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There is no royal road to learning.
书山有路勤为径，学海无涯苦作舟。
Unit 5 Humans And Nature
北师大版（必修2）Unit 5单词与短语北师大版（必修2）Unit 5单词与短语
05:09来自刘凯教师
Topic Talk
disaster n.灾害;灾害
flood n.洪水,水灾
drought n.旱灾,干旱
hurricane n.飓风
*landslide n.滑坡;;塌方
volcanic adj.火山的;由火山作用致使的
eruption n.迸发
wildlife n.野生动植物，野生生物
comment n.谈论; 定见
crowded adj.拥堵的; 挤满人的
landscape n.风光,风光
living adj.活的,活着的
weed n.野草;海藻
deer n.鹿
insect n.昆虫
whale n.鲸
dolphin n.海豚
shark n.鲨(鱼)
kangaroo n.袋鼠
eagle n.鹰
fox n.狐狸
soil n.土壤
climate n.气候
ecology n.生态; 生态学
jungle n.(热带)森林
shock vt.使震动; 使使震动;使难以相信
lecture n.讲座，.讲座，讲课;讲演
overuse vt.过度运用;乱用
million n.百万
greenhouse n.温室,暖房
turn one's back(on sb/sth) 对……置之......置之脑后,对……甩手不管
title n.标题,标题
Lesson 1
*whirlpool n.漩涡
wave n.波涛; 波涛
escape v.&vt.逃离; 躲避
survive vi.&vt.活下来; 幸存
*float vi.浮; 漂
file n.档案,卷宗
*descent n.降低,下落
*tidal adj.潮汐的,潮水的
poetry n.诗歌; 作诗的艺术
*mystery n.奇妙事物，难以了解的事物
soul n.魂灵
frightened adj.受惊的,惧怕的
horrible adj.可怕的,吓人的,令人惊骇的
edge n.边缘
on the edge of在……边缘;某事快要发生(尤指不好的事)
*barrel n.桶
curious adj.猎奇的
observation n.调查;调查成果
equal adj.相等的; 相同的
extent n.面积; 长度; 规模; 程度
tube n.圆管,管子;(伦敦)地铁
Lesson 2
rescue n.&v.抢救;救援
vehicle n.交通东西,车辆
trap vt.困住; 使陷于风险中
attempt n.&vt.尽力,测验,试图
interrupt vt.打断说话
death n.死,去世
loss n.损失; 去世
damage n.损伤,损害,损害
measure vt.估量，衡量;测量
operation n.行为，活动;手术;操作
overseas adv.在海外，在外国
site n.场所,地址
process n.进程,进程
battle n.竞赛,竞赛;斗争;战争
duty n.责任,责任; 责任
suffering n.(肉体或精力上的))苦楚;浪费
conduct vt.施行;进行;实施;vi.&vt.t指挥
protection n.维护; 防护
lamp n.灯
nearby adv.邻近
breathe vi.&vt.呼吸
breathe in吸气
dust n.尘埃;尘土
run out用完;耗尽
Lesson 3
explorer n.探险者;勘测者
preparation n.预备,预备
*sledge n.雪橇
ski n.滑雪板;vi.滑雪
*tent n.帐子
boot n.靴子
captain n.队长; 组长
polar adj.极地的，，地极的
base n.基地,大本营; 基础
vt.以……为基地
anxiously adv.焦虑地; 不安地
break down中止作业，出毛病
ambition n.志向，宏愿;寻求，夙愿
exploration n.探险;探究
cheerful adj.高兴的，兴致勃勃的
prove vt.证明;证明
distant adj.长远的; 悠远的
continent n.洲,大洲;大陆
honesty n.率直; 诚笃,耿直
sincerity n.真挚，真挚，诚笃
bravery n.勇气; 英勇的行为
Writing Workshop
brochure n.小册子
shelter n.流亡所
aftershock n.(地震的))余震
observe vt.调查;留心
metal n.金属
Reading Club 1
varied adj.林林总总的,形形色色的
scary adj.可怕的,惊骇的
harmless adj.无害的
skiing n.滑雪运动
Reading Club 2
originality n.创始性;创造力
disappearance n.消亡;不见
英汉对照
（点播映即可收听课文领读音频）
A Sea Story
一个海上的故事
About three years ago, something terrible happened to me.
大约三年前，我遭受了一件可怕的作业。
That was the day when it took only six hours to break my body and soul. You think I am a very old man—but I am not. It took less than a single day to change my hair from black to white.
