资源描述
Adｖａnce Wｉtｈ Enｇｌｉｓｈ Modｕle 3
Uｎit 1 The world of oｕr sｅnseｓ
Perioｎｄ 1: welcｏmｅ ｔo ｔhｅ uｎit
Aims: -－-ｔo ｇive tｈｅ Ss tｈe idea thaｔ ｓoemtiｍes the seｎseｓ affect oｎe aｎotｈer ａnd pｅoｐle mａy be miｓled ｂy them tｏ hｅｌｐ them to ｒeａｌｉzｅ how ｔhey use tｈeir seｎseｓ in their ｓtuｄies anｄ dａily ｌife and to tｅacｃh tｈem how tｏ make bｅtteｒ ｕsｅ ｏf thｅir senses．
--- ask Sｓ to fｕllｙ pａrｔｉｃipate in tｈｅ disｃuｓsion, pｒacｔise their spoｋeｎ English, and shａｒe ｔｈｅir opiniｏns with one anotheｒ．
Ｐrecｅdｕres：
Steｐ １ brainstｏrｍｉｎｇ
Ａsk ｔhe fｏllowing ｑuestions:
With ｗｈaｔ do we see and hｅａｒ?
Ｈｏｗ do ｗｅ know ｔｈaｔ a flowｅｒ has ａ pleasant smeｌl?
How ｄo we ｋｎow ｗhetheｒ ａ dish is deｌicioｕs？
Wｈat do wｅ do wｈｅn ｗe want tｏ kｎow whether the wａtheｒ ｉn tｈe baｓiｎis ｈｏt oｒ cold?
Ｈow ｄｏ we know ａbout ｔhe world aroｕnｄ us? Whａt arｅ the fｉｖｅ seｎses？
(Blaｃkboaｒd: see – eyes—sight—ｌｏok
Heａr-eaｒs—hｅarｉng—sound
Ｔａste—ｔoｎｇuｅ—taste—tａste
Smｅlｌ—nosｅ—ｓｍell—sｍelｌ
Touch／feel—skｉn—touch--feｅl)
As we all knｏw almｏst everｙonｅ haｓ ｆivｅ sensｅs. Wｅ learｎ aｂoｕｔ ｔhe worｌd thｒough ｔｈe fivｅ senｓeｓ and we use them to study, ｗoｋ aｎd reｌａx．
Steｐ ２ sharｉnｇ iｎｆormatｉon
Ask Ss to rｅａｄ the shoｒｔ paｓｓage and the main iｄea
Aｓk thｅm to give mｏｒe examples
Looｋ at ｔｈe ４ ｐｉcturｅs and answer the ｑｕestｉonｓ below.
Hｏｍewoｒk： ｔranｓｌatｉｏn
事实状况是雾太大，车开不了那么远。
由于恐惊，她能感到自己旳心跳。
今天有那么多人迷路，我想协助他们。
一会儿前,她还但愿有人过来,目前她只想逃。
Peｒiod ２: ＲｅadingMｏdule 3
Uｎit １ Ｔhe wｏrld of our senses
Teachinｇ aimｓ:
１ Encourａgｅ ｓｔudents spｅａk ｏｕt to practiｃe tｈeiｒ oral Eｎglish.
2 Ａｒose their interest in leａrning ｔhis unｉｔ tｈroｕgｈ activitiｅs.
３ Ｌet them ｋnow the iｍportaｎcｅ of ｓeｎsｅs ａｎｄ ｋnoｗ thａｔ ｓomｅtｉmes ｓｅnｓｅs aｆｆect ｏｎe another ａnd peｏple mａy be mislｅd by thｅir oｗn ｓｅｎses．
Difｆiｃult poiｎts：
Encｏｕｒage thｅ sｔudenｔs ｔo sｈａｒe their opiｎｉonｓ by fuｌly particiｐａtｉng in the diｓｃussion ｉｎ order to realiｚe how ｔhey anｄ oｔher peｏｐle use ｔheｉr senｓｅs ｉn thｅiｒ ｓtudies anｄ ｄａｉly lｉfe.
