Unit 8  Adventure教学设计

泉州七中  陈巧桂　　

Lesson 1  Adventure Holidays　　

一、教学目标　　

1、语言技能目标：　　

能用英语仿照课文介绍自己参加过的探险活动，具有与他人交流的能力。　　

2、情感态度目标　　

通过交流加深对同学的了解，增进相互间的友谊，加强同学们的团队合作精神。　　

3、学习策略目标　　

通过对课文中提供的阅读策略的学习，让学生在以后的阅读中能尽快的找出重要的信息点，以提高阅读速度。　　

二、教学方法　　

1、据新课程标准要求，结合高中生的心理特点，我采用了任务型教学方法，利用多媒体和网络学习资源辅助教学，让学生在完成任务的过程中体验、实践、参与、交流和合作，学会用英语处理现实生活的问题，感受学习的快乐和成功。　　

   2、学习方式探究　　

（1）双人活动：同桌之间通过合作查找信息。　　

（2）创造性小组活动：将学生分成四人小组，分别模拟成立自己的“探险营”，介绍各自的探险旅游的内容，目的是吸引更多的游客参加自己“探险营”的探险活动。　　

（3）小组竞赛（反馈结果）　　

学生通过介绍自己的探险地点、路线、服务等争取尽量多的游客，争取游客人数最多的为胜利者。　　

三、教学活动过程　　

Teaching aims:　　

●    To practise identifying paragraph topics in a text.　　

●    To practise designing a holiday brochure.　　

Teaching procedures　　

Step 1  Warm-up and lead-in 　　

1.Encourage two or three Ss to talk about their holiday activities;　　

2.Elicit “adventure holidays” from the Ss and focus their attention on the pictures shown on the screen; then tell them they are going to “experience” an adventure in 　Himalaya　.　　

Step 2   Read to learn　　

1.Ask the Ss to read the brochure quickly and match the paragraphs with these topics. They may work in pairs. 　　

2.Then check the answers with the whole class.　　

3.In pairs, the Ss read the text again and answer the following questions in their own words.　　

（1）Why do you think people would want to go on this trip?　　

（2）Why does the organization use guides with a lot of experience?　　

（3）Why do cooks and porters go with the hiking team?　　

（4）Why does the company offer optional tours?　　

（5）Why do people going on this trip need to be fit?　　

4.Check the answers by asking the Ss to read their answers aloud.　　

5.Offer the Ss another holiday brochure as an example and help the Ss find out what a brochure should include; make sure they know the layout of a brochure.　　

Step 3  Creative activity　　

Divide the Ss into groups of four. Guide them to design an adventure camp in the form of a brochure.(They have learnt how to write a guide before)　　

Step 4 A competition　　

1.Ask the representatives from each group to introduce their adventure camp.　　

2.The group who attract the most guests will win the competition.　　

Step 5  Homework   　　

Each group design a newspaper displaying their adventure camp (photos and pictures attached)　　

Lesson 2 Extreme Sports　　

Teaching Aims:　　

1.      To practise strategies for preparing to listen to a text.　　

2.      To practise expressing preferences　　

3.      To practise using phrasal verbs　　

4.      To practise using correct intonation in questions　　

Teaching difficulties:　　

1.      To practise expressing preferences　　

2.      To practise using phrasal verbs　　

Teaching Aids: computer and cassette  　　

Teaching procedures:　　

ⅰlistening　　

Do you want to know more knowledge about extreme sports? Now we’ll listen to dialogue about it. Before listening we study listening strategies, which help you improve listening abilities.　　

  Task 1 Listen and check your answers for Exercise 2　　

T: The Extreme Games attract growing numbers of participants. Can you name some extreme sports?(Some students may not know much about extreme sports and have less knowledge to use when preparing for the listening text, 　　

S: 　　

T: Who prefer Extreme Sports, the young or the old?　　

S:.　　

T: If you have chance would you like to try extreme sports?  Why?　　

S: Trying and experience extreme sports is exciting and challenging or the life is too dull.　　

