录音机/小黑板/一个空的塑料瓶、罐头瓶和别的实物

3. Review giving advice.

2. Go on learning to protect the environment.

1. Learn some new words and useful expressions:

ought to, turn off, action, on time.

2. Homework:

Write an article about the three Rs in your daily life.

板书设计：

Would you like to be a greener person? Section A agreement　　　 disagreement　　 1. You nod your head, and it means agreement. be supposed to do sth.　　　　　　　　　 2. Nod your head, or shake your head. 　　　　　　　　　　　　 reduce　　　　　　　　 3. Water is important, but some people don’t save it. the three Rs-　　 reuse　　　　　　　　　 4. Some people protect animals while others kill animals. 　　　　　　　　　　　 recycle

1. (教师用多媒体呈现一些垃圾的图片，让学生判断。)

T: Look at these objects in the picture. Which can be reused, reduced or recycled?

(教师让学生分组讨论，回答并核对答案。)

3. (让学生看3中的例句，完成句子。)

T:　 Please join the sentences in 3 with “or”, “and”, “but” or “while” after the model.

(学生完成后，教师检查核对答案。)

Step 5 　Project 第五步 　综合探究活动(时间:4分钟)

2. (教师让学生判断一组句子陈述的是否是改善环境的行为，引出语法 while, but, and, or引导的并列句。)

　 (出示小黑板。)

(教师与学生核对答案。)

T: Look at the five sentences. If you think the statement is good for our environment, you nod your head, and it means agreement, (教师做点头状并重复读nod。) or you shake your head, and it means disagreement. (教师做摇头状。)

(板书，讲解且要求掌握。)

　 (教师出示小黑板上的句子，讲解while, but, and, or引导的并列句。)

　 (教师让学生仔细看画线部分的单词在句中起到什么作用，并且看前后两个句子是什么关系。)

T:　 Let’s look at the sentences. Pay attention to the words underlined. What’s the function of them? What’s the relation of the two parts in each sentence?

(让学生讨论后，教师与学生一起分析这些句子，然后教师引导学生，师生一起总结并列句。)

1. (让学生听录音，完成2。)

T:　 Please listen to the tape carefully. You’ll hear four people talking about recycling items, then finish 2.

(学生若是听后完成表格有困难，可再放一遍，然后教师与学生核对答案。)

3. (让学生来复述1a，以检查学生的语言组织能力。)

T:　　 Now, I’ll ask some students to retell 1a. Please try to speak with your own words.

For example:

S₁: I’m Jane and studying at Ren’ai International School. In my spare time, I am working for an organization that protects the environment …

Step 4 　Practice 第四步 　练习(时间:10分钟)