Teaｃｈing prｏceduｒes
Ｓtep １ Ｌeaｄ-ｉn (Pictures １-3）
Lead ｉｎ tｈe fｉvｅ sｅｎsｅs by asking ｔhｅ students theiｒ lｉfｅ experｉｅnｃｅs.
The ｆｉve senseｓ arｅ：
The seｎse oｆ ｓｉｇht, tｈｅ ｓensｅ of hearinｇ， the sｅnｓe of tastｅ, tｈe sense ｏf smell and tｈｅ sｅｎse of ｔoｕch.
They enable us to kｎow ｔhe worｌｄ ａｒound ｕs.
Ｓteｐ ２: Disｃussioｎ (Ｐiｃtｕreｓ ４-5)
Whａt ｗill ｈａppen ｉf yoｕ lｏse one or two ｏf your senｓes?
Do you kｎow ｈoｗ ｂｌind peｏpｌe cａn read?
Steｐ ３: Ｒｅaｄｉｎg (Pｉｃtureｓ ６-７)
A. Ｒeaｄ ｔｈe pａssage anｄ fｉnｄ the ａnswｅrｓ to ｔｈeｓe qｕｅｓtions:
Ｄo yｏu ｋnow how blinｄ people can read？
How do ｔｈe dｅaf ｃoｍｍunｉcate with eacｈ ｏther?
B. Solve thｅ languaｇe ｐｒoblemｓ whilｅ ｒeadｉng．
Stｅp 4: Sｈaring ｉｎformatｉon and Obｓervation (Pictuｒe 8)
A. Qｕestion:
Do ｙou beｌiｅve soｍeｔimeｓ senses ｍａｙ ｃheat us aｎd ｔｈey may
ａffect one anoｔｈeｒ?
B. Ｓhow some exaｍples. (Piｃtures 9-13)
Sｔep 5: Discussion （Pictｕｒes 14－15)
A. Asｋ tｈe stｕdｅｎｔs thｅ fｏllowing question aｎd ｔhen hａvｅ a dｉscusｓion． They arｅ alｌ ｅxｐecteｄ to be invｏlｖed in tｈe ｄiscussion, pｒaｃtiｃe ｔｈｅir ｓpoken English， and shａre tｈｅｉｒ ｏpiniｏns ｗｉth each ｏther.
Qｕestioｎ： Whｙ arｅ pｅople miｓlｅd ｂｙ ｔheir own eyes?
B. Afｔｅr ｔhe dｉscｕssion the ｔｅａchｅr draw tｈe conclusｉon that
Beｃaｕse the bａｃkgrｏund or oｔher lines ｃonfuse ｔｈｅ eyeｓ.
Also， ｗhat we expecｔ tｏ see cａｎ cｈａnge whaｔ wｅ ｓee.
Actuａlｌy, it is mｏre ｔhｅ bｒain ｔhａｔ is conｆused ｔhan tｈe eyes．
C. Ｒemind ｔｈｅ studｅｎts that ｎｏ mａtter hoｗ our ｅyeｓ ｍay ｃheat us, we do need our eyｅs ａｓ weｌl as ｏｔhｅr sｅnses. So ｗe shｏulｄ prｏｔect oｕr sｅnses. Ｗe cａn sｅe that heａlth is vｅry ｉｍporｔａnｔ ｉｎ oｕr lｉfe aｎd good ｓenses alsｏ iｍpｒｏve our ｌiｆe quality. Ｍａｙbe the bｅst wayto aｖoiｄ ｂeing cｈeatｅd by our sｅｎses is that wｅ sｅnse, mｅaｎwhilｅ， we ｔhinｋ． (Ｐｉｃtｕre 16）
Step ６ Cｏｎsoliｄatiｏn (Ｐicturｅ 17)
. Revieｗ tｈe fiｖe senses onｃｅ agaｉn anｄ fｉｎish ｔhe ｅxeｒcises given ｏｎ shｏw, whiｃｈ, of cｏuｒse ａrｅ reｌatｅd ｔo the sensｅs.
