(共11张PPT)
北师大必修
第二册
Unit 5
Viewing Workshop
How Big Is the Universe
教学目
Lead-in
How big is the universe
What do you know about it
planets
…
infiniteness
vastness
UNIVERSE
star
galaxy
1
2
To learn something about it by watching a video about the universe
To talk about the universe
目标一：To learn something about it by watching a video about the universe
Activity 1: Complete the quiz with the right numbers.
13.8 billion 93 billion 46 billion
1. The universe is about __________ years old.
2. The observable universe is about _________ light years across in diameter.
3. Today the distant objects like stars that we can observe are a bit more than _________ light years away.
13.8 billion
93 billion
46 billion
Activity 2: Watch Part 1 of the video. Check your predictions from Activity 1.
Activity 3: Watch the rest of the plete the table.
Questions Observable Universe Whole Universe
1. How big is it
2. Is there an edge
3. Is there a centre
4. Is it getting bigger
The observable universe is about 93 billion light years across in diameter.
Infinite.
Yes. Temporal edge.
No.
Yes. Earth/You.
No.
Yes.
Yes.
目标二：To talk about the universe
Activity 1: Watch the whole video again. Discuss the questions.
1. What is the Earth compared to Is the comparison useful in understanding the infiniteness of the universe
2. What methods does the presenter use to enable viewers to understand this piece of knowledge in physics
Suggested Answers
1. The size of the Earth within the observable universe is roughly equivalent to the size of a virus within the solar system. That does not help much, because we cannot really appreciate the incomprehensible smallness of a virus nor the bewildering bigness of our solar system either.
2. The presenter provides comparisons that are relative to our knowledge.
Activity 2: What have you learnt about the size of the universe Find more information online and share with the class.
Retell something about the universe.(共16张PPT)
北师大必修
第二册
Unit 5
Lesson 1 A Sea Story (Ⅱ)
Grammar
1
2
To learn and master relative clauses introduced by relative adverbs when, where and why
To use relative clauses introduced by relative adverbs when, where and why in the specific context
目标一：To learn and master relative clauses introduced by relative adverbs when, where and why
Activity 1: Grammatical awareness. Find the attributive clauses in the sentence.
1. This is the book which interests me.
2. There were very few passengers who escaped without serious injury.
3. He is the man whose car was stolen last week.
4. The train that has just left is for Shenzhen.
5. The man whom we have just seen is a famous writer.
Let’s review the choice of relative pronouns!
Revision
关系代词 充当成分 指物 指人
主语
宾语
定语(……的)
which/that
who/that
which/that/不填
whom/who/that/ 不填
whose
Note1: 定语从句：当我们把一个句子用来做_______去修饰一个_____________时，这个句子就称为定语从句。
Note2: 被定语从句限定的词叫做_________,引导定语从句的词叫做_________，分别是__________和___________;其中__________________________为关系代词。
定语
名词或代词
先行词
引导词
关系代词
关系副词
which,that,who,whom,whose
关系副词都是谁呢？
Activity 2: Pair Work. Read the sentences from the text. Underline the words that introduce relative clauses and circle the words that the relative clauses refer to.
1. That was the day when it took only sis hours to break my body and soul.
2. ... the reason why I'm here to tell the story is that I made the right decision.
3. ... and the waves soon carried me to an area where the other fishermen were.
Can you analyse these sentences!
Presentation
1. That was the day when it took only six hours to break my body and soul.
先行词
关系副词
定语从句
That was the day.
It only took six hours to break my body and soul on the day.
时间
时间状语
2. The reason why I’m here to tell the story is that I made the right decision.
先行词
关系副词
定语从句
原因
The reason is that I made the right decision.
I’m here to tell the story for the reason.
原因状语
3. The waves soon carried me to an area where the other fishermen were.
先行词
关系副词
定语从句
The waves soon carried me to an area.
The other fishermen were in the area.
地点
地点状语
Summary
一、关系副词引导的定语从句
1. when引导的定语从句
当先行词是表示时间的名词(如time, day, year, month, week等)且关系词在从句中作时间状语时, 定语从句要用when引导。
e.g. Inglis said phone boxes called to mind an age when things were built to last.
2. why引导的定语从句
当先行词是表示原因的名词reason, 且关系词在从句中作原因状语时, 定语从句要用why引导。
e.g. This is the reason why(=for which) he leaves so soon.
如何选择关系代词和关系副词？
3. where引导的定语从句
当先行词是表示地点的名词(如place, room, mountain等), 且关系词在从句中作地点状语时, 定语从句要用where引导。
e.g. Have you ever been to the house where Lu Xun once lived
注意：如果先行词为表示抽象地点的名词(如case, state, condition, point, situation等), 且定语从句中成分完整时, 用关系副词where引导从句。
e.g. We have reached a point where a change is needed.
二、关系副词 VS 关系代词
① 从句缺少主、宾、定
关系代词
关系副词
② 从句缺状语
目标二：To use relative clauses introduced by relative adverbs when, where and why in the specific context
Activity 1: Pair Work. Read the sentences below and compare them. Which choice (a or b) do you think is better Why
1. a Is there a shop nearby I want to buy some sweets in the shop.
b Is there a shop nearby where I can buy some sweets
2. a We can go there on Sunday. Few people go to work on Sunday.
b We can go there on Sunday when few people go to work.
3. a He was so upset for some reason. He didn't tell me the reason.
b He didn't tell me the reason why he was so upset.
