Unit 5 Humans and Nature Topic Talk 教案-2025-2026学年高中英语北师大版必修第二册

Unit 5 Humans and Nature-Topic Talk 教学目标和重难点 1. 教学目标 Language Competence: Master topic-related words and expressions to discuss human-nature relationships. Cultural Awareness: Understand global environmental concepts and advocate harmony between humans and nature. Thinking Quality: Develop logical and critical thinking to analyze environmental issues. Learning Ability: Cultivate autonomous and cooperative learning skills in topic exploration. 2. 教学重难点 Key Points: Master core vocabulary (e.g., disaster, climate, wildlife) and sentence patterns for expressing views on environmental issues. Difficult Points: Using new words flexibly in real communication and putting forward reasonable suggestions on human-nature harmony. 教学过程 Lead-in: Arousing Interest and Activating Prior Knowledge The teacher starts the class by showing a set of contrastive pictures on the screen. The first group of pictures shows beautiful natural landscapes: clear blue skies, lush green forests, schools of fish swimming in clean rivers, and various wild animals living freely. The second group presents harsh environmental phenomena: gray skies covered with smog, dry and cracked land due to drought, rivers polluted by garbage, and polar bears struggling on melting ice floes. After displaying the pictures, the teacher asks two simple and direct questions: “What do you feel when you look at these two groups of pictures?” “What do you think is the relationship between humans and nature in these pictures?” Then, the teacher invites 3-4 students to share their views freely. Some students may say they feel happy and peaceful when seeing the beautiful landscapes, while others may express worry and regret about the polluted environment. The teacher listens carefully to each student’s answer, gives positive feedback such as “Your feeling is very real” and “That’s a thoughtful observation”, and then naturally leads to the topic of the lesson: “Today, we will focus on the topic of Humans and Nature, discuss the relationship between humans and nature, and learn how to express our views on environmental issues in English.” Design Intention: The contrastive pictures can quickly attract students’ attention and arouse their emotional resonance. Beautiful natural landscapes can stimulate students’ love for nature, while harsh environmental phenomena can make them realize the urgency of environmental protection. The simple questions help activate students’ prior knowledge and life experience related to human-nature relationships, laying a solid foundation for the subsequent learning of new knowledge. Meanwhile, free sharing creates a relaxed and active classroom atmosphere, encouraging students to participate in classroom activities actively. Presentation: Learning New Vocabulary and Sentence Patterns This part is divided into two sections: vocabulary learning and sentence pattern learning, which are closely combined with the theme of “Humans and Nature” to ensure that students can learn in context. Vocabulary Learning The teacher selects core vocabulary closely related to the topic, including nouns (disaster, flood, drought, hurricane, landslide, volcano, eruption, wildlife, climate, ecology, landscape), adjectives (volcanic, shocked, shocking, crowded), verbs (erupt, flood, shock, comment), and phrases (greenhouse effect, turn one’s back on, make a living). For each word or phrase, the teacher adopts the teaching method of “context presentation + pronunciation guidance + meaning explanation + example application” to help students master it thoroughly. For example, when teaching the word “flood”, the teacher first shows a short video of a flood, and then says: “Look at the video. The heavy rain caused a flood, and many houses were flooded. So ‘flood’ can be a noun meaning ‘a large amount of water covering an area that is usually dry’ and a verb meaning ‘to cover or fill something with water’.” Then the teacher reads the word twice, emphasizing the pronunciation /flʌd/, and invites students to read after him to correct their pronunciation. Next, the teacher gives two examples: “A terrible flood hit the area last year, making thousands of people homeless.” “The river flooded the nearby fields after the heavy rain.” Then, the teacher asks students to make simple sentences with “flood” in pairs, and invites several pairs to share their sentences in class, correcting mistakes in usage and grammar in time. For phrases like “greenhouse effect”, the teacher explains it with simple language: “The greenhouse effect is the process by which heat is trapped close to the Earth’s surface by gases in the atmosphere, which causes the Earth’s temperature to rise.” Then, the teacher connects it with real life: “We often hear about the greenhouse effect in daily life. It is one of the main reasons for global warming.” This helps students understand the meaning and practical significance of the phrase. After teaching all the new words and phrases, the teacher organizes a quick memory game: “I say the Chinese meaning, you say the English word or phrase; I say the English word or phrase, you say the Chinese meaning.” This game can help students consolidate the newly learned vocabulary quickly and enhance their learning interest. Design Intention: Vocabulary is the foundation of language learning. By presenting vocabulary in context (videos, real-life examples), students can not only remember the meaning and pronunciation of words but also master their usage, avoiding mechanical memorization. The memory game makes vocabulary review more interesting, which is conducive to improving students’ learning efficiency and laying a solid language foundation for subsequent listening, speaking and other activities. Sentence Pattern Learning Combined with the topic of discussing human-nature relationships, the