九年级英语Unit 15 Were trying to save the manatees教案人教版

Unit15We'retryingtosavethemanatees!

TheFirstPeriod

I.TeachingAimsandDemands

1.KnowledgeObjects

(1)KeyVocabulary

manatee,cheetah,chimpanzee,kangaroo,polar-bear,gentle,furry,enormous,playful,noisy,

aggressive,spotted

(2)TargetLanguage

IamlikethisanimalbecauseIamstrongandintelligent.Ilikewater,andIliketoeat

vegetables.

You'relikeanelephant.

No.

You'relikeamanatee.

Yes.

2.AbilityObjects

(1)Trainstudents5listeningability.

(2)Trainstudents5communicativecompetence.

3.MoralObject

Loveallkindsofanimalsbecausetheyareourfriends.

II.TeachingKeyPoint

TargetLanguage

III.TeachingDifficultPoints

1.Howtotrainstudents,listeningability.

2.Howtotrainstudents,communicativecompetence.

IV.TeachingMethods

1.Didactictolearnthenewvocabulary.

2.Listening-and-answeringactivitytohelp

studentsgothroughwiththelisteningmaterial.

3.Groupworktomakeeverystudentworkinclass,

V.TeachingAids

1.Ataperecorder

2.Theblackboard

3.Aprojector

VI.TeachingProcedures

StepIRevision

Nowlet'sreviewfivedifferentverbtenses.Canyounamethefivetenses?Pleaselookatthe

screen.

Showthenamesofthefivetensesonthescreenbyaprojectoralongwithasamplesentencefor

each.

presentprogressive:You'rereadingthesesentences.

present:Weuseourbookseveryday.

pastwithusedto:Heusedtoliveinthecountryside.

passivevoice:Ourclassroomisfoundattheendofthehall.

presentperfect:WehavealreadyfinishedUnit14.Wehaven'tfinishedUnitl5yet.

Inviteastudenttoreadtheverbsinthesesentences.Thengetotherstudentstobrieflyexplain

whateachtenseisusedfor.

Presentprogressivedescribesthingsthatarehappeningrightnow.

Presentdescribesthingsthathappenallthetimeorusuallyhappen.

Thepastwithusedtodescribesthingsthatwereacertainwayinthepast,buthavechangednow.

Thepassivevoicedescribesthingsthatwedon'tknowwhodid,orwedon'tcarewhoperformed

theaction.

Thepresentperfectdescribesrecentevents.

Getstudentstothinkoftwoorthreemoresamplesentencesusingeachtypeofverb.Have

severalstudentsreadtheirsentences.

StepIIla

Thisactivityintroducesthekeyvocabulary.

Lookatthesignsoneachanimal'spictureandreadthewordstotheclass.Getstudentstorepeat

thenameofeachanimal.

Africanelephants,chimpanzees,kangaroos,manatees,cheetahs,polarbears.Ifnecessary,read

thewordsandaskstudentstorepeatthemagain.Thenhavestudentsreadthewordsby

themselves.

Makesurestudentscanreadthewordscorrectlyandfluently.

Readthedirectionstotheclass.Pointtothelistofwordsinthebox.Readthewordsandlet

studentsrepeatthem.Thengetdifferentstudentstoexplainwhattheythinkeachwordmeansin

theirownwords.Forexample,Agentleanimalisquietandnotdangerous.Afuryanimalis

coveredwithsofthair.Asksomestudentstoexplainanywordsstudentsmaynotunderstand.

Anenormousanimalisverygreat.

Aplayfulanimalisfulloffun.

Anaggressiveanimalisfondofquarrelsandquick-tempered.

Aspottedanimalismarkedwithspots.

Letstudentsbeginfillingintheanswersontheirown.Whentheywork,walkaroundthe

classroomcheckingtheirprogressandansweringanyquestionstheymayhave.Afterstudents

havefinishedusingallthewordsfromthebox,letthestudentswritesomeotherwordsinthe

blanksbelowsomeofthepictures.

Checktheanswerswiththewholeclass.

Letstudentssaythewordstheywroteundereachheading.

