Unit 1 No limits 单元全课时学案（上教版必修二）
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| 版本资源 | 上教版（2020） | ||
| 科目 | 英语 | ||
| 更新时间 | 2021-10-22 18:00:59 | ||
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Unit 1 No Limits
第一课时 学案
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
Introduction
The “wow” factor
“I just felt like it”
Pressure from friends
What you can do
Deep reading
Read each paragraph and answer some questions.
Para. 1
Q: What’s the problem
_______________________________________________________________________________
Para. 2
What is the “wow” factor
_______________________________________________________________________________
How do teenagers feel when they have taken and survived a risk
_______________________________________________________________________________
Why do teenagers take more risks than children and adults
_______________________________________________________________________________
_______________________________________________________________________________
Para. 3
(1) What are teenagers probably thinking of when they take risks
_______________________________________________________________________________
(2) Why does risk-taking happen to teenagers
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Para. 4
Why do teenagers suddenly take risks
_______________________________________________________________________________
_______________________________________________________________________________
(2) Are there differences between boys and girls in risk-taking
_______________________________________________________________________________
_______________________________________________________________________________
(3) Can you give some examples of boys’ risk-taking behaviors
_______________________________________________________________________________
Q: How can we distinguish the three causes
_______________________________________________________________________________
_______________________________________________________________________________
Para. 5
Q: How can teenagers avoid taking risks
_______________________________________________________________________________
_______________________________________________________________________________
Q: Do you worry about taking risks
_______________________________________________________________________________
_______________________________________________________________________________
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
第二课时 学案（学生版）
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
Why is the passage titled “blame your brain” What does it imply
_______________________________________________________________________________
_______________________________________________________________________________
2. Besides dopamine and frontal cortex, what else contributes to their taking risks
_______________________________________________________________________________
_______________________________________________________________________________
3. What can we do about teenagers’ risk-taking
_______________________________________________________________________________
_______________________________________________________________________________
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 ____________ called dopamine, which causes feelings of 2 ____________. Teenagers are found to have 3 ____________ levels of dopamine than children, so they have to take more 4 ____________ to experience the same excitement.
Scientists also believe that teenagers are more likely to do 5 ____________ things without thinking about the results due to the 6 ____________ changes in their brains. Their frontal cortex is not fully 7 ____________ , so their ability to make good decisions is limited. Pressure from friends is the third factor that turns teenagers into 8 ____________ : they have a strong need to look good in front of their friends. They also try to earn 9 ____________ from their friends by doing dangerous things such as fighting or not wearing seat belts. Experts suggest that there are no easy 10 ____________ 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.
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Even teenagers who are not usually big risk-takers may suddenly do something dangerous because they want to show off or fit in.
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
(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.
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
(4) But is taking risks really the best way to get people to respect, notice and like you
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
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
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
2. In your opinion, what are better ways to get people to respect you
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
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.
第三课时 学案（学生版）
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
_______________________________________________________________________________
_______________________________________________________________________________
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）: ___________________________________________________________________
(2) Well, some scientists believe that dopamine levels are sometimes lower in teenagers than they are in children.
they (line 15): ___________________________________________________________________
(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) : ___________________________________________________________________
(4) The teenager didn’t plan to take a risk: it just “happened”.
it (line 26)：____________________________________________________________________
(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): _____________________________________________________________________
(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): ___________________________________________________________________
(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): __________________________________________________________________
(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) : __________________________________________________________________
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
_______________________________________________________________________________
_______________________________________________________________________________
Extension
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
More practice
The kids were ___________ (excite) about the holiday.
This is one of the most ___________ (excite) developments in biology in recent years.
I am ___________(frighten) of walking home alone in the dark.
It is ___________ (frighten) to think it could happen again.
1. I was ___________(disappoint) to see that my suggestions had been ignored.
2. A ___________ (surprise) number of people showed up at the opening ceremony.
3. His mother was so ___________ (worry) that she went for the doctor.
4. He has an ___________ (amaze) ability to learn new languages.
5. Bill came back from his holiday looking ___________ (relax) and ___________ (satisfy).
plete the sentences with the correct forms of the phrases.
What’s teenagers’ problem in the passage
_______________________________________________________________________________
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 ____________________________________________ to save the child in the big fire.
Those who smoke have an increased risk of lung disease.
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Why do teenagers take more risks
_______________________________________________________________________________
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
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
In others words, the teenage brain is responsible for their risk-taking.
be responsible for: to be blamed for sth
The dog ____________________________________________ 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
_______________________________________________________________________________
_______________________________________________________________________________
Which part of the brain is responsible for teenagers’ risk-taking
_______________________________________________________________________________
make a decision
decide to do / decide on+n. (to choose something after thinking about the possible choices.)
