示范教案(Unit1Theworldofoursensesperiod2)

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1、Period 2 Reading (1)整体设计教材分析Reading这篇文章讲述了一位盲人为感谢人们对自己的帮助，在一个大雾天帮助一位女士回家的感人故事。通过本文的学习让学生知道我们要尊重残疾人，他们也为社会奉献他们自己的一份力量。人与人之间要互相帮助。文章前后共设计了六个活动。A部分要求学生快速阅读文章，找到四个问题的答案；C1部分设计了六个小问题，要求学生仔细阅读课文，理解课文细节；C2要求学生将所给10个句子按课文发展的先后顺序进行排列；D部分要求学生先在课文中找到所列8个词条，并根据上下文猜测其含义，然后将这些词条与其英文释义相搭配。 E部分要求学生利用所给词汇完成故事中人物Poll

2、y写给某报社的一封感谢信。F部分要求学生讨论两个与人的感官有关的问题。三维目标1. 知识与技能1）Enable the students to read a story about a woman lost in the fog.2）Help the students learn how to analyze the elements of a story and learn the reading strategy of a story. Improve the students reading ability .3)Enable the students to master some im

3、portant words and expressions:fog, weatherman, truth, observe, rest, glance, nowhere, footstep, desert, sight, rough, brush, beat, soft, wish, fear, still, darkness, second, reach, stare, firmly, helper, rare, glance at, in sight, wish for, reach out, stare up at, watch out for, pay back.4)Learn som

4、e useful sentence structures:The truth is that the fog is too thick for the bus to run that far.She could feel her heart beating with fear.It gives me the chance to pay back the help that people give me when its sunny. 2. 过程与方法Train the students reading ability . Using the approaches of listening, s

5、kimming, scanning and discussion. While reading, pay attention to the reading strategy. Discussion in pairs or in groups. Task-based in-class activities and explanations of some language points.3. 情感与价值Make sure the students can learn to help each other in their daily life. We should respect the dis

6、abled. We shouldnt lose heart when we lose one of our senses.教学重点1.Help the students to read a story about a woman lost in the fog.2.Help the students to learn some useful words, expressions and some sentence structures.教学难点1.Help the students learn how to analyze the elements of a story and learn t

7、he reading strategy of a story.2.Get the students to retell the story.教学过程教学设计（一） Step 1 RevisionCheck the homework: Ask some students to read their activities about the people who have made great achievements even if they have lost one of their senses.A sample version:Tai Lihua is a disabled girl w

8、ithout hearing sense. Life seems to be unfair to her, but she proves to be a success. The dancing of Kwan-yin of a thousand hands which is a shock to the people all over the world is a miracle she created together with other disable persons.I admire her very much. Compared to the normal person, she

9、is braver and tougher. Her success inspires me to study hard. I am a healthy people, so I should not always complain. As a saying goes, where there is a will, there is a way. Nothing is impossible ifwe devote ourselves to it. Step 2 Lead-inAsk the students to talk about the climate or the weather in

10、 the place where they live:1. Do we sometimes have foggy days here? When?2. How do you feel on a foggy day?3. Have you ever lost your way in the fog? What would you do if you got lost in the fog?Which city has the name of “foggy city”?Suggested answers: 1. Yes. Usually in the morning in winter.2. I

11、dont like a foggy day because we cant see clearly in a foggy day. It is not convenient for us to go to school.3. No, the fog here is not that bad. Maybe I will stay where I am until the fog disappears if I get lost in the fog. London has the name of “foggy city”. Step 3 ReadingSkimmingIn this proced

12、ure, the teacher encourages the students to develop their predictive skills by the title, key sentences and the conclusion to guess as much as they can about a passage before they read it in detail. They should be encouraged to make sensible guesses about the aim, attitudes of the writer and his or

13、her original purpose in writing the passage. There are of course no “wrong” answers when we are asking the students to make guesses, and the students should not be criticized for inaccurate guesses.Then come to the story and ask the students to read the text quickly and answer the questions.First go

