人教版高中英語選修10教案全套

人教版高中英語選修10精品教案集

Unit1Nothingventured,nothinggained

VocabularyandUsefulExpressions

Teachinggoals教學目標

1.Targetlanguage目標語言

a.重點詞匯和短語

venture,suffering,unbearable,cosy,anyhow,perseverance,advocate,freezing,delay,

discourage,grasp,bored,admirable,beinspiredtocontinuefighting,plottodo,strengthenone*s

determination,achievesuccessinlife,unbearable,blockout,holdon,struggleoutof,behooked,

makeanurgentannouncement,givewayto,remainoptimistic,recoverone'shealth,feellowand

discouraged,fallintoaregularpattern,giveoff,sufferfrom,faith,cheerful,mourn,circumstance,

sickness,bitter,vital,select,boom,urgent,punishment,caution,dynamic,framework,rank,

breathless

Adjectivestodescribepeople.

b.重點句子

Hissufferingslastedforthreebitteryears,whichtohimseemedlikealifetime.P6

Iwillneverforgetwatchingtllelittleboatdisappearthroughtheboomingwavesintothe

stonnyocean.P6

2.Abilitygoals能力目標

Enablestudentstousewordsesp.adjectivestodescribepeopleandknowtheuseofthe

attributes.

3.Learningabilitygoals學能目標

HelpstudentstOusewordsesp.adjectivesbypracticingdescribingpeopleandknowtheuseof

meattributesbypracticing.

Teachingimportantpoints教學重點

EnlargeSs'vocabularyandlearntousewordsesp.adjectivestodescribepeople'scharactersor

qualities.GetSstoknowtheuseoftheattributes.

Teachingdifficultpoints教學難點

Learntousewordsesp.adjectivestodescribepeople'scharactersorqualities.

GetSstoknowmeuseoftheattributes.

Teachingmethods教學方法

Word-study&grammar-study.

Teachingaids教具準備

Multi-mediacomputer(aprojectorandacomputer).

Teachingprocedures&ways教學過程與方式

StepIRevision

AsksomeSstoretellthestory,usingthewordsandexpressionslearnedinthisunit.

T:Classbegins.Hello,everyone!

Ss:Hello,Sir/Madam!

T:WehavereadagreatstoryofShackleton.Nowwho'dliketotellit?Volunteer?

Writethefollowingontheblackboard.

WHAT(Whathappened?)

WHO(Whois/arethehero/heroineorcharactersinthestory?)

WHEN(Timeordate:Whendidthestoryhappen?)

WHERE(Wheredidthestoryhappen?)

WHY(Whydidittakeplace?)

HOW(Beginning,development,climaxandending:

Howdidthestorydevelop?)

IntotalfiveWsandanH.

Atthesametimeshowtheimportantwords&expressionsonthePowerPoint.

cosy,anyhow,perseverance,advocate;freezing,delay,discourage,grasp,bored,admirable,

unbearable,blockout,holdon,struggleouto￡behooked,makeanurgentannouncement,give

wayto,remainoptimistic,recoverone'shealth,feellowanddiscouraged,fallintoaregular

pattern,giveoff,sufferfrom

Aftertheretelling,theteacherhelpsSscometothelanguagestudy.

StepIIWord-study(I)

LearntouseusefulwordsandexpressionsbydoingEx.1,2,3andalongwithsomeexplanations

ifnecessary.

T:OK.Youdidanicejob.Inthestorywe*velearnedsomenewwords&expressions.Yes?

Ss:Yes.Andtheyareveryuseful.

T:Sothisclasswecometotheword-study.Openyourbooks.TurntoPage5.Wefirstcometo

Discoveringusefulwordsandexpressions.

GiveinstructionsandlettheSsfinishtheclozeinEx.1inafewminutes.

T:ThisisalsoadescriptionofthejourneyfromthepackicetoElephantIsland.Readitquickly

andtrytofinishthecloze.Youshouldchangetheirformsifnecessary.

TheteachercanchecktheanswerswiththeSsandmakessomeexplanations.Thenshowtheright

orderofthewordsandexpressionsonthePowerPoint.

Ex.2isamoredetailedstoryofGouJian.GiveinstructionsandlettheSsfinishtheclozeinafew

minutes.

