外研版（2019）必修第三册 Unit 5 What an adventure整单元学案设计
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新外研社高中英语必修三
Unit 5 What an adventure整单元学案设计
Starting out&Understanding ideas学案设计
学习目标:
1.Watch a video and extract the key information from it;
2.Master map analysis skills;
3.Comprehend this passage by grasping key information in details;
4.Enhance critical thinking skills and practise having perspectives and viewpoints from diverse angles.
Step Ⅰ Lead-in
Activity 1 Watch a video
Watch the video and answer the questions.
1.What kind of difficulties did Xu Xiake meet
2.Do you know any other great explorers Share their stories with the class.
Activity 2 Map analysis
The South-east Ridge Route on Qomolangma
Facts about Qomolangma
·Qomolangma lies on the border of Nepal and the Xizang Autonomous Region of China.
·The best time to climb Qomolangma is in April and May.
·The temperature on the mountain can get as low as -60℃.
·The first people confirmed to have reached the top were Edmund Hillary and Tenzing Norgay in 1953.
Look at the map and answer the questions.
1.(1)Who were the first people confirmed to have reached the top of the mountain
(2)When did this happen
2.Why do you think the climbers need so many camps along the route
3.What else do you know about Qomolangma Share the information with the class.
Step Ⅱ While -reading
Activity 1 Read for detailed information
Read the passage and find out what “Type T” personalities are.
Activity 2 Language points and translation
1.For those people,climbing Qomolangma is an experience like no other,making some feel weak and others,powerful.
【翻译】 对这些人来说,攀登珠穆朗玛峰是一项独一无二的体验,它让一些人感到脆弱的同时也让另一些人感受到强大。
【解析】 making some feel weak是分词做状语,make后面跟复合宾语。
【活学活用】
(1)_________________________________________________
中国修建了更多的高速公路,使人们从一个地方到另一个地方更加方便。
(2)____________________________________________________
大雨滂沱,导致那个国家洪水泛滥。
2.It forces you to look deep inside yourself and figure out if you really have the physical,as well as mental,toughness to push when you want to stop.
【翻译】 它会强迫你去深入地审视自己,弄清楚当你想停下来的时候,你是否真的有身体上和精神上的韧性。
【解析】 figure out 算出;想出;理解;解决问题
【活学活用】
(1)______________________________________________
孩子们没有花很多时间就算出了正确的答案。
(2)______________________________________________
他正在努力想办法解决这个问题。
(3)______________________________________________
我琢磨不透他为什么要辞掉工作。
(4)______________________________________________
过了好一会我才明白发生了什么。
Step Ⅲ Post-reading
Go through the questions and think about them individually;then discuss the questions in groups and share your answers with the class.
Questions:
Do you agree with Mallory’s and Arnette’s opinions Why
Step Ⅳ Homework
课文语法填空,在空白处填入1个适当的单词或括号内单词的正确形式。
Last year,hundreds of people spent good money 1.(climb) Qomolangma,2. experience that they knew would include 3. (crowd),discomfort and danger.
British mountain climber George Mallory insisted that 4. climbers got from the adventure was sheer joy.American climber Alan Arnette,5._____________ climbed Qomolangma in 2011,believed that mountain climbing could make people focus on what’s important to them.Studies 6.______________(conduct) recently indicate that risk-taking may be part of human nature,with some 7. (likely) to take risks than others.A risk-taking personality is referred to as “Тypе T”,with the “T” 8.__________________(stand) for thrill.Our desire 9. (seek) risks can be connected to how much we expect 10. (benefit) from the result of it.
评价量规
学习目标 目标达成评价等级
A B C D
Watch a video and extract the key information from it;
Master map analysis skills;
Comprehend this passage by grasping key information in details;
Enhance critical thinking skills and practise having perspectives and viewpoints from diverse angles.
参考答案:
Step Ⅰ Lead-in
Activity 1
1.Xu traveled on foot.He often went without food for days,and suffered bad weather,illness,dangerous animals and even robbers.
2.Students’ own answers.
Activity 2
1.(1)Edmund Hillary and Tenzing Norgay.
(2)In 1953.
2.It is such a long way that it cannot be done within one day.The climbers need these camps for a rest and adapt themselves to the environment.
3.Students’ own answers.
Step Ⅱ While -reading
Activity 1
“Type T” personalities,with the “T” standing for “thrill”,are personality traits that make people more likely to take risks than others.
Activity 2
1.(1)More highways have been built in China,making it much easier for people to travel from one place to another.
(2)It rained heavily,causing severe flooding in that country.
2.(1)It didn’t take the children long to figure out the correct answer.
(2)He’s trying to figure out a way to solve the problem.
(3)I can’t figure out why he quit his job.
(4)It took me a while to figure out what happened.
Step Ⅲ Post-reading
Students’ own answers.
Step Ⅳ Homework
1.climbing 2.an 3.crowds 4.what 5.who 6.conducted 7.more likely 8.standing 9.to seek 10.to benefit
Using Language学案设计
学习目标:
1.Identify and summarise the forms and functions of past future through observation and apply it correctly in different contexts and situations;
2.Understand the main idea of listening materials and gather specific details to complete the table;
3.Learn the basic of first aid,master proper contents and terms of it in various emergency situations;
4.Utilise appropriate structures to introduce adventure travel experiences.
Step Ⅰ Lead-in
Compare the two groups of sentences and answer the questions.Sentences (a) and (b) are from the reading passage.
a.Last year,hundreds of people spent good money on an experience that they knew would include crowds,discomfort and danger.
b. ...Alan Arnette,who climbed Qomolangma in that year and was going to climb other high mountains around the world.
c.This year,hundreds of people will spend good money on an experience that they know will include crowds,discomfort and danger.
d. ...Alan Arnette,who has climbed Qomolangma and is going to climb other high mountains around the world.
