Unit 6 Hitting the road Lesson 5 Developing ideas课件 +学案+教案2024-2025学年外研版英语七年级下册

Unit 6 Hitting the road Lesson 5 Developing ideas Class: ______________ Number: _______________ Name:_______________ 目 标 导 学 After this lesson, we should be able to: 1. Master the key words and expressions. 2. Learn about a great traveller and his famous work 3. Understand and retell the passage 4. Understand the spirits of travelers. 自主探学 1. Learn the words and expression of Unit 6.(“prefer~beauty”) 【Lead in】一.Look and say 1.Where did you go ? 2.What did you do ? 3.How did you feel ? Thinking：Who once visited many cities in China before？____________ 【Pre-reading】 1． Look and think 1.了解徐霞客的生平以及著作。 2.Look at the pictures and guess this person’s experiences. Use the words and expressions to help you. 二．Think and answer 1.What can we learn from the pictures and title? 【While-reading】【Read fast and answer.】 1.What’s the main idea of passage? 2.What’s the structure of passage? A.It’s an introduction of XuXiake. A.①②-③-④-⑤ B.There is an article about tourism. B.①-②-③④-⑤ C.This is an introdution to China. C.①②-③④-⑤ 【Read and match】 Paras1-2 Xu’s geographical discoveries Para3 Xu’s achievement and influence Para4 Xu’s dream Para5 Xu’s last year 【Read and answer】 Paras 1-2 1). Why did the man have to end the last trip in 1640? A.Because he didn’t want to be great. B. Because he had something regretful to do. C. Because he was ill. D. Because he didn’t love travelling. 2) What does people think of Xu Xiake? A. He is greater than Zhang Qian. B. He is a great traveller in China. C. He is a person who has a lot of regret. D. He is a person walked through many fantastic places in the world. 1.What was Xu’s last year like? In 1640，Was seriously ____ Had to end his _______Had no _______ 2.Thinking：Why does the writer start from Xu Xiake's last year? （Para3.） 1.What was Xu's dream from an early age? A. To become a famous writer. B. To be a great geographer. C. To visit China's seas and mountains. 2.Although it was difficult to travel far at that time, what did Xu do? A. He gave up his dream. B. He traveled for about 30 years. C. He only traveled nearby. Time order From an early age At 22 In the following 30 years Dreamed of visiting China’s Set out on his life’s _______ Travelled and achieved his ______（para4.） 1.What did Xu Xiake do when he visited Mount Huangshan? A. He just enjoyed the scenery. B. He compared the heights of two peaks. C. He wrote a poem about the mountain. 2.What was the result of Xu Xiake's exploration on the two peaks? A. Lianhua Peak was higher. B. Tiandu Peak was higher. C. They were of the same height. Thinking:Why does the writer mention Tiandu Peak and Lianhua Peak? （para5）What can we learn from u Xiake’s Travel Notes? 【Task2】 Complete the chart with the words and expressions from the passage.Textbook P94 【Post-reading】【Easy retelling】 【Hard retelling】Based on pictures，retell the story. 【Summary】Deep thinking 1. What do you think of Xu Xiake? 2. What can you learn from Xu Xiake’s travel? 3. Can you write another title for this passage? 检 测 评 学 【Homework】 Must do: 1. Finish the exercises in the workbook. 