Part Five Developing ideas—Reading for writing
Study of the Text
What: The text is centred on “Plants for life” and botanical exploration. It uses unit-opening visuals(plant sketches, research-related images) and a passage about plant exploration efforts. It helps students to explore plant-related knowledge(species discovery, research achievements, care methods), and sets goals like using unit language to discuss botanical topics, completing diagram tasks and writing a story about plant-related explorers.
How: The text adopts a “visual+reading+task-based” approach. Visuals(plant diagrams, research-scene photos) spark observation and botanical-theme thinking; reading tasks(comprehension questions, diagram completion) drive the understanding of plant-exploration content(species discovery, research achievements, care methods); writing/presentation tasks(story about plant explorers) practise language application. It structures learning from topic introduction(title+plant-related visuals) to concept exploration(reading-based knowledge gathering) and skill practice(language use in botanical-exploration discussions/writing), blending methods for knowledge acquisition and practical language application.
Why: The text intends to help students grasp the concepts of plant exploration, the value of scientific research and the awareness of plant conservation. Through picture analysis(plant sketches, field research images), text reading(about plant exploration efforts), and follow-up tasks, students will develop the ability to communicate botanical exploration topics in English, master the functional language for describing plant features and research actions and understand the importance of studying and protecting plants—integrating language learning and scientific-exploration/sustainability awareness.
Learning Objectives
By the end of this lesson, we will be able to:
1.introduce plant exploration and activate observation and prior knowledge of the researcher.
2.practise text-type identification, extract key details, interpret the meaning from the context, summarise Wang’s exploration via a diagram and deepen text comprehension.
3.evaluate the spirit of exploration through group discussions and creative writing, comparing personal interpretations of perseverance and sacrifice;apply key vocabulary to share original stories about nature explorers, demonstrating the understanding of narrative elements.
4.learn the new words and phrases, and use them in context properly.
Teaching Process
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To introduce plant exploration and activate observation and prior knowledge of the researcher. Step 1: Lead-in Ask students who spent 70 years exploring the plants in the drawings and why, introducing the theme of plant exploration. Step 2: Pre-reading 1.Have students look at the drawings of the plants and photos of the painter, and then answer questions about what the drawings are for and the painter’s identity. 2.Ask students how much they know about the plant researcher. Check if students can connect the 70-year exploration clue to the plant-themed content and show initial curiosity about plant exploration. Evaluate if students can analyse visual clues(drawings/photos) to infer the painter’s identity and recall basic information about the plant researcher, building pre-reading context.
Purpose To spark interest in plant exploration via a direct question—quickly introducing the lesson’s core theme, using visuals for deeper reading.
2.To practise text-type identification, extract key details, interpret the meaning from the context, summarise Wang’s exploration via a diagram and deepen text comprehension. Step 3: While-reading 1.Have students read the passage and choose the best answer about where the passage is from, practising text-type identification. 2.Have students read Paragraph 1 and answer questions about how long Wang Wencai studied plants and the meaning of “made plants his life”. Q: How long did Wang Wencai study China’s plants Q: What does the phrase “made plants his life” mean in this context Check whether students can accurately extract key information from the text, and whether their analysis of the text’s structure, emotional changes, and logic is reasonable.
3.Have students read Paragraph 2 and answer questions about the newly discovered plant species, the difficulties encountered and the research details after Wang losing his eyesight. Q: How many new plant species did Professor Wang discover and name Q: What two specific difficulties did Professor Wang face during his plant research according to the text Q: Where did Professor Wang conduct his plant research and what tool did he use after losing his eyesight 4.Have students read Paragraph 3 and answer questions about the awards Wang has received and how much his family knows about his achievements. Q: How many times did Wang receive the First Class Award of National Natural Science Award, and how did he view these awards Q: What surprising thing do we learn about Wang’s family 5.Ask students to read Paragraph 4 and answer questions about Wang’s age when he died, the mentioned season, and what the music revealed. Q: How old was Professor Wang when he died Q: Which season is mentioned when talking about Professor Wang’s passing Q: What two things did the music tell people about Professor Wang 6.Have students complete the diagram with words and expressions from the passage, summarising Wang Wencai’s plant-exploration journey. 7.Have students answer questions about the meaning of “quiet about”, its similar expression, and the writer’s use of seasons—deepening their comprehension of the text. Evaluate students’ thinking skills and verbal expression ability when answering in-depth questions.
Q: What does “quiet about” mean Q: Which expression in the passage has a similar meaning Q: Why does the writer mention the seasons in the last paragraph
Purpose To analyse the text: from genre recognition to detailed analysis, and interpretation(language/structure), mastering content and reading strategies.
3.To evaluate the spirit of exploration through group discussions and creative writing, comparing personal interpretations of perseverance and sacrifice; apply key vocabulary to share original stories about nature explorers, demonstrating the understanding of narrative elements. Step 4: Post-reading 1.Ask students to think and share their understanding of the title of the passage, and share descriptive words for Wang Wencai. Q: What does the title of the passage mean Q: What words will you use to describe Wang Wencai 2.Have students think of a story about a nature explorer, and then complete the table with details like who, when, where, events, and opinions. 3.Ask students to write a story about a nature explorer. Using the table, check if students include the key points, use the target language and give opinions about the spirit of exploration, and then ask them to present their stories to the class. Check if students can reflect on the passage’s title and themes, create structured nature-explorer stories using target language, and present ideas—demonstrating critical thinking and language application ability.
