原版英语RAZ 教案(U) The Amazing Amazon_LP.pdf

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1、The Amazing AmazonU U1 Learning AZ All rights reserved.www.readinga-Focus Question:What makes the Amazon a unique habitat?Book SummaryText Type:Nonfiction/InformationalThe Amazon rainforest is a rich,living treasure.Filled with more kinds of insects,plants,and animals than anywhere else in the world

2、,the Amazon is a complex and fascinating habitat.The Amazing Amazon provides students a comprehensive look at this intricate world through detailed text and colorful photographs.The book can also be used to teach authors point of view and how to effectively summarize a text.The book and lesson are a

3、lso available for levels X and Z1.Guiding the ReadingBefore ReadingBuild Background Invitestudentstosharetheirpriorknowledgeofrainforests.Point out that a tropical rainforest is a warm forest where it rains a lot and therefore can support much life.WriteThe Amazon and read it aloud to students.Displ

4、ay a map of the world and locate the Amazon on the map in relationship to your hometown.Point out the location of the equator and explain that the proximity to the equator is responsible for the warm climate.Explain to students that the Amazon is the largest rainforest in the world.Introduce the Boo

5、k GivestudentstheircopyofThe Amazing Amazon.Guidethemtothefrontandbackcoversandreadthe title.Have students discuss what they see on the covers.Encourage them to offer ideas as to what type of book it is(genre,text type,and so on)and what it might be about.Show students the title page.Discuss the inf

6、ormation on the page(title of book,authors name).Previewthetableofcontentsonpage3.Remindstudents that the table of contents provides an overview of the book.Ask students what they expect to read about in the book,on the basis of what they see in the table of contents.(Accept all answers that student

7、s can justify.)Introduce the Reading Strategy:SummarizeExplain to students that engaged readers summarize,or create a brief overview,as they read.Explain to students that when readers summarize what they read,it helps them remember information in the section or the book.Point out that a summary ofte

8、n answers the questions,Who,What When,Where,and Why.Readpage 5 aloud to students and model how to summarize the information.Lesson EssentialsInstructional Focus Summarize to understand text Determine authors point of view Describe information provided by the table of contents Discriminate and use va

9、rious sentence types Identify and use homophonesMaterials Book:The Amazing Amazon (copy for each student)Summarize,sentence types,homophones worksheets Discussion cards Book quiz RetellingrubricVocabularyBoldface vocabulary words also appear in a pre-made lesson for this title on VocabularyAZ.com.Wo

10、rdstoKnowStory critical:carbon dioxide(n.),epiphytes(n.),ferns(n.),peccary(n.),species(n.),territories(n.)Enrichment:fungi(n.),nutritious(adj.),prehensile(adj.),ranges(v.),talons(n.),unsuspecting(adj.)Academicvocabulary:different(adj.),discover(v.),probably(adv.),support(v.),understand(v.),volume(n.

11、)The Amazing AmazonU U2 Learning AZ All rights reserved.www.readinga-Introduce the Comprehension Skill:AuthorspointofviewExplain to students that when an author writes about a topic,he or she often expresses his or her attitude and opinion about the subject.This is called the authors point of view.T

12、he authors point of view is often expressed through his or her purpose for writing:to inform,to persuade,or to entertain the reader.Point out that although an authors purpose when writing a nonfiction book is usually to inform,we can often infer how the author feels about the topic from the details

13、included in the book.Explaintostudentsthatastheyreadthebook,theywill be looking for details that reveal the authors point of view.VocabularyHavestudentsturntothe“WordstoKnow”boxonthecopyright page.Discuss each word with students.Then,have students turn to the glossary on page 20.Explain that the glo

14、ssary provides definitions for the vocabulary words in the book.Point out the use of each content word and academic vocabulary word in the book,and then use each word in a different model sentence.Have students work in groups to create posters for these words.Have them include on each poster the wor

15、d and its part of speech,the definition,the word in an example sentence,and a picture illustrating the meaning of the word.Set the Purpose HavestudentsreadtofindoutmoreabouttheAmazon.WritetheFocusQuestionontheboard.Invite students to look for evidence in the book to support their answer to the quest

16、ion.Havestudentsmakeasmallquestionmarkintheirbook beside any word they do not understand or cannot pronounce.These can be addressed in a future discussion.During ReadingText-Dependent QuestionsAs students read the book,monitor their understanding with the following questions.Encourage students to su

17、pport their answers by citing evidence from the book.What makes the Amazon different from other rainforests on Earth?(level 1)page 6 How are the layers of the rainforest like a four-story building?(level 1)page 9 Why is the canopy of the Amazon a beneficial home for a howler monkey?(level 2)pages 11

18、 and 12 How are the emergent layer,canopy layer,and understory layer similar?How are they different?(level 2)pages9,11,and13 In what ways does the rainforest floor support all of the living creatures in the Amazon?(level3)multiple pages How is your habitat similar to the Amazon?How is it different?(

19、level3)multiple pagesText Features:TableofcontentsExplain that the table of contents is a list of the sections in a book.It can be used to find information quickly and is located at the front of the book.Have students turn to page3ofthebook.Askstudentswhattheycanexpectto read about in this book.Have