1.What is the difference between the two groups of sentences
2.What clues in the sentences help you decide which tense to use
3.Match each group of sentences to the correct timeline.
Step Ⅱ Analysis and identification
Activity 1 Write the clauses in the correct order.
a.which/for three full days/the storm/would last
b.remain/there/we would/for many months to come
c.wouldn’t/for a very long time/be back/we
d.from port/we/sailing/were
Activity 2 Complete the captain’s memoir with the clauses.
It was spring,and 1. .We were excited—none of us knew that these would be our final days together.At first,the waters of the strait were calm and we spent our days working,fishing and playing cards,happily unaware that 2. .At that point,3. was just a few dark clouds on the horizon.Hours later,the waves rose up over our ship,breaking it into two and throwing us overboard.Choking with water,we swam to the nearest island.4. ,hatching plans to escape.
Activity 3 Fill in the blanks.
过去将来时
过去将来时表示从过去的某一时间来看将来要发生的动作或呈现的状态,常用于宾语从句中。可以这样理解:过去将来时的出发点是过去,即从过去某一时刻看以后要发生的动作或状态。例如:
(1)She was sixty-six.In three years,she would be sixty-nine.
(2)He said he would go to the north for the holiday.
一、结构
肯定式 主语+should/would+do+其他…… He hoped the concert would have a relaxed atmosphere. We said we should finish the work soon.
否定式 主语+should not/would not+do+其他…… They told me that they probably wouldn’t come.
一般疑问式 Would/should+主语+do+其他 Would he turn up at the meeting on time if he took a taxi then
特殊疑问式 特殊疑问词+would/should+主语+do+其他…… What would you do if you were there that time
二、过去将来时的其他几种表达方式
1.was/were going to do表示过去打算或计划将要做什么。
She said she two tickets in advance.
2.(1)was/were about to do表示过去即将发生的动作,意为 “过去正要做某事”,一般不与表示具体时间的时间状语连用,可与when连用。
(2)was/were on the point of doing 表示“过去正要做某事”。
She waited until he .
3.was/were to do 表示过去计划或安排将要做某事,有时表示“注定”。
He said he his holiday with his elder brother in a week.
4.was/were doing表示过去按计划或安排将要发生的事,常用于以下动词:come、go、arrive、leave、start等。
He said he at six the next morning.
5.用某些动词的过去式表示按时刻表或日程表过去将要发生的事。
They told me the plane at 8 o’clock tomorrow.
【注意】 条件状语从句和时间状语从句中需要用一般过去时代替过去将来时,如:
I didn’t know when she would come,but when she came I would let you know.
Activity 4 Practice
Imagine you were one of the sailors in Activity 1.Answer the captain’s questions using I was going to...,but...
Activity 5 Look at the items in the first aid kit and talk about what they are used for.
Add anything else that you think would be useful.
Learning first aid is helpful before you go on an adventure!
Activity 6 Complete the first aid guidelines with the words and expressions in Activity 5.
FIRST AID GUIDELINES
Broken arm
To reduce the pain,place a(n) 1. on the arm.If it is too cold,cover it with cloth beforehand.It is important to keep the arm still and rigid,so make a sling out of a(n) 2. .
Cut
Put pressure on the cut with a clean cloth.Once the bleeding has stopped,clean the area out with fresh water or 3. .Once the wound is cleaned and dry,cover it with a bandage.
Heatstroke
Take the person to a cool place and give him/her lots of water to drink.Take the person’s temperature by putting a(n) 4. under his/her tongue.If it is 40℃ or higher,take the person to hospital as soon as possible.
Insect bite
Wash the area with liquid medicine.If the bite becomes hot,red and itchy,try to cool it down.If the bite is painful,give the person one or two 5..Go to hospital if necessary.
Step Ⅲ Listening
Activity 1 Amazing road trips
Activity 2 Listen to the interview and choose the words that best describe the speakers’ experiences.
1.Expensive but fun.
2.Difficult and unpleasant.
3.Challenging but rewarding.
Activity 3 Listen again and complete the blog.
When we came back,we were asked a lot of questions about our adventure.Here we’ll try to answer the most frequently asked questions.
Why did you do it
We did it to 1. .
How did you prepare
We really practised a lot!If we weren’t studying,we were 2. .
What difficulties did you encounter
We had to 3. day after day.We also had to face 4. and dangerous falling rocks.5. started from Chengdu,but three friends got injured.
What did you see
The views were fantastic! The most impressive ones were those of 6. .
How did you feel after the trip
It was the best feeling in the world! We had an adventure,raised some money and 7. to some children’s lives.
听力评价量规
评价指标 优 良 中 差 自评 互评 师评
主旨要义 能够准确理解主旨要义(对话主要内容是什么) 能够基本理解主旨要义(对话主要内容是什么) 能够理解部分主旨要义(对话主要内容是什么) 未能理解主旨要义(对话主要内容是什么)
获取事实性的具体信息 能够准确获取对话细节信息 能够基本获取对话细节信息 能够获取部分对话细节信息 未能获取对话细节信息
对所听内容做出推断 能够对所听内容做出准确推断 能够对所听内容做出基本推断 能够对所听部分内容做出推断 未能对所听内容做出推断
理解说话者的意图、观点或态度 能够准确理解说话者的意图、观点或态度 能够基本理解说话者的意图、观点或态度 能够理解说话者的部分意图、观点或态度 未能理解说话者的意图、观点或态度
Step Ⅳ Discussion
Work in pairs.Act out the conversation to talk about the road trips across China.
Student A:Turn to Page 107.