14、 through the text quickly to find specific information.Check the answers three minutes later.Questions:1.what is the story about?2.Where did Polly live?3.How did she usually get home?4.What was the old man carrying?Suggested answers:1.A young lady in the fog.2.At 86 King Street.3.By bus.4.A stick.Sc

15、anningWhile scanning, the students should be asked to make and modify their predictions about the text. In this way, they built an outline or summary of the text in their minds. This will greatly help them work out the full meaning when they finally read the text quickly.Ask the students to read the

16、 story carefully. The first task is to get the main idea of each paragraph, and then divide the text into several parts.Show the following:PartsMain ideasPart 1Part 2Part 3Part 4Part 5Part 6Three minutes later, check the answers. Ask several students to give their answers about the main idea of each

17、 paragraph.PartsMain ideasPart 1Polly received a fog warningPart 2Polly found there was no bus to King StreetPart 3Polly sensed she was being watched by a tall man in a dark coatPart 4The man followed Polly, which made her feel frightenedPart 5The stranger helped Polly find her way homePart 6The man

18、 did it to pay back the help that other people gave him when it was sunnyAsk the students to read the text more carefully and then answer the following questions and do some “True”or “False”questions:1. Why did Polly leave work early?2. Why did Polly take the Underground train to Green Park?3. How c

19、ould the old man tell that Polly was young?Suggested answers:1. Because the weatherman reported that the mist would become a thick fog in the afternoon.2. Because the fog was too thick for the bus to run that far to King Street, she had to take the underground train to Green Park.3. He thought Polly

20、s voice sounded young.True or False:(F)1. The fog was very thick in the morning.(F)2. When she got to Green Park, the weather turned out to be fine.(T)3. Polly got to Green Park by train.(F) 4. The old man carried an umbrella in his hand.(F) 5. At first Polly thought the old man couldnt see her face

21、 because he was blind.(F) 6. After arriving at home, Polly invited the old man to her home for a rest and he agreed.Detailed reading:Ask the students to read the text more carefully to find some details of each part. Show the following:PartPlaceTime & weatherPersonsWhat happenedPollys thought of fee

22、lingPart 1Part 1Part 2Part 3Part 4Part 5Part 6Now its time for the students to scan the passage to get certain information quickly. Let the students compete in groups. Since team work plays a very important part in the school life for the teenagers, if possible, more chances should be given to the s

23、tudents to let them be aware of team spirit. Tell the students that they will be divided into four groupsGroups 1, 2, 3, and 4. They should try their best to find the details about the things talked about in the passage. If one student can get one of them, he or she will be given 10 marks. Ask them

24、to remember to use the reading strategyscanning. Suggested answers:PartPlaceTime & weatherPersonsWhat happenedPollys thought of feelingPart 1Part 1Outside Pollys working placeAt 4 p. m. foggyPollyShe left work earlyShe wondered if the bus would still be runningPart 2At the bus stop, in the streetlat

25、erPolly, the bus conductorThe fog was too thick for the bus to run to King Street, where Polly livedPart 3in the underground train, at Green Park stationlaterPolly, a tall manA tall man in a dark coat is on the trainShe sensed shewas being watchedPart 4in Park Street,at the corner of the streetWhen

26、Polly gotto the station,the fog lay like a thick, grey cloudPolly,a manA rough hand brushed her faceHer heart was beating with fearPart 5in the streetIt was darkPolly, an old manThe old mantook her handand helped herfind the way homeShe wished forsomeone to comealong. Fear held her stillPart 6outsid

27、e Pollyshouse, at KingStreetlate that dayPolly, an old manThe old man left to help more people in needPolly was thankfulDeep understanding:1. (Lines 1415) She sensed that she was being watched by a tall man in a dark coat.Why was a tall man mentioned here?2. (Lines 2223) Suddenly Polly felt a rough

28、hand brush her face. . .Why did the man brush Pollys face?3. (Lines 30) Polly waited. At last she spoke.The man offered to help her, but why did Polly wait ?4. The writer mentioned the two unnamed men in order to show that_ .A.Polly was in danger.B.they wanted to help her.C.they would do something b