2. Memorize the key words and phrases of this lesson. 3. Write down the spirits of travelers. Choose to do:1. Make a mind-mad to describe Xu Xiake and give it to me. 第 3 页 共 9 页 It is better to travel ten thousand miles than to read ten thousand books. 学科网（北京）股份有限公司 $$ 新教材外研社七下Unit6教学设计 设计者 课型 Unit 6 Hitting the road Developing ideas for Reading 一、课题介绍 本课程围绕“人与自然”主题展开，旨在通过多样化的语篇和活动培养学生的核心素养，包括语言能力、文化意识、思维品质和学习能力。课程内容涵盖哲学名言、文学插图、旅行日记、历史人物故事等，帮助学生从不同角度理解旅行的意义。学生将学习描述性词汇和比较结构（如 as...as 和 more/less...than），并通过阅读、听力、口语和写作活动提升语言表达能力。课程融入中国地方文化（如四川火锅、三星堆博物馆）和历史人物（如徐霞客）的故事，弘扬中华文化，培养学生的探索精神和跨文化认知能力。 课程通过任务驱动的方式（如设计旅行 Vlog 脚本、撰写探险日记）将语言学习转化为实践输出，激发学生的兴趣和参与感。通过具象化抽象概念、分层语法训练和文化对比活动，课程帮助学生克服语言和文化理解上的难点，提升批判性思维和语言运用能力，最终实现从语言输入到输出的转化。 二、语篇分析 【What】语篇类型为记叙文。主题是徐霞客的旅行经历和地理发现。主要内容包括徐霞客在1640年因病结束最后一次旅行，回家后人们问他是否后悔一生都在路上。他走过了中国许多奇妙的地方，人们认为他像张骞和玄奘一样伟大，所以他没有后悔。徐霞客从小就梦想游览中国的山川，尽管当时长途旅行很困难，但他没有放弃。22岁时，他开始了人生旅程，旅行了约30年，实现了梦想。在旅行中，徐霞客有许多地理发现，例如在黄山发现莲花峰比天都峰高。徐霞客在日记中记录了他的旅行经历，后来成为《徐霞客游记》。这本书让我们了解了大约400年前的中国。 【Why】通过徐霞客的故事，激发学生对探索精神的敬佩和对未知世界的兴趣。培养学生坚持不懈、勇于探索的品质，增强学生的文化自信和跨文化意识 【How】使用过去时态描述徐霞客的生平和旅行经历。词汇丰富，包含旅行相关的词汇（如traveller, walk through, seas and mountains, geographical discovery, explore, climb等）。句式多样，既有简单句也有复合句，帮助学生理解复杂的语篇结构。开篇通过一个问题引入主题，吸引读者兴趣。中间部分详细描述徐霞客的旅行经历和地理发现。结尾总结徐霞客的贡献和精神，升华主题。 三、教学目标 （一）语言能力培养 掌握与旅行主题相关的核心词汇（traveller, discovery, explore等） 熟练运用比较结构（as...as, more/less...than）描述文化体验和自然景观 强化过去时态在记叙文中的准确使用 （二）文化意识提升 理解徐霞客的历史贡献及《徐霞客游记》的文化价值 认知地方文化符号（四川火锅、三星堆）的深层意义 对比中外旅行家（如张骞、玄奘与马可·波罗）的探索精神，培养对多元文化的包容性和国际视野 （三）思维品质发展 培养批判性思维，分析语篇内层涵义，辩证思考旅行意义 培养逻辑思维，设计旅行计划时体现学生的系统性思维和创造力 By the end of lesson,students will be able to: 1.Master the key words and expressions 2.Learn about a great traveller and his famous work 3.Understand and retell the passage 4.Understand the spirits of travellers. 四、教学重难点 重点：使用阅读技巧获取文章关键信息，理清脉络，读懂文章内容。理解并运用与旅行相关的词汇和比较结构（如as...as、more...than）描述文化体验和个人观点。 难点：1. 如何引导学生深度挖掘文本背后体现的徐霞客探索精神，并用英语清晰、有条理地阐述自己对这种精神的理解与思考。 2. 指导学生将课文知识进行迁移运用，结合自身生活，创作关于探索经历或感悟的小短文，实现语言输出与思维提升的融合。 五、学情分析 核心素养 已有基础 存在问题 语言能力 学生能熟练使用一般现在时和过去时描述经历；掌握部分旅行相关词汇（如 hot pot）。 对高阶语法（如 as...as、more...than）和复杂词汇（如 geographical discovery）掌握较弱；比较级结构易混淆。 文化意识 对四川火锅、三星堆、瑞士“游泳上班”等文化元素感兴趣；能理解旅行主题意义。 对三星堆文明、徐霞客历史地位等文化背景知识不足，可能影响文本深层理解。 思维品质 能从名言中提炼观点；对旅行的多样体验有感知能力。 对抽象哲理（如荀子名言中的“认知局限”）需结合生活实例引导理解；部分学生可能停留在表面理解。 学习能力 对直观、趣味性强的内容（如旅行故事、视频博客）兴趣较高；能参与讨论和写作任务。 听力捕捉细节能力不足，尤其在涉及数字和文化背景时易出现理解偏差；部分学生因缺乏真实旅行经历感知较弱。 六、教学过程 （一）导入（Lead - in） 激活学生旅游相关背景知识，引出本节课关于旅行家及探索主题，激发学习兴趣。（语言能力支持，文化意识渗透） 1. 展示PPT中游客旅行场景图，提问学生 “Where did you go? What did you do? How did you feel?” ，引导学生分享自己的旅行经历。 2.呈现中国地图，询问 “How many cities in China have you been to so far? Who once visited many cities in China before?” ，引出古代旅行家话题。 3. 展示徐霞客画像，简单介绍其身份（明代地理学家、旅行家等），为课文学习做铺垫。 在导入过程中，教师可以使用亲切、引导性语言鼓励学生积极分享，如 “Your travel stories sound really interesting! Let’s hear more.” 。 针对学生回答，适时补充、拓展词汇和表达，比如学生说去了 “mountains” ，可补充 “range” （山脉）等相关词 。 设计意图：通过图片和提问，激发学生的好奇心和学习兴趣，为后续阅读课文做好铺垫。激活学生的背景知识，帮助他们建立与课文内容的联系，同时锻炼学生的观察能力和表达能力。 （二）读前（Pre - reading） 引导学生从标题和图片预测文本内容，学习相关词汇，为阅读做语言和内容准备。 快速阅读课文，回答关于徐霞客生平和旅行经历的基本问题。详细阅读课文，找出徐霞客的地理发现和《徐霞客游记》的重要性。