Answers

Possibleanswers

manatee:gentle,shy

chimpanzees:noisy

elephants:enormous,gray

kangaroos:playful

cheetahs:spotted,fast

polarbears:aggressive,furry

StepIIIlb

Thisactivitygivesstudentspracticeinunderstandingthetargetlanguageinspokenconversation.

Gothroughtheinstructionswiththeclass.LookbackatthelistofwordsinActivityla.You

willhearGinnyandVictortalkabouttheanimalsinthepictureinActivityla.Nowpleaselisten

totherecordingcarefullyandcirclethewordsonthelistthattheyusetodescribetheanimals.

Playtherecordingthefirsttime.Thistimestudentsonlylisten.Playtherecordingasecond

time.Nowlistentotherecordingagainandcirclethewordsyouhearontherecording.

Checktheanswers.

Answers

Thesewordsshouldbecircled:

aggressive,gentle,shy,furry,gray,fast,spotted

Tapeseript

Boy:Hey,Ginny,What'sthatbig,furryanimalinthepond?

Girl:It'sapolarbear,Victor.They'rekindofaggressive.

Boy:Arethey?Theylookslikereallylovewater.

Girl:Uh-huh.

Boy:Andwhatdoyoucallthosebig,graythingsinthewater?

Girl:They'recalledmanatees.

Boy:What?

Girl:Manatees.They'reverygentleandveryshy.

Boy:Oh.Andhowabouttheyellowandblackspottedanimalsinthatcage?

Girl:They'recheetahs.Thecheetahisthefastestanimalonearth.

StepIV1c

Thisactivityprovidesoralpracticeusingthetargetlanguage.

Gothroughtheinstructionswiththewholeclass.

Lookatthesampleconversationintheboxandgetthreestudentstoreaditaloudtotheclass.

SA：IamlikethisanimalbecauseIamstrongandintelligent.Ilikewater,andIliketoeat

vegetables.

SB：You'relikeanelephant.

SA：NO.

Sc：You'relikeamanatee.

SA：Yes!

Tellstudentstothinkofananimalthatisthesameastheminsomeways.Takeafewminutesto

writedownastatement.

Say,Youcanwriteasentenceortwothatdescribeshowyouaresimilartotheanimalyou

choose.Don'tsaythenameoftheanimal.

Afewminuteslater,letstudentreadtheirstatementstotheclassandseehowquicklytheother

studentscanguesswhatanimalthestudentsistalkingabout.

Statement1

Si：IamlikethisanimalbecauseIamplayfulandfunny.

Ss:You'relikeapolarbear.

Si：No.

Ss:You'relikeakangaroo.

Si：Yes!

Statement2

S2：IamlikethisanimalbecauseIrunveryfast.Iliketowearcolorfulclothes.

Ss:You'reakangaroo.

S2：No.

Ss:You'relikeacheetah.

S2:Yes!

Note

like—(hereprep.)inthemannerof

StepVSummary

Inthisclass,we'velearnedsomeimportantwordssuchasmanatee,kangaroo,Po;;arbear,gentle,

furry,enormous,playful,noisy,aggressive,spotted.We'vealsolearnedthetargetlanguageIam

likethisanimalbecauseIamstrongandintelligent.Ilikewater,andIliketoeat

vegetables.Youarelikeanelephant.No.You'relikeamanatee.Yes!

StepVIHomework

1.Getstudentstowritedownsomestatementsandreadthemtotheirpartners.

Letthepartnersguesswhatanimalstheyaretalkingabout.

2.Reviewthenewwordsintheboxin

Activityla.

StepVDBlackboardDesign

Unit15We'retryingtosavethemanatees!

SectionA

TheFirstPeriod

Targetlanguage:

IamlikethisanimalbecauseIamstrongandintelligent.Ilike

water,andIliketoeatvegetables.

You'relikeanelephant.

No.

You'relikeamanatee.

Yes.

Unit15We'retryingtosavethemanatees!

TheSecondPeriod

I-TeachingAimsandDemands

1.KnowledgeObjects

(1)KeyVocabulary

endangered,mangrove,swamp,habitat,aquaticfeed,underwater,vegetation,

foot,weigh,pound

(2)TargetLanguage

Howbigaremanatees?