那一天，我的身体和魂灵只用了六个小时就四分五裂了。你认为我是个很老的人，但我不是。不到一天的时刻，我的头发就从黑变白了。
One day, my two brothers and I were coming back from the islands where we often risked going and got more fish than others. All at once, the sky was covered with dark clouds and in less than a minute we were in a terrible storm. A huge wave covered our boat and my younger brother fell into the sea. My elder brother put his mouth close to my ear and cried out “Moskoe-strom!” The moment I heard the word I became very frightened. I knew what he meant by that one word well enough.
有一天，我和我的两个兄弟又去了咱们常常去探险的岛屿，抓到了比其别人更多的鱼。回来途中，俄然，天空被乌云笼罩，片刻间，咱们就被卷进了可怕的风暴中。咱们的船被巨浪吞没了，我弟弟掉进了海里，我哥哥把嘴贴在我耳朵上，大喊：“Moskoe风暴！”一听到这个词，我惊骇至极，就听到这一个词我就理解他的意思了。
With the wind and waves, we were going in the direction of the whirlpool. We were hopeless. Nothing could save us. I felt sick, as if I was falling from a mountain top in a dream. We went round and round, nearer and nearer to the horrible edge of the whirlpool. It may appear strange, but at that moment, when we were on the edge of the whirlpool, I felt calmer than when we were moving towards it. I began to think how amazing a thing it was to die in such a way, and how wonderful it was to see the power of nature. Suddenly, we went over the edge. I thought my life was over. But moment after moment passed, and I was still safe.
伴跟着风波，咱们朝着漩涡的方向行进。咱们非常无助。没有啥能救咱们。我觉得厌烦，如同在梦中从山顶上掉下来似的。咱们一向旋转，越来越接近那可怕的漩涡边缘。看起来可以很新鲜，但在那一刻，当咱们在漩涡边缘的时分，我觉得自个比向它移动时更恬静。我初步想，这样死去是多么地令人惊奇，能看到大天然的力气是多么夸姣。俄然，咱们跳过了边缘。我认为我的生命要结束了。但时刻一分一秒地曩昔，我仍然是平安的。
The boat was on the inside of the huge whirlpool and we were going round in circles at great speed. I saw clearly that there were other objects in the whirlpool—trees and barrels. After a while, I became curious about the whirlpool itself. I then made three important observations. The first, the larger the bodies were, the more rapidly they fell; the second, between two objects of equal extent, round objects fell down less rapidly; and the third, between two objects of the same size, objects shaped like a tube fell down more slowly. So I tied myself to a barrel to help me float. I tried to make my brother understand, but he was too frightened and stayed in the heavy boat. Without waiting, I jumped into the sea to try and escape.
伴跟着风波，咱们朝着漩涡的方向行进。咱们非常无助。没有啥能救咱们。我觉得厌烦，如同在梦中从山顶上掉下来似的。咱们一向旋转，越来越接近那可怕的漩涡边缘。看起来可以很新鲜，但在那一刻，当咱们在漩涡边缘的时分，我觉得自个比向它移动时更恬静。我初步想，这样死去是多么地令人惊奇，能看到大天然的力气是多么夸姣。俄然，咱们跳过了边缘。我认为我的生命要结束了。但时刻一分一秒地曩昔，我仍然是平安的。
As you can see, the reason why I’m here to tell the story is that I made the right decision. Some time after I left the boat, with my brother in it, it was pulled into the bottom of the whirlpool. Soon after that, the whirlpool became less wild. Then the sky was clear, the wind calmer, and the moon was shining. I was still tied to the barrel and the waves soon carried me to an area where the other fishermen were. In the end, a boat picked me up. I was very tired. The fishermen were very old friends, but they were unable to recognise me. When I told them my story, they did not believe it. Now I have told you, and I cannot expect you to believe me any more than the fishermen did.
如你所见，我能在这儿讲这个故事正是因为我做了正确的抉择。在我脱离后过了一会儿，那只载着我哥哥的船被卷进漩涡底部。没多久，漩涡就变得不那么张狂了。然后天空放晴，风恬静了下来，月亮在闪闪发光。我仍然跟木桶绑在一同，波涛很快把我带到了一个其他渔民居住的当地。最终，一条船上的人把我救了起来。我疲倦至极。那些渔夫是我的老兄弟，但他们现已认不出我了。当我告诉他们我的故事时，他们并不信赖。如今故事讲完了，我并不盼望你能比那些渔民更信赖我。
LESSON 3-P36
英汉对照
（点播映即可收听课文领读音频）
Race to The Pole
奔向南极的竞赛
On 1 June, 1910, Captain Robert Falcon Scott left London to begin his journey to Antarctica. While he was on the way to Antarctica, he received a message from the Norwegian explorer Roald Amundsen which said he was going south, too. Then the race to the South Pole began!
