The First Period

Ⅰ． Teaching Aims and Demands

1． Knowledge Objects

（1） Key Vocabulary

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

（2） Target Language

I am like this animal because I am strong and intelligent． I like water, and I like to eat vegetables．

You’re like an elephant．

No．

You’re like a manatee．

Yes．

2． Ability Objects

（1） Train students’ listening ability．

（2） Train students’ communicative competence．

3． Moral Object

Love all kinds of animals because they are our friends．

Ⅱ． Teaching Key Point

Target Language

Ⅲ． Teaching Difficult Points

1． How to train students’ listening ability．

2． How to train students’ communicative competence．

Ⅳ． Teaching Methods

1． Didactic to learn the new vocabulary．

2． Listening-and-answering activity to help

students go through with the listening material．

3． Groupwork to make every student work in class,

Ⅴ． Teaching Aids

1． A tape recorder

2． The blackboard

3． A projector

Ⅵ． Teaching Procedures

Step I Revision

Now let’s review five different verb tenses． Can you name the five tenses? Please look at the screen．

Show the names of the five tenses on the screen by a projector along with a sample sentence for each．

present progressive: You’re reading these sentences．

present: We use our books every day．

past with used to: He used to live in the countryside．

passive voice: Our classroom is found at the end of the hall．

present perfect: We have already finished Unit 14． We haven’t finished Unit15 yet．

Invite a student to read the verbs in these sentences． Then get other students to briefly explain what each tense is used for．

Present progressive describes things that are happening right now．

Present describes things that happen all the time or usually happen．

The past with used to describes things that were a certain way in the past, but have changed now．

The passive voice describes things that we don’t know who did, or we don’t care who performed the action．

The present perfect describes recent events．

Get students to think of two or three more sample sentences using each type of verb． Have several students read their sentences．

Step Ⅱ 1a

This activity introduces the key vocabulary．

Look at the signs on each animal’s picture and read the words to the class． Get students to repeat the name of each animal．

African elephants, chimpanzees, kangaroos, manatees, cheetahs, polar bears． If necessary, read the words and ask students to repeat them again． Then have students read the words by themselves．

Make sure students can read the words correctly and fluently．

Read the directions to the class． Point to the list of words in the box． Read the words and let students repeat them． Then get different students to explain what they think each word means in their own words． For example, A gentle animal is quiet and not dangerous． A fury animal is covered with soft hair． Ask some students to explain any words students may not understand．

An enormous animal is very great．

A playful animal is full of fun．

An aggressive animal is fond of quarrels and quick-tempered．

A spotted animal is marked with spots．

Let students begin filling in the answers on their own． When they work, walk around the classroom checking their progress and answering any questions they may have． After students have finished using all the words from the box, let the students write some other words in the blanks below some of the pictures．

Check the answers with the whole class．

Let students say the words they wrote under each heading．

Answers

Possible answers

manatee: gentle, shy

chimpanzees: noisy

elephants: enormous, gray

kangaroos: playful

cheetahs: spotted, fast

polar bears: aggressive, furry

Step Ⅲ 1b

This activity gives students practice in understanding the target language in spoken conversation．

Go through the instructions with the class． Look back at the list of words in Activity 1a． You will hear Ginny and Victor talk about the animals in the picture in Activity 1a． Now please listen to the recording carefully and circle the words on the list that they use to describe the animals．

Play the recording the first time． This time students only listen． Play the recording a second time． Now listen to the recording again and circle the words you hear on the recording．

Check the answers．

Answers

These words should be circled:

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

Tapeseript

Boy: Hey, Ginny, What’s that big, furry animal in the pond?

Girl: It’s a polar bear, Victor． They’re kind of aggressive．

Boy: Are they? They looks like really love water．

Girl: Uh-huh．

Boy: And what do you call those big, gray things in the water?

Girl: They’re called manatees．

Boy: What?

Girl: Manatees． They’re very gentle and very shy．

Boy: Oh． And how about the yellow and black spotted animals in that cage?

