全单元教案.docx
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全单元教案.docx
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全单元教案
Welcometotheunit
Almosteveryonehasfivesensesandusesthemallthetime.Thissectionispresentedtogivestudentstheideathatsometimesthesensesaffectoneanotherandpeoplemaybemisledbythem.Studentsareaskedtofullyparticipateinthediscussion.Thiswillhelpthemrealizehowthey,andotherpeople,usetheirsensesintheirstudiesanddailylife.Itwillalsoteachthemhowtomakebetteruseoftheirsenses.Studentsareexpectedtobeinvolvedinthediscussion,practisetheirspokenEnglish,andsharetheiropinionswithoneanother.
Brainstorming
Youcanbeginthefirstlessonbyaskingstudentsthefollowingquestions:
Withwhatdoweseeandhear?
(Weseewithoureyesandhearwithourears.)
Howdoweknowwhetheradishisdelicious?
(Wetasteitwithourtongues.)
Howdoweknowthataflowerhasapleasantsmell?
(Wesmellitwithournoses.)
Whatdowedowhenwewanttoknowwhetherthewaterinthebasinishotorcold?
(Weputourhandsinthewatertofeelit.)
Howdoweknowabouttheworldaroundus?
(Weusuallyuseourfivesenses.Theyaresight,hearing,taste,smellandtouch.)
Askstudentsmorequestionsiftimeallows.Whiledoingthis,writedownthefollowingwordsontheblackboard.Studentswillbefamiliarwithsomekeywordsornewwordsintheshortpassage.
We...
With...
Thesense
see
eyes
sight
hear
ears
hearing
taste
Tongue/tastebuds
taste
smell
nose
smell
touch/feel
hands/feet/skin
touch
Encouragestudentstothinkaboutwhatwouldhappeniftheylostoneortwooftheirsenses.Thefollowingquestionscanbeusedtoelicitstudents'ideas.
Asweallknow,almosteveryonehasfivesenses,whichareusedeverywhereandallthetime.Welearnabouttheworldthroughthefivesenses.Weusethefivesensestostudy,workandrelax,buttherearesomepeoplewhohavelostoneormoreoftheirsenses.
Apersonwhocannotseeisblindandsomeonewhocannothearisdeaf
Writethewords'blind'and'deaf'ontheblackboard.
Doyouknowhowblindpeoplecanread?
(Theycanreadbytouchingraiseddotswhichrepresentnumbersandletters.ThissystemiscalledBraille.)
Write'Braille'ontheblackboard.
Howdothedeafcommunicatewitheachother?
(Theyusebodylanguageorsignlanguage.)
Writethewords'bodylanguage'and'signlanguage'ontheblackboard.
Sharinginformation
1Havestudentsreadtheinstructionsandtheshortpassage.Askthemifthereareanysentencesthattheydon'tunderstand.Havethemgivemoreexamplesofdifferentsensesaffectingoneanother.(Peoplehavetroublerecognizingtasteswhenthefoodisthewrongcolour.Forexample,red7-UPwilltastelikecherrysoda.Sometimesfoodofastrangecolour,forexample,brightgreenbiscuits,appearsnottotastegood.)
Thenaskstudentstolookatthefourpicturesandanswerthequestionbeloweachpicture.
Picture1
Askstudentswhattheycanseeinthispicture.(Iftheylookatthewhitepart,theycanseeavase.Iftheylookattheblackpart,theycanseetwofaces.)
Picture2
Askstudentshowtheywouldfindoutwhetherthetwolinesareofthesamelength.(Theycanusearulertomeasurethetwolines.Or,theycanusetwopiecesofpapertocoverbothendsofthetwolines.)
Picture3
Havestudentssayhowtheycanprovethatthetwolinesarestraight.(Theycanplacearulernexttothelines.Theycanalsousearulertodrawmorestraightlineswhichrunparalleltothetwolines.)
Picture4
ThesymbolsinLinebcanbereadasthelettersK,B,RandM,orK,13,RandM.
Afterstudentshavestudiedthefourpictures,havethemthinkaboutandfindtheanswertothefollowingquestion:
Whyarepeoplemisledbytheirowneyes?
(Becausethebackgroundorotherlinesconfusetheeyes.Also,whatweexpecttoseecanchangewhatwesee.Remindstudentsthatactually,thebrainisconfusedandnottheeyes.)
2Haveonestudentreadthethreequestions.Makesurethattheyallknowthemeaningofeachquestion.Putstudentsintogroupsoffourtodiscussthethreequestions.Ensurethatallstudentshaveachancetospeak.Asksomestudentstoreporttheiranswerstothewholeclass.
Sampleanswers
1Weoftenuseoneortwoofthefivesensesmorethantheothers.Forexample,inthedark,thesenseofhearingandthesenseoftouchbecomemoresensitivebecausewecan'tseeanything.Whenwelistentoourfavouritemusic,wemaycloseoureyesandjustlistenwithourears.WhenwereadaveryInterestingbook,wemayloseourselvesinit,andhardlyhearanythingaroundus.Whenweeatsomething,wenotonlytasteorsmellit,butlookatitaswell.
2IthinkthatwhenlearningEnglish,thesenseofsightandthesenseofhearinghelpmealot.IusuallylistentothetapebeforeIread.WhileI'mlisteningtothetape,I'lllookatthetext,andIoftenreadtheEnglishtextaloud.ThecombinationofthesetwosensesbesthelpsmerememberwhatIhavelearnt.
