Unit 1 No limits 单元全课时教案（上教版必修二）
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| 科目 | 英语 | ||
| 更新时间 | 2021-10-22 18:00:59 | ||
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Unit 1 No Limits （教案）
第一课时
课题：Reading and interaction I: Blame your brain
课时学习目标：
通过阅读, 了解青少年爱冒险的生理和社会原因；
掌握与青少年冒险有关的词汇；
探讨可能的解决方法。
I. Pre-reading
1. Look at the photos on pages 6 and 7 and discuss statements a-d with classmates.
Small children take more risks than teenagers.
Boys take fewer risks than girls.
Teenagers often take risks when they want to be part of a group.
Seventeen-year-olds take more risks than younger teenagers.
Look at the title and subheadings. Predict what the passage is about.
Studying the brain
Visiting a theme park
Taking risks
II. While-reading
Skim the text and identify the text structure
What (problem) Introduction
Why (causes) The “wow” factor
“I just felt like it”
Pressure from friends
How (solutions) What you can do
Deep reading
Read each paragraph and answer some questions.
Para. 1
Q: What’s the problem
Many teenagers take more risks than children and adults.
Para. 2
What is the “wow” factor
It is the feeling of pleasure we get when we take and survive a risk.
How do teenagers feel when they have taken and survived a risk
They feel excited and amazed.
Why do teenagers take more risks than children and adults
Dopamine levels in teenagers are sometimes lower than they are in children. This means some teenagers might need to take more risks to get the same “wow” factor.
dopamine: a brain chemical that causes the feeling of enjoyment.
Para. 3
(1) What are teenagers probably thinking of when they take risks
They are probably thinking of nothing, as they “just feel like it”.
(2) Why does risk-taking happen to teenagers
According to the scientists, the teenage brain goes through many physical changes, and some parts of it develop later than others. The last part to fully develop is the frontal cortex. This is the area of the brain which allows us to do things such as controlling feelings and making good decisions.
Para. 4
Pressure from friends =peer pressure
Why do teenagers suddenly take risks
Because they want to impress their friends by showing off or fitting in.
show off: to try to impress someone with your abilities or possessions
e.g. He couldn’t help showing off on the tennis court.
fit in: to live, work,etc. in an easy and natural way with sb/sth
e.g. No matter how hard she tried, she just didn’t fit in.
(2) Are there differences between boys and girls in risk-taking
Yes. Boys often take more risks than girls because they don’t want to look bad in front of their friends.
(3) Can you give some examples of boys’ risk-taking behaviors
Not wearing seat belts, getting into an argument or fight, smoking and drinking.
Q: How can we distinguish the three causes
The “wow” factor and “I just felt like it” are the biological factors.
“Pressure from friends” is the social factor, which can be changed.
Para. 5
Q: How can teenagers avoid taking risks
-Try to make good choices and be independent.
-Don’t get pushed into doing things by friends.
-Get dopamine fix in lots of other exciting ways, such as roller coasters, skateboarding and surfing.
Q: Do you worry about taking risks
There is no need to worry because we have reached 17. Our brain has reached the point where we can more easily make wise decisions.
III. Post-reading
Further thinking
Share your view within your group.
1. Have you ever been pushed into doing something wrong, dangerous or risky by friends
2. Do you think it wise to do other exciting activities instead of taking risks
IV. Assignments
Listen to the audio recording of the text and read the text at least twice.
Finish comprehension work 1&2 on P8 in the workbook.
Interaction
Have discussions in groups about the following question.
Will you try to impress your friends by doing something risky
必修二 第一单元
第二课时
课题：Reading and interaction II: Blame your brain (deep reading)
课时学习目标：
能用语篇中的关键词汇复述课文；
能理解语篇中的交际策略；
能表达自己对于青少年冒险的看法。
I. Review the text and check the summary
1. Why is the passage titled “blame your brain” What does it imply
We blame teenage brain for their risk-taking because dopamine levels are sometimes lower in teenagers than they are in children. Teenagers’ frontal contex which is involved in controlling feelings and making good decisions has not fully developed, so they take more risks.
2. Besides dopamine and frontal cortex, what else contributes to their taking risks
Pressure from friends or, we can also say, peer pressure.
3. What can we do about teenagers’ risk-taking
-Try to make good choices and be independent.
-Don’t get pushed into doing things by friends.
-Try other exciting things, such as roller coasters, skateboarding and surfing.
Check the summary
The passage explains the reasons why teenagers usually take more risks than children and adults, and offers some suggestions on how to deal with teenage problems.
Scientists believe that teenage risk-taking is closely related to the levels of a brain 1 chemical called dopamine, which causes feelings of 2 enjoyment/pleasure. Teenagers are found to have 3 lower levels of dopamine than children, so they have to take more 4 risks to experience the same excitement.
Scientists also believe that teenagers are more likely to do 5 dangerous/frightening things without thinking about the results due to the 6 physical changes in their brains. Their frontal cortex is not fully 7 developed, so their ability to make good decisions is limited. Pressure from friends is the third factor that turns teenagers into 8 risk-takers: they have a strong need to look good in front of their friends. They also try to earn 9 respect from their friends by doing dangerous things such as fighting or not wearing seat belts. Experts suggest that there are no easy 10 solutions to these problems. Teenagers should try to make good decisions, act independently and find safe sources of excitement.
II. Deep reading
Identify communicative strategies
(1) ...some scientists believe that dopamine leves are sometimes lower in teenagers than they are in children.
a&b Several strategies are used in this sentence. First, the writer uses “scientists” and the present tense of “are” to indicate the information is correct enough to be true. But at the same time, the writer uses “some” before “scientists” to make it known that not all scientists believe this information is reliable. This way, the writer leaves room for reasonable doubt.
Even teenagers who are not usually big risk-takers may suddenly do something dangerous because they want to show off or fit in.
b The modal verb “may” in the sentence is used to modify the tone of the statement, indicating that it is possible for teens who are low risk-takers to suddenly change their behavior and do something dangerous. By using “may”, the statement more objectively reflects a possible situation.
(3) Boys are more likely not to wear seat belts, more likely to get into an argument or a fight, and more likely to smoke and drink.
b The adjective “likely” helps the writer draw attention to the differences between boys and girls when it comes to taking risks. However, it also shows that this does not apply to all boys or girls.
(4) But is taking risks really the best way to get people to respect, notice and like you
c & d The writer uses a question because she wants the reader to join in a dialogue with her and to think about an answer for himself/herself. The writer uses the second pronoun “you” to let the reader know she is speaking directly to him/her. It implies that the reader should think about this question and judge for himself/herself.
III. Discussion
Discuss risk-taking in pairs.
1. Do you think taking risks is the best way to get people to respect, notice and like you Why or why not
Answers may vary.
2. In your opinion, what are better ways to get people to respect you
Answers may vary.
IV. Interaction
Do a survey on teenage risk-taking.
Questions for reference:
What’s the greatest risk you have ever taken
How did you feel
Will you do it again Why or why not
V. Assignments
1. Report the result of your survey about risk-taking;
2. Finish Exercise 6 on P4 in the workbook.
必修二 第一单元
第三课时
课题：Reading and interaction III: Blame your brain (focus on language)
课时学习目标：
辨析代词在文中的指代；
分辨以 -ed 或 -ing 结尾的形容词的不同含义；
掌握语篇中的关键词汇和词组的用法。
I. Review the usage of pronouns.
Teenagers often take risks when they want to be part of a group.
Q: What does “they” in the sentence refer to
It refers to “teenagers”.
Pronouns make statements less repetitive.
Find out what the pronouns in bold in the passage refer to.
(1) Amazed How did you feel when you got off Excited Amazed This is the “wow” factor, the feeling of pleasure we get when we take and survive a risk.