（语言能力深化，文化价值升华，批判性思维引导） 呈现课文标题 “Exploring the unexplored” 和相关图片，提问 “What can we learn from the title and the picture?” ，让学生讨论并预测文本围绕探索未知展开。 结合PPT中徐霞客及《徐霞客游记》介绍，学习 “geographer（地理学家）”“travel notes（游记）” 等词汇，讲解词汇含义、用法并让学生造句练习。组织学生思考并分享 “What do we learn from ‘Exploringthe unexplored’”，梳理探索未知的意义，如“Through travelling,exploring the unexplored world and leave something meaningful for humans.” 。 教师要引导学生观察标题和图片细节，启发思考，如 “Look at the title, what does ‘unexplored’ mean? And the picture shows a traveller, what might he explore?”。 词汇教学中，通过例句示范、纠正学生发音和用法，比如 “‘Geographer’ is a person who studies geography. Can you make a sentence with it?” 。 设计意图：利用标题和图片培养学生预测能力，提前学习关键词汇，减轻阅读语言障碍；梳理探索意义，帮助学生构建文本理解框架。 （三）读中（While - reading） 引导学生掌握文本主旨、结构和细节信息，提升阅读技能，理解徐霞客旅行经历及贡献。学习与旅行和地理发现相关的词汇和表达，进行词汇扩展练习。分析课文中的句式结构，进行句式模仿写作。（思维品质提升，学习能力培养） 1.快速阅读（Read fast）：让学生快速浏览文本，回答 “What’s the main idea of the passage?” ，选项如PPT所示（A. 介绍徐霞客；B. 关于旅游的文章；C. 介绍中国 ），明确文本是对徐霞客的介绍。学生快速阅读后，引导他们分享答案，明确文章主要是介绍徐霞客的旅行探索经历、成就及影响，文章结构大致可分为：Part 1（Paras. 1 - 2）Xu’s last year；Part 2（Para. 3）Xu’s dream；Part 3（Para. 4）Xu’s geographical discoveries；Part 4（Para. 5）Xu’s achievement and influence 。 2.针对Part 1（Paras. 1 - 2），设计问题：“Why did Xu Xiake have to end the last trip in 1640? What’s the relationship between Xu Xiake and Zhang Qian, Xuanzang mentioned in the passage?” 让学生扫读段落，快速寻找答案，明确是因为生病（“Because he was ill.” ）结束旅行，以及提及张骞、玄奘是为了衬托徐霞客也是伟大的旅行探索者，拓展学生对古代旅行家的认知。 3. 细节阅读：分部分阅读，针对Part 1，提问 “Why did the man have to end the last trip in 1640? What was Xu’s last year like?” 等；Part 2围绕徐霞客早年梦想及行动提问；Part 3聚焦地理发现（如黄山天都峰、莲花峰探索）；Part 4关于《徐霞客游记》价值等问题，让学生找细节回答 。 快速阅读环节，教师可以给予时间提示，如 “You have 2 minutes to finish the fast reading.” ，之后引导学生分析选项确定主旨 。 细节阅读时，教师需鼓励学生圈画关键信息，指导学生如何从文本中找对应内容，如 “When looking for the answer about Xu’s dream, pay attention to the sentences about his early age.” 。 设计意图：通过不同阅读任务，分层训练学生快速获取主旨、梳理结构、捕捉细节的阅读能力；深入理解徐霞客事迹，为读后活动做内容支撑。在词汇学习和扩展过程中，帮助学生积累与主题相关的语言知识，并且句式分析和模仿写作，可以培养学生的语言表达能力和写作技巧 （四）读后（Post - reading） 巩固文本知识，培养学生语言运用、思维拓展和文化理解能力，深化对旅行家精神的感悟 。（思维品质提升，学习能力培养） 1. 图表填空：呈现PPT中关于徐霞客的图表（who he was、his dream、what he did等），让学生用文本词汇和表达填空，巩固信息。复述与讨论：开展 “Easy - retell” 和小组复述（Group work - Retelling），借助PPT提示让学生复述徐霞客生平；组织讨论 “What do you think of Xu Xiake? What can we learn from Xu Xiake’s travel? Can you write another title for this passage?” 等问题。 2.分组讨论：探索计划构建 活动内容： 头脑风暴：每组绘制“最想探索之地”思维导图，包含地理位置（mountains/rivers）、文化符号（Sanxingdui ruins）、探索工具（drone/notebook）等分支，使用词汇墙上的目标词汇（explore, discovery, as...as）。 结构化表达：按句型模板口头陈述： "We want to explore ______ because it is ______ (as mysterious as/ more unique than) ______. We plan to ______ (动作：record/climb) and discover ______ (目标：cultural secrets/geographical features)." 同伴互评：用检查清单评价他组方案（是否含比较结构、过去/未来时态是否正确、文化元素是否明确）。 图表填空时，巡视指导学生准确提取信息，对有困难学生给予提示，如 “To find what Xu’s dream was, refer to the part about his early age.” 。 讨论环节，教师要鼓励学生发表不同观点，适时点评、引导深入思考，比如学生说徐霞客勇敢，可追问 “What specific things he did show his bravery?” 。 教师观察学生仅用“I want to go to Sichuan”直述目标，判断其未掌握比较级表达偏好，从而挖掘出地域文化对比的思维训练点。 教师观察学生在未来计划中误写“I climbed mountains”，判断其混淆过去/将来时态。  教师观察学生写出“Sanxingdui is good”，判断其缺乏细节描写能力。  (提升语言能力，文化意识，和学习能力) 设计意图：图表填空巩固文本细节；复述提升语言输出和记忆；讨论培养批判性思维和文化感悟；拓展延伸拓宽视野，深化对旅行探索价值的理解 。