Unit 8 Protecting Our Environmet.docx

Unit 8 Protecting Our EnvironmentText A: A fable for TomorrowI. Teaching plan (4 periods)1. ObjectivesStudents will be able to:1) grasp the main idea (Lack of environmental protection leads to tragedy , as illustrated by the fate of an imaginary town in the heart of America) and structure of the text;2) understand the major characteristics of a fable;3) master the key language points in Text A and learn how to use them in context;4) understand the cultural background related to the content;5) express themselves more freely on the theme of ProtectingOur Environmentafter doing a series of theme-related reading,listening, speaking and writing activities;6) write a persuasive essay in an appropriate way.2. Time allotment1st period2nd period3rd period4th periodStep 1Warming upStep 2Global analysis of Text AStep 3Language/culture study and practiceStep 3Language/culture study and practiceStep 4Check on homework3. Teaching StepsStep 1: Warming up1) Ss are supposed to have listened to the recording on Rachel Carson and her famous book Silent Spring. Now see if they complete the statements based on it.2) Perceptual mapi. Ask the students to speak out anything they can think of in association with environmental protection.ii. Note down what is said on the blackboard. Put“environmental protection”at the center of the blackboard, and arrange Ss’ ideas around it. The ideas should be grouped by similarityiii. Sum up the categories of association, and advise Ss that they may use some association groups in the writing required by the Comprehensive Language Practice.3) Lead in to Text A by saying: The issue of environmental protection has been talked about over and over again. That’s why we can come up with so many associations. Now let’s take a look at Text A to find out how differently the author tried to convey a sense of urgency in environmental protection.Step 2: Global analysis of Text ADiscuss with Ss the major characteristics of a fable (see Text Analysis).Have Ss first look