Unit4Wildlifeprotection

主備人：翁志祥授課人：2017.2.20

二次備課

教材分析

本單元的中心話(huà)題是“野生動(dòng)物保護(hù)”。

1教學(xué)內(nèi)容分析

WarmingUp部分通過(guò)圖文的形式展現(xiàn)了中國(guó)在野生動(dòng)物保護(hù)上所

作出的努力以及所取得的顯著成效，從而讓學(xué)生體會(huì)到野生動(dòng)物保護(hù)的

重要性和緊迫性。

Pre-reading部分實(shí)際上包括兩項(xiàng)任務(wù)。一是通過(guò)兩個(gè)問(wèn)題引導(dǎo)學(xué)生

列舉出除熊貓、麋鹿和華南虎以外的其它瀕危動(dòng)物，思考這些動(dòng)物滅絕

的原因，從而很自然地將學(xué)生從“熱身”部分的討論過(guò)渡到“閱讀”部

分的學(xué)習(xí)。二是通過(guò)看圖和讀標(biāo)題預(yù)測(cè)正文部分的內(nèi)容大意，然后迅速

瀏覽全文來(lái)檢驗(yàn)自己的預(yù)測(cè)是否準(zhǔn)確。

Reading部分通過(guò)講述一個(gè)女孩的夢(mèng)中經(jīng)歷，向讀者介紹了三種野生

動(dòng)物在西藏、津巴布韋和熱帶雨林的境遇，引起學(xué)生保護(hù)野生動(dòng)物的責(zé)

任感。

Comprehending旨在通過(guò)對(duì)文中要點(diǎn)的設(shè)問(wèn)和表格，使學(xué)生充分理解

課文，進(jìn)一步意識(shí)到野生動(dòng)物的困境和加強(qiáng)對(duì)野生動(dòng)物保護(hù)的重要性的

認(rèn)識(shí)。

UsingLanguage部分通過(guò)恐龍的滅絕使學(xué)生進(jìn)一步意識(shí)到野生動(dòng)物

保護(hù)的重要性和緊迫性。通過(guò)聽(tīng)渡渡鳥(niǎo)的錄音進(jìn)一步加強(qiáng)學(xué)生保護(hù)野生

動(dòng)物的責(zé)任感。

LearningTip部分向?qū)W生提供了詞匯學(xué)習(xí)方面的建議一一根據(jù)上下文

推測(cè)詞義，根據(jù)拼寫(xiě)猜測(cè)讀音，最后通過(guò)查字典檢查讀音和意思的正確

與否。

II教學(xué)重點(diǎn)與難點(diǎn)

1.教學(xué)重點(diǎn)：

(1)本單元的生詞和短語(yǔ)；

（2）要求學(xué)生能表述野生動(dòng)物保護(hù)的重要性；

（3）要求學(xué)生掌握并能正確運(yùn)用現(xiàn)在進(jìn)行時(shí)的被動(dòng)語(yǔ)態(tài)結(jié)構(gòu)；

（4）熟練運(yùn)用英語(yǔ)來(lái)表達(dá)自己的意志和目的，并能恰當(dāng)?shù)谋硎厩敢狻?/p>

2.教學(xué)難點(diǎn)：

（1）指導(dǎo)學(xué)生按類(lèi)別歸納整理詞匯，讓學(xué)生學(xué)會(huì)有效的記憶詞匯的方法;

（2）引導(dǎo)學(xué)生發(fā)現(xiàn)本單元重點(diǎn)語(yǔ)言結(jié)構(gòu)，讓學(xué)生自己發(fā)現(xiàn)并感悟相關(guān)

的語(yǔ)言規(guī)律，培養(yǎng)他們的語(yǔ)感。

III教學(xué)計(jì)劃

本單元分五課時(shí)：

第?、二課時(shí)WarmingUp,Pre-reading,Reading,Comprehending

第三課時(shí)LearningaboutLanguage

第四課時(shí)UsingLanguage

第五課時(shí)SpeakingandWriting

IV教學(xué)步驟

Period1&2WarmingUp,Pre-reading,Reading,Comprehending

TeachingGoals:1.Totalkaboutendangeredspecies

2.Toreadaboutandunderstandwildlifeprotection

TeachingProcedures:

Step1.WarmingUp

Purpose:ToactivateSsandarousethemtotalkaboutendangeredspecies.