This（line 8）: the feeling when you get off a roller coaster
(2) Well, some scientists believe that dopamine levels are sometimes lower in teenagers than they are in children.
they (line 15): dopamine levels
(3) Have you ever done something dangerous or frightening without thinking about what happens next When an adult asks a teenager, “What were you thinking of when you did that ” a common reply is, “I just felt like it.”
that (line 22) : something dangerous or frightening
(4) The teenager didn’t plan to take a risk: it just “happened”.
it (line 26)：taking a risk
(5) A few years ago, scientists made a surprising discovery: the teenage brain goes through many physical changes, and some parts of it develop later than others.
it (line 29): the teenage brain
(6) The last part to fully develop is the frontal cortex. This is the area of the brain which allows us to do things such as controlling feelings and making good decisions.
This (line 30): the frontal cortex
(7) Even teenagers who are not usually big risk-takers may suddenly do something dangerous because they want to show off or fit in.
they (line 35): teenagers who are not usually big risk-takers
(8) If you look at statistics, boys often take more risks than girls, perhaps because they don’t want to look bad in front of their friends-though girls dislike that too.
their (line 37) : boys’
II. Find the adjectives ending in -ed or -ing in the passage.
Q:Which adjectives describe how someone feels and which ones describe what someone or something is like
excited, amazed
frightening, surprising, exciting
Extension
shocked / shocking; astonished / astonishing; disappointed / disappointing; relaxed / relaxing;
tired / tiring; satisfied / satisfying; worried / worrying; puzzled / puzzling
More practice
The kids were excited (excite) about the holiday.
This is one of the most exciting (excite) developments in biology in recent years.
I am frightened (frighten) of walking home alone in the dark.
It is frightening (frighten) to think it could happen again.
1. I was disappointed (disappoint) to see that my suggestions had been ignored.
2. A surprising (surprise) number of people showed up at the opening ceremony.
3. His mother was so worried (worry) that she went for the doctor.
4. He has an amazing (amaze) ability to learn new languages.
5. Bill came back from his holiday looking relaxed (relax) and satisfied (satisfy).
plete the sentences with the correct forms of the phrases.
What’s teenagers’ problem in the passage
They take more risks than children and adults.
take risks
take the risk of doing sth
run the risk of
increase the risk of
at the risk of doing
risky adj.
risk vt. + doing / n.
risk-taking n.
risk-taker n.
The firemen risked their lives to save the child in the big fire.
ran the risk of losing their lives to save the child in the big fire.
risked losing their lives to save the child in the big fire.
Those who smoke have an increased risk of lung disease.
Don’t smoke. You will be at the risk of getting lung disease.
Smoking increases the risk of lung cancer.
Don’t run the risk of your health by smoking.
Don’t risk your health by smoking.
Why do teenagers take more risks
We blame the teenage brain for their risk-taking.
blame...for...
get the blame for...
sb be to blame for sth: to be responsible for sth bad
Q: What do you want to say to the dog owner after seeing what happened in the room
The dog was to blame for the mess.
It is no use blaming the dog for the mess. He won’t change.
Why does the dog always get the blame for everything that goes wrong It might be the cat.
In others words, the teenage brain is responsible for their risk-taking.
be responsible for: to be blamed for sth
The dog is responsible for the mess.
be responsible for: have the job or duty of doing sth or taking care of sb / sth, so that you may be blamed if sth goes wrong负责任
Can you describe the duties of the underground volunteers
The underground volunteers are responsible for helping passengers buy underground tickets.
The underground volunteers are responsible for showing passengers the way.
Which part of the brain is responsible for teenagers’ risk-taking
The frontal cortex, which helps control feelings and make good decisions.
make a decision
decide to do / decide on+n. (to choose something after thinking about the possible choices.)
After weeks of consideration, he finally made a decision.
I am having trouble deciding on a gift for my cousin.
If teenagers don’t control their behaviors, what might happen
They might get into trouble.
get into+ sth: to reach a particular state or condition
What's your advice to teenagers
To avoid getting into trouble, you'd better make wise decisions.
To avoid getting into a fight, you'd better respect others.
To avoid getting into an argument, you'd better consult your parents.
To avoid getting into trouble, you'd better not take unnecessary risks.
...
Is taking risks really the best way to get people to respect, notice and like you
No.
respect...for...
respect n. show / gain / win / have respect for...
respectful adj. showing or feeling respect
She has always been honest and I respect her for her honesty.
We were brought up to respect / show respect for / be respectful of the elderly.
6. check out
check sb / sth out: to find out if sth is correct or sb is acceptable
check out (of...): to pay you bill and leave a hotel
(ant.) check in/into ...
We’ll have to check him out before we employ him.
Guests should check out of their rooms before noon.
Please check in at least an hour before departure.
Exercise 3 Complete the sentences with the correct forms of the phrases below.
take the risk make a decision respect...for... blame...for show off be responsible for get into check out
The report blamed the management for the worsening water pollution.
The police believe that she might have helped the thief, so they are checking out her story.
Young people respect these scientists for what they have done for their country, and many see them as role models.
When I go into town with my children, I won’t take the risk of leaving them alone, even for a short time.
One should think a bit longer about the advantages and disadvantages before making a decision.
Yesterday they got into an argument about whom to invite to the party.
An interesting detail in the story is that the two girls were rather unhappy about having nowhere to show off their new hats. As a result, their mother decided not to cancel the trip.
“Who will be / should be / is / was responsible for this terrible mess ” the manager asked his team.
IV. Assignments
Finish Exercise A on P1-3 in the workbook;
Translate the following sentences into English by using the words and phrases in brackets.
(1) 看着孩子受苦会让父母难过。(go through)
(2) 青少年渴望独立于父母，这是很自然的事。（independent）
(3) 博物馆中的绘画，只有一幅画在大火中逃过一劫。（survive）
(4) 你不能把自己所有的问题归咎于你的家庭。（blame)
(5) 他们应对难题的能力给我留下了深刻印象。（impress）
(6) 当宠物制造了麻烦，它的主人需要负起责任。（responsible)
Parents are sorry to see their children go through hardships.
It is natural that teenagers want to be independent of parents.
Of all the museum’s paintings, only one survived the fire.
You can’t blame all your problems on your family.
Their ability to deal with tough issues impressed me.
When a pet creates a problem / causes trouble, its owner should be responsible for it.
Interaction
Expand vocabulary in the given context.
必修二 第一单元
第四课时
课题：Grammar activity: Ellipsis
课时学习目标：
增强对省略结构的语法意识;
区分范文中的两种省略结构；
在不同的情境中恰当运用省略结构。
I. Getting started
Interactive Task 1: Read the minimal pair example and answer questions.
Present a minimal pair example and explain the usage of ellipsis.
-Who would like to go swimming with me on Sunday
-I would like to (go swimming with you on Sunday).
What’s the difference between the two answers
We can answer the question in a complete sentence or use ellipsis by omitting the part in brackets.
Ellipsis is the act of leaving out some parts of a sentence.
2. What will happen if we omit the part in brackets
The meaning doesn’t change but the answer is more concise.
Interactive Task 2: Match ellipsis to grammatical rules a and b.
Explain ellipsis rules first and ask Ss to match ellipsis in the passage to the rules。
（1）Which kind of ellipsis is used after verbs or other auxiliary verbs
2. Why would he be
3. I haven’t.
5. Of course I would.
（2）Which kind of ellipsis is used after to-infinitive
1. I’m surprised that his parents allowed him to.
4. and no one has ever asked me to.;
6. ... but I hope that someday I’ll be able to.
II. Digging in
Interactive Task 1: Rewrite the sentences using ellipsis
How can you rewrite the sentences in the passage using ellipsis
Yes, I’d love to.
An Australian teenager named Jade Hamister wasn’t ready to.
I’m sure she can!
Interactive Task 2: Interview classmates using ellipsis
Work in groups of four. Ask three classmates to see if they would like to join you. They will answer your questions using ellipsis. After interviewing three students, a student in your group will give a report.
