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Teaching plan Of Chapter 3 Environment Chapter topic: Overview This chapter is about the treat posed by pollution and the best way to protect the environment. The main passage is a review of a guidebook for young people who are interested in becoming ‘ green consumers.’ The Listening section contains the sequence of events, and follows the enviromental theme. The Language section contains the use of why questions and the construction of comparisons: (not) as...as, like, the same as and different from. The Speaking section tells Ss how to express preferences and give reasons. The Writing section requires students to write a letter complaining about some real environmental problems affecting their own lives. The Using English section has students complete a questionnaire to find out how green they are. The cartoon The joke in the cartoon is a pun on the two meanings of the word ‘green’. Hi has told Lo to become green, meaning that he should care more for the environment. But Lo has misunderstood the advice from his friend, and has painted himself the colour green. The First Period Important points: a. Do some pre-reading activities. b. Learn some new words about the reading. Teaching procedures: Step 1: Pre-reading activities 1. Tell students to look at the cartoon, and explain it if necessary. 2. Look at some pictures and get to know some new words about describing the environment, especially their pronunciations. atmosphere the greenhouse effect the surface of the moon rainforest destruction of rainforest flood 3. Some questions for the students to think. What’s happening to the ozone layer? What will the result be? How much do you know about trees? Why do people cut down trees? What will happen to Earth? Step 2: What do you know about…? (P 30) A Look and think You are going to read a book review by Tony Ma. Before you read it, look at the book cover, the title, the first paragraph and the headings, and try to answer these questions. 1.What is the name of the book? 2.Who are the writers of the book? 1 3. A consumer buys and uses things. What do you think a green consumer is? 4.What do you think the main topic of the book is? 5.How many topics does the review cover? Step 3: New words and expressions Learn some new words 1 atmosphere: the mixture of gases around Earth 2 act: to do something 3 sunlight: the light from the sun 4 warmth: the state of being warm 5 heat: the quality of being hot 6 cause: lead to 7 level: the height of something 8 drown: kill by covering with water 9 floods/flood: a great overflow of water 10 create: produce something new 11 habit: the usual way of doing things 12 reach: arrive at / in; get to 13 environmentally friendly: being good for the environment Step3. Practice about the new words and expressions Find the meanings C1 Find the words and phrases in Column A in the article. Then read the words around them and choose their meanings from Column B. A B 1 creates a.lead to 2 atmosphere b.takes in 3 cause c.being good to the environment 4 floods d.the mixture of gases around Earth 5 absorbs e.produce 6 environmentally friendly f. a large amount of water covering an area 7 warmth g. heat C2 Choose words and the phrases in the box to complete the dialogues below. 1 JUDY Why should we plant more trees? PAUL Because it can help protect the _________. 2 JUDY Peter often talks with his mouth full when he eats dinner. PAUL Oh, that’s rude. He must change his eating ________. 3. JUDY Why do people wear sunglasses, Paul? PAUL They wear sunglasses to protect their eyes from strong __________. 4 JUDY Are you tall enough to _______ the book on the top of the shelf? PAUL No, I’m not. I will ask my father for help. 5 JUDY I have ____________ work to do today. PAUL Then you can’t go out with me, can you? 6 JUDY Is Mars a _______ planet? PAUL No, it isn’t. There is no air or water on it. Step 4. Conclusion Step 5. Homework 1. Revise new words for dictation.(consumer to rainforest) 2 2. listen to the tape about the reading passage three times. The Second Period Important points: a. To review the new words students learnt in the last class. b. To have a whole understanding of the passage and ask the students to find the facts about the passage and then conclude synopsis of each paragraph. c. To have a discussion about how we can save the earth. Teaching procedures Step1. Revise new words Give Ss several minutes to go over the new words and expressions quickly.Then ask them to fill in the blanks with the words and expressions learnt last time. 1. All plants need ___________ and water. 