(教案)Unit 5 Humans and Nature Lesson 1 A Sea Story

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Unit 5 Humans and Nature
Lesson 1 A Sea Story
【教学目标】
Students will be able to
1. read and talk about a sea story
2. read for general understanding
3. read for specific information and understand words in context
4. learn about and practise synonyms and antonyms
5. learn about and practise relative clauses
【教学重难点】
1. reading for specific information
2. using relative clauses
【教学过程】
1. Talk about sea stories.
(1) Write the heading “Sea” on the board.
(2) Ask students to tell stories about the sea, people who live by the sea and people who work on the sea.
(3) As students are talking, write words that they mention about the sea on the board.
(4) Discuss these words with students as well as the words in the box.
(5) Students can now describe the pictures on page 30 using the words from the box.
2. Pre-reading.
(1) Ask students to open their books and silently read the Fact File on page 30.
(2) Ask students:
a. What do you think the story will be about?
b. What will happen in the story?
(3) Divide students into groups based on their reading level. Allow high level readers to read independently and complete the questions alone. Encourage middle level readers to read the text quietly and work together to find the answers. Support low level readers by listening as they read the text aloud and explaining unknown terms and tricky sentence structures.
(4) Discuss the answers as a class.
3. Read and discuss questions.
(1) Tell students that they will be reading a sea story about a fisherman.
(2) Allow students time to read the full article or call on volunteers to read the passage aloud.
(3) Encourage students to try to use context to understand unknown terms.
(4) If needed, instruct students to draw a ruler line under each paragraph. Then provide a general sentence for each paragraph that acts as a summary. This will help the students to sort out the new information.
(5) In pairs, students answer the questions on page 30 in full sentences.
4. Read again and complete.
(1) Before students complete the exercise on page 31, preview the event chart they will be completing.
(2) Then have students work alone to complete the sentences.
(3) Encourage students to use their memory to answer questions and then use the text to check their answers. Ask students if this task has helped them understand the text better.
(4) Support low level readers by providing a list of feelings for the storyteller that they can choose from.
(5) If limited on time, students can highlight the necessary information in the text.
5. Complete the illustration on page 32.
Divide students into groups based on their understanding level. Allow high level students to complete the drawing telling the story. Encourage middle level students to read the text again quietly and work together to complete the drawing telling the story. Support low level students by listening as they read the text aloud and explain unknown terms. Then provide sentence frames for low level students to complete.
6. Think and share.
(1) Divide students into small groups to read the questions on page 32.
(2) Students need to reread the text and answer the questions in full sentences.
7. Pair Work: Find synonyms and antonyms.
(1) Discuss with students that synonyms are words with similar meanings and antonyms are words with opposite meanings.
(2) Provide each student with a word that they need to give a synonym and an antonym for, e.g.

Word	Synonym	Antonym
child	youngster	adult
whisper	murmur	shout
quiet	silent	noisy
nearer	closer	further
falling	dropping	rising
curious	inquisitive	uninterested
observed	saw	unnoticed

(3) Instruct students to complete the exercise independently.
(4) Check answers as a class.
8. Complete the summary.
(1) Have students read the sentence frames aloud.
(2) Check that students understand the vocabulary and context.
(3) Instruct students to complete the sentences using vocabulary based on the story.
(4) Call on volunteers to read the completed sentences to check answers as a class.
9. Pair Work: Understand relative clauses.
(1) Explain to students that a relative clause a part of a sentence that has a verb in it and is joined to the rest of the sentence by “who”, “which”, “where”.
(2) Instruct students to work in pairs to underline the words that introduce relative clauses and circle the words that the relative clauses refer to.
(3) If needed, have students look at the Grammar Summary, Unit 1, relative clauses on page 92. Read through the rules and examples with the class and ensure that students understand relative clauses in the examples.
10. Pair Work: Read, compare and choose.
(1) Divide students into pairs.
(2) Instruct students to read each sentence pair aloud and decide which sentence is better. Students need to support their answer.
(3) Explain to students that using relative clauses helps to make the sentences logically clearer and concise. Relative clauses can also help to omit repeated words and expressions.
11. Using relative clauses.
Let each student have a turn to read the sentence frames and complete the sentences using relative clauses and personal answers.
12. Pair Work: Express yourself.
Instruct students to divide into pairs. Each student is to tell their partner a special and personal experience. Students must use relative clauses.