You may report like this:
I asked three classmates. Linlin agreed to go rowing with me, but the rest would not.
Demonstrate the example, get Ss to write questions and interview classmates.
e.g. I would like to go mountain climbing this weekend.
Would you like to go mountain climbing this weekend with me
watch a film
Would you like to watch a film this weekend with me
organize community activities
Would you like to organize community activities this weekend with me
...
III. Assignments
Finish Exercise B on P5 in the workbook.
Watch a video on ellipsis.
Interaction
More practice on ellipsis.
必修二 第一单元
第五课时
课题：Listening：The fear factor
Speaking: Talking about common and uncommon fears
课时学习目标：
分辨不同类型的恐惧,了解其表现及成因;
讨论常见和不常见的恐惧，探索克服恐惧可能的方法。
I. Getting Started
Interactive Task 1: Guess the word
1. What does the word “phobia” mean
fear
claustrophobia: fear of being in a small closed space
needle phobia: fear of injection
Interactive Task 2: Listen for the gist
1. Why do some people have this kind of uncommon fear
a. Children may learn this behavior from their parents.
c. It may be caused by bad childhood experiences.
e. They may inherit the genes for this type of fear from their parents.
II. Digging in
Interactive Task 1: Listen for details
What might you fill in these blanks
Different kinds of fears; physical reactions
Fear of heights (2) boiling hot
can’t breathe (4) Fear of spiders
sick/scared (6) scared and angry
it was funny (8) very frightened
Interactive Task 2: Discuss the most and least common fears
What do these fears mean
They are fear of dancing, fear of cars, fear of storms, fear of colours, fear of speaking in public, fear of clowns, fear of the sun, etc.
What do you fear most Please share your fears within your group.
Answers may vary.
3. Have you ever considered why we have such fears and how we can conquer our fears
Answers may vary.
III. Assignments
Finish Exercise C on P6-7 in the workbook;
Prepare an oral presentation on“My fear and its causes”.
Interaction
Retell the causes for a certain fear
Each group will be given an envelope with descriptions of different fears. You will discuss these fears and possible reasons and then present your findings to the class.
Language guidance
Why is he afraid of...
Well, when he was little, he...
I see. Poor boy. I wish...
Yeah, absolutely.
Is this a usual fear
Well, not really. I think...
Envelope 1 1. A fear of the colour red I cut my finger by accident when I was sharpening a pencil with a sharp knife. It bled and this scared me a lot. I have been afraid of the colour red since then. 2. A fear of speaking in public When I was little, I was so shy that I couldn't speak in public. One day, my teacher asked me a question. I knew the answer, but I couldn't say a word. Everyone in class laughed at me. 3. A fear of the dark I used to be quite naughty. One day I teased a child and made him cry. My father was very angry and sent me to a dark room to teach me a lesson. I was so frightened and that's why I am afraid of the dark.
Envelope 2 1. A fear of snakes My mother is afraid of snakes. Even when she sees snakes on TV, she feels scared and covers her face with her hands, so I am afraid of snakes too. 2. A fear of water I have a fear of water because I nearly drowned when swimming in a swimming pool. 3. A fear of clowns Many people think clowns are funny and enjoy watching their performances, but I don't think so. Once, a clown appeared in front of me all of a sudden and this scared me a lot.
Envelope 3 1. A fear of crossing streets Several years ago, a car hit me when I was crossing a street; my left leg was badly hurt. Now I feel nervous every time I cross a street. 2. A fear of bees I was stung by a bee, so now they make me really scared. 3. A fear of playing on the swing Once I saw a boy who hurt himself when he fell off a swing in a playground. From then on, I've been afraid of playing on the swing.
Envelope 4 1. A fear of cockroaches(蟑螂) I have learnt from books that cockroaches spread disease and can cause serious illnesses. What's more, they look horrible. I just can't help screaming every time I see them. 2. A fear of riding bicycles Many boys like cycling, but I don't. I had a very bad experience: I hit a pedestrian while riding a bicycle. Luckily, she was not injured, but I don't want to ride bicycles any more. 3. A fear of dancing I have been afraid of dancing ever since I fell off the stage and hurt my ankle.
必修二 第一单元
第六课时
课题：Writing：An article to describe a person you admire
课时学习目标：
分析范文的内容、语言和标点符号的用法；
写一篇自己最敬仰的人的征文，注意细节描写和语言的准确性。
I. Pre-writing
Interactive Task 1: Read the competition announcement
What is the topic of the writing competition
Inspirational people.
What can be included in the description
A person you admire, the reason why he/she is special, what he/she has achieved and his/her photo.
II. While-writing
Interactive Task 1: Analyze the sample entry
What is each paragraph is mainly about
The 1st paragraph is the introduction.
We know who-Grandpa Lu; what-He shows that old people can achieve amazing things, just like young people. He swam in the river 320 times last year.
The 2nd paragraph is the body part, which gives us more details. It explains why Grandpa Lu started swimming; when he started swimming and what he has done.
The last paragraph shows why he is special.
Interactive Task 2: Discuss the guiding questions
Aspects of writing Guiding questions My exploration
Content Who is Grandpa Lu What is special about him Grandpa Lu is the oldest person who regularly swims in winter in the writer's city.
What is his achievement He swam in a local river 320 times last year.
Why does the writer admire him kind, persistent, courageous, helpful keep swimming in winter achieve amazing things: swim 320 times in a year make a lot of friends make money for charity
Language What words or phrases show Grandpa Lu's achievements adjectives: amazing, incredible numbers: 320 times, 82 years old
What words or phrases show the writer's admiration for Grandpa Lu commentary adjectives: amazing, incredible，special phrases: focus on, never consider giving it up, make lots of swimming friends, make money for charity by swimming
Which connecting expressions does the writer use to link the sentences and, after, also
Editing How is direct speech presented in this text, and what punctuation is used Quotation marks are used for direct speech and the punctuation is usually inside the quotation marks, e.g. “ I started to swim out of curiosity, and then I found that I just couldn’t stop.” When direct speech is part of a larger sentence, we separate it with a comma, e.g. “ If the weather is not too bad, I will go swimming,” said Grandpa Lu. We can state the speaker by adding “said sb” after the closing quotation mark.
Why does the writer use capital letters for “Grandpa Lu” a proper noun
Interactive Task 3: Brainstorm
Think of who you are going to write about and give reasons.
Answers may vary.
Interactive Task 4: Write a description of a person you admire.
Answers may vary.
III. Post-writing
Analyze a student’ s sample essay
Wu Jianxiong, a great physicist, is the person I admire. She was called the Chinese Madame Curie and achieved a lot in the area of physics. She devoted all her life to physics.
Ms. Wu was born in a wealthy family in Suzhou. She liked reading very much. When she was a teenager, she read a biography of Madam Curie, whose achievements impressed her a lot. From then on, she decided to study physics. She pursued study in America. Due to her achievements in physics, she was invited to join the Manhattan Project and was the only woman among the researchers. She helped Yang Zhenning and Li Zhengdao with their research. Yang and Li wereawarded the Nobel Prize in Physics. However, Ms. Wu’s efforts were not recognized. What a pity!
I admire Ms. Wu for her courage and efforts. She has set an example for us girl students. She has proved that a woman can achieve a lot in scientific study.
Q: How could we revise the essay
Answers may vary.
IV. Assignments
Polish your writing with the help of the checklist;
Aspects of writing
Content I have written how special he/she is.
I have talked about his/her achievement.
Language I have used adjectives to comment on the person.
I have used words and phrases to show admiration.
I have used numbers to talk about facts.
I have used connecting phrases to make the essay coherent.
Editing I have used correct punctuation.
Finish Exercise E1 on P11 in the workbook ;
Watch a video on how to describe a person.