2. The rope is not long enough to _________the other side of the path. 3. The temperature at ground __________is 20℃. 4. Water is changed into steam by _______. 5. He has the bad _______ of not washing his hands before meals. 6. Reusing shopping bags is__________________ _________. 7. The big fire was ___________ by a burning cigarette end. 8. A large number of people were ___________in the flood. 9. The rocket went up through the _________________and into space. 10. A trained dog can _______as a guide to the blind. 11. We felt the ___________of the sun. 12. The town was destroyed by the ________ after the storm. Step2. Reading comprehension: a. Listen to the tape about the reading passage for the first time and find the following facts. A. listen to the tape for the first time, choose the correct answers. 1. The writers of the book compare the atmosphere to ______. a.a greenhouse b. an ordinary house c. the glass of a greenhouse 2. Because of pollution, _______. a. not enough sunlight is reaching Earth b. too much heat is kept in Earth c. too enough heat is leaving Earth 3. The greenhouse effect causes the level of seas to _____. a. rise b. fall c. remain the same 4. If we cut down more trees, the green-house effect will be ______. a. worse b. better c. the same 5. Many people use things only once and then throw them away. This _____rubbish. a. reduces b. help clean c.produces 6. The book encourages young people to __. a. protect the environment more b. buy more things c. Learn more about Earth 3 B Listen to the tape for the second time, replace the italicized words with information from the review. 1. Without it, Earth would as cold and lifeless as the surface of the moon. it----the atmosphere 2.We are polluting it with chemicals. it---the atmosphere 3.This is making the greenhouse effect worse. This ---- The burning and cutting down of trees 4.It absorbs water when it rains. It--- Soil 5.This creates mountains of rubbish. This---Our habit of using things once and then throwing it away. 6.It pollutes our land and seas. It---A lot of rubbish 7.These things will not damage the environment. These things--- ‘Environmentally friendly’ things b. Scan the reading passage and think the following questions. 1. What causes our Earth to be in danger? 2. If the atmosphere keeps in too much heat, will it be harmful to Earth? Why or Why not? 3. What are the causes of the greenhouse effect? 4. Do the writers of the book give an example of those bad habits that cause pollution? If so, what is it? 5. What can we do to save Earth from danger? Step 3. Ask the students to read the passage by themselves and tell what each paragraph means. Synopsis: P1 This book says the world is in danger. P2 The atmosphere around Earth is important to all living things. P3 Pollution is changing the atmosphere. P4 The burning and cutting down trees makes the greenhouse effect worse and floods. P5 We create too much rubbish. P6 This book says we should only buy and use green products. Step 4. Free discussion As junior students, how can we save Earth? Step 5. Conclusion Step 6. Homework 1. Go on reciting the new words and expressions (flood to comedy) and try to recite Para 1- 2. 2. Finish Parts A, B of Chapter 3 in Workbook(Page 26). The Third Period Contents: Explain some key points in the reading passage and Conclude some important phrases. Do some complementary exercises. Important points: Be familiar with the reading passage and master the usage of the key 4 words. Teaching procedures: Step 1. Revision. a. Dictation----15 new words and expressions. b. Text reciting---- Para 1- 2. Give Ss several minutes to be familiar with P1and P2 of the reading passage. Then ask some Ss to recite them one by one. At last ,ask some good students to try to recite the the whole 2 paragraphs. Step 2. Check the students’ exercises they did before class. (Workbook) Step 3. Keys to the reading: 1. be in danger 在危险中 , 有…的危险 be out of danger 脱险 e.g. The sick man is in danger of death. The operation was a success and the patient was out of danger. 2. do something to… 采取措施… e.g. We must do something to prevent the pollution. 3. a kind of… …的一种; 几分 e.g. He had a kind of feeling that she would phone him. He felt a kind of compunction.