九年级英语Were trying to save the manatees教案2

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,

andIliketoeatvegetables.

You'relikeanelephant.

No.

You5relikeamanatee.

Yes.

2.AbilityObjects

(1)Trainstudents5listeningability.

(2)Trainstudents'communicativecompetence.

3.MoralObject

Loveallkindsofanimalsbecausetheyareourfriends.

II.TeachingKeyPoint

TargetLanguage

III.TeachingDifficultPoints

1.Howtotrainstudents5listeningability.

2.Howtotrainstudents5communicativecompetence.

IV.TeachingMethods

1.Didactictolearnthenewvocabulary.

2.Listening-and-answeringactivitytohelp

studentsgothroughwiththelisteningmaterial.

3.Groupworktomakeeverystudentworkinclass,

V.TeachingAids

1.Ataperecorder

2.Theblackboard

3.Aprojector

VI.TeachingProcedures

StepIRevision

Nowlet'sreviewfivedifferentverbtenses.Canyounamethefive

tenses?Pleaselookatthescreen.

Showthenamesofthefivetensesonthescreenbyaprojectoralongwith

asamplesentenceforeach.

presentprogressive:You'rereadingthesesentences.

present:Weuseourbookseveryday.

pastwithusedto:Heusedtoliveinthecountryside.

passivevoice:Ourclassroomisfoundattheendofthehall.

presentperfect:WehavealreadyfinishedUnit14.Wehaven'tfinished

Unit15yet.

Inviteastudenttoreadtheverbsinthesesentences.Thengetother

studentstobrieflyexplainwhateachtenseisusedfor.

Presentprogressivedescribesthingsthatarehappeningrightnow.

Presentdescribesthingsthathappenallthetimeorusuallyhappen.

Thepastwithusedtodescribesthingsthatwereacertainwayinthepast,

buthavechangednow.

Thepassivevoicedescribesthingsthatwedon'tknowwhodid,orwe

don'tcarewhoperformedtheaction.

Thepresentperfectdescribesrecentevents.

Getstudentstothinkoftwoorthreemoresamplesentencesusingeach

typeofverb.Haveseveralstudentsreadtheirsentences.

StepIIla

Thisactivityintroducesthekeyvocabulary.

Lookatthesignsoneachanimal'spictureandreadthewordstothe

class.Getstudentstorepeatthenameofeachanimal.

Africanelephants,chimpanzees,kangaroos,manatees,cheetahs,polar

bears.Ifnecessary,readthewordsandaskstudentstorepeatthem

again.Thenhavestudentsreadthewordsbythemselves.

Makesurestudentscanreadthewordscorrectlyandfluently.

Readthedirectionstotheclass.Pointtothelistofwordsinthe

box.Readthewordsandletstudentsrepeatthem.Thengetdifferent

studentstoexplainwhattheythinkeachwordmeansintheirown

words.Forexample,Agentleanimalisquietandnotdangerous.Afury

animaliscoveredwithsofthair.Asksomestudentstoexplainany

wordsstudentsmaynotunderstand.

Anenormousanimalisverygreat.

Aplayfulanimalisfulloffun.

Anaggressiveanimalisfondofquarrelsandquick-tempered.

Aspottedanimalismarkedwithspots.

Letstudentsbeginfillingintheanswersontheirown.Whentheywork,

walkaroundtheclassroomcheckingtheirprogressandansweringany

questionstheymayhave.Afterstudentshavefinishedusingallthe

wordsfromthebox,letthestudentswritesomeotherwordsintheblanks

belowsomeofthepictures.

Checktheanswerswiththewholeclass.

Letstudentssaythewordstheywroteundereachheading.

Answers

Possibleanswers

manatee:gentle,shy

chimpanzees:noisy

elephants:enormous,gray

kangaroos:playful

cheetahs:spotted,fast

polarbears:aggressive,furry

StepIIIlb

Thisactivitygivesstudentspracticeinunderstandingthetargetlanguage

inspokenconversation.

Gothroughtheinstructionswiththeclass.Lookbackatthelistofwords

inActivityla.YouwillhearGinnyandVictortalkabouttheanimalsin

thepictureinActivityla.Nowpleaselistentotherecordingcarefully

andcirclethewordsonthelistthattheyusetodescribetheanimals.

Playtherecordingthefirsttime.Thistimestudentsonlylisten.Play

therecordingasecondtime.Nowlistentotherecordingagainandcircle

thewordsyouhearontherecording.

