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Unit 5 Humans and Nature
Lesson 3 Race to the Pole
【教学目标】
Students will be able to
1. read and talk about the difficulties that explorers face
2. read for deep understanding
3. summarise information
4. learn about and practise suffixes
【教学重难点】
1. reading for specific information and deep understanding
2. summarising a text
【教学过程】
1. Talk about exploring Antarctica.
(1) Read aloud the title of the lesson. Read about explorers and facts about Antarctica.
(2) Discuss the photos:
a. What are the temperatures like?
b. How would you dress to deal with the weather?
c. How would you get food?
d. Are there civilisations close by?
(3) Using this background knowledge, create a class discussion on the difficulties and preparations needed to race to the Pole.
2. Read the find out.
(1) Remind students that skimming and reading are different ways to understand written information. Now we will read the text. When we read, we look at all the words and try to understand the writer’s complete meaning.
(2) Give students a few moments to skim the explorers’ accounts and determine what they will read about.
(3) Have students read through the explorers’ accounts again, now they need to underline the general sentence and topic sentence for each paragraph.
(4) Explain to students that the texts in italics are the exact words that the explorer wrote in his diary.
(5) Ask students to underline in different colors when the two journeys began and a general sentence of what happened to the two teams.
3. Read again and complete.
(1) Introduce the table. This table contrasts the two different journeys. Let’s read the passage once more and add details to the table. Support students as they complete the task.
(2) Encourage students to rephrase details and ideas from the passage into their own words when discussing their ideas.
(3) Students can use their general sentences to find the information to complete the table.
4. Summarise and give reasons.
(1) Discuss:
a. How did Scott’s team feel at the beginning of the journey?
b. How did they feel at the end?
c. Why do you think this changed?
(2) Students read each diary account and note Scott’s feelings at each point.
(3) Students summarise the change of feelings on Scott’s team’s return journey.
(4) Students share their answers with the class.
5. Make inferences.
(1) Students volunteer to each read an underlined sentence from Scott’s diary and letter.
(2) Read aloud the Skill Builder and discuss “making inferences”.
(3) Ask students to work out the implied meaning of the underlined sentences according to the tips given in the Skill Builder.
(4) Discuss the answers as a class.
6. Group Work: Think and share.
(1) Divide students into small groups. Each group discusses the two questions.
(2) Each student explains to their group why he or she thought Scot’s team lost the race. Each student can explain in their opinion on how Scott could have been better prepared.
(3) Each student explains to their group whether they think that Scott and his team were heroes or losers and support their answer. Students can use the dictionary meaning of “hero” and “loser” to help with their answer.
(4) Groups discuss the meaning of the quote “Captain Scott left a record, for honesty, sincerity, for bravery, for everything that makes a man”.
a. What did Amundsen mean by this?
b. Do you agree with him? Explain.
c. What example did Scott give for each character trait listed?
7. Complete the Word Builder.
(1) Discuss with students that a suffix is a letter or a group of letters that is added to the end of word to change its meaning.
(2) Read each suffix example and what it means:
-tion means a state or quality, e.g., completion;
-less means without, e.g., fearless;
-ful means full of, e.g., helpful;
-ness means a state or quality and makes a noun, e.g., kindness;
-ly forms adverbs from adjectives, e.g., kindly.
(3) Encourage students to build new words by combining the root word in the left column with the suffix in the right column.
(4) Instruct students that they will use the words that they created to complete the sentences.
(5) Divide students into groups based on their reading level. Allow high level readers to read independently and complete the exercise alone. Encourage middle level readers to read the sentences quietly and work together to find the answers. Support low level readers by reading each sentence aloud and explaining unknown terms and tricky sentence structures.
(6) Discuss the answers as a class.
8. Pair Work: Read and discuss.
(1) In pairs, students take turns to read aloud the sentences from Scott’s diary and letter.
(2) Students discuss what Scott was trying to say in each diary entry and letter.
(3) Each student underlines the parts in each account that made the most impression on them. Students explain to their partner why that part impressed them.
9. Pair Work: Discuss.
(1) In pairs, students discuss each question. Students can use the dictionary meaning of “race” to answer the first question.
(2) Each student shares their answers with the class.
10. Search online and share.
(1) In small groups, students research the main events in China’s Antarctica exploration.
(2) Students discuss why they think people try to explore the toughest part of nature.
(3) Students share their answers with the class.
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发表于 2025-9-17 10:02:43