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1、LESSON3:EnvironmentVocabularyandPersonalChoiceofEnvironmentArticlesforIndividualWork(doublelesson)MaterialsL3BEnvironmentVocabularyWorksheet(forstudentuse)L3CAnswerKey:EnvironmentalVocabularyWorksheet(forteacheruse)L3DTeacher’sGuidetoCueCardsL3ECueCardswithsentencesfromarticle,“TenYearsA
2、fterChernobyl:awitnesstothedevastation”(forteacheruse)L3FCueCardswithsentencesfromarticle,“UnderAttack;it'shumansnotsharkswhoarenature’smostfearsomepredators”(forteacheruse)L3GCueCardswithsentencesfromarticle,“Wildlife:legionsofthedoomed”(forteacheruse)L3HArticle“TenYearsAfterChernobyl:a
3、witnesstothedevastation”(forstudentuse)L3IArticle“UnderAttack;it'shumansnotsharkswhoarenature’smostfearsomepredators”(forstudentuse)L3JArticle“Wildlife:legionsofthedoomed”(forstudentuse)TeacherPreparationTeacherphotocopies“EnvironmentVocabulary”worksheet(L3B)foreachstudent.Ananswerkeytot
4、hisworksheetisinfileL3C.TeacherreviewssentencesanddefinitionsthatwillbeusedasCueCards(L3D).Teacherpreparesonecopyofcuecards(L3E-G).Cuecardscanbeprintedoutontransparenciesandusedonanoverheadmachine,ortheycanbeprintedonpaperandeitherheldbytheteacherorattachedtotheboardwithBlu-tac.Teacherph
5、otocopiesarticlesforstudents(L3H-J).Activities1.Brainstorming-eg.Whatwordsdoyouthinkofwhenyouheartheword“ecology”or“environment.”2.Teachenvironmentvocabularyandfill-inworksheet.Studentsworkalone.3.Cuecards.Oneachcue-cardthereisasentencefromthearticleswithoneormorewordsunderlined.Teacherr
6、eadsentencesaloudwithclass,andstudentsguessthemeaningofunderlinedwords.Thegoalofthisexerciseisforthestudentstoguessthemeaningoftheunderlinedword(s)basedonthecontextofthesentence.4.Articles:“TenYearsAfterChernobyl:awitnesstothedevastation”(L3G),“UnderAttack:it'shumansnotsharkswhoarenature
7、’smostfearsomepredator”(L3H),and“Wildlife:17legionsofthedoomed”(L3I).Studentschooseonearticleaccordingtotheirinterest.Studentsreadarticleandanswerquestions.Theycanworkinpairsoralone.17EnvironmentVocabularyDirections:Usingthewordslistedatthebottomofthepage,fillintheblanksi