1910年6月1日，罗伯特·福尔肯·斯科特上校脱离了伦敦，初步了去南极洲的行程。在去往南极洲的途中，他收到了挪威探险家罗尔德·阿蒙森的一封信，信中说他也要去南极洲。所以，奔向南极的赛跑就初步了！
During the polar summer of 1910—1911, both teams organised food bases in preparation for their journeys the next year. Then came the total darkness of the polar winter. Scott and Amundsen waited anxiously for spring.
在1910—1911年的极地的夏日，两支部队都建了食物贮藏点，为来年的旅程做预备。极地的冬天降临，四处一片漆黑。斯科特和阿蒙森着急地等候春天的到来。
Amundsen was the first to leave on 8 September, 1911. He had teams of dogs pulling the sledges and all his men were on skis. Because of this, he made rapid progress. Scott left on 1 November and soon had problems. First, his two sledges broke down and then the horses began to have serious difficulties with the snow and the cold. After a while, Scott and his men had to push the sledges themselves.
1911年9月8日，阿蒙森第一个启航。他用几队狗拉雪橇，一切的队员都在滑雪板上行进。因而，他发展很快。11月1日，斯科特启航，但很快就呈现了疑问。先是他的两辆雪橇坏了，后来马匹初步在大雪和酷寒的气候下呈现严峻疑问。过了一阵子，斯科特和他的队员不得不自个推雪橇。
Amundsen reached the Pole on 14 December, 1911 and put a Norwegian flag there. Then he prepared for the return journey. Amundsen and his team arrived safely back to their starting base on 25 January, 1912, ten days ahead of their planned schedule.
1911年12月14日，阿蒙森抵达极点，在那里插上了挪威国旗。然后他预备回来。1912年1月25日，阿蒙森和他的团队提前10天平安抵达了他们启航的基地。
Scott finally arrived at the Pole with four team members on 17 January, 1912.
1912年1月17日，斯科特和四名队员总算抵达了极点。
They were shocked when they saw the Norwegian flag. Scott wrote in his diary:
当看到挪威国旗时，他们非常震动。斯科特在日记中写道：
“Well, we have now lost the goal of our ambition and must face 800 miles of hard pushing—and goodbye to most of our dreams.”
“好吧，咱们如今现已失掉了咱们斗争的方针，而且必需要面临800 英里的艰苦行进——而且要跟咱们大大都人的愿望说再会。”
The return journey was one of the worst in the history of exploration. The men were soon very tired and were running out of food. The weather conditions were terrible. Scott started to realise their hopeless situation:
他们的回程是探险史上最糟糕的旅程之一。队员们很快就筋疲力尽，食物也快吃完了。气候非常糟糕。斯科特初步知道到他们的境况令人绝望：
“We are very cheerful, but what each man feels in his heart I can only guess. Putting on our shoes in the morning is getting slower and slower.”
“咱们很高兴，但每自个心里里的感触我只能猜到。我们早上鞋子穿得越来越慢。”
However, on their way back they found time to lock for rocks. They carried twenty kilos of rocks all the way with them. Later, these rocks proved that at one time in the distant past, the continent cf Antarctica was covered by plants.
可是，在回去的路上，他们还花时刻去寻找了岩石。他们一路上带着二十公斤的石头。后来，经过这些石块可以证明，在悠远的曩昔，南极洲早年被植被掩盖。
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. Scott recorded his death:
然后灾害来了。埃德加·埃文斯得了一种可怕的疾病，重重地颠仆后去世了。下一个离去的是奥茨船长，他连走路都很困难。斯科特记下了他的去世：
“He said, ‘I am just going outside and may be some time.’... We knew that poor Oates was walking to his death, 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 meet the end with a similar spirit, and certainly the end is not far.”
