TeachingdesignReadinggandThinkingUnit8GREENLIVINGLesson1Roots&ShootsTheAnalysisoftheTeachingMaterialTheunitischosenfromtheSeniorHighEnglish3publishedbytheBeijingNormalUniversityPublishingHouse.Andthetopicofthisunitisgreenliving.What:“Roots&Shoots”unfoldsaroundthetopicofenergy-conservation,harmonybetweenhuman,animalandplantandnon-profitaction.Thispassagebelongstothetopicof“HumanandSociety”andintroducesomeenergywastingphenomenaaswellasthehistoryanddevelopmentofthe“Roots&Shoots”.Thepassageimpliesmultipleinformationabouthuman,societyandnatureandtheauthor’sthinkingandfeeling.How:Thisisanexpositorywritingcontainingfourparagraphs,eachofwhichfocusondifferentaspects.Andeachparagraphrelatestoalogicorderfromgeneralinformationtodetailedinformation.Why:Theauthor,throughintroducingDr.JaneGoodallandthe“Roots&Shoots”,hopespeoplecanawarethewasteofenergyandparticipateinthevoluntaryandcooperatedworktosaveandenergyandconsolidatetherelationshipbetweenhuman,natureandanimals.TheAnalysisoftheLearnersThelearneratthisstagehavegraspedsomebasicreadingskillslikeprediction,skimming,scanningandbasicsentencestructuresandgrammaticalterms.TeachingObjectivesAfterlearningthislesson,studentsaresupposedtobeabletoidentifythegrammaticaltermsofthe-edand-ingformandmastertheirusage.describethe“RootsandShoots”inthetextwiththekeywordandexpressions.workouttheinferentialmeaningofthetextinvolvingDr.JaneGoodall’spersonalquality,thestructureanddevelopmentofthetext,andthemeaningof“RootsandShoots”;perceivethemeaningofthetextanddevelopthecriticalthinkingandcross-culturalcompetence.TeachingKeyandDifficultPointsKeypoints:Afterleaningthislesson,studentsaresupposedtobeabletousethetitleandkeywordstogetthemainideaofthetext.perceivethemeaningofthe-edand-ingformandmastertheirusage.Difficultpoint:Afterlearningthislesson,studentsaresupposedtobeabletoeffectivelyandflexiblychooserelevantreadingskillstogettheinformation.identifythestructureofthetextandtheinherentrelationshipofeachpart.developthecriticalthinkingandcross-culturalcompetence.TeachingMethodPWPmodelTeachingAidsPPT,PhotosandblackboardTeachingProceduresLead-inPairwork:Teacherpresentssomepicturesandletsstudentsdiscussandanswerthefollowingquestions.①Whatishappeningineachpicture?②Haveyoudoneanyoftheseactivities?③Doyouhaveanyopinionsabouttheseactivities?Whatwouldhappenifeveryonedidthesamethings?Pre-readingTeacherletsstudentsfindoutthe-edand-ingformsinthetextandguesstheirfunctionsthroughmatchingthewordswiththeirfunctions.onefloweringplantleaveonelittletaprunningtheworld’sbest-knownexpertInspiredbyherexample,hebegantoworkharder.AttributiveAdverbialObjectcomplementTeacherletsstudentsguesswhatthispassageisaboutthroughthetitle.While-readingThefirstreading.Task1:pairworkTeacherasksstudentstoreadthefirstparagraphandanswerthefollowingquestions①Whatis“Just-me-ism”?②Doyouthink“Just-me-ismisaproblem?Ifso,why?③Ifitisaproblem,doyouhaveanysolutions?(Teacherencouragesstudentstounderlinetheanswerfromthefirstparagraph.)Task2:individualworkTeacherasksonestudenttodomakeasummaryaboutthethreequestionsandtheanswers.ThesecondreadingTeacherasksstudentstoreadtherestofthetextandcompletethefollowingquestions.StudentsdiscussthetableRoots&ShootsThetimeofitsestablishmentThefounderThepurposeThemeaningofitsname②Studentscompletethetablewiththeinformationfromthetext.③Teacherasks2studentstoreporttheiranswers.④Teacherreviewtheanswers.Groupwork:Readthetextagainandanswerthequestion.WhatcontributiondoesRoots&Shootsmaketosociety.WhatmakesDr.JaneGoodallthinkRoots&Shootscanhelpsolvetheproblemof“Just-me-ism?Whatisyourunderstandingofthequote?①Groupdiscussionofthequestions②Eachgrouppresentstheirgroup’sanswers.③Allstudentschoosethebesttwogroupsandteachergivesthetwogroupsredflowers.Post-readingTask1:Teacherletsstudentsfigureoutthestructureofthepassage.Para1:“Just-me-ismPara1:“Just-me-ismproblemsPara2:Dr.JaneGoodallPara2:Dr.JaneGoodallPara3:Roots&ShootsPara3:Roots&ShootsPara:ConclusionPara:ConclusionPara4:ConclusionTask2:Studentscompletethesummarywiththecorrectformofthewordsandphrases.Task3:groupdiscussionIsthereanygrouplikeRoots&Shoots?Thenteacherintroducethe“Antsforest”andletstudentsdiscussaboutthesetwogroupfromthefollowingquestions.①Thehistoryofthe“Antsforest”;②Theaimsofthe“Antsforest”;③Howdoesthe“AntsForest”work?④Thesimilaritiesanddifferencesbetweenthetwoorganizations.SummaryandhomeworkTask1.Teacherchoosestwostudentstodoapresentationaboutwhattheyhavelearnedtoday.Task2.Writeashortpassageaboutthe“Roots&Shoots”th