Girl: They’re cheetahs． The cheetah is the fastest animal on earth．

Step Ⅳ 1c

This activity provides oral practice using the target language．

Go through the instructions with the whole class．

Look at the sample conversation in the box and get three students to read it aloud to the class．

SA: I am like this animal because I am strong and intelligent． I like water, and I like to eat vegetables．

SB: You’re like an elephant．

SA: No．

SC: You’re like a manatee．

SA: Yes!

Tell students to think of an animal that is the same as them in some ways． Take a few minutes to write down a statement．

Say, You can write a sentence or two that describes how you are similar to the animal you choose． Don’t say the name of the animal．

A few minutes later, let student read their statements to the class and see how quickly the other students can guess what animal the students is talking about．

Statement 1

S1:I am like this animal because I am playful and funny．

Ss: You’re like a polar bear．

S1: No．

Ss: You’re like a kangaroo．

S1: Yes!

Statement 2

S2: I am like this animal because I run very fast． I like to wear colorful clothes．

Ss: You’re a kangaroo．

S2: No．

Ss: You’re like a cheetah．

S2: Yes!

Note

like-（here prep． ）in the manner of

Step Ⅴ Summary

In this class, we’ve learned some important words such as manatee, kangaroo, Po ;; ar bear, gentle, furry, enormous, playful, noisy, aggressive, spotted． We’ve also learned the target language I am like this animal because I am strong and intelligent． I like water, and I like to eat vegetables． You are like an elephant． No． You’re like a manatee． Yes!

Step Ⅵ Homework

1． Get students to write down some statements and read them to their partners．

Let the partners guess what animals they are talking about．

2． Review the new words in the box in

Activity 1a．

The Second Period

Ⅰ． Teaching Aims and Demands

1． Knowledge Objects

（1） Key Vocabulary

endangered, mangrove, swamp, habitat, aquatic feed, underwater, vegetation,

foot, weigh, pound

（2） Target Language

How big are manatees?

They’re about 10 feet long and they weigh about 1 000 pounds．

2． Ability Objects

（1） Train students’ listening ability．

（2） Train students’ speaking ability．

（3） Train students’ the ability of using grammar focus．

3． Moral Object

We must be fully aware of the importance of reducing pollution and protecting animals．

Ⅱ． Teaching Key Points

1． Key Vocabulary

endangered, mangrove, swamps, habitat, aquatic feed

2． Target Language

How big are manatees?

They’re about 10 feet long and they weigh about 1 000 pounds．

3． Structures

Present progressive

We’re trying to save the manatees．

Present

Manatees eat about 100 pounds of food a day．

Past with "used to"

There used to be a lot of manatees．

Passive voice

In 1972, it was discovered that they were endangered．

Present perfect

Some of the swamps have become polluted．

Ⅲ． Teaching Difficult Points

1． the target language

2． How to train students’ listening ability．

Ⅳ． Teaching Methods

1． Listening method to improve students’ listening ability．

2． Pairwork to make every student work in class．

3． Review, explanation, inductive methods

Ⅴ． Teaching Aids

1． A tape recorder

2． The blackboard

Ⅵ． Teaching Procedures

Step Ⅰ Revision

Check homework． Get some pairs to act out their conversations． When they work, the rest of students also guess what animals they are talking about．

Step Ⅱ 2a

This activity provides guided listening practice using the target language． Look at the picture． Ask, What can you see in the picture? （A manatee is in the water．）

Go through the instructions with the class． You will hear two people talking about manatees． Listen and draw a line between each word and its definition．

Read the sample answer． Then say, The word endangered means there aren’t very many of this animal left in the world． The manatee is endangered because there aren’t very many of these animals．

Play the recording for students the first time． This time students only listen to the recording carefully． Play the recording a second time． This time students draw lines between each word and its definition．

Check the answers with the class．

Answers

1． b 2． d 3． a 4． c

Tapescript

Boy : Can you tell us about the manatees, please?

Man : Sure． We’re trying to save them．

Boy : Why? Are they endangered?

Man : Yes． There used to be a lot of manatees, but now there aren’t very many of them．

Boy : Do you know how many there are?

Man : At this point, there are only about 2 500 in the U． S． In 1972, it was discovered that they were endangered． Since then, the government has passed laws to protect them．

Boy : Where do they live?

