Voyager Reading Course

Transcription

1 Allotment Voyager Reading Course Lesson 2 Going Under Teaching Procedure 1st period : Introduction of the material Using the Supplementary Handout, Teacher explains idioms, phrases and structures covered in the text, along with pronunciation check of the example sentences. Have students become accustomed to the usage of the expressions in the Handout. 2nd period Understanding the text to Teacher briefly explains the island of "Tuvalu" and "the Kyoto Protocol" prior to reading the text. 4th period : Give students question sheets ( to be used for previewing the text passage they are about to silent-read. Students' silent reading of the text Have students guess the content Explanation of the content by the teacher Chorus-reading of the two to three paragraphs chosen from the text 5th period Using additional reading material, Teacher deepens students' understanding of the issue. to Understanding the material by silent-reading ( Encourage students to scan or skim through the passage. 7th period : Personalized anecdote writing Presentation of anecdotes 1st Period Ⅰ.Introduction of the material You are making a cup of coffee as you watch your favorite TV drama. important romantic scene in the drama. You start pouring coffee into your cup right in the middle of an The next thing you realize is that your coffee cup is overflowing and there is a mess on the table that you have to clean up. While we are enjoying the life we live, there are some very serious problems happening in many parts of the world. back and pretend to be victims. What will threaten our lives in the future? Let's read and check it out! We can no longer sit Ⅱ.Teacher explains,phrases idioms and structures covered. ( using the Supplementary in thehandout text Have students become accustomed to the usage of the expressions in ( Teacher model-reads each example sentence and has students repeat several times, checking the pronunciation of the new words in the sentences. ( For the first 5 expressions 'including ~,''A made up of B,''midway between A and B,''A means B,''lose one's fight with ~ ', just read the example sentences for students to repeat, along with pronunciation check. For the expression on line 69, look at the box in the Handout. You have four minutes to read and understand the grammar rules for this. ( Give time. ( Chorus-read the example sentences in the box. ( For the remaining two idioms 'turn to ~,''deal with ~ ', just follow the reading procedure. (* The glossary is for students' reference when reading the text passage. 2nd to4th Period Ⅰ.Understanding the text Teacher briefly explains the island of "Tuvalu" and "the Kyoto Prot " Tuvalu" is a little island country in the South Pacific. You may have heard of the name on TV. It's pronounced "tsubaru" in Japanese. " the Kyoto Protocol " ( Write 京都議定書 on the board is an international agreement on climate change which was signed at the Kyoto Convention in (Teacher distributes a short handout explaining "the Kyoto Protocol" in Japanese, because the "emissions trading" part is unexplainable. Ⅱ.Give students question ( to be used for sheets previewing the text passage they are about to silent-read. ( Students don't have to answer the questions here. Answers are to be shared when the content is explained by the teacher