1.Leading-in

Thetitleofthisunitiswildlifeprotectionandweallknowthatthereare

manyendangeredspeciesintheworld.Nowclass,whichanimalsarein

danger?Nameasmanywildanimalsasyoucan.

2.Introduction

Lookattheanimalsonpage25.Weareveryfamiliarwiththegiantpanda,

miludeerandsouthChinatiger.

Step2.Pre-reading

Purpose:ActivateSs?interestaboutwildlifeprotection.

1.FromtheformonPage25,wecanseetheirproblems.Answerthe

followingquestions.

(l)Whyaretheyindanger,class?

SuggestedAnswer:

Somewildanimalsaredyingoutbecauseofthelossoffood,theirhabitats

beingdestroyedoroverhunting.

(2)Whatmeasureshavebeentakentoprotecttheseendangeredspecies

andwhatachievementshaveweachieved?

SuggestedAnswer:

ChinahassetupsomeNationalNaturalProtectionZones,suchasWolong

NatureReserve,Sichuanforpandas,NanhaiziMiluParkforMiludeer,and

BaishanzuNationalNaturalProtectionZone,ZhejiangforSouthChinatigers.

Thingshavechangedgreatly.Thenumberofthewildanimalsinthe

protectionzoneshasincreased.Thenumberofpandas,whichnearly

disappearedyearsago,hasnowrisentoabout70,thenumberofmiludeer

toabout500,andthenumberofSouthChinatigersabout60.

(3)Whyshouldweprotectwildlife?

SuggestedAnswer:

Wildlifeisourfriends.Theycankeepthebalanceofnatureandmakethe

wholeworldcolorful.Toprotectwildlifeistoprotectourselves.

(4)Whatdoyouthinkweshoulddotoprotectwildlife?

SuggestedAnswer:Weshouldtreatplantsandanimalsthesameasour

friendsandrelatives.Weshouldn'tcutorkillthemfreely.Weshouldprotect

theenvironmentaroundustoletthemhaveenoughfoodandgoodliving

conditions.Weshouldcollectmoneytoprotecttheendangeredanimals,

too.

2.LetSstalkasmuchaboutwildlifeprotectionaspossible.

Step3.Reading

Purpose:ToleadSstothetopicofthisunitandunderstandmoreabout

wildlifeprotection.

1.Listening

Purpose:Togetabriefunderstandingofthetext.

TotrainSs'listeningability.

(1)Listentothetapeandtrytokeeppacewiththenativespeakerin

speed,inintonationandinpronunciation.

(2)AskSstofindthewritingtypeandthemainideaofthetext

SuggestedAnswers:

Thewritingtype:apieceofnarrativewriting.

Themainidea:DaisywentbyaflyingchairtoTibet,Zimbabweanda

certainthickrainforesttovisitendangeredanimals,whichmadeherknowa

lotaboutsomedestructiveaswellasprotectionbehaviorsthatpeoplehad

donetowildlife.

2.Scanning

purpose:TogetSstohavesomedetailsinthetext.

(1)Leading-in

Sinceweknowtheimportanceofthewildlifeprotection,weshouldtry

ourbesttoprotectwildlife.Ok,let'sseehowagirlnamedDaisylearned

toprotectwildlife.Let'sturntopage26.0urreadingpart:HowDaisy

learnedtohelpwildlife.

(2)Readthetextandanswerthefollowingquestions.

①Whichanimalisbeingprotected?(theelephantinZimbabwe)

②Whichanimalislikelytodisappearaltogether?(theantelopein

Tibet)

(3)Whichanimalisunhappywiththewayhumansaredealingwith

environmentalproblems?(themonkeyinthickrainforest)

(3)ReadthetextagainandanswerthequestionsonPage27.

SuggestedAnswers:

①I(mǎi)tsfurisbeingusedtomakesweaters.Asthesweatersbecomepopular,

moreandmoreanimalsarekilled.Soveryfewantelopesareleft.

②Thefarmersstoppedkillingtheelephants,sothenumbersincreased.

(3)Thegovernmenthelpsthefarmers.Itmakessurethatthetour

companiespaythefarmerswhentouristscometovisitandhuntafew

animals.

(4)Lookingaftertherainforesthelpsprotectplantsandanimalsweknow

nothingabout.Theymaymakeitpossibleforustoproducemedicines

anddrugsthatwedon'tyetknowabout.

⑤Students'answersvary.

(4)Furtherreading

Purpose:TogetSstogetmoredetailsaboutthetext.