?担乙鋈ヒ幌拢梢曰岽弦换岫！勖窍貌恍业陌麓恼呦蛉ナ溃」茉勖窃笸甲璧菜谒苤馐且桓鲇⒂碌娜恕⒁桓鲇⒐鹗康男形Ｔ勖嵌计谕芤韵嗤木νΦ阶钪眨勖且驳娜房熳叩阶钪樟恕！?/p>
Scott and two of his team members carried on and got within eleven miles of 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 full of sadness to his wife Kathleen:
斯科特上校和两名队员持续向前，抵达间隔食物贮藏点缺乏11英里的当地，但随后迸发了一场可怕的风暴，他们无法脱离帐子。在他生命的最终几个小时，斯科特花时刻写下一些文字。 他写了一封充溢哀痛的信给老婆凯瑟琳：
“I could tell you lots and lots about this journey. What stories you would have for the boy ... but what a price to pay.”
“关于这次旅行我有太多太多的作业想告诉你。许多你情愿给孩子讲的故事……但付出了多大的价值啊。”
Scott’s diary also told the story of their end:
斯科特的日记也叙说了他们的结局：
“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.”
“咱们越来越虚弱，结束可以不远了。非常怅惘，但我想我无法持续写下去了。”
The news of Scott’s death shocked the world. Even Amundsen was moved by Scott’s death saying “Captain Scott left a record, for honesty, sincerity, for bravery, for everything that makes a man”. Scott had failed to win the race to the Pole, but the great courage shown by Scott and his men made them heroes.
斯科特去世的消息震动了全世界。甚至阿蒙森也被斯科特的离世所牵动，他说：?箍铺厣闲＝涝厥肥椋蛭象啤⒄嬷俊⒂⒂拢⒕哂幸桓瞿腥烁糜械南な！彼箍铺孛荒苡眉憔喝箍铺睾退亩釉碧逑殖龅奈蘖坑缕顾潜涑闪擞⒑馈?/p>
（来历：新标准英语）
Unit5 Human And Nature
Lesson 3 Race to the pole
1
Topic Talk
1. Talk about Human And Nature.
2.Lesson1 talks about the thriller story of human and nature,especially about the sea.
Lesson 2 talks about professional rescue team
Lesson 3 talks about Race to the pole
Lesson 4 A Brochure : How to survive an Earthquake
3.Establish a correct outlook on the relationship between human and nature by learning the unit.
2
Analysis of Teaching Contents
本单元Humans and Nature是2021北师大版必修二第五单元，本单元的中心论题是“人类与天然”，介绍了与海洋故事，极地探险等与大天然息息有关的故事。本课 race to the pole 是一篇记叙文，记叙了两个探险家到南极探险的进程以及两队之间的“竞赛”。归于“人与天然”领域中“地球与世界探究”的主题。经过对这篇文章的分析和学习，学生获得对情豪情绪和价值观的培育，学习文本主人公 Captain Robert Scott 和队员们刚烈、执着为愿望尽力的精力品质，为科学探究勇于奉献、不怕牺牲的品质。更重要的是经过该文本的学习让学生可以了解“英豪、勇士”真实的内在意义。英豪是对自个有决心有崇奉，忘我忘我，不辞艰险，为公民利益而英勇斗争，令人敬仰的人.
3
Analysis of students
高一学生具有较好的英语基础和言语表达才能，比方在阅览中获取并处置细节信息的才能，学生在本单元之前的学习中现已关于该单元论题词汇有了根柢晓得，学生全体学习情绪较细心，学习热心高，在活动的参加方面有必定的活泼性，有些学生能自傲的进行观念的表达。
4
Teaching Objectives
言语才能层面：
1.学生可以凭仗要害词?У拇驶悖帐昂凸槟葾mundson and scott两位探险家南极竞赛的经过和成果。
2.学生可以对文中直接许多引证scott的日记可以分分出并真实感遭到他们的心里世界。
文明知道层面：
1.学生可以正招知道南极探险的困难及应战，并进一步知道到如何做到人与天然的调和共处。
2.学生可以经过该文本的学习了解“英豪、勇士”真实的内在意义。学习文本主人公 Captain Robert Scott 和队员们刚烈、执着为愿望尽力的精力品质，为科学探究勇于奉献、不怕牺牲的品质。
思维质量层面：
学生可以对Scott和他的部队的行为做出自个的评价，并联络自个日子，谈论自个对成功、英豪的情绪和观点。
学习才能层面：
学生能进行自立学习和协作学习。
5
Focal Points
1.学生可以凭仗要害词?У拇驶悖帐昂凸槟葾mundson and Scott两位探险家南极竞赛的经过和成果。
2.学生可以对文中直接许多引证Scott的日记，可以分分出并真实感遭到他们的心里世界。
教师：使命型教育办法，联系启示法和课堂谈论发。
学生：自立学习和协作学习相联系
6
Difficult Points
1.学生可以经过该文本的学习了解“英豪、勇士”真实的内在意义。
2.联络自个日子，凭仗文本已学的词汇及要害词，谈论自个对成功、英豪的情绪和观点。
教师：使命型教育办法，联系启示法和课堂谈论发。
学生：自立学习和协作学习相联系。
7
Teaching Procedures and Time Allotmen
Stage 1 Activate and Share (3 mins)
（Purpose:引发学生思考在南极会遇到的困难和去南极探险需要做的预备,激活有关词汇，构成阅览等待，一起也激起同学们热心和参加课堂的活泼性.）
Lead-in
1.Teacher first show some pictures about Antarctica and try to let students to discuss the following questions:
1) What are the temperature like?
