当前位置:首页 >> 英语 >> Book-4-unit-1

Book-4-unit-1


New Experiencing English

Book 4

Teaching plan for “A greener life” by Sohpie

Unit 7 A greener life Objectives:
? ? ? ? ? ?

Students will try t

o do some mini-research on environmental issues. Students will become familiar with how to describe, interpret and present their survey results. Students will develop their critical thinking by engaging in thoughtful discussions about environmental issues. Students will be introduced to the general effective reading strategies for longer articles. Students will improve their capacity for innovation and presentation skills by exhibiting their green designs. Students will lean to write sentences conveying more information.

Lesson procedures: Session1: (90 minutes) Students are expected to: ? Search the issue about the latest global ranking of carbon dioxide emissions ? Administer questionnaire and interview on the awareness of living green ? Describe, analyze and present their findings clearly ? Understand the low-carbon lifestyle better and discuss its feasibility thoughtfully 1. Warm-up activity: (5 minutes) Present the class a world map of countries in carbon dioxide emissions. Don’t tell students too much about the map, just simply show it to them and let them find out what may interest or surprise them. Ask the class: i. What comes into your mind when seeing this map? ii. What impresses you most in this map? Invite one or two students to respond to this question. Shift the topic to the pre-class task: Search for the latest global ranking of carbon dioxide emissions via the Internet 2. Searching the issue and sharing information (60minutes) 2.1 Talk about the global ranking of carbon dioxide emissions (10 minutes) Encourage students to share their information with their partner. Invite a couple of students to report their findings about the global ranking of CO2, ask some follow-up questions accordingly: i. Before you did this research, which country did you rank first, second and third? Why? ii. Are you surprised or even shocked at the ranking you actually found out? Why or why not? iii. What conclusions can you draw from this global ranking? iv. Where did you get the needed information? Is it a reliable source? Let students know: when searching for the needed information via the Internet, they should evaluate the liability of the source and always remember to give credit to the source cited.
1

New Experiencing English

Book 4

Teaching plan for “A greener life” by Sohpie

2.2 Discuss further about the main causes and effects of carbon dioxide emissions (15 minutes) Invite the class to discuss the following questions in pairs with the help of the picture on Page 9. i. What are the main sources of carbon dioxide emissions? ii. How do carbon dioxide emissions affect the environment? Five minutes later, invite a few students to share their views with the class. Give them feedback on the spot when necessary, note down the key words or phrases on the blackboard, encourage students to add fresh information about this topic. Play a short video clip about “global warming” (about 2 minutes, from the documentary movie “An inconvenient truth”) in class, to amuse students and also to encourage them to think of the possible ways to reduce our carbon footprints, for example, to live a greener life. 2.3 present findings about the idea of being green (activity 1, on page 7-8) (35 minutes) First invite one or two students to briefly report the major findings of their survey. Give them feedback on the spot and then introduce the general rules to describe, analyze and present the survey results: i. Introduce the purpose of your research ii. Describe your respondents briefly (total number, gender, age, grade, major) iii. Report your findings logically (the surprising / most significant / major findings… ) iv. Offer possible explanations to analyze your major findings (reasons, implications,…) v. Draw a sound conclusion Help students to identify the possible connection between the interview questions (the typical human behaviors) and the underlying environmental issues. Take one of the interview questions as an example to facilitate their understanding. (Handout): Tips for presenting findings of their survey: ? Base discoveries on facts not emotions ? Present in the form of statistics(percentages, frequency counts) ? Point to the significant findings ? Explain statistics selectively and concisely ? Follow logical organization ? Introduce the purpose of your research ? Describe your respondents briefly (total number, gender, age, grade, major) ? Report your findings logically (the surprising / most significant / major findings… ) ? Interpret your major findings (explain, compare, evaluate, infer; reasons, implications,…), ? Draw a sound conclusion ? Use correct tense ? Focus on 4cs: clarity, coherence, conciseness and correctness Ask students to join their team members, share their information, analyze the survey results and prepare for a 3-minute oral report. Walk around in the classroom to offer help when necessary. 8 minutes later, ask each team to send a presenter to do the report of their work. Summarize the major findings of students’ mini-research and make comments on their presentations.
2

