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．

2． Write the letter to the editor．

Step Ⅶ Blackboard Design

Unit 15 We’re trying to save the manatees!

The Fourth Period

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

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．

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

S_B : 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

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