他感到几分内疚。 4. let in 让…进入; 放进 e.g. Open the door and let me in. 5. keep …from doing sth. 阻止 /防止…做… prevent…from doing… stop…from doing… I don't want to keep you from doing your work. 6. warm /warmth / warmly warm adj. 温暖的；暖和的 v.　使温暖 The weather is a bit warm today. Please warm up the milk. warmth n.　温暖；暖和 The animals slept together for warmth. warmly adv.　温暖地；热烈地 You will be warmly welcomed. 7. as… as 与 ...一样 not as/so…as… Bill is as funny as his father. Lucy speaks Chinese as well as Peter. I am not as tall as you. My friend doesn’t run as /so fast as me. 8. keep in 抑制 You should keep in your bad temper. 9. cause n. 原因；理由 Do you the cause for their change of the plan? v.造成；使发生 Smoking can cause lung cancer. 5 cause…to do… 做…的理由 /原因 I don't think you have cause to worry. 我认为你没有担心的理由。 cause sth. for sb. 给… 造成… = cause sb. sth. She always cause trouble for people. He caused his parents some problems in the old days. 10. take in=absorb吸收 take in the fresh air take out 拿出 take out your books. take away 拿走 take it away. take care of 照顾 take care of the little baby take photos (of)… 拍照 He likes taking photos. 11. in order to 为了 ... =so as to + v.原形 He stood on a chair in order to / so as to each the top shelf. In order to catch the early bus, I ran fast. I hired a boat in order to/so as to go fishing. = In order to go fishing, I hired a boat. (so as to不能放在句首) in order that + 句子 为了… = so that + 句子 I hired a boat so that/in order that I could go fishing. = In order that I could go fishing, I hired a boat. (so that不能放在句首） I stopped in order that /so that you could catch up. In order that every student might understand it, the teacher explained that passage again and again. 为了使每个学生都明白, 老师反复讲解那一段。 Step 4. Expressions of the reading: 1. make oneself clear 2. be in danger 3. environmental problems 4. act like … 5. keep…from (doing) sth… stop…from (doing) sth… prevent…from (doing) sth… 6. the surface of the moon 7. in the form of … 8. cut down trees 9. make sth. worse 10. take in harmful gases 11. throw away 12. mountains of 13. all the way 14. in order to 6 15. environmentally friendly 16. damage the environment Step 5. Fill in the blanks according to the reading. The book asks us to do something to (1)_______Earth. The atmosphere lets (2)________ in and keeps much of the warmth from getting out. The trouble is that our atmosphere is changing (3)________ we are polluting it with chemicals and it is keeping in too much (4)_________! This will (5)_________ the sea (6) _______ to rise and (7)_________ cities and even countries. The burning and cutting down of trees is making the greenhouse effect (8) _________ because trees take in harmful gases. Our (9)_________ of using things once and then throwing them away creates (10)_______________ rubbish and it pollutes our lands and seas. In order to save our world, the book is asking us to become ‘green consumer’. Step 6. Homework a.Recite Para 3-5 of the reading passage. b.Review the phrases and prepare for tomorrow’s dictation. The Fourth Period Contents: language--- Part A Wh-questions. Important points: 1. Review the reading passage. 2. Language---master the uses of ‘why’. Teaching procedures: Step 1. Revision---Review the reading passage. a. Ask Ss to recite the reading passage (P3-5) b. Have a dictation about the phrases in the reading passage. Step 2. Language Part A ---- Wh-questions a. Introduction When we ask for reasons, we use why. e.g. A: Why do you like Tom and Jerry? B: Because they are very funny. Why should we plant more trees? Why is our atmosphere changing? b. Practice: A1 The following words are in the wrong order. Put them in the correct order to form a why question. 1.unhappy/you/are/so/these days/why? _________________________________ 2.Why/we/should/small animals/protect? _________________________________ 3.for school/were/late/why/this morning/you? ________________________________ 4.couldn’t/why/his homework/on time/ he/finish? ________________________________ 5.today/by taxi/she/did/why/go to school? ________________________________ 7 A2 Work in pairs. Millie(S1) asks Arthur(S2) questions about how to be clean and green. Arthur replies using words from the box. Examples: S1 Why should we use baskets for shopping? S2 Because plastic bags cause pollution 1. Why should we walk as much as possible? Because cars and buses pollute the air. 2. Why should we not throw away glass bottles? Because they can be used again and again. 