Man : Their favorite habitat is the water under the trees in mangrove swamps．

Boy : And why are they endangered?

Man : Some of the swamps have become polluted． Also, there sometimes isn’t enough food for all of them． As you can see, they’re large． The average manatee is about three meters long and weighs about 1 000 pounds． They need about 100 pounds of aquatic feed a day．

Boy: Aquatic feed?

Man: Oh, that’s underwater plants and vegetation． That’s what they eat．

Step Ⅲ 2b

This activity provides listening practice u-sing the target language．

Go through the instructions with the class． Look at the headings in the chart and the blanks next to each heading． You will hear the same recording again． This time listen carefully to what both people say and fill in the blanks in the chart． Look at the sample answer． The two people on the recording are talking about manatees, so you write the word manatee after the words kind of animal in the chart．

Play the recording again． Get students to fill in the blanks in the chart． Check the answers with the class．

Answers

Kind of animal: manatee

Numbers: 2 500 in the U． S．

Habitat: water under trees in mangrove swamps Reason why they are endangered: swamps polluted, not enough food

Description : large, three metres long, weighs 1 000 pounds

Step IV 2c

This activity provides guided oral practice using the target language． Look at the sample conversation in the box． Invite a pair of students to read it to the class．

SA : How big are manatees?

SB : They’re about l0 feet long and they weigh about 1 000 pounds．

Read the instructions aloud to the class． Each pair of students can make a conversation using information from Activities 2a and 2b． Let students work in pairs． While they are working, move around the classroom, checking the progress of the pairs and offering help as needed．

When students finish the work, ask one or two pairs to say their conversations to the class．

Conversation 1

SA: Where do manatees live?

SB: They live in the water under the trees in mangrove swamps．

Conversation 2

SA : Why are manatees endangered?

SB : Because some swamps have been polluted． And there isn’t enough food for all the manatees, either．

Step Ⅴ Grammar Focus

Look at the grammar focus box． Invite five students to read the statements to the class．

We’re trying to save the manages． Manatees eat about 100 pounds of food a day．

There used to be a lot of manatees． In 1972, it was discovered that they were endangered．

Some of the swamps have become polluted．

Put the class in five groups and ask each group to become "experts" in one of the verb tenses and presents a review of that tense to the rest of the class． Have the students explain what the verb tense is used for and then give some sample sentences．

Students can look back at the units where their verb tense was presented or practiced．

Present progressive: Reviewed throughout the book．

Present: Reviewed throughout the book

Past with used to: Unit 4

Passive voice: Unit 10

Present perfect: Unit 14

While the groups are working, walk around the classroom helping the students with their explanations and their sample sentences．

Ask one student of each group to show their work． As the students show their work, ask questions and correct any errors in their explanations or sentences．

（1） Present progressive: One form of the verbs that express action that continues over a period of time, also called Present continues tense． The structure is am/is/are+ -ing． For example: He is reading a story book．

（2） Present: It is used for indicating action that is usual and habitual． The form of the verb is do or does． For example:

I go to school by bike．

She does her homework every day．

（3）Past with used to: The structure of used to + inf． indicates a constant or-frequent practice in the past． For example:

I used to go swimming when I was a child．

（4）Passive voice: The form of the verb is be + p．p in the sentence． For example:

Our classroom is cleaned every day．

（5） Present Perfect: The from of the verb is have/has + p． p

For example:

I have already finished my homework．

Step Ⅵ Summary

In this class, we’ve learned some important words, such as endangered, mangrove swamps, habitat, aquatic feed． We’ve also learned the target language How big are manatees? They’ve about 10 feet long and they weigh about 1 000 pounds． At last, we reviewed some grammar we have learned．

Step Ⅶ Homework

1． Make conversations in pairs to review the target language．

2． Make five sentences to review the grammar focus．

The Third Period

Ⅰ． Teaching Aims and Demands

1． Knowledge Objects

（1） Key Vocabulary against, be suitable for, tiny cages, educate, care for, urge

（2）Target Language I think that animals should not live in zoos．

I disagree with you． I feel that zoos provide clean and safe places for endangered animals to live．