Using relative clauses helps to make the sentences logically clearer and concise. Relative clauses can also help to omit repeated words and expressions.
Activity 2: Complete the sentences about yourself using relative clauses.
1. I'll never forget the day ____________________________________.
2. I was born in a city town ___________________________________.
3. I'll never know the reason __________________________________.
Activity 3: Pair Work. Prepare a story about something scary or unusual you experienced or you know and use relative clauses to tell it to your partner.
Example
My story happened on a dark night when ...
Let’s review together!(共15张PPT)
北师大必修
第二册
Unit 5
Writing Workshop
A Brochure
教学目
Lead-in
Do you know how many disasters there are
floods
droughts
hurricanes
landslides
volcanic eruptions
1
2
To learn about how to survive an earthquake and the format and features of brochure by reading a brochure
To write a brochure about surviving a disaster
目标一：To learn about how to survive an earthquake and the format and features of a brochure by reading a brochure
Activity 1: Read the brochure about surviving an earthquake on page 41. Underline what you should do when you’re indoors, outdoors and in a car. Then answer the following questions.
Why “Don’t run…” comes first
Why does the author use pictures
It was the most important.
To help people understand, especially for the one who can’t read. They show them directly what to do.
Activity 2: Read the brochure again. Complete the table.
How to Survive an Earthquake
Situation 1
Situation 2
Situation 3
If you're indoors
If you're outdoors
If you're in a car
Don't run, but protect yourself.
Drop, cover and hold on.
Move away from anything that can fall.
Find a shelter where you can stay.
Wait before moving to another place.
Stop.
Stay seated.
Drive carefully when the quake stops.
Activity 3: Look at the Sentence Builder. Write a few sentences that you may want to include in your brochure about Dos and Don’ts for surviving a particular disaster.
Imperatives for Dos and Don'ts
Dos
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.
目标二：To write a brochure about surviving a disaster
Activity 1: You are going write a brochure about surviving a disaster. Discuss with your partner.
Which disaster do you want to write about
What advice would you give on surviving it
Step 1 Outlining. Use the structure to prepare an outline for your brochure.
How to Survive a(n) ______
If you're indoors
If you're outdoors
●
●
●
●
●
●
●
●
________________________
________________________
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
Situation 1
Situation 2
Situation 3
If you're in a car
Activity 2: Compose your writing.
Writing Help
Writing a Brochure
It's important to:
be clear and direct;
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;
include pictures and key words to show the important actions.
Step 2 Drafting. Use your outline and the Writing Help to write your first draft.
Say some words and expressions you may use.
Some words and expressions you may use:
protect, the most important thing is… , drop, cover, hold on, if possible, shelter, move away from…, fall down, objects, observe carefully, as soon as you can, metal body, falling objects, avoid, damage…
Step 3 Editing. Edit your brochure in pairs. Then share what you have written in class.
Does the writer focus on a clear topic 1 2 3 4 5
Does the writer make clear and direct points 1 2 3 4 5
Does the writer use simple and clear language 1 2 3 4 5
Does the writer give advice with reasons for different situations 1 2 3 4 5
Does the writer use the present tense and imperatives 1 2 3 4 5
Mark any spelling, punctuation or grammar errors. Mark any unclear expressions. Give suggestions if you can. Underline the expressions you like.
Comments:
Many people now live and work in very tall buildings. It is often not so easy to get away from these buildings in an emergency, resulting in great loss of lives. So how to survive in case of a fire is a problem concerning all those involved.
Don't lose your head if unfortunately a fire breaks out. First, telephone the fire department immediately when the fire just gets started. Take care not to be overcome by smoke, which can kill you quickly.
Sample
Cover your mouth with a wet towel or a wet cloth, and avoid getting into the smoke. Don't get in an elevator, as you may get trapped if the electricity fails. If you can not get away by your self, it is of great importance to hang something out of the window to attract attention as a sign of asking for help.
In short, if you make preparations beforehand and take precautions during the fire, chances are that you will survive in case of a fire if it really breaks out some day.
Retell how to survive an earthquake.(共15张PPT)
北师大必修
第二册
Unit 5
Topic Talk
教学目
Lead-in
视频：英国讽刺动画短片《人与自然》
1
2
To learn and talk about something about nature by listening
To talk about the relationship between humans and nature
目标一：To learn and talk about something about nature by listening
Activity 1: Look through P28~29, find out the new words in this period. Then read together as a whole.
disaster, flood, drought, hurricane, volcanic, eruption, wildlife, comment, crowded, landscape, living, weed, deer, insect, whale, dolphin, shark, kangaroo, eagle, fox, soil, climate, ecology, jungle, shock, lecture, overuse, million, greenhouse, turn one’s back, title
Activity 2: Pair work. What comes to your mind when you see the word “nature” Add more words to the following diagram. Then talk about each aspect.
Nature
Living things:
different kinds of animals and plants
Natural landscapes:
forests, rivers, grass, hills, etc.
Natural disasters:
floods, droughts, hurricanes, landslides, volcanic eruptions, etc.
...
Example There are many different kinds of animals and plants in nature.
Activity 3: Read the Text Builder carefully. Then listen to the dialogue and complete it.
Actually, the whole city is quite ments
About 66% of the city is covered with __________________. Nature landscape
It’s great for wildlife. You can see different kinds of _____. Living Things
There’s less _______________ now than fifty years ago. The biggest environmental problems are ____________ and ___________. Environmental Problems
water or green space
green
birds
water pollution
air pollution
noise pollution
Humans and Nature
Activity 4: Use the Text Builder to talk about the natural environment near the place where you live.
