The Fourth Period Integrating Skills
Teaching Aims:
1. Learn and master the new words and phrases in this period.
2. Improve the students’ reading ability.
3. Review the use of Subject.
Teaching Important Points:
1. Learn the following useful expressions: be familiar to , centre on , concentrate on
2. Improve the students’ reading and writing abilities.
Teaching Difficult Points:
1. How to help the students understand the passage better.
2. How to help the students finish the writing task.
Teaching Methods:
1. Practise to revise the Subject.
2. Reading and understanding to improve the students’ reading ability.
Teaching Aids: 1. the multimedia 2. the blackboard
Teaching Procedures:
StepⅠ Fast reading
Read the passage as quickly as possible and answer the following questions.
1. On weekends what do Lin Yong and his friends usually do after finishing their homework?
They will go to the park to do skateboarding.
2. When and how did they come up with the idea to build the ramp?
Three years ago after watching a skateboarding competition on TV.
3. What is their skateboarding club called?
Fun On Wheels.
4. What is the goal of a skateboarding “competition”?
The goal is to have fun and enjoy the excitement of trying something new.
5. Is the sport too dangerous in their opinion?
No, they don’t think so. Because they all wear helmets and other equipment to protect themselves. They don’t let anyone try a dangerous trick unless they are sure that they are skilled enough to perform it safely.
Step Ⅱ Careful reading
Read the passage carefully and finish Ex 1 on Page 8.
Suggested answers :
1. 360 means making a circle in the air. “Hang ten” means “ to fly in the air with one’s feet on the board”.
2. Many extreme sports are about beauty, harmony and thrills. They don’t have rules about winning and losing.
The goal is to have fun and enjoy the excitement of trying something new.
3. “X-factor” means the pure joy of doing something that you did not think you could do and overcoming your fears.
4. Helmets, wristlets, kneecaps, and so on.
5. They like the feeling, the excitement and the thrill that extreme sports bring.
Step Ⅲ Explanation
1. Then my mind becomes clear and I concentrate on the way my body moves in the air.
1）concentrate on/upon意为”把……集中在……上，全神贯注于”。
~ (thought/attention...) on/upon集中(思想/注意力…) 于
e.g. We must ~ our attention on efficiency/studies.
concentrate on/upon全神贯注;专心致志于；全力以赴；专心
You must concentrate on what you are doing.
She couldn’t concentrate on a book very long.
n. concentration camp集中营
There is too much noise outside, I can not ___my attention on my work.
A. fill B. connect C. flat D. concentrate
2）the way 作先行词，后面的定语从句可以由in which或that（也可省略）引导。e.g.
I don’t like the way (that/in which) you laugh at her.
The way (that/in which) he answered the questions was surprising.
2. Watching Lin Yong and his friends fly through the air makes you wonder whether the sport is not too dangerous.
1)动词-ing在句中作主语时，常表示一个泛指的、抽象的动作，谓语动词常用单数形式。动词不定式也可以在句中作主语，但多表示具体的、一次性的动作。
e.g. Using the right hand to shake hands is a custom in many countries.
To learn a foreign language well is not easy.
2）动词-ing作主语，常用于It’s no use/good doing... 和There is no doing...句型中。
e.g. It is no good learning without practice. There is no littering about.
3. Delight n. 1. 欣喜,愉快[U]
令…高兴的是 to one’s delight 兴高采烈/高兴地 with delight 以…为乐 take/find delight in
To our delight, our football team won. She ran back home with delight.
2) 乐事,乐趣[C]
He enjoyed the delights of New York’s night life.
vt. 使高兴；使愉快
The clown ~ed the audience. I’m delighted that you are back.
We were delighted to read your novel.
Step Ⅳ Homework
Write some sentences to describe people using the adjectives in the exercise books.
The Fifth Period Grammar
Teaching Aims:
1. Review what can be used as subject.
2. Review some important rules about the Subject.
3. Do some exercises about the Grammar item---the Subject.
Teaching Important Points:
1. Master the differences between the infinitive and the v.-ing form used as the Subject.
2. Master the following sentence pattern: It’s no use/good + v.-ing.
3. Pay attention to the Agreement.
Teaching Aids: 1. the multimedia 2. the blackboard
Teaching Procedures:
Step I Grammar Learning
1. What is Subject?
The subject of a sentence is the person, place, thing, or idea that is doing or being something. You can find the subject of a sentence if you can find the verb. Ask the question, “Who or what ‘verb-s’ or ‘verb-ed’?” and the answer to that question is the subject.
e.g. The computers in the Learning Center must be replaced.
The really important issue of the conference, stripped of all other considerations, is the morality of the nation.
2. What can be used as Subject?
Noun, adjective, nonfinite verb, it, nominative personal pronoun and the subject clause and so on.
e.g. The azaleas were in full flower.杜鹃花正怒放
The unemployed usually lead a hard life.
# the differences between the infinitive and the v.-ing form used as the Subject
(1) 动名词作主语通常表示抽象动作；而不定式作主语表示具体动作。
Smoking is prohibited (禁止) here. 这里禁止抽烟。(抽象)
It is not very good for you to smoke so much. 你抽这么多烟对你身体很不好。(具体)
(2) 动名词作主语时，通常用以表示一件已知的事或经验。
不定式短语通常用来表示一件未完成的事或目的。
Climbing mountains is interesting. 爬山很有趣。(经验)
Driving a car during the rush hour is tiring. 在高峰时刻开车令人厌烦。(经验)
(3）不定式做主语，一般用it当形式主语，把作主语的不定式短语后置。
It took me only five minutes to finish the job.
It’s no use waiting here.
Every person has rights under the law, but they don’t always know them. 每个人都有权遵守法律，但他们常常不知道
What we need is more time. When to start is not decided yet.
3. A simple subject can be more than one word, even an entire clause.
e.g. What he had already forgotten about computer repair could fill whole volumes.
4. In English, the subject of a command, order, or suggestion - you, the person being directed is usually left out of the sentence and is said to be the understood subject.
e.g. 1. You step lively there, or I’ll leave you behind!
2. Before assembling the swing set, you read these instructions carefully.
5. For purposes of sentence analysis, the doer or the initiator of action in a sentence is referred to as the agent of the sentence. In an active sentence, the subject is the agent.
e.g. 1. The Johnsons added a double garage to their house.
2. The jury returned a verdict of manslaughter.
6. In a passive sentence, the agent is not the subject. In fact, sometimes a passive sentence will not contain an agent.
e.g. 1. The dean’s report was reviewed by the faculty senate.
2. Three cities in the country’s interior were bombed.
Step II Consolidation
Fill in the blanks using the right forms.
1. — What’s made you so upset?
— ______ ( lose ) the tickets for the concert. ( Losing )
2. It’s no use ______ ( regret ) the past mistakes. ( regretting )
3. The farmer’s _______ ( take ) pity on the snake led to his own death. ( taking )
4. It takes time _______ ( know ) a man. ( to know )
5. When and where _______ ( build ) the factory is not decided yet. ( to build )
6. The old man as well as their children ______ ( like ) swimming. ( likes )
Step Ⅲ Homework
Finish all of the Vocabulary and Grammar exercises and write Exercise 3 in their exercise books.
Unit 2 Crossing Limits
Goals:
Talk about exploring the world
Practise judging situations and making decisions
Review the predicate
Write a persuasive essay
The first period Listening
Teaching goals:
1. Words and expressions: explore, exploration, discover, discovery, face risks, face challenges, modern means, equipment.
2. Enable the students to learn that exploring in the past and present are quite different.
3. Enable the students to learn how to compare the past and present exploring.
Teaching important points:
Enable the students to fully understand the “problem-solution” part in Warming up and Listening materials.
Teaching difficult points:
By training listening strategies of prediction and doing shorthand, enable students to form a good habit of listening.
Teaching methods:
Team work learning and task-based learning.
Teaching aids: A projector and some slides.
Teaching procedures:
StepⅠ Revision
Quiz: Who was the first person that mapped the Indian coast?
Who was the first person that discovered the “New World”?
Why did Abel Tasman sail along the coast of Australia and many islands in the Pacific Ocean?
What was James Cook’s purpose of his voyage?
(Keys: Zheng He; Columbus; Tasman was to answer questions about the nature of the geography of Pacific Ocean regions during the exploration; Cook was chosen by the Royal Society of London to undertake a scientific journey to Tahiti to observe and document the event as the planet Venus passed between the earth and the sun. His secret task was to find new landmasses in the south.)
Step Ⅱ Warming up
Task one: World map exploration
How many continents are there in the world? What are they?
( Asia, Africa, Europe, Oceania, North America, South America and Antarctic.)
Task two: Discussion
What were the dangers and challenges that explorers had to face in the past while exploring the world?
(First they had to struggle against big storms, icebergs and great rocks that lie unnoticed in the sea. Second, they may easily get ill without fresh vegetables on board. Third, they had to fight against pirates and unfriendly natives.)
Task three: List words and expressions
Item Words and expressions
Words with the meaning of exploration and discovery Make a discovery, expedition, explore the unknown, exploration
Purposes and experiences in the course of an expedition Do scientific research, map the coast, find a new landmass, discover an island, hit a rock, meet with storms, fight against the natives, land, hide in a harbor.
Transport and communication Set out for, set sail for, on board, by sea, on deck, by flag language, by telephone
Step Ⅲ Pre-listening
Task one: Prediction
Now we are going to hear in interview between a reporter and a professor about exploring in the past and at present. Before listening, please think what kind of questions the reporter will ask and list at least three questions.
(What communicating tools did they use in the past? How did they store enough fresh water? How did they deal with sickness in the course of exploration in the past?)
Task two: Question and answer
What modern means can explorers make use of today?
(send messages by radio; take pictures with advanced cameras in space travel; use robots and other advanced equipment to accomplish some dangerous tasks.)
Step Ⅳ While-listening
Task one: Listen for the first time and fill in the chart.
In the tape you are going to hear the differences of communication and transport used in the past and at present. Listen to the tape and fill in the chart of Exercise 2 on Page 11.
Task two: Do shorthand
Listen to the tape for the second time and fill in the chart below.
Risks in the past
Solutions for modern explorers having no map
Similarities between the past expeditions and trips to Mars
Step Ⅴ Post-listening
Discussion: Exploration means advancement. Meanwhile, explorations are not without dangers and challenges. Work in groups and find out possible solutions to the problems.
situations Exploring an uninhabited island
Going through a cave
Discover a special plant
Possible answers:
Dangers and difficulties Solutions
We may meet big waves on the voyage Prepare a boat strong enough and listen to the weather forecast beforehand.
We may get lost in the island Take a compass and make marks along the way. We may get lost in the island
We may find it difficult to make meals Prepare enough food and fresh water and take some matches.
We may be attacked by the snakes Prepare a safe sleeping bag and some medicines.
Step Ⅵ Listening practice
1. Listen to the tape for the first time and do Exercise 2 on Page 153.
2. Listen to the tape for the second time and do Exercise 3 on Page 153.
Step Ⅶ Homework.
1. Use the following words to make sentences or phrases.
Evaluate , various, make a decision, in the name of, solve the energy problem, be rich in, take possession of, damage, disturb, available.
2. Prepare Speaking.
The second period Speaking
Teaching goals:
1. Key words and phrases: evaluate, various, make a decision, in the name of, solve the energy problem, be rich in, take possession of, damage, disturb, available.
2. Expressions used to express opinions:
From my understanding, I find it possible that… In my opinion, nobody has the right to …
For the sake of …, I believe … In respect for…, we should….
Everything has two sides, but I … By no means should we …
From my point of view …
3. Enable the students to properly express ideas and opinions. Enable the students to collect facts or examples to support their opinions.
4. Teach students to learn how to express their opinions and ideas in daily life.
Teaching important points:
Learn to collect enough information for speaking by brainstorming.
Teaching difficult points:
How to prepare for a debate.
Teaching methods:
Task-based learning; Debating strategy; Co-operative learning.
Teaching aids: A projector and some slides.
Teaching procedures:
StepⅠ Revision
Read and review the words and expressions:
evaluate the situation, various solutions, make a decision, in the name of the Chinese emperor, solve the energy problem, be rich in all kinds of resources, take possession of the land, damage the relic, disturb the sleeping child, everything is available.
Step Ⅱ Lead-in
Task: Get familiar with the topic.
Read the third topic of Speaking on page 11 and find out what is talked about in this situation.
(Can we use Robots to Take the Place of Human Beings?)
Step Ⅲ Language preparation
Task one: Collect information (brainstorming)
Questions:
1. Can robots do all the jobs that human beings can do?
2. Can human beings live like robots on the planet Mars?
3. Why didn’t the scientists of the USA send robots instead of Armstrong and his two co-workers to the moon?
4. What possible dangers will human beings meet on the mars?
5. Is the sacrifice worth doing for the sake of scientific advancement?
6. Are there any space disasters that you have known?
Task two: Present opinions
Work in groups. Each student presents your opinions to the other three. You are required to use the following phrases in the box below.
1. From my understanding, I find it possible that….
2. In my opinion, nobody has the right to….
3. For the sake of …, I believe…
4. In respect for …, we should…
5. Everything has two sides, but I ….
6. By no means should we sacrifice people’s life in the name of science….
Sample: In my opinion, robots should not replace human’s work because of the following reasons. First,…Second,…Third,…
Step Ⅳ Discussion
Task one: Discussion
Work in groups again. The group leader counts the positive and negative opinions in your group. Then the whole group vote to take only one opinion as your group’s opinion.
Task two: Collect information
Work in groups and try to collect enough information for a debate. You had better list as many examples as possible. Students work together as a team to collect enough information for a debate.
Step Ⅴ Debate
Task one: Presentation
Now the whole class will be divided into two large groups. One is to take the positive stand and the other is to take the negative stand. Those who take the positive stand will be in group A. And those who take the negative stand will be in Group B. Each group chooses a representative and a secretary to do shorthand.
Task two: Debate
Two groups debate with each other by using the examples and facts you have collected just now. but each debater has to be brief and come to the point.
Task three: Conclusion
Each group chooses a person to make a conclusion speech.
Step Ⅵ Homework
1. Preview the following words:
curious, wealthy, in exchange for, central position, ambassador, existence, accurate, exist, ripe, command, renew, expedition
2. Read the handout and remember as much background information of Reading as possible.
The Third & Fourth Periods Reading
Teaching goals:
1. Words and expressions:
Curious, wealthy, in exchange for, central position, ambassador, existence, accurate, exist, ripe, command, renew, expedition.
2. Enable the students to know Chinese contribution to world exploration in the 15th century.
3. Develop the students’ ability of basic reading strategies of bottom-up and top-down.
Students will understand the great contribution Zheng He had made to the world, thus they may take these national heroes as example and follow them.
Teaching important points:
the explorers’ great contribution to world trade and economy.
Teaching difficult points:
Guide the students to pick out the main clue of the passage and the development method of the text.
Teaching methods:
team-work learning; task-based learning.
Teaching aids: a projector and some slides.
Teaching procedures:
Step Ⅰ Revision
Check the homework exercises.
Step Ⅱ Lead-in
Task: Know about great explorers
Please look at the quiz and tick true or false after your reading.
1. Zheng He was a great explorer of the Ming Dynasty. His expedition to the Indian Ocean was 87 years later than Columbus’s exploration to the Atlantic Ocean. (F)
2. Zheng He’s purpose of expedition was to make trade and show friendship to other lands while Columbus was to seek treasure. (T)
3. Marco Polo traveled from Italy to China and they stayed in the Ming court for a long time. After that, they wrote stories about their travels in the Far East. Europeans were so inspired by Marco Polo’s accounts that they began searching for sea routes to China, Japan, and the East India. (F)
Step Ⅲ Pre-Reading
Task: Background information input.
Discuss the questions on page 12 and make presentations.
Sa: In the Ming Dynasty, the passage to the west, where now the central Asia stands, was controlled by Mongols. When the Mongols’ court was overrun by the Ming government, the two powers were unfriendly to each other. As a result, it was almost impossible for the merchants or ambassadors to cross the passage to the west.
Sb: Gan Ying, a great explorer and ambassador of the Han Dynasty, took the route of the Silk Road over land to accomplish a mission given by the Han emperor. He reached many countries along the Silk Road, though he was not able to arrive at his estimated destination—Da Qin.
Sc: Zheng He, a national hero, was famous for his seven voyages across the Indian Ocean, which established China’s rule of the sea in 15th century.
Step Ⅳ While-Reading
Task one: Predicting according to the title.
Please look at the title of the reading material and guess who reached out across the ocean. Why did they reach out across the ocean?
Task two: Read the first paragraph and answer the following questions:
1. What formed the foundation of mankind’s interest in exploration?
2. What was Columbus’ purpose of searching for the wealthy Asian lands?
3. Which ocean does “Western Ocean” refer to?
4. Guess who explored the Western Ocean before Columbus?
Task three: Predict the main idea of the whole passage.
( The passage is mainly about the explorers from China and other lands who explored the Indian Ocean before Columbus.)
Task four: Survey
Read paragraph 2 to paragraph 5 and answer the following questions:
1. In the Han Dynasty, who traveled over land to the East Roman Empire?
2. Between the Han and early Tang Dynasty, which part of Africa developed into the world trade center?
3. During the Tang Dynasty which traveler wrote Record of My Travels?
4. Before the Song Dynasty which means of transport did Chinese travelers mainly use?
5. In the eleventh century, who made several voyages to the court of the Song Dynasty?
Task five: Generalize the main idea of each paragraph.
Thesis sentence: Many great explorers made expeditions across the Indian Ocean long before Columbus, among whom Zheng He was the most prominent.
Main idea (before Zheng He) P2
China had contacts with countries along the Indian Ocean from the early time, and during ancient time explorers had begun to contact with each other.
Main idea: (before Zheng He) P3
Between the Han and the early Tang Dynasty, Swahili kingdoms and the islands off the African coast developed into the world trade centre and attracted merchants from the world.
Main idea (before Zheng He) P4
During the Tang Dynasty, Du Huan, who traveled to many lands, wrote the book Record of My Travels.
Main idea (before Zheng He) P5
In the eleventh century, the Africans made several voyages to the court of the Song Dynasty.
Main idea (after Zheng He) P6
By the beginning of the fifteenth century the time was ripe for a grand meeting.
Main idea (after Zheng He) P7
In the years between 1405 and 1433, under the command of Zheng He, seven large treasure fleets sailed westwards on voyages of trade and exploration.
Main idea (after Zheng He) P8
Zheng He renewed relations with the kingdoms of the East African coast.
Main idea (after Zheng He) P9
The fleet made several expeditions before the exploration was stopped.
Step Ⅴ Language points:
The Title:
reach归纳拓展 reach (out) for伸出手/脚去够…
as far as the eyes can reach就眼力所能及; 极目
within one’s reach = within the reach of sb够得着
reach out拓展，伸出
Please reach me that book.
Not a single word reached my ears.
He reached out his hand for the knife, but it was too far away.
We must reach out to those in need.
Jim reached for a gun but he was stopped.
Paragraph One:
1. endeavour--an attempt to do something
In spite of our best endeavours, it has proven impossible to contact her.
Crossing the North Pole on foot was an amazing feat of human endeavour.
endeavor--formal to try very hard. They endeavored to change society.
He endeavored to climb the mountain. You must endeavor to do it better.
Please make every endeavor to be early.
2. puzzle vt. sb + be puzzled感到疑惑 sth + be puzzling 令人疑惑
sth + puzzle + sb使…疑惑
What puzzles me is why they didn’t show up.
He looked a little puzzled. His recent behavior puzzles me.
苦思而得出[(+out)]
I could not puzzle out her intentions. We finally puzzled out the meaning of the poem.
vi.感到迷惑[(+at)]
I have been puzzling about this question for weeks now.我对这个问题已冥思苦想了好几个星期。
苦思,冥思苦想[(+about/over/as to)]
n. (游戏的)猜谜,智力竞赛[C] 难题,谜,难以理解之事[S1] 困惑,迷惑[S]
Her decision was a puzzle to him.
I’m in a puzzle as to how to cope with the new situation.
3. search search spl / sb for sth在…寻找… search for sth寻找某物
in search of 寻找;寻求 in (one’s / the) search for…寻找… search sb搜查某人的身体
The police searched the prisoner to see if he had a gun.
I searched shop after shop for my sister’s birthday present.
The parents searched for their lost boy here and there, but they didn’t find him.
I will make a search for your book.
I looked everywhere in search of my glasses.
4. long before, before long (= soon ) long before和状语,与完成时态连用
long before + n. /从句 早在…之前 It be (not) long before 很久之后才/不久就….
before long不久以后,与将来时或过去时连用
There was a lively market long before.
Before long you will understand what I said is good for you.
I had waited him long before he came.
It won’t be long before you see him again.
It was long before they escaped from the cruel prison.
Paragraph Two:
1. find one’s way 设法到达
feel one’s way摸索着走; 谨慎行事 make one’s way fight one’s way打出道路
push one’s way 挤出一条路 lose one’s way迷路 all the way
by the way by way of in a way in no way in the way
I hope you can find the way home. She couldn’t find the way out of the building.
The soldiers fought their way through the fierce enemies.
2. exchange …for … in exchange for exchange … with …
I’d like to exchange five apples for five eggs.
Mary exchanged her seat with Ann.
He is giving her French lessons in exchange for his English lessons
She is giving him English lessons in exchange for his teaching her Chinese.
I gave him a book in exchange for his MP3 player.
I’ve offered to paint the kitchen in exchange for a week’s accommodation.(膳宿)
Paragraph Three:
off Keep off the grassland !
cut a piece off the loaf The ship was brown off its course.
Paragraph Four:
1. be taken prisoner被抓:
Someone who is kept in a prison as a legal punishment for a crime or while they are waiting for their trial. Our pilot was taken prisoner .
2. wander ( 常与about /in/ through连用) The children wandered in the woods.
The river wanders through beautiful country.
They wandered up and down the road aimlessly. His mind wandered back to his college life.
Paragraph Six:
1. awareness: 察觉；意识
be aware of …意识到……I was not aware of the fire.
We were quite aware (of) how you would respond to our terms.
He doesn’t seem to be aware of the coldness of their attitude towards his appeal.
2. accurate, correct, exact辨析(inaccurate adj. 不准确的)均含”正确的”意思。
accurate 表示”准确的”,精确的,指”通过努力, 使事情达到正确”, 如:
She gave an accurate account of the accident. 她对事故做了准确的描述。
correct 为一般用语, 指”正确的”, 如:
He gave correct answers to the questions. 他对这些问题提出了正确的答案。
exact 表示”确切的”,”精确无误的”,指”与事实完全相符”, 如:
His answer is quite exact. 他的回答完全正确。
Paragraph Seven:
command vt., vi.（常与to, that连用）命令；指挥；统率
The officer commanded his men to fire.
He commanded silence. 他命令大家肃静。
He commanded that everyone make the best of the chance of senior three.
博得；赢得Einstein was really a great man who is able to command everyone’s respect.
掌握；控制；对…有支配权to command oneself控制自己
This island country commands immense natural resources.
俯视；俯临 That fort commands the whole valley.
n. 命令 command internal（计算机的）内部命令
控制；统率The army is under the king’s command. 军队由国王直接统率。
under the command of …在……的领导之下
The army is under the command of General Washington.
Bill is in command of the fleet.
司令部；指挥部；司令官 a high command高级司令官（空军）大队
运用能力；掌握 She has a good command of the French language. 她精通法语。
Paragraph Eight:
He sent a message to…, inviting them to send….他发信给…, 邀请他们派…。当表示打电话、写信、发电报告诉某人做某事时，常用-ing形式表示伴随。
send a message to sb. 送信
Step Ⅵ Homework
Remember the phrases and expressions in this period by heart.
The fifth Period Integrating Skills
Teaching difficult points:
Generalize the whole passage by picking out key information.
Teaching methods:
Team work learning; Task-based learning.
Teaching aids:
A projector and some slides.
Teaching procedures:
Step Ⅰ Revision
Check homework exercises.
Step Ⅱ Lead-in
What difficulties and dangers will a person face when he climbs Mount Qomolangma?
Step Ⅲ While-Reading
Task one: Predict the content
1. What are needed to conquer Mount Qomolangma?
(necessary equipment and preparations, climber’s skill, courage, strong will and wisdom)
1. What does “going high” mean?
2. What is the passage going to talk about? The pioneers or the third pole?
Task two: Read and check information.
Read the first two paragraphs and answer the 3 questions of Exercise 1 on Page 17.
Task three: Questions and Answers
Read para.3 to para.5 and answer the following questions:
1. Why can the Tibetans live at ease in such extreme conditions?
2. What makes Sherpas the most reliable guides in every attempt to climb Mount Qomolangma?
3. What might have been the possible reasons that made British expeditions fail in 1922 and in 1924?
4. Why could Edmund Hillary and Tenzing Norgay make it to the summit of Mount Qomolangma?
5. How do you understand the sentence “Like winning in the Olympic Games, climbing a mountain such as Mount Qomolangma is a great achievement”?
After the first successful climbing, why did so many people still want to climb Mount Qomolangma?
