世界地球日教學活動
翰林版B4第五課的授課內容是世界地球日，身為世界公民，我覺得這個
議題非常重要，也需要讓學生學會用英文來談論環保這個議題，我根據課文內容延伸出一些教學活動，讓學生能更深化了解文本，也讓學生能理解一些簡單的小舉動，就可以讓世界更美好，更重要的是，透過這些活動，讓他們能多使用英文，以下就是我的教學步驟。
1. 觀賞Peppa的影片(片名Recycle，片長約5分鐘)。
欣賞影片後，回答相關問題。
2. 講解課文。(教學時間:30分鐘)
3. 請學生找出課文所提到拯救地球的方法。(教學時間:5分鐘)
4. 文章重新排列(教學時間:15分鐘)
老師把學生所找出的拯救地球的方法打成文章：8 Ways to Save the Earth，但順序打亂，請學生依據課文找出正確順序並寫下來。
5. 聽寫(教學時間:5分鐘)
將文章內容部分文字挖空，請學生填寫空缺的文字。
6. 製作海報(教學時間:2節課)
學生分組將文章內容製作成海報，這是整個教學活動中最花時間的一個步驟了，即便讓學生帶回家完成也至少需要一節課的時間，若要確保他們在校完成則需要2節課，輔導團的Richard老師建議我，可以先將一些相關圖片列印下來，提供給學生，這樣可以減少繪畫的時間，這真是太好的建議了，我以後會再試試看。
7. Walking Gallery(教學時間:1節課)
學生展示製作好的海報並張貼在教室四週，同組的學生站在自己海報的面前，念出海報的內容，為了確保學生會認真看待這個活動，我宣布了以下三件事情:第一、須按順序念海報，第二、我會打分數(我們分組是按照角色分配的，我指定看某個角色的表現)，第三、學生要投票，選出最佳海報，在活動期間學生可以自由地走動，去聽和看同學的表現，但每組的海報一定要有學生演出，期間學生還算認真的練習，即便是程度落後的孩子，看著海報也能唸個八九成，個人很滿意，但老師還是要時常走動，不然學生還是會偷懶的哦!
整個教學活動運作下來，我覺得可以讓學生自然而然的練習的聽說讀寫四個能力，而且最後一個活動設計，更是強迫學習落後的孩子要開口說英文，但在我心中，總覺得有件事沒有做到，環保是講究知行合一的，孩子具有環保意識後還需懂得去實踐它，若我再有機會上到這課，我可能會讓學生體驗一日或半日無塑生活吧!但我想可能要再花更多時間囉!
How Do I Teach Earth Day
L5 is about Earth Day. As a global citizen, it seems to me that it’s a very important topic. Based on the textbook, I designed some extra activities to help student understand the text and encourage them to talk about environmental issues in English. Most importantly, I want them to realize that it’s the thing they must care about. The teaching procedures are as following:
1. Watch the video: Peppa: Recycle (Teaching time: 5 mins)
They also needed to answer the questions after the video.
2. Teacher explained the dialogue from the textbook. (Teaching time: 30 mins)
3. Students needed to find out the ways to save our earth. (Teaching time: 5 mins)
4. Scramble it (Teaching time: 15 mins)
Teacher gave students an article about 8 ways to save the earth. The sentences were messed up. Students needed to write down the correct order.
5. Dictation (Teaching time: 5 mins)
The context of this listening practice is the same article that students worked for. Students needed to fill in the blank.
6. Make a poster about the article (2 sections)
Each group voted for the top 4 ways to save our earth and made a poster about them. It took a lot of time. Another English teacher, Richard, suggest that I can offer some pictures first. Hence, students won’t spend too much time on drawing. That’s brilliant.
7. Walking Gallery (Teaching time: 1 section)
Students post their works around the classroom and stood in front of them. I wanted them to read the context of their posters out loud. In order to let students deeply involve in this activity. I had three rules. First, every student needed to read the poster. Second, I would rate their performance. Third, students needed to vote for favorite poster. During the activity, Students could walk around and watch other students’ works. I was proud of my students. They did work hard for their works and most of them could read the article pretty well. Well done, class.
Actually, I love this kind of teaching design. Students can practice their four skills naturally. For the academic underachievement students, the last activity can make them speak English. However, there is one more thing I left behind. It’s not enough for students to just talk about environmental issues. Students should take actions and practice in their daily lives. If I have a chance to do it again, I will design a plastic-free-day activity. How about that?
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