教學與宣導活動

2-2-2 環境教育融入教學行動

katy

環境教育融入英語科教學

Stage

Teaching Activities

合作模式

(評量方式)

Warm-

Up

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Developing activities

 

 

  1. 老師發下「認識節能標章(Energy Labels)」學習單(附件一)，詢問同學是否認識這些日常生活中常見的環保標章。
  2. 學生討論1分鐘，之後老師抽學生詢問。

Have you ever seen these pictures? Tell me what they are?

  

  

  

(圖片來源：http://www.energylabel.org.tw/intro/introduction/list.asp )

告訴學生本課要學習的主題 “It’s a building which is known for its 『Green』design.”

2.對話教學

Textbook P.90-91

Dialogue

(In the classroom)

Penny: Kevin, long time no see. Did you go abroad this summer?

Kevin: No, but I just came back from Penghu. I bought some postcards for you guys. Here, pick one.

Penny: I like the one that has the bright blue sky and the unusual rocks.

Sarah: Hey, what’s that building with all the square glass on it?

Kevin: It’s a building which is known for its “green” design.

Sarah: “Green” design? But its walls aren’t painted green.

Penny: Come on. “Green” means eco-friendly.

Sarah: OK. What can green buildings do for the Earth?

Kevin: Well… they can not only save people money but save the Earth’s

natural resources.

Sarah: Can you give me an Example?

Kevin: By using glass in an eco-friendly way, we can bring in sunlight to

light up those green buildings. So people who live in these

buildings use less power and still can live a comfortable life.

Penny: Being eco-friendly is a win-win way to go.

 

  1. 教師播放無字幕對話動畫2次，請同學仔細聆聽。
  2. 教師播放有字幕對話動畫，播放完畢後詢問同學幾個簡單問題。
    1. Where did Kevin go this summer? (Penghu)
    2. What does “Green” mean in this dialogue? (Eco-friendly)
    3. What can green buildings do for the Earth?

(to save people’s money, to make the Earth more beautiful, to save

the Earth’s natural resources)

  1. 老師帶唸課文(黑板呈現課文PPT)，遇到單字停下唸3次。
  2. 同學兩兩一組，角色扮演Kevin和Sarah的對話。

  3. 老師隨機抽3組同學上台練習對話。

     

 

《第一節課完》

 

 

 

 

 

 

 

 

 

Pair work

 

評量方式:

學習單

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

評量方式:

師生問答討論

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Stage 

Teaching Activities

合作

模式

Warm-up

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Developing

activities

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Developing activities

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Developing activities

1.老師運用教學DVD播放課文對話，請全班同學跟著一起唸。

(1)運用課本P.92，教師發下學習單(附件二)，詢問同學：

 

 

 

 

 

 

 

 

 

What else can you do to in your daily life?

 

 

 

 

 

 

 

 

 

 

(2)學生合作完成學習單，並在下方In my opinion部分寫下自己

的想法。

What else can you do to “go green” in your daily life?

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

In my In my opinion, I can ……

to “go green”.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Grammar Focus

  1. (1)老師運用對話中有出現的關代句子。

A. I like the one that has the bright blue sky and the unusual

rocks.

B. It’s a building which is known for its “green” design.

C. People who live in these buildings use less power and still can

live a comfortable life.

向同學說明關係代名詞的使用方式。

(2)寫課本練習P.93，讓同學熟悉關係代名詞用法。

(3) “The Super Detective”(附件三)

 

 

 

 

 

 

 

 

 

Daisy Duck               Goofy                 Micky Mouse

 

 

 

 

 

 

Donald Duck       Garfield          Doraemon

(註：圖片來源列於學習單上)

 

 

 

 

 

 

Hello everyone! I am the best detective in the world.

If you want to be the best detective like me, you need

to identify my friends’ features.

 

EX: The person who is wearing pants: Micky Mouse, Goofy

  1. The person who is holding something: ___________________
  2. The person who is wearing shoes:
  3. The person who is wearing a hat:____________________________

Now, you are familiar with my friends. Next, please use

“relative pronoun” 3 times to describe Daisy Duck’s and Garfield’s features.

EX: Daisy Duck is a girl who is wearing a bow.

  1. Daisy Duck_____________________________________________
  2. Daisy Duck_____________________________________________
  3. Daisy Duck_____________________________________________

EX: Garfield is a cat which is holding a cup of coffee.

  1. Garfield _____________________________________________
  2. Garfield______________________________________________
  3. Garfield_______________________________________________

Good Job!!! After doing the practices, you are good at detecting. I believe that you will be a great detective like me!

《第二節課完》

Class work

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Group work

評量方式:

學習單

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Group work

 

評量方式:

學習單

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Stage 

Teaching Activities 

合作

模式

Warm-

Up

 

 

 

 

 

 

 

 

 

 

 

 

 

Developing activities

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  1. Briefly review what students have learned.
  2. 教師播放Youtube影片─瑞典驚嘆號！

 

 

 

 

 

 

 

 

 

 

(影片來源：http://youtu.be/YvWEpotwGEw?list=PLLFuDTUH5ISH095zEs6Hu36UnIsi3JPPl )

教師說明本課閱讀要介紹瑞典─斯德哥爾摩(Stockholm)這個城市。

  1. (1)教師播放課文的動畫，並要學生跟讀一次。

(2)播放圖文同步show，講解課文。

 

(3)教師詢問同學課文內相關問題，填寫課本P.98，並將課文每段主旨寫在黑板上。

 

 

 

 

 

 

 

 

  1. Fish Bone Map
    1. 教師發海報紙與色筆給同學，每組一份。

 

  1. 教師準備與課文相關圖片，請每組同學根據Reading順序，將圖片依概念貼在海報上，並擷取與圖片相關的課文句子寫在圖片旁。

 

  1. 小組合作完成「魚骨概念圖」後，隨機抽選小組上台發表。教師亦可藉由同學的貼圖了解學生是否知悉課文內容。

  1. 小組發表：組內同學每人對應圖片唸出課文句子。

 

 

《第三節課完》

 

 

 

 

 

 

 

 

 

 

 

 

 

Class work

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Class work

 

 

 

 

 

 

 

 

 

 

 

 

 

 

評量方式:

課本填答

 

 

 

 

 

 

 

 

 

 

 

 

 

Group work

 

評量方式:

課文段落主旨魚骨圖海報製作

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Group work

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Group

Work

 

評量方式:小組發表

 

 

 

作者: katy