They'reabout10feetlongandtheyweighabout1000pounds.

2.AbilityObjects

(1)Trainstudents9listeningability.

(2)Trainstudents5speakingability.

(3)Trainstudents5theabilityofusinggrammarfocus.

3.MoralObject

Wemustbefullyawareoftheimportanceofreducingpollutionandprotectinganimals.

II.TeachingKeyPoints

1.KeyVocabulary

endangered,mangrove,swamps,habitat,aquaticfeed

2.TargetLanguage

Howbigaremanatees?

They'reabout10feetlongandtheyweighabout1000pounds.

3.Structures

Presentprogressive

We'retryingtosavethemanatees.

Present

Manateeseatabout100poundsoffoodaday.

Pastwith"usedto"

Thereusedtobealotofmanatees.

Passivevoice

In1972,itwasdiscoveredthattheywereendangered.

Presentperfect

Someoftheswampshavebecomepolluted.

III.TeachingDifficultPoints

1.thetargetlanguage

2.Howtotrainstudents,listeningability.

IV.TeachingMethods

1.Listeningmethodtoimprovestudents5listeningability.

2.Pairworktomakeeverystudentworkinclass.

3.Review,explanation,inductivemethods

V.TeachingAids

1.Ataperecorder

2.Theblackboard

VI.TeachingProcedures

StepIRevision

Checkhomework.Getsomepairstoactouttheirconversations.Whentheywork,therestof

studentsalsoguesswhatanimalstheyaretalkingabout.

StepII2a

Thisactivityprovidesguidedlisteningpracticeusingthetargetlanguage.Lookatthe

picture.Ask,Whatcanyouseeinthepicture?(Amanateeisinthewater.)

Gothroughtheinstructionswiththeclass.Youwillheartwopeopletalkingabout

manatees.Listenanddrawalinebetweeneachwordanditsdefinition.

Readthesampleanswer.Thensay,Thewordendangeredmeanstherearen'tverymanyofthis

animalleftintheworld.Themanateeisendangeredbecausetherearen'tverymanyofthese

animals.

Playtherecordingforstudentsthefirsttime.Thistimestudentsonlylistentotherecording

carefully.Playtherecordingasecondtime.Thistimestudentsdrawlinesbetweeneachword

anditsdefinition.

Checktheanswerswiththeclass.

Answers

1.b2.d3.a4.c

Tapescript

Boy:Canyoutellusaboutthemanatees,please?

Man:Sure.We'retryingtosavethem.

Boy:Why?Aretheyendangered?

Man:Yes.Thereusedtobealotofmanatees,butnowtherearen'tverymanyofthem.

Boy:Doyouknowhowmanythereare?

Man:Atthispoint,thereareonlyabout2500intheU.S.In1972,itwasdiscoveredthatthey

wereendangered.Sincethen,thegovernmenthaspassedlawstoprotectthem.

Boy:Wheredotheylive?

Man:Theirfavoritehabitatisthewaterunderthetreesinmangroveswamps.

Boy:Andwhyaretheyendangered?

Man:Someoftheswampshavebecomepolluted.Also,theresometimesisn'tenoughfoodfor

allofthem.Asyoucansee,they'relarge.Theaveragemanateeisaboutthreemeterslongand

weighsabout1000pounds.Theyneedabout100poundsofaquaticfeedaday.

Boy:Aquaticfeed?

Man:Oh,that'sunderwaterplantsandvegetation.That'swhattheyeat.

StepIII2b

Thisactivityprovideslisteningpracticeu-singthetargetlanguage.

Gothroughtheinstructionswiththeclass.Lookattheheadingsinthechartandtheblanksnext

toeachheading.Youwillhearthesamerecordingagain.Thistimelistencarefullytowhatboth

peoplesayandfillintheblanksinthechart.Lookatthesampleanswer.Thetwopeopleonthe

recordingaretalkingaboutmanatees,soyouwritethewordmanateeafterthewordskindof

animalinthechart.

