1、Unit 8 Green Living Lesson 1 Roots and Shoots 【教学目标】【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 practise parallel structures 5.
2、 give a presentation about Roots & Shoots 6. complete a summary of the text 【教学重难点】【教学重难点】 1. reading for specific information 2. giving a presentation about an educational organisation 【教学过程】【教学过程】 1. Pair Work: Talk about the pictures on page 52. In pairs, students answer the three questions about
3、 the pictures. Remind students that there are consequences to every action. What are the consequences 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 a
4、nd to use 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 pair
5、s, students read the article and underline the general sentence for each paragraph. This will help students to better understand the text. (3) Then students use 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.
6、 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 presents their groups answers to the class and gathers any interesting ideas. 5. Group Work: Present Roots & Shoots. (1) In groups, students disc
7、uss the information on Roots & Shoots. (2) A scribe can note information. (3) Groups can allocate one section to each member of the group, so they can give a joint presentation. (4) Students can include other information or research. (5) Support low level students by providing sentence frames for th
8、em to complete in order to answer the questions. (6) Each group presents 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: e
9、xamples, repetition, quotations, a colloquial style. (3) Explain what colloquial style is, i.e., ordinary language used by common people in everyday life which can convey the writers message more clearly. (4) Put students in small groups and allocate one technique to each student. They should then s
10、can 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 p
11、oint out that it should be a catchy one that would cause 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 uses them. (1) In groups, students analyse the use of words and syntax. Students underline each pattern in
12、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 these examples, students discuss why the writer makes use of repetition. a. Does it help your understanding of the text if key phrases are repeate
13、d? b. How do you feel reading repeated words/phrases? 8. Complete the summary. (1) Read sentence frames. Explain any difficult words. (2) Students complete the sentence frames with a phrase in the box. Students can scan the text to find the information they need. (3) Invite students to work on their
14、 own and check the answers in pairs. (4) Check the answers this way as a class. 9. Match words and functions. (1) Read the Grammar summary section on page 95. Explain that -ing and-ed form of verbs have various uses and go through the examples, ensuring that students understand different functions.
15、(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. (3) Read the text. (4) Allow students to independently match the words with the functions. (5) Review the answers in pairs an
16、d then as a class. 10. Complete the text with the correct form of the verbs. (1) Students read the sentence frames. Then complete the spaces either with the -ing or -ed form of the given verbs. (2) Read out loud the text and pause before each space for students to call out the correct answer in chor
17、us. (3) Then ask for volunteers to identify the function of the verb forms in each case. 11. Persuade people to join Roots & Shoots. (1) In pairs, students choose one of the three people. Each pair works on some strong arguments to persuade the person to join Roots & Shoots. Ask students to base their arguments on what they have leant so far and on the reading text. (2) Invite students to role-play a dialogue where one is the person in doubt and the other is the volunteer who is trying to persuade them.
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