Unit 4 The senses-Reading and interaction 教案-2025-2026学年高中英语沪教版选择性必修第一册

Unit 4 The senses-Reading and interaction 教学目标和重难点 教学目标 Language Competence: Master core vocabulary like taste buds, saliva and texture, and key sentence patterns to understand and express the principles of sensory perception. Learning Ability: Grasp reading strategies for popular science texts and develop independent and cooperative learning skills. Cultural Awareness: Understand the connection between sensory cognition and language in Chinese and Western cultures and respect diverse dietary preferences. Thinking Quality: Cultivate logical thinking to sort out the logical chain of sensory influence factors and critical thinking to question and verify wrong cognitions. 教学重难点 Key Points: Understand the core scientific knowledge in the text, including the influence of taste bud development, the cooperative relationship between smell and taste, and the role of saliva and food texture; master reading strategies for popular science texts. Difficult Points: Deeply understand the synergy of multiple factors affecting taste and apply the scientific principles in the text to experimental design and idiom analysis. 教学过程 Lead-in: Activate Sensory Experience and Arouse Learning Interest The teacher shows pictures of people tasting different foods (such as spicy hot pot, sweet cake, bitter coffee and sour lemon) on the screen, and asks students to answer the following questions in pairs: “What are the people doing in the pictures? Which senses are they using? Which sense do you think is the most important and why?” After students discuss for a few minutes, invite 2-3 groups to share their answers. Then the teacher adds: “We often use our senses to perceive the world around us, but do you know how our taste works? Why do some people dislike bitter vegetables while others don’t? Today, we will explore these questions through the text A question of taste in Reading and interaction.” Design Intention: Starting from the students’ familiar food-tasting scenes, this link can quickly activate their existing sensory experience and life cognition, reduce the abstraction of scientific knowledge in the text, and make students feel that the learning content is closely related to their daily life. The open questions can stimulate students’ thinking, guide them to focus on the theme of “the senses”, especially taste, and lay a good emotional and cognitive foundation for the subsequent text reading. At the same time, pair discussion can cultivate students’ cooperative learning awareness and initial oral expression ability. Pre-reading: Predict Text Content and Solve Vocabulary Barriers Prediction: The teacher presents 5 statements on the blackboard or PPT, and asks students to work in pairs to guess whether they are true (T) or false (F): Our taste buds are fully developed when we are born. We can only identify four basic tastes: sweet, sour, bitter and salty. Smell has no connection with our sense of taste. Saliva helps us taste food better. Food texture does not affect our preference for food. After the discussion, the teacher collects the students’ guesses and does not give the correct answers immediately, but says: “Now let’s read the text carefully to verify your guesses and find out the correct answers.” Vocabulary Preview: The teacher focuses on explaining the core scientific vocabulary in the text that students are not familiar with, combining with pictures and simple examples to help students understand and remember: taste buds: the small structures on the tongue that allow us to taste food (show pictures of taste buds). saliva: the liquid in the mouth that helps break down food. texture: the way something feels when you touch or eat it (e.g., the texture of a cake is soft, while the texture of a nut is hard). bitter: having a sharp, unpleasant taste (e.g., bitter melon is bitter). differentiate: to recognize the difference between two or more things. At the same time, guide students to guess the meaning of other new words according to the context in the subsequent reading, so as to cultivate their ability of word guessing. Design Intention: The prediction link uses the form of true or false questions to create cognitive conflicts, stimulate students’ curiosity and desire to explore, and make them have a clear purpose in reading. They will actively look for information in the text to verify their guesses, which helps improve their reading efficiency. The vocabulary preview focuses on solving the key scientific vocabulary barriers that may affect students’ understanding of the text. Combining pictures and examples makes the abstract vocabulary concrete and easy to remember, laying a solid foundation for students to read the text smoothly. At the same time, guiding students to guess words according to the context can cultivate their independent learning ability and reading strategies. While-reading: In-depth Text Interpretation and Training of Reading Strategies This link is divided into three steps: skimming, scanning and careful reading, to guide students to understand the text from the overall to the local, and gradually master the core content and reading strategies. Skimming: Ask students to read the text quickly and finish two tasks: Summarize the main idea of the text in one sentence. Divide the text into three parts and briefly describe the main content of each part. After