3. Why should we use solar-powered calculators? Because batteries cause pollution. 4. Why should we have showers instead of baths? Because a shower uses less water than a bath. 5. Why should we save electricity? Because making it usually causes air pollution. 6. Why should we not pollute our planet? Because we only have one earth. Note: 1. because为从属连词，表示直接原因，回答由 why引导的问句。  --Why do you like pandas? --_______ they are very cute. A. As B. Because C. For D. because of 2. because和 so不能连用。  Because he was ill, so he didn’t come to school. (×)  He didn’t come to school because he was ill. = He was ill, so he didn’t come to school. (√) c. Conclude the other uses of why: 1. Why + 省略 to的不定式？ 用来说明一种无用的行为。 e.g. Why waste your time on that? 2. Why not do…? 用来提建议。 e.g. Why not go and see him? 3. Why don’ t you do…? 用来提建议。 e.g. Why don’t you buy a new one? 4. Why didn’t you do…? 用来抱怨或批评。 e.g. Why didn’t you come earlier? 5. Why can be used after the reason. e.g. The reason why he came was that he was lonely. Step 3. Conclusion Step 4. Assignment a. Review Part A of language. b. Do exercises in Workbook (Page27). 8 The Fifth Period Contents: Language --- Part B Patterns expressing a comparison Important points: 1. Revise the uses of why 2. Study the patterns expressing a comparison. Teaching procedures: Step 1. Revision Practice about why in Workbook on Page 27. Step 2. New lesson--- The patterns expressing a comparison. a. We use (not) as…as to compare things that are similar (or not similar) in some way. For example: Without its atmosphere, Earth would be as cold and lifeless as the surface of the moon. I can not speak English as well as you. Note: We can put an adj. or an adv. between “as” to compare things. b. Practice: B1 Read this. Then look at the table on the right and answer the questions. family bottles plastic metal Glass Brown 500 47kg 32kg 74kg White 525 47kg 30kg 78kg Black 500 42kg 32kg 74kg Green 200 21kg 19kg 23kg Rubbish thrown away by Tony’s neighbors in a year. 1. Which family throws away: a. as many cans as the Browns? b.as much glass as the Blacks? c.as much plastic as the Whites? 2. Which family does not throw away: a. as much metal as the Whites? b.as many cans as the Browns? c.as much plastic as the Blacks? B2 Complete these sentences about the families in B1. Use as…as or not as…as. 1.The Blacks ______________ cans _________________the Whites. 2.The Whites______________plastic__________________the Browns. 3.The Browns______________metal __________________the Blacks. 4.The Greens _______________glass __________________the Whites. B3 Additional Exx. Fill in the blanks: as_______ as a bat as_______ as a lion as_______ as a bee as_______ as a pig as_______ as a lamb 9 as________ as an owl as________ as coal as________ as a bone as________ as gold as________ as the grave as________ as snow as______ as lightening as_______ as a wolf as________as a peacook as________ as a mouse. c. Things to remember: 1.as much (+n. ) as … 和…一样多 ，如…那么多 （修饰不可数名词） You can eat as much ( chicken ) as you like. 2.as many (+ n. ) as…　尽可能多 （修饰可数名词） You should remember as many English words as you can. 3.as soon as　尽快，一…就… Finish your homework as soon as possible. Email me as soon as you arrive in Beijing. 4. as fast as　尽可能快 After school, he ran home as fast as he could. d. Like, the same as and different from Introduce the difference uses： 1．We can use like to say things are similar in one or more ways. The atmosphere acts like the glass in the greenhouse. 2．We can use the same as to say things are exactly like one another. This rubbish bin is the same as that one. 3．We can use different from to say things are not like or not the same as one another. Carbon dioxide is different from oxygen. 4. We often use these expressions with the verbs below. be feel look seem sound taste e. Practice B3 Complete these sentences with like, the same as or different from. 1.Earth is ___________ the moon. 2.Leaf A is __________Leaf B. 3.Oranges smell _____________ durians. 4.Alice’s dress looks __________Ann’s. 5.Pepsi tastes ______________ Coke. 6.Peter’s tie is ______________Paul’s. f. summary 1. (not) as …as 表示在某一点上两事物（不）相同, as…as 之间必须用形容词或副词的 原级 I’m not as tall as my brother. Eric studies as hard as his twin sister. 2. like (介词）用于说明两事物在一个或更多的方面相同. like+名词或代词 as也表示像的意思， 但 as 后接从句. The boy looks like his father. I’ll do as you advise. 