CONTENTS
Teaching Plan for END FOR PLASTIC BAGS……………………I~III
Stuents’ Page…………………………………………………...…~VI
Case Analysis………………………………………………...…VII~VIII
Original Text………………………….……………………….………
Teaching Plan for END FOR PLASTIC BAGS
Name: Baijinguo（白金国）
School: Harbin No. 1 High School
Grade: Grade One
Topic: END FOR PLASTIC BAGS
Four-skill words: environmental; amount; pretty; average;
1. Vocabulary: Three-skill words: role model; reusable; supportive; fee;
Knowledge: biodegrade; bag-free.
2. Get students to have a good knowledge of the pollution, especially the white
pollution and let them know what they should do to reduce white pollution.
1. To give intensive reading practice and foster reading skills;
Ability: 2. To extend the students’ knowledge of pollution by discussing their findings;
3. To develop the students’ ability of comprehension, imagination and analysis;
Teaching 4. To guess the meanings of some new words they didn’t met in the material.
Objectives:
Moral Lesson: It is never too late to mend. We should learn to protect the environment.
1. To help the students improve their reading ability;
Key Points:
2. To help the students know the importance of environmental protections.
Difficulties: The question “How can we reduce white pollution?” becomes a difficult task for the students to deal with.
Teaching Procedures:
Step I Pre-reading
i). Warming-up
Revise some kinds of pollution the students have known.
Possible Answers: air pollution, river pollution, noise pollution, water pollution, environmental pollution, white pollution, rubbish pollution…
ii). Lead in the reading material with two questions:
1. Why is there white pollution? What are the effects?
2. What is the major reason that causes the white pollution?
Step II While-reading
i). Skimming
Read the whole reading material quickly and find the main idea of the material in groups.
ii). Scanning
Read the story again and answer the questions below:
1. What does “plastic bag-free” mean in the second paragraph? Can you think of other similar words with “free”?
2. How do plastic bags kill animals?
iii). Guessing from contexts
Tell the students that they are supposed to pick out the new words and difficult sentences they came across in the material and try to guess their meanings in the context.
Then they should try to match the new words on the left with their meaning on the right.
Word study
1. environmental
2. role model
3. reusable
4. the amount of
5. pretty
6. supportive
7. biodegrade
8. fee
9. average
10. single
A. that can be used again
B. giving help or encouragement
C. money paid
D. of the environment
E. one only; not in a pair, group, etc
F. a deal of
G. result of adding several amounts and dividing the total by the number of amounts
H. very; fairly
I. be made to rot by bacteria(细菌)
J. person or thing regarded as excellent of his/its kind worth imitating
iv). Language study
Encourage the students to find the difficult sentences in the material and solve them by themselves or discussion. Explain the difficult sentences and sentence structures if they can’t understand by themselves.
Step III Post-reading
Discussion
What harm do plastic bags do to the environment? How would you stop people using plastic bags if you were mayor of a city?
Harm Measures taken
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Step IV Assessment
In this reading material, you learnt about white pollution and the environment. How comfortable do you feel doing each of the skills below?
1 = Not comfortable 2 = Need more practice 3 = Just so so 4 = Comfortable 5 = Very comfortable
Contents Level
1 I can talk about white pollution, including why it exists, how it harms, how to reduce it. 5 4 3 2 1
2 I can tell some ways to stop the white pollution and protect the environment. 5 4 3 2 1
3 I care about my own behaviours to stop white pollution. 5 4 3 2 1
4 I can remember the new words and expressions, and use them properly. 5 4 3 2 1
5 I can solve most of the difficult sentences by myself or by discussion. 5 4 3 2 1
Reflection
I learnt _________________________________________________________________________________.
I would like to know more about ____________________________________________________________.
I’m still not sure about ____________________________________________________________________.
Step V Homework
Suppose our school is going to start a volunteering group of environmental protection. You want to join the group. Before you are admitted, you have to fill out a survey about the environmental issue as well as your personal information.
Appendix:
Students’ Page
Step I Pre-reading
i). Warming-up
Revise some kinds of pollution the students have known.
Kinds of pollution:
ii). Lead in the reading material with two questions:
3. Why is there white pollution? What are the effects?
4. What is the major reason that causes the white pollution?
Step II While-reading
i). Skimming
Read the whole reading material quickly and find the main idea of the material in groups.
ii). Scanning
Read the story again and answer the questions below:
3. What does “plastic bag-free” mean in the second paragraph? Can you think of other similar words with “free”?
4. How do plastic bags kill animals?
iii). Guessing from contexts
1. Try to match the new words on the left with their meaning on the right.
Word study
11. environmental
12. role model
13. reusable
14. the amount of
15. pretty
16. supportive
17. biodegrade
18. fee
19. average
20. single
A. that can be used again
B. giving help or encouragement
C. money paid
D. of the environment
E. one only; not in a pair, group, etc
F. a deal of
G. result of adding several amounts and dividing the total by the number of amounts
H. very; fairly
I. be made to rot by bacteria(细菌)
J. person or thing regarded as excellent of his/its kind worth imitating
2. Difficult Sentences:
Step III Post-reading
Discussion
What harm do plastic bags do to the environment? How would you stop people using plastic bags if you were mayor of a city?
Harm Measures taken
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☆
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Step IV Assessment
In this reading material, you learnt about white pollution and the environment. How comfortable do you feel doing each of the skills below?