Purpose To extend learning beyond comprehension: connect themes to personal creation(story-writing), reinforce language use, and develop presentation skills, linking plant-exploration learning to creative expression.
4.To learn the new words and phrases, and use them in context properly. Step 5: Language Points Explain vocabulary and sentence structures like “get interested” “carry out” “fall+形容词”“belong to” and “be quiet about” with examples to help students grasp language points about scientific research and exploration. Step 6: Exercise Ask students to finish sentence completion exercises, translation tasks, and reading tasks, and check answers to help them practise and master language usage about scientific research and exploration. Verify if students grasp the explained language points by testing their use of structures such as “get interested” “carry out” “fall+形容词”“belong to” and “be quiet about”. Confirm if students practise and master the target language usage by checking the completion and accuracy of their vocabulary, translation, and reading tasks.
Purpose 1.To systematically explain key vocabulary and sentence structures about scientific research and exploration, enabling students to accurately use them in language communication. 2.To reinforce students’ mastery of language about scientific research and exploration through various exercises and check their learning outcomes.
Homework Basic homework: Use the phrase “carry on with” to write sentences about perseverance in scientific research. Practical homework: Write a 3-sentence story about someone who overcame difficulties to achieve a goal. Extended homework: Create a 60-second video about a determined person(real or fictional). You must use 2 phrases from the text(e.g., take interest, belong to).
Teaching Reflection
Part Three Understanding ideas—Grammar
Study of the Text
What: The text is centred on the topic of “Looking into nature”. It incorporates sentences about dinosaurs and the solar system, along with a notice for writing about nature exploration. It helps students to explore nature-related knowledge, such as dinosaur features and solar system facts. The goals include learning grammar(object clauses with “that”“if” and “whether”), writing about nature discoveries, and using unit-specific language to discuss nature exploration.
How: The text adopts a “grammar+writing+reading” approach. Grammar tasks(sentence combining, message completion) help learn object clauses; the writing notice inspires students to create nature exploration passages; reading sentences about dinosaurs and the solar system provides content. It structures learning from grammar practice to writing application and content reading, combining methods for knowledge and language acquisition.
Why: The text intends to help students understand nature exploration. Through grammar practice, writing tasks and reading notices, it develops students’ ability to communicate nature-related topics in English, master object clauses, and recognise the value of exploring nature, integrating language learning and nature exploration awareness.
Learning Objectives
By the end of this lesson, we will be able to:
1.understand the distinct functions of “that(for facts)”, “if/whether(for yes/no questions)” in object clauses through amber discovery texts.
2.analyse the structure of object clauses,accurately apply object clauses with “that”“if” and “whether” in role-play conversations about scientific reports on amber.
3.help students to practise using the clause connectors “that”“if” and “whether” by connecting sentences and completing the messages on the message board, and then apply these connectors to write a short nature exploration passage in pairs.
4.master the key language points and use object clauses with “that”“if” and “whether” correctly in real-life contexts.
Teaching Process
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To understand the distinct functions of “that(for facts)”, “if/whether(for yes/no questions)” in object clauses through amber discovery texts. Step 1: Lead-in Have students look at the pictures about amber and answer questions, perceiving object clauses in their responses. Evaluate if students can identify and use object clauses correctly in their picture-based answers, showing mastery of their form and use.
Purpose To spark interest in nature-related science, connect visual input to academic content and build a foundation for grammar learning by linking it to real-world scientific exploration.
2.To analyse the structure of object clauses,accurately apply object clauses with “that” “if” and “whether” in role-play conversations about scientific reports on amber. Step 2: Grammar Focus 1.Have students perceive the form by analysing example sentences, identifying clause connectors (that, if/whether) and understanding their functions in statements and questions. 2.Let students work out the rules for using “that”“if” and “whether” by analysing sentences from the text, and then ask them to find more similar sentences to reinforce the rules. 3.Help students further work out the rules by classifying sentences into “stating definite facts” and “asking questions” based on the use of “that” “if” and “whether”. 4.Ask students to practise using “that”“if” and “whether” in conversations by role-playing as two students discussing scientific reports. Evaluate if students can identify grammar structures(that, if/whether clauses), deduce usage rules from text analysis, classify sentences by their functions, and apply connectors in role-play conversations—showing mastery of communicative use.
Purpose To help students to master the use of clause connectors through a discovery-based approach, which includes analysing example sentences, deducing rules, clarifying through classification and practising in dialogues, thereby enabling their accurate application in scientific discussion scenarios.
3.To help students to practise using the clause connectors “that” “if” and “whether” by connecting sentences and completing the messages on the message board, and then apply these connectors to write a short nature exploration passage in pairs. Step 3: Practice 1.Have students connect sentences with “that”“if”or “whether” to practise applying the clause connectors in integrating information. 2.Ask students to complete the messages on the message board with “that”“if” or “whether”, reinforcing their use in a contextual writing task. 3.Let students work in pairs, look at the notice, and write a short passage about nature exploration,using target words, expressions and clause connectors(that, if, whether) to describe discoveries. Assess if students can apply that/if/whether to integrate sentences, complete contextual writing (message board), and collabora-tively produce a nature-exploration passage—demonstrating grammar mastery through writing tasks and creative application.
