原版英语RAZ 教案(T) Deserts Dry_LP.pdf
《原版英语RAZ 教案(T) Deserts Dry_LP.pdf》由会员分享,可在线阅读,更多相关《原版英语RAZ 教案(T) Deserts Dry_LP.pdf(6页珍藏版)》请在得力文库 - 分享文档赚钱的网站上搜索。
1、Deserts DryLesson PlanLEVELT T1 Learning AZ All rights reserved.www.readinga-About the BookText Type:Nonfiction/Informational Page Count:16 Word Count:1,226Book SummaryDeserts Dry asks readers to think about what they already know about deserts and adds surprising new facts about three of the most u
2、nique deserts in the world:the Sahara,the Gobi,and the Atacama.The book explains that some deserts are home to expert horse herders,lakes of salt,underground oceans of oil,and ancient civilizations.It also describes different animals and plants that can be found in these inhospitable climates and ex
3、plains how they survive.Photographs and captions support the text.About the LessonTargeted Reading Strategy AskandanswerquestionsObjectives Usethereadingstrategyofaskingandansweringquestionstounderstandtext Identifydetailstocompareandcontrastdifferentdeserts Identifyandusehyphenatedcompoundadjective
4、s Identifythemeaningofandusethesuffix-estMaterialsGreen text indicates resources available on the website BookDeserts Dry(copy for each student)Chalkboardordryeraseboard Worldmap KWLS,contentvocabulary,compareandcontrast,hyphenatedcompoundadjectivesworksheets Discussion cards Indicates an opportunit
5、y for students to mark in the book.(All activities may be demonstrated byprojectingthebookoninteractivewhiteboardorcompletedwithpaperandpencilifbooks are reused.)Vocabulary Content words:Story critical:dormant(adj.),dunes(n.),evaporates(v.),irrigation(n.),nomads(n.),oasis(n.)Enrichment:minerals(n.),
6、moisture(n.),resource(n.)Before ReadingBuild Background Writetheworddesert on the board.Show students magazines and books featuring photos taken in deserts around the world,and use the world map to reference them.Ask students to describe what they see and discuss what they may already know about des
7、erts.CreateaKWLSchartontheboardandhandouttheKWLSworksheet.Review or explain that the K stands for knowledge we know,the W stands for information we want to know,the L stands for the knowledge we learned,and the S stands for what we still want to know about the topic.As various topics are discussed,f
8、ill in the first section(K)on the board with information students knowaboutthetopic.HavestudentscompletethesamesectionoftheirKWLSchart.Deserts DryLesson Plan(continued)LEVELT T2 Learning AZ All rights reserved.www.readinga- Askstudentswhattheywouldliketoknowaboutdeserts.Havethemfillinthesecondsectio
9、n(W)oftheirchart.Writetheirquestionsontheclasschart.Preview the BookIntroduce the Book Givestudentstheircopyofthebook.Guidethemtothefrontandbackcoversandreadthetitle.Have students discuss what they see on the covers.Encourage them to offer ideas as to what type of book it is(genre,text type,fiction
10、or nonfiction,and so on)and what it might be about.Showstudentsthetitlepage.Discusstheinformationonthepage(titleofbook,authorsname).Askstudentstoturntothetableofcontents.Remindthemthatthetableofcontentsprovidesan overview of what the book is about.Ask students what they expect to read about in the b
11、ook basedonwhattheyseeinthetableofcontents.(Acceptallanswersthatstudentscanjustify.)Introduce the Reading Strategy:Ask and answer questions Discusswithstudentshowhavingpriorknowledgeaboutthetopic,andaskingandansweringquestions while reading,can help readers understand and remember the information in
12、 a book.Directstudentstothetableofcontents.Remindthemthatthetableofcontentsprovidesanoverview of the information in a book and how it is organized.After previewing the table of contents,use it to model asking questions.Think-aloud:Before I read a book,I often think of questions about the topic that
13、Im curious about.As I read,I try to answer some of these questions.I can use the table of contents to think of questions I would like to have answered about deserts.For example,one section is titled“The Sahara.”This makes me wonder where this famous desert is located and what lives there.Ill have to