通过小组讨论和分享，培养学生的合作能力和口头表达能力。 （五）总结（Summary） 在总结过程中教师需关注学生个体差异，对于基础薄弱学生，在词汇学习、阅读任务布置上给予更多帮扶。另外后续可丰富教学资源，引入更多旅行探索相关英语视频、故事等，进一步激发学生学习兴趣，强化英语学科核心素养培养。(提升语言能力，文化意识，和学习能力) 结合AI生成的徐霞客游览广东的视频，教师引导学生一起回顾本节课内容，借助思维导图（课前可简单绘制框架，课上师生共同完善 ）梳理：徐霞客的身份、梦想、旅行经历、地理发现、《徐霞客游记》的价值以及他所体现的探索精神等关键信息，强化学生对课文知识的整体认知与记忆。 并且强调本节课重点词汇、短语和句式，以及阅读技巧（预测、略读、扫读、精读 ）在理解课文中的运用，总结徐霞客探索精神对同学们学习和生活的启示，升华课堂主题。 教师在进行课堂总结时，要注意结合本节课内容，贴合实际，可以使用简洁清晰的语言串联知识，如 “We started from predicting the text,then learned about Xu Xiake’s life and his great spirit of exploring the unexplored.”。 设计意图：系统总结知识，强化学习重点；升华主题，实现情感态度价值观培养。 七、作业设计 必做： 1. 完成练习册上的练习。 2. 记忆本节课的重点单词和短语。 3. 写下旅行者的精神。 选做：制作思维导图描述徐霞客并交给老师。 学科网（北京）股份有限公司 $$ Unit 6 Hitting the road Lesson 5 Developing ideas Textbook P92-94 Learning objectives By the end of lesson,students will be able to: 1.Master the key words and expressions 2.Learn about a great traveller and his famous work 3.Understand and retell the passage 4.Understand the spirits of travellers. Lead in Pre-reading While-reading Post-reading Summary Where did you go ? What did you do ? How did you feel ? Lead in Pre-reading While-reading Post-reading Summary CHINA How many cities in China have you been to so far? Who once visited many cities in China before? Lead in Pre-reading While-reading Post-reading Summary The traveller walks through the forests. He climbs up the mountains. He explores the seas. ... Look at the pictures and guess this person’s experiences. Use the words and expressions to help you. A traveller He’s Xu Xiake. 徐霞客 (1587一1641)，明代地理学家、旅行家。他自幼好学，博览群书，淡泊功名, 刻意远游。自22岁始，历时30余年，足迹遍及大半个中国。所至之处探幽寻秘，对山川地貌、水文气候、地质生物及民情风俗等认真考察，以游记体裁将观察所得逐日记录。其日记由后人整理成为《徐霞客游记》。 traveller climb explore walk through seas and mountains geographical discovery 《徐霞客游记》被学术界列为中国最有影响力的20部著作之 一，是中国旅游走向全球的重要文化基石之一。其中关于石 灰岩地貌的记述，早于欧洲人一个多世纪。《徐霞客游记》开篇之日(5月19日)也被定为“中国旅游日”。 To travel around an area to learn about it. Discover what has not been discovered before. What can we learn from the title and the pictures? Lead in Pre-reading While-reading Post-reading Summary What do we learn from the title? Through travelling, exploring the unexplored world and leave something meaningful for humans. He kept diaries during his travelling. He wrote his travel experiences in his diary. He walked through many places. He loved travelling to explore something. Lead in Pre-readng While-reading Post-reading Summary Read fast and answer. 1 In 1640, a man was seriously ill. He had to end the last trip of his life. Back home, people asked him, "You spent your whole life on the road. Do you regret it?" 2 "I walked through many fantastic places in China," he replied. "People say I'm as great as Zhang Qian and Xuanzang. So I have no regrets at all." This man was Xu Xiake, the greatest traveller in Chinese history. 3 From an early age, Xu dreamed of visiting China's seas and mountains. But at the time, it was very difficult to travel far. This didn't stop him, however. At 22, he set out on his life's journey. He travelled for about 30 years, and achieved his dream. 