New Experiencing English

Book 4

Teaching plan for “A greener life” by Sohpie

3. Understanding a greener lifestyle (15-20minutes) 3.1 View video clip about “a low-carbon life” (4minutes) Before playing the video clip, encourage students to make predictions about the report in the light of the questions given below: ? 1. What is the purpose of the special series “My Low-carbon Life”? ? (To raise people’s awareness of energy conservation and carbon reduction.) ? 2. How does Lin Hui think of a low-carbon lifestyle? ? (It’s a personal mission that will never end.) ? 3. What does the booklet produced by WWF offer to the general public? ? (It offers guidance for a low-carbon lifestyle.) ? 4. What are the specific tips for a low-carbon life mentioned in this video? ? (Check expire dates and select products with longer shelf life; Try not to use paper cups or select smaller ones; Take public transportation to work; Use energy saving lights; Double print the paper) ? 5. What is the prospect of low-carbon lifestyles? ? (Only certain group of people might choose to live a low-carbon life.) Play the video and check their answers to questions above. 3.2 Think about the greener lifestyle critically: Question: “How do you like the conclusion of this report?” “As global warming becomes a mounting challenge, low-carbon development is considered to be the best way forward in the long term. Despite increasing efforts by the government to promote the low-carbon lifestyles, it might continue to be just a trend within certain groups, and not for all Chinese.” Invite one or two students to have their say in class.. Introduce the topic for on-line forum at Moodle: Is a greener life just utopian? ? Some people argue that cutting carbon means denying ourselves the things that make life enjoyable. The endless seeking for enjoyment and comfort is deeply rooted in our human nature. ? Therefore, it is simply utopian to ask all Chinese to adopt such a low-carbon lifestyle. Do you agree or disagree on this view? And on what grounds? Introduce the guiding questions for their reading assignments: Guiding questions for “Green, greener, greenest”: ? What is the author’s purpose? ? What is the major argument? ? What are the evidences that support it? ? What is the conclusion? Guiding questions for “It ain’t easy being green” ? What is the author’s purpose? ? What is the major argument? ? What is the tone? ? What is the conclusion? The end of session one

3

New Experiencing English

Book 4

Teaching plan for “A greener life” by Sohpie

Session2: (90 minutes) Students are expected to: ? ? Learn some effective reading strategies for longer articles Be more familiar with identifying arguments

1. Read more actively: (5 minutes) Let students know the importance of the title by asking them the following questions: ? Before you read, what can you predict about the passage from the title? Take“green, greener, greenest” as an example, invite students to ask their questions freely and ask one or two students whether they have found the answers to their question. (People read better with questions in mind.) ? How to read effectively? 2. Introduce the general ways to read a longer article: (10 minutes) ? First reading/ overview: discovery (purpose, main idea, conclusion)---mark properly (key sentence, phrase, key words, ask questions ) ? Second reading/ Detail: understanding( focus on key points , evaluate the evidence for those points, try to answer the questions you asked) ? Third reading / Note: recall and note-taking( memorize the most important elements, make brief notes about the arguments, evidence, and conclusions) Invite students to respond to the guiding questions for “green, greener, greenest” accordingly: ? What is the author’s purpose? ? What is the major argument? ? What are the evidences that support it? ? What is the conclusion? 3. Introduce the second reading strategy: focus on parts of high information content (15 minutes) What is the part of high information content in this article? ? The beginning paragraph ? What information is offered in the beginning paragraph? ? What is the function of the beginning paragraph? ? introduction (topic, issue, thesis, outline) Take the beginning paragraph to set an example for students about how to take advantage of the introductory paragraph to read the whole article more effectively.
? Environmentalism is taking serious root on campuses. (introduce the topic) You can see it across the nation, from the zero-waste stadium at the University of California, Davis, to a $10,000 gift of solar panels to Vassar from the class of 2007. (Green buildings, para.3 ) Students have gotten into the spirit, waging competitions to boost recycling and slash energy use in dorms. (Nationwide competition on recycling, para.2) There are courses and entire majors built around environmental issues. There are even a few scholarships. (Course, majors and scholarships related to green life, para.4&5) The newfound attention makes sense. Higher education is well positioned to shape not only eco-aware citizens, but green engineers, architects and policymakers. (Thesis statement) Cornell president David Skorton puts it best: “Sustainability is no longer an elective.”