Student B:Turn to Page 112.
Learning to learn
While listening and taking notes,you don’t need to write down every word in full.Using symbols and abbreviations can allow you to take notes more quickly.Next time you need to take notes,try using some of these:∵/because,∴/therefore,5/five,↑/up,C20/20th century,20K/twenty thousand,diff./difference.
Step Ⅴ Homework
Activity 1 语法专练
1.He (speak) at the meeting,but his heart attack prevented him.
2.I asked him to give up smoking,but he said he (not do) it.
3.As early as his second film,Chaplin had developed his own manner of acting,the one that (become) world famous.
4.Helen was delayed by a customer when she (leave) the office.
5.He (tell) me the secret when someone patted him on the shoulder.
6.On our way to the house,it was raining so hard that we couldn’t help wondering how long it (take) to get there.
Activity 2 翻译句子
1.彼得刚要离开办公室,电话铃响了。
2.他宣布他将亲自接管那家公司。
3.我检查了雏鸟,它看起来很好。我的下一项工作是筑个巢并把它固定在树上。
I examined the chick and it seemed fine.
Step Ⅵ 语法评价量规
英语语法(过去将来时的被动语态)评价量表
评价指标 优 良 中 差 自评 互评 师评
基本概念 能准确理解和把握过去将来时被动语态的意义 能基本理解和把握过去将来时被动语态的意义 能部分理解和把握过去将来时被动语态的意义 基本未能把握过去将来时被动语态的意义
续 表
评价指标 优 良 中 差 自评 互评 师评
基本结构 能够非常准确地掌握过去将来时被动语态的肯定、否定、一般疑问和特殊疑问结构 能够基本上掌握过去将来时被动语态的肯定、否定、一般疑问和特殊疑问结构 能掌握部分过去将来时被动语态的肯定、否定、一般疑问和特殊疑问结构 基本未了解过去将来时被动语态的肯定、否定、一般疑问和特殊疑问结构
应用 能够精准地识别文章和高考语法填空中的过去将来时被动语态 能够在大部分情况下正确地识别文章和高考语法填空中的过去将来时被动语态 较少的情况下,能够正确地识别文章和高考语法填空中的过去将来时被动语态 未能在文章和高考语法填空中识别过去将来时的被动语态
迁移 能够在作文中非常自如、恰当地使用过去将来时的被动语态 能够在作文中较为恰当地使用过去将来时的被动语态 能够在作文中使用过去将来时的被动语态,但是错误较多 在作文中基本上未能正确使用过去将来时的被动语态
参考答案:
Step Ⅰ Lead-in
1.Sentences in the first group use past future tense.Sentences in the second group use present future tense.
2.The time adverbials like “Last year”,“in that year” in the first group;“This year” and the verb form “has climbed” in the second group are clues to help readers decide which tense to use.
3.a-B b-B c-A d-A
Step Ⅱ Analysis and identification
Activity 1
a.the storm which would last for three full days
b.where we would remain for many months to come
c.we wouldn’t be back for a very long time
d.we were sailing from port
Activity 2
1-d 2-c 3-a 4-b
Activity 3
1.was going to reserve
2.was about to leave
3.was to arrange
4.was leaving
5.took off
Activity 4
I was going to hunt for food,but my knee was wounded.
I was going to collect some water,but I found there was a hole in the side of the bucket.
I was going to put up the tent,but I found I hadn’t got a hammer and nails.
I was going to build a fire,but suddenly it started to rain.
Activity 5
Students’ own answers.
Activity 6
1.ice pack 2.bandage 3.cotton wool balls
4.thermometer 5.painkillers
Step Ⅲ Listening
Activity 1 略
Activity 2
3
Activity 3
1.raise money for a children’s charity 2.cycling
3.cycle up mountains 4.snowy weather 5.Five of us 6.the snowy mountains 7.helped make a difference
Step Ⅳ Discussion 略
Step Ⅴ Homework
Activity 1
1.was going to speak 2.wouldn’t do 3.was to become 4.was leaving 5.was about to tell/was on the point of telling 6.would take
Activity 2
1.Peter was about to leave/on the point of leaving the office when the telephone rang.
2.He announced that he would personally take charge of that company.
3.My next work was to construct a nest and fix it in a tree.
Developing ideas学案设计
学习目标:
By the end of this period,students will be able to:
1.Understand the description of the world under the sea and get the main idea of the text;
2.Have a preliminary understanding of the literary genre and language style of science fiction novels;
3.Experience the protagonist’s psychological feelings,and have a deep thinking on human’s longing for exploring the underwater world.
Step Ⅰ Lead-in
Read the short introduction to Jules Verne and answer the questions.
Jules Verne(1828—1905) was a French writer best known for his adventure stories. Often called the “Father of Science Fiction”,Verne described in his stories technology and inventions years before they became realities.Verne’s most famous books are Journey to the Centre of the Earth(1864),Twenty Thousand Leagues Under the Sea(1870) and Around the World in Eighty Days(1873).
1.(1)Have you read any stories written by Jules Verne
(2)What are they about
2.What amazing things do you think you might find in Twenty Thousand Leagues Under the Sea
Step Ⅱ While-reading
Activity 1 Read for the main idea
Read the passage and underline the key sentences of each paragraph.Find out what the author intends to tell us.
Activity 2 Read for detailed information
Complete the table with expressions from the passage.
Adventures under the sea
Actions Feelings Views
walked under the waters no longer felt the weight solar rays shone through the watery mass easily
Activity 3 Think and share
Learning to learn
When reading an unfamiliar word, first try to use the context of the sentence or passage to infer its meaning.Then think about what other words would make sense in the sentence.Parts of the word,such as prefixes,word roots and suffixes,can also be used to try and work out its meaning.
