动呈现主题内容。
为学生提供了丰富的多角度的与人与自然相关的话题，并以多种形式的语篇呈现了人类面对自然挑战，战胜自然、挑战自我, 在科考探险方面取得成就等各个方面，帮助学生了解我们生活的大自然并了解自然灾害及应对，以及现在珍贵的自然科考资料的来之不易。
启发学生关注世界，关注自然，了解国外文化及自然风光。
Topic Talk本课属于”人与自然”主题。
作为起始课，本课旨在引导学生关注身边环境，并意识到环保贡献不分大小，可以从身边事做起。
两段听力内容观察现象到分析原因再到讨论做法，环环相扣，有着内在的逻辑联系。
Lesson 1 A sea story是节选自19世纪美国诗人、小说家和文学评论家，美国浪漫主义思潮时期的重要成员埃德加·艾伦·坡(Edgar Allan Poe)(1809~1849)，于1841年发表的短篇小说《莫斯肯漩涡沉浮记》，本课讲述了一个渔夫如何经历莫斯肯漩涡并生存下来的奇幻故事。
本单元的主题是“人与自然“，在大自然面前人类的力量是渺小的，但是如果我们勇于面对灾难并能找到其内在的规律，我们还是能战胜自然的，这也是本文的这个故事想要告诉我们。
Lesson 2 Professional rescue team。
本课包含两段听力材料:第一段材料主要介绍了我国的专业救援队，第二段对话主要介绍专家给与得自救指导。
属于“人与自然”主题，旨在通过专家讲解，帮助学生更好地认识专业救援队，进而使学生更能理解施救与自救。
Lesson 3 Race to the pole 本课围绕探险精神展开，话题为南极探险，通过两个科考队的南极之旅讲述人与自然关系，人类挑战自我完成自我超越的过程。
通过描写Captain Scott和他的队员们历尽艰难困苦到达南极，却在回程的路上遇险的经历，赞扬了他们不屈不挠的冒险精神和向目标不断奋进的巨大勇气。