3. the same as 用于说明某事物与另一个一样. I’m not the same height as my brother. We have lived in this same house for thirty years.  same 前面必须有定冠词 the，后加单数名词  different 正好相反，前面不用加 the，后面 用复数名词 10 We study in the same school, but in different classes. There are different books on the same subject. Note: 但也可以说 a different 加单数名词 This is a different girl from the one I saw just now. 4. different from用于说某事物和另一个不一样. The dog is different from the other. 5. 很多情况下, not as… as, not the same as和 different from之间可以互换. I’m not as heavy as him. =I’m not the same weight as him. =My weight is different from his. Step 5. 　Assignment. a. Review the language part and finish doing the exercises in Workbook on Page 28-30. b. Finish doing review ecercises in Workbook (Page31) The sixth Period Teaching contents: a. Listening--- Understanding the sequence of events. b. Revision--- Strengthen the Language part Difficult points: Some practice about the language part. Step 1. Listening Practice a. Ask Ss to look through the demands when they listen for a material about understanding the sequence of events. b. Explain that the students should put the three pictures in the order in which the events happened. Make sure Ss know the words listed. c. Play the recording at least twice.The students should listen in particular for time expressions. d. Check the answers. Step 2. Revision a. Review the patterns expressing a comparison. B1 in Workbook(Page 28)---Choose the most suitable words in the box to complete the sentences below. B2 in Workbook (Page29)---Complete B’s answers below. Use the words in brackets with as…as. Put the verbs in the present tense. b.Review the uses of like, the same as and different from. B3 In Workbook (Page 30) ---Write questions and answers about the things in the pictures below and on the next page using the guide words in brackets. c. Review exercises. C1 Complete the passage below with (not) as…as,like, the same as… or different from. C2 Choose one of the words in the box to add to each of the sentences below. C3 Additional Exx. 1. Lucy is beautiful. Sue is more beautiful. Lucy isn’t _________ _________ ________ Sue. Lucy is ____________ ___________ than Sue. 11 2. English is important. Chinese is also important. Chinese ________ _________ _________ _________ English. 3. Joyce often reads in the evening. Eric often reads in the evening as well. Eric reads in the evening ________ ________ _________ Joyce does. 4. Tom and Tommy are twin brothers. They were born ________ _______ _________ __________. Tom is __________ ___________ ___________ as Tommy. They have ____________ ___________ birthday. 5. I will call you the moment I get to England. I will call you __________ ____________ _____________ I get to England. Step 3. Conclusion Step 4. Assignment: a. Listen practice in Workbook (Page32-33) A-B1-B2-C b. Reading comprehension in Workbook (Page 34) The seventh Period Teaching contents: i. Check Ss’ homework --- Listening Practice in Workbook ii. Speaking---Part A Talk time--- Learn to express preferences and reasons. Part B Speak up---To find out what things young people like and dislike. Difficult points: Learn to express preferences and reasons. Step 1. Check Ss’ homework --- Listening Practice in Workbook (Page32-33) A. Listen to the summary of the text. Fill in the blanks and then recite it. Tape script: The book asks us to do something to (1) save Earth. The atmosphere lets (2) sunlight in and keeps much of the warmth from getting out. The trouble is that our atmosphere is changing (3) because we are polluting it with chemicals and it is keeping in too much (4)heat! This will (5) cause the sea (6) level to rise and (7) drown cities and even countries. The burning and cutting down of trees is making the greenhouse effect (8) worse because trees take in harmful gases. Our (9) habit of using things once and then throwing them away creates (10) mountains of rubbish and it pollutes our lands and seas. In order to save our world, the book is asking us to become ‘green consumer’. B Val’s uncle, Jim, is a scientist and he studies birds. He has just come back from a trip to the South Pole. Listen to Val talking to her uncle and choose the right answers below. C Listen to Ben and Laura talking about endangered animals. Match the information below with the correct pictures. Write the numbers (1-8) under the pictures. Step 2. Speaking---Part A Talk time a. learn how to express preferences and reasons. When