4 Xu made many geographical discoveries during his journey. Once, he visited Mount Huangshan. People then thought Tiandu Peak was higher than Lianhua Peak. To find out the truth, Xu climbed both peaks. He discovered that Lianhua Peak gave a wider view, so it must be higher. He was right! 5 Xu recorded his travel experiences in his diary. This later became Xu Xiake's Travel Notes. Thanks to this book, we can learn about China almost 400 years ago. "Exploring the unexplored" is the best description of Xu's life. 1.What’s the main idea of passage? A.It’s an introduction of XuXiake. B.There is an article about tourism. C.This is an introdution to China. 2.What’s the structure of passage? A.①②-③-④-⑤ B.①-②-③④-⑤ C.①②-③④-⑤ Read for structure. Part 1 (Paras. 1-2) Part 2 (Para. 3) Part 3 (Para. 4) Part 4 (Para. 5) Xu’s last year Xu’s dream Xu’s geographical discoveries Xu’s achievement and influence What’s the main idea of each part? Lead in Pre-readng While-reading Post-reading Summary 9 Lead in Pre-reading While-reading Post-reading Summary Read part1 and answer. 1). Why did the man have to end the last trip in 1640? A.Because he didn’t want to be great. B. Because he had something regretful to do. C. Because he was ill. D. Because he didn’t love travelling. 2) What do people think of Xu Xiake? A. He is greater than Zhang Qian. B. He is a great traveller in China. C. He is a person who has a lot of regret. D. He is a person walked through many fantastic places in the world. Lead in Pre-reading While-reading Post-reading Summary Read part 1 and answer. 1.What was Xu’s last year like? In 1640 Was seriously ____ Had to end his _______ Had no _______ ill last trip regrets Why does the writer start from Xu Xiake's last year? To attract readers and to raise their curiosity in what happened to Xu on his journey and what he would say about his journey. 张骞，中国西汉外交家。汉能通西域，由张骞创立首功。张骞对开辟从中国通往西域的丝绸之路有卓越贡献，至今举世称道。西域诸国当时无史籍记载,张骞所报道, 备载于《史记》《汉书》中, 是治中亚史所根据的原始资料, 具有重要价值。 玄奘 (602一664)，通称三藏法师，俗称唐僧，唐佛教学者、旅行家。唐太宗贞观三年西行赴天竺, 贞观十九年回到长安。记旅行见闻，撰成《大唐西域记》。元吴昌龄的《唐三藏西天取经》杂剧，明吴承恩的《西游记》小说等, 都从他的故事发展而来。 张骞出使西域 玄奘西行 Lead in Pre-reading While-reading Post-reading Summary 12 Lead in Pre-reading While-reading Post-reading Summary Questions： 1.What was Xu's dream from an early age? A. To become a famous writer. B. To be a great geographer. C. To visit China's seas and mountains. 2.Although it was difficult to travel far at that time, what did Xu do? A. He gave up his dream. B. He travelled for about 30 years. C. He only traveled nearby. Lead in Pre-reading While-reading Post-reading Summary From an early age At 22 In the following 30 years Dreamed of visiting China’s ________________ Set out on his life’s _______ Travelled and achieved his ______ seas and mountains journey dream Lead in Pre-reading While-reading Post-reading Summary 1.What did Xu Xiake do when he visited Mount Huangshan? A. He just enjoyed the scenery. B. He compared the heights of two peaks. C. He wrote a poem about the mountain. 