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1、1Summer Olympics EventsLesson PlanLeveLH H Learning AZ All rights reserved.www.readinga-About the BookText Type:Nonfiction/Informational Page Count:16 Word Count:153Book SummarySummer Olympics Events is an informational book that describes some of the sports in which athletes compete during the Summ
2、er Olympic Games.Readers will learn about different types of water sports,gymnastics,and track-and-field events.Photographs help students make text-to-picture connections.Book and lesson also available at Levels K and Q.About the LessonTargeted Reading Strategy ConnecttopriorknowledgeObjectives Conn
3、ecttopriorknowledgetounderstand new information in a nonfiction text Classifyinformation Manipulatemedialsounds Identifyopenvowely Identifyandcreatepluralnouns UnderstandandidentifynumberwordsMaterialsGreen text indicates resources are available on the website BookSummer Olympics Events(copy for eac
4、h student)Chalkboardordry-eraseboard Classifyinformation,pluralnouns,numberwordsworksheets Discussion cards Indicates an opportunity for students to mark in the book.(All activities may be demonstrated by projecting the book on an interactive whiteboard or completed with paper and pencil if the book
5、s are reused.)Vocabulary*Bold vocabulary words also appear in a pre-made lesson for this title on VocabularyAZ.com.High-frequency words:are,can,from,have,one,use Content words:Story critical:compete(v.),diving(n.),events(n.),gymnasts(n.),sports(n.),stroke(v.)Before ReadingBuild Background Askstudent
6、siftheyhaveevercompetedinacontestofanysort.Explainthatcompetitionsusually involve sports,music,art,or other special areas of talent.InvolvestudentsinadiscussionofsportstheyhaveplayedorseenonTV.Createachartonthe board with the sports that students suggest.Ask for a show of hands of those who have par
7、ticipatedineachonelisted.Maketallymarksundereachheadingandshowstudentshow to count the totals.Determine the most popular sport.2Summer Olympics EventsLesson Plan(continued)LeveLH H Learning AZ All rights reserved.www.readinga- Refertothesportslistedonthechartandaskstudentswhytheythinksomanydifferent
8、sportsexist.AskiftheyhaveeverheardoftheOlympicsorseenthemonTV.AskstudentstotellaboutsportsthatareplayedduringtheOlympicGames.Circleanythatarethesameasthosetheysuggested for the chart.Preview the BookIntroduce the Book Givestudentstheircopyofthebook.Guidethemtothefrontandbackcoversandreadthetitle.Hav
9、estudentsdiscusswhattheyseeonthecovers.Encouragethemtoofferideasastowhattypeof book it is(genre,text type,fiction or nonfiction,and so on)and what it might be about.Showstudentsthetitlepage.Discusstheinformationonthepage(titleofbook,authorsname).Previewthetableofcontentsonpage3.Remindstudentsthatthe
10、tableofcontentsprovidesanoverview of what the book is about.Ask them what they expect to read about in the book based on the table of contents.(Accept any answers they can justify.)Introduce the Reading Strategy:Connect to prior knowledge Explaintostudentsthatgoodreadersmakeconnectionsbetweenwhatthe
11、yalreadyknowandnew information they read.Remind them that they are more likely to understand what they arereadingiftheyalreadyknowsomethingaboutthetopic.Explaintostudentsthatastheyread,they should think about their experience with the topic to make connections to the new information in the book.Mode
12、lhowtoconnecttopriorknowledge.Think-aloud:When I look at the titles of each section in the table of contents,I try to think about what I know about these sports.I think the section titled“Water Sports”might be about swimming,and I LOVE to swim!Ill have to read the book to find out what kind of swimm
13、ing is done in the Olympic Games.(Tailorcommentstopersonalsituation.)Showstudentsthetitlepage,glossary,andindex.Explainthepurposeofanindex.Forexample,say:If I want to find out about diving,I can look in the index to see on which page it is discussed.When I turn to this page,I see that I can read abo
14、ut diving.Showstudentsthechartsonpages4and15.Helpthempronouncethenamesofthecitiesonthechartonpage4andthesportslistedinthechartonpage15.Asstudentsread,encouragethemtouseotherreadingstrategiesinadditiontothetargetedstrategy presented in this section.Introduce the Comprehension Skill:Classify informati
15、on Explaintostudentsthatauthorsoftenarrangeinformationinnonfictionbooksingroups,orcategories.Eachcategoryisusuallydiscussedinachapterofitsown.Explainthatplacingthingsin a group,or category,is called classifying.Explaintostudentsthatwhenreadingabookthatdiscussesdifferentinformationrelatedtoa main ide
16、a,it is helpful to think about each category of information and to keep track of the different classifications as they read.Introduce and model the skill:Provide a simple model of classifying information.Draw a sample three-column chart on the board.Write the following labels above each column:Break
17、fast,Lunch,Dinner.Think-aloud:The groups I will use to classify a list of information are the headings on the chart.I am going to classify types of food and write them under the label that tells when each food is usually eaten.I will write cereal in the Breakfast column,sandwich in the Lunch column,
