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Unit 7 Lesson 21 To the South Pole（第一课时）
Lesson Focus
·Reading to recognise the topic sentences in a story about a journey to the South Pole
·Talking about a journey and its difficulties
Warm-up
Exercise 1
Purpose: to help students think about words related to the North Pole and the South Pole .
Draw a picture of a circle on the board. Ask“What's this ”Encourage students to guess objects having a circular shape. Elicit the answer "the Earth" by drawing things such as a big sun and a small moon by the circle. Then draw lines at the top and bottom of the circle to represent the North Pole and the South Pole (as found on the globe. Have students identify these. Write the names on the board. You may skip this step if you feel students are ready to do the exercise.
Direct students to the words in Exercise 1. Ask“Are these words related to the North Pole or the South Pole ”Ask students to write NP or SP next to each word.
Discuss the answers as a class. Ask individual students to say the answers aloud.
Answers
Antarctica (SP), Arctic (NP), polar bears(NP), penguins (SP)
Exercise 2
Purpose: to help students discuss what they know about the South Pole and think about a journey like that
Ask“What do you know about the South Pole What is the weather like ”Brainstorm ideas with students and write main points on the board
Then ask“Who would like to take a journey to the South Pole ”Ask for a show of hands. Have students give reasons why or why not.
Write the heading Journey to the South Pole on the board. Have students get into groups. Direct them to answer the question: “Why are the journeys to the South Pole difficult ” Have one student in each group take notes.
Have each team share a difficulty with the class. (Encourage them to present an idea that another group has not yet identified.) Write their ideas on the board.
Ask students to return to their groups. Have them think about those difficulties and answer the question: “What supplies are needed for a journey like this ”Have them make a checklist of items, noting 10 items that they think are most important. Monitor as students talk, offering help as needed. sin bot
Ask one member from each team to write the checklist on the e together as a class and compare these lists. Encourage students to explain their choices.
Expansion: Show What You Know !
Tell students that you are going to give them a little test about Antarctica. Say these three statements aloud and then write three possible answers for each on the board. Have students select and write down their answers (a, b or c).
1. What is the coldest it has been in Antarctica
(a) minus 39 degrees C
(b) minus 59 degrees C
(c) minus 89 degrees C
2. How much of the world's ice is found in Antarctica (a) 25% (b) 60% (c) 90%
3. When did the first people reach the South Pole
(a) 1811 (b) 1911 (e) 2011
Answers
1. с, 2. с. 3. b
Roald Amundsen of Norway in December 1911
Reading
Exercise 3
Purpose: to help students scan the text to answer questions based on a text
Direct students to the text. Ask“What is interesting about the writing of this text ”Have students note the use of “I”in the writing. (It is written in first person. The writer is writing about his own experiences. ) If you feel your students are ready, you may skip this step.
Direct students to the instruction line. Ask students to tell you what scanning is. Make sure students understand that scanning a text means looking at it carefully to find some specific information. Say“Scan the text. Find answers to the questions”. Monitor as students read, offering help as needed.
Go over the answers, asking individual students to say the answers aloud. Encourage them to respond in complete sentences.
Answers
Answers will vary but should include the following:
The writer is on an expedition (journey) to the South Pole.
He has spent 45 days there.
He is there with a doctor and other teammates.
Expansion: Keep Talking!
Ask students to scan the text for more information. Here are some additional questions you can ask them:
1. How's the weather on Day 45 of the expedition (windy, snowy, sub-zero temperatures)
2. How many hours a day do they usually walk (12 hours a day)
3. How many years ago did Roald Amundsen travel to the South Pole ( more than 100 years ago)
Exercise 4
Purpose: to help students identify topic sentences in a text
Direct students to the first paragraph of the text. Ensure that students understand the meaning of the word expedition, which is a journey with a clear focus. Say“Find the sentence in the paragraph that expresses the main idea of the paragraph”. Give students a few moments to read and think about the para-graph. Elicit This must be one of the most difficult days I've ever had. Explain that we call the sentence in a paragraph that expresses the main idea of that paragraph a topic sentence.
Direct students to the Reading Help box. Ask them to read the statements. Then say“Look at the second paragraph. Which of the sentences in this paragraph is the topic sentence ”Give students a moment to read and then discuss their ideas with a partner. Elicit This whole trip has been very difficult. Note how this sentence is found at the beginning of Paragraph 2, but that a topic sentence isn't always the first sentence of a paragraph.
Then direct students to item 2 under the Reading Help box. Say“Now write down the topic sentence for paragraph 2”. After students finish, have them look at the three choices under the topic sentence. I Ask“Which of these sentences supports the topic sentence ”Give students a moment to read the sentences and make their choice. Elicit Sometimes I can't get enough sleep. (The other two sentences do not support the topic sentence.) Have students circle b.
Have students complete the exercise by writing the topic sentences for Paragraphs 3, 4 and 5, and circling the sentence that supports each. Monitor, offering help as needed. is students need support, have them work in
Go over the answers, having individual students read them aloud.
Answers
2. This whole trip has been very difficult. (b)
3. First, it's not easy to move over the white snow and ice ... (a)
4. Another challenge of the journey is preparing food. ( c)
5. I think the hardest part is to protect our feet. (a

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