Purpose To reinforce grammar skills through layered practice of sentence integration, contextual writing and creative extension, promoting the transfer of grammar learning to real-life writing and collaboration on nature exploration themes.
4.To master the key language points and use object clauses with“that”“if” and “whether” correctly in real-life contexts. Step 4: Language Points Explain vocabulary and sentence structures like “by+动名词” and “动名词短语作主语” with examples to help students grasp language points about scientific exploration. Step 5: Exercise Ask students to finish exercises like sentence completion with “that/if/whether”, translation tasks, and cloze tests, and check answers to help them practise and master the usage of object clauses. Verify if students grasp the explained language points by testing their use of “by+动名词” and “动名词短语作主语”. Confirm if students practise and master the usage of object clauses by checking the completion and accuracy of their vocabulary and translation tasks.
Purpose 1.To systematically explain key vocabulary and sentence structures about scientific exploration, enabling students to accurately use them in language communication. 2.To reinforce students’ mastery of object clauses through various exercises and check their learning outcomes.
Homework Basic homework: Write sentences using “that”“if” and “whether” to describe scientific discoveries. Underline all the clause connectors you use. Practical homework: Create a “Nature Explorer’s Journal” page with 3-5 facts about animals or space, using “that”“if” and “whether” in your sentences. Add drawings or pictures to make it colourful! Extended homework: Interview a friend about a “mystery” he or she finds interesting(e.g., space, oceans, history).
Teaching Reflection
Unit 5 Looking into nature
教材导学
课标落实
导入一:自然奥秘联想
Give students one minute to think about “one natural mystery that interests you”(like why the stars twinkle and how a rainbow forms). Then, in groups of three, each student shares one mystery in one simple sentence(e.g., “I’m curious about why leaves change colour.” or “The deep-sea creatures puzzle me.”). Each group picks one student to present to the class.
导入二:自然探索表述转盘判断
Make a turntable with statements about nature exploration(e.g., “We can learn about nature only in labs.” or “Observing stars helps explore space.”). Divide students into groups. Students take turns spinning and quickly judge if the statement is correct, explaining reasons.
导入三:自然探索角色快选
List 3-4 nature-explorer roles on the board(botanist, astronomer, geologist). Give students 30 seconds to choose one and quickly explain the reason in English(e.g., “I choose the botanist, because I love plants and want to find new species.”). Then, have a few students share their choices, and start a mini-discussion about what each role explores in nature.
导入四:自然探索心愿墙
Give each student a sticky note and ask them to write down “One natural place I want to explore” along with a short reason(e.g., “The Amazon rainforest. I want to see rare plants.”). Have students stick their notes on a “Wish Wall” at the front of the classroom. Then randomly select a few notes to read aloud and hold a class discussion, which will spark students’ interest in nature exploration.
导入五:自然声音盲听
Play short audio clips of natural sounds(bird chirping, river flowing, wind blowing). Students close their eyes to listen, and then raise their hands to guess what sound it is and describe the natural scene they imagine in 1-2 sentences(e.g., “It’s a bird chirping. I imagine a forest morning.”).Hold a class discussion, connecting to nature exploration.
活动设计
活动一:自然探索成果手抄报创作(Creation of Hand-drawn Posters on Nature Exploration Achievements)
内容:学生分组,从教材中选取自然探索成果案例(如Understanding ideas部分的“琥珀的科学价值”、Developing ideas部分的“自然未解之谜的研究进展”),以手抄报形式呈现成果。手抄报应包含成果名称、核心发现(简要说明,如“琥珀中保存的昆虫化石,为研究远古生态提供了直接证据”)、相关插图(如琥珀标本、科学家研究场景),还可添加“探索小贴士”(如“观察化石时要注意保护,避免损坏”)。完成后各组展示手抄报,分享创作思路与对成果的理解。
目标:
1.Students will be able to summarise and present key nature exploration achievements, integrating visual elements with textual content.
2.Students will deepen their understanding of the scientific significance of nature exploration results and improve their hands-on creation and information integration ability.
活动二:自然探索方法海报设计(Poster Design for Nature Exploration Methods)
内容:学生分组,从教材各部分提炼“实用自然探索方法”(如Starting out部分的“观察自然现象”、Reading for writing部分的“记录探索发现”),用中文设计海报。海报应包含探索方法、对应插图(如“用望远镜观察鸟类”的场景),并为1-2 种方法添加简短说明(如“记录探索发现——详细记录能帮助我们梳理探索成果,像记录琥珀中的远古生命一样”)。最后各组向全班展示海报,并讲解设计思路。
目标:
1.Students will be able to collect and organise key methods of nature exploration from the textbook and deepen their understanding of the unit’s theme “Looking into nature”.
2.Students will improve their creative design skills and oral presentation skills in Chinese, and connect visual design with the knowledge from the unit.