2． Ability Objects

（1） Train students’ integrating skills．

（2） Train the ability of expressing students’ own opinions．

3． Moral object

Animals are our friends． We must know how to love them and how to protect them． That way, It is good for both animals and us．

Ⅱ． Teaching Key Point

Train students’ integrating skills．

Ⅲ． Teaching Difficult Point

How to improve students’ integrating skills．

Ⅳ． Teaching Methods

1． Fast-reading method

2． Groupwork and pairwork

Ⅴ． Teaching Aids

1． A projector

2． The blackboard

Ⅵ． Teaching Procedures

Step I Revision

T: Yesterday we learned the target language and reviewed some grammar． Now who can make sentences using the grammar we reviewed yesterday．

S1 : I’m answering a question．

S2 : My mother goes shopping every week．

S3 : She used to live in the countryside, but now she lives in the city．

S4 : He was made to do so．

S5 : She has learned a lot of new words．

T: Very good．

Step Ⅱ3a

This activity provides reading practice u-sing the target language． Show the key vocabulary words on the screen by a projector．

against prep． 反對；違反

suitable adj． 合適的；適宜的

tiny adj． 極小的；微小的

cage n． 籠子；囚籠

educate v． 教育；培養

public adj．& n 公眾（的）；民眾（的）

care for 關懷；照顧

urge v． 強烈要求；竭力主張

Read the words and ask students to re-peat again and again until they can pronounce the words fluently and accurately． Go through the instructions with the whole class．

Invite a student to read the letter to the class． Correct any pronunciation errors to make sure the student is providing a good model for the rest of the class．

Get students to read the letter on their own again and underline the reasons why the writer is opposed to zoos．

Check the answers with the class．

Answers

Zoos are terrible places for animals to live．

The animals are kept in tiny cages and can hardly move at all．

And they are only given food once a day．

Notes

1． tiny-very small

2． Culture note: Many Westerners are extremely concerned about animal welfare and often support organization to protect them． Such protection includes the ethical treatment of farm animals and animals in zoos． Some people feel that we should not eat any food made from animals or wear any animal products, including leather shoes．

Step Ⅲ 3b

This activity provides reading and writing practice using the target language．

go through the instructions with the class．

Invite a student to read the letter to the class． Correct any pronunciation errors to make sure the student is providing a good model for the rest of the class．

Ask students to read the letter again． Then finish the work on their own or in pairs． When they work, walk around the classroom, checking the progress of the pairs and offering help as needed．

Check the answers． Answers will vary but a good letter will take the points from the letter opposite to their point of view and argue with them．

A sample answer

Dear Editor,

After reading the two letters, I realize that I must say something about animals and zoos． I don’t agree with Disgusted． In fact, many animals only eat once a day or once every few days, so feeding them just once a day is not a problem at all． I think zoos are very important to animals． They can stop many endangered animals from being killed or hunted． They can provide man with places for research work． Also we can visit the animals in the zoos to learn some knowledge to protect the animals better．

Sincerely,

×××

Write the letter on the blackboard as an example．

Notes

1． living-active: lively

2． care for-look after; provide food, money, shelter, etc．

3． urge-request earnestly; try to persuade; strongly recommend

Step Ⅳ Part 4

This activity provides oral practice using the target language．

Go through the instructions with the class． There will be two different teams． One team will talk about why zoos are good places for animals and the other team will say why zoos are bad paces for animals．

Look at the list of expressions． Invite a student to read the list aloud to the class． Then get some students to use each expression in a complete sentence．

S1 : I think that elephants shouldn’t be kept in zoos．

S2 : I believe that animals in zoos live longer than animals in the jungle．

Put students in two teams． Let each team work together as they write down some statements showing their viewpoint, using the expressions in the box．

Look at the sample language in the box． Invite a pair of students to read it to the class．

SA : I think that animals should not live in zoos．

SB : I disagree with you． I feel that zoos provide clean and safe places for endangered animals to live．

Ask the two teams to debate in class．

First, call on one team to give a statement． Then ask the other team to give a statement that is related to the first statement． Help the teams make several different statements about a single point before going on to another point．

For example:

Team 1: I think that zoos are not suitable for animals to live in．

Team 2: Why do you think so?