1.Readparagraphoneandanswerthequestion.

Whyarewehumanspartofthisproblem?

SuggestedAnswer:

PeoplewhobuysweatersmadewithTibetanwoolareencouragingmore

peopletogooutandkilltheanimals.

2.Readparagraphtwo,threeandanswerthequestion

HowdidlifeimproveforthefarmersinZimbabweandhowdiditimprove

fortheanimals?

SuggestedAnswer:

Thefarmersgotmoneywhenthegovernmentmadesurethatthetour

companieshadtopaythemtovisitandhunttheanimals.Andtheanimals

werenolongerkilledbythefarmersfordestroyingthecrops.)

3.Readparagraphfour,fiveandanswerthequestion

Inwhatwaysdoeslookingaftertherainforesthelpwithwildlifeprotection?

SuggestedAnswer:

Lookingaftertherainforesthelpswildlifeprotectionbecauseitiswhere

wildlifelives.Italsocontainsmanymedicinesanddrugsmayyetsavelives.

Step4.Readingandunderlining

Purpose:TotrainSs/languagecapacity.

1.Ssaretoreadandunderlinealltheusefulexpressionsorcollocationsin

thepassage.Copythemtoyournotebook.

2.ListthecollocationsfromHowDaisylearnedtohelpwildlife.

Notlongago,wakeup,find-,-byone'sside,aflyingchair,get

dressed,putonone'sjeans,flyawayto,turnaround,withasadface,

usetomake-**,kill,,?for***,take,?,fromunder,takeone's

picture,becomeendangered,destroythefarm,takephotos,apply

to,hunt,?,for-**,makemoneyfor,asaresult,inthickrainforest,

protect,--from-,*,rub???over???,apowerfuldrug,payattentionto,

take…h(huán)ome.

Step5.Summary

Purpose:TotrainSs'summarizingability.

1.LetSsreadthetextagainanddividethetextintothreeparts.

SuggestedAnswer:

Thefirstpart:paragraph1.

Thesecondpart:paragraph2and3.

Thethirdpart:paragraph4and5.

2.LetSsfindthemainideaforeachpart.

SuggestedAnswer:

Part1:DaisyflewinawonderfulchairtoTibetandfoundthatantelopes

wereindanger.Theywerekilledforthefurtomakesweater.

Part2:DaisyflewtoZimbabweandfoundthatthewildanimalswerewell

protectedbypayingfarmerstovisitanimals.

Part3:Daisyflewtotherainforest.Talkingwithamonkey,shegottoknow

thatrainforestsshouldbeprotected,fortheyarethesourceofmany

medicinesanddrugs.

Step6.Readthetextagainandtranslatethefollowingphrases:

1.渴望做某事2.如釋重負(fù)

3.突然大笑起來(lái)___________________4.殘忍地做某事________________

5.只有一定數(shù)目的_________________6.在茂密的森林里

7.保護(hù)...不受____________________8.注意_____________________

Answers:longtodosthinreliefburstintolaughterdosthwithout

mercyonlyacertainnumberofinathickrainforestprotect...from

Step7.Somedifficultsentences

1.Pleasetakemetoadistantlandwhere1canfindtheanimalthatgavefur

tomakethissweater.

請(qǐng)把我?guī)У竭b遠(yuǎn)的地方，在那兒我可以找到為我的毛衣提供毛的動(dòng)物.

Where引導(dǎo)的是_______從句，修飾先行詞_______。That引導(dǎo)的是

從句，修飾先行詞在定語(yǔ)從句中作.

如:Isshethemanwhowantstoseeyou?他就是想見(jiàn)你的那個(gè)人嗎？

翻譯：請(qǐng)遞給我那本綠皮的書(shū)。

2.Theantilopesaid,“Ourfurisbeingusedtomakesweaterslikeyours.,.w

那只羚羊說(shuō)，"我們的毛正被用以制作你穿的那種毛衣…”

在本句中，isbeingused是現(xiàn)在進(jìn)行時(shí)的，表示動(dòng)作正在被執(zhí)

行?，F(xiàn)在進(jìn)行時(shí)的被動(dòng)結(jié)構(gòu)為.

翻譯：Ahospitalisbeingbuiltinthesouthofthe

city.____________________________

警察正在詢(xún)問(wèn)他一些問(wèn)題。

Answers：1.定語(yǔ);land;定語(yǔ);animal主語(yǔ)Pleasepassmethebook

whosecoverisgreen.