活动三:自然探索迷你纪录片配音(Dubbing for the Mini-documentary on Nature Exploration)
内容:教师选取与教材主题匹配的自然探索迷你纪录片片段(如展示“植物生长过程”“火山喷发原理”,无旁白或仅英文旁白),提前从教材中提取相关片段核心知识(如“植物通过光合作用制造养分”“火山喷发是地球内部能量释放的表现”)。学生分组,先观看片段并结合教材知识撰写中文配音稿(应包含关键知识点,如“画面中,幼苗每天向上生长,这是因为它通过光合作用储存了能量,不断推动自身发育”),再为片段配音。完成后各组播放配音作品,全班投票选出“最佳配音小组”,教师点评知识准确性与配音感染力。
目标:
1.Students will be able to write Chinese dubbing scripts according to the textbook and introduce nature exploration through audio-visual integration.
2.Students will improve their language expression and teamwork ability, and deepen their understanding of natural phenomena and exploration principles.
活动四:自然探索英语词汇思维导图制作(Mind Map Creation of English Vocabulary for Nature Exploration)
内容:学生分组,从教材自然探索主题相关部分(如“琥珀研究”“植物生长”)中提取核心英语词汇(如“amber, fossil, photosynthesis, observation”)。以小组为单位,用思维导图形式梳理词汇,中心为单元主题 “Looking into nature”,分支按“探索对象”“探索动作”“探索工具”等分类(如 “探索对象”分支下写“amber, fossil”),每个词汇旁标注英文词性、中文释义,再用简单英文句子举例(如“Observation helps us learn about plants’ growth.”)。完成后各组展示思维导图,用英语介绍词汇分类逻辑,其他组可补充同类别词汇。
目标:
Students will be able to classify and master English vocabulary related to nature exploration, and improve their English vocabulary application and logical sorting ability.
活动五:自然探索故事听说(Listening and Speaking about Nature Exploration Stories)
教师提前准备与单元主题相关的自然探索故事音频(如达尔文提出了物种进化论、李时珍采药寻方等故事)。首先,学生听音频,捕捉故事中的关键信息,如探索者、探索对象、重要发现等。然后,学生两人一组,一人根据听到的内容复述故事,另一人认真倾听并补充遗漏信息。之后,小组交换角色再次练习。最后,邀请部分小组上台进行故事复述展示,其他同学可提问交流,教师进行点评和总结。
目标:
Students will be able to accurately grasp key information from nature exploration stories through listening and retelling the stories clearly.
语法探究
Grammar Focus——探究宾语从句(Object Clauses)的用法
【观察】
He says, “The earth is round.”→He says that the earth is round. 他说地球是圆的。
She asks, “Where is the library ”→She asks where the library is. 她问图书馆在哪里。
“Will he come tomorrow ” “I don’t know.”→I don’t know if/whether he will come tomorrow.
我不知道他明天是否会来。
【探究】
项目 陈述句作宾语从句 特殊疑问句作宾语从句 一般疑问句作宾语从句
意义 用从句陈述事实、表达看法等 用从句询问特殊疑问相关的信息 用从句表达对一般疑问内容的不确定
连接词 that(可省略) 特殊疑问词(what, where, when 等) if 或 whether(表“是否”,一般可互换,在介词后或与 or not 连用时常用 whether)
语序 陈述句语序(主语+谓语) 陈述句语序(特殊疑问词+主语+谓语) 陈述句语序(if/whether+主语+谓语)
例句 He tells us(that) he likes English. 他告诉我们他喜欢英语。 She wants to know what he needs. 她想知道他需要什么。 They wonder if/whether you can finish the work. 他们想知道你是否能完成这项工作。
时态 呼应 ◎主句是现在时态时(一般现在时、现在进行时等):从句可以根据实际情况选择不同时态。e.g. She says she will come tomorrow. ◎主句是过去时态时(一般过去时、过去进行时等):从句应用相应的过去时态(一般过去时、过去完成时等)。e.g. He said he had finished his homework. ◎从句是客观真理/事实:时态不变(仍用一般现在时)。e.g. The teacher told us the earth goes around the sun.
【总结】
宾语从句是在主从复合句中充当宾语的从句,常跟在动词(如 say, tell, ask, wonder 等)或介词后。
陈述句作宾语从句,用 that 连接(that可省略),语序为陈述句语序;特殊疑问句作宾语从句,用原特殊疑问词连接,语序变为陈述句语序;一般疑问句作宾语从句,用 if 或 whether 连接,语序变为陈述句语序。
注意根据宾语从句所替代的句子类型(陈述句、特殊疑问句、一般疑问句),选择合适的连接词,并注意保持陈述句语序。Part Four Developing ideas—Listening and speaking
Study of the Text
What: The text is centred on “Nature’s unsolved secrets”. It uses unit-opening visuals of mysterious natural phenomena(e.g., black holes, the Loch Ness Monster) and listening materials. It helps students to explore these secrets, with goals like using unit language to discuss natural mysteries, completing listening-based profiles and practising dialogues about possible explanations for unsolved secrets in nature.