Team 1: Because animals there are only given food once a day． They’re hungry．

Team 2: I disagree with you． I believe that many animals only eat once a day or once every few days． So, there is no need to worry about that．

Step Ⅴ Summary

In this class, we’ve learned some key vocabulary words such as against, be suitable for, tiny cages, care for, urge． We’ve also done a lot of reading, writing and speaking practice using the target language．

Step Ⅵ Homework

1． Finish off the exercises on pages 61～62 of the workbook．

2． Write the letter to the editor．

The Fourth Period

Ⅰ． Teaching Aims and Demands

1． Knowledge Objects

（1） Key Vocabulary

planet, recycle, shower, paper towels, napkins, turn off

（2） Target Language

We really shouldn’t use paper napkins, you know．

I know． I stopped using them last year．

2． Ability Objects

（1） Train students’ speaking and listening ability．

（2） Train students’ ability to understand the target language in spoken conversation．

（3） Train students’ ability to use the target language．

3． Moral Object

We should be aware of the importance of protecting the environment．

Ⅱ． Teaching Key Points

1． Key Vocabulary

planet, recycle, turn off

2． Target Language

We really shouldn’t use paper napkins, you know．

I know． I stopped using them last year．

Ⅲ． Teaching Difficult Points

1． How to train students’ speaking and listening ability．

2． How to use the target language．

Ⅳ． Teaching Methods

1． Listening method

2． Pairwork to make every student work in class．

Ⅴ． Teaching Aids

1． A tape recorder

2． The blackboard

Ⅵ． Teaching Procedures

Step I Revision

Check homework, Invite a student to read his or her letter to the editor． Help correct any mistakes．

Step Ⅱ 1a

This activity introduces new vocabulary．

Read the instructions aloud to the class．

Then ask, What’s the meaning of the phrase save the planet． （It means to keep planet Earth clean and not polluted．）

Look at the five suggestions for ways to save the planet． Invite a student to read each one aloud to the class． Make sure students understand the meaning of each suggestion．

stop riding in cars．

recycle books and paper．

turn off the lights when you leave a room．

turn off the shower while you are washing your hair．

don’t use paper towels or napkins．

Get students to write a number 1 in front of the easiest thing to do, a number 2 in front of the second easiest thing to do, and so forth． Check the answers． Students will probably have different answers． Let one of the students to say why he or she thinks a certain thing is easy to do and another thing is difficult to do． For example: I think it is easy to turn off the lights when you leave room． Because everyone can do it without any effort． It is difficult to stop riding in cars． Many people go to work or go to school by car, because it is far away from their homes． Otherwise they will be late．

Notes

1． stop doing-discontinue doing

2． recycle-treat so that further use is possible

Step Ⅲ 1b

This activity provides guided oral practice using the target language． Read the instructions to the class． You will compare the answers you wrote for Activity la．

Look at the example in the speech bubbles． Invite a pair of students to read it to the class．

SA: Recycling paper is really easy．

SB: I agree． But it’s hard to stop riding in cars．

Look back at the list of items in Activity 1a again． First one student makes a statement． Then the other student agrees or disagrees with it． You can look back at Activity 4 in Section A to get ideas of words to use when agreeing and disagreeing．

Have students work together, move around the classroom, checking the work and offering help as needed．

Ask a pair of students to say their answers as an example．

SA: Turning off the lights when you leave a room is really easy．

SB: I agree with you．

SA: Not using paper towels is really hard．

SB: I disagree with you． I believe that we can use handkerchieves．

Step Ⅳ 2a

This activity provides listening practice with the target language and new vocabulary words．

Go through the instructions with the class． Now you will hear Jack and Julia talk about what they are doing to help save the planet． Look at the chart． Invite a student to read the list of items that Julia and Jack talk about．

turning off the lights

turning off the shower

stopping using paper napkins

taking your own bags when shopping

not riding in cars

riding a bike

recycling paper

Play the recording for this activity for the students． The first time students only listen carefully． Play the recording a second time． Say, Listen to the recording again and check the things Julia and Jack talk about． If necessary, play the recording again．

Check the answers with the class．

Answers

They talk about: turning off the lights,

turning off the shower．

taking your own bags when shopping．

not riding in cars, riding a bike．

Tapescript

Boy: Hey, Julia． Don’t forget to turn off the lights． It saves electricity．

Girl: Oh, I know． I usually do that． I was just in a hurry． How you’re so interested in the environment, Jack?