teacher presents three types of key sentence patterns: expressing phenomena, putting forward views, and giving suggestions. First, the teacher presents sentence patterns for expressing phenomena: “Nowadays, more and more environmental problems are appearing, such as...”, “Due to human activities, the ecological environment has been severely damaged.”, “Natural disasters like floods and droughts occur more frequently than before.” The teacher explains the structure and usage of each sentence pattern, and gives examples closely related to the topic. For example, “Nowadays, more and more environmental problems are appearing, such as air pollution, water pollution and soil erosion.” Then, the teacher invites students to practice these sentence patterns by describing the environmental phenomena they know. Next, the teacher presents sentence patterns for putting forward views: “In my opinion, humans and nature should live in harmony.”, “I think humans should respect nature and protect the environment.”, “From my point of view, we should take action to protect wildlife.” The teacher emphasizes the differences between these sentence patterns in formality and usage, and guides students to choose appropriate sentence patterns according to different occasions. For example, “In my opinion” is more casual, suitable for daily communication, while “From my point of view” is slightly more formal, suitable for discussions or speeches. Finally, the teacher presents sentence patterns for giving suggestions: “We should take measures to reduce pollution.”, “It is necessary for us to protect wild animals.”, “We can plant more trees to improve the environment.”, “We should not turn our back on environmental protection.” The teacher explains the usage of modal verbs such as “should”, “must”, “can” in these sentence patterns, and gives examples: “We should use reusable bags instead of plastic bags to reduce white pollution.” Then, the teacher asks students to practice these sentence patterns in groups, putting forward suggestions on environmental protection. Design Intention: Sentence patterns are the basis for students to express their views. By focusing on the three types of sentence patterns closely related to the topic, students can master the methods of expressing phenomena, views and suggestions in English, which lays a foundation for their subsequent oral communication and discussion. The combination of explanation and practice helps students flexibly use sentence patterns in real contexts, improving their language expression ability. Practice: Consolidating Knowledge and Improving Language Ability This part includes three progressive practice activities, from single-skill practice to comprehensive application, to help students consolidate the newly learned vocabulary and sentence patterns and improve their listening and speaking ability. Listening Practice: Understanding the Conversation About Human-Nature Relationships The teacher plays a short conversation (about 2 minutes) related to the topic. The conversation is between two students, Tom and Lucy, who are discussing the environmental changes in their city and their views on environmental protection. The main content of the conversation includes: the air quality in the city has become worse, the river near the city is polluted, and they put forward some suggestions on environmental protection, such as planting more trees, reducing car use, and not littering. Before playing the conversation, the teacher gives students two pre-listening questions: “What are Tom and Lucy talking about?” “What suggestions do they put forward to protect the environment?” Then, the teacher plays the conversation twice. For the first time, students listen carefully to get the main idea of the conversation and answer the first pre-listening question. For the second time, students listen for details and answer the second pre-listening question, and at the same time, circle the new words and sentence patterns they have just learned in the conversation script displayed on the screen. After listening, the teacher checks the answers with students, and invites some students to read the conversation script aloud. Then, the teacher asks students to find out the new words and sentence patterns in the conversation and analyze their usage, which helps students further consolidate the knowledge they have learned. Design Intention: Listening practice is an important way to improve students’ language input ability. The conversation closely related to the topic can help students apply the newly learned vocabulary and sentence patterns in real listening contexts, improving their listening comprehension ability. Pre-listening questions can guide students to listen with purpose, improving their listening efficiency. The post-listening check and analysis help students consolidate their knowledge and find out their own deficiencies. Pair Work: Discussing Environmental Issues The teacher divides students into pairs, and gives each pair a discussion task: “Suppose you are environmental volunteers, discuss the environmental problems around you (such as air pollution, water pollution, garbage pollution, etc.), talk about their causes and harms, and put forward at least three practical suggestions to solve these problems. You should use the new words and sentence patterns we have learned today.” Before the discussion, the teacher gives students 3 minutes to think about the content of the discussion and organize their language. During the discussion, the teacher walks around the classroom, observes the communication of each pair, helps students solve the problems encountered in the discussion (such as the improper use of words and sentence patterns), and encourages students to express their views boldly. For example, if a student does not know how to express “soil erosion” in English, the teacher can