链接：https://pan./s/15eyYS3l_Mw2JA_shIjpirQ
提取码：smcw
Interaction
Read the materials about how to describe a person and then finish the exercise.
必修二 第一单元
第七课时
课题: Cultural focus I: Eyewitness account: Scott’s Hut
课时学习目标：
了解斯考特小木屋的来历和背后的故事；
掌握语篇中的关键词汇；
表达对于保护历史建筑物的观点。
I. Pre-reading
Interactive Task 1: Skim the passage
What is the passage about
It’s about Scott’s Hut.
Where is it
It is in Antarctica.
Who are the characters in the passage
Brita Harding and Scott.
4. What can you see in the picture
It’s the Scott’s Hut. There are many things inside, such as old books, a table, a chair, a bed, etc.
5. Who once used the hut
Scott once used it because its name is Scott’s Hut.
Interactive Task 2: Do the quiz about the Antarctic
The Antarctic is ________ than the Arctic.
a. colder b. less cold
Thousands of ________ live there.
a. polar bears b. penguins
The Inuit people have ________ lived there.
a. never b. always
It’s dark ________.
a. all year round b. for half the year
It’s the ________ place on Earth.
a. wettest b. driest
Interactive Task 3: Predict the passage
Q: Can you imagine the risks for Captain Scott
There might have been great danger as the Antarctic is extremely cold. He might have come across a lot of snowstorms. It was hard for him to keep warm and carry his equipment.
II. While-reading
Interactive Task 1: Scan the passage and check answers
Read Para 1-2 and check answers in the quiz.
Q: What do the two people mentioned in the first paragraph have in common
They are all related to Antarctica and Scott’s Hut. Brita Harding is in Antarctica working in Scott’s Hut while Captain Robert Scott used Scott’s Hut as a base camp.
Interactive Task 2: Read the rest parts of the passage and answer questions
1. Who won the race to the South Pole in the end
a. Brita Harding. b. Robert Scott. c. Roald Amundsen. d. None of them.
2. Scott's team planned to get to the South Pole by ___________.
a. walking there b. riding motorized sleds and horses
c. driving motorbikes d. riding sleds pulled by dogs
3. Brita wants to save Scott's Hut because___________.
a. it contains many interesting things
b. it used to be a base for expeditions
c. it can bring Scott's expedition to life
d. the things in the hut are all frozen
expedition n. an organized journey with a particular purpose, especially to find out about a place that is not well known
go on an expedition to some place
Interactive Task 3: Complete the information
Read the passage again and complete the information about Scott’s Hut.
Facts about Scott’s Hut Age: Over 100 years Location: On Ross Island, Antarctica Use of the hut: A base camp for polar exploration Things found in the hut: Books, wooden skis, biscuits, penguins’ eggs, a pair of Scott’ s boots and many other interesting things Reasons for preserving the hut: Captain Robert Scott used it as a base camp in 1911. His expedition to the South Pole was an amazing achievement, which encouraged people to be hardworking, ambitious courageous and persistent. The hut brings Scott’s expedition to life. Thus, it deserves to be preserved.
Compare the two teams in the aspects of preparation, transport vehicle, weather and results.
Preparation Transport vehicle Weather Results
Roald Amundsen’s expedition prepared for many months sleds pulled by dogs good weather; Amundsen’s team reached the South Pole before Scott’s team.
Robert Scott’s expedition prepared for many months motorized sleds and horses bad weather; terrible snowstorms Scott's team ran into terrible snowstorms. Their sleds broke down. Their horses died. They ran out of food. They got lost in snowstorms. They didn't make it.
III. Post-reading
Divide Ss into groups of four and discuss the questions:Do you think it is important to preserve historic buildings like Scott’s Hut Why or why not
Remind Ss to consider historic buildings in their hometown and give suggestions for their preservation.
Language support
They remind us of the past ...
We can pass them on to future generations.
By ..., we understand more about ...
Without them, we can only learn ...
Reference answers:
Many of these buildings provide important information about...
In my opinion, it’s absolutely necessary to preserve historic buildings. First, there are many stories related to historic buildings. They remind us of the past. Without them, some of the history might be lost. Second, many historic buildings are beautifully designed and have become tourist attractions. They can help promote economy. I think the government is responsible for preserving these buildings. More money should be spent on preserving these buildings.
It’s our duty to preserve historic buildings. Unfortunately, some historic buildings have been pulled down and lost forever. What a pity! We must take action to preserve these historic buildings before it is too late. There are also some historic buildings that are not so famous, however, they deserve preservation. By visiting them, we understand more about how Shanghai has developed into a modern city from a fishing village. As far as I am concerned, a list of historic buildings should be made and we do hope experts and government officials work together to preserve these buildings.
IV. Assignments
Retell the story about Scott’s Hut;
2. Finish Exercise D on P8-10 in the workbook.
Interaction
Discuss the following questions in groups of four.
1. Who is the eyewitness mentioned in the title And why is the first paragraph printed in bold letters
2. Roald Amundsen’s team won the race to the South Pole, but why is the passage focused on Scott’s Hut
3. Is the title suitable If not, what is your idea of a mor
必修二 第一单元
第八课时
课题：Cultural focus II: Extreme sports in Queenstown
课时学习目标：
掌握与极限运动有关的词汇；
了解皇后镇的主要极限运动；
设计一份宣传极限运动胜地的广告。
I. Pre-viewing
Interactive Task 1: Talk about extreme sports
1. What do you think of the place
It’s beautiful.
2. What kind of tourists will visit Queenstown
Maybe people who love natural scenery will visit Queenstown. Queenstown is famous for its bungee jump.
3. What kind of sport activities is Queenstown suitable for Why
Bungee jumping, skydiving, paragliding, jet boating, etc.
4. Can you name any other extreme sports What do you know about them
Answers may vary.
II. While-viewing
Interactive Task 1: First viewing
Translate the following terms.
extreme sports 极限运动
paragliding 滑翔伞运动
sky diving 特技跳伞
bungee jump 蹦极
gold rush 淘金热
tramping 徒步
Q: What impresses you most
Answers may vary.
Interactive Task 2: Second viewing
Watch the video again and put the events in the correct order.
a. Walkers started visiting the area. 3
b. Someone made the first bungee jump. 6
c. People found gold in the area. 2
d. Settlers arrived in Queenstown. 1
e. People could go skiing in Queenstown. 4
f. Adventure attractions started in the area. 5
Interactive Task 3: Vocabulary practice
Choose suitable words from the two columns to form phrases, and then complete the sentences with the phrases.
deep exciting fearless gold mountain ski top-quality tourist
challenge canyon hotels industry passengers range resort rush
The best place to do winter sports is at a ski resort.
During the gold rush, people searched for small pieces of the valuable metal in rivers.
Some countries attract many visitors and earn a lot of money from the tourist industry.
If you stay in top-quality hotels, your holiday will be quite expensive.
The Shotover River is at the bottom of a deep canyon with high walls on each side.
People do extreme sports because they enjoy the exciting challenge.
Those fearless passengers don’t usually scream when they are on the jet boat ride.
Queenstown is near a mountain range called the Remarkables.
III. Post-viewing
Make an advertisement for an extreme sports location.
Language support:
Come to...!
..., the perfect destination for...
..., paradise for...
..., the most popular... in the world!
Experience the thrill of...!
If you’re looking for..., you won’t be disappointed!
A sample
Tower of Macao, one of the highest bungee jump locations in the world!
Jumping from the 233-meter-high platform on the Tower of Macao at the speed of 75 km per hour in less than 20 seconds, you will definitely have the most unforgettable experience in life！
Besides the excitement, you will also have a bird’s eye view of Macau, a beautiful modern city with lovely views.
It’s worthwhile! You can’t miss it!
IV. Interaction
Conduct self-assessment through the checklist on P22.
