阅读绿色篇章,共建地球家园 ——Reader Rafting阅读项目系列报道(五)

    发布时间:2018-12-20 05:38:14责任编辑:管理员点击次数:366

    阅读绿色篇章,共建地球家园

    Reader Rafting阅读项目系列报道(五) 

    Environmental protection is a universal issue for everyone’s continuous concern. Today, let’s walk into the reading class of primary level to be a helping hand for the environment.

    环境保护是全人类都持续关注的话题,今天,我们走进初中初级的英语阅读课堂,跟着外教Michael老师一起阅读绿色篇章,为环保助力吧!

    “The class began with the teacher greeting the students and establishing the objectives for the day. The objectives were written on the board and left up throughout the class. One student delivered the daily speech which was about the importance of libraries and the other students provided feedback for the speaker using the TAG system (T-tell something you like; A-ask a question; G-give a positive suggestion).

    课堂同往常一样,从师生相互问好及展示教学目标开始。今天学生课前演讲的主题是《图书馆的重要性》,在反馈环节,其他同学运用TAG评价法对演讲进行了点评。

    The pre-reading section began with two scaffolding tasks. The first was an inference activity using inference cards and pictures. The inference activity was done as a Think-Pair-Share activity focusing on images in the PPT that were related to global warming and the environment. Then second was vocabulary acquisition with the use of the PPT and note-taking. The target vocabulary was related to the environment. The vocabulary focus also included pronunciation practice and correction.

    为了将教学目标加以分解,帮助学生们逐步完成阅读,在阅读前我先布置了两个脚手架任务。第一个任务是指导他们运用阅读力之推测力对关于环境问题的图片进行推测;作为‘思考-合作-交流’模式的课堂活动,学生们在填写‘推测卡’时不仅主动进行思考,激活了思路,更促进了小组间的互动。第二个任务是学习与环境问题相关的重难点词汇,包括单词的发音和释义。

    During while-reading, the students read a story from the student book on Global Warming with guided questions to make connections and think while they read. Some reading aloud practice was done with comprehension questions to be completed after the reading. The solutions for Global Warming presented in the reading were displayed on the board as part of the comprehension check and feedback.

    随后,学生们运用‘联想力’和‘提问力’开始阅读——日常生活中有哪些行为会导致全球变暖?枫叶学子应该怎么做去减少环境污染?结合老师的提示和板书,学生们对环境问题和解决方法有了一个更清晰的框架式认识。

    The post-reading task was to design students’ own poster in groups. Examples of possible poster designs were displayed and students were given materials to begin planning the poster using ideas from the reading. The theme of the poster project was ‘Saving Our Planet’.




    最后,以‘拯救地球家园’为主题,每个小组要设计一张海报并进行展示,内容包括阅读课上所学的知识,如环境污染的种类、危害及改进措施。学生们的设计热情高涨,有的负责书写,有的负责设计,有的负责配图,大家分工合作,忙得不亦乐乎。在这节阅读课上,学生们既锻炼了阅读力,又增强了环保意识。”

    ——Contributor撰稿人:Michael Young, Primary Level ESL Teacher