北师大版高中英语必修5Unit15教案

■ Students work individually finding the adverbs in the text.
■ In pairs, students discuss how to group them.
■ Check students’ answers and build up the groups of adverbs on the board.
Answers
1 seriously/fast/naturally/hard
2 always/later/usually
3 very/really
Exercise 7
■ Students do the exercise individually.
■ They then compare their answers in pairs before checking answers as
a class.
■　Check students’　answers by having students read their sentences aloud. Answers
1 I’m very interested in reading.
2 I think carefully before I choose a new book.
3 I usually read about two books a month.
4 People say I read fast.
5 The last one I read was really good.
6 I always read before I go to sleep.
QUOTE …UNQUOTE
Read the quote and ask students if they agree with it.
Practice
Ask students to add more adverbs to the three groups in
Exercise 6.
Write some sentences on the board and ask students to insert appropriate adverbs. e.g. I review my lesson. I always/seldom review my lesson./ I
review my lesson quickly (carefully).
Objectives
■ To practise using linking and reference words to help
understand a text.
■ To practise using adverbs.
Possible problem
■ Some students may still feel they need to understand
every word in a reading text in order to do the exercises.
Background
Sophie’s World
, by Norwegian writer Jostein Gaader, was published in 1994 and has become an international best-selling book.
Bob Dylan (1941- ) is an American singer and songwriter.
Routes through the material
If you are short of time, set Exercise 4 for homework and omit Exercise 5.
If you have time, do the Option activity.
If you have two periods for this lesson, a suitable natural
break is after Exercise 3.
Reading
Before you start
Exercise 1
■ In pairs, students discuss which of the six things help them to understand better.■ The pairs then report back to the class. The class can find out which of the six things is the most useful and if there are any things they have never used.
Read to learn
Exercise 2
■ Give students time to read through the extracts and find out which strategy the philosopher uses to help Sophie understand what philosophy is about.
■ When checking students’ answers, have them refer to the
parts of the text which show the use of the strategy.
Answer
Strategy 6 : having a clear visual explanation. (He uses the image of a rabbit coming out of a magician’s hat).
Exercise 3
■ Read the strategies with the class and check comprehension of linking and reference
words by asking students to give specific examples of each, e.g. “and” (linking word “it” (reference word).
■ In pairs, students read through the given words and then find underlined words in
the text which mean the same.
■ Check answers to this stage of the exercise before moving on.
Answers
afterward/later however/but in fact/acturally since/because
so they can/in order to therefore/so to sart with/at first
when/as while/as
■ Students continue working in pairs, finding th e words referred to by the words in
italics.
■ Check answers as a class.
Answers
2 these/these questions
3 it/the envelope
4 it/the magic trick
5 it/the letter
6 they/many (older) people
Exercise 4
■ Students work individually reading the text again and answering the questions.
■ Students compare answers working in pairs before checking answers as a class.
Answers
1 Yes, because she hoped to find a letter from him in the mailbox.
2 an image of a rabbit coming out of a magician’s hat
3 She thought a lot about what he had said.
4 She started to ask her questions.
5 Her mother was surprised and thought her questions were strange.
Exercise 5
■ Students work in pairs matching the images from the text with things in the real
world.
swers, have students read out the section from the text
■ When checking students’ an
which gives the answer.
Answers
1 c
2 a
3 d
4 b
■ Ask students if they have ever thought about the questions the philosopher asks.
Ask them if the image of the rabbit helps them understand the questions.
Vocabulary: Adverbs
Exercise 6
very, seriously, fast, naturally, always, later, really, hard,
usually
■ Draw students’ attention to the regular formation of adverbs ending in “ly”exceptions in this exercise (e.g. fast).。