20、 students work with a partner to predict what information each section might contain.Ask students:How does the table of contents help you create a summary of the book?In which section might you learn about peoples connection to the Amazon rainforest?On what page does this section begin?Which section

21、 shows you how to find more information about the rainforest?Continue to ask students about information from the table of contents and on which pages they will find the information.SkillReview Reviewhowtosummarizewithstudents.Havestudents turn to page 6 and read the page.Have students work with a pa

22、rtner to list the who,what,where,when,and why from the section.Then have students create a short oral summary using this information.Invite volunteers to share their summary with the class.Modelhowtocompletethesummarize worksheet.Reviewwithstudentsthatanauthorofanonfictionbook often expresses his or

23、 her point of view about a topic.Have students turn to page 16 and reread the second paragraph.Modelidentifyingtheauthorspointofview.Think-aloud:I know that an author includes details in his or her writing that reflect his or her beliefs or feelings about a topic.When I read,I look for details that

24、the author includes to make a point about the topic.For example,on page 16,the author states that the Amazon is a treasure and that it provides oxygen for human and animal survival.These details show me that the author believes the Amazon is a special and very important resource that is worth taking

25、 care of and protecting.Havestudentsworkwithapartnertorereaddifferent sections of the book and look for examples of the authors point of view about the Amazon.Invite partners to share their findings with the class.After ReadingAsk students what words,if any,they marked in their book.Use this opportu

26、nity to model how they can read these words using decoding strategies and context clues.Guiding the Reading(cont.)The Amazing AmazonU U3 Learning AZ All rights reserved.www.readinga-SkillReviewGraphic Organizer:SummarizeReviewthesummarizeworksheetthatstudentscompleted.Have students share their work

27、in groups.Remindstudentsthatwhenreaderssummarizewhat they read,it helps them to better remember information in the section or the book.Comprehension ExtensionDiscussion cards covering comprehension skills and strategies not explicitly taught with the book are provided for extension activities.Respon

28、se to Focus QuestionHave students cite specific evidence from the book toanswertheFocusQuestion.(Answerswillvary.Reasonsshouldincludethefollowing:The Amazon rainforest is a unique habitat because it is home to more kinds of insects,plants,and animals than any other place on Earth.)Comprehension Chec

29、ks Book quiz RetellingrubricBook Extension ActivitiesBuild SkillsGrammar and Mechanics:Sentence types Explaintostudentsthattherearedifferenttypesofsentences that they will encounter when they read and as they write.Explain that one type of sentence is called a complex sentence and that a complex sen

30、tence contains an independent clause joined by one or more dependent clauses.Select a simple sentence from the text and record it on the board,for example,An ant quietly walks across your shoe.Invite students to identify the subject and verb in the sentence.Explain that this is a simple sentence bec

31、ause it has one phrase that contains a subject and a verb.Have students work with a partner to locate other simple sentences within the text.Point out that sometimes a sentence can have two parts,called phrases or clauses.Explain that each clause has its own subject and verb and that the clauses are

32、 joined together by conjunctions.Provide examples of conjunctions for students.Provide an example of this from the text and record it on the board,for example,The understory is not nearly as busy as the canopy,but animals do live here.Have students work with a partner to identify the conjunction,the

33、n have volunteers share with the class.Writethefollowingsentenceontheboard:Somewhere in the Amazon,the scream of a howler monkey echoes through the forest.Underline the scream of a howler monkey echoes through the forest.Explain that this part of the sentence is called the independent clause.Explain

34、 that the part of the sentence before the comma is called the dependent clause.Point out that even though both sentence parts contain a subject and a verb,the dependent clause does not express a complete thought and is not a sentence on its own.Have students locate and reread the third sentence of t

35、he second paragraph on page 15:When a big tree falls,they munch it down to small pieces.Invite a volunteer to identify the conjunction and the dependent clause.Point out that in this example,the dependent clause comes first in the sentence.Check for understanding:Have students work with a partner to

36、 reread page 9 to locate a complex sentence.Have students identify the independent and dependent clauses as well as the conjunction.Have students share their findings with the class.Independent practice:Introduce,explain,and have students complete the sentence types worksheet.If time allows,discuss

37、their answers.WordWork:Homophones Havestudentsturntopage4andrereadthefirstsentence on the page:There is a place where monkeys swing and howl.Writethewordwhere on the board.Ask students to suggest a definition for the word where.Writethewordwear on the board.Ask students how this word is different fr

38、om the word where (it is spelled differently and has a different meaning).Explain that two words that sound the same but are spelled differently and have different meanings are called homophones.Invite volunteers to use each word in a complete sentence.Writethewordone on the board and invite a volun

39、teer to use it in a complete sentence.Then have student turn to a partner and think of a homophone for the word one(won).Have students share their findings and use the word won in a complete sentence.Havestudentsturntopage9andrereadthepagewith a partner.Invite them to highlight the word four in the

40、first sentence and circle a homophone located on the same page(for).Have students share their findings with the class and use each homophone in a complete sentence.Check for understanding:Have students work in pairs to reread page 10.Invite them to create a list of words from this page with accompanying homophones.Have each group share their findings with the class.Independent practice:Introduce,explain,and have students complete the homophones worksheet.If time allows,discuss their answers.Connections Seethebackofthebookforcross-curricularextension ideas.Guiding the Reading(cont.)