1.What does the author mean by“Words are not enough to relate such wonders”
2.What do you think will happen next in the story Share your ideas with the class.
3.What do you know about the world beneath the surface of the oceans
4.Why do you think people want to explore this underwater world
Step Ⅲ Post-reading
Group work:Imagine you are the marine biologist from the story walking on the sea bed.Talk about your experiences.
1.Plan your conversation by answering the questions.
What did you wear and how did you breathe
Who did you go with
What did you see
How did you feel
2.Have the conversation with your partner.Take turns asking each other questions and respond to your partner’s comments.
3.Give your talk to the class.
Step Ⅳ Homework
Language points and translation
1.Captain Nemo walked in front,one of his men following some steps behind.
【翻译】尼摩船长走在前面,他的一个随从紧随其后。
【解析】独立主格结构:
逻辑主语(名词/代词)+
特点:1.逗号隔开;2.独立存在,逻辑主语与主句主语不同。
功能:充当方式、时间、条件、伴随、原因等状语。
【活学活用】
(1)如果天气/时间允许的话,我们明天去野餐。
,we’ll go for a picnic tomorrow.
(2)考试结束了,我们开始了我们的假期。
,we began our holiday.
(3)他下周将要去参加一个会议,所有费用由他的公司支付。
He is leaving for a conference next week,all expenses (pay) by his company.
(4)我们正在上课,门敞开着。
We are having our class, .
(5)老师走进教室,手里拿着一本书。
The teacher came into the classroom, .
2.I no longer felt the weight of my clothes,or of my shoes,of my air supply,or my thick helmet,inside which my head shook like a nut in its shell.
【翻译】 我再也感觉不到我的衣服、鞋子、氧气罐和厚重头盔的重量,我的头在头盔里就像坚果在壳里那样摇晃。
【解析】 使用“介词+关系代词”结构引导定语从句时,关系代词只能用whom(先行词指人),which(先行词指物)和whose(表示所属关系)。
【活学活用】
(1)John invited about 40 people to his wedding, (大多数) are family members.
(2)This is my pair of glasses, (没有它) I cannot see clearly.
(3)With the fast development of agriculture,the people, (在他们的村里) she taught 10 years ago,have lived a happy life.
Step Ⅴ 评价量规
学习目标 目标达成评价等级
A B C D
Understand the description of the world under the sea and get the main idea of the text;
Have a preliminary understanding of the literary genre and language style of science fiction novels;
Experience the protagonist’s psychological feelings,and have a deeper thinking on human’s longing for exploring the underwater world.
参考答案:
Step Ⅰ Lead-in
Students’ own answers.
Step Ⅱ While -reading
Activity 1
Para.1
Words are not enough to relate such wonders!
Para.2
The light,which lit the soil thirty feet below the surface of the ocean,astonished me by its power.
The author intends to tell us the amazing scenery under the sea.
Activity 2
Adventures under the sea
Actions Feelings Views
walked under the waters walking on fine,even sand no longer felt the weight astonished me not wrinkled,as on a flat shore as if I was in broad daylight solar rays shone through the watery mass easily Beyond that the colours darkened into fine shades of deep blue,and gradually disappeared. Above me was the calm surface of the sea. This dazzling carpet...drove away the rays of the sun with wonderful intensity...
Activity 3
1.The author means that the views underwater are so beautiful and such experience is so unique that he can’t find enough and proper words to describe them.
2.Students’ own answers.
3.Students’ own answers.
4.Students’ own answers.
Step Ⅲ Post-reading 略
Step Ⅳ Homework
1.(1)Weather/Time permitting (2)The test finished/over (3)to be paid (4)the door open (5)a book in his hand/book in hand
2.(1)most of whom (2)without which (3)in whose village
Presenting ideas学案设计
学习目标:
By the end of this period,students will be able to:
1.Deepen your understanding of the theme of exploration and tell an adventure story;
2.Use the language learned in this unit and use the provided picture prompts to describe the adventure experiences,psychological processes and emotional changes of the story.
Step Ⅰ Lead-in
Watch an video titled “Survivor Games”.
Step Ⅱ Preparation
Activity 1 Make notes
Think of an adventure story you have read or heard and make notes.Look at the pictures for ideas.
Main character(s)
Time
Place
What happened
What do you think about the story
Activity 2 Group work
Work in groups.Tell your story to other group members.Use the notes in Activity 1 and the expressions in the box to help you.
Useful expressions
The hero/heroine of my story is...
This is how it all began...
He/She was to...when suddenly...
To make a long story short,...
It was a(n) exciting/scary/memorable/impressive experience!
It made me feel...
Step Ⅲ Presentation
Choose one story as your group story and present it to the class,and then peer-assess each other’s works based on the evaluation table.
Assessment contents Excellent Good Average Poor
Contents and Structure 5 4 3 1-2
Vocabulary and Grammar 5 4 3 1-2
Pronunciation and Fluency 5 4 3 1-2
Total score 13-15 10-12 7-9 1-6
Step Ⅳ Reflection
Write a reflection.
1.After completing this unit,I can rate my performance 1(excellent),2(good) or 3(in need of improvement).
□describe items in first aid kit and their uses
□talk about adventure experiences
□write about a diving experience
□evaluate the benefits and risks of adventurous activities
□cultivate a spirit of exploration
2.I’ve learnt to make use of the following words and expressions:
3.I still need to improve:
Step Ⅴ Homework
Make a poster about a modern-day adventurer
From the first explorers to today’s travellers,humans have always had a desire to discover new places and experiences.This adventurous spirit is part of what drives understanding,learning and progress.Even today,there are still many adventurers constantly pushing human limits.Make a poster about a modern-day adventurer and find out more about this big,exciting world.