T:Lastclass,wementionedthestoryofGouJian,theKingofYue.Wecometothemoredetailed

storyofGouJiannow.Readitquicklyandtrytofinishthecloze.

Afewminuteslater,theteachercanchecktheanswerswiththeSs.Showtherightorderofthe

wordsandexpressionsonthePowerPoint.

ForEx.3itisagoodchanceforSstoenlargetheirvocabulary.Theteacher/cangivethemas

manyusefuladjectivesaspossible.

T:OK.Youdidanicejob.NowwecometoEx.3.Thinkofasmanyadjectivestodescribe

people'scharacters,aspossible.Createawordweb.Pleasespeakoutthevocabulariesthatyou

thinkoftoallthestudents.Tryit.

Thestudentscanspeakoutonebyoneandtheteachermakesaconclusion.

ThenshowtheadjectivesonthePowerPoint.

VocabularytoDescribeaPerson

honest/modest/gentle/patient/quiet/even-tempered/friendly/easy-going/smart/clever/

bright/wise/shrewd/diligent/hard-working/happy/humorous/funny/optimistic/active/

ambitious/vigorous/robust/generous/brave/proud/loyal/trusty/reliable/dependable/able

/intelligent/talented/gifted/versatile/direct/open/out-going/kind/kind-hearted/

wann-hearted/naughty/sensitive/shy/strict/serious/bad-tempered/talkative/selfish/rude/

impolite/ill-mannered/cruel/mean/nosy/greedy/foolish/stupid/silly/coward/aggressive/

lazy/lively/lovely/cute/delightful/calm/narrow-minded

AskSstoreadaloudafteryou.Givebriefexplanationifnecessary.

T:Therearesomanywordstodescribepeople'scharacter.Now,lefsplayagame.Filasksome

studentstodescribeourclassmatesusingthesewords.Thentheotherstudentsguesswhothey

described.Areyouclear?

Ss:Yes.

Ask3-5studentstomaketheirperfbnnance.

StepIIIWord-study(II)

DealwithUsingwordsandexpressionsinWorkbook.Takeitasarevisionandconsolidation.”

T:Nowlet'sopenWorkbook.TurntoPage52.Let'sdealwithEx.1first.Itfsafamousstoryof

OdysseusintheodysseywrittenbyHomer.Readitquicklyandtrytofinishthecloze.

Afewminuteslater,theteacherwillchecktheanswerswithSs.Theteacheraskssomestudents

toreadthepassage.

T:OK.Youdidanicejob.NowwecometoEx.2.Weallknow,anEnglishwordcouldhave

manymeanings.Weusethedifferentmeaningindifferentsituation.Pleaselookatthetable,on

theleft,therearesomedefinitionofthewords.Youarerequiredtowritethewordsinthetext

thathavethesemeanings,andthenchoosethesewords*meaningsinthereadingpassage.

ChecktheanswerswiththeSs.

T:Nowmakeupyourownsentences.Useeachofthewordsinadifferentwayfromthewayitis

usedinthetext.Filgiveyou3minutestowrite,andnowIneed5studentstowritethe5sentences

ontheblackboard.Who*sthevolunteer?

Thenchecktheanswerwiththeotherstudentstogether.

ForEx.3theteacherfirstasksSstotranslatethesentences.Thenchecktheanswers.

ShowthesuggestedanswersonthePowerPoint.

ForEx.4theteacherfirstasksSstogivetheirownanswers.Thenchecktheanswerswiththe

wholeclass.

T:ForEx.4,youarerequiredtoreplacetheunderlinephraseswithwordsfromtheunitthatare

similarinmeaning.Rememberonlyoneword.

Thenshowthesuggestedanswersonthe-PowerPoint.

StepIVGrammar-study

RevisingUsefulStructures

TheteacherhelpsSsreviewtheuseoftheattributes.

AskthemtoreadthesentencesinEx.1anddrawtheirownconclusion.

T:We*velearnedtheattributes.Now,let'sdosomereviews.ReadthesentencesinEx.1andpay

attentiontotheuseoftheattributes.Anddrawyourownconclusion.

ShowtheuseoftheattributesonthePowerPoint.

A.v-ingform

e.g.Iwillneverforgetwatchingthelittleboatdisappearthroughtheboomingwavesintothe

stormyocean.