2.What was the result of Xu Xiake's exploration on the two peaks? A. Lianhua Peak was higher. B. Tiandu Peak was higher. C. They were of the same height. Part 3 (Para. 4) Xu’s geographical discoveries Lead in Pre-listening While-reading Post-reading Summary Why does the writer mention Tiandu Peak and Lianhua Peak? In order to prove that Xu Xiake is a person who is very persistent and always insists in finding out the truth by himself. 莲花峰是黄山风景区内第一高峰，为36大峰之首，海拔1864.8米。 天都峰是黄山风景区内第三高峰，为36大峰之一，海拔1810米。 Lead in Pre-listening While-reading Post-reading Summary Xu's achievement and influence Read para. 5 and answer the questions. 1. What can we learn from Xu Xiake’s Travel Notes? 2. What is the best description of Xu Xiake’s life? We can learn about China almost 400 years ago from this book. “Exploring the unexplored” is the best description of his life. traveller seas and mountains set out many geographical discoveries higher learn about Complete the chart with the words and expressions from the passage. Lead in Pre-listening While-reading Post-reading Summary 18 He was the 1________ in Chinese history. Who was he? What was his life’s journey ? Dreamed of visiting China’s 2_________ . 3_______ on life’s journey. Travelled and 4______ his dream. Had to 5____ his last trip because of illness but with no 6____. Made many 7_______ ________ . What did he do during his journey ? Recorded his 9_______ _______ in his diary. Discovered 8_______ peak must be the higher one. Wrote a book named 10_________________ . From an early age At 22 In the following 30 years In 1640 Lead in Pre-reading While-reading Post-reading Summary traveller seas and mountains Set out achieved regrets end geographical discoveries experiences Lianhua Xu Xiake's Travel Notes Easy -retell Lead in Pre-reading While-reading Group work-Retelling Post-reading Summary Lead in Pre-reading While-reading Post-reading Summary 1. What do you think of Xu Xiake? Learning to think To make comments on a person, it’s important to be respectful (尊重的) and objective (客观的). I think Xu Xiake was brave, because his journeys were dangerous. I also think he was curious, because most people didn’t travel much in those days. Lead in Pre-reading While-reading Post-reading Summary Xu spent his whole life on the road. To find out the truth, Xu climbed both peaks. At the time, it was very difficult to travel far. This didn't stop him, however. Xu recorded his travel experiences in his diary. Persistent 执着的 Brave 勇敢的 Helpful and Sharing 乐于分享的 Curious 充满好奇的 Think and share. 2.What can you learn from Xu Xiake’s travel? Follow dreams. Never give up. Be brave. Explore new places. Enjoy the journey. Lead in Pre-reading While-reading Post-reading Summary 23 Lead in Pre-reading While-reading Post-reading Summary 3.Can you write another title for this passage? Discover the undiscovered The road less travelled The journey of XuXiake Exploring the unknown Lead in Pre-reading While-reading Post-reading Summary Explore the unexplored! Lead in Pre-reading While-reading Post-reading Summary 【Homework】 Must do: 1. Finish the exercises in the workbook. 2. Memorize the key words and phrases of this lesson. 3. Write down the spirits of travelers. Choose to do： 1. Make a mind-mad to describe Xu Xiake and give it to me. See you next time! $$