Unit5 Humans and Nature Lesson 1 A sea story 教案-2025-2026学年高中英语北师大版必修第二册

Unit 5 Humans and Nature-Lesson 1 A sea story 教学目标和重难点 1. 教学目标 Language Competence: Enable students to master core words and phrases like whirlpool, survive, risk doing sth and relative clauses with adverbs, and improve their ability to read for details and retell the story. Cultural Awareness: Guide students to understand the dialectical relationship between humans and nature, respect the power of nature and establish the concept of harmonious coexistence. Thinking Quality: Cultivate students’ logical thinking by sorting out the story context and critical thinking by analyzing the narrator’s feelings and choices. Learning Ability: Help students master reading strategies such as predicting and skimming, and develop autonomous and cooperative learning abilities through group activities. 2. 教学重难点 Key Points: Understand the main plot and the narrator’s emotional changes in the sea story, master the usage of core vocabulary and phrases related to natural disasters, and grasp the application of relative clauses with adverbs (when, where, why) in context. Difficult Points: Analyze the symbolic meaning of the whirlpool and the narrator’s psychological changes, and correctly use the learned language knowledge to express views on the relationship between humans and nature. 教学过程 Step 1: Lead-in (Lead-in and Prediction) The teacher starts the class by showing students pictures and short video clips of sea storms and whirlpools, and asks the following questions in English: “Have you ever heard of sea stories? What do you think will happen in a sea story? If you are caught in a sea storm, how will you feel and what will you do?” Then, the teacher writes down the key words and phrases mentioned by students on the blackboard, such as “fear”, “struggle”, “survive”, “wave” and “storm”, and briefly explains the new word “whirlpool” with the help of pictures. After that, the teacher guides students to look at the title “A Sea Story” and the author’s information (adapted from Edgar Allan Poe’s short story), and asks them to predict the content of the story: “Who is the narrator of the story? What terrible things happened to him at sea? Will he survive in the end?” Design Intention: This link uses audio-visual materials to create a real sea disaster scene, which can quickly attract students’ attention and arouse their interest in learning. By asking questions and encouraging students to predict, it can activate students’ existing knowledge reserve and life experience, lay a foundation for the subsequent reading of the text. At the same time, it can naturally lead to the new words and key topics related to the text, reducing the difficulty of students’ understanding of the text. Step 2: Pre-reading (Vocabulary and Background Preview) First, the teacher arranges students to work in groups of 4 to learn the core vocabulary and phrases of the lesson. The vocabulary list includes: whirlpool, survive, risk doing sth, horrible, rapidly, extent, tube, float, tie to sth, escape from, on the edge of, all at once. Each group is responsible for explaining 2-3 words or phrases, including pronunciation, part of speech, meaning and example sentences. For example, the group responsible for “whirlpool” can explain: “Whirlpool is a noun, which means a powerful circular current of water that pulls things down into it. For example, The boat was caught in a whirlpool and could not get out.” The teacher walks around the classroom to guide students, corrects their pronunciation and usage errors, and supplements relevant example sentences combined with the text context. Then, the teacher briefly introduces the background of the story: “This story is adapted from Edgar Allan Poe’s short story ‘A Descent into the Maelström’. Edgar Allan Poe is a famous American writer, and his works are often full of suspense and horror. The Maelström mentioned in the story is a real tidal whirlpool in the Norwegian Sea, which is very powerful and dangerous. This background introduction can help you better understand the danger faced by the narrator in the story.” Finally, the teacher checks the students’ vocabulary mastery by asking random questions, such as “What does ‘risk doing sth’ mean? Can you make a sentence with it?” or “What is the Chinese meaning of ‘float’?” Design Intention: Vocabulary is the foundation of understanding the text. By adopting the group cooperative learning mode, students can actively participate in the learning process, improve their learning enthusiasm and cooperative ability. The background introduction helps students understand the authenticity and danger of the story, so that they can better empathize with the narrator’s feelings. The random check can timely grasp the students’ vocabulary mastery and make up for the weak links in time. Step 3: While-reading (Intensive Reading and Information Extraction) Activity 1: Skimming for Main Idea The teacher asks students to read the text quickly (skimming) and answer the following questions: 1. Who are the main characters in the story? 