Unit 8 Green Living
Lesson 1 Roots and Shoots
【教学目标】
Students will be able to
1. read and talk about Roots & Shoots, an educational organisation
2. read for general understanding
3. read for specific information and answer questions on details
4. learn about and practi parallel structures
5. give a prentation about Roots & Shoots
6. complete a summary of the text
【教学重难点】
1. reading for specific information
2. giving a prentation about an educational organisation
【教学过程】
1. Pair Work: Talk about the pictures on page 52.
In pairs, students answer the three questions about the pictures. Remind students that there are conquences to every action. What are the conquences of each action in the pictures?
2. Read the first paragraph and discuss.
(1) Ask students to silently read the first paragraph of the text.
(2) Encourage students to read for general understanding and to u context to understand difficult vocabulary.
(3) In pairs, students discuss the three questions. Encourage students to underline the parts in the text that support their answers.
(4) Review the answers as a class.
3. Read the rest of the text and complete.
(1) Discuss the table.
(2) In pairs, students read the article and underline the general ntence for each paragraph. This will help students to better understand the text.
真相只有一个用日语怎么说(3) Then students u their understanding of the text to complete the table.
(4) Review the answers as a class.
4. Read again and answer.
(1) Read the questions. Students try to recall the answers with reference to the text.
(2) In small groups, students discuss the questions after reading the text.
(3) Each group prents their group’s answers to the class and gathers any interesting ideas.
witch doctor5. Group Work: Prent Roots & Shoots.
(1) In groups, students discuss the information on 家眷的意思Roots & Shoots.
endostar(2) A scribe can note information.
(3) Groups can allocate one ction to each member of the group, so they can give a joint prentation.
多拉a梦全集(4) Students can include other information or rearch.
(5) Support low level students by providing ntence frames for them to complete in order to answer the questions.
(6) Each group prents their information.
6. Group Work: Think and share.
(1) In small groups, students scan the text for the first question to find examples to support their answers.
(2) List the writing techniques found in the text, on the board: examples, repetition, quotations, a colloquial style.
(3) Explain what colloquial style is, i.e., ordinary language ud by common people in everyday life which can convey the writer’s message more clearly.
(4) Put students in small groups and allocate one technique to each student. They should then scan the text to find at least one example. Have groups review their findings and then share their answers with the class.
(5) Help any struggling students by giving them the paragraph number where each example is located.
(6) Invite groups to work together on finding another title for the text and point out that it should be a catchy one that would cau a reader to read the text. Hold a class vote on the best title.
7. Group Work: Underline parallel structures and discuss why the writer us them.
(1) In groups, students analy the u of words and syntax. Students underline each pattern in a different color, e.g., “… say you leave the tap running while you brush your teeth” and “How can it matter if I leave one little tap running”.
(2) Using the examples, students discuss why the writer makes u of repetition.
a. Does it help your understanding of the text if key phras are repeated?
b. How do you feel reading repeated words/phras?
8. Complete the summary.
(1) Read ntence frames. Explain any difficult words.sheabutter
(2) Students complete the ntence frames with a phra in the box. Students can scan the text to find the information they need.
(3) Invite students to work on their own and check the answers in pairs.
(4) Check the answers this way as a class.shmily是什么意思
9. Match words and functions.
(1) Read the Grammar summary ction on page 95. Explain that -ingaaron怎么读 and-ed form of verbs have various us and go through the examples, ensuring that students understand different functions.
国庆节 英文(2) Point out that the difference between the adjective/attributive and the adjective/predicative is that the former goes before the noun while the latter comes after a verb.