After weeks of consideration, he finally ______________________.
I am having trouble ______________________a gift for my cousin.
If teenagers don’t control their behaviors, what might happen
_______________________________________________________________________________
get into+ sth: to reach a particular state or condition
What's your advice to teenagers
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Is taking risks really the best way to get people to respect, notice and like you
_______________________________________________________________________________
respect...for...
respect n. show / gain / win / have respect for...
respectful adj. showing or feeling respect
She has always been honest and I ____________________________________________.
We were brought up to ____________________________________________ the elderly.
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 ______________________ before we employ him.
Guests should ______________________ their rooms before noon.
Please ______________________ 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 ___________the management ___________the worsening water pollution.
The police believe that she might have helped the thief, so they are ___________ her story.
Young people ___________these scientists ___________ 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 t______________________leaving them alone, even for a short time.
One should think a bit longer about the advantages and disadvantages before ______________________.
Yesterday they ___________ 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 ___________their new hats. As a result, their mother decided not to cancel the trip.
“Who ______________________ 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.
看着孩子受苦会让父母难过。(go through)
_______________________________________________________________________________
_______________________________________________________________________________
青少年渴望独立于父母，这是很自然的事。（independent）
_______________________________________________________________________________
_______________________________________________________________________________
博物馆中的绘画，只有一幅画在大火中逃过一劫。（survive）
_______________________________________________________________________________
_______________________________________________________________________________
你不能把自己所有的问题归咎于你的家庭。（blame)
_______________________________________________________________________________
_______________________________________________________________________________
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)
_____________________________________________________________________________
_______________________________________________________________________________
Interaction
Expand vocabulary in the given context.
第四课时 学案（学生版）
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
———————————————————————————————————————
What will happen if we omit the part in brackets
———————————————————————————————————————
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。
Which kind of ellipsis is used after verbs or other auxiliary verbs
———————————————————————————————————————
———————————————————————————————————————
———————————————————————————————————————
Which kind of ellipsis is used after to-infinitive
———————————————————————————————————————
———————————————————————————————————————
———————————————————————————————————————
II. Digging in
Interactive Task 1: Rewrite the sentences using ellipsis
How can you rewrite the sentences in the passage using ellipsis
———————————————————————————————————————
———————————————————————————————————————
———————————————————————————————————————
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.
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
___________________________________________________________________________
organize community activities
___________________________________________________________________________
...
___________________________________________________________________________
III. Assignments
Finish Exercise B on P5 in the workbook.
Watch a video on ellipsis.
Interaction
More practice on ellipsis.
第五课时 学案(学生版）
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
What does the word “phobia” mean
_______________________________________________________________________________
Interactive Task 2: Listen for the gist
Why do some people have this kind of uncommon fear
_______________________________________________________________________________
_______________________________________________________________________________
II. Digging in
Interactive Task 1: Listen for details
What might you fill in these blanks
__________________________ (2) __________________________
__________________________ (4) __________________________
__________________________ (6) __________________________
__________________________ (8) __________________________
Interactive Task 2: Discuss the most and least common fears
What do these fears mean
_______________________________________________________________________________
_______________________________________________________________________________
What do you fear most Please share your fears within your group.
_______________________________________________________________________________
_______________________________________________________________________________
3. Have you ever considered why we have such fears and how we can conquer our fears
_______________________________________________________________________________
_______________________________________________________________________________
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.
第六课时 学案（学生版）
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
_______________________________________________________________________________
What can be included in the description
_______________________________________________________________________________
_______________________________________________________________________________
II. While-writing
Interactive Task 1: Analyze the sample entry
What is each paragraph is mainly about
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Interactive Task 2: Discuss the guiding questions
Aspects of writing Guiding questions My exploration
Content Who is Grandpa Lu What is special about him
What is his achievement
Why does the writer admire him
Language What words or phrases show Grandpa Lu's achievements
What words or phrases show the writer's admiration for Grandpa Lu
Which connecting expressions does the writer use to link the sentences
Editing How is direct speech presented in this text, and what punctuation is used
Why does the writer use capital letters for “Grandpa Lu”
Interactive Task 3: Brainstorm
Think of who you are going to write about and give reasons.
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Interactive Task 4: Write a description of a person you admire.
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
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_______________________________________________________________________________
_______________________________________________________________________________
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_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
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
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
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.
Interaction
Read the materials about how to describe a person and then finish the exercise.