Paraphrasing: A successful paraphrase is your own explanation or interpretation of another person's ideas. Paraphrasing in academic writing is an effective way to restate, condense, or clarify another
4

New Experiencing English

Book 4

Teaching plan for “A greener life” by Sohpie

author's ideas while also providing credibility to your own argument or analysis. Ask students to paraphrase the following sentence in pair: ? Environmentalism is taking serious root on campuses. Higher education is well positioned to shape not only eco-aware citizens, but green engineers, architects and policymakers. ? (With environmentalism taking hold on campuses, higher education has been undoubtedly the right place to cultivate eco-aware citizens as well as green engineers, architects and policymakers.) 4. Ask students to write a single-sentence summary for the rest paragraphs. (15 minutes) ? Paragraph2 ? College students participated in the nationwide green competition with great enthusiasm. ? Paragraph 3 ? Green Buildings are popping up on campuses across the nation. ? Paragraph 4 & 5 ? Many higher institutes offer various courses, majors and scholarships especially for environmental studies. ? Paragraph6: conclusion ? Students’ active engagements in environmental activities will be helpful for their internships and future careers. 5. Read critically (10 minutes)) Questions for critical reading: How do you understand the following quotes? Could you explain them with more specific examples? ? “Sustainability is no longer an elective.” ? “Humans have transformed the environment, and the environment has affected human events.” Invite a couple of students to share their views. 6. Ask students to go over the whole article again, reading to develop English language (5 minutes) Questions to guide their reading: What words, phrases, or sentences impress you most? e.g. i. Environmentalism is taking serious root on campuses. ii. The newfound attention makes sense iii. is well positioned to do iv. preaching the virtues of waste reduction… v. … 7. Briefly summarize the effective reading strategy introduced: ? Ask questions when reading the title ? Read 3 times with different aims and emphases ? Focus on parts of high information content 8. Check how students read “It ain’t easy being green” (15 minutes) Ask students to compare their notes with their partners about: ? What is the author’s purpose? ? What is the major argument? ? What is the tone? ? What is the conclusion?
5

New Experiencing English

Book 4

Teaching plan for “A greener life” by Sohpie

Encourage students to read more critically by talking about the following quote from the article in pair: “Why some companies are pretending to be more eco-conscious than they actually are?” Invite a couple of students to share their views. 9. Identify arguments (15 minutes)) Ask students to read the posts on page 18-19 and encourage them to work in pairs to identify the argument of each post. Set the first one as an example for them. ? Green economy ? Progress does not ___________ mean economic growth ______ by levels of consumption but by levels of innovation towards a green and low-impact way of life. ? Green power ? Economic growth is actually ________ if obtained at the cost of our _____________ natural resources. ? Green campus ? We __________ need to be more ______________________ and take real actions to reduce our carbon footprint. ? Green living ? __________________ can save a surprisingly large amount of energy. What you eat has the biggest ecological impact. ? Green buildings ? City planning plays a major role in reducing _________________. Invite a couple of students to make comments on these views. Introduce the topic of further on-line forum at Moodle: ? How do you comment on their views concerning Green Economy, Green Power, Green Campus, Green Living and Green Buildings (page 18-19)? ? What else do you want to say about such concepts? Introduce the key activity for next class: ? Work in groups and decide what you are going to exhibit about Green Economy, Green Power, Green Campus, Green Living and Green Buildings. ? Note down your decision and the key information you intend to present. ? Get ready for a 5-minute oral presentation of your design (c.f. page 21.) The end of session two Session3: (90 minutes) Students are expected to: ? Present their green exhibits properly ? Evaluate the presentations of their classmates ? Write sentences that convey more information 1. Group presentation of green designs: (70minutes) 1.1. Warm up: Briefly review the requirements of this exhibition on green designs: (2 minutes)

6

New Experiencing English

Book 4

Teaching plan for “A greener life” by Sohpie

? Work in groups and decide what you are going to exhibit about Green Economy, Green Power, Green Campus, Green Living and Green Buildings. ? Get ready for a 5-minute oral presentation of your design 1.2. Introduce the Evaluation sheet to the class (2 minutes) (c.f. Activity 3 on page 22) 1.3. Students take turns to present their green designs to the class (45) Question students about their designs to clarify their points or get more specific explanations accordingly. 1.4. Ask students to work in groups to rank the green exhibits based on the given Evaluation Sheet and require them to report and defend their decisions. Hand out “teacher ’s feedback on presentation” to each presenter. Give them a general feedback on the spot and summarize the good points of their presentations. 2. Writing activity: Trying your hand (Activity 6 on page 12) (10 minutes) Guide students to realize the characteristics of academic writing. For example: ? Complexity: Written language is relatively more complex than spoken language. Written language has longer words, it is lexically denser and it has a more varied vocabulary. It uses more noun-based phrases than verb-based phrases. Written texts are shorter and the language has more grammatical complexity, ? Formality: Academic writing is relatively formal. In general this means that in an essay you should avoid colloquial words and expressions. Encourage them to try their hand by writing sentences of more information. An example is given to the class. Employ adjectives, adverbs and phrases to their sentences. ? 4. Some people think that cutting carbon means denying ourselves the things that make life enjoyable — no shopping, no fun. ? Reducing carbon emission does not necessarily deprive all enjoyable activities of us but rather engages people in a more environmentally responsible life. (23 words)