B.aclause

e.g.Whafsthehardestexperienceyouhaveeverhad?

C.aphrase

e.g.Robertrealizedthatithadtaughthimavaluablelesson.

D.apastparticiple

e.g.Iremembermyrottentoesthathadtoberemoved.

AsforEx.2,asktheSstounderlinetheattributesinthepassage.

T:ForEx.2,thereisapassagewhichisadescriptionofavisittoElephantIslandwhere

Shackleton'smencampedforfourmonths.It'sadaptedfromDispatchessentfortheNOVA

expedition.Whatwillyoudo?Youarerequiredtounderlinetheattributesinthepassage.Doyou

thinkit'sdifficult?

Ss:No.

T:OK!Lefsbegin.

2minuteslater,checktheanswers.

ForEx.3,Ssaresupposedtowritesomesentencesusingtheattributiveclause.

T:First,pleaselookatthebackgroundmentionedatthebeginning.

T:Haveyouunderstoodit?

Ss:Yes.

T:Everywitnesssaid7simplesentences.Youshouldmake5complexsentenceswiththe14

sentenceslistedbelowusingtheattributes.

Afewminuteslater,checktheanswers.

ShowthesuggestedanswersonthePowerPoint.

StepVGrammar-study(II)

T:Let'scometoUsefulStructuresinWorkbook.ReadthispassagewhichisadaptedfromThe

WindintheWillowsbyKennethGraham.ThereisthesamerequirementwithEx.2onPage7.

Underlinetheattributes.

ThentheteachershowtheansweronthePowerPoint.

T:Pleaselookatthesesentences,theyareallsimplesentences.Youshouldmaketheminto

complexsentences.Jointhemtogetherintoonesentenceinsuchawaythattheinformationinone

sentenceisusedasanattributeintheother.Then,askfiveSstoreadsentencesforus.

StepVIHomework

DoEx.3onP53inWorkbook.

WarmingUp,Pre-readingandReading

I.單元教學目標

技能目標SkillGoals

▲Learnaboutperseverance

▲Describepeople'scharactersorqualities

▲Learnmeuseoftheattributes

▲Learnfromthespiritofperseverancetostrengthenone'sdetermination

▲Learnadjectivestodescribepeople

AWriteareviewforanewspaper

II.目標語言

Helpfulexpressionsinadiscussion

I'mnotsurethat...

Ithink...isbetterbecause...

功Ihatetohavetosaythisbut...

能Whichqualitiesdoyoumink...?

句Heisunableto...

式There*snodoubtthat...

It'shardtosay.

Whatdoyoumean...?

Ifsclearthat...

Idon'tmindif...

1.四會詞匯

venture,web,Scottish,suffering,strengthen,endurance,hut,stove,unbearable,cosy

breathless,rotten,blacken,circumstance,blast,hoarse,bless,selfish,hook,aboard,seasickness,

anyhow,steward,crush,mourn,urgent,bedding,vital,cheerful,persevere,perseverance,

faith,framework,rank,morale,select,booming,swear,advocate,freezing,stool,gratitude,

punishment,loyal,tactful,odd,stout,optimism,delay,discourage,dynamic,regular,grasp,

詞bored,liver,chef,changeable,caution,admirable,commitment,proverb

匯2.認讀詞匯

gall-bladder,PerceBlackborrow,SirEarnestShackleton,TomOrde-Lees,Hussey,banjo,

FrankWorsley,HubertHudson,LionelGreenstreetsun-blindness

3.詞組

詞blockout,givewayto,giveoff

匯4.重點詞匯

venture,suffering,strengthen,unbearable,cosy,anyhow,perseverance,advocate,

freezing,delay,discourage,grasp,bored,admirable

1.Whenitfinallysucceeded,RobertrealizedthatithadtaughthimaValuablelessonandhe

wasinspiredtocontinuefightingtillhedefeatedtheEnglishandgainedindependence

forScotland.

2.BeatenbyWuin494BC,GouJian,theKingofYuewasforcedtoliveasaslaveinWu

forthreeyears

3.Thesmellis,asusual,almostunbearable,beingamixtureofsweat,sealoilfat,and

dirtyunderwear.

重4.“Holdonnow,Perce.Don'tyougoturningintoanotherTom,^^comesthereply.