V. Assignments
Finish Exercise E2 on P12 in the workbook;
2. Read Fun in the snow and answer the questions;
3. Make an advertisement for an extreme sports location.
第一课时
课题：Reading and interaction I: Blame your brain
课时学习目标：
通过阅读, 了解青少年爱冒险的生理和社会原因；
掌握与青少年冒险有关的词汇；
探讨可能的解决方法。
I. Pre-reading
1. Look at the photos on pages 6 and 7 and discuss statements a-d with classmates.
Small children take more risks than teenagers.
Boys take fewer risks than girls.
Teenagers often take risks when they want to be part of a group.
Seventeen-year-olds take more risks than younger teenagers.
Look at the title and subheadings. Predict what the passage is about.
Studying the brain
Visiting a theme park
Taking risks
II. While-reading
Skim the text and identify the text structure
What (problem) Introduction
Why (causes) The “wow” factor
“I just felt like it”
Pressure from friends
How (solutions) What you can do
Deep reading
Read each paragraph and answer some questions.
Para. 1
Q: What’s the problem
Many teenagers take more risks than children and adults.
Para. 2
What is the “wow” factor
It is the feeling of pleasure we get when we take and survive a risk.
How do teenagers feel when they have taken and survived a risk
They feel excited and amazed.
Why do teenagers take more risks than children and adults
Dopamine levels in teenagers are sometimes lower than they are in children. This means some teenagers might need to take more risks to get the same “wow” factor.
dopamine: a brain chemical that causes the feeling of enjoyment.
Para. 3
(1) What are teenagers probably thinking of when they take risks
They are probably thinking of nothing, as they “just feel like it”.
(2) Why does risk-taking happen to teenagers
According to the scientists, the teenage brain goes through many physical changes, and some parts of it develop later than others. The last part to fully develop is the frontal cortex. This is the area of the brain which allows us to do things such as controlling feelings and making good decisions.
Para. 4
Pressure from friends =peer pressure
Why do teenagers suddenly take risks
Because they want to impress their friends by showing off or fitting in.
show off: to try to impress someone with your abilities or possessions
e.g. He couldn’t help showing off on the tennis court.
fit in: to live, work,etc. in an easy and natural way with sb/sth
e.g. No matter how hard she tried, she just didn’t fit in.
(2) Are there differences between boys and girls in risk-taking
Yes. Boys often take more risks than girls because they don’t want to look bad in front of their friends.
(3) Can you give some examples of boys’ risk-taking behaviors
Not wearing seat belts, getting into an argument or fight, smoking and drinking.
Q: How can we distinguish the three causes
The “wow” factor and “I just felt like it” are the biological factors.
“Pressure from friends” is the social factor, which can be changed.
Para. 5
Q: How can teenagers avoid taking risks
-Try to make good choices and be independent.
-Don’t get pushed into doing things by friends.
-Get dopamine fix in lots of other exciting ways, such as roller coasters, skateboarding and surfing.
Q: Do you worry about taking risks
There is no need to worry because we have reached 17. Our brain has reached the point where we can more easily make wise decisions.
III. Post-reading
Further thinking
Share your view within your group.
1. Have you ever been pushed into doing something wrong, dangerous or risky by friends
2. Do you think it wise to do other exciting activities instead of taking risks
IV. Assignments
Listen to the audio recording of the text and read the text at least twice.
Finish comprehension work 1&2 on P8 in the workbook.
Interaction
Have discussions in groups about the following question.
Will you try to impress your friends by doing something risky
必修二 第一单元
第二课时
课题：Reading and interaction II: Blame your brain (deep reading)
课时学习目标：
能用语篇中的关键词汇复述课文；
能理解语篇中的交际策略；
能表达自己对于青少年冒险的看法。
I. Review the text and check the summary
1. Why is the passage titled “blame your brain” What does it imply
We blame teenage brain for their risk-taking because dopamine levels are sometimes lower in teenagers than they are in children. Teenagers’ frontal contex which is involved in controlling feelings and making good decisions has not fully developed, so they take more risks.
2. Besides dopamine and frontal cortex, what else contributes to their taking risks
Pressure from friends or, we can also say, peer pressure.
3. What can we do about teenagers’ risk-taking
-Try to make good choices and be independent.
-Don’t get pushed into doing things by friends.
-Try other exciting things, such as roller coasters, skateboarding and surfing.
Check the summary
The passage explains the reasons why teenagers usually take more risks than children and adults, and offers some suggestions on how to deal with teenage problems.
Scientists believe that teenage risk-taking is closely related to the levels of a brain 1 chemical called dopamine, which causes feelings of 2 enjoyment/pleasure. Teenagers are found to have 3 lower levels of dopamine than children, so they have to take more 4 risks to experience the same excitement.
Scientists also believe that teenagers are more likely to do 5 dangerous/frightening things without thinking about the results due to the 6 physical changes in their brains. Their frontal cortex is not fully 7 developed, so their ability to make good decisions is limited. Pressure from friends is the third factor that turns teenagers into 8 risk-takers: they have a strong need to look good in front of their friends. They also try to earn 9 respect from their friends by doing dangerous things such as fighting or not wearing seat belts. Experts suggest that there are no easy 10 solutions to these problems. Teenagers should try to make good decisions, act independently and find safe sources of excitement.
II. Deep reading
Identify communicative strategies
(1) ...some scientists believe that dopamine leves are sometimes lower in teenagers than they are in children.
a&b Several strategies are used in this sentence. First, the writer uses “scientists” and the present tense of “are” to indicate the information is correct enough to be true. But at the same time, the writer uses “some” before “scientists” to make it known that not all scientists believe this information is reliable. This way, the writer leaves room for reasonable doubt.
Even teenagers who are not usually big risk-takers may suddenly do something dangerous because they want to show off or fit in.
b The modal verb “may” in the sentence is used to modify the tone of the statement, indicating that it is possible for teens who are low risk-takers to suddenly change their behavior and do something dangerous. By using “may”, the statement more objectively reflects a possible situation.
(3) Boys are more likely not to wear seat belts, more likely to get into an argument or a fight, and more likely to smoke and drink.
b The adjective “likely” helps the writer draw attention to the differences between boys and girls when it comes to taking risks. However, it also shows that this does not apply to all boys or girls.
(4) But is taking risks really the best way to get people to respect, notice and like you
c & d The writer uses a question because she wants the reader to join in a dialogue with her and to think about an answer for himself/herself. The writer uses the second pronoun “you” to let the reader know she is speaking directly to him/her. It implies that the reader should think about this question and judge for himself/herself.
III. Discussion
Discuss risk-taking in pairs.
1. Do you think taking risks is the best way to get people to respect, notice and like you Why or why not
Answers may vary.
2. In your opinion, what are better ways to get people to respect you
Answers may vary.
IV. Interaction
Do a survey on teenage risk-taking.
Questions for reference:
What’s the greatest risk you have ever taken
How did you feel
Will you do it again Why or why not
V. Assignments
1. Report the result of your survey about risk-taking;
2. Finish Exercise 6 on P4 in the workbook.
必修二 第一单元
第三课时
课题：Reading and interaction III: Blame your brain (focus on language)
课时学习目标：
辨析代词在文中的指代；
分辨以 -ed 或 -ing 结尾的形容词的不同含义；
掌握语篇中的关键词汇和词组的用法。
I. Review the usage of pronouns.
Teenagers often take risks when they want to be part of a group.
Q: What does “they” in the sentence refer to
It refers to “teenagers”.
Pronouns make statements less repetitive.
Find out what the pronouns in bold in the passage refer to.
(1) Amazed How did you feel when you got off Excited Amazed This is the “wow” factor, the feeling of pleasure we get when we take and survive a risk.
