全单元教案.docx

1、全单元教案Welcome to the unitAlmost everyone has five senses and uses them all the time. This section is presented to give students the idea that sometimes the senses affect one another and people may be misled by them. Students are asked to fully participate in the discussion. This will help them realiz

2、e how they, and other people, use their senses in their studies and daily life. It will also teach them how to make better use of their senses. Students are expected to be involved in the discussion, practise their spoken English, and share their opinions with one another. Brainstorming You can begi

3、n the first lesson by asking students the following questions: With what do we see and hear? (We see with our eyes and hear with our ears.) How do we know whether a dish is delicious? (We taste it with our tongues.) How do we know that a flower has a pleasant smell? (We smell it with our noses.) Wha

4、t do we do when we want to know whether the water in the basin is hot or cold? (We put our hands in the water to feel it.) How do we know about the world around us? (We usually use our five senses. They are sight, hearing, taste, smell and touch.) Ask students more questions if time allows. While do

5、ing this, write down the following words on the blackboard. Students will be familiar with some key words or new words in the short passage. We .With .The sense seeeyessight hear earshearing tasteTongue/taste budstaste smellnosesmell touch/feelhands/feet/ skin touch Encourage students to think about

6、 what would happen if they lost one or two of their senses. The following questions can be used to elicit students ideas. As we all know, almost everyone has five senses, which are used everywhere and all the time. We learn about the world through the five senses. We use the five senses to study, wo

7、rk and relax, but there are some people who have lost one or more of their senses.A person who cannot see is blind and someone who cannot hear is deaf Write the words blind and deaf on the blackboard. Do you know how blind people can read? (They can read by touching raised dots which represent numbe

8、rs and letters. This system is called Braille.) Write Braille on the blackboard. How do the deaf communicate with each other? (They use body language or sign language.) Write the words body language and sign language on the blackboard. Sharing information 1 Have students read the instructions and th

9、e short passage. Ask them if there are any sentences that they dont understand. Have them give more examples of different senses affecting one another. (People have trouble recognizing tastes when the food is the wrong colour. For example, red 7-UP will taste like cherry soda. Sometimes food of a st

10、range colour, for example, bright green biscuits, appears not to taste good.) Then ask students to look at the four pictures and answer the question below each picture. Picture 1 Ask students what they can see in this picture. (If they look at the white part, they can see a vase. If they look at the

11、 black part, they can see two faces.) Picture 2 Ask students how they would find out whether the two lines are of the same length. (They can use a ruler to measure the two lines. Or, they can use two pieces of paper to cover both ends of the two lines.) Picture 3 Have students say how they can prove

12、 that the two lines are straight. (They can place a ruler next to the lines. They can also use a ruler to draw more straight lines which run parallel to the two lines.) Picture 4 The symbols in Line b can be read as the letters K, B, Rand M, or K, 13, Rand M. After students have studied the four pic

13、tures, have them think about and find the answer to the following question: Why are people misled by their own eyes? (Because the background or other lines confuse the eyes. Also, what we expect to see can change what we see. Remind students that actually, the brain is confused and not the eyes.) 2

14、Have one student read the three questions. Make sure that they all know the meaning of each question. Put students into groups of four to discuss the three questions. Ensure that all students have a chance to speak. Ask some students to report their answers to the whole class. Sample answers 1 We of

15、ten use one or two of the five senses more than the others. For example, in the dark, the sense of hearing and the sense of touch become more sensitive because we cant see anything. When we listen to our favourite music, we may close our eyes and just listen with our ears. When we read a very Intere

16、sting book, we may lose ourselves in it, and hardly hear anything around us. When we eat something, we not only taste or smell it, but look at it as well. 2 I think that when learning English, the sense of sight and the sense of hearing help me a lot. I usually listen to the tape before I read. Whil

17、e Im listening to the tape, Ill look at the text, and I often read the English text aloud. The combination of these two senses best helps me remember what I have learnt. 3 There are quite a few people who have made great achievements even though they have lost the ability to use one of their senses.