點5.SoitwaswithgreatexcitementonemorninginJuly1914thatIreadthisadvertisement：

句6.Theicefrozearoundusandwewerewellandtnilystuck.

T7.IbelieveShackletonmusthavemournedthisunexpectedendtohisexpedition,buthe

didnotwastetimeonregrets

8.Hisperseverancewonourcompletefaithinhim.

9.Thisteamspiritcontributedtothemoraleofthecrewandsavedourlives.

10.1willneverforgetwatchingthelittleboatdisappearthroughtheboomingwavesintothe

stormyocean.

TheFirstPeriodWarmingUp,Pre-readingandReading

Teachinggoals教學目標

1.Targetlanguage目標語言

a.重點詞匯和短語

venture,suffering,unbearable,cosy,anyhow,perseverance,advocate,freezing,delay,

discourage,grasp,bored,admirable,beinspiredtocontinuefighting,plottodo,strengthen

one*sdetermination,achievesuccessinlife,unbearable,blockout,holdon,struggleoutofbe

hooked,makeanurgentannouncement,givewayto?remainoptimistic,recoverone^health,

feellowanddiscouraged,fallintoaregularpattern,giveoffsufferfrom

b.重點句子

SoitwaswithgreatexcitementonemorninginJuly1914thatIreadthisadvertisement.P3

Hisperseverancewonourcompletefaithinhim.P3

Thisteam-spiritcontributedtothemoraleofthecrewalldsavedourlives.P3

2.Abilitygoals能力目標

Enablethestudentstolearntheheroes,perseveranceandstrengthentheirdeterminationto

achievesuccessinlifefromreadingthestory.

3.Learningabilitygoals學能目標

Enablethestudentstobestrong-mindedandfacedifficultiesinlifecalmlyandbravelysothat

theycanfindsolutionstotheproblems.

Teachingimportantpoints教學重點

Helpthemlearntodescribepeople'scharactersfromtheirbehavior.

Developtheirabilitytomakecorrectjudgmentsanddecisionswhenfacingadifficultsituation.

Teachingdifficultpoints教學難點

Helpthestudentstojudgeanddescribepeople'scharacters.

Developtheirabilitytoanalyzethesituationandmakedecisionstosolvetheproblem.

Teachingmethods教學方法

Readingcomprehension，groupdiscussion.

Teachingaids教具準備

Ataperecorder,multi-mediaequipment(aprojectorandacomputer)andadictionary.

Teachingprocedures&ways教學過程與方式

StepILeading-in

T:Everyoneenjoysinterestingandmovingstories,Ibelievesomeofyouareevengood

storytellers.Todaywe'llreadsomereallyimpressivegoodstoriesandIhopeyouwillenjoythem

andtellthemtoothers.

StepIIWarmingup

Firsttheteacherasksthestudentstolookatthethreepicturesandasksthemwhatstoriesthe

picturesshow.Thenchecktheanswersbyfastingreading.

T:Lookatthepicturescarefullyplease!Nowwhowouldliketotellwhatstoriestheyareabout?

SI:Picture3isaboutaveryfamousChinesestoryofGouJUm,theKingofYue.

T:Yes,thafstrue.Verygood!Howabouttheothertwo?

S2:MaybePicture2isaboutHelenKeller.ButIamnotsureaboutthefirstone.Themanin

thepicturelookslikeafighter.

T:OK.Itdoesn*tmatter.Now.let'sreadthethreestoriesveryfastandcheckyouranswers.

Afterreading,askthestudentstoretellthestoriesverybriefly.

T:OK.Wecanjuststophere.Nowwho'dliketotellusthestoriesverybriefly?Whoisthehero/

heroineandwhathappened?

SI:RoberttheBrucewasinspiredbyaspidertocontinuefightingtillhefinallysucceededand

becamethefirstScottishking.

T:Thafsit.Next?

S2:HelenKellerwasunabletospeak,hearandsee.WiththehelpofAnneSullivan,shebecame

afamouswriter.BothHelenandherteacheraregreat.

S3:GouJiansleptonfirewoodandstrawtoremindhimofhissufferingsandtastedabittergall

bladdertostrengthenhisdetermination.EventuallyhedefeatedtheKingofWu.

T:Verygood.Youdidnicejobs!