14、 read the book to find out.Ill write these questions on the chart.Havestudentslookattheothersectiontitles.Havethemwriteanyquestionstheyhavebasedonthe covers and table of contents in the W sectionoftheirKWLSchart.Havestudentspreviewtherestofthebook,lookingatthephotographsandcaptions.Invitethem to rea
15、d through the glossary and index.Have them add any additional questions they mighthaveontheirKWLSchart.Invitestudentstosharetheirquestionsaloud.Writesharedquestions on the class chart on the board.Asstudentsread,encouragethemtouseotherreadingstrategiesinadditiontothetargetedstrategy presented in thi
16、s section.Introduce the Comprehension Skill:Compare and contrast Explaintostudentsthatonewaytounderstandconceptsinabookistotellhowinformationisalike and different.Modelhowtocompareandcontrast.Think-aloud:After looking at the photos in this book,I think we will be reading about both sand and snow.I k
17、now that sand and snow have similarities and differences.They both accumulate as very tiny pieces that pile together to form large,rolling hills.However,snow melts to become water,while sand never melts.Both can be packed together to build things and both can be fun to play in.However,snow is white
18、in color,and sand can be a multitude of colors.ModelhowtocompareandcontrastinformationusingaVenndiagram.DrawaVenndiagramontheboard.LabeltheleftcircleSnow and the right circle Sand.Explain that information telling how snow and sand are similar is written where the circles overlap.Information that is
19、only true of snow is written in the left side of the left circle.Information that is only true of sand is written in the right side of the right circle.Havestudentsidentifyothersimilaritiesanddifferencesbetweensnowandsand.WritethisinformationontheVenndiagram.Introduce the Vocabulary Asstudentsprevie
20、wthebook,askthemtotalkaboutwhattheyseeinthephotographs.Reinforce the vocabulary words they will encounter in the text.Deserts DryLesson Plan(continued)LEVELT T3 Learning AZ All rights reserved.www.readinga- Explaintostudentsthatsometimestheywillnotfindanycontextcluesthatdefineanunfamiliarword.Modelh
21、owstudentscanusetheglossaryoradictionarytolocateawordsmeaning.Have a volunteer read the definition for dormant in the glossary.Have students follow along on page 13 as you read the sentence in which the word dormant is found to confirm the meaning of the word.Writetheworddormant on the board.Have a
22、volunteer explain in his or her own words what happens to dormant seeds in the Atacama.Ask students to give examples of other living things that may become dormant,and list them on the board.Havestudentslocateeachoftheremainingcontentvocabularywordsintheglossary.Readanddiscuss their definitions as a
23、 class.Havestudentschoosetwocontentvocabularywordsfromthisbookwithwhichtheyweremostunfamiliar for the following activity.Introduce,explain,and have students complete the content vocabulary worksheet.Allow time for discussion when they are finished.Set the Purpose Havestudentsthinkaboutwhattheyalread
24、yknowaboutdesertsastheyreadthebooktofindanswers to their questions,and write what they learned in the L sectionoftheirKWLSchart.During ReadingStudent Reading Guide the reading:Have students read to the end of page 7.Remind them to look for information aboutdesertsthatwillanswerquestionsontheirKWLSch
25、art.Encouragestudentswhofinishearly to go back and reread.Whenstudentshavefinishedreading,havethemcircleanyquestionsontheirKWLSchartthatwere answered and write any new questions that were generated.Modelansweringaquestionandfillinginthethirdsection(L)ontheKWLSchart.Think-aloud:I wanted to know where
- 配套讲稿:
如PPT文件的首页显示word图标,表示该PPT已包含配套word讲稿。双击word图标可打开word文档。
- 特殊限制:
部分文档作品中含有的国旗、国徽等图片,仅作为作品整体效果示例展示,禁止商用。设计者仅对作品中独创性部分享有著作权。
- 关 键 词:
- 原版英语RAZ 教案T Deserts Dry_LP 原版 英语 RAZ 教案
限制150内