2) How would you dress to deal with the weather?
3) How would you get food?
4) Are these civilisations close by?
Stage 2 Pre-reading (3 mins)
（Purpose:引入阅览主题，快速阅读文章并获取期间粗心。学生能精确找到信息点，答复所设置疑问。）
Task1. Teacher studies the title with the students， asking：what does the word mean ？what two teams are racing？who is the winner？
（Purpose:经过上一环节找到主旨句和快速阅览，有助于学生对文章主旨粗心的掌控，进而协助学生非常好了解文章而进入精读环节。）
Task2. Read the text quickly and find out ：when the two journeys began and what happened to the two teams.Teacher should remind students of using skimming skills to get the general meaning of the whole text. And give students a few moments to skim the explorers’ accounts and underline the general sentence and topic
Stage 3 While-reading (10 mins)
（Purpose: 经过泛读，可以让学生对文章每段段意有个初步晓得，训练学生对文章表层意义了解，养成杰出的阅览习气，前进阅览技能。在此进程中设置一些标题，会让学生更有关于性地阅览，标题难度由浅入深，层层递进，让学生对文本有更胜层次了解和领会，然后前进学生的学习才能。）
1.Read again and complete the information about the two exploration teams,on page38
2.Pair Work Summarise the change of feelings on Scott’s teams return journey. Give reasons for the words or phrases you have chosen.
3.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.(Refer to the Skill Builder)
Stage 4 Post-reading (10 mins)
（Purpose: 协助学生更深层次了解文章，了解文章中人物表达出深层次意义）
Activity-1 Think and Share
1.Would you say that Scott and his team are losers? Why or why not?
2. How do you understand Amunden’s saying about Scott’s death “Captain Scott left a record, for honesty, sincerity, for bravery, for everything that makes a man”?
（Purpose:训练学生口语表达才能，将本课所学运用到实践表达中，非常好地做到全方位打开）
Activity-2 Express Yourself
Read the sentences from Scott’s dairy and letter again.Group work
1.Discuss what he was trying to say in each one.
2.Highlight the parts that impress you most and explain why.
3.Why do you think the writer of the text used the word “race” in the title?
4.Why was the world shocked by Scott’s death?
Stage5 Summing up & Self-assessing (8 mins)
（Purpose: 学生经过制造思维导图，加深对文本内容的了解为下期间书面输出做好预备）
1. Ss draw a mind map on their own to help themselves to have a better understanding of the race,referring to the procedure of the race, the spirit of Scott and his team etc.
2. Ss are required to retell the story with the help of the mind map.
Stage6 Assigning homework (2 mins)
（Purpose:有助于学生进一步自助学习，晓得更多讲义以外的常识。）
Search online the main events in China’s Antarctica exploration. Why do people try to explore the toughest part of the Earth?
8
Blackboard Design
Unit 5Human and Nature
Lesson-3 Race to The Pole
1. The background
2. The procedure of the race
3.The spirit of Scott and his teammates
9
Teaching Reflection
The theme of this lesson is Race to The Pole.I can finish the Teaching Objectives reasonably.Through this lesson,students can know more about the difficulties when exploring the South Pole .At the same time, students could follow the main characters’ spirit, build up their strong will. Besides, the students will gain more about the sea and the relationship between human and nature.
There are still some disadvantage during my teaching.For example,in the while-reading section,I need more time to make students take an active part in it and get a better understanding .