29、ad to her.D.Polly was too nervous.Suggested answers:1.The tall man mentioned here indicated that Polly was a little nervous. The route was not the usual one that she took before.2.Because the man was blind. He couldnt tell exactly where Polly was standing.3.It was dark around. Polly didnt know who t

30、he man was and she was a little afraid. So she waited for a moment.4.D Step 4 RetellingScan the story again and try to find the route (路线) that Polly took home.outside Pollys working placeat the bus stop in the streetin the Underground trainat Green Park stationin Park Streetat the corner of the str

31、eetat 86 King Street Step 5 Reading strategyWhen reading a passage, we should pay attention to the reading strategy. We have read different stories. Stories usually have the following basic elements in general:a plot (What happened);main characters (Who were involved in the event);a certain time per

32、iod (When it happened);a place (Where it happened);a problem or an issue to be solved (Why or how it happened);a climax or a surprise ending.Now are you familiar with the elements of a story? Play the tape for the students and give the students a few minutes to discuss and try to analyze the element

33、s of this text.Check the answers:The plot of the story is that a woman lost in the fog was helped by an old man.The main characters are a woman and an old man.The place is a foggy city and the certain period is an afternoon.The problem to be solved is how she get home and the climax is that the old

34、man was blind. Step 6 In-class activitiesDifferent in-class activities are very important in learning English. The text has talked about a lot. Most of the students must have mastered the text well. Its time for them to practise. The following steps are designed for the students to practise their sp

35、oken English, to consolidate what they have learnt, to enlarge their knowledge and to improve other abilities in learning English.Practice ASupposing you are Pollythe blind man helped you, what should you do?A possible answer:I will write a letter to find him and then thank him personally.Here is a

36、letter of Pollys. Polly writes a letter to the newspaper to thank the old man for his help. Choose the correct words from the box to complete her letter.(See the letter on Page 5)Three minutes later, check the answers:(1)fog(2) frightened(3) conductor(4) deserted(5) rare(6) taxi(7)footsteps(8) fear(

37、9) rough(10) blind(11) lost(12) expressPractice BLook at Part F. This part aims at improving the students speaking ability. Ask the students to go over Part F in pairs and discuss the questions. Make sure that the students understand the meaning of each question, especially a “sixth sense” in the se

38、cond question. Tell the students that it is said that a sixth sense is a special ability to know or to predict something without using the five senses of sight, hearing, touch, smell or taste. It is a kind of keen intuition. Encourage the students to share their opinions with each other. Any possibl

39、e answer is acceptable. Step 7 Summary and homeworkIn this period we learned a story happening in a foggy day. Many people lost their way in the fog. A blind man did what he could to help the people to find their way home. He wanted to pay back the help that people gave him in sunny days. We were mo

40、ved.1. Read the story and try to retell the story.2. Finish Exercises C1, C2 and D.板书设计FogPartPlaceTime & weatherPersonsWhat happenedPollys thought of feelingPart 1Part 1Part 2Part 3Part 4Part 5Part 6教学设计（二） Step 1 Lead-inAsk the students to talk about the climate or the weather in the place where t

41、hey live. Ask the students to answer the following questions:Whats 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 eve

42、r lost your way in the fog? What would you do if you got lost in the fog?Which city has the name of “foggy city”?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?If you were on the spo

43、t, what would you do?We often help disabled people; do you think they can also help us in some way? Today we will learn a story about a young woman who was lost in the fog. Can you guess what will happen before you reach the end. Step 2 Reading1. Ask the students to go through the passage as quickly

44、 as they can and try to find answers to the four questions in part A . Remind the students to only focus on and identify the information to answer these questions.While scanning, the students should be asked to make and modify their predictions about the text.Thus the students will be told to go thr

45、ough the text for key words and phrases, dates, numbers, etc. They are not supposed to read the whole text word by word. In this way, they will build an outline or summary of the text in their minds. This will greatly help them work out the full meaning when they finally read the text quickly.2. Ask

46、 the students to read the passage again and complete Parts C1 and C2.Questions in Part C1 are to check and improve studentsability to find specific information. Part C2 serves as a strengthening activity. It improves studentscomprehension by having them record the events in the story into the correc