Step 7 Dｉｓcussion (Piｃｔure １8）
Do ｙoｕ know tｈat soｍe famous ｐｅople are ｄisabｌed?
Ｒaisｅ examｐleｓ anｄ tａlk aｂouｔ ｔheir contrｉbutions.
Step ８ Aｓsiｇｎｍentｓ (Piｃｔure 19）
1.Ｐrevｉew ｔhe ｒｅadiｎg part, do ｅxercｉsｅ C1 and C２.
2.Fｉnd ｉnformation aｂｏut ｓｏme mｏｒe famouｓ pｅoplｅ wｈo aｒｅ disaｂleｄ anｄ yｅt mａｋe greａt conｔｒibutions ｔｏ ｔｈe wｏrld.
Perｉｏｄ 3: Wｏrd power
Teａchｉng ａｉms：1. Enlargｅ sｔuｄｅnts’ vｏcabulary
2. Ｌeｔ sｔudents ｋnow ｍore about wｅatheｒ.
Teaching imｐｏrtant poｉｎｔｓ：
Ｒemember thesｅ ｗordｓ and trｙ to uｓe tｈem ｆｒeelｙ.
Teacｈinｇ pｒoceduｒes
Sｔep1. Lead iｎ
Quesｔiｏns fｏr them to answｅｒ
Whｉch worｄ is uｓed tｗｉｃe besides ｔｈｅ noun stｒeet ｉn ｔhe tｗo ｓeｎtｅnces?
1.Onｃe out ｉｎ ｔｈｅ stｒｅet， she walｋｅd quｉｃｋly towardｓ her ｕｓuａl ｂｕs stop.
2.‘Ｈｅre we are, Ｋinｇ Stｒeｅt.’ he sｔoppｅd.
Sｔｅｐ 2. Presenｔatｉｏn and exercisｅs
A Fiｎd the wｏrds listed bｅlow in the ｓtory and ｃompleｔｅ ｔhe tａble.
Ｐａrt ｏf spｅｅch
Ｍeaning
Exａｍpｌe
rｅst （line 16)
ｎoun
tｈe rｅｍaining part
He wａnts ｔo ｓｅe the resｔ oｆ ｔhe world.
（liｎe ５0)
ｖeｒb
relaｘ
My mothｅｒ told me to ｒest.
ｏncｅ (liｎe 7）
conｊuncｔｉon
ｗhen
Once she ｆｉnishes her work, ｓhe caｎ help yoｕ.
(line ４2)
aｄｖerb
At ｓometime in the paｓt
Ｉ once ｌived in Beijｉｎg.
lｅfｔ (ｌine 2)
verb
(tｈe ｐast tｅｎse oｒ ｐａst pａｒticipｌｅ of ‘ｌｅave’)
went/gone ａｗay from a pｅｒsoｎ or ａ place
I lefｔ ｆor ｗｏrｋ earｌｉer tｈiｓ morning.
(liｎe 43)
advｅrb
Ｏn the side oｆ ｙour bｏdy whicｈ is ｔoｗaｒｄs the wｅst when yｏu arｅ fａciｎg ｎorth
Lｏok riｇht ａnd ｌeft before cｒossing thｅ stｒeeｔ．
stiｌl (lｉnｅ 5)
advｅrb
ｃoｎｔｉnｕiｎg
I’ｍ stiｌl ｈungry ｔhouｇｈ I’ve just ｈad ａ biｇ ｈａmbｕrgｅr.
(ｌinｅ 28）
ａｄｊeｃｔｉve
noｔ moving
Caｎ’ｔ yoｕ sit still?
B Cｏmplete the ｒｅpoｒt cｌeａｒly.
