高中英语北师大版(2019)必修第二册-Unit 5 Lesson 3-课件
新教材北师大版高中英语必修第三册全册精品教学课件(共620页)
2．The...are just amazing.They are all very...
那些……太棒了。 他们都很…… [仿写] 那些音乐家/歌手/演员/舞蹈演员/画家/乐队太棒了。 他们都很有才华/专业/出色/有创造力。 The _m__u_si_c_ia_n_s_/_si_n_g_e_r_s/_a_c_to_r_s_(_a_c_tr_e_s_se_s_)_/d_a_n_c_e_r_s/_p_a_in_t_e_rs_/_b_a_n_d_s__ are just amazing. They are all very _ta_l_e_n_te_d_/_p_ro_f_e_s_s_io_n_a_l_/f_a_n_ta_s_ti_c_/c_r_e_a_ti_v_e_____.
Section Ⅲ Lesson 2
Section Ⅴ The rest parts of the unit
Unit 8 Green Living
Section Ⅰ Topic talk Section Ⅳ Lesson 3
Section Ⅱ Lesson 1
Section Ⅲ Lesson 2
Section Ⅴ The rest parts of the unit
贝多芬是最著名的古典音乐作曲家。 3．As far as I’m concerned, music is the source of joys and inspiration in life.
就我个人而言，音乐是生活中快乐和灵感的源泉。
4．Moreover, listening to some soft music does relax your mood and give you a new start. 而且，听轻音乐的确能使你心情放松，给你一个新的开端。
Unit 3 The Internet 课件-高中英语人教版(2019)必修第二册
Choose one of the topics below and use the notes to draft your blog post.
Online shopping sites
Online chat rooms
• Use a website you are Social networking apps • Don’t give out too
language powerful. Add details.
（Examples/Definitions/Comparison)
Ending Ask for comments.
短语积累
1. post comments 2. click on 3. protect your privacy 4. give out the address or phone number 5. steal your identity 6. a common and serious problem 7. become a target of a troll or cyberbully 8. stir up trouble 9. post embarrassing photos and information 10. make fun of 11. the online troublemakers
strong
Why do we have comments in a blog?
interactivity To hear different voices from the outside world (互动性) To put heads together and come up with more ideas
Language Advanced高级的 expressions or sentence patterns句
Unit 5 Lesson 4 Writing Workshop 课件高中英语北师大版必修第二册
Step III Focus on structure and language
2）否定结构 Do型&Be型：Don't be / do.. . Let型：Don't let+宾语+动词原形(+其他 成分). 或者：Let+宾语+not+动词原形 (+其他成分). eg: Go and wash your hands.去洗手。（命令）Watch your steps.走路小心。（叮嘱）
A small book or magazine containing pictures and information about a product , service or advice.
Step II Read for writing
2. Read the brochure about surviving an earthquake on page 41 and find out what’s the main idea?
Sentence Builder
Imperatives for Dos and Don'ts Dos
祈使语气；祈使语气动词
Drop down onto your hands and knees.
Cover your head and neck with your hands,arms or hard objects.
Don'ts
Don't try to run out of the building during an earthquake.
Step III Focus on structure and language
学习小贴士 祈使句 祈使句可用于表示命令、请求、建议、劝告、警告、禁止等。 祈使句的主语 常是you,且常省略。它以动词原形开头，句尾 用感叹号或句点，句子用降调。祈使 句的结构如下： (1)肯定结构 Do型：动词原形(+宾语)+其他成分 Be型：Be+表语(+其他成分). Let型：Let+宾语+动词原形(+其他成分).
听力材料讲解 课后习题讲解课件- 高中英语北师大版(2019)必修第二册
课本87页5 Expressing Certainty and Uncertainty Complete the conversation. A:I watched a documentary last night about the actor Christopher Reeve.He was such a remarkable person.
behind bars
About Martin Luther King Date of birth 15 January ,1929 Date of death 4 April ,1968
His early experience He _s_u_f_f_e_r_e_d__r_a_c_i_a_l_d__is__c_e_i_m__in_a__ti_o_n__. when he was young. One day in 1943,King took the bus with his black teacher. The white bus driver told them to give their seats to two white people. King had to ___g_iv__e__u_p__h_i_s__s_e_a__t ________.From that event King was determined to fight for black people to__w__in__e__q_u_a__l_r_ig__h_t_s______ _.
2024-2025学年高一英语必修第二册(北师版)教学课件UNIT5LESSON1
教材原句p.30 to escape 逃跑 1单e击sc此ap处e 编v. 辑& 母n. 版标题样式 （1）vi. & vt. 逃跑；逃走；避开；被遗忘；被忽略
escape from 从……逃离 escape to 逃至…… escape doing/being done 逃跑；逃避做…… 搭配 narrowly escape 九死一生 escape/avoid responsibility 逃避 / 回避责任 escape from reality 逃避现实 escape from one’s mind/memory 某事被某人忘记 They were capable of escaping from the burning house. 他们能从着火的房子里逃出来。 （2）n. 逃跑；逃避 搭配 a narrow/lucky escape 死里逃生；幸运逃脱 an escape route 逃跑路线
单 W击o此处rk编辑in母版g标r题o样u式p to complTehtreee yteahrseagmo ind map
My brothers and I
“Moskoe-strom”
fell into the sea were carried towards the direction of the whirlpool wnarrow escape from death （死里逃生）in the car crash，which was lucky for him.