ThencometoQuestion2.Thestudentscanhaveaquickdiscussioningroups.

Q:Doyouthinkthecharactersabovehavesomethingincommon?

Suggestedanswers:

1.Theyhadverybadluckatfirst.RoberttheBruceandGouJianweredefeatedandHelenKeller

wasdisabled.

2.Theynevergaveup.

3,Theysucceededatlast.

4.Allofthemwerepeopleofgreatdetermination.

Theyshowedgreatperseveranceinthefaceofdifficulty.

Q:Whatdoyouthinkhelpedthemtoachievesuccessinlife?

Suggestedanswers:

1.Theirstrongcharacterhelpedthemmost.Theynevergaveintodifficultiesinlifeandcontinue

strugglingalways.

2.Theywerepeopleofgreatdetermination.Theyshowedgreatperseveranceinthefaceof

difficulty.Theirgreatperseveranceanddeterminationhadanimportanteffectontheirlifeand

finallyledtosuccess.

T:Afterreadingthesestories,nowwewillcometoanotherthatismoreimpressiveandmoving.

Yes.Itisastoryofpeopleofgreatdetermination.

StepIIIPre-reading

Groupdiscussion:HavethestudentsdiscussQuestion1ingroups.Thesequestionswillhelp

themthinkoftheirownexperience,whichmakesgoodpreparationsforthereadingofthestory.

Question1:Whatisthehardestexperienceyouhaveeverhad?Whatisthegreatestchallenge

youhaveeverfaced?Howdidyougothroughit?Whatlessonshaveyoulearnedfromit?

Asampleofdiscussion:

SI:Whatisthehardestexperienceyouhaveeverhad?

S2:Well,tospeakthetruth,1don'tthinkIhavehadanyhardexperiencetillnow.Howabout

you?

S3:1have.When/wasatJunior1,IhadgreatdifficultyinspeakingEnglish.

S4:Howdidyougothroughit?

S3:WellItwasreallyveryhard.But1didn'tgiveup.1practicedspeakingwheneverIwasfree.

/practicedandpracticedandIsucceededatlast.Youknow,IcanspeakgoodEnglishnow.

S4:Yes,youdo.Wearegladthatyoumadeitatlast.Whatlessonshaveyoulearnedfrom.it?

S3:Difficultyisnotterrible.Wecan'tgiveup.Greatperseveranceanddeterminationwillleadto

success.

SI:Youareagoodboyofdetermination.Andallofusshouldlearnfromyou.Yourperseverance

isadmirable.

Severalminuteslateronestudentinagroupissupposedtoreporttheirdiscussion.

ForQuestion2,theteacher,togetherwiththestudents,cangothroughitveryquickly.Itjustleads

ustothesettingofthestory-Antarctica.

StepIVReading

Readingskills:howtoreadastory

whenreadingastory,askyourselfquestionsasfollows:

WHAT(Whathappened?)

WHO(whois/arethehero/heroineorcharactersinthestory?)

WHEN(Timeordate:Whendidthestoryhappen?)

WHERE(Wheredidthestoryhappen?)

WHY(Whydidittakeplace?)

HOW(Beginning,development,climaxandending:

Howdidthestorydevelop?)

IntotalfiveWsandanH.

Practice:

Takethisstoryasanexample.Askthestudentstofindanswerstothesefivequestions.

Skimming&Scanning

Helpthestudentspracticefastreadingskills.

T:Readthestoryveryquicklyandanswerthequestions.Toreadfast,trytoreadsilently.

ShowthequestionsonthePowerPoint.

1.WhatdoesthetitleASuccessfulFailuremean?

2.Whokeptthediary?Howdidhejointhisexpedition?

3.WhoisSirEarnestShackleton?

4.WhathappenedduringtheirexpeditiontoAntarctica?

5.Whenweretheystuckinpackice?

6.whywouldSirEarnestShackletongotoSouthGeorgia?

7.HowmanypeoplewereleftonElephantIsland?

8.Whatwerethepeoplewhoremainedontheislandtodo?

T:OK.Stophere.Nowlefscometotheanswers.Volunteer?

FirstletthestudentsgivetheiranswersandthenshowthesuggestedanswersonthePowerPoint.