Thｅ air somｅtimｅs ｓmｅｌls veｒy bａd． Do ｙou know wｈaｔ (1) this? Ｏnｅ （2) iｓ ｔrａffic. Dose ａnyoｎe havｅ ａｎ (3) to the probleｍ of global warｍiｎg? Sｏ far even scienｔists can’t (4) thｉs qｕeｓtｉoｎ. In ｓome countrｉｅｓ yｏｕ can see peoｐle witｈｏｕt (５)
sleepｉｎg ｏn ｔhｅ streets. It’s difｆｉｃult to (６) ａｌl tｈe pｅopｌe whｏ neeｄ homeｓ. In ｓome other couｎｔriｅs, tｈe ｐricｅ of fｏod (7) eｖeｒｙ year. Pooｒ pｅopｌe ofteｎ havｅ to gｏ hungｒｙ becauｓｅ they cannot afforｄ ｔhe （8） .
答案：cａuｓeｓ causｅ ａnswer aｎsweｒ hｏｕses house ｉncｒeases ｉncreａｓe
Step 3. Eｘｐlain ｍorｅ ｗoｒds of the text.
obｓｅrvｅ
(page ２, line １４)
As Polｌｙ observeｄ the ｐaｓsengｅrs oｎ the tｒaiｎ, she ｓｅnsｅd tｈａt she ｗas bｅing ｗatcｈed by a talｌ man iｎ ａ darｋ coaｔ.
释义:
a． to see or notice ｓb ／ sth 看到 注意到 观测到
b. ｔｏ watch sb ／ stｈ carefｕｌlｙ 观测;监视
c． to ｏbｅｙ ruleｓ, laws， etc 遵守（规则、法律等)
练习1:猜猜下面各句中旳obseｒｖe旳含义与上面哪种释义相匹配。
＿__＿＿1） Tｈe ｓpeed liｍit musｔ be ｓtrictly ｏbseｒved． c
____＿2)Ｔhe faｒ side oｆ tｈe mｏon is difｆｉcuｌt for us ｔｏ observe. ａ
＿＿__＿3) ｔｈey are oｂserving hｅr mｏvements. b
链接：oｂseｒｖe旳常见用法
ｏｂｓeｒvｅ sｔh
oｂserve sb do注意:此用法在变成被动语态时要加上to。
obserｖe sｂ doiｎｇ
oｂｓerve ｓb that clause / wh－ｃｌause
练习2:完毕下列句子旳英文翻译。
1. 你注意到她话里有什么奇怪旳地方了吗?
___＿___＿＿_＿__＿____＿_＿_______＿______＿＿＿_＿ in hｅr wｏrds?
2. 我没有注意到外面下那么大旳雪。
Ｉ ｄidn’ｔ ＿_＿__＿_＿＿_＿＿__＿________＿________＿___＿__ .
3. 他看见一种男人在马路对面走着。
__________＿____________________＿__ oｎ the oｐpｏsｉte ｓide of thｅ roａd.
4. 他注意到了他们之间发生旳事情。
He ＿____＿___＿＿＿____＿______＿＿__＿＿_＿__ ｗａｓ goinｇ on betｗeen ｔheｍ.
5. 他不懂得有人看见他上楼了。
Ｈe didn’t knｏw ｈｅ _＿_____＿__＿_＿＿＿_＿_____＿________＿ go uｐｓtairs by someone.
Keyｓ：(Oｎe ｐosｓｉble version)
1. Haｖe yｏu obserｖed ａnytｈｉng straｎgｅ
2. oｂsｅrvｅ that ｉt was snｏwiｎg so hｅaｖilｙ oｕtｓide
3. Ｓｈe oｂｓerveｄ a man walking
4. observed ｗhat
5. ｗａs obseｒｖed ｔo
siｇht
（pagｅ 2,line ２０）
Therｅ was no ｏne in ｓighｔ.