Playtherecordingagain.Getstudentstofillintheblanksinthechart.Checktheanswerswith

theclass.

Answers

Kindofanimal:manatee

Numbers:2500intheU.S.

Habitat:waterundertreesinmangroveswampsReasonwhytheyareendangered:swamps

polluted,notenoughfood

Description:large,threemetreslong,weighs1000pounds

StepIV2c

Thisactivityprovidesguidedoralpracticeusingthetargetlanguage.Lookatthesample

conversationinthebox.Inviteapairofstudentstoreadittotheclass.

SA:Howbigaremanatees?

SB:They'reabout10feetlongandtheyweighabout1000pounds.

Readtheinstructionsaloudtotheclass.Eachpairofstudentscanmakeaconversationusing

informationfromActivities2aand2b.Letstudentsworkinpairs.Whiletheyareworking,

movearoundtheclassroom,checkingtheprogressofthepairsandofferinghelpasneeded.

Whenstudentsfinishthework,askoneortwopairstosaytheirconversationstotheclass.

Conversation1

SA：Wheredomanateeslive?

SB：Theyliveinthewaterunderthetreesinmangroveswamps.

Conversation2

SA:Whyaremanateesendangered?

SB:Becausesomeswampshavebeenpolluted.Andthereisn'tenoughfoodforallthemanatees,

either.

StepVGrammarFocus

Lookatthegrammarfocusbox.Invitefivestudentstoreadthestatementstotheclass.

We'retryingtosavethemanages.Manateeseatabout100poundsoffoodaday.

Thereusedtobealotofmanatees.In1972,itwasdiscoveredthattheywereendangered.

Someoftheswampshavebecomepolluted.

Puttheclassinfivegroupsandaskeachgrouptobecome'Experts'1inoneoftheverbtensesand

presentsareviewofthattensetotherestoftheclass.Havethestudentsexplainwhattheverb

tenseisusedforandthengivesomesamplesentences.

Studentscanlookbackattheunitswheretheirverbtensewaspresentedorpracticed.

Presentprogressive:Reviewedthroughoutthebook.

Present:Reviewedthroughoutthebook

Pastwithusedto:Unit4

Passivevoice:Unit10

Presentperfect:Unit14

Whilethegroupsareworking,walkaroundtheclassroomhelpingthestudentswiththeir

explanationsandtheirsamplesentences.

Askonestudentofeachgrouptoshowtheirwork.Asthestudentsshowtheirwork,ask

questionsandcorrectanyeiTorsintheirexplanationsorsentences.

(1)Presentprogressive:Oneformoftheverbsthatexpressactionthatcontinuesoveraperiod

oftime,alsocalledPresentcontinuestense.Thestructureisam/is/are+-ing.Forexample:Heis

readingastorybook.

(2)Present:Itisusedforindicatingactionthatisusualandhabitual.Theformoftheverbis

doordoes.Forexample:

Igotoschoolbybike.

Shedoesherhomeworkeveryday.

(3)Pastwithusedto:Thestructureofusedto+inf.indicatesaconstantor-frequentpracticein

thepast.Forexample:

IusedtogoswimmingwhenIwasachild.

(4)Passivevoice:Theformoftheverbisbe+p.pinthesentence.Forexample:

Ourclassroomiscleanedeveryday.

(5)PresentPerfect:Thefromoftheverbishave/has+p.p

Forexample:

Ihavealreadyfinishedmyhomework.

StepVISummary

Inthisclass,we'velearnedsomeimportantwords,suchasendangered,mangroveswamps,habitat,

aquaticfeed.We'vealsolearnedthetargetlanguageHowbigaremanatees?They'veabout10

feetlongandtheyweighabout1000pounds.Atlast,wereviewedsomegrammarwehave

learned.

StepVIIHomework

1.Makeconversationsinpairstoreviewthetargetlanguage.

2.Makefivesentencestoreviewthegrammarfocus.

StepVDIBlackboardDesign

Unit15We'retryingtosavethemanatees!

SectionA

TheSecondPeriod

Makesentencestoreviewthegrammarfocus:

(1)Heisreadingastorybook.

(2)Igotoschoolbybike.Shedoesherhomeworkeveryday.

