Review of units 11～15

janet: mm. newspapers, magazines, mail …we get a lot of paper at home. good idea.
henry: the fourth idea is turning off the shower when you’re not using it.
janet: you mean, when i have shampoo in my hair?
henry: yes. get wet. turning off the shower. put in the shampoo in your hair and then turn on the shower and wash it out.
janet: will that help the environment?
henry: yes. we have to save water. and fifth, take a bag when you go shopping. don’t use plastic bags.
janet: ok. my parents do most of the shopping. i’ll tell them.
step ⅲ 2b
this activity requires students to listen for specific information in the dialogues.
look at the four different questions types next to the pictures in activity 2a. give students two minutes to go through the list of questions. you are going to listen to the same recording again. this time you need to listen for specific information in the dialogues that will help you answer the questions. point out the sample answers.
play the recording for students to answer the questions. play the recording a second time or a third time if necessary.
have students do the activity in pairs.
when they work, walk around the classroom listing and offering help where necessary.
ask several students to share their answers.
answers
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53214
doctor’s office--second floor;
bookstore--fourth floor;
bank--first floor; drugstore--third floor
√pack the guidebook; × pack the map;
√pack the camera;× turn off the radio;
√pack the towels;√pack the food
step ⅳ 2c
this activity lets students work in pairs to practise the conversations they have just heard.
go through the instructions with the class, sample conversation in the box. invite a pair of students to read it to the class.
sa: would you like to help save the environment?
sb: i don’t know. what can i do?
write the sample conversation on the blackboard.
now work with a partner. start by reading the sample conversation in the box with your partner. then make conversations using information in activity 2a.
get students to practise their conversations. as they work, walk around the classroom offering help and encouragement.
ask several pairs of students to say their conversations to the class.
for example:
sa: would you like to help save the environment?
sb: i don’t know. what can i do?
sa: you can turn off the shower while you are washing your hair.
sb: when i have shampoo in my hair?
sa: yes.
step ⅴ summary
in this class, we’ve done a lot of listening and oral practice using the target language.