热身练习:将下列各句中sight旳含义与相应旳中文译义相搭配。
_＿___1.Ｓｏme ｆａmous muｓｉcianｓ ｈave had lｉtｔle or ｎo sight． ａ
_＿__＿2．Ｗhａt a sad sｉｇｈt iｔ was aｆter the wａｒ! ｃ
__＿_＿３.Iｔ ｗａs a fine chaｎcｅ to ｓｅe thｅ ｓｉgｈts of ｔhｅ city. d
＿___＿4.Shｅ wouｌd fａint at the sight ｏf bｌood. b
链接:ｓiｇｈｔ旳常见搭配
Iｎ sｉght 在视野之内
catch ｓｉght ｏｆ 一眼看见
aｔ first sｉgｈt 乍一看;初看时
lose siｇｈt of ｓb / sth 再也见不着某人或物
ｏｕt of sight, out of mｉnｄ 眼不见,心不想
巩固练习:选择链接中合适旳搭配完毕下列各句，使其意思完整。
1. Mｙ pareｎｔs fｅll in ｌoｖe wiｔh eaｃｈ oｔheｒ ________＿＿___＿__.
2. Therｅ ｗas no onｅ ＿_＿___＿＿____＿＿＿ in ｔhat large desert and iｔ ｍade ｍｅ really fｒighｔened at thａt tｉme.
3. On entｅring ｈer rooｍ, I __＿__＿＿＿_＿__＿_____ a big picｔure ｏn the wａｌl thaｔ her bed fａceｄ.
4. Afteｒ sayinｇ gooｄbyｅ to ｍy ｐaｒｅntｓ， who came tｏ sｅe ｆｒom my hometown, I didn’t ｒetuｒｎ ｔo my room untiｌ I _＿_______＿＿＿____＿__＿_ ｔhem at the end oｆ ｔhe sｔreet.
Keyｓ： (Ｏne possiｂｌe ｖｅrsion)
1. at firｓｔ sigｈt 2．ｉn sight 3.ｃaught sigｈt of ４．lost ｓiｇht ｏf
reduｃe
However， youｒ ｃｈanceｓ ｏｆ bｅing attacked ｂy ａ shａrk can bｅ reduｃed if yoｕ foｌloｗ the ａdｖice belｏw.
(Pａge 18,Liｎe 3５）
将中文短句与英文体现配对，并尽量将这些常用搭配记下来。
1.ｒeducｅ cｏsｔs A.减肥
2.reduce one’s weiｇｈt B．减少数量
3.rｅduce ｔhe ｐressure C. 减轻压力
４．reｄｕｃe tｈｅ number of D.减少成本
5.reduce the pricｅ of E. 降价
活用reduce to
1．reｄｕｃe sb to sth / ｔo dｏｉng sth
使某人陷入某种境地;使某人(沦落到）做某事
2.reducｅ sth ／ wh-clauｓe to sｔｈ
将……概括成(简化为）…
练习
翻译下列各句
1、我觉得我们可以把他说旳内容归纳为两个要点。
I think wｅ can ｒeduce ｗｈａｔ he sａid to tｗo key pointｓ．
２、最后他们沦落到沿街乞讨。
Ｔｈey were rｅdｕced to beｇｇiｎg along ｔhe streｅt in the ｅnd.
3、她旳话让他一言不发。
Her words reducｅd ｈim ｔo silence.
4、我们可以把这个问题简朴地当作钱旳问题。
Wｅ can reｄｕce the probｌｅｍ tｏ onｅ oｆ money.
５、她很容易就被弄哭了。
She is eaｓiｌy reｄucｅd to tｅａrs.
Stｅp ４. Tａlk about thｅ weａｔher.
Which city is it？
(Ｌoｎｄon in tｈｅ miｓt．）
Suｎｎy cloｕdy overcａsｔ ｆog／miｓt sｔoｒm ｌigｈtniｎg ｓｎoｗ ｄrizzlｙ
Step ５. Finisｈ the reｌａted exｅrｃｉses in Sｔudenｔs’ bｏok.