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.Andhowabouttheyellowandblackspottedanimalsinthat

cage?

Girl:They'recheetahs.Thecheetahisthefastestanimalonearth.

StepIV1c

Thisactivityprovidesoralpracticeusingthetargetlanguage.

Gothroughtheinstructionswiththewholeclass.

Lookatthesampleconversationintheboxandgetthreestudentstoread

italoudtotheclass.

SA：IamlikethisanimalbecauseIamstrongandintelligent.Ilikewater,

andIliketoeatvegetables.

SB：You'relikeanelephant.

SA：NO.

Sc：You'relikeamanatee.

SA：Yes!

Tellstudentstothinkofananimalthatisthesameastheminsome

ways.Takeafewminutestowritedownastatement.

Say,Youcanwriteasentenceortwothatdescribeshowyouaresimilarto

theanimalyouchoose.Don'tsaythenameoftheanimal.

Afewminuteslater,letstudentreadtheirstatementstotheclassandsee

howquicklytheotherstudentscanguesswhatanimalthestudentsis

talkingabout.

Statement1

Si：IamlikethisanimalbecauseIamplayfulandfunny.

Ss:You'relikeapolarbear.

Si：No.

Ss:You'relikeakangaroo.

Si：Yes!

Statement2

S2：IamlikethisanimalbecauseIrunveryfast.Iliketowearcolorful

clothes.

Ss:You'reakangaroo.

S2:No.

Ss:You'relikeacheetah.

S2：Yes!

Note

like一(hereprep.)inthemannerof

StepVSummary

Inthisclass,we'velearnedsomeimportantwordssuchasmanatee,

kangaroo,Po;;arbear,gentle,furry,enormous,playful,noisy,aggressive,

spotted.We'vealsolearnedthetargetlanguageIamlikethisanimal

becauseIamstrongandintelligent.Ilikewater,andIliketoeat

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

StepVIHomework

1.Getstudentstowritedownsomestatementsandreadthemtotheir

partners.

Letthepartnersguesswhatanimalstheyaretalkingabout.

2.Reviewthenewwordsintheboxin

Activityla.

StepVIIBlackboardDesign

Unit15We'retryingtosavethemanatees!

SectionA

TheFirstPeriod

Targetlanguage:

IamlikethisanimalbecauseIamstrongand

intelligent.Ilikewater,andIliketoeat

vegetables.

You5relikeanelephant.

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)Trainstudents5listeningability.

(2)Trainstudents5speakingability.

(3)Trainstudents'theabilityofusinggrammarfocus.

3.MoralObject

Wemustbefullyawareoftheimportanceofreducingpollutionand

protectinganimals.

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.Howtotrainstudents5listeningability.

IV.TeachingMethods

1.Listeningmethodtoimprovestudents5listeningability.

2.Pairworktomakeeverystudentworkinclass.

3.Review,explanation,inductivemethods

V.TeachingAids

1.Ataperecorder

2.Theblackboard

VI.TeachingProcedures

StepIRevision

Checkhomework.Getsomepairstoactouttheirconversations.When

theywork,therestofstudentsalsoguesswhatanimalstheyaretalking

about.

StepII2a

Thisactivityprovidesguidedlisteningpracticeusingthetarget

language.Lookatthepicture.Ask,Whatcanyouseeinthepicture?

(Amanateeisinthewater.)

Gothroughtheinstructionswiththeclass.Youwillheartwopeople

talkingaboutmanatees.Listenanddrawalinebetweeneachwordand

itsdefinition.

Readthesampleanswer.Thensay,Thewordendangeredmeansthere

aren'tverymanyofthisanimalleftintheworld.Themanateeis

endangeredbecausetherearen'tverymanyoftheseanimals.

Playtherecordingforstudentsthefirsttime.Thistimestudentsonly

listentotherecordingcarefully.Playtherecordingasecondtime.This

timestudentsdrawlinesbetweeneachwordanditsdefinition.

Checktheanswerswiththeclass.

Answers

1.b2.d3.a4.c

Tapescript

Boy:Canyoutellusaboutthemanatees,please?

Man:Sure.We'retryingtosavethem.

Boy:Why?Aretheyendangered?

Man:Yes.Thereusedtobealotofmanatees,butnowtherearen'tvery

manyofthem.

Boy:Doyouknowhowmanythereare?

Man:Atthispoint,thereareonlyabout2500intheU.S.In1972,it

wasdiscoveredthattheywereendangered.Sincethen,thegovernment

haspassedlawstoprotectthem.

Boy:Wheredotheylive?

Man:Theirfavoritehabitatisthewaterunderthetreesinmangrove

swamps.

Boy:Andwhyaretheyendangered?

Man:Someoftheswampshavebecomepolluted.Also,there

sometimesisn'tenoughfoodforallofthem.Asyoucansee,they're

large.Theaveragemanateeisaboutthreemeterslongandweighsabout

1000pounds.Theyneedabout100poundsofaquaticfeedaday.

Boy:Aquaticfeed?

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

StepIII2b

Thisactivityprovideslisteningpracticeu-singthetargetlanguage.

Gothroughtheinstructionswiththeclass.Lookattheheadingsinthe

chartandtheblanksnexttoeachheading.Youwillhearthesame

recordingagain.Thistimelistencarefullytowhatbothpeoplesayand

fillintheblanksinthechart.Lookatthesampleanswer.Thetwo

peopleontherecordingaretalkingaboutmanatees,soyouwritetheword

manateeafterthewordskindofanimalinthechart.

Playtherecordingagain.Getstudentstofillintheblanksinthe

chart.Checktheanswerswiththeclass.

Answers

Kindofanimal:manatee

Numbers:2500intheU.S.

Habitat:waterundertreesinmangroveswampsReasonwhytheyare

endangered:swampspolluted,notenoughfood

Description:large,threemetreslong,weighs1000pounds

StepIV2c

Thisactivityprovidesguidedoralpracticeusingthetarget

language.Lookatthesampleconversationinthebox.Inviteapairof

studentstoreadittotheclass.

SA:Howbigaremanatees?

SB:They5reabout10feetlongandtheyweighabout1000pounds.

Readtheinstructionsaloudtotheclass.Eachpairofstudentscanmake

aconversationusinginformationfromActivities2aand2b.Letstudents

workinpairs.Whiletheyareworking,movearoundtheclassroom,

checkingtheprogressofthepairsandofferinghelpasneeded.

Whenstudentsfinishthework,askoneortwopairstosaytheir

conversationstotheclass.

Conversation1

SA：Wheredomanateeslive?

SB：Theyliveinthewaterunderthetreesinmangroveswamps.

Conversation2

SA:Whyaremanateesendangered?

SB:Becausesomeswampshavebeenpolluted.Andthereisn'tenough

foodforallthemanatees,either.

StepVGrammarFocus

Lookatthegrammarfocusbox.Invitefivestudentstoreadthe

statementstotheclass.

We'retryingtosavethemanages.Manateeseatabout100poundsof

foodaday.

Thereusedtobealotofmanatees.In1972,itwasdiscoveredthatthey

wereendangered.

Someoftheswampshavebecomepolluted.

Puttheclassinfivegroupsandaskeachgrouptobecome"experts"in

oneoftheverbtensesandpresentsareviewofthattensetotherestofthe

class.Havethestudentsexplainwhattheverbtenseisusedforandthen

givesomesamplesentences.

Studentscanlookbackattheunitswheretheirverbtensewaspresented

orpracticed.

Presentprogressive:Reviewedthroughoutthebook.

Present:Reviewedthroughoutthebook

Pastwithusedto:Unit4

Passivevoice:Unit10

Presentperfect:Unit14

Whilethegroupsareworking,walkaroundtheclassroomhelpingthe

studentswiththeirexplanationsandtheirsamplesentences.

Askonestudentofeachgrouptoshowtheirwork.Asthestudentsshow

theirwork,askquestionsandcorrectanyerrorsintheirexplanationsor

sentences.

(1)Presentprogressive:Oneformoftheverbsthatexpressactionthat

continuesoveraperiodoftime,alsocalledPresentcontinuestense.The

structureisam/is/are+-ing.Forexample:Heisreadingastorybook.

(2)Present:Itisusedforindicatingactionthatisusualand

habitual.Theformoftheverbisdoordoes.Forexample:

Igotoschoolbybike.

Shedoesherhomeworkeveryday.

(3)Pastwithusedto:Thestructureofusedto+inf.indicatesa

constantor-frequentpracticeinthepast.Forexample:

IusedtogoswimmingwhenIwasachild.

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

example:

Ourclassroomiscleanedeveryday.

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

Forexample:

Ihavealreadyfinishedmyhomework.

StepVISummary

Inthisclass,we'velearnedsomeimportantwords,suchasendangered,

mangroveswamps,habitat,aquaticfeed.We'vealsolearnedthetarget

languageHowbigaremanatees?They'veabout10feetlongandthey

weighabout1000pounds.Atlast,wereviewedsomegrammarwehave

learned.

StepVIIHomework

1.Makeconversationsinpairstoreviewthetargetlanguage.

2.Makefivesentencestoreviewthegrammarfocus.

StepVIDBlackboardDesign

Unit15We'retryingtosavethemanatees!

SectionA

TheSecondPeriod

Makesentencestoreviewthegrammarfocus:

(1)Heisreadingastorybook.

(2)Igotoschoolbybike.Shedoesher

homeworkeveryday.

(3)IusedtogoswimmingwhenIwasachild.

(4)Ourclassroomiscleanedeveryday.

(5)Ihavealreadyfinishedmyhomework.

Unit15We'retryingtosavethemanatees!

TheThirdPeriod

I.TeachingAimsandDemands

1.KnowledgeObjects

(1)KeyVocabularyagainst,besuitablefor,tinycages,educate,care

for,urge

(2)TargetLanguageIthinkthatanimalsshouldnotliveinzoos.

Idisagreewithyou.Ifeelthatzoosprovidecleanandsafeplacesfor

endangeredanimalstolive.

2.AbilityObjects

(1)Trainstudents5integratingskills.

(2)Traintheabilityofexpressingstudents5ownopinions.

3.Moralobject

Animalsareourfriends.Wemustknowhowtolovethemandhowto

protectthem.Thatway,Itisgoodforbothanimalsandus.

II.TeachingKeyPoint

Trainstudents5integratingskills.

III.TeachingDifficultPoint

Howtoimprovestudents5integratingskills.

IV.TeachingMethods

1.Fast-readingmethod

2.Groupworkandpairwork

V.TeachingAids

1.Aprojector

2.Theblackboard

VI.TeachingProcedures

StepIRevision

T:Yesterdaywelearnedthetargetlanguageandreviewedsome

grammar.Nowwhocanmakesentencesusingthegrammarwe

reviewedyesterday.

Si:Fmansweringaquestion.

S2:Mymothergoesshoppingeveryweek.

S3:Sheusedtoliveinthecountryside,butnowshelivesinthecity.

S4:Hewasmadetodoso.

S5:Shehaslearnedalotofnewwords.

T:Verygood.

StepII3a

Thisactivityprovidesreadingpracticeu-singthetargetlanguage.Show

thekeyvocabularywordsonthescreenbyaprojector.

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-peatagainandagainuntiltheycan

pronouncethewordsfluentlyandaccurately.Gothroughthe

instructionswiththewholeclass.

Inviteastudenttoreadthelettertotheclass.Correctanypronunciation

errorstomakesurethestudentisprovidingagoodmodelfortherestof

theclass.

Getstudentstoreadtheletterontheirownagainandunderlinethe

reasonswhythewriterisopposedtozoos.

Checktheanswerswiththeclass.

Answers

Zoosareterribleplacesforanimalstolive.

Theanimalsarekeptintinycagesandcanhardlymoveatall.

Andtheyareonlygivenfoodonceaday.

Notes

1.tiny一verysmall

2.Culturenote:ManyWesternersareextremelyconcernedaboutanimal

welfareandoftensupportorganizationtoprotectthem.Suchprotection

includestheethicaltreatmentoffarmanimalsandanimalsin

zoos.Somepeoplefeelthatweshouldnoteatanyfoodmadefrom

animalsorwearanyanimalproducts,includingleathershoes.

StepIII3b

Thisactivityprovidesreadingandwritingpracticeusingthetarget

language.

gothroughtheinstructionswiththeclass.

Inviteastudenttoreadthelettertotheclass.Correctanypronunciation

errorstomakesurethestudentisprovidingagoodmodelfortherestof

theclass.

Askstudentstoreadtheletteragain.Thenfinishtheworkontheirown

orinpairs.Whentheywork,walkaroundtheclassroom,checkingthe

progressofthepairsandofferinghelpasneeded.

Checktheanswers.Answerswillvarybutagoodletterwilltakethe

pointsfromtheletteroppositetotheirpointofviewandarguewith

them.