3Therearequiteafewpeoplewhohavemadegreatachievementseventhoughtheyhavelosttheabilitytouseoneoftheirsenses.TakeBeethoven,thegreatGermancomposer,asanexample.Hebegantolosehishearingin1801andwaspartlydeafby1819.In1824,whenhewascompletelydeaf,Beethovencompletedhismostfamoussymphony,theNinthSymphony.AnotherfamousmusicianisHuaYanjun(Le.BlindAbing).Althoughhecouldn'tseeanything,hisfamouserhusolosareadmiredbypeoplealloverChina.3HavestudentsreadthearticleinReadingonPage94oftheWorkbooktolearnmoreaboutBeethoven.
4Morepicturescanbeshowntostudents.Forexample,
Askstudents:
Whichsquareisbigger,thewhiteoneortheblackone?
Whichcircleisbigger,thewhiteoneortheblackone?
Whichcircleisbigger,CircleAorCircleB?
Reasources
Fivesenses
Thefivesenses-thesenseofsight,thesenseofhearing,thesenseoftaste,thesenseofsmelland-thesenseoftouchhenableustoknowtheworldaroundus.Formoreinformation,youcanvisitthefollowingwebsite:
http:
//en.wikipedia.org/wiki/Sense
Reading
Thepassageentitled'Fog'isastoryaboutwhathappenedtoayoungladyonafoggyafternoon.Ablindmanledherhomewhennoonecouldseeanythinginthethickfog.TheReadingstrategysectionofthisunitteachesstudentshowtocomprehendastorybetterwhilereadingit.Studentswilllearnthecommonelementsofastory,andwillpractiseidentifyingtheseelements.
Lead-in
Havestudentstalkabouttheclimateandtheweatherintheplacewheretheylive.Askstudentsthefollowingquestions:
What'stheweatherusuallylikeinspring/summer/autumn/winterin(thenameoftheplacewherestudentslive)?
Whichseasondoyouthinkisthebest?
Why?
Dowesometimeshavefoggydayshere?
When?
Howdoyoufeelonafoggyday?
Haveyoueverlostyourwayinthefog?
Whatwouldyoudoifyougotlostinthefog?
FromWelcometotheunit,weknowthatsometimesweuseoneortwoofoursensesmorethantheothers.Whatsenseorsensesdoyouthinkwecanuseonafoggyday?
Studentscangivedifferentanswerstothequestions.Tellstudentsthattheywillread?
astorythathappenedonafoggyday.
Readingcomprehension
1HavestudentsgothroughthepassageasquicklyastheycanandtrytofindanswerstothethreequestionsinPartA.Remindstudentstoonlyfocusonandidentifytheinformationneededtoanswerthesequestions.
Answers
A1Ayoungwomanlostinthefog.
2At86KingStreet.
3Anoldblindman.
2HavestudentsreadthestoryagainandcompletePartsClandC2.QuestionsinPartClaretocheckandimprovestudents'abilitytofindspecificinformation.PartC2servestostrengthenstudents'comprehensionabilitybyhavingthemputtheeventsinthestoryintothecorrectsequence.
Atterstudentshavefinishedthe
exercises,checktheiranswersasaclass.
Answers
C11.Becausetherewasathickfog,thatafternoon,andshewonderedifthebuswouldstillberunning.
2BecauseitwastoofoggyforthebustogotoKingStreet.
3Thefoglaylikealthick,greycloud.
4Theroughhandthatbrushedhercheekandtheman'svoicethatwasclosetoherearmadePollyafraid.
5HeLookedoldnadhadabeard.
6.HecouldtellPollywasyoungfromhervoice.
C226593748110
3Creatsomeotherexercisestocheckstudents’understandingofthestory.Havestudentsfillinthetablebelowusinginformationtheyhavefoundinthestory.
Part
place
Time&weather
Person(s)
Whathappened
Polly’sthoughtsorfeelings
Part1
outsidePolly’sworkplace
foggy
Polly
Sheleftworkearly.
Shewonderedifthebuswouldstillberunning.
Part2
atthebusstopinthestreet
later
Polly;thebusconducter
ThefogwastoothickforthebustoruntoKingStreet,WherePollylived.
Part3
intheunderground;atGreenParkStation
later
Polly;atallman
Atallmaninadarkovercoatisonthetrain.
Shesensedshewasbeingwatched.
Part4
InParkStreet;atthecornerofthestreet
WhenPollygottothestation,thefoglaylikeathick,greycloud.
Polly;aman
Aroughhandbrushedhercheeck.
Herheartwasbeatingwithfear.
Part5
inthestreet
Itwasdark.
Polly;anoldman
Theoldmantookherhandandhelpedherfindtheway.
Shewishedforsomeonetocomealong.
FearheldherstillShebegantofeelFrightenedagain.
Part6
outsidePolly’shouseatKingstreet
Latethatday
Polly;theoldblindman
Theoldmanlefttohelpmorepeopleinneed.
Pollywasthankful.
4HavestudentsreadtheReadingstraegyandteachthemtheelementsofastory.Tellstudentsthatinreadingorwritingastorytheyshouldfocusonwhathappenedandwhowasinvolvedintheevent.Alsotellstude
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