Boy: I always have been． Lots of people think there’s nothing they can do, but I just read this book about it, and there are lots of things the average person can do．

Girl: Like what?

Boy: Well, you should turn off the shower when you’re washing your hair．

Girl: Oh, I’d never do that]

Boy: You wouldn’t?

Girl: No, I have very short hair． I’m only in the shower for a few minutes．

Boy: Well, every minute helps．

Girl: What else does it say?

Boy: It says you should take your own bags when you go food shopping．

Girl: Oh, that’s not difficult． I can do that． What else?

Boy: Hmmm． Here’s a good one． It says people should stop riding in cars and start riding hikes．

girl: Oh, I’ll never do that! Can you see me riding 45 minutes to and from school every day?

Boy: Well, I think the environment is really important． Besides, I like riding my bike．

Girl: Yes, and you also live close to school!

Step Ⅴ 2b

This activity gives students practice in understanding the target language in spoken conversation．

You will hear the same recording again．

Listen and check the things that Julia is doing now, the things She will do in the future, and the things she would never do．

Point to the three column headings in the chart and let students read the headings again on their own． Now listen to the recording carefully and check the things．

Play the recording again if necessary．

Students check their answers． Correct the answers．

Answers

Things Julia is doing now: turning off the lights．

Things Julia will do in the future: taking bags when shopping．

Things Julia will never do: turning off the

shower not riding in cars or riding a bike．

Step Ⅵ 2c

This activity provides guided oral practice using the target language． Look at the sample conversation． Invite a pair of students to read it aloud to the class．

A: We really shouldn’t use paper napkins, you know．

B: I know． I stopped using them last year．

Go through the instructions with the class． Say, Have a conversation about the items in the chart． Talk about which of these things you do now, which you will do in the future, and which you would never do．

Get students to work in pairs． While they are working, walk around the classroom checking the progress of the pairs and offering help as needed． Invite one or two pairs to say their conversations to the class．

SA: We should turn off the lights when me leave a room．

SB: I always do that．

SA: We should take our own bags when shopping．

SB: That’s easy． I will do that in future．

SA: We really shouldn’t ride in cars．

SB: I’ll never do that! Our school is far away from my home． It takes me one hour to ride to school every day．

Step Ⅶ Summary

In this class, we’ve learned some key vocabulary, such as recycle, shower, paper towels, napkins, turn off． We’ve also learned the target language We really shouldn’t use paper napkins, you know． I know． I stopped using them last year．

Step Ⅷ Homework

Talk about things that you are doing now, you will do in the future and you would never do using the target language and write down the conversations．

The Fifth Period

Ⅰ． Teaching Aims and Demands

1． Knowledge Objects

（1） Key Vocabulary

trash, pull down, be made from, glue, inspiration, bottle, spare time

（2） Practise reading an article．

（3） Practise writing something using the target language．

2． Ability Object

（1） Improve students’ integrating skills-reading skill and writing skill．

（2） Improve students’ speaking ability by talking to each other．

3． Moral Object

We must realize the importance of recycling, It not only is a useful saving of money but also can protect our environment．

Ⅱ． Teaching Key Point

Practise reading and writing using the target language．

Ⅲ． Teaching Difficult Points

1． How to improve students’ reading ability．

2． How to improve students’ speaking ability．

Ⅳ． Teaching Methods

1． Reading method to improve students’ reading ability．

2． Writing method to improve students’ writing ability．

3． Speaking method．

Ⅴ． Teaching Aids

1． A projector

2． The blackboard

Teaching Procedures

Step Ⅰ Revision

Revise the target language presented in this unit． Check homework． Ask some pairs to read out their conversations．