How: The text adopts a “visual+listening+practice” approach. Visuals(mysterious natural scenes) spark curiosity and observation; listening tasks(talks, conversations) drive thinking about nature’s secrets and possible explanations; practice activities(profile/table completion, pair dialogues) provide skill-building. It structures learning from topic introduction(title+images) to concept exploration(listening-based information gathering) and skill practice(language use in discussing natural mysteries), blending methods for knowledge acquisition and practical language application.
Why: The text intends to help students grasp concepts of nature’s unsolved mysteries and the curiosity-driven exploration behind them. Through picture analysis, listening tasks and follow-up activities, it aims to develop students’ ability to communicate natural-mystery-related topics in English, master functional language for discussing possibilities(e.g., “It’s unlikely that…”, “Perhaps…”) and understand the value of scientific curiosity in exploring nature, integrating language learning and scientific exploration awareness.
Learning Objectives
By the end of this lesson, we will be able to:
1.activate interest in natural mysteries through pictures, discussions and videos.
2.practise targeted listening skills(topic selection, detail filling, table completion), understand how speakers discuss possibilities using modal verbs and phrases and practise role-play dialogues to talk about the possibilities of nature’s secrets.
3.apply critical thinking and collaborative problem-solving skills by proposing plausible theories for other natural mysteries, using evidence-based reasoning and having a discussion.
4.learn the key language points and structures of the text, and apply them in context properly.
Teaching Process
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To activate interest in natural mysteries through pictures, discussions and videos. Step 1: Lead-in Have students look at the pictures and ask them what they can see in them, focusing on describing the mysterious scene. Check if students can accurately observe and vividly describe elements in the mysterious scene pictures.
Step 2: Pre-listening 1.Have students look at the nature-secret pictures(black holes, the Loch Ness Monster, etc.) and ask which secret interests them most, discussing the text’s introduction to natural mysteries. Q: Which of the secrets interests you most 2.Let students watch the natural-phenomenon video and answer what natural force might cause it, with options like volcanos or chemical reaction. Evaluate if students can connect with nature-mystery topics by picking intriguing secrets and rationally guess natural forces behind phenomena using visual/video clues.
Purpose To arouse students’ curiosity about natural mysteries, improve descriptive skills, make use of interest in natural wonders, practise prediction with multi-media, build anticipation for listening tasks, and lay the groundwork for the unit’s nature-mystery content.
2.To practise targeted listening skills(topic selec-tion, detail filling, table completion), understand how speakers discuss possibilities using modal verbs and phrases and practise role-play dialogues to talk about the possibilities of nature’s secrets. Step 3: While-listening 1.Ask students to listen to the talk and choose the correct topic from options about a river in the Amazon rainforest. 2.Let students listen again and complete the profile about the river, including details like what it is, what the local people do with it and the speaker’s opinion. 3.Have students listen to the conversation and complete the table, comparing tourists’ ideas and the guide’s opinions about the river’s features. 4.Ask students to listen again and talk about how the speakers discuss possibilities, using the “Learning to learn” notes on modal verbs and probability phrases. 5.Let students listen again and practise discussing possibilities of the secrets of nature with role-play dialogues, using the provided useful expressions. Assess if students can identify main listening topics, extract detailed information(river characteristics, human interactions, viewpoints), contrast different opinions, and correctly use modal verbs/probability language to debate nature-mystery possibilities—showcasing comprehensive listening and contextual language use.
Purpose To master listening skills—from topic selection and detail filling to opinion analysis and functional language application—with the aim of deepening the understanding of nature’s secrets and improving language skills for scientific discussions.
3.To apply critical thinking and collaborative problem-solving skills by proposing plausible theories for other natural mysteries, using evidence-based reasoning and having a discussion. Step 4: Post-listening 1.Ask students to review the knowledge about “secrets of nature” learnt in this section and sort out the core content(e.g., natural phenomena, exploration discoveries, scientific principles). 2.Encourage students to share their gains and insights(e.g., new understanding of nature, inspiration from the exploration process), combining with in-class activities such as reading, experiments and discussions. 3.Invite students to communicate freely, allowing them to supplement personal observations of natural phenomena or discuss further questions about “secrets of nature”. Check if students can express their insights about secrets of nature clearly, and reflect on exploration processes during free talks.
Purpose To help students consolidate knowledge, encourage critical thinking about the exploration of natural mysteries, and develop the ability to explain learnt concepts clearly and effectively.
4.To learn the key language points and structures of the text, and apply them in context properly. Step 5: Language Points Explain vocabulary and sentence structures like “thanks to+noun/pronoun”“used to+verb”“no longer+verb”“change over time” and “put effort into+noun/gerund” with examples to help students grasp language points about scientific discovery and nature. Step 6: Exercise Ask students to finish vocabulary-form exercises, translation tasks(English-Chinese and Chinese-English), and check answers to help them practise and master language usage about scientific discovery and nature. Verify if students grasp the explained language points by testing their use of structures. Confirm if students practise and master the target language usage by checking the completion and accuracy of their vocabulary and translation tasks.
Purpose 1.To systematically explain key vocabulary and sentence structures about scientific discovery and nature, enabling students to accurately use them in language communication. 2.To reinforce students’ mastery of language about scientific discovery and nature through vocabulary and translation exercises and check their learning outcomes.