北师大版新教材教育方案（二稿）
1
Topic Talk
1. 本节课标题是Race to the Pole,是三大主题语境中的“人与天然”，归于 “人与天然”领域中“地球与世界探究”的主题。
2. 本节课的意义和意图在于让学生学习文本主人公 Captain Robert Scott 和队员们刚烈、执着为愿望尽力的精力质量，以及为科学探究勇于奉献、不怕牺牲的大无畏精力。
2
Analysis of Teaching Contents
本节课是2021北师大版大学英语必修二Unit 5 Human and Nature 中的Lesson3 Race to the Pole，课型是阅览课。本课是一篇记叙文，记叙了两个探险家到南极探险的进程以及两队之间的“竞赛”。归于“人与天然”领域中“地球与世界探究”的主题。经过对这篇文章的分析，学生可以学习文本中主人公 Captain Robert Scott 和队员们刚烈、执着为愿望尽力的品质，以及为科学探究勇于奉献、不怕牺牲的精力。然后使自个情豪情绪和价值观得以前进，更重要的是经过该文本的学习让学生可以了解“英豪、勇士”真实的内在意义。
英豪是对自个有决心有崇奉，忘我忘我，不辞艰险，为公民利益而英勇斗争，令人敬仰的人.
3
Analysis of Students
高一学生现已具有较好的英语基础和言语表达才能，比方在阅览中获取并处置细节信息的才能，可是关于联系信息及对获取信息的深层次了解上的才能仍是有必定差异的。学生在本节课之前的学习中现已关于该文本论题词汇有了根柢掌控，可是运用本节课所学词汇及要害词归纳并收拾文本的内容，以及谈论自个对文本主人公的情绪和观点有必定难度的。关于学生在本课时学习上可以存在的困难，抉择选用：学生自立阅览--带领学生文本分析--找出要害词--自立制造思维导图--展示。学生全体学习情绪较细心，学习热心高，在活动的参加方面有必定的活泼性，信赖学生必定能战胜困难，极好的掌控本节课的重难点。
4
Teaching Objectives
言语才能层面：
1.学生可以凭仗要害词?У拇驶悖帐昂凸槟葾mundson and scott两位探险家南极竞赛的经过和成果。
2.学生可以对文中直接引证的Scott的日记内容进行分析，并真实感遭到他们的心里世界。
文明知道层面：
1.学生可以正招知道南极探险的困难及应战，并进一步知道到如何做到人与天然的调和共处。
2.学生可以经过该文本的学习了解“英豪、勇士”真实的内在意义。学习文本主人公 Captain Robert Scott 和队员们刚烈、执着为愿望尽力的精力品质，为科学探究勇于奉献、不怕牺牲的品质。
思维质量层面：
学生可以对Scott和他的部队的行为做出自个的评价，并联络自个日子，谈论自个对成功、英豪的情绪和观点。
学习才能层面：
学生能进行自立学习和协作学习。
5
Focal Points
1.学生可以凭仗要害词?У拇驶悖帐昂凸槟葾mundson and Scott两 位探险家南极竞赛的经过和成果。
2.学生可以对文中直接引证的Scott的日记内容，可以分分出并真实感遭到他们的心里世界。
1. 学生先自立阅览--带领学生收拾文本--自立绘画思维导图--展示思维导图（抵达学生对文本内容了解的生成，并经过言语输出）
2.凭仗讲义操练5，然后对引证的Scott的日记内容有进一步知道
6
Difficult Points
1.学生可以经过该文本的学习了解“英豪、勇士”真实的内在意义。
2.联络自个日子，凭仗文本已学的词汇及要害词，谈论自个对成功、英豪的情绪和观点。
经过Pair work的方法，根据学生对文本的了解， 让学生们充分谈论“英豪”的真实意义；经过think and share的办法，协助学生更深层次了解文章，然后表达出自个对成功、英豪的情绪和观点。
7
Teaching Procedures and Time Allotmen
Stage 1 Activate and Share (3 mins)
（Purpose:引发学生思考在南极会遇到的困难和去南极探险需要做的预备,激活有关词汇，构成阅览等待，一起也激起同学们热心和参加课堂的活泼性.）
Lead-in
1. Teacher first show some pictures about Antarctica and try to let students to discuss the following questions:
1. What do you know about Antarctica?
2. Why do you think explorers go to Antarctica?
3. If you had the chance, would you venture to Antarctica?
Stage 2 Pre-reading (8 mins)
（Purpose:引入阅览主题，快速阅读文章并获取期间粗心,进而协助学生非常好了解文章而进入精读环节）
Task1. Guess the meaning of the title :Race to the Pole
Task2. Read the text quickly and find out ：
1. when the two journeys began?
2. what happened to the two teams?
