1、Unit 13 Were trying to save the earth!Section B（1a-1e）Teaching Aims Language goals Talk about how to protect environment in our daily life. Key words and phrasesrecycle, napkin, save electricity Key sentences1. I have just read a book which gives ideas about how we can save the environment.2. You sh
2、ould take your own bags when you go shopping.Teaching DifficultiesLet Ss learn to talk about how to protect environment in our daily life.Teaching AidsCAI,multimedia courseware or other realia that the T needs for teaching Teaching ProceduresTipsStep 1 Warming up Let Ss watch a video of Michael Jack
3、son and evoke Ss awareness of environmental protection. Free Talk & Look and sayT may want to Ss to work in groups of four and discuss what they can do to save the earth. T can encourage Ss to make a list of the things they can do. T can write Ss suggestions on the board, then encourage Ss to commen
4、t on one anothers suggestions.(Tip: If the class is weak, T can use the examples from PPT P7-P13 as prompts. First, T can ask Ss to look at the pictures and say what people can do to save the earth. Then, T can encourage Ss to write / think of more ways to save the earth. If the class is strong, T c
5、an let Ss share their ideas first, then use the examples on PPT to make a conclusion.) Step 2 Presentation & PracticeWhile-listening1a Ask Ss to rank the items from the easiest to the most difficult using number 1-5.As it is most likely that Ss wont have identical rankings for the list of items, aft
6、er Ss have filled in their rankings, T may want to call on a few Ss to ask them to share their rankings with the class and explain their reasons for their rankings.Answers will vary.1b Ask Ss to compare their answers in 1a with their partners.T may want to clarify the use the conjunction but used in
7、 the given conversation.Note:As a conjunction, but is usually not used at the beginning of a sentence in formal writing. However, it can be used at the beginning of a sentence in speech or in informal writing.1c Ask Ss to listen and tick the things that Julia and Jack talk about.Answers: turning off
8、 the shower, taking your own bags when shopping, not riding in cars, riding a bike1d Before playing the recording again for Ss to complete the activity, T may want to have Ss try to recall what they heard and have Ss attempt the activity first.Answers: Checked: Doing now turn off the lightsWill do i
9、n the future taking your own bags when shoppingWould never do turning off the shower, not riding in cars, riding a bike Play the recording for another time and answer the questions.1. Who read a book?2. Would Julia turn off the shower when she is washing her hair?3. Does Jack live close to school? S
10、how Ss the listening material, and ask them to role-play the conversation in pairs.Post-listening Instead of using the information from the chart in 1c, T may want to encourage Ss to suggest other things people can do to help save the earth, then use these new suggestions to make their conversations
11、.Step 3 Language points learningrecycle v. 回收利用；再利用recyclable adj. 可回收利用的；可再循环的recycling n. 回收利用Step 4 Exercise,Summary& HomeworkExercise Do the exercises on PPT P24.Homework Preview the passage in Section B 2b. Do the exercises in students book.Teaching ReflectionIn this period, the students should
12、 have many chances to use the words and structures to talk about the environmental protection. They will learn new things by listening and speaking. In listening and speaking activities, they should use the grammar rules clearly. Then they must write down what they have talked about. In this way, their learning will be remembered better. So we can give them some written work to do after they do the listening practice and make conversations.