This（line 8）: the feeling when you get off a roller coaster
(2) Well, some scientists believe that dopamine levels are sometimes lower in teenagers than they are in children.
they (line 15): dopamine levels
(3) Have you ever done something dangerous or frightening without thinking about what happens next When an adult asks a teenager, “What were you thinking of when you did that ” a common reply is, “I just felt like it.”
that (line 22) : something dangerous or frightening
(4) The teenager didn’t plan to take a risk: it just “happened”.
it (line 26)：taking a risk
(5) A few years ago, scientists made a surprising discovery: the teenage brain goes through many physical changes, and some parts of it develop later than others.
it (line 29): the teenage brain
(6) The last part to fully develop is the frontal cortex. This is the area of the brain which allows us to do things such as controlling feelings and making good decisions.
This (line 30): the frontal cortex
(7) Even teenagers who are not usually big risk-takers may suddenly do something dangerous because they want to show off or fit in.
they (line 35): teenagers who are not usually big risk-takers
(8) If you look at statistics, boys often take more risks than girls, perhaps because they don’t want to look bad in front of their friends-though girls dislike that too.
their (line 37) : boys’
II. Find the adjectives ending in -ed or -ing in the passage.
Q:Which adjectives describe how someone feels and which ones describe what someone or something is like
excited, amazed
frightening, surprising, exciting
Extension
shocked / shocking; astonished / astonishing; disappointed / disappointing; relaxed / relaxing;
tired / tiring; satisfied / satisfying; worried / worrying; puzzled / puzzling
More practice
The kids were excited (excite) about the holiday.
This is one of the most exciting (excite) developments in biology in recent years.
I am frightened (frighten) of walking home alone in the dark.
It is frightening (frighten) to think it could happen again.
1. I was disappointed (disappoint) to see that my suggestions had been ignored.
2. A surprising (surprise) number of people showed up at the opening ceremony.
3. His mother was so worried (worry) that she went for the doctor.
4. He has an amazing (amaze) ability to learn new languages.
5. Bill came back from his holiday looking relaxed (relax) and satisfied (satisfy).
plete the sentences with the correct forms of the phrases.
What’s teenagers’ problem in the passage
They take more risks than children and adults.
take risks
take the risk of doing sth
run the risk of
increase the risk of
at the risk of doing
risky adj.
risk vt. + doing / n.
risk-taking n.
risk-taker n.
The firemen risked their lives to save the child in the big fire.
ran the risk of losing their lives to save the child in the big fire.
risked losing their lives to save the child in the big fire.
Those who smoke have an increased risk of lung disease.
Don’t smoke. You will be at the risk of getting lung disease.
Smoking increases the risk of lung cancer.
Don’t run the risk of your health by smoking.
Don’t risk your health by smoking.
Why do teenagers take more risks
We blame the teenage brain for their risk-taking.
blame...for...
get the blame for...
sb be to blame for sth: to be responsible for sth bad
Q: What do you want to say to the dog owner after seeing what happened in the room
The dog was to blame for the mess.
It is no use blaming the dog for the mess. He won’t change.
Why does the dog always get the blame for everything that goes wrong It might be the cat.
In others words, the teenage brain is responsible for their risk-taking.
be responsible for: to be blamed for sth
The dog is responsible for the mess.
be responsible for: have the job or duty of doing sth or taking care of sb / sth, so that you may be blamed if sth goes wrong负责任
Can you describe the duties of the underground volunteers
The underground volunteers are responsible for helping passengers buy underground tickets.
The underground volunteers are responsible for showing passengers the way.
Which part of the brain is responsible for teenagers’ risk-taking
The frontal cortex, which helps control feelings and make good decisions.
make a decision
decide to do / decide on+n. (to choose something after thinking about the possible choices.)
After weeks of consideration, he finally made a decision.
I am having trouble deciding on a gift for my cousin.
If teenagers don’t control their behaviors, what might happen
They might get into trouble.
get into+ sth: to reach a particular state or condition
What's your advice to teenagers
To avoid getting into trouble, you'd better make wise decisions.
To avoid getting into a fight, you'd better respect others.
To avoid getting into an argument, you'd better consult your parents.
To avoid getting into trouble, you'd better not take unnecessary risks.
...
Is taking risks really the best way to get people to respect, notice and like you
No.
respect...for...
respect n. show / gain / win / have respect for...
respectful adj. showing or feeling respect
She has always been honest and I respect her for her honesty.
We were brought up to respect / show respect for / be respectful of the elderly.
6. check out
check sb / sth out: to find out if sth is correct or sb is acceptable
check out (of...): to pay you bill and leave a hotel
(ant.) check in/into ...
We’ll have to check him out before we employ him.
Guests should check out of their rooms before noon.
Please check in at least an hour before departure.
Exercise 3 Complete the sentences with the correct forms of the phrases below.
take the risk make a decision respect...for... blame...for show off be responsible for get into check out
The report blamed the management for the worsening water pollution.
The police believe that she might have helped the thief, so they are checking out her story.
Young people respect these scientists for what they have done for their country, and many see them as role models.
When I go into town with my children, I won’t take the risk of leaving them alone, even for a short time.
One should think a bit longer about the advantages and disadvantages before making a decision.
Yesterday they got into an argument about whom to invite to the party.
An interesting detail in the story is that the two girls were rather unhappy about having nowhere to show off their new hats. As a result, their mother decided not to cancel the trip.
“Who will be / should be / is / was responsible for this terrible mess ” the manager asked his team.
IV. Assignments
Finish Exercise A on P1-3 in the workbook;
Translate the following sentences into English by using the words and phrases in brackets.
(1) 看着孩子受苦会让父母难过。(go through)
(2) 青少年渴望独立于父母，这是很自然的事。（independent）
(3) 博物馆中的绘画，只有一幅画在大火中逃过一劫。（survive）
(4) 你不能把自己所有的问题归咎于你的家庭。（blame)
(5) 他们应对难题的能力给我留下了深刻印象。（impress）
(6) 当宠物制造了麻烦，它的主人需要负起责任。（responsible)
Parents are sorry to see their children go through hardships.
It is natural that teenagers want to be independent of parents.
Of all the museum’s paintings, only one survived the fire.
You can’t blame all your problems on your family.
Their ability to deal with tough issues impressed me.
When a pet creates a problem / causes trouble, its owner should be responsible for it.
Interaction
Expand vocabulary in the given context.
必修二 第一单元
第四课时
课题：Grammar activity: Ellipsis
课时学习目标：
增强对省略结构的语法意识;
区分范文中的两种省略结构；
在不同的情境中恰当运用省略结构。
I. Getting started
Interactive Task 1: Read the minimal pair example and answer questions.
Present a minimal pair example and explain the usage of ellipsis.
-Who would like to go swimming with me on Sunday
-I would like to (go swimming with you on Sunday).
What’s the difference between the two answers
We can answer the question in a complete sentence or use ellipsis by omitting the part in brackets.
Ellipsis is the act of leaving out some parts of a sentence.
2. What will happen if we omit the part in brackets
The meaning doesn’t change but the answer is more concise.
Interactive Task 2: Match ellipsis to grammatical rules a and b.
Explain ellipsis rules first and ask Ss to match ellipsis in the passage to the rules。
（1）Which kind of ellipsis is used after verbs or other auxiliary verbs
2. Why would he be
3. I haven’t.
5. Of course I would.
（2）Which kind of ellipsis is used after to-infinitive
1. I’m surprised that his parents allowed him to.
4. and no one has ever asked me to.;
6. ... but I hope that someday I’ll be able to.
II. Digging in
Interactive Task 1: Rewrite the sentences using ellipsis
How can you rewrite the sentences in the passage using ellipsis
Yes, I’d love to.
An Australian teenager named Jade Hamister wasn’t ready to.
I’m sure she can!
Interactive Task 2: Interview classmates using ellipsis
Work in groups of four. Ask three classmates to see if they would like to join you. They will answer your questions using ellipsis. After interviewing three students, a student in your group will give a report.