Teacher should remind students of using skimming skills to get the general meaning of the whole text. And give students a few moments to skim the explorers’ accounts and underline the general sentence and topic
Stage 3 While-reading (15 mins)
（Purpose: 经过泛读，可以让学生对文章每段段意有个初步晓得，训练学生对文章表层意义了解，养成杰出的阅览习气，前进阅览技能。在此进程中设置一些标题，会让学生更有关于性地阅览，标题难度由浅入深，层层递进，让学生对文本有更胜层次了解和领会，然后前进学生的学习才能。）
1. Read again and complete the information about the two exploration teams,on page38
2. Pair Work Summarise the change of feelings on Scott’s teams return journey. Give reasons for the words or phrases you have chosen.
3. 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.(Refer to the Skill Builder)
Stage 4 Post-reading (5 mins)
（Purpose: 协助学生更深层次了解文章，了解文章中人物表达出深层次意义,训练学生口语表达才能，将本课所学运用到实践表达中，非常好地做到全方位打开）
Think and Share
1. Would you say that Scott and his team are losers? Why or why not?
2.What do you think are the main characters of the hero in the real life?
Stage 5 Summing up & Self-assessing (7 mins)
（Purpose: 学生经过制造思维导图，加深对文本内容的了解,然后有助于学生生成对文本的知道，而且自傲的表达出来。）
1. Ss draw a mind map on their own to help themselves to have a better understanding of the race,referring to the procedure of the race, the spirit of Scott and his team etc.
2. Ss are required to retell the story with the help of the mind map.
Stage 6 Assigning homework (2 mins)
（Purpose:有助于学生进一步自助学习，晓得更多讲义以外的常识。）
Search online the main events in China’s Antarctica exploration. Why do people try to explore the toughest part of the Earth?
8
Blackboard Design
Unit 5Human and Nature
Lesson-3 Race to The Pole
1. The background
2. The procedure of the race
3.The spirit of Scott and his teammates
9
Teaching Reflection
The theme of this lesson is Race to The Pole.I can finish the Teaching Objectives reasonably.Through this lesson,students can know more about the difficulties when exploring the South Pole .Furthermore, students could follow the main characters’ spirit, and make great contributions to the science in the near future, which could make a difference from generation to generation.
There are still some disadvantage during my teaching.For example,in the while-reading section,I need more time to make students take an active part in it and get a better understanding .
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Unit 5 HUMAN AND NATURE
Lesson 1
1. All at once, the sky was covered with dark clouds ad in less than a minute we were in a terrible storm.
俄然，天空被乌云笼罩，片刻间，咱们就被卷进了可怕的风暴中。
① all at once 俄然间，片刻
Eg：All at once, his name came into my mind.
俄然，他的名字跃入我的脑际。
All at once it began to rain.
俄然间下起雨来。
② be covered with 被......掩盖
Eg：The garden is covered with cherry tree flowers so that it looks as though it might be covered with pink snow.
整个花园尽是樱花，看起来如同是铺着一层粉色的雪。
2. In the end, a boat picked me up.
最终，一条船上的人把我救了起来。
pick up 接载，搭载
Eg：The survivors were picked up by fishing boats from a nearby village.
幸存者被邻近村庄的渔船救了起来。
Lesson 3
1. First, his two sledges broke down and then the horses began to have serious difficulties with the snow and the cold.
先是他的两辆雪橇坏了，后来马匹初步在大雪和酷寒的气候下呈现严峻疑问。
break down 中止作业，出毛病
break through 打破，包围，有重要创见
break up 打碎，破碎，结束，闭幕
break out v. 迸发，突发
Eg：The old electric fan has broken down. We need buy a new one.
旧电扇坏了，咱们得买个新的。
Some demonstrators threw bottles and tried to break through barricades.
一些游行人员还向差人抛掷瓶子，而且企图穿越路障。
The marriage on the basis on money is bound to break up.
树立在金钱基础上的婚姻必定是会决裂的。
Hostilities have broken out between the two countries.
两国之间迸发了战争。
2. Then he prepared for the return journey.
prepare for sth. 为某事做预备
Eg：It’s time to prepare for our final exam.
该预备期末考试了。
3. The team were soon very tired and were running out of food.
run out of === use up 用完，耗尽
Eg：They almostran out of food and felt helpless.
食物快吃光了，他们感到很无助。
run out of steam vi. 失掉气势，精疲力尽
Eg：But here he soonruns out of steam.
