Unit8 Protecting the Environment-vocabulary教案.docx

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1、Unit8ProtectingtheEnvironment-vocabulary教案protectingourenviromemtbeforeyoureadintroducethetitleprotectingourenvironmentwithbooksclosed,brainstormwiththeclassasmanywordsaspossiblethatarerelatedtotheenvironmentalprotection.drawthefollowingoutlineontheboard.asaprereadingactivityhavetheclasspredictwhatt

2、heoutlineofunit8mightlooklike.makesureboolsareclosed,writethewordenvironmentasthetheme,asktheclasswhatthe3mainthingsthattheycandotohelpsavetheenvironment,discusswiththeclassandmakeaneducatedguess,goonestepfurtherandpredictthesub-partsofeachcomponent.readingthetet.dividetheclassintogroups.eachgroupre

3、adsthetextandusingthesameoutline,finstheinformationandwritesinthecomponents.lt;recycle,reduceandreusearethethreemaincomponentsnowreadthetexttogetherasaclass,ifpossibleputthetextonatransparencyanduseanoverheadprojector,beginbyreviewingsomeofthethinkingstrategiesreadersuse:questioning,connectingwithth

4、eideas,andinformationanddiscussexamplesusedinpreviouslessons.havethessdivideapageintwocolumns,withthefirstheadedcontentsItJactsandthesecondcolumnheadedwhatiwonderlt;thinking.thisformistohelpthestudentskeeptrackoftheirevolvingthinkingastheyreadthetext,afterreadingeachpara,givethestudentsafewminutesto

5、writea“thinkingquestion”,classmembersandtheteacherworktogethertoanswerthe“thinkingquestions,zcontentlt;factswhatiwonderlt;thinkingl.recyclethingsinsteadofthrowingtheml.whatthingscanirecycle?howcanirecycle?inthegarbage2.iwonderwhatwecoulddowiththesegadgets.2.throwingawayelectronicgadgetsis3.howcome-7

6、harmfultotheenvironment.4.iamconfusedabout-5whatdoes-一mean?teachingtipifstudentscanaskquestionsandrelatedthetexttotheirownlives,theyaremorelikelytobeabletounderstandthemeaningofthepara,ratherthanhavingtomemorizeit.apossiblefollow-upactivityoropeningforthenextlessonistoreenactthestory.dividetheclassi

7、ntopairstobethecharactersinthetext:dirkandjenny.chooseonepairofstudentstomodelthereenactment.walkthestudentsthroughthestoryaskingpromotes:whatdidshesaytohim?whathappenedafterthat?havethetwostudentsactoutthestorybeginningwithdirk*schanting.usethedialoguedirectlyfromthestorasthescript.oncetheactivityhasbeenmodeled,getallofthepairsdoingthesamesothateverydaygetsachancetoreenactthestory.