You may report like this:
I asked three classmates. Linlin agreed to go rowing with me, but the rest would not.
Demonstrate the example, get Ss to write questions and interview classmates.
e.g. I would like to go mountain climbing this weekend.
Would you like to go mountain climbing this weekend with me
watch a film
Would you like to watch a film this weekend with me
organize community activities
Would you like to organize community activities this weekend with me
...
III. Assignments
Finish Exercise B on P5 in the workbook.
Watch a video on ellipsis.
Interaction
More practice on ellipsis.
必修二 第一单元
第五课时
课题：Listening：The fear factor
Speaking: Talking about common and uncommon fears
课时学习目标：
分辨不同类型的恐惧,了解其表现及成因;
讨论常见和不常见的恐惧，探索克服恐惧可能的方法。
I. Getting Started
Interactive Task 1: Guess the word
1. What does the word “phobia” mean
fear
claustrophobia: fear of being in a small closed space
needle phobia: fear of injection
Interactive Task 2: Listen for the gist
1. Why do some people have this kind of uncommon fear
a. Children may learn this behavior from their parents.
c. It may be caused by bad childhood experiences.
e. They may inherit the genes for this type of fear from their parents.
II. Digging in
Interactive Task 1: Listen for details
What might you fill in these blanks
Different kinds of fears; physical reactions
Fear of heights (2) boiling hot
can’t breathe (4) Fear of spiders
sick/scared (6) scared and angry
it was funny (8) very frightened
Interactive Task 2: Discuss the most and least common fears
What do these fears mean
They are fear of dancing, fear of cars, fear of storms, fear of colours, fear of speaking in public, fear of clowns, fear of the sun, etc.
What do you fear most Please share your fears within your group.
Answers may vary.
3. Have you ever considered why we have such fears and how we can conquer our fears
Answers may vary.
III. Assignments
Finish Exercise C on P6-7 in the workbook;
Prepare an oral presentation on“My fear and its causes”.
Interaction
Retell the causes for a certain fear
Each group will be given an envelope with descriptions of different fears. You will discuss these fears and possible reasons and then present your findings to the class.
Language guidance
Why is he afraid of...
Well, when he was little, he...
I see. Poor boy. I wish...
Yeah, absolutely.
Is this a usual fear
Well, not really. I think...
Envelope 1 1. A fear of the colour red I cut my finger by accident when I was sharpening a pencil with a sharp knife. It bled and this scared me a lot. I have been afraid of the colour red since then. 2. A fear of speaking in public When I was little, I was so shy that I couldn't speak in public. One day, my teacher asked me a question. I knew the answer, but I couldn't say a word. Everyone in class laughed at me. 3. A fear of the dark I used to be quite naughty. One day I teased a child and made him cry. My father was very angry and sent me to a dark room to teach me a lesson. I was so frightened and that's why I am afraid of the dark.
Envelope 2 1. A fear of snakes My mother is afraid of snakes. Even when she sees snakes on TV, she feels scared and covers her face with her hands, so I am afraid of snakes too. 2. A fear of water I have a fear of water because I nearly drowned when swimming in a swimming pool. 3. A fear of clowns Many people think clowns are funny and enjoy watching their performances, but I don't think so. Once, a clown appeared in front of me all of a sudden and this scared me a lot.
Envelope 3 1. A fear of crossing streets Several years ago, a car hit me when I was crossing a street; my left leg was badly hurt. Now I feel nervous every time I cross a street. 2. A fear of bees I was stung by a bee, so now they make me really scared. 3. A fear of playing on the swing Once I saw a boy who hurt himself when he fell off a swing in a playground. From then on, I've been afraid of playing on the swing.
Envelope 4 1. A fear of cockroaches(蟑螂) I have learnt from books that cockroaches spread disease and can cause serious illnesses. What's more, they look horrible. I just can't help screaming every time I see them. 2. A fear of riding bicycles Many boys like cycling, but I don't. I had a very bad experience: I hit a pedestrian while riding a bicycle. Luckily, she was not injured, but I don't want to ride bicycles any more. 3. A fear of dancing I have been afraid of dancing ever since I fell off the stage and hurt my ankle.
必修二 第一单元
第六课时
课题：Writing：An article to describe a person you admire
课时学习目标：
分析范文的内容、语言和标点符号的用法；
写一篇自己最敬仰的人的征文，注意细节描写和语言的准确性。
I. Pre-writing
Interactive Task 1: Read the competition announcement
What is the topic of the writing competition
Inspirational people.
What can be included in the description
A person you admire, the reason why he/she is special, what he/she has achieved and his/her photo.
II. While-writing
Interactive Task 1: Analyze the sample entry
What is each paragraph is mainly about
The 1st paragraph is the introduction.
We know who-Grandpa Lu; what-He shows that old people can achieve amazing things, just like young people. He swam in the river 320 times last year.
The 2nd paragraph is the body part, which gives us more details. It explains why Grandpa Lu started swimming; when he started swimming and what he has done.
The last paragraph shows why he is special.
Interactive Task 2: Discuss the guiding questions
Aspects of writing Guiding questions My exploration
Content Who is Grandpa Lu What is special about him Grandpa Lu is the oldest person who regularly swims in winter in the writer's city.
What is his achievement He swam in a local river 320 times last year.
Why does the writer admire him kind, persistent, courageous, helpful keep swimming in winter achieve amazing things: swim 320 times in a year make a lot of friends make money for charity
Language What words or phrases show Grandpa Lu's achievements adjectives: amazing, incredible numbers: 320 times, 82 years old
What words or phrases show the writer's admiration for Grandpa Lu commentary adjectives: amazing, incredible，special phrases: focus on, never consider giving it up, make lots of swimming friends, make money for charity by swimming
Which connecting expressions does the writer use to link the sentences and, after, also
Editing How is direct speech presented in this text, and what punctuation is used Quotation marks are used for direct speech and the punctuation is usually inside the quotation marks, e.g. “ I started to swim out of curiosity, and then I found that I just couldn’t stop.” When direct speech is part of a larger sentence, we separate it with a comma, e.g. “ If the weather is not too bad, I will go swimming,” said Grandpa Lu. We can state the speaker by adding “said sb” after the closing quotation mark.
Why does the writer use capital letters for “Grandpa Lu” a proper noun
Interactive Task 3: Brainstorm
Think of who you are going to write about and give reasons.
Answers may vary.
Interactive Task 4: Write a description of a person you admire.
Answers may vary.
III. Post-writing
Analyze a student’ s sample essay
Wu Jianxiong, a great physicist, is the person I admire. She was called the Chinese Madame Curie and achieved a lot in the area of physics. She devoted all her life to physics.
Ms. Wu was born in a wealthy family in Suzhou. She liked reading very much. When she was a teenager, she read a biography of Madam Curie, whose achievements impressed her a lot. From then on, she decided to study physics. She pursued study in America. Due to her achievements in physics, she was invited to join the Manhattan Project and was the only woman among the researchers. She helped Yang Zhenning and Li Zhengdao with their research. Yang and Li wereawarded the Nobel Prize in Physics. However, Ms. Wu’s efforts were not recognized. What a pity!
I admire Ms. Wu for her courage and efforts. She has set an example for us girl students. She has proved that a woman can achieve a lot in scientific study.
Q: How could we revise the essay
Answers may vary.
IV. Assignments
Polish your writing with the help of the checklist;
Aspects of writing
Content I have written how special he/she is.
I have talked about his/her achievement.
Language I have used adjectives to comment on the person.
I have used words and phrases to show admiration.
I have used numbers to talk about facts.
I have used connecting phrases to make the essay coherent.
Editing I have used correct punctuation.
Finish Exercise E1 on P11 in the workbook ;
Watch a video on how to describe a person.
链接：https://pan./s/15eyYS3l_Mw2JA_shIjpirQ
提取码：smcw
Interaction
Read the materials about how to describe a person and then finish the exercise.