Homework Basic homework: Discover 3 natural phenomena that involve cooperation (e.g., bee pollination). Label each as “harmonious” (like mutualism) or “conflicting” (like competition). Practical homework: Ask a family member: “Have you ever worked in a team to explore nature What role did you play ” Write down his or her answers in 2—3 English sentences. Extended homework: Imagine your class forms an “Explorer Team” to study the boiling river in the Amazon rainforest. Write a 5-sentence story about it.
Teaching Reflection
Part Two Understanding ideas—Reading
Study of the Text
What: The text centres on the topic of “Secrets caught in time”. It uses the title, amber-related pictures and a passage. It helps students to explore amber’s role in unlocking nature’s past(e.g., dinosaur feather discoveries, ancient species changes), with goals like using unit language(e.g., unlock, prove) to describe amber’s scientific value, analysing text details(e.g., how amber shows life changes), and completing diagram-filling tasks(amber’s functions/discoveries).
How: The text uses a “visual+question+passage” approach. Visuals(amber specimens, ancient scenes) spark observation; questions drive thinking about amber’s mysteries; the passage about amber’s discoveries illustrates nature-exploration practice. It structures learning from topic introduction(title+images) to concept exploration(text reading/questions) and skill practice(diagram-filling, reading-purpose choosing), blending methods for knowledge and language acquisition.
Why: The text intends to help students grasp nature-exploration concepts through amber’s story. Through picture analysis, passage reading, and follow-up tasks, it develops students’ ability to communicate nature-exploration topics in English, master academic language for text comprehension(e.g., a window on the past, species, discovery), and understand amber’s significance in revealing nature’s secrets. It integrates language learning with scientific exploration awareness.
Learning Objectives
By the end of this lesson, we will be able to:
1.predict the passage content using “Secrets caught in time” visuals and the word cloud.
2.identify the passage’s source and core focus, extract key details(e.g., dinosaur behavior, amber evidence, scientific findings) and interpret comparisons from each paragraph, share insights on nature exploration, and summarise amber’s roles via a diagram to deepen reading comprehension.
3.develop scientific curiosity by simulating a press conference to share discoveries from amber research.
4.grasp the key language points and use them in context correctly.
Teaching Process
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To predict the passage content using “Secrets caught in time” visuals and the word cloud. Step 1: Pre-reading 1.Present pictures related to amber and dinosaurs, and guide students to observe them. 2.Ask targeted questions based on the pictures to encourage students to share their existing knowledge about amber and the dinosaur-themed movies they have watched. Check if students can share prior knowledge about amber and dinosaur movies. Evaluate students’ ability to predict passage content using pictures and the word cloud, practising text-prediction skills.
Purpose To activate students’ prior knowledge about amber and dinosaurs through pictures, and help them predict the passage content using “Secrets caught in time” visuals and the word cloud, laying a foundation for smooth reading.
2.To identify the passage’s source and core focus, extract key details(e.g., dinosaur behavior, amber evidence, scientific findings) and interpret comparisons from each paragraph, share insights on nature exploration, and summarise amber’s roles via a diagram to deepen reading comprehension. Step 2: While-reading 1.Let students choose where they are most likely to read the passage and ask them whether the passage is mainly about dinosaurs, amber or both. 2.Ask students to read Paragraph 1 and answer questions about what the dinosaur is doing and what “feather-covered arms” suggests. 3.Help students read Paragraph 2, and answer what evidence changed scientists’ understanding of dinosaurs’ appearance. 4.Have students read Paragraph 3 and choose the best answers about what amber can tell us and why the author mentions the flower. 5.Ask students to read Paragraph 4 and answer questions about the number of unknown species discovered through amber research and what scientists found in a piece of amber from Africa. 6.Guide students to read Paragraph 5 and answer questions about what amber is compared to and what scientists should do with amber. 7.Let students think and share their feelings about Paragraph 1 and other ways to learn about nature’s secrets. 8.Help students complete the diagram with words and expressions from the passage to summarise amber’s roles. Evaluate if students can identify the passage’s core theme and reading scenarios, extract key details(dinosaur behavior, amber discovery data), and analyse logical relationships(changes in scientific views). Also assess their ability to summarise amber’s roles.
Purpose To guide step-by-step text analysis, master reading skills(detail-finding, inference, vocabulary use), and deepen the understanding of nature exploration via amber.
3.To develop scientific curiosity by simulating a press conference to share discoveries from amber research. Step 3: Post-reading Have students role-play an amber press conference, with Group A as scientists to explain the new insect discovery in amber,and Group B as reporters to ask how it changes previous knowledge. Check if students can apply text knowledge to a creative role-play, demonstrating the understanding of amber’s significance and scientific communication skills.
Purpose To integrate language skills(speaking, writing), encourage critical thinking about scientific discoveries, and simulate real-world science communication.
4.To grasp the key language points and use them in context correctly. Step 4: Language Points Explain vocabulary and sentence structures like “thanks to+名词”“used to+动词原形”“no longer+动词”“change over time” and “put effort into+名词/动名词” with examples to help students grasp language points about scientific discovery and nature. Step 5: Exercise Guide students to finish vocabulary-form exercises, translation tasks(English-Chinese and Chinese-English), and check answers to help them practise and master language usage about scientific discovery and nature. Verify if students grasp the explained language points by testing their use of structures. Confirm if students master the target language usage by checking the comple-tion and accuracy of their vocabulary and translation tasks.