2 Questions on the sheet 1. What do you know about "Tuvalu"? 2. What problem is Tuvalu currently facing? 3. What other places around the world have been affected by "sea level rise ( = the rising sea level "? Name some places. 4. What famous city in Europe has been affected by "sea level rise"? 5. "Global sea level rise" is caused by two factors. What are these two factors? 6. What can we do to slow down climate change? Give specific examples from the passage. Ⅲ.Students 'silent reading of the text (Give students 10 minutes to read and understand the passage. Students are allowed to refer to the question sheet or the glossary, dictionary as a last resort. or a Ⅳ.Have students guess. the content Explanation of the content by the teacher ( Teacher helps students make better guesses about the content by asking answer-inducing questions, or by rephrasing or simplifying the sentences, or by giving specific examples. ( Teacher explains the content as he or she reads the passage aloud. 1st + 2nd paragraphs from Line 20 to 34 " Mr. President" here is not the President of the United States of America and the like, but the president of the Kyoto Convention, the chairperson of the meeting. Line 22 " I am more than sure" means "I am very sure" or "I guarantee." " The whole world is watching closely what will come out of the Kyoto meeting. " What does this mean? Can anybody rephrase it? ( Ask. Yes, people in the world are worried about the result of the Kyoto meeting, or people in the world are paying attention to the Kyoto meeting. Line 28 " the parties" means the members of the Kyoto Convention ( meeting. Have a look at your Supplementary Handout to check it out. " Greenhouse gas." What are greenhouse gases? ( Ask. Yes, CO2 carbon ( dioxide and methane and so on. Is it a good thing that there is a lot of greenhouse gases around the earth? ( Ask. Why not? ( Here Teacher distributes a short handout on "Greenhouse Effect." ( Give time to read. Greenhouse Effect / Global warming It s a hot, sunny day. The sun is shining. It s very hot outside. Do you enjoy getting into your car? Probably not, because your car will be very hot. On a sunny day, a car easily gets very hot, because the sun s heat gets trapped inside, and it takes a long time for the heat to leave through the window glass. A greenhouse for plants is similar. Just like in a car, a greenhouse traps the sun s heat inside. The greenhouse effect is like this too. Light and heat from the sun come to the Earth, and make the ground warm. Then the heat goes back, from the Earth, into space. But with the greenhouse effect, the heat doesn t escape. It s like in a car or in a greenhouse. Of course, there is no glass around the Earth, but there is a lot of gas for instance, CO2 and steam and this stops the heat from leaving the Earth. A little greenhouse gas is ok: it keeps the earth warm. But if there is too much greenhouse gas, the greenhouse effect becomes too strong, and this makes the Earth become too hot. In 50 or 100 years, the Earth could get a lot hotter than it is now. Now, back on track to Line 25. For his grandchildren, what is the best Christmas present Paeniu, a special speaker from Tunalu, can take back from Kyoto? ( Ask. The word "address" in Line 34 is not an address you write on a New Year's card. Check it out in your dictionary. ( Give time. Yes, it's speech. 3rd + 4th paragraphs from Line 35 to 53 You can find the answers to question No.1 and No.2 in these paragraphs. ( Have students answer the questions. Question number one; " What do you know about Tuvalu?" ( Teacher writes the students answers on the board. Is that it? No more information on Tuvalu from the paragraphs you read? Question number two; " What problem is Tuvalu currently facing?" - 2 -

3 5th + 6th +7th paragraphs from Line 54 to 73 In these paragraphs you will find the answers to questions three and four. Question number three; "What other places around the world have been affected by 'sea level rise'?" ( Teacher writes the students answers on the board. Question number four; " What famous city in Europe has been affected by 'sea level rise'?" ( Ask. 8th paragraph from Line 74 to 81 Question five; "'Global sea level rise' is caused by two factors. What are these two factors?" ( Ask. Yes, one factor is the increase in ocean water as land ice melts. " The widespread shrinking of glaciers around the world" on Line 76. What does this mean? For "glacier," refer to the glossary. Because of global warming, what's happening to glaciers around the world? Yes, they are melting everywhere. "Shrink" is the opposite of "spread" or "expand." The second factor is the expansion of water in the oceans. When does water expand? Yes, when it gets warm or hot. 9th paragraph from Line 82 to 95 The last question; " What can we do to slow down climate change?" ( Ask. What can governments do or what have governments done to deal with global warming? ( Teacher distributes a short handout explaining "fuel cell" in Japanese. What other energy sources are introduced in this paragraph? ( Ask. Yes, the energy from wind and the energy from the Sun. "Huge areas" on Line 94 means "huge solar panels." the last paragraph from Line 96 to the end Line 100 " America would achieve its level of greenhouse gas emissions designated under the Kyoto Protocol" means "America would meet the expectations of other countries attending the Kyoto Convention." Ⅴ.Chorus -reading of the paragraphs chosen. from the text ( Teacher chooses two to three paragraphs from the text for students to chorus-read. * Change in reading-practice procedures From this lesson on, the text passages read in the "Interpretation of the Text" method will exclude the chorus-reading procedure. For the reading practice of the useful expressions in the text, it is dealt with when doing the Supplementary Handout. As for the new words in the text passage, pronunciation is practiced and fixed when dealing with the paragraph they are reading. The reason for this change ( in reading instruction is that the time we consume reading the whole passage usually goes far beyond the students' attention span. In addition, a novel is never read aloud in unison. For other text passages read in "skimming" and "scanning" and "reading for detailed information"styles, Teacher model-reads the whole passage at a natural speed first, and then chooses two to three short and interesting paragraphs for the students to chorus-read. 5th to7th Period Ⅰ.Teacher deepens 'understanding students, of( using the additional issue reading material Students silent-read the passages given. Additional reading material No. 1 ( Give students time to silent-read. ( This activity is for students to sort out the information they have been given on "global warming." GLOBAL WARMING Q&A What is global warming and why is it important? What is global warming? Global warming is the process of the earth's atmosphere heating up. (The atmosphere Over the last 100 years, the average is the air that covers our planet like a blanket. temperature of earth's atmosphere has gone up 1 Fahrenheit. The weather has not changed exactly the same way in every area of the planet. But, scientists think that the rise in average temperature is already affecting the earth's climate. What is the difference between climate and weather? Weather is the word that describes conditions in the atmosphere (such as temperature, precipitation, wind and cloudiness at a specific time for a specific place. For example, when someone asks, "What's the weather like outside?" he or she wants to know what is going on in a certain area at that moment. Climate is what you get when you summarize the weather for a long period of time. Even though California might have rainy weather one day, its average weather over the entire year is still dry and mild. Scientists who study global warming look at the big picture. They look at how rising temperatures will affect the earth's climate