Think these questions over and they may help you:
1. Do you have areas of nature close to you
2. Is there wildlife close by
Sample
The city which I lived in is quite crowded, because there are so many people and cars. Actually, there is much green space. It’s said that 46% of the city is covered with trees and grass. We can see a variety of flowers in spring. Many birds are singing happily and they like living in this kind of environment.But we’re still concerned with the environment we live in, especially the air pollution caused by our humans.
Activity 5: Two students are talking about what they have learnt from a lecture about nature. Listen to the plete the information below.
The two students were shocked at the lecture on nature. They didn’t know that we were ______________ so much. They learnt that we overused nature. As a result, nature ________, felt pain and finally _____________ on us. They realised that nature is our home. Humans, animals, plants and _________________ live in it. We should __________ our “home”. We should ________ nature.
harming nature
got hurt
turned its back
all other living things
take care of
protect
What do they think is the relationship between human and nature
Nature is our home. Humans, animals, plants and all other living things live in it.
Activity 1: Read the following quotes and discuss the questions in groups.
目标二：To talk about the relationship between humans and nature
Quote & Unquote
The Earth and sky, woods and fields, lakes and rivers, the mountain and the sea, are excellent schoolmasters, and teach some of us more than we can ever learn from books.
—John Lubbock
Study nature, love nature, stay close to nature. It will never fail you.
—Frank Lloyd Wright
We cannot command nature except by obeying her.
—Francis Bacon
Wildlife extinction is not a process that gives you time to fix your mistakes. In the face of science, there are no second chances.
—Pan Wenshi
1. How can nature teach us
2. What can nature teach us
3. How can we obey nature
4. How can we stop wildlife extinction
5. How can nature inspire you in everyday life
Activity 2: Use the language you have learnt to talk about your understanding of the relationship between humans and nature.
Let’s call out words we have learnt in this section first.
nature, pollution, protection, extinction, wildlife…
Now use a word to describe the relationship between humans and nature.(共19张PPT)
北师大必修
第二册
Unit 5
Reading Clubs & Check Your Progress
教学目
Lead-in
视频：“绿色王国”——新西兰
1
2
To understand some content of New Zealand and some discussion of the film Wolf Totem by independent reading
To consolidate the topics and important points in this unit by relevant exercises
目标一：To understand some content of New Zealand and some discussion of the film Wolf Totem by independent reading
Activity 1: Fast Reading. Read the text quickly in Reading Club 1 and answer the questions.
1. How many aspects of New Zealand are included in passage
Four. Fact File, Geography, Wildlife, Places to Visit and Things to Do.
1) New Zealand is a country in the North Pacific.
2) The country is famous for its birds.
F
2. True or False Questions
T
Activity 2: General Understanding. Find at least five facts about New Zealand which show its uniqueness.
1) It has a lot more sheep than people.
2) It has more species of penguins than any other country.
3) It doesn’t have any snakes.
4) Almost every geographical species in the world can be found there.
5) It has a very varied climate.
6) It has a lot of unique native animals.
7) It’s home to the world’s largest insect—the giant weta.
8) One third of the country is made up of national parks.
Activity 3: Critical Thinking.
Find three opinions about New Zealand in the texts.
Suggested Answers
1. New Zealand’s forests are great for hiking and camping.
2. The South Island is the best place to go skiing.
3. The country’s beaches, lakes and rivers are perfect for boating and water sports.
Do you agree with these opinions What’s your opinion about New Zealand
1. New Zealand’s forests are great for hiking and camping.
2. The South Island is the best place to go skiing.
3. The country’s beaches, lakes and rivers are perfect for boating and water sports.
Yes. Because one third of the country is made up of national parks which are full of hiking trails and beautiful campsites.
I think so. But there are some amazing ski fields on the North Island, too.
Absolutely right! Thousands of kilometres of coastline, lakes and rivers make New Zealand a water sports paradise.
Activity 4: General Understanding. Read the text in Reading Club 2. Finish the two tasks.
Task 1 List the reasons why people enjoy the film Wolf Totem.
exciting scenes, good chance to learn about a different part of China, strong environmental message, shots of real wolves.
Task 2 Read TomTom’s second post. Why does TomTom admire the crew’s treatment of the wolves in the film
TomTom admires the treatment of the wolves because they had wolf clubs specially trained for the film, so they would trust humans and not be afraid of cameras.
Activity 5: Critical Thinking.
Pair work. What do you think the writer Jiang Rong wants to say about people and wolves Choose from the following statements and use evidence from the text to support your choices.
a People are more dangerous than wolves.
b People should kill dangerous animals.
c People should leave animals alone.
d Wolves are not very dangerous.
Suggested Answer
c People should leave animals alone.
Evidence:
Some greedy people steal a lot of meat from the wolf pack, which causes wolves to attack people.
The farmers kill the wolves. When there are no wolves, the grassland are destroyed by other animals and finally brings disaster to the grassland and farmers.
The book said, “If we don’t kill wolves, there’ll be fewer of us. But if we kill too many of them, there’ll be even fewer.”
目标二：To consolidate the topics and important points in this unit by relevant exercises
Activity 1: Chen Xi’s class is sharing stories about “Humans and Nature”. Here are four of them.
Task 1 Complete the story about a surfer with the relative clauses below. Write down the letter in the space provided.
a where the other surfers were c where we usually surfed
b when the danger became clear d why I survived that day
I’ve surfed since I was a child, and people always told me I was talented. I am a strong swimmer and very used to swimming in the sea.One day last year, however, something terrible happened to me.