2.被動(dòng)語(yǔ)態(tài);be+being+及物動(dòng)詞的過(guò)去分詞;在城市的南面正

建成一所醫(yī)院;

Eg.Hewasbeingaskedsomequestionsbythepoliceman.

Step8.Closingdown

l.Theteachersummarizethetext.

2.Homework

(1)LetSslistentothetapeandfollowinalowvoice.

(2)AskSstopreviewLearningaboutLanguage.

教學(xué)反思：

Period3Learningaboutlanguage

二次備課

TeachingGoals:l.TolearnaboutThePresentProgressivePassivevoice

2.Todiscoverusefulwordsandexpressions

3.Todiscoverusefulstructures

TeachingProcedures:

Step1.Practice

TurntoPage28anddoExl,Ex2andEx3.Youcansimplywriteyouranswers

intheblanksonthebook.

SuggestedAnswers:

Exl:(l)distant(2)decrease⑶powerful(4)affect(5)appreciate(6)hunt

(7)protect...from(8)respond(9)relief

Ex2:wild,reserve,hunt,species,powerful,appreciated,relief,

protecting...from

Step2.Grammar

1.Theintroductionaboutthepassivevoiceandthepresentprogressive

passivevoice

Thepassivevoiceisusedwhenfocusingonthepersonorthingaffectedbyan

action.

Thepresentprogressivepassivevoiceisformed:is/are/am+beingdone.

2.LetSsfindsomesentencesoftheabovekindinthetextanddosome

exercises.

Purpose:TomakeSsfurtherunderstandthestructureofthesentence

pattern.

(1)Suggestedsentences

Ourfur/sbe/ngusedtomakesweaterslikeyours.

Daisyturnedroundandsawshewasbeingwatchedbyanexcitedelephant.

(2)Exercises

①TheTibetanantelope(hunt)bypeoplewhowishtotake

thefurfromundertheirstomachs.

②Therhino(study)BeijingUniversitystudents.

③TheAfricanelephant(protect)bytheWWF.

(4)Thepanda(photograph)byDaisy.

⑤Thewhales(kill)byJapanesefishermen.

⑥Themice(attack)bythecat.

SuggestedAnswers:①isbeinghunted(2)isbeingstudiedby(3)isbeing

protected(4)isbeingphotographed⑤arebeingkilled⑥arebeing

attacked.

Step3.PassiveVerbFormation

Purpose:TomakeSsfurtherunderstandthepassiveformsofaverbin

varioustenses

1.Introduction

Thepassiveformsofaverbarecreatedbycombiningaformofthe"tobe

verb"withthepastparticipleofthemainverb.Otherhelpingverbsarealso

sometimespresent:"Themeasurecouldhavebeenkilledincommittee/The

passivecanbeused,also,invarioustenses.

2.Consolidation

AskSstotakealookatthepassiveformsof“design".

TenseSubjectAuxiliaryPast

Participle

SingularPluraldesigned.

PresentThecar/carsisaredesigned.

PresentThecar/carshasbeenhavebeendesigned.

perfect

PastThecar/carswasweredesigned.

PastperfectThecar/carshadbeenhadbeendesigned.

FutureThecar/carswillbewillbedesigned.

FutureThecar/carswillhavewillhavedesigned.

perfectbeenbeen

PresentThecar/carsisbeingarebeingdesigned.

Progressive

PastThecar/carswasbeingwerebeingdesigned.

progressive

3.Exercise

Trytoputthefollowingsentencesintothepresentprogressivepassive

voice.

(1)Theyareproducingthisnewdrug.

(2)Antelopeislookingather.

(3)Theyarekillingusforthewool.

(4)Theyaredestroyingthefarm.

SuggestedAnswers:

(1)Thisnewdrugisbeingproduced.

(2)Sheisbeinglookedbytheantelope.

(3)Wearebeingkilledforthewool.

(4)Thefarmisbeingdestroyedbythem.

學(xué)案

(1)現(xiàn)在進(jìn)行時(shí)的被動(dòng)語(yǔ)態(tài)的結(jié)構(gòu)是：be+being+done

現(xiàn)在進(jìn)行時(shí)的be動(dòng)詞用_________;過(guò)去時(shí)be動(dòng)詞用________

(2)現(xiàn)在進(jìn)行時(shí)表示一下幾種含義：如：

①Thequestionisbeingdiscussedatthemeetingnow.(番羽譯)

②表示現(xiàn)階段進(jìn)行的被動(dòng)動(dòng)作，但不一定發(fā)生在說(shuō)話(huà)的這一時(shí)刻。如：

Moremiludeerarebeingmovedtoanewlargenaturepark.（番現(xiàn)譯）

③表示經(jīng)常性被動(dòng)行為常與always,constantly等詞連用。如：

Sheisalwaysbeingpraisedbytheteacher.(翻譯)

④還可表示按計(jì)劃，安排主語(yǔ)將要承受謂語(yǔ)動(dòng)詞的動(dòng)作（僅限于少數(shù)及物

動(dòng)詞。如：

ItissaidthataplaneisbeingflownbyhimtoAmericaateightnextSunday

morning.（翻譯

Answers:amisarewaswere

這個(gè)問(wèn)題現(xiàn)在正在會(huì)議上討論著。

更多的麋鹿正在被運(yùn)往一個(gè)新建的大型自然公園里去。

她經(jīng)常受到老師的表?yè)P(yáng)。

據(jù)說(shuō)下星期天上午八點(diǎn)一輛飛機(jī)將由他開(kāi)往美國(guó)。

（3）Summary

Summarizethetensesofpassivevoiceaccordingtothefollowingchart.

一般現(xiàn)在時(shí)一般過(guò)去時(shí)一般將來(lái)時(shí)現(xiàn)在完成時(shí)現(xiàn)在進(jìn)行時(shí)

的被動(dòng)語(yǔ)態(tài)的被動(dòng)語(yǔ)態(tài)的被動(dòng)語(yǔ)態(tài)的被動(dòng)語(yǔ)態(tài)的被動(dòng)語(yǔ)態(tài)

do

write

Answers:is/aredonewas/weredonewillbedonehas/havebeendone

is/arebeingdoneis/arewrittenwas/werewrittenwillbewritten

has/havebeenwrittenis/arebeingwritten

教學(xué)反思

Period4ReadingandListening(UsingLanguage)

二次備課

TeachingGoals:1.Toreadandlistenaboutdinosaurs.

2.Totalkabouthelpingthedodo.

3.Towritetothedodo.

TeachingProcedures

Step1.WarmingUp

Purpose:Togetabriefunderstandingofthetext.

ToimproveSs'listeningability.

1.Listening

Let'swarmupbyreadingthetextaboutdinosaursonpage30and

findthemainideaofthetext.

SuggestedAnswer:

Mainidea:Thedevelopmentofdinosaurs.

2.Groupwork

DivideSsinto4groupsandaskeachgrouptotalkaboutwhatthey

knowaboutdinosaurs.

Step2.Reading

Purpose:Toincreasestudents5vocabularyandexpressions

TohelpSsgetafurtherunderstandingaboutthewhole

1.Readthequestionsinthetablebelowandscanthetextto

answerthem.

Whendiddinosaursliveonearth?

Whendiddinosaursdieout?

Howdiddinosaursdieout?

2.Readthetextagainandcopytheusefulwordsandexpressionsint

Usefulwordsandexpressions

Duringthehistoryoftheearth,liveontheearth,tensofmillions

ofyearsago,cameintobeing,eggsoffivespecies,ararenew

species,abird-likedinosaur,climbtree,tell...from...,dieout,hit

theearth,otheair,gethot,liveon,knowforsure,inthe

sameway,listentothestoryabout...,disappearfrom...

3.Readandtranslatethefollowingphrases

1.在地球上______________________

2.在...之前很久_____________________

3.產(chǎn)生，開(kāi)始存在__________________

4.許多種類(lèi)的____________________

5.不僅…而且______________________

6.從...那里了解至k.______________

7.確定地，有把握地__________________

8.在如此短暫的時(shí)間內(nèi)____________

9.根據(jù)______________________

10.在過(guò)去的500年里______________________

Answers:ontheearthlongbeforecomeintobeingmany

differentkindsofnotonly...butalsolearn...fromforsure

insuchashorttime

Accordingtointhelast500years

4.0nedifficultsentence

Theylivedontheearthtensofmillionsofyearsagolongbefore

humanscameintobeing.千百年萬(wàn)年前，恐龍就在地球上生活，

比人類(lèi)出現(xiàn)要早得多。

本句中，longbefore的意思是___________.這里的before為

，有時(shí)before還可以作或.

如：Theyleftschoollongbeforedaybreak.（介詞）

I'veseenthatfilmbefore.（副詞）

而beforelong是一個(gè)固定短語(yǔ)，意思是"不久"

如：BeforelonghewenttoLondon.不久他就去倫敦了。

翻譯：我在認(rèn)識(shí)你之前很早就認(rèn)識(shí)史密斯了。

Answers:在…之前很久連詞介詞副詞

IknewSmithlongbeforeIknowyou.

5.AskSstoreadthetextagainandrepeatthetext.

Step3.Listening

Purpose:Tocomprehendthedetailsofthetext

Tostrengthenstudents/senseofwildlifeprotection

1.Informationaboutthedodo

TheMauritiusDodo(Raphuscucullatus,calledDidusineptusby

Linnaeus),morecommonlyjustDodo,isone-metre-highflightless

birdoftheislandofMauritius.TheDodo,whichisnowextinct,

livesonfruitandnestsontheground.

2.AskSstolistentothetapeanddoEx3andEx4onpage30.

Ex3:No2iscorrect.

No1iswrong.Itisnotfairtoblamethedodoforhisdisappearai

No3onlyexplainhalfthestory.Thedodoandmandid

becomefriendsbutonlybecausemanwantedtokillallthe

dodosaseasilyaspossible.

No4iswrongbecausetheotheranimalsandbirdsdidnot

domuchtosavethedodo.Theywarnedhimbutdidnothelp

him.

Ex4：Readthewholetextsilentlyandcarefullyandfinishthe

followingquestions:

(1)Thedodois_________.

A.fierceB.unkindC.friendlyD.foolish

(2)HewantstobelievethatManistellingthetruthbecause_______

A.ManisfriendlyB.hethinksManis

C.hethinksthebearsandmonkeyslieD.Manishisbest

(3)Hedidn'trealizewhohadkilledmanyofhisfriendsuntil______

A.mantoldhimthetruth

B.theotherbirdstoldhim

C.hesawhowhisfriendwasbeingkilledbyman

D.themonkeystoldhim

SuggestedAnswers:(1)C(2)B(3)C

教學(xué)反思

Period5SpeakingandWriting(UsingLanguage)

二次備課

TeachingGoals:1.Tolearnmoreaboutwildlifeprotection.

2.Topractiseexpressingopinionsand

willingness.

TeachingProcedures:

Step1.Speaking

Purpose:ToleadSsintoprotectingwildlife

TotrainSstosolveproblemsbythemselvesand

strengthentheirsenseofresponsibility.

1.AskSstoreadthechartintheSpeakingpart(P31)andtry

tokeepthephrasesinmind.

2.LetSstalkinpairsabouthowtohelptheanimalwhich

theyplantosave.Remindthemtouseasmanyphrasesin

thechartaspossible.

Step2.Writing

Purpose:ToimproveSs'writingability

ToleadSsintomakingfriendswithanimals

1.Askstudentstoworkinpairsandbrainstormwiththeii

partnertogetideas.Makeitclearthatnoideaistoomadortoe

weirdatthisstage.Forexample,takethedodotothemoon

attackman,askthedodotohide,teachthedodotoswimtc

anotherisland,etc..

2.AskSstochoosetheideasthattheylikebestandputthem

undertheheadings.Makeaplan.

3.Askstudentstoworkontheirfirstdraft.Whentheyfinish,

askthemtoswapwiththeirpartnerandgetsomeadvice

fromhim/her.

4.Askthemtowriteaseconddraftwhichincludestheir

partner'ssuggestions.

5.Askasmanystudentsaspossibletoreadtheirwritingsto

theclass.

Onepossibleversion:

DearWWF,

Myfriend,ChenTing,and1havebeendoingsome

researchonendangeredanimals.Wefoundthatthehabitat

ofpolarbearsisdisappearingbecausetheiceattheNorth

Poleisgettingwarmer.1worrythatwhenitdisappears

altogether,therewillbenowhereforthepolarbearstolive.

First,1suggestweareverycarefulwiththeenergywe

use.Globalwarminghappensbecauseweareputtingtoo

muchcarbondioxideintotheair.Oneofthewayswedothis

isbydrivingeverywherebycar,So1suggestwethink

carefullybeforeusingourcarsunnecessarily.

Second,insteadofusingourcarsweshouldthinkabout

travelingbybusorbytrain.Theseformsoftransportare

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