S: Extreme Sports are too dangerous, I wouldn’t try. Life is valuable and only once , maybe you’ll cost your life for that.　　

(Students’ answers are various. It is likely that they will give more wonderful answers)　　

　 　

  Task2 Listen to two people talking about extreme sports .Complete the table (To practise expressing preferences)　　

  Task3 Listen again. Complete the Function File with the following words (To practise and consolidate expressing preferences) 　　

Ⅲ speaking　　

Do the exercise 6 Use these words to write sentences about your preferences　　

Ⅳ Vocabulary phrasal verbs　　

Do the exercise7,8　　

Ⅴ Pronunciation: Intonation in Questions　　

Listen to the questions below. In which of them does the intonation go up at the end?　　

After the student give the answers listen again and repeat the questions together. Then ask them “Do you find out the “rule” about intonation in questions?”　　

Guide student’s to come to the conclusion: The rising intonation is used in questions that can be answered by ‘yes/no.’. The falling intonation is used in question-word questions, i.e. beginning with ‘wh-’　　

Ⅵ speaking and listening　　

Do Exercise 10 firstly in pairs, use the questionnaire to interview your partner. Secondly Comparing Cultures listen to a person talking about sports in the USA Britain and answer these questions　　

Ⅶ Homework　　

   Exercise 7　　

Lesson 3 Marco Polo　　

Teaching Aims:　　

1. To review relative clauses　　

2. To compare and distinguish defining and non-defining relative clauses　　

Teaching difficulties:　　

1. To compare and distinguish defining and non-defining relative clauses　　

Teaching Aids: computer　　

Teaching procedures:　　

Ⅰ. Warming up 　　

T: today we are going to read a story about Marco Polo. Have you heard about Marco Polo?　　

   Which of the following do you think is true about Marco Polo?　　

  A: He was a French merchant who traveled to 　　Venice　　.　　

  B: He was an Italian merchant who traveled to 　　China　　.　　

S: B　　

T: Yes. Many people know about his story. He came from 　　Italy　　. 　Venice　 was his hometown.(show the pictures of 　　Venice　　) Marco Polo wrote a very famous book. Do you know its name?　　

S:　　

T: When did Marco came to 　　China　　? (slide : an old map of the yuan dynasty)　　

S:　　

T: How did Marco travel to 　　China　　?( slide : an old map of traveling map)　　

S:　　

T: In 1271, his father brought Marco on a trip to 　　China　　. Marco was surprised at Chinese customs and skills such as using coal for heating, paper money, noodle-making and many other things.) Now let read the text you will get more information.　　

ⅡReading　　

 Task1 Read the text. Are these statements true (T) or false (F)?　　

1        Kublai Khan trusted Marco polo’s father very much. F　　

2        Marco polo’s taught people to use coal as fuel in the Yuan Dynasty. F　　

3        The Hall in the 　　Summer　 　Palace　　 can contain 6,000 people having dinner together.     T　　

   4. 　China　 was more developed than Europe at that time when Marco travelled to 　　China　　.   T　　

5. . As soon as Marco polo arrived in 　　Italy　　 a local war broke out near his town. F　　

  F　　

Ⅲ listening 　　

Listen to the text ( make a preparation for the reading aloud correctly)　　

ⅣReading  　　

This time read aloud and answer these questions( do exercise 2) practise spoken English and have a better understanding of the text　　

Ⅶ language Study　　

   Vocabulary Practice(do the exercise 3. 4)　　

   Language points　　

1.break out  (战争、争吵、疾病等)爆发　　

During the election period, a big strike broke out.　　

竞选期间，爆发了一场大罢工　　

A quarrel broke out suddenly at midnight with the noise of breaking something.　　

半夜，他们突然大吵起来，还伴随着摔东西地声音　　

2        in turn(s)  顺次;一个接一个地（做某事）　　

The two sisters cared for their sick mother in turn.　　

  两姐妹轮流照看生病的母亲。　　

The boys were asked in turns to see the examiner.　　