I began my day as normal and decided to go with my friend to a beach 1. _____. The sea was dark and the waves were huge but we weren’t concerned. I had swum far from the shore 2. ____. A whirlpool appeared and I was dragged towards it quickly. I fought as hard as I but it was useless. I was helpless and so frightened. All of a sudden, another surfer appeared and grabbed me. He managed to pull us both away from the whirlpool and back to the beach 3. _____. I was so thankful and relieved. His bravery and quick thinking was the reason 4. _____.
c
b
a
d
Task 2 Complete the story about a search and rescue team with the words and phrases below.
survive professional complete operations people in disasters
save lives a period of stay calm move away from
search and rescue vehicles be anxious
Mr Wang is a member of a 1. ___________ search and rescue team. His team has participated in the earthquake rescue operations in Sichuan and Nepal. Their role is to 2. _________ and provide medical help to 3. ________________. Thanks to their work, lots of people were able to 4. ________ natural disasters. For instance, in Nepal, his team saved two people’s lives and assisted more than 2,000 people over 5. _________ near two weeks.
professional
save lives
people in disasters
survive
a period of
In order to 6. ________________, Mr Wang’s team uses many resources, for example, trained dogs and 7. ______________________. If you are ever in an earthquake, Mr Wang’s advice is to 8. _______________ things that can break or fall, whether you are inside or outside. If you are trapped in a building, you should not 9. __________. Instead you should 10. _________ and knock on a wall so rescue people can find you.
complete operations
search and rescue vehicles
move away from
be anxious
stay calm
Task 3 Read the descriptions about the story of the two exploration teams to the South Pole. Put them in the correct order.
a In the end, the world was moved by the great courage shown by Captain
Scott and his men.
b To celebrate this, he planted his country’s flag at the South Pole.
c Departing Antarctica proved to be deadly for Scott’s team: they didn’t
make it back to the UK alive.
d The polar summer of 1910-1911 was very special for at least two people:
Ronald Amundsen from Norway and Captain Scott from the UK.
e Despite these losses, the team did collect a heavy load of rocks, which
proved to be useful for scientific research later.
f Scott and his men arrived later and were saddened when they learnt that
Amundsen had beaten them.
g Amundsen started his journey earlier and his team arrived first after nearly
two month’s travelling.
h Both of them had the ambitious goal of being the first to reach the South Pole.
d h g b f c e a
Task 4 Choose the correct options to complete the story about an exploration into the Amazon rainforest.
After a lot of 1. prepare/preparation, Joseph Lockwood and Philippa Amos were finally ready to start their journey into the Amazon rainforest. They were feeling 2. cheer/cheerful as they sailed down the great river. Eventually, they got out of the boat and walked into the 3. dark/darkness of the jungle. Neither of them had ever been in such an extreme 4. situate/situation before, using just a compass to find the area where the kind of frog they wanted to study lived. Suddenly, Joseph, who was holding the compass, tripped and lost in a river. The situation seemed 5. hopeful/hopeless --- how would they find the frogs now But just as they started to feel really 6. sadness/sad and worried that their journey would be a failure, they saw the frogs they had come to look for! All of their worry was forgotten as they enjoyed the view of the frogs jumping over the water.
Activity 2: Chen Xi writes a short text about the relationship between humans and plete the text using the words and phrases below.
reducing pollution living things noise
drought floods explore behaviour
climate change natural disasters
The natural world is beautiful and is shared by all 1. ___________: humans, animals and plants. We can 2. ________ nature but we must not harm it. Human 3. __________ causes environmental problems such as water 4. _________, air pollution, 5. _____ pollution and 6. ____________. Some 7. _____________ are due to human activities such as 8. ________, 9. _________ and landslides. We must do our best to protect nature including 10. ________, reusing and recycling waste. If we work together, we can protect nature for future generations.
living things
explore
behaviour
pollution
noise
climate change
natural disasters
floods
drought
reducing
1.What important language points have we learnt in this unit
2.What have you learnt so far about humans and nature.(共16张PPT)
北师大必修
第二册
Unit 5
Lesson 2
Professional Rescue Team
教学目
Lead-in
视频：中国国际救援队
1
2
To sort out main ideas and details and learn some knowledge about professional rescue by listening to an interview
To learn and master some phrases about maintaining, interrupting and ending a conversation
目标一：To sort out main ideas and details and learn some knowledge about professional rescue by listening to an interview
Activity 1: Look at the photos. Finish the two tasks.
Task 1 Use the phrases below to describe what is happening in each photo.
a drought an earthquake a flood a forest fire
a landslide a storm a volcanic eruption a hurricane
Task 2 Match the photos (a–d) with the descriptions (1–4).
( ) 1 Search and rescue vehicles are brought into destroyed areas.
( ) 2 Trained dogs are used to help search for anyone who is still alive.
( ) 3 Rescue teams try to save people trapped under buildings.
( ) 4 Many houses are destroyed by the terrible flood.
d
c
a
b
Activity 2: Listen to the first part of the interview. Answer the questions.
1. What is the interview about
2. Who is the interviewee
3. Which two disasters are mentioned
The interview is about what search and rescue teams do when a natural disaster happens.
The interviewee is Mr Wang, who is from China International Search and Rescue Team.
The Wenchuan earthquake, the Nepal earthquake.
Activity 3: Listen again. Complete the sentences.