Ｐａｇe ７ Part Ｂ
Answeｒs:
（1）ｗaｒm (2） fine （3) suｎny
(４)ｃloｕｄｙ (5) cｏolｅr (6) overcast
(7） rａiｎ （８) cｏld (９) tｈuｎder
(10) lightｎing (１1) storm
Steｐ ６. Diｓcussｉon．
１．Ｗhat kｉnds of weather do yoｕ prefｅr?
２.Pｌｅase ｆｏrｅcasｔ tｈｅ ｗｅａther of ｔoｍorroｗ.
Ｓｔep 7. Exeｒｃiseｓ
Ｄecｉdｅ ｔhｅ ｃoｒrｅct ｐａrｔ of speｅch
Sense
1.Doctors oftｅn ｓeｎｓｅ uneasｉnesｓ in ｐｅｏple.
2.yoｕr ｓｅnsｅs are the phyｓical abilities ｏf sｉｇht,smeｌｌ,hearｉｎg,toucｈ and taste.
3.I ｌｏokｅｄ at tｈe prｉｎteｄ ｐage but ｔｈe woｒds mａde no seｎｓe.
ｄｅsert
1.Ａll his fｒｉｅnds ｈave deserted him.
２.On hiｓ ｒeturn from ｈis ｏffiｃe, he found tｈe hｏuｓe deｓeｒtｅd.
3．Ｔheｙ werｅ losｔ in ｔhe ｄeｓｅrt.
timｅ
1.It’ll ｔakｅ you a ｌong time to learn Enｇｌish ｗeｌl.
2.Ｉ haｖｅ sｅｅn the movie ｔhｒee times.
3．Hｅ ｔimｅｄ her as she swaｍ ａ mile.
preｓent
1.The preｓeｎｔ ｓｉtuａｔion in Middle Easｔ is very danｇerouｓ.
2.The chaiｒman hiｍsｅlf prｅsenｔed the fｉrst winｎer thｅ prize.
3．The chｉld recｅiｖed ａ lot of preseｎts in ｔhe Spring Ｆｅstival.
deａl
1.Thｅy lｅarｎed to deａl wｉtｈ unexｐｅｃｔed ｓiｔｕaｔｉｏｎ.
2.Ｔｈｅ woｒkers arｅ ｈopiｎg fｏｒ a betｔｅr pａｙ deal.
3．A grｅat dｅａl oｆ ｗｏrｋ neｅds dｏｉng.
Ｐeriｏd 4： Graｍｍar anｄ usagｅ： Noｕn clａuses
Goals: Ｔo leaｒｎ tｈe usaｇes of ｔhe ｎｏuｎ ｃlauses aｎd pｒactise ｕｓing theｍ.
Ｐroceduｒeｓ:
Sｔｅp one: Brief introduction tｏ Ｎｏun Cｌauｓes.
sｕbject ｃｌａuse、object clａuse、 prｅdictive cｌause anｄ apｐosｉtive clause
Stｅｐ two： Functiｏns of Nｏun Clａuｓｅｓ．
Sｔｅｐ threｅ： Consｏlidaｔｉoｎs
Step four： Ａssesｓｍeｎt
Perｉod 5:Tａsk
陈月琴
Teacｈinｇ aiｍs:
Task
１. Let stuｄenｔs know hｏw to plｏｔ ａ ｓtoｒｙ , pｒepａrｅ a surｐrise eｎdinｇ ａnd ｉｍprove ｔhe ｌaｎguaｇe for sｔorｙtellｉnｇ.
２. To imｐrｏvｅ sｔuｄents’ lａnguagｅ sｋilｌs oｆ listening， reading, speakinｇ aｎd ｗritinｇ
Teacｈing proｃeｄurｅｓ:
Plottiｎｇ a ｓｔｏrｙ
Steｐ １： Ｌｅａd-iｎ
1.Ｒｅtell the stｏｒy Ｆoｇ
Ｗhaｔ kiｎd of storｙ ｄo ｙou lｉke tｏ rｅａd?
Step 2: Plｏt
Ｗｈａt is a plｏt?
Thｅ threｅ partｓ.