1 = Not comfortable 2 = Need more practice 3 = Just so so 4 = Comfortable 5 = Very comfortable
Contents Level
1 I can talk about white pollution, including why it exists, how it harms, how to reduce it. 5 4 3 2 1
2 I can tell some ways to stop the white pollution and protect the environment. 5 4 3 2 1
3 I care about my own behaviours to stop white pollution. 5 4 3 2 1
4 I can remember the new words and expressions, and use them properly. 5 4 3 2 1
5 I can solve most of the difficult sentences by myself or by discussion. 5 4 3 2 1
Reflection
I learnt _________________________________________________________________________________.
I would like to know more about ____________________________________________________________.
I’m still not sure about ____________________________________________________________________.
Step V Homework
Suppose our school is going to start a volunteering group of environmental protection. You want to join the group. Before you are admitted, you have to fill out a survey about the environmental issue as well as your personal information.
Appendix:
Case Analysis
案例分析
本文介绍了白色污染造成的危害，并存在对人类潜在的威胁，强调了人类不应只顾眼前利益，做些类似杀鸡取卵的蠢事。当地球只剩下人类自己，将是人类最大的悲哀；地球上剩下最后一滴淡水，将是人类自己的眼泪。课文教育、鼓励人们保护环境，减少白色污染，从我做起，从现在做起。
通过列举污染源，学生更清楚当前环境的不仅如人意，保护环境刻不容缓，从而使学生增强保护环境的意识。他们动脑筋，想办法，积极讨论保护环境的措施，在不知不觉中提高英语语言运用能力。
本案例是根据阅读材料END FOR PLASTIC BAGS设计而成的。
1．本文所设计的问题实际上是英语课与生物课中的“环保”章节的整合。教师让学生列举污染源，学生讲出了很多的污染源--空气污染、水污染、土壤污染、噪音污染等等。实际上让学生复习了生物课中刚学的“大气与健康”、“土壤与健康”、“水与健康”等的环保知识。
2．教师让学生分组讨论如何解决这些污染问题，巧妙地运用了合作学习法，不但培养了学生探究问题和自主解决问题的能力，而且也培养了学生的参政议政的意识。 同学们以主人翁的身份，提出了种种方法解决白色污染问题。
3.德育渗透。老师因势利导，请他们回忆一下，以前有否做过有损于环保的事情。其实是英语课与政治课的整合。在这么和谐，民主、激动的气氛中，同学们毫无顾忌，畅所欲言，纷纷讲述了自己以前的不文明表现。当老师问他们以后还会做这种事吗？他们很真心地回答“No”。自然恰当的德育渗透，起到一箭双雕的作用，使活动达到了高潮。同时渗透如下表达：
It is never too late to mend. 亡羊补牢，未为晚也。
It is no use crying over split milk. 覆水难收。
Kill the goose that laid the golden egg. 只图眼前利益。（杀鸡取卵）
总之，整个过程，教师不是在“教教材”，而是在“用教材教”。教师根据学生的实际情况和生活经验创造性地使用教材，从学生熟悉的知识入手，创建一个个与学生生活密切相关的问题情景，让学生带着问题思考，寻找解决问题的办法。真正体现了《新课程标准》的精神--“在发展语言能力的同时，发展思维能力，激发想象力和创造力。”
《新课程标准》说；活动不应该仅限于课堂教学，而要延伸到课堂之外的学习和生活之中。同学们回忆自己的不文明行为，作自我批评，是活动的高潮，是自我教育，提高环保意识的最有效手段。当时，教师应该趁热打铁，利用同学们的这份热情，让同学们完成英语调查。然后，以此为依据，让本班同学用英语向全校同学发一份以“保护环境”为内容的倡议书。这不但会在全校兴起一股学英语的热潮，还会使环保意识深入人心，体现了任务型教学，体现了学中用，用中学的《新课程标准》精神。让学生在实现任务的同时，感受成功，以形成积极的学习态度，促进英语语言实际运用能力的提高。这才真正符合《新课程标准》的理念。
思考与探讨：
1．在每一次分组与讨论的过程中，如何更有效的促进上、中、下学生进行合作学习，互相帮助，使每位同学在每个活动中都有所得，尽量减少两极分化，是我们急需要解决而又难以解决的问题。
2．班额大，在分组讨论过程中，教师很难及时地对每个组进行指导。久而久之，必定影响实际教学效果。怎么办？
Original Text
END FOR PLASTIC BAGS
When you go shopping, you are given at least one plastic bag to carry what you've bought. They are so common that we don't often give them a second thought. But the beginning of the end may have come for the plastic bag.
A small town in Tasmania, an island off the south coast of mainland Australia, is making itself an environmental role model by becoming the country's first plastic bag-free town.
Since April 28, Coles Bay's population of 175 and its tourist shoppers have been using reusable paper or cloth bags to carry their shopping.
Coles Bay sits on the edge of the beautiful Freycinet national park. Around 180,000 tourists pass through the town and the park every year.
Ben Kearney, a local businessman who supports the bag ban, said it would cut the amount of waste and prevent damage to native wildlife who try to eat the plastic.
"Most of the business here comes from the tourism and that's all based on the environment, so people were pretty supportive," he said.
Every year Australians use more than 6 billion plastic bags. More than half of these come from supermarkets. Since it takes years for the bags to biodegrade, tens of millions end up polluting the environment. They kill about 100,000 seabirds and animals, which mistake the bags for food, every year.
Only in the past few months have major Australian supermarkets begun cutting down on their use of plastic bags. Environmental groups are pushing for a plastic bag fee like that in Ireland. There, since plastic bags cost 10 pence (about 1 yuan) each, their use has been cut by 90 per cent.
Pollution caused by plastic bags is a big headache for countries all over the world. As early as 1999, Beijing said that only plastic bags of certain thickness could be used. This was to encourage them to be used again and again. In China's capital alone, an average of 6 million plastic bags are used every single day.
(337 Words)
This article comes from 21st Online
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