The First Period

Goals

1. Make teenagers know the importance of environment protection.

2. Talk about wildlife endangerment and ways to protect the environment.

3. Let students practise speaking and listening skills.

Tasks

1. Know the proper relationship between human beings and the environment.

2. Talk about the endangered animals and different ways to protect them.

3. Listen to the tape and get the information about pollution.

4. Make students do a task-based discussion on the advantages and disadvantages of living in a zoo.

Steps:

Task 1

One question for all the students:

What do you think the relationship between human beings and environment should be?

Be friends or enemies? Be harmony or opposite?

[Teacherˇs tips:

Human beings and environment live on each other. And they also affect each other. So, we should try our best to protect the environment around us, which will prepare ourselves a bright future.]

Task 2

Look at the pictures on the book.(tigers, Tibetan antelopes and pandas)

Many of the worldˇs animals are in danger. Read about the endangered animals above and discuss the following questions with your partner.

1. Do you know of any other endangered animals? Why are they in danger?

2. Why is it important to make sure that animals do not die out?

3. What can we do to help endangered animals?

& If necessary, review some expressions for talking about giving reasons.

As I know / The reason is that / Thatˇs why

& Have students discuss the questions with partners. When they are finished, ask several pairs to act it out.

Task 3

According to the discussion above, itˇs easy to know pollution does harm to the environment. What causes pollution? Listen to the tape and answer the questions below.

Whatˇs the pollution?

What are the causes?

What are the effects?

[ Look at the causes and effects above. What can we do to solve these problems? Work with your partner and try to think of some good solutions to the problems. Ask some pairs to present their opinions.]

The Second Period

Gold :

1. Practice the Ssˇ oral English, enabling them to talk about advantages and disadvantages.

2. Make the Ss know more about the relationship between man and animals from the point of view of the animals not man.

Task

Group Work

Topic: A reporter for the magazine National Wildlife is writing an article about animals in zoos and is going to interview some animals to find out more about the advantages and disadvantages of living in a zoo.

Possible way to work: 4 or 5 students in a group. One acts as the reporter. And the others act as animals, such as hippo, kangaroo, elephant, wolf, monkey, giraffe etc.

Let students take turns to be the reporter and ask animals questions. And the reporter is supposed to collect the advantages and disadvantages during asking and answering.

The reporter can use the questions below to get started and try to think of more questions.

& Where did you live before they brought you to the zoo?

& How long have you lived in the zoo?

&Do you like living in the zoo? Why or why not?

&Do you prefer living in the zoo or living in the jungle? Why?

&If you could say something to all humans, what would you tell them?

After the interviews, the reporter should report what he/she has collected.

Teacher Tips: organizing group work

Her are some ways to put students into groups:

1. Location. Put those students sitting near each other together.

2. Random. Count students off with a group number (1-2-3-4) and then say, ¨All number 1s sit here. All number 2s sit there.〃

3. Similar ability. Put stronger students together, and weaker students together. Help those who need it most.

4. Mixed ability. Put stronger and weaker students in the same group. The stronger can help the weaker.

The Third Period

Reading

Are We Endangered? (1)

(1 ) Goals:

1. vocabulary

(To learn and keep the words and phrases in mind )

2. Reading ability

(To get the main idea of the passage and get to know the purpose of the author)

(2) Tasks

1. Preview the words and phrases in the reading material by using their dictionaries.

(Give the English explanations to the following words or phrases.)

a. original ( first or earliest )

b. environment ( surroundings )

c. create ( make sth. new or original )

d. survive ( continue to live or exist )

e. pollute ( make dirty )

f. endanger ( in danger )

g. tour ( visit )

h. habitant (of plants/animals) natural place of growth )

i. species ( sort )

j. adapt to ( make suitable for a new need )

2. Collect information as much as possible according to the questions in pre-reading.

1. What do human beings need to survive?

2. What do plants and animals need to survive?

3. What do animals do to survive in places where it is very hot or cold, where there

isnˇt much water, or where it is difficult to find food?

(3 ) Teaching procedure:

1. Presentation

a. Show pictures or video tape to see how plants and animals live together naturally.

b. Discuss the questions in pre-reading.