(3)IusedtogoswimmingwhenIwasachild.

(4)Ourclassroomiscleanedeveryday.

(5)Ihavealreadyfinishedmyhomework.

Unit15We'retryingtosavethemanatees!

TheThirdPeriod

I.TeachingAimsandDemands

1.KnowledgeObjects

(1)KeyVocabularyagainst,besuitablefor,tinycages,educate,carefor,urge

(2)TargetLanguageIthinkthatanimalsshouldnotliveinzoos.

Idisagreewithyou.Ifeelthatzoosprovidecleanandsafeplacesforendangeredanimalstolive.

2.AbilityObjects

(1)Trainstudents5integratingskills.

(2)Traintheabilityofexpressingstudents'ownopinions.

3.Moralobject

Animalsareourfriends.Wemustknowhowtolovethemandhowtoprotectthem.Thatway,

Itisgoodforbothanimalsandus.

II.TeachingKeyPoint

Trainstudents,integratingskills.

III.TeachingDifficultPoint

Howtoimprovestudents,integratingskills.

IV.TeachingMethods

1.Fast-readingmethod

2.Groupworkandpairwork

V.TeachingAids

1.Aprojector

2.Theblackboard

VI.TeachingProcedures

StepIRevision

T:Yesterdaywelearnedthetargetlanguageandreviewedsomegrammar.Nowwhocanmake

sentencesusingthegrammarwereviewedyesterday.

Si:Tmansweringaquestion.

S2:Mymothergoesshoppingeveryweek.

S3:Sheusedtoliveinthecountryside,butnowshelivesinthecity.

S4:Hewasmadetodoso.

S5:Shehaslearnedalotofnewwords.

T:Verygood.

StepII3a

Thisactivityprovidesreadingpracticeu-singthetargetlanguage.Showthekeyvocabulary

wordsonthescreenbyaprojector.

againstprep.反对；违反

suitableadj.合适的；适宜的

tinyadj.极小的；微小的

cagen.笼子；囚笼

educatev.教育；培养

publicadj.&n公众（的）；民众（的）

carefor关怀；照顾

urgev.强烈要求；竭力主张

Readthewordsandaskstudentstore-peatagainandagainuntiltheycanpronouncethewords

fluentlyandaccurately.Gothroughtheinstructionswiththewholeclass.

Inviteastudenttoreadthelettertotheclass.Correctanypronunciationerrorstomakesurethe

studentisprovidingagoodmodelfortherestoftheclass.

Getstudentstoreadtheletterontheirownagainandunderlinethereasonswhythewriteris

opposedtozoos.

Checktheanswerswiththeclass.

Answers

Zoosareterribleplacesforanimalsrolive.

Theanimalsarekeptintinycagesandcanhardlymoveatall.

Andtheyareonlygivenfoodonceaday.

Notes

1.tiny—verysmall

2.Culturenote:ManyWesternersareextremelyconcernedaboutanimalwelfareandoften

supportorganizationtoprotectthem.Suchprotectionincludestheethicaltreatmentoffarm

animalsandanimalsinzoos.Somepeoplefeelthatweshouldnoteatanyfoodmadefrom

animalsorwearanyanimalproducts,includingleathershoes.

StepIII3b

Thisactivityprovidesreadingandwritingpracticeusingthetargetlanguage.

gothroughtheinstructionswiththeclass.

Inviteastudenttoreadthelettertotheclass.Correctanypronunciationerrorstomakesurethe

studentisprovidingagoodmodelfortherestoftheclass.

Askstudentstoreadtheletteragain.Thenfinishtheworkontheirownorinpairs.Whenthey

work,walkaroundtheclassroom,checkingtheprogressofthepairsandofferinghelpasneeded.

Checktheanswers.Answerswillvarybutagoodletterwilltakethepointsfromtheletter

oppositetotheirpointofviewandarguewiththem.

