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　　£ £ Protecting the Environment-grammar.doc
　　£ £ Protecting the Environment-reading.doc
　　£ £ Protecting the Environment-vocabulary.doc
　　Unit8 Protecting the Environment-reading½Ì°¸
　　READING FOR THE ENVIROMENT
　　There are three readings in this section that are expected to expand on the theme of the unit The first one is about the importance of keeping the balance of nature. The second is about a pioneer ---a historical figure in environmental protection, Rachel Carson. The third one is an encouraging example of environmental protection in China---the beautiful Jiuzhaigou Valley, Sichuan.
　　OUR  NATURAL  ENVIROMENT
　　Divide the class into groups. Identify a leader for each group .Mare that each group contains a strong English speaker and reader. Inform the students that they will be working together as a group to create a summary of each paragraph. Read through our natural environment  on page 99. demonstrate the first para. With the class .
　　Have each group read the para ,discuss the para with each other ,create a summary sentence of the para, and ask each group to share their summary sentence.
　　Explain that this is a co¡ªoperative activity. The students can discuss the summary in their first language. The main purpose is to facilitate the understanding of the text, the discussion of the meaning and the negotiation of the best summary sentence, thus the discussion can be done in Chinese and summary sentence can later be translated into English .
　　Unit8 Protecting the Environment-vocabulary½Ì°¸
　　PROTECTING  OUR  ENVIROMEMT
　　Before you read
　　Introduce the title protecting our environment with books closed. Brainstorm with the class as many words as possible that are related to the environmental protection.
　　Draw the following outline on the board .as a pre reading activity have the class predict what the outline of Unit 8 might look like .Mare bools are closed. Write the word Environment as the theme. Ask the class what the 3 main things that they can do to help save the environment. Discuss with the class and make an educated guess. Go one step further and predict the sub¡ªparts of each component.
　　Reading the text.
　　Divide the class into groups .each group reads the text and using the same outline, fins the information and writes in the components .<recycle ,reduce and reuse are the three main
　　Unit8 Protecting the Environment-grammar½Ì°¸
　　GRAMMAR MAKES SENSE
　　A foundation Grammar
　　Before students open their books, model the sentence with the different stress patterns and asdents what is the different meaning that results .
　　If you li can have the students look at this sentence in the text: Drick was changing loudly as he walp to his loc can read the sentence aloud stressing different parts o f the sentence:
　　Dirk, was chanting loudly, walked, locker
　　Now ask the Ss what they can do to show emphasis in written¡ªEnglish.
　　Use the information in the textbook to teach inversion and the emphatic pattern.
　　Answer key
　　<there are some examples. other answers may be possible>
　　1.it  was a teacher in America who came up with the theory of multiple intelligences
　　it was the theory of multiple intelligences that the teacher in American came up with
　　what the teacher in American did was to come up with the theory of multiple intelligences.
　　2  it was Huang Yue who stared at a single point on her wall.
　　It was a single point on her wall that Huang Yue stared at
　　What Huangyue did was to stare at a single point on her wall
　　3 it was she who gave a little smile to the audience.
　　It was a little smile that she gave to the audience
　　It was to the audience that she gave a little smile .