2. Read the first time and say ¨True〃 or ¨False〃 to the following statements according to the passage.

a. That ¨We are not alone in the world.〃 means that humans always have friends to talk with. (F)

b. We often take good care of ourselves and planet according to what Steve Jones said.(F)

c. Since many living things have already died out, we must do something to protect other

living things. (T)

d. Comfortable and clean habitat is important for plants and animals while enough food (

and other resources doesnˇt mean anything to them.(F)

e. Plants or animals will be endangered when they canˇt adapt to the change of their habitat (T )

f. Plants or animals donˇt have to change when a new species comes. (F )

g. Learning more about animals, plants and environment is helpful to protect the world.(T)

h. Creating more space for humans is more important than for animals and plants. (F)

3. Have a discussion about the following subjects and decide which one is the most important. Why?

A. Many of the earthˇs plants and animals are dying out.

B. Animals and their habitat.

C. We the human beings can do something to help.

[ the correct one is C because A and B are the basic knowledge we should have first before we can do something to help.]

4. Read a second time and answer the questions in post-reading.

a. Why do animals and plants become endangered?

(First find a sentence from the passage ¨We often talk about how important it is to take good care of ourselves and our planet,〃 but we donˇt always do as we say. Then ask students to give examples that people didnˇt do well in protecting ourselves and our planet.)

b. A species can become endangered when its habitat is changed or destroyed. Can you

think of things human beings do that may destroy or cause changes in a habitat.

(Encourage students to give examples. E.g. cutting trees/ introducing new plants/K)

c. What can we do to protect animals and plants that are being endangered?

( Firstly, never shoot animals which are important to us and never pick up flowers or

some other plants. Secondly, help to tell children or other people the importance of

doing that. Thirdly....)

d. What do you think ¨We〃 in the title ¨Are We endangered?〃 refers to?

(It not just refers to other animals or plants, but also refers to us human beings. How

can we survive if animals or plants die out? So if we do harm to the environment, we do harm to ourselves in the end. Thatˇs why the writer uses We instead of the animals and plants.)

(4 ) Homework:

a. Review and recite the new words and expressions in the passage.

b. Read about Jenniferˇs idea and then write your own list. (P. 67)

The Fourth Period

Activity

Are We Endangered? (2)

(1) Goals :

1. Vocabulary reinforcement.

2. Grammar (Direct Speech and Indirect Speech)

3. Speaking by creating some activities.

(2) Tasks

1. Students are required to take their homework seriously.

2. Be prepared for talking in the class freely.

(3) Teaching procedure:

1. Check homework

a. Check to see how well the students grasp the new words and expressions.

( Word games are welcomed to be used. For example, one student explain some words in English and the other tries to guess the words.)

b. Students are encouraged to share the lists they wrote about what they could do to make the world better.

( The way of interviewing can be used )

2. Read the passage after the tape and then talk about ¨ Word study:〃 (P.67X68)

a. Look at the words in the box and pick out those with the prefix ¨re-¨ that means ¨again〃.

recycler refuse regard reuse repair review

( Can you think of more words with the prefix ¨re-¨ that means ¨again〃.

---repeat, rebuilt, remarriedK)

b. Read the following sentences and fill in the blanks with the correct forms of phrases in

the box.

First of all in danger die out make a great difference take measures

冘 Joseph is doing what he can to save the animals _________________.

冘 There are many people I want to thank for having helped me win this award. But _________ I want to thank my mother who first taught me to recycle when I was very young

冘 There are many different answers to the question why dinosaurs _________ about 65 million years ago.

冘 The water in this river has been seriously polluted. Lots of fish die every day. People have to _____________ to solve this problem.

冘 If everyone starts caring about the environment, it will ___________ to our life.

3. Grammar ( Students work with their partners.)

a. Read the passage and underline the sentences which are indirect speech.

冘 He asked students if they knew what kind of animal the milu deer was and how many centers there were at present for milu deer in China.

冘 The students told him that they didnˇt know much about the milu deer but they were very interested in it and wanted to do something to protect it.