Asampleanswer

DearEditor,

Afterreadingthetwoletters,IrealizethatImustsaysomethingaboutanimalsandzoos.Idon't

agreewithDisgusted.Infact,manyanimalsonlyeatonceadayoronceeveryfewdays,so

feedingthemjustonceadayisnotaproblematall.Ithinkzoosareveryimportantto

animals.Theycanstopmanyendangeredanimalsfrombeingkilledorhunted.Theycan

providemanwithplacesforresearchwork.Alsowecanvisittheanimalsinthezoostolearn

someknowledgetoprotecttheanimalsbetter.

Sincerely,

XXX

Writetheletterontheblackboardasanexample.

Notes

1.living一active:lively

2.carefor-lookafter;providefood,money,shelter,etc.

3.urge—requestearnestly;trytopersuade;stronglyrecommend

StepIVPart4

Thisactivityprovidesoralpracticeusingthetargetlanguage.

Gothroughtheinstructionswiththeclass.Therewillbetwodifferentteams.Oneteamwilltalk

aboutwhyzoosaregoodplacesforanimalsandtheotherteamwillsaywhyzoosarebadpaces

foranimals.

Lookatthelistofexpressions.Inviteastudenttoreadthelistaloudtotheclass.Thengetsome

studentstouseeachexpressioninacompletesentence.

Si:Ithinkthatelephantsshouldn'tbekeptinzoos.

S2：Ibelievethatanimalsinzooslivelongerthananimalsinthejungle.

Putstudentsintwoteams.Leteachteamworktogetherastheywritedownsomestatements

showingtheirviewpoint,usingtheexpressionsinthebox.

Lookatthesamplelanguageinthebox.Inviteapairofstudentstoreadittotheclass.

SA：Ithinkthatanimalsshouldnotliveinzoos.

SB：Idisagreewithyou.Ifeelthatzoosprovidecleanandsafeplacesforendangeredanimalsto

live.

Askthetwoteamstodebateinclass.

First,callononeteamtogiveastatement.Thenasktheotherteamtogiveastatementthatis

relatedtothefirststatement.Helptheteamsmakeseveraldifferentstatementsaboutasingle

pointbeforegoingontoanotherpoint.

Forexample:

Team1:Ithinkthatzoosarenotsuitableforanimalstolivein.

Team2:Whydoyouthinkso?

Team1:Becauseanimalsthereareonlygivenfoodonceaday.They'rehungry.

Team2:1disagreewithyou.Ibelievethatmanyanimalsonlyeatonceadayoronceeveryfew

days.So,thereisnoneedtoworryaboutthat.

StepVSummary

Inthisclass,we'velearnedsomekeyvocabularywordssuchasagainst,besuitablefor,tinycages,

carefor,urge.We'vealsodonealotofreading,writingandspeakingpracticeusingthetarget

language.

StepVIHomework

1.Finishofftheexercisesonpages61〜62oftheworkbook.

2.Writethelettertotheeditor.

StepVBBlackboardDesign

Unit15We'retryingtosavethemanatees!

SectionA

TheThirdPeriod

DearEditor,

Afterreadingthetwoletters,IrealizethatImustsaysomething

aboutanimalsandzoos.Idon'tagreewithdisgusted.Infact,many

animalsonlyeatonceadayoronceeveryfewdays,sofeedingthem

justonceadayisnotaproblematall.Ithinkzoosarevery

importanttoanimals.Theycanstopmanyendangeredanimalsfrom

beingkilledorhunted.Theycanprovidemanwithplacesfor

researchwork.Alsowecanvisittheanimalsinthezoostolearn

someknowledgetoprotecttheanimalsbetter.

Sincerely,

XXX

Unit15We'retryingtosavethemanatees!

TheFourthPeriod

I・TeachingAimsandDemands

1.KnowledgeObjects

(1)KeyVocabulary

planet,recycle,shower,papertowels,napkins,turnoff

(2)TargetLanguage

Wereallyshouldn'tusepapernapkins,youknow.

Iknow.Istoppedusingthemlastyear.

2.AbilityObjects

(1)Trainstudents9speakingandlisteningability.

(2)Trainstudents5abilitytounderstandthetargetlanguageinspokenconversation.

(3)Trainstudents9abilitytousethetargetlanguage.