Purpose 1.To systematically explain key vocabulary and sentence structures about scientific discovery and nature, enabling students to accurately use them in language communication. 2.To reinforce students’ mastery of language about scientific discovery and nature through vocabulary and translation exercises, and check their learning outcomes.
Homework Basic homework: Choose 5 scientific words from the text(e.g., species, unlock, discovery) and write each word’s definition in simple English. Practical homework: Role-play: A journalist interviewing the scientist who found the feathered dinosaur tail,use at least 3 amber-related phrases from the text. Extended homework: Research how another natural material(like ice cores or tree rings) also reveals the earth’s history like amber does.
Teaching Reflection
Part Six Presenting ideas & Reflection
Study of the Text
What: The text is centred on “Making a poster about an achievement in nature exploration”. It uses a step-by-step guide(group research, poster design, practice/presentation, voting) and reflection prompts. It helps students to explore nature-exploration achievements, with goals like using unit language to discuss these achievements, designing posters collaboratively, and reflecting on nature-exploration themes.
How: The text adopts a “task-based+reflection” approach. Group tasks(researching achievements, deciding poster content) spark exploration; structured poster outlines(title, achievement details, significance, spirit) lead to organised creation; reflection prompts deepen the understanding of nature-exploration themes. It structures learning from idea generation(group discussion) to product creation(poster design, presentation) and self-assessment(reflection), blending collaborative practice and language application.
Why: The author intends to help students understand nature-exploration achievements and the spirit behind them. Through group work(researching, designing posters), presenting and reflecting, it develops students’ ability to communicate nature-exploration topics in English, master functional language for organising poster content, and foster appreciation for scientific exploration—integrating language learning and science-exploration awareness.
Learning Objectives
By the end of this lesson, we will be able to:
1.engage students in observing pictures and sharing ideas about amazing nature-exploration achievements, thereby activating their prior knowledge and introducing the unit theme smoothly.
2.improve public speaking skills by presenting posters and develop critical thinking through voting on the best works.
3.reflect on nature exploration via mind maps, self-evaluate language/grammar skills, and deepen the understanding of the exploration spirit.
4.learn the new structures and expressions and use them in context correctly.
Teaching Process
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To engage students in observing pictures and sharing ideas about amazing nature-exploration achievements, Step 1: Lead-in 1.Present pictures showing remarkable nature-exploration achievements(e.g., discoveries of rare species, exploration of extreme environments, breakthroughs in ecological research).
thereby activating their prior knowledge and introducing the unit theme smoothly. 2.Ask students to observe the pictures carefully and ask“What amazing nature-exploration achievements can you identify in the pictures Share your observations and initial thoughts.” 3.Make a brief class discussion to gather students’ ideas, and then naturally introduce the unit theme related to nature exploration. Check if students can connect the visuals to nature-exploration achievements, share initial ideas and engage with the theme.
Purpose To spark curiosity, activate prior knowledge, and smoothly introduce the nature-exploration topic.
2.To improve public speaking skills by presenting posters and develop critical thinking through voting on the best works. Step 2: Presentation 1.Have students brainstorm exploration achievements, such as space exploration and ocean exploration, to share their ideas related to exploration. 2.Let students work in groups to search for nature-exploration achievement information, and then vote on a topic for their poster, guided by key questions. 3.Help students organise ideas using the outline and make a poster, encouraging the use of unit language. 4.Ask students to practise and present their nature-exploration achievement posters to the class, and then vote on the best ones. Evaluate if students can brainstorm diverse exploration areas, collaboratively research/select topics, apply their organised ideas to posters with unit language, and present clearly—show-ing teamwork, research, and communication skills.
Purpose To understand hands-on exploration of nature-achievement themes: from idea generation to collaborative creation and presentation, reinforcing language use and scientific-exploration understanding.
3.To reflect on nature exploration via mind maps, self-evaluate language/grammar skills, and deepen the understanding of the exploration spirit. Step 3: Reflection 1.Ask students to reflect on nature exploration after the unit, completing the mind map about discoveries, challenges and efforts. 2.Have students self-assess their understanding by checking if they can use unit language, object clauses, and describe exploration spirit, and then note what can be improved. Assess if students can reflect on unit learning(discoveries, chal-lenges) via mind maps and self-evaluate language/concept mastery.
Purpose To deepen meta-cognitive understanding of nature exploration, reinforce unit language/grammar application, and encourage self-directed learning improvement.
4.To learn the new structures and expressions and use them in context correctly. Step 4: Language Points Explain vocabulary and sentence structures like “It’s+adj.+noun+in+field+exploration” “be ready to+verb phrase” and “It proves+that-clause” with examples to help students grasp language points about exploration and scientific research. Step 5: Exercise Ask students to finish vocabulary translation exercises, sentence completion tasks, and check answers to help them practise and master language usage about exploration and scientific research. Verify if students grasp the explained language points by testing their use of structures such as “It’s+adj.+noun+in+field+explor-ation” “be ready to+verb phrase” and “It proves+that-clause”. Confirm if students practise and master the target language usage by checking the completion and accuracy of their vocabulary and translation tasks.
Purpose 1.To systematically explain key vocabulary and sentence structures about exploration and scientific research, enabling students to accurately use them in language communication. 2.To reinforce students’ mastery of language about exploration and scientific research through vocabulary and translation exercises, and check their learning outcomes.
Homework Basic homework: Review and memorise the key phrases about exploration achievements from this lesson. Practical homework: Interview a family member or friend:Which achievement in nature exploration impresses you most Why Write down 3 reasons they give(in English). Extended homework: Create a mini-poster(digital or hand-drawn) about an exploration achievement.
Teaching Reflection
Part One Starting out
Study of the Text
What: This text centres on the topic of “Looking into nature”. It uses unit-opening visuals(like the desert scene, portraits of Li Shizhen, Charles Darwin and Wang Zhenyi, and the “Secrets of nature” image). It helps students to explore nature, covering who these famous figures are, the secrets of nature and how to talk about exploration.
How: The text uses a “visual+question” approach. Visuals(desert scene, explorer portraits, “Secrets of nature” image) draw interest. Questions prompt thinking(about explorers’ achievements, nature’s secrets). It structures learning from topic introduction(title+cover image)→basic exploration(explorers, nature questions)→language/skill preparation(for later tasks like poster-making), mixing observation and discussion for learning.
Why: The text intends to help students understand nature exploration. By analysing pictures(portraits, nature scenes) and answering questions, it builds knowledge of key explorers, sparks curiosity about nature’s mysteries and teaches language skills(words, grammar) to discuss exploration. It blends learning English(vocabulary, grammar) with understanding the spirit of exploring nature.
Learning Objectives
By the end of this lesson, we will be able to:
1.expand vocabulary related to nature exploration.
2.analyse and compare the achievements of renowned nature explorers(e.g., Li Shizhen, Charles Darwin, Wang Zhenyi) through group discussions.
3.share known natural secrets, pick one to explore more, and boost interest in nature and English expression.
4.master and apply the key language points and use them in context correctly.
Teaching Process
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To expand vocabulary related to nature explor-ation. Step 1: Lead-in Have students look at the pictures of nature and ask them what the pictures make them feel. Q: What do the pictures make you feel Check if students can express their feelings about the pictures of nature in English.
Purpose To arouse students’ interest in nature and expand their English expression about emotional responses.
2.To analyse and compare the achievements of renowned nature explorers(e.g., Li Shizhen, Charles Darwin, Wang Zhenyi) through group discussions. Step 2: Presentation 1.Let students think and answer the question of who found and named the beautiful scenery. Q: Who found and named the beautiful scenery 2.Have students watch the videos about Li Shizhen, Charles Darwin and Wang Zhenyi, and talk about what they think of them. 3.Ask students to look at the pictures of Li Shizhen, Charles Darwin and Wang Zhenyi and answer what they have in common. Q: What do they have in common Evaluate students’ ability to recall knowledge about scenery discoverers, understand explorers’ stories, identify common qualities, and describe “Secrets of nature” pictures.
4.Help students understand the “Secrets of nature” picture and ask them to fill in the blanks to describe what they see and what it makes them think or wonder about.
Purpose To introduce key nature explorers, help students grasp their contributions and common spirits, and practise describing nature-related content in English.
3.To share known natural secrets, pick one to explore more, and boost interest in nature and English expression. Step 3: Practice Let students think about other secrets of nature they know and which one they want to explore more, and have them complete the given sentences. Assess how well students can think of the secrets of nature and use English to state their exploration preferences.
Purpose To deepen students’ understanding of the mysteries of nature and improve their English writing skills by completing exploration-related sentences.
4.To master and apply the key language points and use them in context correctly. Step 4: Language Points Explain nature-related vocabulary like “explore” and “mystery” and sentence structures such as “look into” and “have…in common” with examples to help students grasp language points about nature exploration. Step 5: Exercise Ask students to finish vocabulary-form exercises, translation tasks(English-Chinese and Chinese-English), and check answers to help them practise and master language usage about nature exploration. Verify if students grasp the explained language points by testing their use of nature-related vocabulary and structures like “look into” and “have…in common”. Confirm if students master language usage about nature explor-ation by checking the completion and accuracy of their vocabulary-form exercises and translation tasks.
Purpose 1.To systematically explain key vocabulary and sentence structures about nature exploration, enabling students to accurately use them in language communication. 2.To reinforce students’ mastery of language about nature exploration through vocabulary-form exercises and translation tasks, and check their learning outcomes.
Homework Basic homework: Ask students to review the lesson and have them write 10 words related to nature exploration, reinforcing their memory of key terms. Practical homework: Ask students to observe a natural phenomenon(like sunset or plant growth) for 3 days and record their findings in English, helping them connect classroom learning to real-world nature exploration. Extended homework: Let students search for information of a famous nature explorer(such as Charles Darwin or Li Shizhen) and summarise 3 key qualities for success, helping them to dig deeper into the spirit of nature exploration.
Teaching Reflection