Suggestedanswers:

1.DuringtheexpeditiontoAntarcticatheEndurancebecamestuckinpackiceandcrushed,which

madeafailure.Butduetotheirgreatperseveranceanddetenninationtheyeventuallygotrescued,

whichwasagreatsuccess.

2.PerceBlackborrowkeptthediary.Hesecretlyhidaboardtheshipinasmallcupboard.

3.SirEarnestShackletonwasoneofthemostfamousexplorersofhisdayanditwasconsidereda

greathonortobepartofanyofhisexpeditions.Heledthisexpedition.

4.DuringtheirexpeditiontoAntarcticatheEndurancebecamestuckinpackiceandcrushed,and

theyweretrappedonElephantIsland.

5.OnJanuary18th,1915.

6.Norescueattemptcouldbeexpectedfromoutsideasnobodyknewwheretheywere.

7.Twenty-two.

8.ThepeoplewhoremainedontheislandsworethattheywoulddoasSirEarnestShackleton

advocated:remainoptimisticandrecovertheirhealthbeforehereturnedtorescuethem.

Playthetape.Whiletapeplaying,askthestudentstothinkhowmanypartsitcanbedividedinto.

Thentheywillbeaskedtodiscussandtellthemainideaofeachpart.

T:Nowlefslistentothetapecarefully.Whilelistening,pleasethinkcareliillyanddecide

howmanypartsthepassageshouldbedividedinto.Afterlistening,discusswithyoupartnerand

tellthemainideaofeachpart.

Afterlistening,thestudentswillthinkcarefullyandthentheywilldiscussingroups.Later

somespokesmenwillreporttheirdiscussionandtellthemainideaofeachpart.

ShowthesuggestedanswersonthePowerPoint.

Themainideaofeachpart

Part1(Para.1-2):

"Our"circumstancesweredesperateandanewdaybeganonElephantIsland.

Part2(Para.3-4,):

TheexpeditionledbythegreatSirEarnestShackletonwasannouncedandTwashookedand

secretlyhidaboardtheship.Shackletonacceptedthesituationandmade"me"asteward.

Part3(Para.5-6):

TheEndurancebecamestuckinpackiceandcrushedand“we"hadtocamponElephant

Island.

Part4(Para.7):

ShackletonwithfiveotherssailedtoSouthGeorgiatobringhelpandtherestremainedon

ElephantIsland.

StepVExplanation

DuringthisproceduretheteacherplaysthetapeagainoraskstheSstoreadthetextonebyone.

Whilelisteningorreading,dealwithsomelanguagepointsverybriefly.

Beforeexplainingthelanguagepoint,Ssshouldreadthenotestothetextson92.

T:Wehavegotthemainideaofeachpart.Nowwelldealwithdifficultlanguagepointsinit.

AskSstoreadthetextorlistentothetapeandtheteacherexplainlanguagepoints,esp.some

difficultsentences.

ShowthephrasesandsomeoftheexplanationsonthePowerPoint.

Phrases:blockout,holdon,struggleoutof,behooked,makeanurgentannouncement,giveway

to,setouttheframeworkfbrourlife,theboomingwaves.

1.SoitwaswithgreatexcitementonemorninginJuly1914thatIreadthisadvertisement.

=1readthisadvertisementwithgreatexcitementonemorninginJuly1914.

Itisaveryimportantsentencestructuregoingas:Itis/was+whatis/wasemphasized+that/

who(referringtosb)+therestofthesentence.Subjective,objectiveandadverbinasentencecan

beemphasized.

e.g.ImetmyjuniorEnglishteacheronthestreetyesterday.

ItwasIthat/whometmyjuniorEnglishteacheronthestreetyesterday.

ItwasmyjuniorEnglishteacherthat/whoImetonthestreetyesterday.

ItwasonthestreetthatImetmyjuniorEnglishteacheryesterday:

ItwasyesterdaythatImetmyjuniorEnglishteacheronthestreet.

2.Hisperseverancewonourcompletefaithinhim.=Webegantobelieve/trustinhimcompletely

becausewhathedidshowedhisgreatperseverance.Weknewhewouldnevergiveup.

3.Thisteamspiritcontributedtothemoraleofthecrewandsavedourlives.