Step Ⅱ 3a

This activity provides reading practice using the target language． Teach the new words． Show the new words on the screen by a projector．

stuff n．廢物；無用的東西

material n． 材料；原料

pull v． 拉；拖；拔

pull down 摧毀；推翻

be made from 由……制成；由……構成

bottle n． 瓶子

glue v． 膠合；粘貼；黏合 n．膠水

roof n．頂；屋頂；房頂

discard v． 丟棄；放棄

tile n．瓦片；瓷磚

fence n．柵欄；圍墻

can n．（裝液體等，常帶有蓋的）金屬罐

inspiration n．靈感；鼓舞人心的人（或事物）

spare adj．多余的；空閑的

Read the words and ask students to repeat them again and again until they can pronounce them correctly and fluently．

Look at the article The house of trash． Invite a student to read the article aloud to the class． Correct any pronunciation mistakes to make sure the student is providing a good model for the rest of the class． Go through the instructions with the class． Elicit one question from the class． （Who is Amy Winterbourne?） Make sure students know what to do． Encourage students to think about questions beginning with who, what, when, where, why and how．

Now read the article． Then write your questions in your exercise book． Have students do the activity in pairs． Students should discuss why they would want to know the answer to each question． When they work, move around the classroom, checking the progress of the pairs and providing help as needed．

Check the answers with the class．

Answers

Answers will vary but might include

Who taught her how to make her house?

What isn’t made out of trash in her house?

When did she start making her trash house?

Where is the house?

Why did she use trash to build a house?

How long did it take to build her house?

Notes

1． the house of trash-the house made out of trash

2． most-（here） very

3． out of-（here）by the use of; from

4． discard-throw out or away; put aside,

give up （sth． useless or unwanted）

5． inspiration-（here） person or thing that inspires

Step Ⅲ 3b

This activity provides reading and writing practice using the target language．

Look at the Before picture． Please tell me the names of the things you see in the picture． （a trash can, a pair of pants, a napkin） Then look at the After picture．

Say to students． Please find out things made from recycled materials from the Before picture． （the backpack, the hat, the scarf）

Go through the instructions with the class．

Make sure students know what to do．

Ask different students to make sample sentences using the phrases made from and used to be about items in the After picture．

For example:

His backpack used to be a pair of pants．

His backpack is made from a pair of pants．

Get students to complete the article individually． While they are working, go around the classroom, checking the progress of students, offering help and answering questions as necessary．

Invite a student to read his or her completed article to the class．

Answers

Joe Winterbourne loves the clothes his mother made for him． At school, everyone calls him Mr Recycling． His hat is made from（used to be）a trash can cover． His backpack used to be（is made from）a pair of pants． His scarf is made from（used to be）a napkin．

Step Ⅳ Part 4

This activity provides reading, writing, and oral practice using the target language．

Read the instructions aloud to the class．

Please tell me the things that you recycle． （paper, glass, aluminum cans, plastic, or cardboard） Look at the survey form．

Invite a student to read the headings aloud to the class． Brainstorm other items to add to the list． Say, Talk to your classmates and find out who recycles each item on your list． Let students move around the classroom and ask their classmates about their recycling habits．

When students finish, check the work．

Let some students tell what they learned．

How many students did they talk to? Of this number, how many recycle paper?

How many turn off the lights when they leave the house?

A sample survey

Questions The number of students（20）

recycle paper 12

turn off lights in the house 10

turn off the shower 2

while washing hair

take your own hags 5

when shopping

Step Ⅴ Summary

In this class, we’ve done a lot of practice reading and writing as well as speaking．

Step Ⅵ Homework

1． Read the article in Activity 3a again for further comprehension．

2． Complete the article in Activity 3b．

3． Do the survey in Activity 4 if students haven’t finish it．

The Sixth Period

Ⅰ． Teaching Aims and Demands

1． Knowledge Objects

（1） Fill in the blanks and make sentences

using support, endangered, recycle, wear, pull down

（2） Write conversations using the information．

2． Ability Object

Train students’ writing ability．

3． Moral Object

We should form good habits． They are not only good for ourselves but also good for our society．

