Unit8 Protecting the Environment-vocabulary教案.docx
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Unit8 Protecting the Environment-vocabulary教案.docx
Unit8ProtectingtheEnvironment-vocabulary教案protectingourenviromemtbeforeyoureadintroducethetitleprotectingourenvironmentwithbooksclosed,brainstormwiththeclassasmanywordsaspossiblethatarerelatedtotheenvironmentalprotection.drawthefollowingoutlineontheboard.asaprereadingactivityhavetheclasspredictwhattheoutlineofunit8mightlooklike.makesureboolsareclosed,writethewordenvironmentasthetheme,asktheclasswhatthe3mainthingsthattheycandotohelpsavetheenvironment,discusswiththeclassandmakeaneducatedguess,goonestepfurtherandpredictthesub-partsofeachcomponent.readingthete×t.dividetheclassintogroups.eachgroupreadsthetextandusingthesameoutline,finstheinformationandwritesinthecomponents.lt;recycle,reduceandreusearethethreemaincomponentsnowreadthetexttogetherasaclass,ifpossibleputthetextonatransparencyanduseanoverheadprojector,beginbyreviewingsomeofthethinkingstrategiesreadersuse:questioning,connectingwiththeideas,andinformationanddiscussexamplesusedinpreviouslessons.havethessdivideapageintwocolumns,withthefirstheadedcontentsItJactsandthesecondcolumnheadedwhatiwonderlt;thinking.thisformistohelpthestudentskeeptrackoftheirevolvingthinkingastheyreadthetext,afterreadingeachpara,givethestudentsafewminutestowritea“thinkingquestion”,classmembersandtheteacherworktogethertoanswerthe“thinkingquestions,zcontentlt;factswhatiwonderlt;thinkingl.recyclethingsinsteadofthrowingtheml.whatthingscanirecycle?howcanirecycle?inthegarbage2.iwonderwhatwecoulddowiththesegadgets.2.throwingawayelectronicgadgetsis3.howcome-7harmfultotheenvironment.4.iamconfusedabout-5whatdoes-一mean?teachingtipifstudentscanaskquestionsandrelatedthetexttotheirownlives,theyaremorelikelytobeabletounderstandthemeaningofthepara,ratherthanhavingtomemorizeit.apossiblefollow-upactivityoropeningforthenextlessonistoreenactthestory.dividetheclassintopairstobethecharactersinthetext:dirkandjenny.chooseonepairofstudentstomodelthereenactment.walkthestudentsthroughthestoryaskingpromotes:whatdidshesaytohim?whathappenedafterthat?havethetwostudentsactoutthestorybeginningwithdirk*schanting.usethedialoguedirectlyfromthestorasthescript.oncetheactivityhasbeenmodeled,getallofthepairsdoingthesamesothateverydaygetsachancetoreenactthestory.