we express a preference for something, we say we like it better than something else. Sometimes we give a reason why we prefer it. The sentence patterns are: I prefer… (This may be slightly rude as it is very direct). I would prefer (to) … ( This may be more polite as it makes the statement more hesitant) 12 e.g Which would you prefer? I’d prefer a cola. I would rather (do)…( This can be used in a similar way to prefer to) e.g. Shall we have chicken? Well, I’d rather have duck b. Practice: A1 Arthur is in a restaurant with Pansy. He is ordering some food and drinks. Read their conversation and answer the questions. Then work in pairs to practise the conversation. A2 Work in pairs to make three Conversations similar to the one in A1. The following words may help you. 1. food: rice, noodles, fish, tofu 2. sandwiches: pork, chicken, beef, club 3. soup: onion, potato, tomato, chicken Possible answers to A2 1 S1 Let’s have some food. They have rice, noodles, fish and tofu. Which would you prefer? S2 I’d prefer noodles. What about you? S1 I’m going to have rice. I had noodles for lunch. Waiter! One bowl of noodles, and one bowl of rice, please. 2 S1 Let’s have some sandwiches. They have pork, chicken, beef and vegetable. Which would you prefer? S2 I’d prefer a pork sandwich. What about you? S1 I’m going to have a vegetable sandwich. I want to keep fit. Waiter! One pork sandwich and one vegetable sandwich, please. 3 S1 Let’s have some soup. They have onion, potato, tomato and chicken. Which would you prefer? S2 I’d prefer onion soup. What about you? S1 I’m going to have some chicken soup. I just love it. Waiter! One onion soup, and chicken soup, please. c. Speak up Work in groups, and talk about what things young people like and dislike. Then report the results. Sample: I talked to six young people. First, I asked them about reading. Most of them prefer to read storybooks. However, one of them prefers to read magazines and one of them prefer to read comics. Second, I asked them about music…. . Third,… Fourth,… .Finally,… . Step 3. Conclusion Step 4. Assignments: 1. Finish writing the report which wasn’t finished in class. 2. Workbook---- Reading comprehension in Workbook (Page35) 13 The Eighth Period Teaching content: Writing---Write a letter about environmental problems. Write another article about environmental problems. Difficult points: Write an article about the environmental problems. Step 1. Speaking --- Part B Speak up Ask some students to report the results which they didn’t finish in class last time. Step 2. Writing In this section, Ss will practice writing a letter about environmental problems. 1. Watch a video about the damages to the earth. Then divide the students into groups and discuss an area which they are all familiar with. 2. Ask the groups to think carefully about one particular area. The notes on the three types of pollution will help Students. 3. Each group should choose two problems, as stated in Exercise A, they should make brief notes about them. Then they should read through Exercise B and plan their letters. 4. Finally, Ss should work alone to write their letters, following the plan given in Exercise B. They should put in the date and address, start with Dear Sir/Madam and end with Yours faithfully and their signature. 5. Possible answer: 26 Garden Street Shenzhen 518000 24 April 2009 Director Shenzhen Environmental Bureau Dear Sir/Madam, I am writing to inform you about two environmental problems. The first problem is an air problem on Garden Street. It is caused by a factory building. A lot of unpleasant smoke comes out of the building’s chimney. It pollutes the area and makes everything smell unpleasant. The second problem is a noise problem. It exists all around our school. There are too many cars and lorries rushing by. When there is a traffic jam, everyone keeps their horn. It makes it difficult for us to study. I would be grateful if you could let me know your plan to deal with these problems. I hope that you will take action quickly before the environment is too badly damaged. Thank you. Your faithfully, Chen Chen. 6. Writing in Workbook (Page36) Explain how to write this article ‘ A day as Mr Green’. If the time is not enough, it can be finished after class. Step 3. Assignments: 14 Exx. in Workbook (Page 36) The Ninth Period Teaching contents: a. Revision Review some key words and expressions of this chapter. b. More practice c. Supplementary Exx. Difficult points: a. Review the key words and expressions of this chapter. b. Some supplementary exercises. Teaching courses: Step 1. Revision Review some key words and expressions of this chapter. 