students finish reading, invite them to share their answers. The teacher guides and summarizes: The text mainly introduces the factors that affect people’s sense of taste, including the development of taste buds, the cooperation between smell and taste, the role of saliva, food texture and gender differences. The text can be divided into three parts: the first part (Paragraph 1) raises the question of taste; the second part (Paragraphs 2-5) introduces the various factors affecting taste; the third part (Paragraph 6) summarizes the importance of multi-sensory cooperation. Design Intention: Skimming training helps students quickly grasp the main idea of the text and the overall structure, cultivate their ability of overall reading and induction. Dividing the text into parts and describing the main content of each part can help students clarify the logical structure of the text, lay a foundation for in-depth understanding of the details later. Scanning: Ask students to read the text again quickly, find the key information to answer the following questions, and mark the corresponding paragraphs in the text: Why do children dislike bitter vegetables? How does smell affect our sense of taste? What is the role of saliva in tasting food? What factors are related to food texture that affect taste? Is there any gender difference in taste sensitivity? If so, what is it? After students finish, the teacher organizes the whole class to check the answers, and asks students to read the corresponding sentences in the text to ensure that they find the accurate information. For difficult questions, the teacher guides students to analyze together. Design Intention: Scanning training focuses on cultivating students’ ability to quickly find specific information in the text, which is a key reading strategy for popular science texts. By answering specific questions, students can further understand the core details of the text, and at the same time consolidate their understanding of the text content. Asking students to read the corresponding sentences can help them pay attention to the context and improve their ability to extract information accurately. Careful Reading: Guide students to read the text carefully paragraph by paragraph, focus on analyzing the key sentences and logical relationships, and solve the difficult points in the text. For Paragraph 2 (taste buds): The teacher asks: “When are our taste buds fully developed? Why do children have a stronger reaction to bitter food than adults?” Guide students to find the key sentence: “Our taste buds are not fully developed when we are born and continue to develop until we are around 10 years old. This is why children are often more sensitive to bitter tastes than adults, which is why many children dislike bitter vegetables.” Then explain the logical relationship between the two sentences (cause and effect), and guide students to use “because” to express the cause and effect. For Paragraph 3 (smell and taste): The teacher asks: “Why do we lose our sense of taste when we have a cold?” Let students find the key information: “Smell and taste are closely linked. When we have a cold, our nose is blocked, so we can’t smell, and thus we can’t taste food well.” Then organize students to discuss in groups: “Can you think of other examples to prove that smell affects taste?” (Such as eating while pinching the nose, the taste of food will become lighter.) For Paragraph 4 (saliva): The teacher explains the role of saliva with simple language: “Saliva can moisten food and transport taste substances to the taste buds, so that we can feel the taste of food. If our mouth is dry, we can’t taste food well.” Then ask students to give an example in life to verify this point. For Paragraph 5 (food texture and gender differences): Guide students to find the key points: food texture includes appearance and touch, which affect people’s preference for food; women have more taste buds than men, so they are more sensitive to taste. Then ask students to discuss: “Do you have any experience related to food texture affecting taste? Do you agree with the gender difference in taste sensitivity?” In the process of careful reading, the teacher also guides students to pay attention to the transitional words in the text, such as “firstly”, “besides”, “finally”, which help to clarify the logical structure of the text and cultivate students’ logical thinking ability. Design Intention: Careful reading is the key link to break through the teaching difficulties. By analyzing key sentences and logical relationships paragraph by paragraph, students can deeply understand the core scientific knowledge in the text, especially the synergy of multiple factors affecting taste, and solve the misunderstanding that “taste is only determined by the tongue”. Group discussion and asking students to combine life examples can make the abstract scientific knowledge more concrete, enhance students’ understanding and memory, and at the same time cultivate their critical thinking and ability to connect theory with practice. Paying attention to transitional words helps students grasp the logical structure of the text and improve their reading ability of popular science texts. Post-reading: Consolidate and Apply, Realize Knowledge Transfer This link includes three activities: checking and correcting predictions, group discussion and language application, to help