Unit 5 What an adventure整单元学案设计
Starting out&Understanding ideas学案设计
学习目标:
1.Watch a video and extract the key information from it;
2.Master map analysis skills;
3.Comprehend this passage by grasping key information in details;
4.Enhance critical thinking skills and practise having perspectives and viewpoints from diverse angles.
Step Ⅰ Lead-in
Activity 1 Watch a video
Watch the video and answer the questions.
1.What kind of difficulties did Xu Xiake meet
2.Do you know any other great explorers Share their stories with the class.
Activity 2 Map analysis
The South-east Ridge Route on Qomolangma
Facts about Qomolangma
·Qomolangma lies on the border of Nepal and the Xizang Autonomous Region of China.
·The best time to climb Qomolangma is in April and May.
·The temperature on the mountain can get as low as -60℃.
·The first people confirmed to have reached the top were Edmund Hillary and Tenzing Norgay in 1953.
Look at the map and answer the questions.
1.(1)Who were the first people confirmed to have reached the top of the mountain
(2)When did this happen
2.Why do you think the climbers need so many camps along the route
3.What else do you know about Qomolangma Share the information with the class.
Step Ⅱ While -reading
Activity 1 Read for detailed information
Read the passage and find out what “Type T” personalities are.
Activity 2 Language points and translation
1.For those people,climbing Qomolangma is an experience like no other,making some feel weak and others,powerful.
【翻译】 对这些人来说,攀登珠穆朗玛峰是一项独一无二的体验,它让一些人感到脆弱的同时也让另一些人感受到强大。
【解析】 making some feel weak是分词做状语,make后面跟复合宾语。
【活学活用】
(1)_________________________________________________
中国修建了更多的高速公路,使人们从一个地方到另一个地方更加方便。
(2)____________________________________________________
大雨滂沱,导致那个国家洪水泛滥。
2.It forces you to look deep inside yourself and figure out if you really have the physical,as well as mental,toughness to push when you want to stop.
【翻译】 它会强迫你去深入地审视自己,弄清楚当你想停下来的时候,你是否真的有身体上和精神上的韧性。
【解析】 figure out 算出;想出;理解;解决问题
【活学活用】
(1)______________________________________________
孩子们没有花很多时间就算出了正确的答案。
(2)______________________________________________
他正在努力想办法解决这个问题。
(3)______________________________________________
我琢磨不透他为什么要辞掉工作。
(4)______________________________________________
过了好一会我才明白发生了什么。
Step Ⅲ Post-reading
Go through the questions and think about them individually;then discuss the questions in groups and share your answers with the class.
Questions:
Do you agree with Mallory’s and Arnette’s opinions Why
Step Ⅳ Homework
课文语法填空,在空白处填入1个适当的单词或括号内单词的正确形式。
Last year,hundreds of people spent good money 1.(climb) Qomolangma,2. experience that they knew would include 3. (crowd),discomfort and danger.
British mountain climber George Mallory insisted that 4. climbers got from the adventure was sheer joy.American climber Alan Arnette,5._____________ climbed Qomolangma in 2011,believed that mountain climbing could make people focus on what’s important to them.Studies 6.______________(conduct) recently indicate that risk-taking may be part of human nature,with some 7. (likely) to take risks than others.A risk-taking personality is referred to as “Тypе T”,with the “T” 8.__________________(stand) for thrill.Our desire 9. (seek) risks can be connected to how much we expect 10. (benefit) from the result of it.
评价量规
学习目标 目标达成评价等级
A B C D
Watch a video and extract the key information from it;
Master map analysis skills;
Comprehend this passage by grasping key information in details;
Enhance critical thinking skills and practise having perspectives and viewpoints from diverse angles.
参考答案:
Step Ⅰ Lead-in
Activity 1
1.Xu traveled on foot.He often went without food for days,and suffered bad weather,illness,dangerous animals and even robbers.
2.Students’ own answers.
Activity 2
1.(1)Edmund Hillary and Tenzing Norgay.
(2)In 1953.
2.It is such a long way that it cannot be done within one day.The climbers need these camps for a rest and adapt themselves to the environment.
3.Students’ own answers.
Step Ⅱ While -reading
Activity 1
“Type T” personalities,with the “T” standing for “thrill”,are personality traits that make people more likely to take risks than others.
Activity 2
1.(1)More highways have been built in China,making it much easier for people to travel from one place to another.
(2)It rained heavily,causing severe flooding in that country.
2.(1)It didn’t take the children long to figure out the correct answer.
(2)He’s trying to figure out a way to solve the problem.
(3)I can’t figure out why he quit his job.
(4)It took me a while to figure out what happened.
Step Ⅲ Post-reading
Students’ own answers.
Step Ⅳ Homework
1.climbing 2.an 3.crowds 4.what 5.who 6.conducted 7.more likely 8.standing 9.to seek 10.to benefit
Using Language学案设计
学习目标:
1.Identify and summarise the forms and functions of past future through observation and apply it correctly in different contexts and situations;
2.Understand the main idea of listening materials and gather specific details to complete the table;
3.Learn the basic of first aid,master proper contents and terms of it in various emergency situations;
4.Utilise appropriate structures to introduce adventure travel experiences.
Step Ⅰ Lead-in
Compare the two groups of sentences and answer the questions.Sentences (a) and (b) are from the reading passage.
a.Last year,hundreds of people spent good money on an experience that they knew would include crowds,discomfort and danger.
b. ...Alan Arnette,who climbed Qomolangma in that year and was going to climb other high mountains around the world.
c.This year,hundreds of people will spend good money on an experience that they know will include crowds,discomfort and danger.
d. ...Alan Arnette,who has climbed Qomolangma and is going to climb other high mountains around the world.