18、and steak in the Dinner column.Havestudentsoffernamesoffoodstheyenjoyeating.Asagroup,addtheitemsundertheheading when they are typically eaten.You may also lead students to understand that some items can be classified in more than one category.3Summer Olympics EventsLesson Plan(continued)LeveLH H Lea
19、rning AZ All rights reserved.www.readinga-Introduce the Vocabulary Writethefollowingstory-criticalwordsfromthecontentvocabularyontheboard:compete,gymnasts,and events.Pointoutthatthesethreewordscanbefoundinthetextandthatknowingwhattheymeanwillhelpstudentsunderstandwhatshappeningastheyreadthebook.Give
20、groupsofstudentsthreepiecesofblankpaperandhavethemwriteoneofthethreevocabularywordsoneachpage.Foreachword,havethemwriteordrawwhattheyknowabouttheword.Createadefinitionforeachwordusingstudentspriorknowledge.Pointouttheglossaryatthebackofthebook.Revieworexplainthataglossaryandadictionarycontain lists
21、of words and their definitions.Modelhowstudentscanuseadictionarytofindawordsmeaning.Havethemlocatethewordcompete in the dictionary.Invite a volunteer to read the definition for compete.Have students compare the dictionary definition with the glossary definition,pointing out the similarities and diff
22、erences(glossaries only contain definitions for vocabulary words in that particular story,dictionaries contain longer and sometimes multiple definitions,and so on).Have them compare these with their prior knowledge of the word.Havestudentsfollowalongonpage13asyoureadthesentenceinwhichthewordcompete
23、is found to confirm the meaning of the word.Repeat the exercise with the remaining vocabulary words.Set the Purpose HavestudentsusewhattheyknowaboutsportsandtheOlympicsastheyreadthebook.Remind them to classify the events as they read to help them better understand and keep track of the information.D
24、uring ReadingStudent Reading Guide the reading:Give students their book and have them put a finger on the bottom of page 8.Have them read to the end of this page.Have students reread the pages if they finish before everyone else.Whentheyhavefinishedreading,askstudentswhatwordschallengedthem.Thenaskw
25、hatthings they already knew about the Olympics and what new things they learned.Modelusingpriorknowledgetomakeaconnection.Think-aloud:When I looked at the picture of the diver on page 8,I remembered the first time I jumped off a diving board.I felt as if I was SO far up in the air.I was really scare
26、d,but my mom was waiting for me,so I just held my breath and jumped.It was fun!And I wasnt scared anymore!My experience with the diving board helps me understand a little bit how Olympic divers might feel just before diving.(Tailorcommentstofitpersonalsituation.)Asstudentsread,havethemthinkaboutanye
27、xperiencetheyhavewiththesubject.Remindthemalsotothinkaboutthewaystheeventsmightbeclassifiedorgrouped.Forinstance,pointout that some events take place in water and others take place on land.Some involve running,and others involve throwing things.Check for understanding:Have students share some of the
28、 things they thought about as they read the information on the pages so far.Select volunteers to share connections they made from prior knowledge to the text.Ask other students to explain the way they categorized or classified the information they read.Havestudentsreadtheremainderofthebook.Encourage
29、themtoconnectnewinformation to their prior knowledge as they read.Remind them to also think of the different categories ofeventsmentioned.Explainthatnotingthewayinwhichtheinformationisclassifiedwillhelpthem to remember and better understand what they read.4Summer Olympics EventsLesson Plan(continued
30、)LeveLH H Learning AZ All rights reserved.www.readinga- Have students make a question mark in their book beside any word they do not understand orcannotpronounce.Encouragethemtousethestrategiestheyhavelearnedtoreadeachwordand figure out its meaning.After Reading Askstudentswhatwords,ifany,theymarked
31、intheirbook.Usethisopportunitytomodelhowthey can read these words using decoding strategies and context clues.Reflect on the Reading Strategy Askstudentstoshareanyexamplesofhowconnectingwiththeirpriorknowledgehelpedthem.Reinforce how thinking about what they already know about the topic of the book
32、helps them understand and remember what they read and keeps them actively engaged in the text.Think-aloud:When I came to page 7 and saw the picture of the different swimming strokes,it reminded me of when I used to spend summers with my cousins.One of our favorite things to do was to go to the commu
33、nity swimming pool and race.I found that my fastest stroke was the backstroke.Thinking about this while I read made that section quite easy for me.I could concentrate on reading about things I did not know about the Olympics.Check for understanding:Invite students to share connections they made with