remind them of the word “soil erosion” they have just learned. If a student uses the sentence pattern incorrectly, the teacher can correct it patiently. After the discussion, the teacher invites 2-3 pairs to present their discussion results in front of the class. Each pair takes turns to speak, and the other students listen carefully. After each pair’s presentation, the teacher gives positive comments and appropriate suggestions, such as “Your discussion is very detailed, and you used many new words and sentence patterns we learned today” “Your suggestions are very practical, but you can use more formal sentence patterns when expressing your views”. Design Intention: Pair work is a common form of cooperative learning, which can provide students with more opportunities to speak English. The discussion task closely related to real life can stimulate students’ enthusiasm for participation, help them flexibly use the newly learned vocabulary and sentence patterns, and improve their oral expression ability and cooperative learning ability. The teacher’s guidance and comments can help students find out their own problems and improve their language application ability. Group Work: Designing an Environmental Protection Proposal The teacher divides students into groups of 4-5, and gives each group a group task: “Design a simple environmental protection proposal for our school. The proposal should include the current environmental problems in the school, the causes of these problems, and specific environmental protection measures. Each group should elect a representative to present the proposal to the class, and the presentation time should be 3-5 minutes. You should use the new words and sentence patterns we have learned, and the proposal should be practical and feasible.” Before the group activity, the teacher clarifies the requirements of the task and gives students 8 minutes to complete the task. During the activity, each group divides the work reasonably: some students are responsible for investigating the environmental problems in the school, some are responsible for analyzing the causes, some are responsible for putting forward measures, and some are responsible for organizing the language of the proposal. The teacher walks around the classroom, provides guidance for each group, and helps them solve the problems encountered in the process of designing the proposal. For example, if a group does not know how to express “reduce the use of disposable tableware” in English, the teacher can guide them to use the sentence pattern “We should reduce the use of...”. If a group’s proposal is not practical, the teacher can put forward some suggestions to help them improve it. After the group activity, each group’s representative presents the proposal in front of the class. The other students listen carefully and can ask questions or put forward supplementary suggestions after the presentation. The teacher makes a summary comment on each group’s proposal, affirming their strengths and pointing out their deficiencies, and encourages students to put the environmental protection measures in the proposal into practice in daily life. Design Intention: Group work can cultivate students’ cooperative learning ability and team spirit. Designing an environmental protection proposal for the school can make students feel that the topic of environmental protection is closely related to their own life, enhance their sense of responsibility and mission for environmental protection. At the same time, this activity can comprehensively test students’ mastery of new words and sentence patterns, and improve their comprehensive language application ability, logical thinking ability and problem-solving ability. Consolidation and Extension: Deepening Understanding and Expanding Vision 1. Summary: The teacher summarizes the content of the lesson with the help of the blackboard and PPT. First, the teacher reviews the core vocabulary and sentence patterns learned in this lesson, emphasizing the key points and difficult points. Then, the teacher summarizes the main content of the lesson: through this lesson, we have learned the vocabulary and sentence patterns related to human-nature relationships, mastered the methods of expressing environmental phenomena, views and suggestions in English, and discussed environmental issues through listening, speaking and other activities. Finally, the teacher emphasizes the importance of protecting the environment and calls on students to take action to protect nature and live in harmony with nature. 2. Extension Activity: The teacher assigns an after-class task: “Write a short passage (80-100 words) about your views on the relationship between humans and nature. You should use the new words and sentence patterns we have learned today, and put forward your own suggestions on environmental protection. In the next class, we will invite some students to share their passages.” In addition, the teacher recommends some English materials related to environmental protection to students, such as English environmental protection posters, short videos and articles, and encourages students to read and watch them after class to expand their vision and accumulate more topic-related vocabulary and expressions. Design Intention: The summary helps students sort out the knowledge learned in the lesson, form a systematic knowledge framework, and deepen their understanding of the lesson content. The after-class writing task can consolidate the knowledge learned in the lesson, improve students’ writing ability, and extend the classroom learning to after-class. The recommended English materials can help students expand their learning resources, enhance their interest in learning English, and further deepen their understanding of the theme of “Humans and Nature”. 1 / 1 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $