Unit5 Humans and Nature Lesson3 Race to the pole 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 3 Race to the pole 教学目标和重难点 1. 教学目标 It focuses on language ability via text reading and expression, cultivates cultural awareness by understanding polar exploration spirits, develops thinking quality through analyzing expedition successes and failures, and fosters learning ability by guiding independent and cooperative learning. 2. 教学重难点 Key: Master core vocabularies and sentence patterns about polar exploration; understand the whole text and the experiences of two teams. Difficulty: Analyze the causes of the two teams’ fates and explore the theme of human and nature. 教学过程 Pre-reading: Lead-in and Preview (Warm-up and Activation) Warm-up Activity: The teacher shows students pictures and short video clips of the South Pole, including the snow-covered landscape, extreme cold environment, and polar animals like penguins. Then the teacher asks two questions: “Have you ever dreamed of exploring the South Pole? What difficulties do you think explorers may face there?” Students are invited to share their opinions freely in pairs first, and then several groups are selected to present their ideas to the whole class. The teacher makes simple comments and supplements, such as extreme cold, lack of food and water, terrible storms, and difficult terrain. Design Intention: This activity aims to activate students’ prior knowledge and interest in polar exploration. The vivid audio-visual materials can quickly attract students’ attention, help them imagine the harsh environment of the South Pole, and lay a foundation for understanding the difficulties encountered by the two exploration teams in the text. Pair discussion also provides students with opportunities to practice oral expression and build confidence in speaking English. Preview Check: The teacher checks students’ preview of new words and phrases in the lesson, such as expedition, sledge, endurance, harsh, frostbite, gear, and key phrases like set off, break down, run out of, in preparation for. The check is carried out in the form of “word matching” and “sentence filling”. For example, match the words with their Chinese meanings, and fill in the blanks with the correct words or phrases according to the context. For the words that students are not familiar with, the teacher explains them with pictures, examples, or English definitions, and guides students to read them correctly to ensure that students can understand the basic meaning of the words and lay a foundation for reading the text. Design Intention: Preview is an important part of independent learning. Checking the preview of new words can help the teacher grasp students’ learning status in advance, find out the words that students have difficulties in, and carry out targeted teaching. At the same time, it can cultivate students’ good learning habits of previewing before class and improve their learning ability. Topic Introduction: The teacher writes the title “Race to the Pole” on the blackboard and asks: “What does the title remind you of? Who do you think will take part in this race? What is the result of the race?” Students are encouraged to guess freely. Then the teacher briefly introduces the background of the race: in 1911, two teams of explorers from Britain and Norway competed to be the first to reach the South Pole, which is a famous event in the history of polar exploration. This introduction helps students have a preliminary understanding of the text theme and arouse their desire to read the text. Design Intention: Guessing the content of the text through the title can train students’ predictive ability, which is an important reading skill. Briefly introducing the historical background can help students understand the historical context of the text, avoid confusion caused by lack of background knowledge, and promote their in-depth understanding of the text content. While-reading: Text Exploration and Comprehension (Reading and Analysis) Fast Reading (Skimming): Students are asked to read the text quickly and finish two tasks: (1) Find out the two teams involved in the race and their leaders. (2) Summarize the main idea of the text in one sentence. After reading, students are invited to answer the questions. The teacher checks the answers and summarizes: The text tells the story of the race to the South Pole between Captain Robert Scott’s British team and Roald Amundsen’s Norwegian team, including their preparations, journey processes, and different fates. Design Intention: Fast reading aims to train students’ ability to grasp the main idea of the text quickly. Through this activity, students can get a general understanding of the text structure and core content, lay a foundation for in-depth reading, and improve their reading speed and efficiency. Careful Reading (Scanning): Students are asked to read the text carefully and fill in the following table about the two teams’ information, including their nationality, leader, departure time, means of transportation, journey difficulties, arrival time at the South Pole, and return result. The teacher provides a blank table on the blackboard or PPT, and after students finish reading, several students are invited to fill in the table, and the teacher corrects and supplements the answers together with the whole class. Items Scott’s Team (British) Amundsen’s Team (Norwegian) Leader Robert Falcon Scott Roald Amundsen Departure Time 1 November 1911 8 September 1911 Means of Transportation Horses and sledges (later had to push sledges themselves) Dogs pulling sledges and team members on skis Journey Difficulties Sledges broke down; horses had difficulties with cold; lack of food; terrible weather Relatively smooth, with fewer major difficulties Arrival Time at the South Pole 17 January 1912 14 December 1911 Return Result All team members died of cold and hunger Returned safely 10 days ahead of schedule Design Intention: Careful reading with specific tasks can guide students to read the text in detail, extract key information accurately, and improve their ability to obtain and sort out information. The form of a table can make the information of the two teams more intuitive and clear, which is convenient for students to compare and analyze, and lays a foundation for exploring the causes of their different fates later. In-depth Analysis: The teacher guides students to analyze the text in depth from three aspects: First, analyze the reasons for the different fates of the two teams. The teacher asks questions: “Why did Amundsen’s team succeed while Scott’s team failed? What factors led to their different results?” Students are divided into groups of 4 to discuss the question. After discussion, each group sends a representative to express their opinions. The teacher summarizes and supplements: Amundsen’s team succeeded mainly because they chose the right means of transportation (dogs and skis) which were suitable for the polar environment, set off earlier, and made full preparations; Scott’s team failed because they used horses which could not adapt to the extreme cold, set off later, their sledges broke down, and they lacked sufficient food and supplies, and encountered terrible weather. Design Intention: Group discussion can cultivate students’ cooperative learning ability and critical thinking ability. By analyzing the reasons for the success and failure of the two teams, students can not only understand the text more in-depth but also learn to think objectively and comprehensively, and realize the importance of scientific preparation and adapting to the environment. Second, analyze the emotional changes of Scott and his team. The teacher asks students to find out the sentences in the text that describe Scott’s emotions and analyze his emotional changes during the journey. For example, “Scott and Amundsen waited anxiously for spring.” (anxious), “Scott arrived at the Pole with four team members on 17 January, 1912. To their great disappointment, they found a Norwegian flag already there.” (disappointed), “The men were tired and were running out of food. The weather conditions were terrible.” (hopeless), “We all hope to meet the end with a similar spirit.” (courageous). The teacher guides students to understand the emotional changes of Scott and his team, and feel their perseverance and bravery in the face of difficulties and death. Design Intention: Analyzing the emotional changes of the characters can help students better understand the characters’ qualities and the theme of the text. It can also cultivate students’ ability to perceive and analyze the emotional connotation of the text, and arouse their emotional resonance with the characters. Third, analyze the key sentences and writing techniques of the text. The teacher selects several key sentences from the text, such as “I am just going outside and may be some time...” and “But what a price to pay?” and asks students to analyze the implied meaning of these sentences. For example, the sentence “I am just going outside and may be some time...” implies that Oates chose to sacrifice himself to reduce the burden on the team, reflecting his bravery and selflessness. The teacher also guides students to analyze the writing techniques of the text, such as narrative sequence (chronological order), contrast (comparing the two teams’ experiences), and the use of diary excerpts to enhance the authenticity and appeal of the text. Design Intention: Analyzing key sentences and writing techniques can help students improve their ability to understand the deep meaning of the text and appreciate the literary value of the text. It can also help students learn to use these writing techniques in their own writing, improving their writing ability. Post-reading: Consolidation and Extension (Practice and Application) Vocabulary and Sentence Pattern Practice: The teacher designs two exercises to help students consolidate the new words and sentence patterns learned in the lesson. Exercise 1: Sentence Making. Students are asked to make sentences with the following words and phrases: expedition, harsh, run out of, break down, in preparation for. Each student makes at least 3 sentences, and then exchanges their sentences with their deskmates to check and correct each other. The teacher selects several typical sentences to comment on, pointing out the advantages and shortcomings, and guiding students to use the words and phrases correctly. Exercise 2: Sentence Transformation. The teacher provides several sentences from the text, and asks students to transform them into passive voice or complex sentences with attributive clauses. For example, “Amundsen reached the Pole on 14 December, 1911.” is transformed into “The Pole was reached by Amundsen on 14 December, 1911.”; “Teams that wanted to race to the pole had to prepare carefully.” is transformed into “Teams wanting to race to the pole had to