第七课时 学案（学生版）
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
_______________________________________________________________________________
Where is it
_______________________________________________________________________________
Who are the characters in the passage
_______________________________________________________________________________
4. What can you see in the picture
_______________________________________________________________________________
5. Who once used the 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
_______________________________________________________________________________
_______________________________________________________________________________
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
_______________________________________________________________________________
_______________________________________________________________________________
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
Interactive Task 3: Complete the information
Read the passage again and complete the information about Scott’s Hut.
Facts about Scott’s Hut Age: _______________________ Location: ____________________________ Use of the hut: __________________________________________________________________ Things found in the hut: ______________________________________________________________________________________________________________________________________________________________ Reasons for preserving the hut: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Compare the two teams in the aspects of preparation, transport vehicle, weather and results.
Preparation Transport vehicle Weather Results
Roald Amundsen’s expedition
Robert Scott’s expedition
III. Post-reading
Work in 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
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 ...
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 more suitable title
第八课时 学案（学生版）
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
______________________________________________________________________________________________________________________________________________________________
2. What kind of tourists will visit Queenstown
______________________________________________________________________________________________________________________________________________________________
3. What kind of sport activities is Queenstown suitable for Why
______________________________________________________________________________________________________________________________________________________________
4. Can you name any other extreme sports What do you know about them
______________________________________________________________________________________________________________________________________________________________
II. While-viewing
Interactive Task 1: First viewing
Translate the following terms.
extreme sports ___________________
paragliding ___________________
sky diving ___________________
bungee jump ___________________
gold rush ___________________
tramping ___________________
Q: What impresses you most
______________________________________________________________________________________________________________________________________________________________
Interactive Task 2: Second viewing
Watch the video again and put the events in the correct order.
a. Walkers started visiting the area. _____
b. Someone made the first bungee jump. _____
c. People found gold in the area. _____
d. Settlers arrived in Queenstown. _____
e. People could go skiing in Queenstown. _____
f. Adventure attractions started in the area. _____
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 ___________________.
During the ___________________, people searched for small pieces of the valuable metal in rivers.
Some countries attract many visitors and earn a lot of money from the _________________.
If you stay in ___________________, your holiday will be quite expensive.
The Shotover River is at the bottom of a ___________________with high walls on each side.
People do extreme sports because they enjoy the ___________________.
Those ___________________ don’t usually scream when they are on the jet boat ride.
Queenstown is near a ___________________ 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!
______________________________________________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________________________________________
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 学案
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
Introduction
The “wow” factor
“I just felt like it”
Pressure from friends
What you can do
Deep reading
Read each paragraph and answer some questions.
Para. 1
Q: What’s the problem
_______________________________________________________________________________
Para. 2
What is the “wow” factor
_______________________________________________________________________________
How do teenagers feel when they have taken and survived a risk
_______________________________________________________________________________
Why do teenagers take more risks than children and adults
_______________________________________________________________________________
_______________________________________________________________________________
Para. 3
(1) What are teenagers probably thinking of when they take risks
_______________________________________________________________________________
(2) Why does risk-taking happen to teenagers
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Para. 4
Why do teenagers suddenly take risks
_______________________________________________________________________________
_______________________________________________________________________________
(2) Are there differences between boys and girls in risk-taking
_______________________________________________________________________________
_______________________________________________________________________________
(3) Can you give some examples of boys’ risk-taking behaviors
_______________________________________________________________________________
Q: How can we distinguish the three causes
_______________________________________________________________________________
_______________________________________________________________________________
Para. 5
Q: How can teenagers avoid taking risks
_______________________________________________________________________________
_______________________________________________________________________________
Q: Do you worry about taking risks
_______________________________________________________________________________
_______________________________________________________________________________
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
第二课时 学案（学生版）
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
Why is the passage titled “blame your brain” What does it imply
_______________________________________________________________________________
_______________________________________________________________________________
2. Besides dopamine and frontal cortex, what else contributes to their taking risks
_______________________________________________________________________________
_______________________________________________________________________________
3. What can we do about teenagers’ risk-taking
_______________________________________________________________________________
_______________________________________________________________________________
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 ____________ called dopamine, which causes feelings of 2 ____________. Teenagers are found to have 3 ____________ levels of dopamine than children, so they have to take more 4 ____________ to experience the same excitement.
Scientists also believe that teenagers are more likely to do 5 ____________ things without thinking about the results due to the 6 ____________ changes in their brains. Their frontal cortex is not fully 7 ____________ , so their ability to make good decisions is limited. Pressure from friends is the third factor that turns teenagers into 8 ____________ : they have a strong need to look good in front of their friends. They also try to earn 9 ____________ from their friends by doing dangerous things such as fighting or not wearing seat belts. Experts suggest that there are no easy 10 ____________ 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.