18、 Take Beethoven, the great German composer, as an example. He began to lose his hearing in 1801 and was partly deaf by 1819. In 1824, when he was completely deaf, Beethoven completed his most famous symphony, the Ninth Symphony. Another famous musician is Hua Yanjun (Le. Blind Abing). Although he co

19、uldnt see anything, his famous erhu solos are admired by people all over China. 3 Have students read the article in Reading on Page 94 of the Workbook to learn more about Beethoven. 4 More pictures can be shown to students. For example, Ask students: Which square is bigger, the white one or the blac

20、k one? Which circle is bigger, the white one or the black one? Which circle is bigger, Circle A or Circle B? ReasourcesFive senses The five senses-the sense of sight, the sense of hearing, the sense of taste, the sense of smell and -the sense of touchhenable us to know the world around us. For more

21、information, you can visit the following website: http:/en. wikipedia.org/wiki/Sense ReadingThe passage entitled Fog is a story about what happened to a young lady on a foggy afternoon. A blind man led her home when no one could see anything in the thick fog. The Reading strategy section of this uni

22、t teaches students how to comprehend a story better while reading it. Students will learn the common elements of a story, and will practise identifying these elements. Lead-in Have students talk about the climate and the weather in the place where they live. Ask students the following questions: Wha

23、ts the weather usually like in spring/summer/autumn/winter in (the name of the place where students live)? Which season do you think is the best? Why? Do we sometimes have foggy days here? When? How do you feel on a foggy day? Have you ever lost your way in the fog? What would you do if you got lost

24、 in the fog? From Welcome to the unit, we know that sometimes we use one or two of our senses more than the others. What sense or senses do you think we can use on a foggy day? Students can give different answers to the questions. Tell students that they will read?a story that happened on a foggy da

25、y. Reading comprehension 1 Have students go through the passage as quickly as they can and try to find answers to the three questions in Part A. Remind students to only focus on and identify the information needed to answer these questions. Answers A 1 A young woman lost in the fog. 2 At 86 King Str

26、eet. 3 An old blind man. 2 Have students read the story again and complete Parts Cl and C2. Questions in Part Cl are to check and improve students ability to find specific information. Part C2 serves to strengthen students comprehension ability by having them put the events in the story into the cor

27、rect sequence. Atter students have finished the exercises，check their answers as a class. Answers C1 1. Because there was a thick fog, that afternoon, and she wondered if the bus would still be running 2 Because it was too foggy for the bus to go to King Street. 3 The fog lay like a lthick, grey clo

28、ud 4 The rough hand that brushed her cheek and the mans voice that was close to her ear made Polly afraid.5 He Looked old nad had a beard.6. He could tell Polly was young from her voice.C2 2 6 5 9 3 7 4 8 1 10 3 Creat some other exercises to check students understanding of the story. Have students f

29、ill in the table below using information they have found in the story.PartplaceTime& weatherPerson(s)What happened Pollys thoughts or feelingsPart 1outside Pollys workplacefoggyPollyShe left work early.She wondered if the bus would still be running.Part 2at the bus stop in the streetlaterPolly; the

30、bus conducterThe fog was too thick for the bus to run to King Street, Where Polly lived.Part 3in the underground; at Green Park StationlaterPolly; a tall manA tall man in a dark overcoat is on the train.She sensed she was being watched.Part 4In Park Street; at the corner of the streetWhen Polly got

31、to the station, the fog lay like a thick, grey cloud.Polly; a manA rough hand brushed her cheeck.Her heart was beating with fear.Part 5in the streetIt was dark.Polly; an old manThe old man took her hand and helped her find the way.She wished for someone to come along.Fear held her still She began to

32、 feel Frightened again.Part 6outside Pollys house at KingstreetLate that dayPolly; the old blind manThe old man left to help more people in need.Polly was thankful.4 Have students read the Reading straegy and teach them the elements of a story. Tell students that in reading or writing a story they should focus on what happened and who was involved in the event. Also tell stude