必修二 第一单元
第七课时
课题: Cultural focus I: Eyewitness account: Scott’s Hut
课时学习目标：
了解斯考特小木屋的来历和背后的故事；
掌握语篇中的关键词汇；
表达对于保护历史建筑物的观点。
I. Pre-reading
Interactive Task 1: Skim the passage
What is the passage about
It’s about Scott’s Hut.
Where is it
It is in Antarctica.
Who are the characters in the passage
Brita Harding and Scott.
4. What can you see in the picture
It’s the Scott’s Hut. There are many things inside, such as old books, a table, a chair, a bed, etc.
5. Who once used the hut
Scott once used it because its name is Scott’s Hut.
Interactive Task 2: Do the quiz about the Antarctic
The Antarctic is ________ than the Arctic.
a. colder b. less cold
Thousands of ________ live there.
a. polar bears b. penguins
The Inuit people have ________ lived there.
a. never b. always
It’s dark ________.
a. all year round b. for half the year
It’s the ________ place on Earth.
a. wettest b. driest
Interactive Task 3: Predict the passage
Q: Can you imagine the risks for Captain Scott
There might have been great danger as the Antarctic is extremely cold. He might have come across a lot of snowstorms. It was hard for him to keep warm and carry his equipment.
II. While-reading
Interactive Task 1: Scan the passage and check answers
Read Para 1-2 and check answers in the quiz.
Q: What do the two people mentioned in the first paragraph have in common
They are all related to Antarctica and Scott’s Hut. Brita Harding is in Antarctica working in Scott’s Hut while Captain Robert Scott used Scott’s Hut as a base camp.
Interactive Task 2: Read the rest parts of the passage and answer questions
1. Who won the race to the South Pole in the end
a. Brita Harding. b. Robert Scott. c. Roald Amundsen. d. None of them.
2. Scott's team planned to get to the South Pole by ___________.
a. walking there b. riding motorized sleds and horses
c. driving motorbikes d. riding sleds pulled by dogs
3. Brita wants to save Scott's Hut because___________.
a. it contains many interesting things
b. it used to be a base for expeditions
c. it can bring Scott's expedition to life
d. the things in the hut are all frozen
expedition n. an organized journey with a particular purpose, especially to find out about a place that is not well known
go on an expedition to some place
Interactive Task 3: Complete the information
Read the passage again and complete the information about Scott’s Hut.
Facts about Scott’s Hut Age: Over 100 years Location: On Ross Island, Antarctica Use of the hut: A base camp for polar exploration Things found in the hut: Books, wooden skis, biscuits, penguins’ eggs, a pair of Scott’ s boots and many other interesting things Reasons for preserving the hut: Captain Robert Scott used it as a base camp in 1911. His expedition to the South Pole was an amazing achievement, which encouraged people to be hardworking, ambitious courageous and persistent. The hut brings Scott’s expedition to life. Thus, it deserves to be preserved.
Compare the two teams in the aspects of preparation, transport vehicle, weather and results.
Preparation Transport vehicle Weather Results
Roald Amundsen’s expedition prepared for many months sleds pulled by dogs good weather; Amundsen’s team reached the South Pole before Scott’s team.
Robert Scott’s expedition prepared for many months motorized sleds and horses bad weather; terrible snowstorms Scott's team ran into terrible snowstorms. Their sleds broke down. Their horses died. They ran out of food. They got lost in snowstorms. They didn't make it.
III. Post-reading
Divide Ss into groups of four and discuss the questions:Do you think it is important to preserve historic buildings like Scott’s Hut Why or why not
Remind Ss to consider historic buildings in their hometown and give suggestions for their preservation.
Language support
They remind us of the past ...
We can pass them on to future generations.
By ..., we understand more about ...
Without them, we can only learn ...
Reference answers:
Many of these buildings provide important information about...
In my opinion, it’s absolutely necessary to preserve historic buildings. First, there are many stories related to historic buildings. They remind us of the past. Without them, some of the history might be lost. Second, many historic buildings are beautifully designed and have become tourist attractions. They can help promote economy. I think the government is responsible for preserving these buildings. More money should be spent on preserving these buildings.
It’s our duty to preserve historic buildings. Unfortunately, some historic buildings have been pulled down and lost forever. What a pity! We must take action to preserve these historic buildings before it is too late. There are also some historic buildings that are not so famous, however, they deserve preservation. By visiting them, we understand more about how Shanghai has developed into a modern city from a fishing village. As far as I am concerned, a list of historic buildings should be made and we do hope experts and government officials work together to preserve these buildings.
IV. Assignments
Retell the story about Scott’s Hut;
2. Finish Exercise D on P8-10 in the workbook.
Interaction
Discuss the following questions in groups of four.
1. Who is the eyewitness mentioned in the title And why is the first paragraph printed in bold letters
2. Roald Amundsen’s team won the race to the South Pole, but why is the passage focused on Scott’s Hut
3. Is the title suitable If not, what is your idea of a mor
必修二 第一单元
第八课时
课题：Cultural focus II: Extreme sports in Queenstown
课时学习目标：
掌握与极限运动有关的词汇；
了解皇后镇的主要极限运动；
设计一份宣传极限运动胜地的广告。
I. Pre-viewing
Interactive Task 1: Talk about extreme sports
1. What do you think of the place
It’s beautiful.
2. What kind of tourists will visit Queenstown
Maybe people who love natural scenery will visit Queenstown. Queenstown is famous for its bungee jump.
3. What kind of sport activities is Queenstown suitable for Why
Bungee jumping, skydiving, paragliding, jet boating, etc.
4. Can you name any other extreme sports What do you know about them
Answers may vary.
II. While-viewing
Interactive Task 1: First viewing
Translate the following terms.
extreme sports 极限运动
paragliding 滑翔伞运动
sky diving 特技跳伞
bungee jump 蹦极
gold rush 淘金热
tramping 徒步
Q: What impresses you most
Answers may vary.
Interactive Task 2: Second viewing
Watch the video again and put the events in the correct order.
a. Walkers started visiting the area. 3
b. Someone made the first bungee jump. 6
c. People found gold in the area. 2
d. Settlers arrived in Queenstown. 1
e. People could go skiing in Queenstown. 4
f. Adventure attractions started in the area. 5
Interactive Task 3: Vocabulary practice
Choose suitable words from the two columns to form phrases, and then complete the sentences with the phrases.
deep exciting fearless gold mountain ski top-quality tourist
challenge canyon hotels industry passengers range resort rush
The best place to do winter sports is at a ski resort.
During the gold rush, people searched for small pieces of the valuable metal in rivers.
Some countries attract many visitors and earn a lot of money from the tourist industry.
If you stay in top-quality hotels, your holiday will be quite expensive.
The Shotover River is at the bottom of a deep canyon with high walls on each side.
People do extreme sports because they enjoy the exciting challenge.
Those fearless passengers don’t usually scream when they are on the jet boat ride.
Queenstown is near a mountain range called the Remarkables.
III. Post-viewing
Make an advertisement for an extreme sports location.
Language support:
Come to...!
..., the perfect destination for...
..., paradise for...
..., the most popular... in the world!
Experience the thrill of...!
If you’re looking for..., you won’t be disappointed!
A sample
Tower of Macao, one of the highest bungee jump locations in the world!
Jumping from the 233-meter-high platform on the Tower of Macao at the speed of 75 km per hour in less than 20 seconds, you will definitely have the most unforgettable experience in life！
Besides the excitement, you will also have a bird’s eye view of Macau, a beautiful modern city with lovely views.
It’s worthwhile! You can’t miss it!
IV. Interaction
Conduct self-assessment through the checklist on P22.
V. Assignments
Finish Exercise E2 on P12 in the workbook;
2. Read Fun in the snow and answer the questions;
3. Make an advertisement for an extreme sports location.