(10)As an adult，you shouldn’t escape /avoid responsibility （逃避责任）.
He took an elaborate escape route from South Africa to Britain. 他周密安排了一条路线从南非逃往英国。
【课件】Unit+5Reading+for+writing+课件高中英语人教版(2019)必修第二册
Para 4 ... when we feel sad or alone.
Summary
Para.1: Introduction and topic Para.2: Problem: disease
Solution: listen to music Para.3: Feelings: ... Para.4: Hope
Give a brief summary about your experience: what you have learnt/ how it made you feel.
✓ However，music is like an old friend. Music is like sunshine. Music is like a special language that everyone can understand.
MUSIC
Learn useful expression.
强调音乐的作用，重申主题
sad or alone. During those times, music canRheelpaydoiuningthef osamr e wwaryi tthiant igt
呼吁
helped me. I hope all of you will somehow/ˈSsʌmo hnaʊ/g begin to treasure music
MUSIC
Learn for good expressions.
✓ The song made me feel so much better that from then on I began to listen to music all the time.
✓ When I knew the news, I cried with tears pouring down my cheeks like spring.
高中英语北师大版(2019)必修第二册-Unit 5 Lesson 2 单词讲解和听力练习
10.duty n. 责任 职责 义务 take one's duty to do sth 某人的责任做某事
It is one’s duty to do sth. 该到某人的责任做某事
11.suffering n. （肉体，精神上）痛苦 折磨
sufferer n. 受苦者，受难者
v. 搏斗，奋斗，斗争 The winner is always the one who has no fear to battle with himself in one's life. 只有勇于与自己作战的人才是生活中的赢家。
battle,war,campaign,struggle,fight 区别：
2.trap n.(捕捉动物的)陷阱)困境，牢笼 v.使落入险境;使陷入困境;卡住;夹住
avoid the trap of doing sth 避免掉进陷阱
trap sb into sth/into doing sth 使陷入圈套；使中计；使上当
set a trap 设陷阱；设圈套
3.attempt n.企图;试图;尝试; v.努力;尝试;试图
6.damag vt.& vi. 损害，毁坏； China damages easily. 瓷器容易破损。
n. 损害，损毁；赔偿金； Your father is furious about the damage you have done to the flower beds. 你把花坛损坏了,你父亲对此非常生气。
battle侧重指战争中的一次较全面、时间较长的战斗， 也指陆军或海军在某一特定地区进行的战斗，或个人之 间的争斗。
war是战争的总称，一般指包括多个战役的大规模战争。
新教材北师大版高中英语必修第三册全册精品教学课件(共620页)
Ⅱ.While-listening 1．Finish Ex 2 on Page 6. 2．Finish Ex 4 on Page 7.
Ⅲ.Post-listening—Listen to 7.2 again and fill in the blanks.
(E＝Eric
D＝Daisy)
E：What are you doing on Saturday afternoon, Daisy? I have tickets for ①_B_e_i_ji_n_g_O__p_e_ra_！
Ⅲ.Talk about what you think about art using the following sayings or proverbs. 1．The love of beauty is an essential part of all healthy human nature.
Ⅱ.文化知识习得
梵·高简介 文森特·威廉·梵·高，出生于荷兰南部布拉邦特，毕业于蒂尔堡大学，荷兰后印象 派画家，是表现主义的先驱，深深影响了二十世纪艺术，尤其是野兽派与德国表现 主义。 梵·高的作品有《星夜》、《向日葵》、《有乌鸦的麦田》等。他的作品现已跻 身于全球广为人知的艺术作品的行列。他在2004年票选最伟大的荷兰人当中，排名 第十位。
5．He showed his unusual talent for piano at the age of 3, when he began to play the piano. 他三岁开始弹钢琴的时候，在钢琴方面显示了非凡的天赋。
6．In addition to improving creativity, learning music will be useful to children throughout their lives. 除了提高小孩的创造力外，学习音乐使小孩终生受益。
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.。
2024-2025学年高一英语必修第二册(北师版)教学课件UNIT5LESSON2
单击此处编辑母版标题样式
Activity 4
Listen to the second part of the interview. What advice does Mr Wang give about surviving an earthquake when you’re outdoors，indoors or trapped?
1 Our first and most important goal is to save lives .（ MI ） 2 We use search and rescue vehicles and trained dogs to look for anyone who is
still alive.（ D ） 3 In a rescue attempt during the Nepal earthquake： ·Over sixty members and six dogs took part，and we were there for twelve days.（ D ） ·We rescued 2，000 people and provided medical help to over 2，000 people.（ D ） 4 It’s our duty to try to reduce suffering and the loss of life.（ MI ）
days. We rescued two people and provided medical help to over 2，000 people. P： Twelve days! You rescued two people and helped 2，000! Hard to imagine. It must have been really tough. W： Yes. It was a battle against time. P： Wow，I can’t imagine how much pressure you are