What happens on rescue attempts
1. Our first and most important goal is to ___________.
2. We use ________________ vehicles and _____________ to look for anyone who is still alive.
3. In a rescue attempt during the Nepal earthquake:
Over ________ members and ______ dogs took part, and we were there for _______ days.
We rescued _______ people and provided medical help to over ______ people.
4. It's our duty to try to reduce ________ and ____________.
save lives
search and rescue
trained dogs
sixty
six
twelve
2,000
two
suffering
the loss of life
Activity 4: Read the Skill Builder. Then decide if the sentences contain a main idea (MI) about rescue attempts or a detail (D). Write the correct letter in the brackets.
Listening for Main Ideas and Details
Main ideas are the key points of a presentation or a talk. They are supported by details.
When you listen, pay close attention to the statement that is emphasised by the speaker (usually at the beginning and end of the talk). This is often the main idea.
Listen carefully for key words, phrases and ideas that are repeated. These will confirm the main idea.
Now listen for specific information that supports the main idea, e.g. examples, causes, reasons, facts and descriptions. These are the details.
Can you say the difference between main ideas and details
key points; supported by details
specific information; supported main ideas
Main ideas
Details
What happens on rescue attempts
1. Our first and most important goal is to __________. ( )
2. We use ________________ vehicles and _____________ to look for anyone who is still alive.( )
3. In a rescue attempt during the Nepal earthquake:
Over ______ members and _____ dogs took part, and we were there for _______ days. ( )
We rescued _____ people and provided medical help to over ______ people. ( )
4. It's our duty to try to reduce ________ and ____________. ( )
save lives
MI
search and rescue
trained dogs
D
sixty
six
twelve
D
2,000
two
D
suffering
the loss of life
MI
Activity 5: Pair Work. Work out four questions you may ask according to the information in Activity 3. Then ask and answer the questions.
1. Our first and most important goal is to save lives.
2. We use search and rescue vehicles and trained dogs to look for anyone who is still alive.
3. In a rescue attempt during the Nepal earthquake:
Over sixty members and six dogs took part, and we were there for twelve days.
We rescued two people and provided medical help to over 2000 people.
4. It’s our duty to try to reduce suffering and the loss of life.
Q1: What is the most important goal of search and rescue attempts
Q2: How do rescue team search for people who might be alive
Q3: Who took part in the rescue attempt in Nepal after the earthquake How many people did they help
Q4: What’s Mr. Wang’s attitude towards his job
Activity 6: 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
Outdoors Indoors Trapped
________________________ from any buildings or streetlights. ______________ anything that can break or fall. _______________ to help people find you and __________ when someone is nearby.
Stay there and move away
Stay away from
Knock on a wall
only shout
目标二：To learn and master some phrases about maintaining, interrupting and ending a conversation
Activity 1: Listen and imitate. Decide whether the phrases in italics are used to: maintain (M), interrupt (I) or end (E) a conversation. Write the correct letter in the brackets.
Maintaining, Interrupting and Ending a Conversation
1. Excuse me, Mr Wang, but can I interrupt you there ( )
2. OK, if I'm outdoors, … ( )
3. Sorry, but my advice is to ... ( )
4. Sorry for interrupting again ... ( )
5. Well, I'd love to know more, but, unfortunately, we've run out of time. ( )
6. So, I'm very sorry, but we'll have to finish there. ( )
I
M
I
I
E
E
What are polite ways to interrupt and end a conversation Can you find more expressions
To interrupt
1. Do you mind if I interrupt
2. I'd like to add something to that, …
3. I beg your pardon, but I need to say something.
To end
1. It's been great talking with you.
2. Please excuse me, I have to …
3. Please get in touch if I can help you in any way.
Activity 2: Pair Work. Practise maintaining, interrupting and ending a conversation in the following situations. Use the expressions in the Talk Builder to help you.
Situation 1: Two friends talking on the phone
Friend 1: talking about his / her worries for the next day's presentation
Friend 2: needs to end the conversation so as to catch a train
Situation 2: An English teacher and a student in an English class
English teacher: explaining how to use relative clauses
Student: needs to interrupt so as to ask a question
What have you learnt about professional rescue (共25张PPT)
北师大必修
第二册
Unit 5
Lesson 3
Race to the Pole
教学目
Lead-in
Look at the photos of Antarctica.
What difficulties do you think explorers may face there
What preparations do they need to make
1
2
To learn about the difficulties explorers face and learn to summarise and make inferences by reading stories about Antarctic expeditions
To learn about and practise suffixes
目标一：To learn about the difficulties explorers face and learn to summarise and make inferences by reading stories about Antarctic expeditions
Activity 1: Here is an account of two teams' journeys to the South Pole. Read the text quickly and finish the two tasks.
When did the two journeys began
What happened to the two teams
1. Amundsen’s team: 8 September, 1911
Scott’s team: 1 November, 1911
2. Scott and his team didn’t make it.They died on their return journey. Amundsen and his team arrived safely back to their starting base on 25 January, 1912, ten days ahead of their planned schedule.
Task 1 Answer the following questions.
Task 2 Divide the text into 2 parts and decide the main ideas.
Part 1:
Line 1 ~ line 21: the race to the south pole
Part 2:
Line 22 ~ end: the return journey
Activity 2: Read carefully. Complete the information about the two exploration teams. Then talk about the journeys based on your notes.
Scott's team Amundsen's team
Nationality of the two teams
Before the journey
Journey to the destination
Arrival at the destination
The return journey
Scott's team Amundsen's team
Nationality of the two teams
Before the journey
Journey to the destination
British
Norwegian
They organised food bases.