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Even teenagers who are not usually big risk-takers may suddenly do something dangerous because they want to show off or fit in.
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
(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.
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
(4) But is taking risks really the best way to get people to respect, notice and like you
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
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
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
2. In your opinion, what are better ways to get people to respect you
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
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.
第三课时 学案（学生版）
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
_______________________________________________________________________________
_______________________________________________________________________________
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）: ___________________________________________________________________
(2) Well, some scientists believe that dopamine levels are sometimes lower in teenagers than they are in children.
they (line 15): ___________________________________________________________________
(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) : ___________________________________________________________________
(4) The teenager didn’t plan to take a risk: it just “happened”.
it (line 26)：____________________________________________________________________
(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): _____________________________________________________________________
(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): ___________________________________________________________________
(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): __________________________________________________________________
(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) : __________________________________________________________________
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
_______________________________________________________________________________
_______________________________________________________________________________
Extension
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
More practice
The kids were ___________ (excite) about the holiday.
This is one of the most ___________ (excite) developments in biology in recent years.
I am ___________(frighten) of walking home alone in the dark.
It is ___________ (frighten) to think it could happen again.
1. I was ___________(disappoint) to see that my suggestions had been ignored.
2. A ___________ (surprise) number of people showed up at the opening ceremony.
3. His mother was so ___________ (worry) that she went for the doctor.
4. He has an ___________ (amaze) ability to learn new languages.
5. Bill came back from his holiday looking ___________ (relax) and ___________ (satisfy).
plete the sentences with the correct forms of the phrases.
What’s teenagers’ problem in the passage
_______________________________________________________________________________
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 ____________________________________________ to save the child in the big fire.
Those who smoke have an increased risk of lung disease.
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Why do teenagers take more risks
_______________________________________________________________________________
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
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
In others words, the teenage brain is responsible for their risk-taking.
be responsible for: to be blamed for sth
The dog ____________________________________________ 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
_______________________________________________________________________________
_______________________________________________________________________________
Which part of the brain is responsible for teenagers’ risk-taking
_______________________________________________________________________________
make a decision
decide to do / decide on+n. (to choose something after thinking about the possible choices.)
After weeks of consideration, he finally ______________________.
I am having trouble ______________________a gift for my cousin.
If teenagers don’t control their behaviors, what might happen
_______________________________________________________________________________
get into+ sth: to reach a particular state or condition
What's your advice to teenagers
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Is taking risks really the best way to get people to respect, notice and like you
_______________________________________________________________________________
respect...for...
respect n. show / gain / win / have respect for...
respectful adj. showing or feeling respect
She has always been honest and I ____________________________________________.
We were brought up to ____________________________________________ the elderly.
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 ______________________ before we employ him.
Guests should ______________________ their rooms before noon.
Please ______________________ 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 ___________the management ___________the worsening water pollution.
The police believe that she might have helped the thief, so they are ___________ her story.
Young people ___________these scientists ___________ 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 t______________________leaving them alone, even for a short time.
One should think a bit longer about the advantages and disadvantages before ______________________.
Yesterday they ___________ 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 ___________their new hats. As a result, their mother decided not to cancel the trip.
“Who ______________________ 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.
看着孩子受苦会让父母难过。(go through)
_______________________________________________________________________________
_______________________________________________________________________________
青少年渴望独立于父母，这是很自然的事。（independent）
_______________________________________________________________________________
_______________________________________________________________________________
博物馆中的绘画，只有一幅画在大火中逃过一劫。（survive）
_______________________________________________________________________________
_______________________________________________________________________________
你不能把自己所有的问题归咎于你的家庭。（blame)
_______________________________________________________________________________
_______________________________________________________________________________
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)
_____________________________________________________________________________
_______________________________________________________________________________
Interaction
Expand vocabulary in the given context.
第四课时 学案（学生版）
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
———————————————————————————————————————
What will happen if we omit the part in brackets
———————————————————————————————————————
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。
Which kind of ellipsis is used after verbs or other auxiliary verbs
———————————————————————————————————————
———————————————————————————————————————
———————————————————————————————————————
Which kind of ellipsis is used after to-infinitive
———————————————————————————————————————
———————————————————————————————————————
———————————————————————————————————————
II. Digging in
Interactive Task 1: Rewrite the sentences using ellipsis
How can you rewrite the sentences in the passage using ellipsis
———————————————————————————————————————
———————————————————————————————————————
———————————————————————————————————————
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.