1.What is the difference between the two groups of sentences
2.What clues in the sentences help you decide which tense to use
3.Match each group of sentences to the correct timeline.
Step Ⅱ Analysis and identification
Activity 1 Write the clauses in the correct order.
a.which/for three full days/the storm/would last
b.remain/there/we would/for many months to come
c.wouldn’t/for a very long time/be back/we
d.from port/we/sailing/were
Activity 2 Complete the captain’s memoir with the clauses.
It was spring,and 1. .We were excited—none of us knew that these would be our final days together.At first,the waters of the strait were calm and we spent our days working,fishing and playing cards,happily unaware that 2. .At that point,3. was just a few dark clouds on the horizon.Hours later,the waves rose up over our ship,breaking it into two and throwing us overboard.Choking with water,we swam to the nearest island.4. ,hatching plans to escape.
Activity 3 Fill in the blanks.
过去将来时
过去将来时表示从过去的某一时间来看将来要发生的动作或呈现的状态,常用于宾语从句中。可以这样理解:过去将来时的出发点是过去,即从过去某一时刻看以后要发生的动作或状态。例如:
(1)She was sixty-six.In three years,she would be sixty-nine.
(2)He said he would go to the north for the holiday.
一、结构
肯定式 主语+should/would+do+其他…… He hoped the concert would have a relaxed atmosphere. We said we should finish the work soon.
否定式 主语+should not/would not+do+其他…… They told me that they probably wouldn’t come.
一般疑问式 Would/should+主语+do+其他 Would he turn up at the meeting on time if he took a taxi then
特殊疑问式 特殊疑问词+would/should+主语+do+其他…… What would you do if you were there that time
二、过去将来时的其他几种表达方式
1.was/were going to do表示过去打算或计划将要做什么。
She said she two tickets in advance.
2.(1)was/were about to do表示过去即将发生的动作,意为 “过去正要做某事”,一般不与表示具体时间的时间状语连用,可与when连用。
(2)was/were on the point of doing 表示“过去正要做某事”。
She waited until he .
3.was/were to do 表示过去计划或安排将要做某事,有时表示“注定”。
He said he his holiday with his elder brother in a week.
4.was/were doing表示过去按计划或安排将要发生的事,常用于以下动词:come、go、arrive、leave、start等。
He said he at six the next morning.
5.用某些动词的过去式表示按时刻表或日程表过去将要发生的事。
They told me the plane at 8 o’clock tomorrow.
【注意】 条件状语从句和时间状语从句中需要用一般过去时代替过去将来时,如:
I didn’t know when she would come,but when she came I would let you know.
Activity 4 Practice
Imagine you were one of the sailors in Activity 1.Answer the captain’s questions using I was going to...,but...
Activity 5 Look at the items in the first aid kit and talk about what they are used for.
Add anything else that you think would be useful.
Learning first aid is helpful before you go on an adventure!
Activity 6 Complete the first aid guidelines with the words and expressions in Activity 5.
FIRST AID GUIDELINES
Broken arm
To reduce the pain,place a(n) 1. on the arm.If it is too cold,cover it with cloth beforehand.It is important to keep the arm still and rigid,so make a sling out of a(n) 2. .
Cut
Put pressure on the cut with a clean cloth.Once the bleeding has stopped,clean the area out with fresh water or 3. .Once the wound is cleaned and dry,cover it with a bandage.
Heatstroke
Take the person to a cool place and give him/her lots of water to drink.Take the person’s temperature by putting a(n) 4. under his/her tongue.If it is 40℃ or higher,take the person to hospital as soon as possible.
Insect bite
Wash the area with liquid medicine.If the bite becomes hot,red and itchy,try to cool it down.If the bite is painful,give the person one or two 5..Go to hospital if necessary.
Step Ⅲ Listening
Activity 1 Amazing road trips
Activity 2 Listen to the interview and choose the words that best describe the speakers’ experiences.
1.Expensive but fun.
2.Difficult and unpleasant.
3.Challenging but rewarding.
Activity 3 Listen again and complete the blog.
When we came back,we were asked a lot of questions about our adventure.Here we’ll try to answer the most frequently asked questions.
Why did you do it
We did it to 1. .
How did you prepare
We really practised a lot!If we weren’t studying,we were 2. .
What difficulties did you encounter
We had to 3. day after day.We also had to face 4. and dangerous falling rocks.5. started from Chengdu,but three friends got injured.
What did you see
The views were fantastic! The most impressive ones were those of 6. .
How did you feel after the trip
It was the best feeling in the world! We had an adventure,raised some money and 7. to some children’s lives.
听力评价量规
评价指标 优 良 中 差 自评 互评 师评
主旨要义 能够准确理解主旨要义(对话主要内容是什么) 能够基本理解主旨要义(对话主要内容是什么) 能够理解部分主旨要义(对话主要内容是什么) 未能理解主旨要义(对话主要内容是什么)
获取事实性的具体信息 能够准确获取对话细节信息 能够基本获取对话细节信息 能够获取部分对话细节信息 未能获取对话细节信息
对所听内容做出推断 能够对所听内容做出准确推断 能够对所听内容做出基本推断 能够对所听部分内容做出推断 未能对所听内容做出推断
理解说话者的意图、观点或态度 能够准确理解说话者的意图、观点或态度 能够基本理解说话者的意图、观点或态度 能够理解说话者的部分意图、观点或态度 未能理解说话者的意图、观点或态度
Step Ⅳ Discussion
Work in pairs.Act out the conversation to talk about the road trips across China.
Student A:Turn to Page 107.
Student B:Turn to Page 112.
