示范教案Unit 1 The world of our senses period 1.docx

示范教案Unit 1 The world of our senses period 1.docx

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示范教案Unit1Theworldofoursensesperiod1

Unit1　Theworldofoursenses

单元规则

教

学

重

点

单

词

1.四会词汇

sense,fog,weatherman,truth,observe,rest,glance,nowhere,footstep,deserted,sight,rough,brush,beat,fear,soft,wish,still,darkness,second,reach,stare,step,firmly,helper,rare,freeze,confidently,personally,smell,reduce,volunteer,experiment,sniff,unpleasant,related,change,date,add,link,overall,stress,blood,misuse,everyday,television,touch,ignore,nightshirt,deeply,ache,snowstorm,destination,impossible,sweat,sudden,muscle,temporarily,fly,treatment,hopefully,accept,method,tap,display,whisper,type,movie,fierce,chance,drown,latter,likely,deadly,wound,distance,jewellery,shiny,avoid,tip,panic,stick,lightning

2.认读词汇

vanilla,durians,transplant,corridor,bang,bump,sneak

短

语

signlanguage,makegreatachievements,insight,wishfor,hearthesoundoffootsteps,reachout,stareupat,watchoutfor,comeoutof,payback,befrozenwith,berelatedto,belinkedto,makesense,can’thelpdoing,warmup,allofasudden,ringout,makeprogress,managetodosth，workoutaplan,inthedistance,mygoodness,banginto,feedon,glanceat,makethemostof,bloodpressure,comparedto/with,feedon,keep...inmind,taketurnsinthedistance,focuson,setsailfor,concentrateon

句

型

1.Thetruthisthatthefogistoothickforthebustorunthatfar.（表语从句）

2.Shesensedthatshewasbeingwatchedbyatallmaninadarkcoat.（宾语从句）

3.Thetallmanwasnowheretobeseen.

4.WhenPollygottothestationentrance,itwasdeserted.（状语从句）

5.SuddenlyPollyfeltaroughhandbrushherface....

6.Shecouldfeelherheartbeatingwithfear.（宾语补足语）

7.Shehadwishedforsomeonetocomealong.

8.Nowshewantedtorun,butfearheldherstill.

9.Pollyfoundherselfstaringupatamanstandingwithhishandrestingonherarm.

10.Watchoutforthestephere.

11.Yousee,afogthisbadisrare.

12.Itgivesmethechancetopaybackthehelpthatpeoplegivemewhenit’ssunny.（定语从句）

13.MyquestioniswhetherPollycanfindherwayhome.（表语从句）

14.ThefactthatPollydidn’taskfortheman’snameisapity.（同位语从句）

15.Shecouldn’timaginehowtheblindmanhadfoundher.（宾语从句）

教

学

难

点

Encouragethestudentstosharetheiropinionsbyfullyparticipatinginthediscussioninordertorealizehowtheyandotherpeopleusetheirsensesintheirstudyanddailylife.Mastertheuseofthatinthesubjectclauseandthedifferentusesofifandwhether.

语

法

1.Partsofspeech

2.Introductiontonounclauses

Whetherhe’llbeabletocomeisnotyetknown.

Shesensedthatshewasbeingwatched.

3.Nounclausesbeginningwiththatorif/whether.

Shesensedthatshewasbeingwatchedbyatallmaninadarkcoat.

Shewonderedif/whetherthebuseswouldstillberunning.

课时安排

Periodsneeded:

10

Period1　Welcometotheunit

Period2　Reading

（1）

Period3　Reading

（2）

Period4　Wordpower

Periods5～6　Grammarandusage

Periods7～8　Task

Periods9～10　Project

ProducingaTVshow

Period1　Welcometotheunit

教材分析

本单元以人和动物的感官为话题，先后以故事、连环画等形式阐释了“感官”对于生命的重要意义。

旨在通过本单元教学，使学生了解感官在人和动物生活中的作用；Welcometotheunit以对五官的介绍为引线，首先利用四幅图片及要求学生根据图解讨论并回答相关问题，锻炼学生的口语表达能力。

学生们在谈论图片的基础上讨论四个问题，从而认识到感官在人们生活中扮演着重要角色，但也不要因为丧失某些感觉功能而失去信心，丧失斗志。

三维目标

1.知识与技能

1）EncouragethestudentstospeakouttopracticetheiroralEnglish.

2）Letthemknowtheimportanceofsensesandknowthatsometimessensesaffectoneanotherandpeoplemaybemisledbytheirownsenses.

2.过程与方法

Theapproachesofdiscussionandsoonwillbeadoptedintheteachingprocessofthislesson.Studentsareexpectedtobeinvolvedinthediscussion,practicetheirspokenEnglish,andsharetheiropinionswithoneanother.Introducearichvarietyofactivitiesandapproachestomeetdifferentneedsofthestudents.

3.情感与价值

Sensesplayanimportantpartinourdailylives.Thissectionwillhelpthestudentsrealizehowtheyandotherpeopleusetheirsensesintheirstudiesanddailylife.Itwillalsoteachthemhowtomakebetteruseoftheirsenses.

教学重点

Talkaboutthefunctionsofpeople’ssensesandtherelationsbetweenthem.Helpthestudentspreparefortheirdiscussion,makingsurethattheyarefullypreparedbeforethelesson.

教学难点

Howtodescribepeoplewhohavemadegreatachievementseveniftheyhavelostoneoftheirsenses.