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
___________________________________________________________________________
organize community activities
___________________________________________________________________________
...
___________________________________________________________________________
III. Assignments
Finish Exercise B on P5 in the workbook.
Watch a video on ellipsis.
Interaction
More practice on ellipsis.
第五课时 学案(学生版）
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
What does the word “phobia” mean
_______________________________________________________________________________
Interactive Task 2: Listen for the gist
Why do some people have this kind of uncommon fear
_______________________________________________________________________________
_______________________________________________________________________________
II. Digging in
Interactive Task 1: Listen for details
What might you fill in these blanks
__________________________ (2) __________________________
__________________________ (4) __________________________
__________________________ (6) __________________________
__________________________ (8) __________________________
Interactive Task 2: Discuss the most and least common fears
What do these fears mean
_______________________________________________________________________________
_______________________________________________________________________________
What do you fear most Please share your fears within your group.
_______________________________________________________________________________
_______________________________________________________________________________
3. Have you ever considered why we have such fears and how we can conquer our fears
_______________________________________________________________________________
_______________________________________________________________________________
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.
第六课时 学案（学生版）
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
_______________________________________________________________________________
What can be included in the description
_______________________________________________________________________________
_______________________________________________________________________________
II. While-writing
Interactive Task 1: Analyze the sample entry
What is each paragraph is mainly about
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Interactive Task 2: Discuss the guiding questions
Aspects of writing Guiding questions My exploration
Content Who is Grandpa Lu What is special about him
What is his achievement
Why does the writer admire him
Language What words or phrases show Grandpa Lu's achievements
What words or phrases show the writer's admiration for Grandpa Lu
Which connecting expressions does the writer use to link the sentences
Editing How is direct speech presented in this text, and what punctuation is used
Why does the writer use capital letters for “Grandpa Lu”
Interactive Task 3: Brainstorm
Think of who you are going to write about and give reasons.
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Interactive Task 4: Write a description of a person you admire.
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
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
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
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.
Interaction
Read the materials about how to describe a person and then finish the exercise.
第七课时 学案（学生版）
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
_______________________________________________________________________________
Where is it
_______________________________________________________________________________
Who are the characters in the passage
_______________________________________________________________________________
4. What can you see in the picture
_______________________________________________________________________________
5. Who once used the 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
_______________________________________________________________________________
_______________________________________________________________________________
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
_______________________________________________________________________________
_______________________________________________________________________________
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
Interactive Task 3: Complete the information
Read the passage again and complete the information about Scott’s Hut.
Facts about Scott’s Hut Age: _______________________ Location: ____________________________ Use of the hut: __________________________________________________________________ Things found in the hut: ______________________________________________________________________________________________________________________________________________________________ Reasons for preserving the hut: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Compare the two teams in the aspects of preparation, transport vehicle, weather and results.
Preparation Transport vehicle Weather Results
Roald Amundsen’s expedition
Robert Scott’s expedition
III. Post-reading
Work in 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
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 ...
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 more suitable title
第八课时 学案（学生版）
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
______________________________________________________________________________________________________________________________________________________________
2. What kind of tourists will visit Queenstown
______________________________________________________________________________________________________________________________________________________________
3. What kind of sport activities is Queenstown suitable for Why
______________________________________________________________________________________________________________________________________________________________
4. Can you name any other extreme sports What do you know about them
______________________________________________________________________________________________________________________________________________________________
II. While-viewing
Interactive Task 1: First viewing
Translate the following terms.
extreme sports ___________________
paragliding ___________________
sky diving ___________________
bungee jump ___________________
gold rush ___________________
tramping ___________________
Q: What impresses you most
______________________________________________________________________________________________________________________________________________________________
Interactive Task 2: Second viewing
Watch the video again and put the events in the correct order.
a. Walkers started visiting the area. _____
b. Someone made the first bungee jump. _____
c. People found gold in the area. _____
d. Settlers arrived in Queenstown. _____
e. People could go skiing in Queenstown. _____
f. Adventure attractions started in the area. _____
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 ___________________.
During the ___________________, people searched for small pieces of the valuable metal in rivers.
Some countries attract many visitors and earn a lot of money from the _________________.
If you stay in ___________________, your holiday will be quite expensive.
The Shotover River is at the bottom of a ___________________with high walls on each side.
People do extreme sports because they enjoy the ___________________.
Those ___________________ don’t usually scream when they are on the jet boat ride.
Queenstown is near a ___________________ 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!
______________________________________________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________________________________________
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.