prepare carefully.” This exercise helps students master the key grammar points in the lesson, such as passive voice and attributive clauses. Design Intention: Vocabulary and sentence pattern practice is an important link to consolidate the knowledge learned. Through sentence making and sentence transformation, students can flexibly use the new words and grammar points, improve their language application ability, and lay a solid foundation for their future English learning. Theme Discussion: The teacher raises the topic: “What can we learn from the race to the pole? What is the relationship between humans and nature reflected in the text?” Students are invited to discuss the topic freely in groups. The teacher guides students to think from different angles: the spirit of exploration (bravery, perseverance, selflessness), the importance of scientific planning and preparation, the power of nature, and the need for humans to respect and adapt to nature. After discussion, each group shares their views, and the teacher makes a summary: The race to the pole shows the human spirit of daring to explore and challenge the limits, but it also reminds us that nature is powerful, and humans must respect nature, understand nature, and adapt to nature in the process of exploration, otherwise, they will pay a heavy price. At the same time, we should learn from the bravery, perseverance, and selflessness of the explorers and apply these spirits to our study and life. Design Intention: Theme discussion can help students deepen their understanding of the text theme, cultivate their critical thinking ability and values, and realize the relationship between humans and nature, which is in line with the requirements of cultural awareness and thinking quality in the core literacy. It also provides students with more opportunities to practice oral expression and improve their comprehensive language ability. Creative Writing: Students are asked to write a short passage (about 100-120 words) with the title “What I Learn from the Polar Explorers”. The teacher guides students to combine the content of the text and their own feelings, focusing on the spirit of the explorers and their understanding of humans and nature. After writing, students exchange their passages with their group members, and select several excellent passages to read in front of the whole class. The teacher makes comments and guidance, affirming the advantages of the passages and putting forward suggestions for improvement. Design Intention: Creative writing is a comprehensive application of students’ language ability. It can not only help students consolidate the knowledge learned in the lesson but also train their writing ability and ability to express their own views. Reading excellent passages can also stimulate students’ writing interest and improve their writing level. Extended Reading: The teacher provides students with a short extended reading material about polar exploration, such as a brief introduction to other famous polar explorers or the current situation of polar environment protection. Students are asked to read the material after class and write a short reading report (about 50 words) to share their feelings and insights. This activity can expand students’ horizons, enrich their knowledge, and further deepen their understanding of the theme of humans and nature. Design Intention: Extended reading can help students expand their knowledge and improve their reading ability. Combining the theme of the lesson with polar environment protection can also cultivate students’ sense of environmental protection, which is in line with the requirements of core literacy and the theme of the unit. Summary and Homework (Summary and Assignment) Summary: The teacher summarizes the content of the lesson with the students. First, review the main content of the text: the race to the South Pole between Scott’s team and Amundsen’s team, their different experiences and fates. Then, review the key words, phrases, and grammar points learned in the lesson. Finally, emphasize the theme of the lesson: the spirit of exploration and the relationship between humans and nature. The teacher encourages students to keep the spirit of the explorers in mind, respect nature, and strive to improve their own abilities. Design Intention: Summarizing the lesson can help students sort out the knowledge learned, form a systematic knowledge framework, and deepen their understanding of the lesson content. It can also help the teacher check the teaching effect and find out the problems in the teaching process. Homework: Task 1: Review the new words, phrases, and grammar points learned in the lesson, and recite the key sentences. Task 2: Finish the extended reading material and the reading report assigned in the post-reading part. Task 3: Discuss with your family or friends about the spirit of polar explorers and share your views. Design Intention: Homework is an extension of classroom teaching. Task 1 helps students consolidate the knowledge learned in class; Task 2 expands students’ horizons and improves their reading and writing ability; Task 3 encourages students to communicate with others, express their own views, and further deepen their understanding of the theme of the lesson. The combination of different types of homework can meet the needs of different students and improve their comprehensive language ability and 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 $