2019-2020年高中英語 Unit8 protecting the environment-vocabulary教案(1) 冀教版必修3.doc

2019-2020年高中英語 Unit8 protecting the environment-vocabulary教案(1) 冀教版必修3 Before you read Introduce the title protecting our environment with books closed. Brainstorm with the class as many words as possible that are related to the environmental protection. Draw the following outline on the board .as a pre reading activity have the class predict what the outline of Unit 8 might look like .Make sure bools are closed. Write the word Environment as the theme. Ask the class what the 3 main things that they can do to help save the environment. Discuss with the class and make an educated guess. Go one step further and predict the sub—parts of each ponent. Reading the text. Divide the class into groups .each group reads the text and using the same outline, fins the information and writes in the ponents .<recycle ,reduce and reuse are the three main ponents> Now read the text together as a class. If possible put the text on a transparency and use an overhead projector. Begin by reviewing some of the thinking strategies readers use: questioning ,connecting with the ideas, and information and discuss examples used in previous lessons. Have the Ss divide a page in two columns. with the first headed CONTENTS <facts> and the second column headed WHAT I WONDER<thinking>. This form is to help the students keep track of their evolving thinking as they read the text. After reading each para. give the students a few minutes to write a “ thinking question”. Class members and the teacher work together to answer the “thinking questions” CONTENT<FACTS> WHAT I WONDER <THINKING> 1.Recycle things instead of throwing them 1.What things can I recycle? How can I recycle? in the garbage 2. I wonder what we could do with these gadgets. 2.Throwing away electronic gadgets is 3. how e---? harmful to the environment. 4 .i am confused about--- 5 what does ---mean? Teaching tip If students can ask questions and related the text to their own lives ,they are more likely to be able to understand the meaning of the para. Rather than having to memorize it . A possible follow—up activity or opening for the next lesson is to reenact the story. Divide the class into pairs to be the characters in the text: dirk and jenny. Choose one pair of students to model the reenactment. Walk the students through the story asking promotes: what did she say to him? what happened after that? Have the two students act out the story beginning with Dirk’s chanting ..use the dialogue directly from the story as the script . Once the activity has been modeled ,get all of the pairs doing the same so that everyday gets a chance to reenact the story.