冘 He said that since the first deer arrived at the Nanhaizi Milu Park in 1985 form Britain, the number of milu has grown every year.

冘 He told the students that he hopes that more people would care abut the milu deer and more centers would be built to protect this animal.

冘 He said that keeping the deer in the park wasnˇt the best way to protect it.

冘 He asked people to stop killing the milu deer.

冘 He said that animals are living beings too and to love animals is to love ourselves.

b. Change the sentences into direct speech.

( In the form of performance, one student acts as Professor Stevenson, and the other acts as one of the students.)

c. Check several pairs to see how they are going.

(4) Homework

1. Create situations to practise the use of direct speech and indirect speech.

E. g. A called B, but C answered phone because B happened to be busy. Then C told B what A said.

2. Keep on reading and review the words and phrases and the passage.

The fifth Period

Goals:

a. Understand the article in the part of Reading and writing. Get the Ss to know the main idea and purpose of it and how it is presented.

b. Strengthen the Ssˇ sense of the protection of environment by visiting the Recycle City and finishing the writing on Reduce, Reuse, Recycle and Respond.

Three Tasks

a. Read the writing and understand the meaning of passage, make out the purpose of the writing and way it is presented.

b. Visit the unusual city: The Recycle City〃 to know what other people can do to protect our environment.

C. Finish the writing of Reduce, Reuse, Recycle and Respond〃 to the get the Ss themselves involved in the environment protection.

Steps

Task 1

a. Presentation

Suppose a tiger has just killed a deer, what will happen next?

[ tiger/ eat the flesh; wolves/ flesh ; birds / the remaining; the skin/rot and make the soil rich]

a. Deal with the main idea of the writing. Write the following three topics on the Bb.

* What are ecosystems?

* We should learn from nature.

* What can we do to protect the environment?

[ the main idea is the last topics ]

b. Deal with the way the writer presents his ideas.

* How does the writer describe ecosystems? [important; useful]

* Whatˇs the difference between human beings and a plant or animal about suing things?

[Humans beings: often only once. A plant/ animal: many times]

* Why are ¨ human beings ¨ used instead of ¨ people〃?

[ To show the contrast between man and nature]

* What does the writer mean by saying ¨ nature is much better at recycling than we humans are? [ To make the readers feel ashamed of ourselves and realize that it is time we did something now to set up good ecosystems.]

Task 2

Teacher: In fact many people are quite concerned about our environment and have already done sth with it. Today we are going to visit a very special city called ¨ The Recycle City〃( the website: www. Epa. gov. and then search ¨ recycle city〃 ). Show the Recycle City on the internet. Show the Ss around the city and ask them some questions about it.

Sth to pay attention to:

--- the mayorˇs office --- the special swing --- Marie --- new landfill/ old landfill

--- the class --- used cars

Task 3

Teacher: We have just visited the Recycle City. I hope that we can learn sth from it. Now itˇs time for us students think and do sth for our earth. Letˇs finish the writing about ¨ Reduce, Reuse, Recycle and Respond ¨. We are going to have a competition between the four groups/ Letˇs find out which grou0p can do the best.

Rules: one student from each group collects the answers and then write the answers on the Bb in turn. Each time he/ she can write only one answer.

Reduce Recycle Reuse Response

1. _____________ 1 ______________ a plastic bag___________ 1._____________

2.______________ 2.______________ an old shirt ___________ 2._____________

3.______________ 3________________ a soda bottle __________ 3_____________

1_____________________

2._____________________

3._____________________

Possible answers:

Reduce: 1. Donˇt use or buy things that are unnecessary. 2. Write on both sides of paper.

3. use a smaller cup instead of a bigger one. 4. Buy things that can be used many times.

Recycle 1. We can recycle paper, metals like iron, steel . 2. We can recycle tyres, used oil .

3. We can recycle waste water. 4. We can recycle glass.

Reuse: A plastic bag --- An old shirt ---into mops or ropes A soda bottle --- a flower pot/ a work of art Other things : 1. a piece of wood --- burn/ into charcoal/ other smaller things

2. an old tyre --- a life ring / a sway 3. tins --- boats (in Austria) 4. old books / text books/ computers/ CD ----- given to others/ children in poor areas

Respond: 1. Go around the country to know the real situation of the environment.