Theteamspiritwas:nodifferencesinrankorinsocialstatus;everyonetokeepbusy;afair

divisionoffoodandbedding;andaconcernfbrall.Withthisspirittheydidn'tgivewayto

disappointmentandcontinuedstrugglingandatlasttheyweresaved.

contributeto:tobeoneofthecausesofsth

e.g.Medicalnegligencewassaidtohavecontributedtoherdeath.

morale:theamountofconfidenceandenthusiasm,etc.thatapersonoragrouphasata

particulartime.

StepVIComprehending

ThethreequestionsinthefirstparthelptheSscomprehendthestory.Alsotheyhelpcheck

whethertheyunderstandthetextwell.

T:Myclass,nowweturntoPage4,andanswerthethreequestionsinEx.1.Whocantellthe

answers?Handsup!

Checktheanswerswiththestudents.

T:Good!Youhaveagoodunderstandingofthetext.ForPart2theSsaresupposedtomakeupa

dialoguebetweenShackletonandthreeofhismenaboutwhattoleave,whattotakeandwhy.

Theywillrole-playitinfours.Thiswillhelpthemalottohaveabetterunderstandingofthestory

andtheywillrealizewhatadangerousanddesperatesituationShackletonandhismenfacedwhen

theshipsank.

T:Nextlet'scometoadangerousanddesperatesituationShackletonandhismenfacedwhen

theshipsank.Whattoleaveandwhattotakeisreallyahardquestionfbrthem.Justsupposewe

werethey,whatwouldbeouranswers.Nowitisyourturntoconsiderthesituationandmakeupa

dialoguewithyourgroupmembers.Lateryouaresupposedtorole-playit.OK?

Ss:OK!

T:Maybefirstwecanhavealookatthepersonalthingstogether.Whatarethey?

Ss:Acomb,apenandabottleofink,abanjo,anovel,acamera,awatch,adiaryandalighter.

T:Yes.Youarequiteright.Goahead!

Asampledialogue:

SI:Captain,whatshouldwetakealongwithus?

S2:Takethingsthataremostuseful.

SI,3,4:Yes,Sir!

S3:Whatwillyoutake,Sir?

S2:I'llfirsttakemylightersothatwecanmakeafire.AndalsoI'lltakemydiaryandthe

camera.

S4:Weknowyoucherishyoudiarybecauseit'sagoodrecordofourexpedition.Butwhydo

youtakethecamera.

S2:Well,Icantakesomepicturesofourlifeandafterrescuewecandevelopthemandletpeople

knowwhathappenedtous.

S4:Goodidea,Sir.

S3:Hussey,howaboutyou?

SI:IagreewithSir.Butit'sagreatpitythatIhavetoleavemyfavoritebanjo.Pity!/reallylove

it.

S3:Whynottakeit?

SI:Youknow,it'sjustabanjo.Itwon'theuseful.

S3:Pity.Maybeyouhavetoleaveit.

S2:Hey!Hussey,yousillyboy,justtakeit.Youdon'thavetobesosad.

SI,3,4:Butwhy,Sir?

S2:Listentome,boys.Thebanjowillbevitalforkeepinguscheerful.Youwillknowitlater.Perce,

whatwillyoutake?

SI:Sir,I'lltakethepenandinkaswellasadiarybook.

S2:Why?You'dliketokeepadiary?

SI:Yes,Sir.Iwanttowritedownwhatwehaveexperienced.Ibelieveitwillbeveryvaluable.

S2:1agree,boy.Doit.

Afterthedialogues,askthestudentstowritesth.down.Fillintheformbelow.

GivethestudentsasampleonthePowerPoint.

WhatSailor1keptandwhy?

1.Alightertomakeafire.

2.Adiary.It*sagoodrecordoftheexpedition.

3.Acameratotakepicturestokeeparecordoftheirlife.

WhatSailor2keptandwhy?

1.Apenandabottleofink.

2.adiarybooktokeep,adiarytokeeparecordoftheirlife.

3

WhatSailor3keptandwhy?

1.Abanjo.Itwillbevitalfbrkeepingthemcheerful.

2....

3....

T:Youdidanicejob.NowwecometoEx.3.

Therewillbeanactivity-groupdiscussioninEx.3.Throughthisdiscussionthestudentsshould

learntodrawconclusionsfromfacts.Learntodescribepeople'squalities/character