students consolidate the knowledge learned, apply it flexibly and realize knowledge transfer. Check and Correct Predictions: The teacher reviews the 5 true or false questions in the pre-reading link, asks students to combine the content of the text to judge the correct answers, and explains the reasons. Through this activity, students can further consolidate the core knowledge of the text and check their own reading effect. Group Discussion: Divide students into groups of 4-5, and assign two tasks to each group: Analyze the idiom “Wang Mei Zhi Ke” (looking at plums to quench thirst) from the perspective of sensory cognition, and explain the scientific principle behind it. Design a simple experiment to verify one of the factors affecting taste (such as “the influence of smell on taste” or “the influence of saliva on taste”), and write down the experimental steps and expected results. Each group is given enough time to discuss, and the teacher walks around to guide, help students solve problems encountered in the discussion, and ensure that each student participates in the discussion. Presentation and Evaluation: Invite 2-3 groups to present their discussion results in English. For the analysis of “Wang Mei Zhi Ke”, the teacher guides students to connect it with the content of the text: “When people see plums, they will think of the sour taste of plums, which stimulates the secretion of saliva, thus relieving thirst. This reflects the connection between vision, smell and taste, which is consistent with the multi-sensory cooperation mentioned in the text.” For the experimental design, the teacher evaluates the rationality and operability of the experiment, and puts forward suggestions for improvement. After the presentation, other students can ask questions and put forward their own opinions, and the teacher makes a final summary and evaluation, affirming the advantages of each group and pointing out the areas that need improvement. Language Application: Ask students to write a short passage (about 80-100 words) to introduce one of the factors affecting taste, using the core vocabulary and sentence patterns learned in the text. After students finish writing, invite a few students to read their passages, and the teacher comments on them, focusing on the correct use of vocabulary and sentence patterns, and the fluency and logic of the passage. Design Intention: The activity of checking and correcting predictions can help students review and consolidate the core knowledge of the text, and enhance their sense of achievement in learning. Group discussion and presentation can cultivate students’ cooperative learning ability, oral expression ability and innovative thinking ability. Analyzing Chinese idioms from the perspective of sensory cognition can help students understand the connection between language and scientific cognition, and enhance their cultural awareness. Designing experiments can let students apply the scientific principles learned in the text to practice, realize knowledge transfer, and cultivate their scientific inquiry awareness and ability. Language application (writing) can consolidate students’ mastery of core vocabulary and sentence patterns, and improve their written expression ability. Summary and Extension: Sort Out Knowledge and Expand Vision Summary: The teacher invites students to summarize what they have learned in this class, including the core knowledge (factors affecting taste), reading strategies (skimming, scanning, careful reading) and language points (core vocabulary and sentence patterns). Then the teacher makes a comprehensive summary: “In this class, we have learned about the factors affecting taste through the text, including taste buds, smell, saliva, food texture and gender differences. We also mastered the reading strategies of popular science texts and learned to apply the knowledge we learned to practice. At the same time, we understood that taste is the result of multi-sensory cooperation, which helps us correct the misunderstanding of taste.” Extension: The teacher introduces some interesting knowledge related to the senses to students: “In addition to taste, our other senses (such as vision, hearing, touch and smell) also interact with each other. For example, the color of food can affect our perception of its taste; the sound of eating can also affect our eating experience. After class, you can collect more information about the interaction between the senses and share it in the next class.” Homework Arrangement: Review the text and recite the core vocabulary and key sentences. Finish the short passage writing assigned in the post-reading link and revise it according to the teacher’s comments. Collect information about the interaction between the senses and prepare for the sharing in the next class. Design Intention: Letting students summarize what they have learned can help them sort out the knowledge system of this class, deepen their understanding and memory of the knowledge. The extension link can expand students’ vision, stimulate their interest in exploring the knowledge of the senses, and lay a foundation for the subsequent learning. The homework arrangement is closely linked to the content of this class, which can help students consolidate the knowledge learned, improve their language ability and independent learning ability. 1 / 1 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $