3 Save our Earth!
4 Animals in danger (15 lessons)

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2

Vocabulary building and reading a poem
- Introduce the three Rs and ask ss how they reduce, recycle and reuse things.
- Read the poem with ss. 
- Ss answer the questions on p.22.
- Read the phrases about good and bad actions for the environment.

1

Language focus “stop ..ing” and “should/shouldn’t”
- Ask ss to identify the dos and don’ts in the poem.
- Ask ss to tell the difference in the sentence patterns between “Don’t…” and “Stop ….”.
- Explore more examples of “Stop …ing” like stop talking, stop laughing, stop crying, etc. with ss.
- Ask ss to study the pictures on textbook p.24 and produce sentences using “should stop….”
- Ss talk about what they should/shouldn’t do to become a friend of the Earth in pairs.

 1

Language focus “so much” and “so many”
- Show examples how to use “so much” and “so many” to talk about pollution problems.
- Ask ss the difference between “so much” and “so many”.
- Ss make sentences in pairs.

1

Read an event programme
- Ss read and answer questions about the event programme.

2

Design a monster
- Show a video about the Rubbish Monster.
- Ask different groups of ss to draw different  parts of Rubbish Monster as homework. Ss put the parts together in groups to form the Rubbish Monster.
- Ss write about what Rubbish Monster did on memo papers.
- Pass ss’ work to another group for editing. Ss then get their work back and make revision.
- Show ss’ work in class and vote for the best two.
- The groups of the best two present their Rubbish Monster in class. Teacher and ss give feedback to the work.

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2

Vocabulary building and reading a play
- Read the play with ss and ask ss to think of an ending.
- Ss complete the story map and answer the questions.
- Read the names of endangered animals and actions that harm them.

2

Language focus “Therefore” and “unless”
- Ss read sentences about causes and results using ‘therefore’ and ‘unless’.
- Ss read the poster and talk about ways to save our wildlife using ‘unless’.
- Ss read the information sheets about endangered animals and write about how we can help them using ‘therefore’.

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1

Writing task
- Explain the situation / context for the writing task.
- Ss complete the table about what Rubbish Monster did, the results of his actions and give him advice.
- Explain the assessment criteria to ss using student-friendly language and demonstrate how to use them to give useful feedback.
- Ss write a letter to Rubbish Monster.

2

Editing
- Ask ss to proofread the letter. Check the language focuses: the past tense, stop …ing, so much/many, therefore and unless.
- Ss edit their own writing and write the second draft.

1

Publishing
- Mark and return ss’ work. Give ss written feedback about their content, language and organization based on the criteria set.
- Invite ss to read aloud their letter in class. Teacher gives oral feedback. Ss tell if they like the ideas and why.
- Post ss’ final work on bulletin boards.