温室效应 绿色消费者 书评 产生大量垃圾 破坏环境 处于危险之中 环境问题 充当；起的作用 让…进入；准入 阻止…做某事 以气体形式 保留 海平面 导致…发生 吸引；引进 导致洪涝 固定土壤 扔掉 多达… 为了 环保物品 饮食习惯 向某人请求帮助 导致 噪音污染 采取行动 处理 灭火 提建议 解决问题 把分数加起来 15 greenhouse effect a green consumer a book review create mountains of rubbish damage the environment be in danger environmental problem act like / as let sb. in keep…from doing… in the form of gases keep in the level of seas cause sb. /sth. to do… take in cause floods hold soil throw away as many as… in order to do… ‘environmentlly friendly’ things eating habits ask sb. for help lead to sth. noise pollution take action deal /do with put out fires make suggestions solve problems add up scores public transport electrical equipment paper tissues pale green 公共交通 电器 纸巾 淡绿 Step 2. More practice 1.Ask students to read through the conversation and complete the table below. 2.Ask students to think about three types of pollution in the area round our school. Try to make suggestions for how the problems can be solved. Discuss it with your class. Step 3. Using English Answer a questionnaire. How Green Are You? How green are you? Work alone to answer the questionnaire below. Circle your answers, add up your score ad then check the total with the analysis below. 1. Do you recycle a. newspapers? 1 b. tins? 1 c. plastic bags? 2 2. When you make a short journey, do you a. work or cycle 3 b. go by car? 0 c. go by public transport? 2 3. What type of bags do you use for shopping? a. reusable (e.g. basket) 3 b. reused plastic 1 c. new plastic 2 4. How many pieces of electrical equipment are used in your kitchen? a. 10 or more 0 b. 5 to 9 1 c. below 5 2 5. Do you make sure that lights and other electrical equipment are switched off when not needed? a. nearly always 2 b. seldom 1 c. never 0 6. Do you use disposable chopsticks? a. often 0 b. seldom 1 c. never 2 7. Do you use paper tissues? a. often 0 b. seldom 1 c. never 2 8. Do you usually take? a. a bath 0 b. a shower 1 Analysis: 16 Score 0-4 You have not started turning green yet! 5-9 You are pale green. Try harder. 10-14 You are medium green. Keep going. 15-19 You are bright green. Well done. Step 4. Assignment: a. Review the whole charpter (including new words and expressions, reciting the reading passage and the keys in this part, language part etc.) b. Do some supplementary exercises. The tenth Period ---Revision Teaching contents: a. Review the phrases and paraphrase some key sentences. b. Explain the supplementary exercises. Difficult points: Paraphrase some sentences. Teaching courses: Step 1. Explain the supplementary exercises Step 2. Review some phrases:  大量的水  将… 比作…  对…有害  拯救…脱离危险  与…一样  与…不同  二氧化碳  彼此  让某人暖和  一家广告公司  了解  导致对…的破坏  一家建筑公司  噪音污染  采取行动  处理  灭火  提建议  解决问题  把分数加起来  公共交通  电器  纸巾  淡绿 Step 3. Paraphrase the following sentences: 1. The atmosphere around the earth keeps much of the warmth from getting out. 17 a large amount of water compare sth. to sth. be harmful to… save sb. form danger as…as…/ the same…as… be different from… carbon dioxide one another/ each other warm sb. up an advertising company know of /about sth. cause damage to sth. a building company noise pollution take action deal /do with put out fires make suggestions solve problems add up scores public transport electrical equipment paper tissues pale green The atmosphere around the earth prevents/stops much of the warmth from getting out. 2. This will cause the level of the seas to rise. This will make the level of the seas rise. 3. In order to save our world, the book is asking us to become “green consumers”. In order that we can save our world, the book is asking us to become “green consumers”. 4. To save water, you need to have showers but not baths. To save water, you need to have showers instead of baths. 5. The Brown family throws away 47 kg of plastic. The White family throws away 47 kg of plastic, too. The Brown family throws away as much plastic as the White family. Step 4. Some other additional exercises. Step 5. Assignments: Review and prepare for the test. Test---题型设置 Part I Listening (15%) Part II Written Part (85%) a. Multiple choices (15%) b. Cloze (10%) c. Reading (20%) d. Dialogues (10%) e. Vocabulary (10%) f. Sentences (10%) g. Writing (10%) 18