2. What happened to the narrator and his brothers at sea? 3. What is the ending of the story? After students finish reading, the teacher invites several students to answer the questions, and then summarizes the main idea of the text: “The story tells about the narrator and his two brothers who were caught in a terrible storm and a whirlpool when they were returning from fishing. The narrator survived by tying himself to a barrel, while his two brothers may have died.” Design Intention: Skimming is an important reading strategy. Through this activity, students can quickly grasp the main plot of the text, establish a general understanding of the text, and lay a foundation for the subsequent intensive reading. At the same time, it can train students’ ability to extract key information quickly. Activity 2: Scanning for Specific Information The teacher asks students to read the text again carefully (scanning) and fill in the following table, which includes four parts: Time, Events, The Narrator’s Feelings and Key Details. The teacher gives a sample first: “About three years ago, something terrible happened to the narrator. His feelings were frightened and hopeless.” Then, students work in pairs to complete the table. After that, the teacher invites several pairs to present their answers, and corrects and supplements them. The key points to be emphasized are: 1. The process of the storm coming: all at once, the sky was covered with dark clouds, a huge wave covered the boat, and the younger brother fell into the sea. 2. The narrator’s feelings changed from frightened and hopeless to calmer, then curious, and finally lucky. 3. The three important observations made by the narrator in the whirlpool and his decision to tie himself to a barrel to escape. Design Intention: Scanning can help students accurately extract specific information from the text, sort out the development context of the story and the changes of the narrator’s feelings. The pair work mode can promote the communication and cooperation between students, and help them complement each other’s advantages and improve their ability to extract and organize information. The table can make the information more intuitive and clear, which is convenient for students to review and consolidate. Activity 3: Analyzing Language Points and Sentence Structures The teacher selects several key sentences from the text to analyze, focusing on the usage of relative clauses with adverbs and the expression of feelings. 1. “That was the day when it took only six hours to break my body and soul.” The teacher explains: “This is a relative clause, where ‘when’ is a relative adverb, referring to the time ‘the day’, and it acts as an adverbial in the clause. We can also say ‘That was the day on which it took only six hours to break my body and soul.’” Then, the teacher asks students to find other relative clauses with adverbs in the text, such as “One day, my two brothers and I were coming back from the islands where we often risked going and got more fish than others.” and “I was still tied to the barrel and the waves soon carried me to an area where other fishermen lived.”, and asks them to analyze the usage of “where” in these sentences. 2. “I felt sick, as if I was falling from a mountain top in a dream.” The teacher explains: “This sentence uses the structure ‘as if’ to express the narrator’s feeling of fear. ‘As if’ means ‘as though’, and it can be followed by a clause. For example, He looks as if he is very tired.” In addition, the teacher guides students to analyze the words and phrases used to express feelings in the text, such as “frightened”, “hopeless”, “sick”, “calmer”, “curious” and “tired”, and asks them to think about why the narrator’s feelings changed. For example, “Why did the narrator feel calmer when he was on the edge of the whirlpool?” The teacher guides students to realize that the narrator’s calmness comes from his acceptance of the reality of death and his curiosity about the power of nature. Design Intention: This activity focuses on the key language points and sentence structures in the text, which helps students master the usage of relative clauses with adverbs and improve their language application ability. By analyzing the words and phrases expressing feelings, students can deeply understand the narrator’s psychological changes, which lays a foundation for the subsequent discussion of the theme of the text. At the same time, it can cultivate students’ ability to analyze and understand sentences in context. Step 4: Post-reading (Discussion, Extension and Application) Activity 1: Group Discussion The teacher divides students into groups of 5 and puts forward the following discussion questions: 1. What do you think of the narrator’s decision to tie himself to a barrel to escape? Do you think it was a wise decision? Why? 2. What can we learn from the narrator’s experience? 3. What is the author’s purpose in telling this story? What does it want to tell us about the relationship between humans and nature? Each group selects a recorder and a speaker. The recorder records the key points of the group’s discussion, and the speaker will present the group’s views to the whole class after the discussion. The teacher walks around the classroom to guide students’ discussion, reminds them to use the learned vocabulary and sentence structures to express their views, and encourages them to put forward different opinions. After the discussion, each group’s speaker presents their views in turn. For example, one group may say: “We think the narrator’s decision was very wise. Because he observed the rules of the whirlpool and made full use of the environment around him to save himself. This shows that when we are in danger, we should