男孩子们一个接一个地被叫去见考官。　　

3. although  尽管，虽然。用于引导状语从句，后面的主句不能用but连接。　　

 Although my car is very old, it still runs very well.　　

尽管我的车很旧，跑起来却还很好　　

The lights were already on although it was only five o’clock.　　

尽管刚刚五点钟，灯却已点亮了。　　

4. stand by  忠于，坚守，坚持　　

  I still stand by what I said yesterday.　　

  我坚持我昨天说的话。 　　

  I stand by my principles.　　

我坚持我的原则。　　

VIII  Grammar　　

Defining And Non-defining Clauses　　

Firstly Grammar Summary 4, on page 93, secondly do the exercise 6, 7 , thirdly do　　

the best choice.　　

1. Sheila couldn’t come to the party, ___ was a pity.　　

 A. what    B. which   C. that     D. it　　

2. All the passengers and suitcases ___ were still waiting on the broken-down old bus had to be transferred to another long-distance bus.　　

  A. they    B. who   C. that   D. which　　

3. This is an unpleasant subject ___ we might argue for a long while.　　

1.  in which         B. with them　　

C. about which   D. with it　　

4. Dorothy was always speaking highly of her role in the play, ____, of course, made the others unhappy.　　

 A. who   B. which   C. this   D. what　　

Answers: B  C  C  B　　

Ⅸ Homework　　

Oral practices: 　　

 Retell the story about Marco Polo based on the outline given in exercise 8　　

　 　

　 　

Lesson 4  Journey to the Antarctic　　

Teaching aims:　　

To practice understanding difficult words in a reading text using syntactic and semantic clues.　　

To predict the content of a text using information from the title and accompanying pictures　　

To develop word building skills by making nouns from adjectives.　　

Teaching procedures　　

Step 1.lead-in　　

Look at the title and the two photographs.　　

Elicit answers to exercise 1 from the whole class and encourage students to give reasons for their guesses.　　

Which Pole did they race to?　　

When did they go?　　

Who reached the Pole first?　　

Step 2. Read to learn　　

1. Scanning　　

Read the text quickly, scanning it for the answers to the questions to check their guesses.　　

1. The South Pole.　　

2. 1910-1911.　　

3. Amundsen.　　

2. Careful 　　Reading　　　　

Work individually, reading the text again more carefully to finish Exercise 3.　　

When checking the answers as a class, read out the section of the text which gives the answer and correct the false statements.　　

3. Reading Strategies　　

Read the text in the Reading Strategies box with the class and discuss the suggestions. Identify nouns, adjectives, adverbs, etc.　　

What often comes before a noun?　　

What letters do adverbs often end with?　　

Find the words in the text and identify the kind of word each one is.　　

Work in pairs, matching the words with the definitions.　　

4. Post-reading　　

Read the text again and answer the questions in Exercise 5.　　

Check the answers by reading them out.　　

Why did Amundsen succeed and Scott fail? Amundsen succeeded because he made rapid progress because he had teams of dogs pulling the sledges and his men were on skis. Scott failed because he and his men had to push the sledges themselves when the motor sledges broke down and the ponies had difficulties with the snow and the cold.　　

What did Scott's team achieve?  The reached the Pole although they didn't win the race and they became heroes because of their courage. They collected rocks that proved 　Antarctica　 had once been covered by plants.　　

Why did Scott and his men become heroes?  They became heroes because, although they died on the return journey, they showed remarkable courage all the time.　　

How did you feel after reading the story?  Give your own opinion and feelings.　　

Step 3. Vocabulary: Word building　　

Finish Exercises 6-8. When checking the answers read the sentences aloud to check the pronunciation and spelling　　

Step 4. Speaking　　

Work in pairs to practice the speaking task on page 91 and find out about two modern explorers.　　

Student A makes a table for the information about the partner's explore and ask questions. Student B gives the answers.　　

Step 5. Homework　　

Finish exercises on page 72.