Unit 8 Green Living
Lesson 1 Roots and Shoots
【学习目标】
You will be able to
1. read and talk about Roots & Shoots, an educational organisation
2. read for general understanding
3. read for specific information and answer questions on details
4. learn about and practise parallel structures
5. give a presentation about Roots & Shoots
6. complete a summary of the text
【学习重难点】
1. reading for specific information
2. giving a presentation about an educational organisation
【学习过程】
1. What are the consequences of each action in the pictures?
2. Read paragraph 1. Discuss the questions below.
1) What is “Just-me-ism”?
2) Why is it a problem?
3) Any suggestions for solving the problem?
3. Read the rest of the text. Complete the table on page 30 or use your own graphic organizer to illustrate what you have found about Roots & Shoots.
4. Read the text again and answer questions.
1) What contribution does Roots & Shoots make to society?
2) What made Dr. Jane Goodall think Roots & Shoots can help solve the problem of “Just-me-ism”?
3) What is your explanation for the two quotes from Dr. Jane Goodall?
5. Prepare a presentation to introduce Roots & Shoots in groups.
6. Group Work: Underline parallel structures and discuss why the writer uses them.
7. Persuade people to join Roots & Shoots.
Imagine you are a volunteer of Roots & Shoots. Use what you have learnt to persuade people on page 33 to join the organisation and their actions.
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Unit 8 Green Living
Lesson 2 Greening the Desert
【第一学时】
【学习目标】
1．根据图片预测演讲的内容；
2．借助笔记，获取易解放种树的事实性信息（如种树的起因、遇到的困难和解决方式等）；
3．理解易解放为环境保护做出的贡献，提出关于易解放和NPO-Greenlife的有效问题。
【学习重难点】
掌握有效的记笔记方法，并运用于听力活动获取关键信息。
【学习过程】
1. Read a tweet from NASA and summarise it.
2. Read the poster on page 34. Answer the questions.
1) What is the event about?
2) What do you think the presenter is going to talk about?
3) What does NPO stand for?
3. Listen and summarise the main idea of part 1 and part2.
1) What happened to Yi Jiefang and why did she create NPO-Greenlife?
2) What were the early days like for NPO-Greenlife and what Teaching Difficult Points did Yi Jiefang’s team have?
4. Listen again and take notes about Yi Jiefang and NPO-Greenlife while listening. Try to use diagrams, tables and bullet points, symbols and abbreviations.
5. Listen again. Draw a diagram to show how the information is organised in these parts. Pay attention to the discourse markers used.
6. Listen to the quotes. Explain the meaning of the quotes and discuss the questions.
1) Who is “you” in the quotes? Who do you think wrote the words?
2) What quotes would you choose for the stone?
7. What else do you want to know about Yi Jiefang? Prepare some questions that you would like to ask her.
【第二学时】
【学习目标】
1．以小组为单位模拟访谈，介绍易解放及其环保组织；
2．分析易解放种树过程中发生的情感以及驱动力的变化；
3．评价易解放献出一切、投身环保事业的意义，深入理解人与自我、人与环境的关系。
【学习重难点】
分析人物发生的情感以及驱动力的变化，评价环保事业的意义。
【学习过程】
1. What did you learn about Yi Jiefang?
2. Listen to the interview again and take notes using abbreviations, symbols and bullet points. Then answer the questions.
1) What changes has NPO-Greenlife brought to the desert?
2) What new project did Yi Jiefang start in 2013?
3. Prepare for a TV interview introducing Yi Jiefang’s NOP-Greenlife.
4. Watch a short video about Yi Jiefang and discuss the questions.
1) What kind of person is Yi Jiefang?
2) What factors helped Yi succeed?
3) How has Yi’s motive changed?
4) What did you learn from her?
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Unit 8 Green Living
Lesson 3 “White Bikes” on the Road
【第一学时】
【学习目标】
1．获取“白单车”及后续发展的事实性信息（如背景条件、后续阶段、每个阶段的基本特点、影响、优缺点等）；
2．绘制思维导图介绍“白单车”的“前世今生”；
3．总结“白单车”在发展过程中遇到的问题，分析影响共享单车发展的因素。
【学习重难点】
理解“白单车”的发展历程，并对共享单车的发展发表个人看法。
【学习过程】
1. Watch a short video clip and talk about shared bikes. Then answer the questions.
(1) Are there shared bikes in your city?
(2) Do you know in which city the idea of the first shared bikes was born?
(3) What else do you want to know about shared bikes?
2. Read the text, and find out the main information about Amsterdam and the development of “white bikes”. Answer the questions.
(1) Why is Amsterdam called “the City of Bicycles”?
(2) How did the idea of “white bikes” start?
(3) How has it been developing since then?
3. Practise introducing the development of “white bikes” in groups of four.
Student A: Amsterdam
Student B: in the 1960s
Student C: 1999
Student D: nowadays
4. Discuss the future of the shared bikes. How do you understand the sentence “Where will bike-sharing go in China? You decide.”?
5. Search online for more information about bike-sharing. Write down at least three pieces of advice on how to help bike-sharing go smoothly in your city.
【第二学时】
【学习目标】
1．分析“白单车”获得成功的原因，并从不同的角度提出促进共事单车在北京发展的建议；
2．了解名词动词同形现象，使用其正确形式完成句子；
3．介绍北京共享单车的情况，提出文明使用共享单车的建议。
【学习重难点】
理解名词动词同形现象并正确使用，对共享单车的文明使用提出建议。
【学习过程】
1. Work in groups. Introduce the development of “white bikes”. Answer the questions.
(1) What makes “white bikes” successful in Amsterdam?
(2) What factors influenced the development of bike-sharing?