Two sledges broke down, and the horses had difficulties with the cold. Scott and his men had to push the sledges themselves.
He had teams of dogs pulling the sledges and all his men were on skis. Because of this, he made rapid progress.
They organised food bases.
Scott's team Amundsen's team
Arrival at the destination
The return journey
Scott arrived at the Pole with four team members on 17 January, 1912, and was disheartened.
Amundsen reached the Pole on 14 December, 1911 and put a Norwegian flag there. Then he prepared for the return journey.
Men were very tired and were running out of food. The weather conditions were terrible. They brought rocks back for scientific evaluation. All members died.
Amundsen and his team arrived safely back to their starting base on 25 January, 1912, ten days ahead of their planned schedule.
Activity 3: Pair work. Summarise the change of feelings on Scott’s team’s return journey. Give reasons for the words or phrases you have chosen.
the South Pole
food bases
1
2
3
4
5
Feelings
hopeless and helpless
determined and devoted
sad
courageous
full of sadness,
completely hopeless,
sorry
Reasons: The men were soon very tired and were running out of food. The weather conditions were terrible. Scott started to realise their hopeless situation…
the South Pole
food bases
1
2
3
4
5
hopeless and helpless
Reasons: However, on their way back they found time to look for rocks. They carried 20 kilos of rocks all the way with them. Later, these rocks proved that at one time in the distant past the Antarctic was covered by plants.
determined and devoted
Reasons: Then disaster came. Edgar Evans had a terrible disease and died after a bad fall. The next to go was Captain Oates, who was having great difficulty walking.
sad
Reasons: …we knew that it was the act of a brave man and an English gentleman. We all hope to meet the end with a similar spirit, and certainly the end is not far.”
courageous
Reasons: 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 full of sadness to his wife Kathleen: “I could tell you lots and lots about this journey. What stories you would have for the boy … but what a price to pay.”
full of sadness,
completely hopeless, sorry
Activity 4: Read the underlined sentences from Scott's diary and letter. Work out the implied meaning of these sentences from the context. Write your inferences below.
line 21 _________________________________________________
line 26 _________________________________________________
line 33__________________________________________________
line 42__________________________________________________
They lost the reason for the journey.
The men were getting weaker.
He is going to walk into the cold and die away from the team.
The journey cost the men their lives.
Making Inferences
Sometimes things are not stated explicitly in the text. To understand what is meant, you need to read between the lines. This is called “making inferences”.
Read the sentences/paragraph carefully.
Read the lines before and after it.
Use your logic and knowledge to understand the implied meaning of the text.
Activity 5: Pair work. Read the sentences from Scott’s diary and letter again. Discuss what he was trying to say in each one.
lines 20-21: _________________________________________________________
___________________________________________________________________
lines 25-26: _________________________________________________________
___________________________________________________________________
lines 33-36: _________________________________________________________
_________________________________________________________________ __
lines 41-42: _________________________________________________________
____________________________________________________________________
lines 44-45: __________________________________________________________
Finding Amundsen’s team had arrived early, Scott’s team felt defeated and despaired.
Each one wanted to encourage the other, but no one was really sure about what’s going to happen. They were getting weak.
Although they were facing extreme difficulties, no one wanted to show the weakness. All the team members wanted to act like a gentleman and die bravely.
Scott fully understood that they could not pull through and they came to their final time. He thought the exploration was worthwhile, but it just cost too much.
These were Scott’s last words.
Activity 6: Group work. Think and share.
1. Why do you think the writer of the text used the word "race" in the title
2. Why was the world shocked by Scott's death
3. Would you say that Scott and his team were losers Why or why not
4. How do you understand Amundsen's saying about Scott's death "Captain Scott left a record, for honesty, sincerity, for bravery, for everything that makes a man"
Suggested Answers
1. The word “race” may have the following meanings in the text:
It’s a race between Scott’s team and Amundsen’s team to see who can get into the Pole first.
For Scott’s team, it’s a race between survival and death.
For Scott’s team, it’s also a race between the terrible condition the team face and their perseverance and bravery.
2. People were shocked by Scott’s death possibly because:
Scott and his team members died so bravely.
They didn’t give away the stones even in such bad conditions.
They got within just 11 miles of one of their food bases.
They died in the way of a gentleman.
3. Even though Scott and his team lost the race to the Pole, they showed true determination and strength of character which is seen in heroes. Scott and his team are inspirational and not losers. Scott's team had always kept their goals in mind. They carried the rocks even in extremely difficult situations. The spirit and what they have done helped followers do further research.
4. Captain Scott wrote a diary detailing his journey, each entry was truthful and honest. He was honest about the feelings of his team and his fears. Captain Scott and his team brought back rocks for research, they did not only think about themselves but also about the greater good of humankind and the effect of the research.
目标二：To learn about and practise suffixes
Activity 1: Identify language points that you want to share with your partner. Discuss in groups and then share with the class.
1. During the polar summer of 1910—1911, both teams organised food bases in preparation for their journeys the next year. 在1910-1911年的极地夏季，两支队伍都组织了食物基地，为第二年的旅行做准备。
base n. 基地，大本营，基础 vt. 以......为基地
【归纳拓展】
※ base on(upon) 使建立在……基础上
※ basic adj. 基本的，根本的
basically adv. 基本上，从根本上说
2. Amundsen was the first to leave on 8 September,1911.1911年9月8日,阿蒙森第一个离开。
【句式剖析】句中的to leave是不定式，作定语。当被修饰词是序数词或被序数词修饰时，通常用不定式作后置定语。被修饰词与不定式之间是逻辑上的主谓关系。
【句式拓展】不定式作后置定语的其他情况
◎被修饰词被形容词最高级或the only,the very,the right 等修饰时;
e.g. He was the best man to do the job.