4 What causes global warming? Many scientists now believe that global warming is caused by human activities. Cutting down trees, producing more trash, and polluting the environment are some of the reasons that the temperature has gone up. Many scientists believe that the biggest causes of global warming are new human technologies that release greenhouse gases into the atmosphere. What are greenhouse gases and what is the greenhouse effect? Certain gases in the atmosphere prevent heat energy from escaping back into space. These gases - like carbon dioxide, nitrous oxide and methane - are called greenhouse gases because they keep the earth warm like a greenhouse. The system of trapping the heat in our atmosphere is called the greenhouse effect. Why are greenhouse gases a problem today? The greenhouse effect is not new. Carbon dioxide, nitrous oxide and methane have been keeping the earth warm for millions of years. In the past, nature produced just the right amount of greenhouse gases to keep earth at a balanced temperature. Today, most scientists are pretty sure that the rising temperature can't be blamed on nature. Ever since the industrial revolution in the 1700s, humans have relied on machines for daily life. And many of those machines (like cars give off, or emit, a lot of greenhouse gases. An increase in the release of greenhouse gases from human activities is throwing nature off balance. How is global warming affecting the world? The climate is a very complicated thing, but many scientists agree that the rising atmospheric temperature has already damaged the environment. Sheets of ice, called glaciers, are melting in Antarctica and other parts of the globe. As glaciers break off and melt into the oceans, they are adding warm water to the oceans and causing the sea level to rise. Over the last 100 years, the sea level has risen 6-8 inches around the world. That means that land along the coasts is beginning to disappear under water. Bigger and warmer oceans are also adding to other weather problems caused by pollution in the atmosphere. Some places have received more rain, others have had bigger storms and a few areas in the world have experienced unusual droughts. What is the Kyoto Protocol? The Kyoto Protocol is an energy agreement that was created in Kyoto, Japan in Countries who signed the agreement promised to decrease the amount of greenhouse gases they produced (or emitted each year. These countries made laws or other rules to make sure that their businesses did have as much greenhouse gas emissions. One hundred and forty countries signed the Kyoto Protocol and it went into action in February The U.S. did not agree to the Kyoto Protocol, even though America emits more greenhouse gases than any other country in the world. President Bush did not sign the Kyoto Protocol. He worried the agreement would hurt businesses and ruin the U.S. economy. What is President Bush doing about global warming? President Bush has taken action to support research into global warming. He recently entered the U.S. into a partnership with five other nations - China, India, Japan, South Korea and Australia. He hopes that the partnership will result in finding new technologies that do not emit greenhouse gases. President Bush has also supported some of Congress's efforts to make laws about greenhouse gases. He has said that companies in America should voluntarily decide to limit the amount of carbon dioxide they produce. So far, these types of voluntary actions haven't been that successful in decreasing America's greenhouse gas emission. Source: Additional reading material No. 2 Ⅰ.Have students scan the given passage for. the information they need ( This material focuses on "the positive side of global warming." ( Give students time to silent-read. Tell ( students to underline the parts that mention the positive side of global warming. ( This is individual work. ( The use of a dictionary is not allowed. taken from the English entrance examination to Hokkaido University

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6 Ⅱ.Personalized anecdote writing ( Have students write personalized stories with happy endings resulting from the positive effects of global warming. Ⅲ.Presentation of anecdotes - 6 -