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．

S_A: Recycling paper is really easy．

S_B: 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．

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

S_B: I agree with you．

S_A: Not using paper towels is really hard．

S_B: 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．

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

S_B: I always do that．

S_A: We should take our own bags when shopping．

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

S_A: We really shouldn’t ride in cars．

S_B: 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．

Step Ⅸ Blackboard Design

Unit 15 We’re trying to save the manatees!

The Fifth Period

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

1． Listening method

2． How to use the target language．

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

2． Target Language

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

I know． I stopped using them last year．

1． Key Vocabulary

planet, recycle, turn off

3． Moral Object

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

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．

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．