教学过程

教学设计

（一）

→Step1Greetingsandlead-in

Almosteveryonehasfivesensesandusesthemallthetime.Thissectionispresentedtogivethestudentstheideathatsometimesthesensesaffectoneanotherandpeoplemaybemisledbytheirownsenses.Thestudentsareaskedtofullyparticipateinthediscussion.Thiswillhelpthemrealizehowtheyandotherpeopleusetheirsensesintheirstudiesanddailylife.Itwillalsoteachthemhowtomakebetteruseoftheirsenses.Thestudentsareexpectedtobeinvolvedinthediscussion,practicetheirspokenEnglish,andsharetheiropinionswithoneanother.

Activity1

Askstudentsthefollowingquestions:

1.Withwhatdoweseeandhear?

2.Howdoweknowwhetheradishisdelicious?

3.Howdoweknowthataflowerhasapleasantsmell?

4.Whatdowedowhenwewanttoknowwhetherthewaterinthebasinishotorcold?

5.Howdoweknowabouttheworldaroundus?

Suggestedanswers:

1.Weseewithoureyesandhearwithourears.

2.Wetasteitwithourtongues.

3.Wesmellitwithournoses.

4.Weputourhandsinthewatertofeelit.

5.Weusuallyuseourfivesenses.Theyaresight,hearing,taste,smellandtouch.

Activity2

Leadinthefivesensesbyaskingthestudentsabouttheirlifeexperiences.

Showthestudentssomethinglikeabeautifulflower,acandy,astone.Letthestudentsdescribethesethingswhilelisteningtoabeautifulsong.Askthefollowingquestions:

1.Doyoulikethesongwelistenedtojustnow?

2.What’sthis?

（Pointingtotheflower）

3.Ifwedon’tuseoureyes,howcanweknowitisaflower?

4.Giveastudentacandyandlethim/hertasteit.Askhim/hertodescribeittotheclass.

5.Canyoudescribethestonebytouchingit?

Suggestedanswers:

1.Yes,welikeitverymuch.Weenjoythesongbyusingourhearingsense.

2.Itisabeautifulflower.Icanseeitwithmyeyes.

3.Theflowersmellsnice.Icantellitbyusingmysmellsense.

4.Thecandytastessweet.Itasteitwithmytongue.

5.ThestonesfeelshardandcoolwhenItouchit.

Asweallknow,almosteveryonehasfivesenses,whichareusedeverywhereandallthetime.Welearnabouttheworldthroughthefivesenses.Weusethefivesensestostudy,workandrelax.Ithinkweareluckytohaveallthefivesenses.Thesesenseshelpustoenjoyourlife.Butasamatteroffact,therearesomepeoplewhohavelostoneormoreoftheirsenses.

Askthefollowingquestions:

1.Doyouknowhowblindpeopleread?

2.Howdothedeafcommunicatewitheachother?

3.Whatareyourfeelingsaboutthesepeople?

Suggestedanswers:

1.Theycanreadbytouchingraiseddotswhichrepresentnumbersandletters.ThissystemiscalledBraille.

2.Theyusebodylanguageorsignlanguage.

3.Ifeltagreatpityforthesepeople.Asforme,Ithink,Ishouldtreasuremylifeandstudyhardinordertodomorethingsforoursociety.Andontheotherhand,weshoulddowhatwecantohelpthedisabledandshouldn’tlookdownuponthem.

→Step2

Sharinginformation

Askthestudentstoreadtheinstructionsandtheshortpassage.Askthemifthereareanysentencesthattheydon’tunderstand.Askthemtogivemoreexamplesofdifferentsensesaffectingeachother.

Thenaskthestudentstolookatthefourpicturesandanswerthequestionbeloweachpicture.

Picture1

Askthestudentswhattheycanseeinthispicture.（Iftheylookatthewhitepart,theycanseeavase.Iftheylookattheblackpart,theycanseetwofaces.）

Picture2

Askthestudentshowtheywouldfindoutwhetherthetwolinesareofthesamelength.（Theycanusearulertomeasurethetwolines.Ortheycanusetwopiecesofpapertocoverbothendsofthetwolines.Tellthestudentsthatthedifferentkindsofarrowheadsmaymisleadoursight.Ifwearecareless,wemaygetthewronganswer.）

Picture3

Havethestudentssayhowtheycanprovethatthetwolinesarestraight.（Theycanplacearulernexttotheline.Theycanalsousearulertodrawmorestraightlineswhichrunparalleltothetwolines.Tellthestudentsnottobeaffectedbythesurroundinglines.）

Picture4

ThesymbolsinlinebcanbereadasthelettersK,B,R,M.（Inthefirstline,therearefournumbers,namely71,46,25,13,butinthesecondline,thenumber13isamongthethreecapitalletters.Itiseasyforustomistake13forB.）

Afterthestudentshavestudiedthefourpictures,youcanaskthemtothinkaboutthemandfindtheanswerstothefollowingquestions:

1.Whatcanwelearnfromobservingthefourpictures?

2.Whyarepeoplemisledbytheirowneyes?

Suggestedanswers:

1.Sometimestheappearancemaycovertherealfeatures.Fromthesefourpictures,weknowthatevenifwehavegoodsenses,wecanstillbeconfused;thatistosay,superficiessometimescanmisleadourjudgment.Sowhenjudgingthings,weshouldtryourbesttogetridoftheopticalillusionstogettherealfeaturesofthethings.

2.Becausethebackgroundorotherlinesconfusetheeyes.Also,whatweexpecttoseecanchangewhatwesee.（Remindthestudentsthatactually,thebrainisconfusedandnottheeyes.）

→Step3

Discussion

Lookatthethreequestionsbelow.Makesurethattheyknowthemeaningofeachquestion.Putthestudentsintogroupsoffourtodiscussthethreequestions.Ensurethatallstudentshaveachancetospeak.Asksomestudentstoreporttheiranswerstothe