Asampleanswer

DearEditor,

Afterreadingthetwoletters,IrealizethatImustsaysomethingabout

animalsandzoos.Idon'tagreewithDisgusted.Infact,manyanimals

onlyeatonceadayoronceeveryfewdays,sofeedingthemjustoncea

dayisnotaproblematall.Ithinkzoosareveryimportantto

animals.Theycanstopmanyendangeredanimalsfrombeingkilledor

hunted.Theycanprovidemanwithplacesforresearchwork.Alsowe

canvisittheanimalsinthezoostolearnsomeknowledgetoprotectthe

animalsbetter.

Sincerely,

XXX

Writetheletterontheblackboardasanexample.

Notes

1.living一active:lively

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

3.urge一requestearnestly;trytopersuade;stronglyrecommend

StepIVPart4

Thisactivityprovidesoralpracticeusingthetargetlanguage.

Gothroughtheinstructionswiththeclass.Therewillbetwodifferent

teams.Oneteamwilltalkaboutwhyzoosaregoodplacesforanimals

andtheotherteamwillsaywhyzoosarebadpacesforanimals.

Lookatthelistofexpressions.Inviteastudenttoreadthelistaloudto

theclass.Thengetsomestudentstouseeachexpressioninacomplete

sentence.

Si:Ithinkthatelephantsshouldn'tbekeptinzoos.

S2:1believethatanimalsinzooslivelongerthananimalsinthejungle.

Putstudentsintwoteams.Leteachteamworktogetherastheywrite

downsomestatementsshowingtheirviewpoint,usingtheexpressionsin

thebox.

Lookatthesamplelanguageinthebox.Inviteapairofstudentstoread

ittotheclass.

SA:Ithinkthatanimalsshouldnotliveinzoos.

SB:Idisagreewithyou.Ifeelthatzoosprovidecleanandsafeplaces

forendangeredanimalstolive.

Askthetwoteamstodebateinclass.

First,callononeteamtogiveastatement.Thenasktheotherteamto

giveastatementthatisrelatedtothefirststatement.Helptheteams

makeseveraldifferentstatementsaboutasinglepointbeforegoingonto

anotherpoint.

Forexample:

Team1:1thinkthatzoosarenotsuitableforanimalstolivein.

Team2:Whydoyouthinkso?

Team1:Becauseanimalsthereareonlygivenfoodonceaday.They're

hungry.

Team2:1disagreewithyou.Ibelievethatmanyanimalsonlyeatoncea

dayoronceeveryfewdays.So,thereisnoneedtoworryaboutthat.

StepVSummary

Inthisclass,we'velearnedsomekeyvocabularywordssuchasagainst,

besuitablefor,tinycages,carefor,urge.We'vealsodonealotof

reading,writingandspeakingpracticeusingthetargetlanguage.

StepVIHomework

1.Finishofftheexercisesonpages61〜62oftheworkbook.

2.Writethelettertotheeditor.

StepVIIBlackboardDesign

Unit15We'retryingtosavethemanatees!

SectionA

TheThirdPeriod

DearEditor,

Afterreadingthetwoletters,IrealizethatI

mustsaysomethingaboutanimalsandzoos.I

don'tagreewithdisgusted.Infact,manyanimals

onlyeatonceadayoronceeveryfewdays,so

feedingthemjustonceadayisnotaproblemat

all.Ithinkzoosareveryimportantto

animals.Theycanstopmanyendangeredanimals

frombeingkilledorhunted.Theycanprovideman

withplacesforresearchwork.Alsowecanvisit

theanimalsinthezoostolearnsomeknowledgeto

protecttheanimalsbetter.

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)Trainstudents'speakingandlisteningability.

(2)Trainstudents5abilitytounderstandthetargetlanguageinspoken

conversation.

(3)Trainstudents5abilitytousethetargetlanguage.

3.MoralObject

Weshouldbeawareoftheimportanceofprotectingtheenvironment.

II.TeachingKeyPoints

1.KeyVocabulary

planet,recycle,turnoff

2.TargetLanguage

Wereallyshouldn'tusepapernapkins,youknow.

Iknow.Istoppedusingthemlastyear.

Ill.TeachingDifficultPoints

1.Howtotrainstudents5speakingandlisteningability.

2.Howtousethetargetlanguage.

IV.TeachingMethods

1.Listeningmethod

2.Pairworktomakeeverystudentworkinclass.

V.TeachingAids

1.Ataperecorder

2.Theblackboard

VI.TeachingProcedures

StepIRevision

Checkhomework,Inviteastudenttoreadhisorherlettertothe

editor.Helpcorrectanymistakes.

StepIIla

Thisactivityintroducesnewvocabulary.

Readtheinstructionsaloudtotheclass.

Thenask,What'sthemeaningofthephrasesavetheplanet.(Itmeans

tokeepplanetEarthcleanandnotpolluted.)

Lookatthefivesuggestionsforwaystosavetheplanet.Inviteastudent

toreadeachonealoudtotheclass.Makesurestudentsunderstandthe

meaningofeachsuggestion.

stopridingincars.

recyclebooksandpaper.

turnoffthelightswhenyouleavearoom.

turnofftheshowerwhileyouarewashingyourhair.

don'tusepapertowelsornapkins.

Getstudentstowriteanumber1infrontoftheeasiestthingtodo,a

number2infrontofthesecondeasiestthingtodo,andsoforth.Check

theanswers.Studentswillprobablyhavedifferentanswers.Letoneof

thestudentstosaywhyheorshethinksacertainthingiseasytodoand

anotherthingisdifficulttodo.Forexample:Ithinkitiseasytoturnoff

thelightswhenyouleaveroom.Becauseeveryonecandoitwithoutany

effort.Itisdifficulttostopridingincars.Manypeoplegotoworkor

gotoschoolbycar,becauseitisfarawayfromtheirhomes.Otherwise

theywillbelate.

Notes

1.stopdoing一discontinuedoing

2.recycle一treatsothatfurtheruseispossible

StepIIIlb

Thisactivityprovidesguidedoralpracticeusingthetarget

language.Readtheinstructionstotheclass.Youwillcomparethe

answersyouwroteforActivityla.

Lookattheexampleinthespeechbubbles.Inviteapairofstudentsto

readittotheclass.

SA：Recyclingpaperisreallyeasy.

SB：Iagree.Butit'shardtostopridingincars.

LookbackatthelistofitemsinActivitylaagain.Firstonestudent

makesastatement.Thentheotherstudentagreesordisagreeswith

it.YoucanlookbackatActivity4inSectionAtogetideasofwordsto

usewhenagreeinganddisagreeing.

Havestudentsworktogether,movearoundtheclassroom,checkingthe

workandofferinghelpasneeded.

Askapairofstudentstosaytheiranswersasanexample.

SA：Turningoffthelightswhenyouleavearoomisreallyeasy.

SB：Iagreewithyou.

SA：Notusingpapertowelsisreallyhard.

SB：Idisagreewithyou.Ibelievethatwecanusehandkerchieves.

StepIV2a

Thisactivityprovideslisteningpracticewiththetargetlanguageandnew

vocabularywords.

Gothroughtheinstructionswiththeclass.NowyouwillhearJackand

Juliatalkaboutwhattheyaredoingtohelpsavetheplanet.Lookatthe

chart.InviteastudenttoreadthelistofitemsthatJuliaandJacktalk

about.

turningoffthelights

turningofftheshower

stoppingusingpapernapkins

takingyourownbagswhenshopping

notridingincars

ridingabike

recyclingpaper

Playtherecordingforthisactivityforthestudents.Thefirsttime

studentsonlylistencarefully.Playtherecordingasecondtime.Say,

ListentotherecordingagainandcheckthethingsJuliaandJacktalk

about.Ifnecessary,playtherecordingagain.

Checktheanswerswiththeclass.

Answers

Theytalkabout:turningoffthelights,

turningofftheshower.

takingyourownbagswhenshopping.

notridingincars,ridingabike.

Tapescript

Boy:Hey,Julia.Don'tforgettoturnoffthelights.Itsaveselectricity.

Girl:Oh,Iknow.Iusuallydothat.Iwasjustinahurry.Howyou're

sointerestedintheenvironment,Jack?

Boy:Ialwayshavebeen.Lotsofpeoplethinkthere5snothingtheycan

do,butIjustreadthisbookaboutit,andtherearelotsofthingsthe

averagepersoncando.

Girl:Likewhat?

Boy:Well,youshouldturnofftheshowerwhenyou'rewashingyour

hair.

Girl:Oh,Tdneverdothat]

Boy:Youwouldn't?

Girl:No,Ihaveveryshortha