2. Work in groups to figure out: What do each group of people can do to help bike-sharing go smoothly in Beijing?
Group A: city officials
Group B: the general public
Group C: shared bike companies
Group D: … (it can be teenagers, policy makers, etc.)
3. Write an e-mail informing an English friend of the development of bike-sharing in Beijing. Use the required part of speech of the given words correctly in the e-mail.
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Unit 4 Information Technology
Check Your Progress
【学习目标】
1．运用所学词汇介绍环保人物易解放和珍·古道尔的事迹;
2．运用所学词汇和主要表达法分析交通方式引发的环保问题或解决的途径,如共享单车、合伙用车;
3．制作倡导绿色生活的海报,培养学生的环保意识;
4．反思单元学习,发现自己的收获和不足.
【学习重难点】
巩固所学知识,运用所学知识理解和表达,并对单元学习进行反思.
【学习过程】
1. What did you learn about Jane Goodall and Yi Jiefang?
2. List words and phrases on environment protection or those impress you most in the unit. Share in groups.
3. What are the similarities between Yi Jiefang and Jane Goodall in protecting the environment?
4. Talk about a hero/heroine who has helped to reduce pollution or protect the environment Then write a short introduction about the person.
5. What are the benefits and problems about bike sharing?
6. How can we be more environmentally friendly?
7. Design a poster on how to set up a carpool.
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Unit 8 Green Living
Topic Talk
【学习目标】
1．认识绿色生活，说出“green living”的具体内容和内涵；
2．获取听力语篇中“green living”话题的关键信息，补全相关内容并分析表达逻辑；
3．分析表达逻辑，运用所学词汇和表达方式，发表个人对“green living”的认识和打算。
【学习重难点】
获取听力语篇的关键信息，表达对绿色生活的看法。
【学习过程】
1. What is green living?
2. What can you do to improve green living?
3. Listen to the introduction and complete the sentences on page 28. Answer the questions.
(1) How many parts are there in the exhibition?
(2) What is each section about?
(3) What is the relationship between the sections?
4. Talk about green living with your partner, using the sentence patterns and expressions you have learnt.
5. Listen to the dialogue and answer the questions.
(1) Why doesn’t the woman like living in a flat?
(2) Where does the man live and what does he do to help the environment?
(3) What do they think is important to fight against global warming?
6. Discuss in groups and talk about what we can do to promote green living. Then share the ideas in class.
7. Read the quotes on page 29. Answer questions.
(1) What do you know about the background information of the quotes?
(2) Who are the quotes aimed at?
(3) What happened if we destroy the environment and what should we do to protect it?
8. Talk about your own belief about green living with your understanding of the quotes.
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Unit 8 Green Living
Viewing Workshop
【学习目标】
1．获取视频中关于太阳能的信息并完成填写任务，回答相关问题；
2．利用思维导图和流程图来帮助梳理太阳能的转化知识和实例；
3．全面了解太阳能和风能的有关知识，对可再生能源利用进行评价。
【学习重难点】
利用思维导图和流程图来帮助梳理信息，对可再生能源进行评价。
【学习过程】
1. What do you know about solar energy?
2. Watch the video and answer questions.
1) What is solar energy?
2) What do we use solar energy for?
3) What form of energy can solar energy change into?
3. Complete the information about solar energy.
1) Solar energy is what makes you feel _________.
2) Solar energy is what causes solar panels to turn sunlight into __________.
3) Solar energy is what sets a piece of paper ________ under a magnifying glass.
4) We see solar energy as ______ and we feel solar energy as ______.
4. Watch the video for the second time. Draw a mind map to show the relationship between solar energy, mechanical energy and chemical energy.
5. How does solar energy turn into mechanical energy and chemical energy?
6. Can we mainly rely on solar and wind energy since both of them are clean energy? Why?
7. Write down a full report of solar energy, covering its strengths and weaknesses.
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Unit 8 Green Living
Writing Workshop
【第一学时】
【学习目标】
1．获取调查报告中呈现的关于市民环保意识和行为的事实性信息（如调查的时间和地点、目的、参加的人员、调查的具体问题和基本发现等）；
2．梳理调查报告的文本结构，辨别调查报告的组成部分及具体内容；
3．辨别调查报告典型的语言句式特点，尤其是运用多种方法进行定量表述；
4．初步运用不同的语言句式和简单的图表（饼状图与柱状图）进行定量表述。
【学习重难点】
梳理调查报告的文本结构，使用不同的语言句式和简单图表进行定量表述。
【学习过程】
1. What should be included in a survey report on environmental protection?
2. Read the survey report and answer questions.
(1) Who conducted the survey?
(2) When and where was the survey conducted?
(3) How many people took part in the survey?
(4) What’s the purpose of the survey?
(5) What questions are asked?
(6) What are the findings?
3. Read the survey report again and label each paragraph of the report with the corresponding heading.
4. Read the survey report again and underline the quantity expressions in the survey report.
5. Discuss the functions and effects of the quantity expressions in the report. Answer the questions.
(1) Why does the author use quantity expressions?
(2) What is the function of quantity expressions?
【第二学时】
【学习目标】
1．梳理调查报告评价标准的具体内容；
2．依据调查报告评价标准的具体内容为同伴的习作做出评价；
3．根据同伴评价的意见，修改、完善自己的调查报告。
【学习重难点】
对同伴的调查报告进行评价，并修改、完善自己的调查报告。
【学习过程】
1. What factors will you take into account when evaluate a survey report?
2. How many criteria can you write down?
3. Read the criteria. Why do you think these criteria are important?
1. Was the purpose of the survey clearly stated in the report? 2. Were quantity expressions used appropriately? 3. Were proper graphs used to report findings? 4. Was a conclusion provided? 5. Is the report logically organized?
4. Read your partner’s survey report and write down comments.
5. Revise your survey report.
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