Ⅱ． Teaching Key Points

1． Fill in blanks and make sentences．

2． Write conversations．

Ⅲ． Teaching Difficult Point

Make students using support, endangered, cycle, wear, pull down

Ⅳ． Teaching Methods

1． Teaching by explanation

2． Speaking method

3． Writing method

Ⅴ． Teaching Aids

1． A projector

2． The blackboard

Ⅵ． Teaching Procedures

Step Ⅰ Revision

Check homework． Invite a few students to read the article in Activity 3a． Then let a student read his or her own article．

Step Ⅱ

This activity focuses on vocabulary introduced in the unit．

Look at the words in the box． Invite a student to read them． Make sure the students understand the meaning of each word． Then fill in the blanks with the words． In some cases, students may need to use another form of the word, for example adjusting for tense or subject/verb agreement． Tell students they can find all the words in the preceding unit．

Get students to fill in the blanks on their own．

Check the answers． Ask five students each to read a sentence, filling in the blanks． The rest of the students check their answers． Show the answers on the screen by a projector．

Answers

1． Why are you wearing a coat? It’s not very suitable/or this hot weather．

2． Our school football team needs more support． They aren’t doing very well．

3． Pandas are endangered animals． They aren’t doing very well．

4． It’s important to recycle paper to save the trees．

5, That apartment block is old and dangerous． It should be pulled down．

Have students make their own sentences with the words, preferably sentences that are meaningful． Walk around the classroom． Collect a few students’ answers with mistakes on the blackboard． Then help students correct the mistakes．

Sample answers

1． I hope to have your support．

2． It is more than 30 years since manatees were endangered．

3． Recycling paper is very important and necessary．

4． What do you like to wear?

5． The buildings that are dangerous must be pulled down．

Step Ⅲ Part 2

This activity provides speaking and listening practice using the target language．

Go through the instructions with the class．

Invite a pair of students to model part of the sample dialogue adding their own answers． Correct any pronunciation errors to make sure the students are providing a good model for the rest of the class．

SA: What are three things you are supposed to do?

SB: I’m supposed to go to school on time, do my homework and clean my room．

Get students to finish the conversations in pairs． As there are more parts for the

A partner to answer, partners should switch roles and practice a second time．

Review the task． Invite a few students to share their conversations with the class．

Answers will vary．

Sample conversations

Conversation 1

SA: What are three things you are supposed to do?

SB: I’m supposed to go home after school, finish my homework and go to bed at ten．

SA: What are you supposed to do when you meet your teacher?

SB: I’m supposed to greet my teacher．

Conversation 2

SA: What happened yesterday?

SB: I missed the bus． I was late for school．

SA: Why did you miss the bus?

SB: I got up late．

Conversation 3

SA: Give me that book,

SB: Please ask politely．

SA: I’m sorry． Could you please give me that book?

SB: Of course． Here you are．

Conversation 4

SA: How do you feel about soft music?

SB: It makes me relaxed．

SA: How about loud music?

SB: It makes me want to dance．

Conversation 5

SA: Do you need some help?

SB: Yes, I’m looking for your a bus stop．

SA: Walk along the street and turn left at the first turning． You will find it．

SB: Thank you for your help．

SA: You’re welcome．

Conversation 6

SA: Have you ever won anything?

SB: I won the best new singer last year．

Sa: That’s great． Have you had your own concert?

Sb: No, not yet．

Step Ⅳ Just for Fun!

This activity provides reading and speaking practice with the target language．

Invite a pair of students to read the conversation aloud to the class．

SA: What are they doing?

SB: They are trying to help the environment．

Ask all the students to read the conversation again． Then let students look at the picture． Ask, Who is happy that the pond is being cleaned up? （The toads．） How do the toads show their thanks? （They line up and bow their thanks．）

Ask some pairs of students to present this conversation to the rest of the class．

Step Ⅴ Summary and Homework

In this class, we’ve done a lot of writing practice using the key vocabulary words and the target language presented in this unit． After class, please make sentences using the words in Activity 1 in your exercise books． Then finish off the exercises on pages 62～64 of the workbook．