3. Writing assignment: Introduce the general tips to boost their writing: ? MAKE SURE YOU HAVE CONSIDERED THE NEEDS OF YOUR AUDIENCE ? Have you taken account of what or how much your reader already knows? ? Have you given your readers what they need to know in a way that can be easily digested? ? Have you tried to interest and involve your reader by writing in a lively style? ? Have you organized your writing so its structure is effective, logical and clear? ? MAKE SURE YOU HAVE SUPPORTED YOUR POINTS ? Have you used examples and explained these and their effect and purpose in sufficient detail? ? Have you drawn comparisons with other similar things to clarify points? ? Have you drawn on similar events or used an anecdote to create a clear and lively piece of writing?
7

New Experiencing English

Book 4

Teaching plan for “A greener life” by Sohpie

? Have you given relevant facts, descriptions, examples or, if relevant, statistics? ? MAKE SURE YOUR ANALYSIS AND EVALUATION IS CLEAR ? Have you broken your topic down into its key segments and written about only these? ? Is your writing lively as well as easy to understand and follow? Write Topic: “A greener life” Requirements: ? about 250 to 300 words ? Introduce your thesis clearly ? Develop your argument logically with sound and sufficient evidence ? Draw a sound conclusion The end of session 3

8


更多相关文档:

Book-4-unit-1

New Experiencing English Book 4 Teaching plan for “A greener life” by Sohpie Unit 7 A greener life Objectives: ? ? ? ? ? ? Students will try to...

综合教程4Book4 Unit1B课文文本

综合教程4Book4 Unit1B课文文本_英语学习_外语学习_教育专区。A Manifesto for Men As men, we know we could get a better deal. We look at women and ...

新标准大学英语综合教程4(unit1-6)课后答案及课文翻译

新标准大学英语综合教程4(unit1-6)课后答案及课文翻译_英语学习_外语学习_教育专区。英语四级教材新标准版本答案及翻译 Key to book4 unit1-6 Unit 1 Active ...

unit 1-4

unit 1-4_英语_初中教育_教育专区。八年级英语下册重点 Unit 1 、 短语 1...mind 介意 keep healthy/young e.g He kept on reading a book every day....

unit 1 单词讲解 Book4

Unit 1 Book 4 1. achievement achieve (vt.) 后接 n. 做宾语 He ...* 拓展 区别 worthwhile/ worthy/worth 1)worthwhile 指花时间精力金钱等去做...

大学英语4课后翻译Translation(Unit1-6 Book4)

大学英语4课后翻译Translation(Unit1-6 Book4)_英语学习_外语学习_教育专区。大学英语4课后翻译 Unit 1 1. Lively behavior is normal for a four-year-old ...

综合英语4 Book 4 unit 1

Book 4 Warm up 1. 2. picture discription quotations on thinking Unit 1 Language study acquaintance 相识,了解;相识的人,了解的人 1. [ uncountable ] form...

新标准大学英语视听说教程4答案Book 4 Unit 1

新标准大学英语视听说教程4答案Book 4 Unit 1_英语学习_外语学习_教育专区。BOOK4 Unit1 CBDCC DBAAA(25) CAC CCC CCAB(25) CDAA CDA BC ACDB(28) contri...

Book 4 Unit 1

Book 4 Unit 1_英语学习_外语学习_教育专区。大学英语练习题 姓名:___ 学号:___ 班级:___ 日期:___ BookIV-Unit1 words-test 试卷编号: BookIV-Unit1 ...

高中英语必修四 - 课文详解Book 4 -unit 1

1) Sorry, I left my book on the desk.对不起,我把书放在桌子上了。 2)...Unit 1 课文详解 杨磊译注 4 women.她激励起那些想为妇女的成功而欢呼的人们...
更多相关标签:
book6 unit1 art | book2 unit1 | book1 unit5 | book6 unit4 | book1 unit3 | book1 unit5 writing | 英语周报book4unit5 | book4 unit2 |
网站地图

文档资料共享网 nexoncn.com copyright ©right 2010-2020。
文档资料共享网内容来自网络,如有侵犯请联系客服。email:zhit325@126.com