34、 the section on swimming or any other section of the book.Reflect on the Comprehension Skill Discussion:Ask students to recall the different sports in which Olympic athletes compete.Direct their attention to page 6.Write Water Sports on the board.Ask students to name the events inthebookthatareconsi
35、deredwatersports.AskiftheycanthinkofanyothersportOlympicorotherwisethatisdoneinwater(sailing,canoeing,skiing,surfing).Explaintostudentsthatallof these sports belong to the group Water Sports.Check for understanding:Direct students to the caption on page 9 and read the sentence with them.Ask them to
36、tell the names of the sports.Ask them to tell where these sports take place(on a track and on a field).Write Track-and-Field Sports on the board.Ask students if they can thinkofanyothersportOlympicorotherwisethattakesplaceonthetrackorfield(racewalk,hurdles).Independent practice:Introduce,explain,and
37、 have students complete the classify information worksheet.If time allows,discuss their answers.Enduring understanding:In this book,you read about some of the different events that take place at the Olympics.You learned that the top athletes from around the world meet to compete toseewhoisfastest,mo
38、stprecise,andthebestattheirsport.ThechancetocompeteattheOlympics is a great honor.Is there something you are especially good at doing?Is it an activity in which you compete against someone else,or is it something you do only for your own enjoyment?Doyouthinkcompetingornotcompetingchangespeoplesmotiv
39、ationinanactivitythey love?Build SkillsPhonological Awareness:Manipulate medial sounds Saytheworddive and have students identify the vowel sound they hear.Ask what the word would be if the long/i/sound were changed to long/a/sound(Dave).Saythewordtrack and have students identify the vowel sound.Ask
40、students what the word would be if the short vowel/a/sound in track were changed to the short vowel/i/sound(trick).Thenaskwhatthewordwouldbeiftheshortvowel/i/soundintrick were changed to the short vowel/e/sound(trek).Finally,askstudentswhatthewordwouldbeiftheshortvowel/e/soundin trek were changed to
41、 the short vowel/u/sound(truck).5Summer Olympics EventsLesson Plan(continued)LeveLH H Learning AZ All rights reserved.www.readinga- Check for understanding:Have students change the medial sound in the following words:float,change/o/to long/i/(flight);swim,change/i/to short/a/(swam);stroke,change/o/t
42、o long/i/(strike);leap,change/e/sound to short/a/(lap).Phonics:Open vowel y Reviewwithstudentsthelettersthatarevowels(a,e,i,o,u,and sometimes y)and the letters that are consonants(all of the other letters in the alphabet).Point out that y is the only letter in the alphabet that can be either a conso
43、nant or a vowel,depending on its use in a word.Discuss that all words need at least one vowel sound.Writethewordhappy on the board.Ask them what sound they hear at the end of the word(long vowel/e/sound).Circletheletter yattheendoftheword.Explainthatsometimestheletter y at the end of a word makes th
44、e long vowel/e/sound.Askstudentstofindawordonpage6endingin y that makes the long vowel/e/sound(many).Ask students to find the word by on page 10.Ask students what is the same about the two words many and by(both end in the letter y)and what is different(ending sound is different).Discusswithstudents
45、thattheendingsoundinmany is a long vowel/e/sound and the ending sound in by is a long vowel/i/sound.Point out that although the words end with the same letter,the letter y can make two different vowel sounds at the end of a word.Check for understanding:Write the following words on the board:spy,cry,
46、lady,cozy,July,every,reply,and crazy.Read each word aloud to the class.Have volunteers come to the board and circle the word if the open vowel y makes the long vowel/i/sound and underline it if it makes the long vowel/e/sound.Grammar and Mechanics:Plural nouns Showstudentsoneitem,suchasabook.Askthem
47、totellhowmanyitemsthereareandtonameit(book).Show students two books.Ask them to tell what you are holding(books).Write the words book and booksontheboard.Explainthatnouns can tell the name of one thing(circle the word book)or the name of more than one thing(circle the word books).Ask students to tel
48、l how the words are different(an-s has been added to show more than one).Directstudentstothefrontcoverofthebook.PointtothewordGames and ask them to say the word.Write the word Games on the board and explain that the word begins with a capital letter because it is referring to a certain group of game
49、s.Ask students to tell what to do to make the word refer to only one game.Write the word game on the board and circle it.Ask students to tell the person sitting next to them how they know the circled word means one game.Showstudentsyourwatch(ifyouarewearingone).Askthemtotellhowmanyandwhatitisthatyou
50、arewearing(watch).Showstudentstwowatches(apictureorastudentswatchwillsuffice).Ask students to name the two objects(watches).Write the words watch and watches on theboard.Underlinethech in the word watch.Explainthatwhenawordendsins,ss,sh,ch,x,or z,the letters es are added to show more than one.Writet