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

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

Step Ⅴ Summary

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

Step Ⅵ Homework

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

give up (sth． useless or unwanted)

3． out of-(here)by the use of; from

2． most-(here) very

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

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．

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

3． Speaking method．

2． Writing method to improve students’ writing ability．

1． Reading method to improve students’ reading ability．