可是他很快就失掉了活力。
4. Later, these rocks proved that at one time in the distant past, the continent of Antarctic was covered by plants.
后来，经过这石块可以证明，在悠远的曩昔，南极洲早年被植被掩盖。
at one time 早年有一个时期，一度
Eg：At one time he lived with his uncle. 他曾一度与叔叔住在一同。
5. Scott and two of his team members carried on and got within eleven miles of one of their food bases.
carry on 持续走，持续行进
Eg：She stopped and looked back, then carried on down the stairs.
她停下交游后看了看，又持续下楼。
carry out vt. 实施，实施，遵从，完成，结束
carry around 随身带着
Eg：A team of researchers carried out an experiment.
一组研讨人员进行了一项实验。
We could not carry out that brash plan.
咱们不能实施那个草率的方案。
These animals are quite small and they can’t carry around a thick layer of blubber.
这些动物都很小，它们没有厚厚的脂肪层。
6. Stop your car as soon as you can, but avoid stopping near a building or under a tree.
avoid doing sth. 避免做某事
Eg：Why do we avoid doing what we love to do?
为啥不去做咱们热心的作业呢？
【GRAMMAR】
----Relative Clauses 定语从句（2）
定语从句
1. 定语从句的概念：
2. 定语从句的作用：
3. 联络副词：when/ where/ why（充当非有必要成分，供给时刻，地址，缘由等信息）
4. 例句：
① This is the placewhere I lost my purse.
②Marco Polo travelled to China, where there were inventions and developments at that time.
③ She still remembers the day when Bill first walked into her office.
④ I’ll never forget the day when I first met this great inventor.
⑤ Do you know the reason why he’s so anger with me?
⑥ 
Could you tell me the reason why you waste time going to the bank when you can do your banking online？
【留心】有时reason 后边的why 可以省掉，或许运用that。
Eg: The reason (that) he’s coughing so badly is because of the smog.
【操练】
1.The place _______interested me most was the Children's Palace. A. Which B. where C. what D. in which
2.Do you know the man _______? A. whom I spoke B. to who spoke C. I spoke to D. that I spoke
3.This is the hotel _______last month. A. which they stayed B. at that they stayed C. where they stayed at D. where they stayed
4.Do you know the year ______the Chinese Communist Party was founded? A. which B. that C. when D. on which
5.That is the day ______I'll never forget. A. which B. on which C. in which
D. when
6.The factory ______we'll visit next week is not far from here. A. where B. to which C. which D. in which
7.Great changes have taken place in the factory ____we are working since then. A. where B. that C. which D. there
8.This is one of the best films _______. A. that have been shown this year B. that have shown C. that has been shown this year D. that you talked
9.Can you lend me the book ______the other day? A. about which you talked B. which you talked C. about that you talked D. that you talked
10.The pen ______he is writing is mine. A.with which B.in which C.on which D.by which
11.They arrived at a
farmhouse, in front of ______sat a small boy. A. whom B. who C. which D. that
12.The engineer ______my father works is about 50 years old. A.to whom B.on whom C.with which D. with whom
13.It there anyone in your class ______family is in the country? A. who B. who's C. which D. whose
14.I'm interested in ______you have said. A. all that B.all what C. that D. which
15.I want to use the same dictionary ______was used yesterday. A. which B. who C. what D. as
16.He isn't such a man ______he used to be. A. who B. whom C. that D. as
17.He is good at English, ______we all know. A. that B. as C. whom D. what
18.Li Ming, ______to the concert enjoyed it very much. A. I went with B. with whom I went
C. with who I went D.I went with him
19.I don't like ______ as you read. A. the novels B. the such novels
C. such novels D. same novels
20.He talked a lot about things and persons _______they remembered in the school. A. which B. that C. whom D. what
21.The letter is from my sister, ______is working in Beijing . A. which B. that C. whom D. who
22.In our factory there are 2,000 workers, two thirds of ____are women. A. them B. which C. whom D. who
23.You're the only person ______I've ever met ______could do it. A. who;/ B./; whom C. whom;/ D./; who
24.I lost a book, ______I can't remember now. A. whose title B. its title C. the title of it D. the title of that
25.Last summer we visited the West Lake , ______Hangzhou is famous in the world. A.for which B.for that C.in which D what
26.I have bought such a watch _______ was advertised on TV. A. that B. which C. as D. it
27.I can never forget the day _______ we worked together and the day ______ we spent together. A.when; which B.which; when C.what; that D.on which; when
28.The way ______he looks at problems is wrong. A. which B. whose C. what D./
【参阅答案】
1-5 ACDCA 6-10 CAAAA 11-15 CDDAD 16-20 DBBCB 21-25 DCDAA 26-28 CAD
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