2. Read scientific books/ magazines about nature and environment.

3. Learn about some disasters that happen to nature and the environment by watching TV or listening to the radio or reading newspapers.

4. Use computers to imitate the present situation and foretell the nature and environment in the future.

The Sixth Period

Goals:

a. Get the Ss to know how to write a poster.

b. Develop the Ssˇ observation and thinking.

c. Learn to share things with others, to cooperate and get some ideas from each other.

d. Reinforce the Ssˇ sense of the protection of our environment.

Tasks;

a. See a poster by the teacher and let the Ss make comments on it according to the tips given

on p-70 about making a great poster.

b. Let the Ss design a poster of their own in groups of four and hold a competition to choose

the best posters by the standards in the tips.

c. Arrange an exhibition of all the posters in the school show windows.

Steps:

Task 1

a. Present a poster about ˉwaterˇ designed and drawn by the teacher on the screen.

[pond A and pond B: the color---> polluted water; the birds and animals: looking at the boy drinking --> very thirsty; the tree: no leaves--> dry or killed by pollution; !--> strong feeling of happiness; ? --> water is a big problem. Topic: Our earth is short of good water.]

b. Get the Ss to talk about the poster to get the topic in it and make comments on it according to the standards printed on paper.

Task 2

a. Let the Ss design a poster of their own in groups of four.

b. Get the Ss to recommend 8 students as judges to mark their scores.

c. Collect the posters and show them on the screen.

d. Let one student read out the judgesˇ scores and leave out the lowest and highest scores. Two other students work out the total numbers.

e. Decide the prizes: the first prize: three winners

the second prize: four winners

the third prize; the remaining posters

Task 3

a. Get in touch with the school library and Teaching Department.

b. Show all the posters in the school show windows.

c. Write a few sentences to show the purpose of the display and call on other students to something to protect our environment.

Reference:

Standards on judging the posters

Group Number_______________ Class_______________ Mark________________

Please judge the posters according to the following aspects (よ)C

1. interest ____________________

2. topic clear __________________

simple __________________

3. correctness ___________________

4. pictures _______________________

5. graphs ________________________

6. organization ____________________

7. language easy_______________

or difficult _______________

Assessment Paper

Name _______________ No._________________ Class___________ Grade______________

( )1. About the command of the words , phrases and language points:

a. excellent: 100% -- 85% (5 points) b. good: 84%--70% (4ps )

c. average: 69%-- 60% (3ps) d. failing: < 60% (1p)

( ) 2. About the main idea of the unit: (5ps)

a. Endangered animals b. Recycling

c. Pollution d. Humans and the environment

( ) 3.About the attendance of the activities:

a. very active ( 5ps) b. average (3ps)

c. seldom (2 ps ) d. no attendance (0p)

( ) 4. About the thought in the activities:

a. deep and creative (5ps) b. active (4ps)

c. average (2ps) d. no thinking (0p)

( ) 5. About speech in class;

a. brave and active (5ps) b. talking about what one knows (3ps)

c. only listening to others (2ps) d. no talking and no listening (0p)

( ) 6. Write oneˇs better understanding of the environment after the unit .(at least 20 words) (5ps)

_______________________________________________________________________

_______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

( ) 7. About help or new ideas from others:

a. a lot ( 5ps) b. just so-so (3ps) c. nothing at all (0p)

( ) 8. About helping other students:

a. try oneˇs best (5ps) b. help what one can (3ps) c. offering no help (0p)

( ) 9. About finishing the tasks and homework:

a. doing them seriously and alone ( 5ps) b. for the sake of finishing them (3ps)

c. referring to othersˇ answers (1p) d. left unfinished 0p)

( ) 10. About the harvest in English study , knowledge and thinking after the unit:

a. rich (5ps) b. just so-so (3ps) c. only a little (2ps)

Note: a. First each one finishes the form honestly.

b. Hand in for the group leader to check.