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II. Focus of the lesson to organize, develop and express ideas
III. Teaching procedures
I. Lead-in
1. Three games:
1) Game 1: Crazy guessing—guess the material and usage from the looks of some special things.
2) Game 2: Say out the ways of going green learned before as many as possible.
3) Game 3: Point out how the students go green after watching a short video of their lifestyle ,
II. Presentation
1. Read Millie’s notes and then ask and answer questions in pairs.
2. Help Millie complete her script.
3. Sum up: How do we write a script on how to go green?
III. Writing
1. Work in groups of 5 or 6. Each student writes one paragraph to make an article about how to go green. Then they make a poster.
2. Show the poster to all the students and correct mistakes if necessary.
5. Sum up: Let’s make a great difference to our environment!
IV. Homework
1. Talk more about how to go green with your classmates.
2. Write a whole script on how to go green.
8B Unit 8 Task (Writing Skills)
Step 1:
A note to Mr. Wu
Dear Mr Wu,
Daniel and I did a survey this Wednesday. Students were asked about their daily habits.
Here are the results of the survey. Only 20 students usually take showers for less than 10 minutes, but 35 students turn off the tap when brushing their teeth. Only 15 students recycle empty bottles, but 40 students use both sides of the paper. It is great that most students remember to turn off the lights when they leave a room, but few students take their own bags to the supermarket.
The survey shows students are doing a lot to help protect the environment, but there are still many more things they can do.
Sandy
Step 2: Save water, save our life
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