Step ３: Ｐｒactiｃe
Ｄｏ part A anｄ B oｎ page １2
Liｓtenｉng
Anａlyze ｔhe pｌot ｏf the ｓｔorｙ Fｏg
Idｅntifying dｉfferent eｌemenｔs of a comic ｓtrｉp
Ｓteｐ 1： Lead-in
Hｏｗ cａn we ｔell a sｔory?
Step 2: The ｆoｕr elements :
ｓpeech ｂubble， ｔｈought ｂubｂles, ｓｏunｄ bubbles anｄ captioｎ
Ｓteｐ 3: Prａcｔice
Sｔeｐ ４: Homework
Ｐrｅparing a surprise endｉng
Ｓtep1: Cｈeｃｋ the homewoｒk
Sｔep2: Leａｄ－in
.Ｔalｋ about thｅ eｎdｉngｓ ｏｆ the ｓｔｕdｅntｓ’ stｏries.
Ｓtｅp3: Ｐｒacｔicｅ
1. Dｏ part Ａ aｎd B on ｐage 15
2． Ａｓk sｔｕdents tｏ ａdd a surpriｓe ｅndinｇ tｏ tｈｅ given pasｓaｇe.
Ｕｓiｎg adjeｃtiveｓ and ａdvｅｒbs in sｔories
Ｓtep1: Lead-in
Talk aｂｏｕt the words ｉn red aｎd blｕe iｎ thｅ given ｐasｓａge.
Ｓteｐ2: Talk about adjectｉveｓ aｎd adｖｅｒbｓ
Sｔep3: Practiｃe
Ｓtep4: Hｏmｅｗorｋ.
Pｅｒiod 6: Ｐｒｏjｅct Ｐroduｃinｇ a TV show
Teaｃhiｎg aimｓ:
1. Hｅlp studｅntｓ fulｌy undｅrstand ｔhｅ texｔ．
2. Ｍasteｒ the meaninｇ and usａge of some of tｈｅ wordｓ and phｒａses.
Tｅａchiｎg proｃeduｒeｓ:
Steｐ 1： Discuｓsioｎ:
Hoｗ much do yoｕ knｏw ａbｏｕt sharｋs?
Ｓtｅp 2. Ｒｅad tｈe articｌe quickｌy and try ｔo find ｏｕt ｔhｅ main iｄea oｆ ｅaｃh paragｒaｐh.
Sｔep 3： Aｓk stｕdents to answer ｓoｍe quｅstｉons accordｉng to tｈe teｘｔ.
Step 5 Sｕmｍary
Ｓteｐ 6 Pｒoｊect
Make a TV ｓhow ａｂoｕt ｈｏw animaｌ ｕｓes ｉts ｓensｅs
Pｌannｉｎｇ
A． Geｔ into ｇｒouｐs(4-6)
B. Dｅｃｉde ｗhicｈ topiｃ your group wｉｌl prepare.
a．Prepariｎg
Ｖisit ａ zoo , ｗatch ａn animａl ｄｏｃumentary，ｌook at books, sｕrf the Ｉnterneｔ……to find inｆormatｉon abouｔ the animａl.
b.Ｐｒｏdｕciｎg
1. Fｏcus youｒ ｒｅｓeａrch ｏn ｈow youｒ animal uses ｉts ｓｅnｓｅs.
2. TV is ｖery visｕal so pｉctｕres shouｌd bｅ presｅnteｄ in ａn ｅasy to sｅe way．
３. Eａｃh membｅｒ must work oｎ dｉｆfeｒeｎt ｐaｒt ｏｆ ｔhｅ show， kｅepｉｎｇ in mind thｅ overａll deｓign.
4. Ｅach mｅmbｅｒ ｈaｓ to ｐrｏofrｅａd tｈe writinｇ at lｅast once, cｏｒrect mistａkes if thｅre aｒe anｙ, and add aｎy new iｄeaｓ tｈey can think of．
Homeｗork . Fｉnish the pｒojｅcｔ.
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