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Unit 7 Lesson 21 To the South Pole（第二课时）
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
Exercise 5
Purpose: to help students read the text and complete the report
Have students look at Exercise 5. Ask“What kind of form do you see ” Elicit A form about the trip to the South Pole. If you feel your students are ready, you may skip this step.
Have students look at the different headings on the form. Direct them to the text. Say“Read the text again. Find the specific information that you need to complete the form”Monitor, offering help as needed. If students need support, have them work in pairs.
Go over the answers, having individual students read their answers aloud.
Answers
Destination: South Pole
Difficulties
feel tired because they walked 12 hours a day in sub-zero temperatures
hard to move over snow and hard to see because of storms
food got cold because it was so cold, sometimes there was not enough time to eat properly
need to protect your feet
What I've learned: have to overcome all kinds of difficulties to succeed, never give up
Exercise 6
Purpose: to help students express their opinions on taking a journey
Direct students to the checklist in Exercise 5. Ask“Does this list show positive or negative things about the trip ”Elicit Negative. Ask“Can you think of some positive things ”Have students share their ideas and give reasons. If you feel students are ready, you may skip this step.
Ask“Would you like to take a journey like this one day ”Give students a few moments to think about their answers. Then have them discuss their ideas with partners. Encourage them to say why or why not they'd like to take the journey. Monitor, offering help as needed.
Discuss their answers as a group. Encourage students to share their ideas.
Speaking
Exercise 7
Purpose: to help students give presentations about the journey to the South Pole
Say“Imagine you were on that expedition to the South Pole. After the journey is over, how do you feel ”Elicit words from students (negative and positive) , such as wonderful，tired, excited, sad, proud ...
Tell them that as members of the expedition, they have been invited to put together a presentation about their journey to students at a school. Ask“What are you going to talk about ”Elicit ideas.
Then ask students to think about the three main topics that the writer covered in his report about the journey to the South Pole. In groups of four, have them note three main topics (referring them to the report form in Exercise 5, if needed). After discussion, note these three main topics on the board;
(1) people on expedition
(2) difficulties faced on journey
(3) lesson (s) learned
In groups of four, have students prepare their presentations. In order for your students to feel more confident, set clear guidelines. Here are some tips:
Encourage students to provide focus to their presentations by identifying the three main topics and making notes about each ( based on the information from the text in Exercise 3). They can take examples from the text about the people involved and the difficulties they had, and then provide more details to make their presentations more interesting and personal. ( They want their listeners to get a clear idea how they feel about the expedition. ) Finally, they can conclude their presentations by talking about what they learned from the expedition. Again, encourage them to provide their personal thoughts here.
Don't make the presentations very long. Clearly provide information about the three topics:
(1) Who was on the team
(2) What difficulties did you have
(3) What did you learn from the expedition
Note: Write these questions on the board alongside the three topics noted earlier.
Make sure students know that they should make notes and not write the entire presentation down. This is meant to be a speaking exercise, not simply reading aloud one's notes. Have them look at the report in Exercise 5 for an example of how to present notes.
Assign roles for the presentation. Suggest;
Student A presents the opening statement and discusses who was on the team.
Students B and C share responsibility for discussing the different difficulties.
Student D discusses the lesson (s) learned and provides the closing statement.
Tell students to practise! This will help them use clear language and organise their thoughts well.
Encourage them to use expression in their voices. They are telling about an exciting expedition.
Try to think about their audience when planning or presenting their talk. What might be interesting and helpful for the audience to hear
Go over relevant points from the list above.
Have students work over these points in class and then assign the preparation and practice of the presentation for homework. If time al-lows, give some time to practise in class as well.
Leave time for students to ask questions and or comment after each presentation.
Expansion: Do Some Research!
Note: For more proficient students, have them research the expedition of either Robert Falcon Scott or Roald Amundsen. Have them answer these questions:
Who was this person Where was he from
When did he begin his journey to Antarctica
What happened on his journey
If time allows, do Workbook pages 158 and 159 in class. Alternatively, assign for homework.

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