◎表示将来的动作时,常用不定式作后置定语;
e.g. I have good news to tell you.
◎名词ability,chance,promise,opportunity,wish,way 等常用不定式作后置定语。
e.g. Please give me a chance to explain.
3. Scott and Amundsen waited anxiously for spring. 斯科特和阿蒙森焦急地等待着春天的到来。
anxiously adv. 焦虑地；不安地
【归纳拓展】
※ anxious adj. 焦虑的；渴望的
be anxious about 对……感到焦虑
be anxious for sth. 渴望……
be anxious to do … 渴望去做……
※ anxiety n. 焦虑
be full of anxiety 充满焦虑
4. Later, these rocks proved that at one time in the distant past, the continent of Antarctica was covered by plants. 后来，这些岩石证明，在遥远的过去，南极洲曾经被植物覆盖。
prove vt. 证明；证实
【归纳拓展】
※ prove sth. to sb. 向某人证明某事
※ prove sb./sth.(to be)＋adj./n. 证明某人/物是……
※ It’s proved that ... 据证明……；据证实……
※ prove (to be)＋n./adj.(＝turn out) 证明是……；结果是……
Activity 2: Complete the Word Builder. Then discuss the use of suffixes in groups.
situation
hopeless(ness)
cheerful
exploration
anxiously
sadness
Do you know what these suffixes mean
-tion means a state or quality, e.g. completion;
-less means without, e.g. fearless;
-ful means full of, e.g. helpful;
-ness means a state or quality and makes a noun, e.g. kindness;
-ly forms adverbs from adjectives, e.g. kindly.
后缀
后缀是一种重要的构词法。它是一种后置于其他词素后的词缀,通过后缀常常可以判断一个词的词性。后缀可使一个词变为名词、动词、形容词等。
一、常见的名词后缀
-tion, -ion, -er, -or, -ist, -ship, -ness, -(i)ty, -th, -ment, -hood, -ful, -ess, -al等。
例如：oppression, starvation, teacher, actor, friendship, illness, security, growth…
二、常见的形容词后缀
-ful, -less, -ish, -ive, -ous, -able, -cal, -cial, -ing等。
例如：useful, helpless, selfish, active, famous, comfortable, possible, chemical, social …
三、常见的动词后缀
-en, -fy, -ise等。
例如：weaken, identify, organise…
Activity 3: Use the correct form of the Word Builder words to complete the sentences below.
1. Scott and Amundsen waited anxiously for spring during the Antarctic winter of 1911.
2. Amundsen got to the South Pole before Scott because he had done more __________ before leaving for the Pole.
3. Scott and his team got into a difficult ________ because their sledges broke down.
4. Scott's team tried to stay ________ despite all the difficulties they faced.
5. Scott experienced a great sense of _______ after realising that all of his efforts to reach the South Pole were for nothing.
6. Scott wrote about their _________ situation in his diary.
7. The bad weather increases the danger of their ___________.
preparation
situation
cheerful
sadness
hopeless
exploration
1. Retell the difficulties faced by the explorers.
2. List more suffixes words.(共23张PPT)
北师大必修
第二册
Unit 5
Lesson 1 A Sea Story (Ⅰ)
Reading
教学目
Lead-in
Do you know any stories about people and the sea Look at the pictures below.
Use the words and phrases below to describe the pictures.
a fisherman a fishing boat a whirlpool waves
to escape to survive a storm to float wild
Example A fisherman is trying to survive a storm.
1
2
To learn and talk about man's relationship with the ocean by reading a text adapted from a short story
To master the important language points of the class and learn to retell the text
目标一：To learn and talk about man's relationship with the ocean by reading a text adapted from a short story
Activity 1: You are going to read a text adapted from the short story “A Descent into the Maelstr m”. Read the fact file on the right. Answer the questions.
1. What is a "Moskoe-strom"
2. Who wrote the story
It is a system of tidal whirlpools in the Norwegian Sea.
Edgar Allan Poe wrote the story.
So what do you think will happen in the story
Activity 2: Read the story quickly and answer the 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
The main characters are the fisherman and his brothers.
The fisherman is telling the story.
This story happened about three years ago in the sea.
It broke his body and soul. (It took less than a single day to change his hair from black to white.)
Activity 3: Do you know in what order the story is written Read the story again and find the expressions about time.
The story is written in time order.
Para. Linking words
Para.1
Para.2
Para.3
Para.4
Para.5
about three years ago
one day, all at once, in less than a minute, the moment
at that moment, suddenly, moment after moment
after a while
some time after I…, soon after that, then, in the end, now
Activity 4: Read the story carefully. Complete the information in the boxes. Then add the storyteller’s feelings during each situation.
When we were coming back from the islands, the sky _______.Then a huge wave _________ and my younger brother __________. My elder brother ________”Moskoe-strom!”
The wind and the waves carried us ______. Then, we were ________ it. Suddenly, we ____________.
The boat was on the inside of _________ and we were going round ________.
After I made three important observations, I tied myself to_______. I tried to make my brother _______, but he was_____.
