示范教案(Unit 1 The world of our senses period 2)

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Polly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 important 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 some 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 it’s sunny.
2. 过程与方法
Train the students’ reading ability . Using the approaches of listening, skimming, 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 disabled. We shouldn’t 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 the reading strategy of a story.
2.Get the students to retell the story.
教学过程
教学设计（一）
→ Step 1 Revision
Check 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 without 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 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 if
we devote ourselves to it.
→ Step 2 Lead-in
Ask the students to talk about the climate or the weather in 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 don’t like a foggy day because we can’t 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 Reading
Skimming
In this procedure, 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 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 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.
Scanning
While 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 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:
Parts Main ideas
Part 1
Part 2
Part 3
Part 4
Part 5
Part 6
Three minutes later, check the answers. Ask several students to give their answers about the main idea of each paragraph.
Parts Main ideas
Part 1Polly received a fog warning
Part 2Polly found there was no bus to King Street
Part 3Polly sensed she was being watched by a tall man in a dark coat
Part 4The man followed Polly, which made her feel frightened
Part 5The stranger helped Polly find her way home
Part 6The man did it to pay back the help that other people gave him when it was sunny
Ask 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 could 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’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 couldn’t see her face 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:
Part Place Time &
weather Persons What happened Polly’s thought of feelingPart
1
Part 1
Part 2
Part 3
Part 4
Part 5
Part 6
Now it’s 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 students to let them be aware of team spirit. Tell the students that they will be divided into four groups—Groups 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 to remember to use the reading strategy—scanning.
Suggested answers:
Part Place Time &
weather Persons What happened Polly’s thought of
feelingPart 1
Part 1Outside
Polly’s
working
place At 4 p.
m.
foggy
Polly She left work early She wondered if the bus
would still be running
Part 2At the bus
stop, in the
street later Polly, the
bus
conductor
The fog was too
thick for the bus to
run to King Street,
where Polly lived
Part 3in the
underground
train, at
Green Park
station later Polly, a
tall man
A tall man in a dark
coat is on the train
She sensed she
was being watched
Part 4in Park
Street,
at the corner
of the street When
Polly
got
to
the
Polly,a
man
A rough hand
brushed her face
Her heart was beating
with fear
station, the fog lay like a thick, grey cloud
Part 5in the street It was
dark Polly, an
old man
The old man
took her hand
and helped her
find the way home
She wished for
someone to come
along. Fear held her still
Part 6outside
Polly’s
house,
at King
Street late that
day
Polly, an
old man
The old man left to
help more people in
need
Polly was thankful
Deep understanding:
1. (Lines 14～15) She sensed that she was being watched by a tall man in a dark coat.
Why was a tall man mentioned here?
2. (Lines 22～23) Suddenly Polly felt a rough hand brush her face. . .
Why did the man brush Polly’s 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 bad 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 couldn’t tell exactly where Polly was standing.
3.It was dark around. Polly didn’t know who the man was and she was a little afraid. So she waited for a moment.
4.D
→ Step 4 Retelling
Scan the story again and try to find the route (路线) that Polly took home.
outside Polly’s working place→at the bus stop in the street→in the Underground trainat Green Park station→in Park Street→at the corner of the street→at 86 King Street
→ Step 5 Reading strategy
When 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 period (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 elements 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 man was blind.
→ Step 6 In-class activities
Different 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. It’s time for them to practise. The following steps are designed for the students to practise their spoken English, to consolidate what they have learnt, to enlarge their knowledge and to improve other abilities in learning English.
Practice A
Supposing you are Polly——the 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 letter of Polly’s. 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(9) rough(10) blind(11) lost(12) express
Practice B
Look 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 second 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 possible answer is acceptable.
→ Step 7 Summary and homework
In 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 moved.
1. Read the story and try to retell the story.
2. Finish Exercises C1, C2 and D.
板书设计
Fog
Part Place Time &
weather Persons What happened Polly’s thought of feelingPart
1
Part 1
Part 2
Part 3
Part 4
Part 5
Part 6
教学设计（二）
→ Step 1 Lead-in
Ask the students to talk about the climate or the weather in the place where they live. Ask the students to answer the following questions:
What’s 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 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 spot, 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 Reading
1. Ask the students to go through the passage as quickly 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 through 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 the students to read the passage again and complete Parts C1 and C2.
Questions in Part C1 are to check and improve students’ability to find specific information. Part C2 serves as a strengthening activity. It improves students’comprehension by having them record the events in the story into the correct 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:
C1 1. Because there was a thick fog that afternoon, she wondered if the buses would 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 man’s 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.
C226593748110
3. 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 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_____________ 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 man’s 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 old 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) darkness(16) surprise(17) blind(18) fog(19) back(20) sunny
→ Step 3 Listening
Listen to the text and read together.
→ Step 4 Reading strategy
1. 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 they 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 story.
→ Step 5 Practice and discussion
1. 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 the old man. First understand the letter and then fill in the blanks with the proper words given.
Suggested answers:
D 1. d 2. c 3. e 4. a 5. b 6. g7. h8. f
E(1) fog(2) frightened(3) conductor(4) deserted(5) rare(6) taxi
(7) footsteps(8) fear(9) rough(10) blind(11) lost(12) express
2. Discussion:
(1) What is the 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 doesn’t 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 our best to help them when they are in trouble.
→ Step 6 Assignments
1. 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 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 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 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.。