keep calm and think of ways to solve the problem.” Another group may say: “The author wants to tell us that nature is powerful and unpredictable. Humans are small in front of nature, so we should respect nature and not try to conquer nature blindly.” The teacher makes comments on each group’s views, affirms their positive points, and supplements and improves their incomplete views. Design Intention: Group discussion can cultivate students’ cooperative learning ability and critical thinking ability. Through discussing the theme of the text, students can deeply understand the connotation of the story, realize the dialectical relationship between humans and nature, and achieve the goal of cultivating cultural awareness and thinking quality. At the same time, it can provide students with the opportunity to use the learned language knowledge to express their views, improving their language application ability. Activity 2: Story Retelling The teacher asks students to retell the story in their own words. They can refer to the table filled in during the scanning activity and the key vocabulary and sentence structures learned. The teacher first invites a student to retell the story as a sample, and then asks other students to supplement and improve it. For students who have difficulty in retelling, the teacher can give appropriate prompts, such as “First, what happened to the narrator and his brothers? Then, what did they encounter? Finally, how did the narrator survive?” After the retelling, the teacher makes comments, focusing on whether the students’ retelling is complete, whether the logic is clear, and whether the vocabulary and sentence structures are used correctly. The teacher also encourages students to use the new words and phrases learned in the lesson as much as possible in the retelling. Design Intention: Story retelling is an effective way to test students’ understanding of the text and their language expression ability. Through retelling, students can consolidate the content of the text and the learned language knowledge, and improve their ability to organize language and express themselves in English. The prompts given by the teacher can help students with weak foundation complete the retelling task, enhancing their learning confidence. Activity 3: Extension and Application The teacher shows students some real cases of humans and nature, such as the tsunami in the Indian Ocean, the forest fire in Australia, and the flood in some areas, and asks students to discuss: “What should we do to get along harmoniously with nature? What can we do in our daily life to protect nature?” Then, the teacher asks students to write a short passage (about 80-100 words) titled “How to Get Along with Nature”, using the learned vocabulary and sentence structures. After students finish writing, the teacher invites several students to read their passages to the whole class, and makes comments and corrections. In addition, the teacher recommends some related reading materials to students, such as other sea stories by Edgar Allan Poe or articles about environmental protection, and asks them to read after class to expand their reading scope. Design Intention: This activity connects the text with real life, extends the theme of the text, and helps students establish the concept of protecting nature and harmonious coexistence with nature, which further deepens the cultivation of cultural awareness. Writing a short passage can test students’ ability to apply the learned language knowledge to practical writing, improving their writing ability. Recommending extracurricular reading materials can help students expand their reading scope and improve their reading ability. Step 5: Summary and Homework Summary The teacher summarizes the whole lesson with the help of the blackboard and PPT: “In this lesson, we have learned the sea story adapted from Edgar Allan Poe’s work. We have mastered the core vocabulary and phrases related to natural disasters and the usage of relative clauses with adverbs. We have also analyzed the narrator’s emotional changes and the theme of the story. Through this lesson, we understand that nature is powerful and we should respect nature, keep calm when facing dangers, and use our wisdom to solve problems.” Design Intention: The summary can help students sort out the knowledge and content learned in the lesson, consolidate the key points, and form a systematic understanding of the lesson. It can also let students review the theme of the lesson again, deepen their understanding of the relationship between humans and nature. Homework 1. Review the core vocabulary and phrases learned in this lesson, and make 5 sentences with them. 2. Retell the story to your partner or family in English. 3. Complete the short passage “How to Get Along with Nature” and polish it according to the teacher’s comments. 4. Read the recommended extracurricular reading materials and write a short reading report (about 100 words) to share in the next class. Design Intention: Homework is an extension of classroom teaching. It can help students consolidate the knowledge learned in class, strengthen their language application ability. Retelling the story to others can improve students’ oral expression ability. Completing the short passage and reading report can cultivate students’ writing ability and autonomous learning ability. 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 $