Soon afterwards, the whirlpool
________. The waves soon carried me away and finally a boat_________.
The storyteller’s feelings:
_________ _________ _________ _________
The storyteller’s feeling: ______________
When we were coming back from the islands, the sky _________________________.Then a huge wave ______________ and my younger brother _____________.
My elder brother __________ “Moskoe-storm!”
was covered with dark clouds
covered our boat
fell into the sea
cried out
frightened
Beginning
The wind and the waves carried us ______________________________.
Then, we were _____________ it. Suddenly, we ________________.
towards the direction of the whirlpool
went over the edge
The storyteller’s feeling: ______________
on the edge of
hopeless
Development
The boat was on the inside of ________________ and we were going round ____________________.
After I made three important observations. I tied myself to
______________________. I tried to make my brother___________, but he was_____________________.
the huge whirlpool
in circles at great speed
a barrel to help me float
too frightened to get it
The storyteller’s feeling: ______________
calm
understand
Climax
Soon afterwards, the whirlpool
_________________. The waves soon carried me away and finally a boat ______________.
became less wild
picked me up
The storyteller’s feeling: ______________
tired
Ending
Activity 5: Group Work. 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 break my body and soul”
4. What lessons have you learnt from the story Give your reasons.
5. What is the story trying to say about the relationship between humans and nature
Suggested Answers
1. The three observations were: the large objects fell into the whirlpool quicker and the round objects and tube-shaped objects did not go into the whirlpool as quickly.
2. The fisherman survived because he was calm in the whirlpool and made clear observations. Based on the observation, he saved himself by tying himself to a barrel to help him float and jumped into the sea.
3. The Moskoe-storm lasted six hours . This broke his body as the storm battered him about. It broke his soul as he lost two brothers in that time. The terror of the maelstrom has had a very negative effect on his mind and body, which he doesn’t think they will ever recover from.
4. From this story, we learn that staying calm is very important even when we are in extremely dangerous situation. At the same time, we should observe what is happening and try to find out ways to escape from the danger.
5. Humans depend on nature; Human power is small compared with nature; Humans may be destroyed by nature under certain circumstances.
Activity 6: In English you get words with similar meanings (synonyms) or words with opposite meanings (antonyms). Find more pairs of synonyms and antonyms in the story. Discuss why such words are used.
Synonyms
Antonyms
terrible---horrible
black---white
amazing---wonderful
cried out---shouted
frightened---scared
less---more
top---bottom
old---young
single---double
dark---light
edge---center
calm---wild
目标二：To master the important language points of the class and learn to retell the text
Activity 1: Identify language points that you want to share with your partner. Discuss in groups and then share with the class.
1. escape vi.& vt. 逃离；逃避
e.g. The thief tries to escape. And the officer can’t let him get away.
【归纳拓展】
※ escape sth. 逃离危险、灾难等
escape (doing) sth. 逃避(做)某事
escape from (out of) + sp. 从……逃脱；逃走
※ escape n. 逃脱
make one's/an escape 逃跑
have a narrow escape 九死一生
2. survive vi.& vt. 活下来；幸存
e.g. As far as I know, the old woman survived her husband by ten years.
【归纳拓展】
※ survive from... 从……中幸存
survive...by... 比……多活了……
A survive B (by...) A比B活得长（几年）
※ survivor n. 幸存者
※ survival n. [U]幸存；[C]残存物
3. The moment I heard the word I became very frightened. 我一听到这个词就非常害怕。
【句式剖析】
句中“the moment”表示“一……就……”。在句子中作连词引导时间状语从句。
※ 可以作连词引导时间状语从句的名词词组主要有：
each/every time 每次……的时候
next time 下次……时
the last time 上次……时
the first time 第一次……
4. curious adj. 好奇的
e.g. After a while, I became curious about the whirlpool itself.
【归纳拓展】
※ be curious about sth. 对某事感到好奇
be curious to do sth. 渴望做某事
※ curiously adv. 好奇地
※ curiosity n. 好奇；好奇心
with curiosity 好奇地
out of curiosity 出于好奇
meet/satisfy one’s curiosity 满足某人的好奇心
5. equal adj. 相等的；相同的
e.g. After all, not everyone has realized that wildlife has thoughts, feelings, and most importantly, equal rights to survive.
【归纳拓展】
※ be equal to (doing) sth. (in …)
(在……方面)与……相等; 能胜任……
equal sb. /sth. in (doing) sth.
在(做)某事上比得过、敌得过某人/物
without equal 无与伦比
※ equally adv. 相等地, 相同地
※ equality n. 平等, 同等; 均等
Activity 2: Complete the summary with the information from the story.
The storyteller experienced a Moskoe-storm which broke his 1___________. One day, he was out fishing with his two brothers when the sky suddenly clouded over and they were in 2____________. A huge 3_____ covered the boat and his younger brother 4_______ the sea. The boat went over the edge into the 5________ and they went round in circles. The storyteller felt there was no escape but observed that round and 6_____ shaped objects of 7__________ fell down more slowly. So he 8___________________ to help himself float. He tried to make his elder brother understand, but he was too 9_______________________________. Finally, the storyteller 10________ the storm.
body and soul
a terrible storm
wave
fell into
whirlpool
tube-
equal extent
tied himself to a barrel
frightened and stayed in the heavy boat
survived
Activity 3: Complete the illustration about how the storyteller overcame his fear and struggled to survive from the whirlpool. Then use the time words(when, suddenly, then, finally) to tell the story.
Do you know how to keep man's relationship with the ocean