3.MoralObject

Weshouldbeawareoftheimportanceofprotectingtheenvironment.

II.TeachingKeyPoints

1.KeyVocabulary

planet,recycle,turnoff

2.TargetLanguage

Wereallyshouldn'tusepapernapkins,youknow.

Iknow.Istoppedusingthemlastyear.

III.TeachingDifficultPoints

1.Howtotrainstudents9speakingandlisteningability.

2.Howtousethetargetlanguage.

IV.TeachingMethods

1.Listeningmethod

2.Pairworktomakeeverystudentworkinclass.

V.TeachingAids

1.Ataperecorder

2.Theblackboard

VI.TeachingProcedures

StepIRevision

Checkhomework,Inviteastudenttoreadhisorherlettertotheeditor.Helpcorrectany

mistakes.

StepII1a

Thisactivityintroducesnewvocabulary.

Readtheinstructionsaloudtotheclass.

Thenask,What'sthemeaningofthephrasesavetheplanet.(ItmeanstokeepplanetEarthclean

andnotpolluted.)

Lookatthefivesuggestionsforwaystosavetheplanet.Inviteastudenttoreadeachonealoud

totheclass.Makesurestudentsunderstandthemeaningofeachsuggestion.

stopridingincars.

recyclebooksandpaper.

turnoffthelightswhenyouleavearoom.

turnofftheshowerwhileyouarewashingyourhair.

don'tusepapertowelsornapkins.

Getstudentstowriteanumber1infrontoftheeasiestthingtodo,anumber2infrontofthe

secondeasiestthingtodo,andsoforth.Checktheanswers.Studentswillprobablyhave

differentanswers.Letoneofthestudentstosaywhyheorshethinksacertainthingiseasytodo

andanotherthingisdifficulttodo.Forexample:Ithinkitiseasytoturnoffthelightswhenyou

leaveroom.Becauseeveryonecandoitwithoutanyeffort.Itisdifficulttostopridingin

cars.Manypeoplegotoworkorgotoschoolbycar,becauseitisfarawayfromtheir

homes.Otherwisetheywillbelate.

Notes

1.stopdoing-discontinuedoing

2.recycle一treatsothatfurtheruseispossible

StepIIIlb

Thisactivityprovidesguidedoralpracticeusingthetargetlanguage.Readtheinstructionstothe

class.YouwillcomparetheanswersyouwroteforActivityla.

Lookattheexampleinthespeechbubbles.Inviteapairofstudentstoreadittotheclass.

SA：Recyclingpaperisreallyeasy.

SB：Iagree.Butit'shardtostopridingincars.

LookbackatthelistofitemsinActivitylaagain.Firstonestudentmakesastatement.Thenthe

otherstudentagreesordisagreeswithit.YoucanlookbackatActivity4inSectionAtogetideas

ofwordstousewhenagreeinganddisagreeing.

Havestudentsworktogether,movearoundtheclassroom,checkingtheworkandofferinghelpas

needed.

Askapairofstudentstosaytheiranswersasanexample.

SA：Turningoffthelightswhenyouleavearoomisreallyeasy.

SB：Iagreewithyou.

SA：Notusingpapertowelsisreallyhard.

SB：Idisagreewithyou.Ibelievethatwecanusehandkerchieves.

StepIV2a

Thisactivityprovideslisteningpracticewiththetargetlanguageandnewvocabularywords.

Gothroughtheinstructionswiththeclass.NowyouwillhearJackandJuliatalkaboutwhatthey

aredoingtohelpsavetheplanet.Lookatthechart.Inviteastudenttoreadthelistofitemsthat

JuliaandJacktalkabout.

turningoffthelights

turningofftheshower

stoppingusingpapernapkins

takingyourownbagswhenshopping

notridingincars

ridingabike

recyclingpaper

Playtherecordingforthisactivityforthestudents.Thefirsttimestudentsonlylisten

carefully.Playtherecordingasecondtime.Say,Listentotherecordingagainandcheckthe

thingsJuliaandJacktalkabout.Ifnecessary,playtherecordingagain.

Checktheanswerswiththeclass.

Answers

Theytalkabout:turningofftheligh