Learning to learn
While listening and taking notes,you don’t need to write down every word in full.Using symbols and abbreviations can allow you to take notes more quickly.Next time you need to take notes,try using some of these:∵/because,∴/therefore,5/five,↑/up,C20/20th century,20K/twenty thousand,diff./difference.
Step Ⅴ Homework
Activity 1 语法专练
1.He (speak) at the meeting,but his heart attack prevented him.
2.I asked him to give up smoking,but he said he (not do) it.
3.As early as his second film,Chaplin had developed his own manner of acting,the one that (become) world famous.
4.Helen was delayed by a customer when she (leave) the office.
5.He (tell) me the secret when someone patted him on the shoulder.
6.On our way to the house,it was raining so hard that we couldn’t help wondering how long it (take) to get there.
Activity 2 翻译句子
1.彼得刚要离开办公室,电话铃响了。
2.他宣布他将亲自接管那家公司。
3.我检查了雏鸟,它看起来很好。我的下一项工作是筑个巢并把它固定在树上。
I examined the chick and it seemed fine.
Step Ⅵ 语法评价量规
英语语法(过去将来时的被动语态)评价量表
评价指标 优 良 中 差 自评 互评 师评
基本概念 能准确理解和把握过去将来时被动语态的意义 能基本理解和把握过去将来时被动语态的意义 能部分理解和把握过去将来时被动语态的意义 基本未能把握过去将来时被动语态的意义
续 表
评价指标 优 良 中 差 自评 互评 师评
基本结构 能够非常准确地掌握过去将来时被动语态的肯定、否定、一般疑问和特殊疑问结构 能够基本上掌握过去将来时被动语态的肯定、否定、一般疑问和特殊疑问结构 能掌握部分过去将来时被动语态的肯定、否定、一般疑问和特殊疑问结构 基本未了解过去将来时被动语态的肯定、否定、一般疑问和特殊疑问结构
应用 能够精准地识别文章和高考语法填空中的过去将来时被动语态 能够在大部分情况下正确地识别文章和高考语法填空中的过去将来时被动语态 较少的情况下,能够正确地识别文章和高考语法填空中的过去将来时被动语态 未能在文章和高考语法填空中识别过去将来时的被动语态
迁移 能够在作文中非常自如、恰当地使用过去将来时的被动语态 能够在作文中较为恰当地使用过去将来时的被动语态 能够在作文中使用过去将来时的被动语态,但是错误较多 在作文中基本上未能正确使用过去将来时的被动语态
参考答案:
Step Ⅰ Lead-in
1.Sentences in the first group use past future tense.Sentences in the second group use present future tense.
2.The time adverbials like “Last year”,“in that year” in the first group;“This year” and the verb form “has climbed” in the second group are clues to help readers decide which tense to use.
3.a-B b-B c-A d-A
Step Ⅱ Analysis and identification
Activity 1
a.the storm which would last for three full days
b.where we would remain for many months to come
c.we wouldn’t be back for a very long time
d.we were sailing from port
Activity 2
1-d 2-c 3-a 4-b
Activity 3
1.was going to reserve
2.was about to leave
3.was to arrange
4.was leaving
5.took off
Activity 4
I was going to hunt for food,but my knee was wounded.
I was going to collect some water,but I found there was a hole in the side of the bucket.
I was going to put up the tent,but I found I hadn’t got a hammer and nails.
I was going to build a fire,but suddenly it started to rain.
Activity 5
Students’ own answers.
Activity 6
1.ice pack 2.bandage 3.cotton wool balls
4.thermometer 5.painkillers
Step Ⅲ Listening
Activity 1 略
Activity 2
3
Activity 3
1.raise money for a children’s charity 2.cycling
3.cycle up mountains 4.snowy weather 5.Five of us 6.the snowy mountains 7.helped make a difference
Step Ⅳ Discussion 略
Step Ⅴ Homework
Activity 1
1.was going to speak 2.wouldn’t do 3.was to become 4.was leaving 5.was about to tell/was on the point of telling 6.would take
Activity 2
1.Peter was about to leave/on the point of leaving the office when the telephone rang.
2.He announced that he would personally take charge of that company.
3.My next work was to construct a nest and fix it in a tree.
Developing ideas学案设计
学习目标:
By the end of this period,students will be able to:
1.Understand the description of the world under the sea and get the main idea of the text;
2.Have a preliminary understanding of the literary genre and language style of science fiction novels;
3.Experience the protagonist’s psychological feelings,and have a deep thinking on human’s longing for exploring the underwater world.
Step Ⅰ Lead-in
Read the short introduction to Jules Verne and answer the questions.
Jules Verne(1828—1905) was a French writer best known for his adventure stories. Often called the “Father of Science Fiction”,Verne described in his stories technology and inventions years before they became realities.Verne’s most famous books are Journey to the Centre of the Earth(1864),Twenty Thousand Leagues Under the Sea(1870) and Around the World in Eighty Days(1873).
1.(1)Have you read any stories written by Jules Verne
(2)What are they about
2.What amazing things do you think you might find in Twenty Thousand Leagues Under the Sea
Step Ⅱ While-reading
Activity 1 Read for the main idea
Read the passage and underline the key sentences of each paragraph.Find out what the author intends to tell us.
Activity 2 Read for detailed information
Complete the table with expressions from the passage.
Adventures under the sea
Actions Feelings Views
walked under the waters no longer felt the weight solar rays shone through the watery mass easily
Activity 3 Think and share
Learning to learn
When reading an unfamiliar word, first try to use the context of the sentence or passage to infer its meaning.Then think about what other words would make sense in the sentence.Parts of the word,such as prefixes,word roots and suffixes,can also be used to try and work out its meaning.