47、t sequence of what has happened. After the students have finished the exercises, check their answers as a class.About Part C1, the students are supposed to find the key words or phrases in the passage.Suggested answers:C11. Because there was a thick fog that afternoon, she wondered if the buses woul

48、d still be running.2. Because the fog was too thick for the bus to go to King Street.3. The fog lay like a thick, grey cloud.4. The rough hand that brushed her face and the mans voice that was close to her ear made Polly afraid.5. He looked old.6. He could tell Polly was young by hearing her voice.C

49、2265937481103. Ask the students to fill in the blanks according to the text.In the morning, the city was (1) c_ in a grey mist. Polly went to her (2) u_ bus stop, but the bus (3) c_ told her that the bus could not run (4) t_ far in (5) s_ a thick fog. Then Polly decided to take an (6) u_ instead of

50、taking a bus. On the train, Polly found that she was being (7) w_ by a man (8) i_ a dark coat. When Polly got to the train entrance, it was (9) d_ . The fog (10) l_ like a thick, grey cloud. It was (11) i_ to find a taxi, so she had to walk to Park Street. On the way, she heard the sound of (12) f_

51、and became (13) f_ . Someone spoke to her and offered help. Then she heard the sound again. This time, she was about to run (14) w_ a mans voice came out of the (15) d_ . Luckily, an old man with a stick offered to lead her all the way to King Street. To her (16) s_ , the old man was (17) b_ . The o

52、ld man told Polly that the rare bad (18) f_ gave him the chance to pay (19) b_ the help that people gave him on (20) s_ days.Suggested answers:(1) covered(2) usual(3) conductor(4) that(5) such(6) underground(7) watched(8) in(9) deserted(10) lay(11) impossible(12) footsteps(13) frightened(14) when(15

53、) darkness(16) surprise(17) blind(18) fog(19) back(20) sunny Step 3 ListeningListen to the text and read together. Step 4 Reading strategy1. Guide the students to read the Reading strategy for the article and teach them the elements of a story. Tell the students that in reading or writing a story th

54、ey should focus on what happened, when it happened, why it happened and who were involved in the event. A story with a climax or a surprising end is usually more interesting to the readers.2. If time permits, give students another story to read and practice identifying the essential elements of a st

55、ory. Step 5 Practice and discussion1. Ask the students to complete Parts D and E. Part D aims to improve the students ability of understanding the meaning of a new word from the context and matching it with the correct explanation in English. Part E is a letter Polly wrote to a newspaper to thank th

56、e old man. First understand the letter and then fill in the blanks with the proper words given.Suggested answers:D1. d2. c3. e4. a5. b6. g7. h8. fE(1) fog(2) frightened(3) conductor(4) deserted(5) rare(6) taxi(7) footsteps(8) fear(9) rough(10) blind(11) lost(12) express2. Discussion:(1) What is the

57、personality of the old man?(2) What can we do to help those disabled men like the old blind man?Suggested answers:(1) The old man is a kind-hearted person. Though he is blind, he doesnt lose heart. He is also doing his best to do what he can to pay back the help that people gave him.(2) We should do

58、 our best to help them when they are in trouble. Step 6 Assignments1. Finish A1 and A2 on Page 90 of the Workbook.2. Retell the story in their own words.3. Find out the difficult points in the passage.活动与探究The following steps are designed for the students to practise their spoken English and reading

59、 ability, to consolidate what they have learnt, to enlarge their knowledge and to improve other abilities in learning English.Suppose you are the editor of the newspaper that Polly wrote the letter to. They may want to interview Polly to know more about what happened to her. Ask them to prepare some

60、 questions before the interview. For example:When do you usually go home after work?How long does it usually take you to go home from your work place?How did you feel when you were on the train? Did anything happen?You were so frightened. What happened before you met the old man?What made you trust

61、the old man on such a dark, foggy day?How did you feel when the old man told you that he needed to leave to help more people in need?Ask the students to work in pairs to do an interview as if one of them is a newspaper reporter and the other is Polly. Encourage the students to use their imagination to ask any possible questions and give reasonable answers.