1.What does the author mean by“Words are not enough to relate such wonders”
2.What do you think will happen next in the story Share your ideas with the class.
3.What do you know about the world beneath the surface of the oceans
4.Why do you think people want to explore this underwater world
Step Ⅲ Post-reading
Group work:Imagine you are the marine biologist from the story walking on the sea bed.Talk about your experiences.
1.Plan your conversation by answering the questions.
What did you wear and how did you breathe
Who did you go with
What did you see
How did you feel
2.Have the conversation with your partner.Take turns asking each other questions and respond to your partner’s comments.
3.Give your talk to the class.
Step Ⅳ Homework
Language points and translation
1.Captain Nemo walked in front,one of his men following some steps behind.
【翻译】尼摩船长走在前面,他的一个随从紧随其后。
【解析】独立主格结构:
逻辑主语(名词/代词)+
特点:1.逗号隔开;2.独立存在,逻辑主语与主句主语不同。
功能:充当方式、时间、条件、伴随、原因等状语。
【活学活用】
(1)如果天气/时间允许的话,我们明天去野餐。
,we’ll go for a picnic tomorrow.
(2)考试结束了,我们开始了我们的假期。
,we began our holiday.
(3)他下周将要去参加一个会议,所有费用由他的公司支付。
He is leaving for a conference next week,all expenses (pay) by his company.
(4)我们正在上课,门敞开着。
We are having our class, .
(5)老师走进教室,手里拿着一本书。
The teacher came into the classroom, .
2.I no longer felt the weight of my clothes,or of my shoes,of my air supply,or my thick helmet,inside which my head shook like a nut in its shell.
【翻译】 我再也感觉不到我的衣服、鞋子、氧气罐和厚重头盔的重量,我的头在头盔里就像坚果在壳里那样摇晃。
【解析】 使用“介词+关系代词”结构引导定语从句时,关系代词只能用whom(先行词指人),which(先行词指物)和whose(表示所属关系)。
【活学活用】
(1)John invited about 40 people to his wedding, (大多数) are family members.
(2)This is my pair of glasses, (没有它) I cannot see clearly.
(3)With the fast development of agriculture,the people, (在他们的村里) she taught 10 years ago,have lived a happy life.
Step Ⅴ 评价量规
学习目标 目标达成评价等级
A B C D
Understand the description of the world under the sea and get the main idea of the text;
Have a preliminary understanding of the literary genre and language style of science fiction novels;
Experience the protagonist’s psychological feelings,and have a deeper thinking on human’s longing for exploring the underwater world.
参考答案:
Step Ⅰ Lead-in
Students’ own answers.
Step Ⅱ While -reading
Activity 1
Para.1
Words are not enough to relate such wonders!
Para.2
The light,which lit the soil thirty feet below the surface of the ocean,astonished me by its power.
The author intends to tell us the amazing scenery under the sea.
Activity 2
Adventures under the sea
Actions Feelings Views
walked under the waters walking on fine,even sand no longer felt the weight astonished me not wrinkled,as on a flat shore as if I was in broad daylight solar rays shone through the watery mass easily Beyond that the colours darkened into fine shades of deep blue,and gradually disappeared. Above me was the calm surface of the sea. This dazzling carpet...drove away the rays of the sun with wonderful intensity...
Activity 3
1.The author means that the views underwater are so beautiful and such experience is so unique that he can’t find enough and proper words to describe them.
2.Students’ own answers.
3.Students’ own answers.
4.Students’ own answers.
Step Ⅲ Post-reading 略
Step Ⅳ Homework
1.(1)Weather/Time permitting (2)The test finished/over (3)to be paid (4)the door open (5)a book in his hand/book in hand
2.(1)most of whom (2)without which (3)in whose village
Presenting ideas学案设计
学习目标:
By the end of this period,students will be able to:
1.Deepen your understanding of the theme of exploration and tell an adventure story;
2.Use the language learned in this unit and use the provided picture prompts to describe the adventure experiences,psychological processes and emotional changes of the story.
Step Ⅰ Lead-in
Watch an video titled “Survivor Games”.
Step Ⅱ Preparation
Activity 1 Make notes
Think of an adventure story you have read or heard and make notes.Look at the pictures for ideas.
Main character(s)
Time
Place
What happened
What do you think about the story
Activity 2 Group work
Work in groups.Tell your story to other group members.Use the notes in Activity 1 and the expressions in the box to help you.
Useful expressions
The hero/heroine of my story is...
This is how it all began...
He/She was to...when suddenly...
To make a long story short,...
It was a(n) exciting/scary/memorable/impressive experience!
It made me feel...
Step Ⅲ Presentation
Choose one story as your group story and present it to the class,and then peer-assess each other’s works based on the evaluation table.
Assessment contents Excellent Good Average Poor
Contents and Structure 5 4 3 1-2
Vocabulary and Grammar 5 4 3 1-2
Pronunciation and Fluency 5 4 3 1-2
Total score 13-15 10-12 7-9 1-6
Step Ⅳ Reflection
Write a reflection.
1.After completing this unit,I can rate my performance 1(excellent),2(good) or 3(in need of improvement).
□describe items in first aid kit and their uses
□talk about adventure experiences
□write about a diving experience
□evaluate the benefits and risks of adventurous activities
□cultivate a spirit of exploration
2.I’ve learnt to make use of the following words and expressions:
3.I still need to improve:
Step Ⅴ Homework
Make a poster about a modern-day adventurer
From the first explorers to today’s travellers,humans have always had a desire to discover new places and experiences.This adventurous spirit is part of what drives understanding,learning and progress.Even today,there are still many adventurers constantly pushing human limits.Make a poster about a modern-day adventurer and find out more about this big,exciting world.