Part Five Developing ideas—Reading for writing
Study of the Text
What: The text is centred around water resources and ecological changes. It includes content like understanding the significance of water, exploring historical and environmental aspects of water systems (e.g., changes in the Yellow River) and analysing humans’ impacts on water resources. It uses pictures, reading tasks and interactive exercises (completing the table and discussing water-related issues) to explore water’s role in ecosystems, cultural importance and sustainable management.
How: The text adopts a multi-modal, inquiry-based approach. It starts with visual prompts(pictures of water landscape) to spark curiosity, followed by the reading passage about water-related topics. Then, it uses practical tasks (table completion and discussion) and reflection questions. The language is descriptive and analytical, with clear instructions, aiming to guide students through understanding water’s value, practising information-processing skills and developing critical thinking about environmental protection.
Why: The text intends to help students understand the vital role of water resources in ecosystems and humans and recognise historical and cultural connections to water(e.g., the Yellow River’s significance). By involving reading, writing and discussion tasks, it aims to develop students’ language proficiency(reading comprehension and writing skills) and environmental awareness. It encourages students to reflect on humans’ impacts on water and think about sustainable practices, fostering environmental responsibility and preparedness for ecological stewardship.
Learning Objectives
By the end of this lesson, we will be able to:
1.use words and expressions related to desert climate and water systems to describe how people adapt to extreme environments.
2.use descriptive language and comparative structures to explain the features of the karez system and its importance.
3.use integrated knowledge about the interaction between humans and nature to write a passage about a chosen example of people changing nature.
4.learn the new phrases and expressions and use them in context properly.
Teaching Process
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To use words and expressions related to desert climate and water systems to describe how people adapt to extreme environments. Step 1: Pre-reading 1.Have students watch the video of the Flaming Mountains, discuss sand temperature and survival in harsh environments, and explore the ancient Chinese invention shown. 2.Have students analyse the desert environment and the karez system by answering the questions, using the provided vocabulary to describe features and functions. Check if students grasp basic context, environmental analysis skills and initial interest in the topic.
Purpose To activate students’ prior knowledge, stimulate interest in Turpan’s environment and introduce key vocabulary for subsequent learning.
2.To use descriptive language and comparative structures to explain the features of the karez system and its importance. Step 2: While-reading 1.Skimming Have students read the passage, analyse its content to determine the main idea and genre, and practise reading skills. 2.Reading carefully Have students read each paragraph of the text, identify key information like geographical locations, climatic features and details of the karez system, and answer the corresponding questions to deeply understand Turpan’s environment and the ancient water-management project. 3.Let’s complete Have students extract key words and expressions from the passage to complete the diagram, organising information about Turpan and the karez system. 4.Let’s answer Have students analyse the given sentences, understand the writer’s rhetorical devices and intentions, and answer the questions to deepen the comprehension of the text. 5.Think and share Have students reflect on the text, share interesting facts and opinions about the karez system, and practise critical thinking and communication. Evaluate students’ reading comprehension depth, key infor-mation extraction and critical thinking application.
Purpose To guide students in mastering skills of skimming and reading carefully, extracting key information and developing critical thinking through text analysis.
3.To use integrated knowledge about the interaction between humans and nature to write a passage about a chosen example of people changing nature. Step 3: Post-reading Have students choose an example of people changing nature, research facts, use the chart to structure their writing, and share their passages in class. Assess students’ ability to integrate knowledge, structure writing and communicate ideas.
Purpose To enable students to apply integrated knowledge, practise structuring writing and enhance communication skills through sharing.
4.To learn the new phrases and expressions and use them in context properly. Step 4: Language Points Have students analyse the structures, meanings and usages of key phrases like “as…as” “thanks to” and “take action to” with examples for comprehension. Step 5: Exercise Have students practise completing sentences with target phrases and translating English sentences into Chinese, reinforcing language point usages. Verify students’ understanding of phrase structures, meanings and practical usage. Check students’ mastery of target phrases through sentence completion and translation.
Purpose 1.To help students dissect phrase structures, clarify semantic nuances and learn context-based application. 2.To reinforce students’ retention of target phrases via practical drills, ensuring the accurate usage in context.
Homework Basic homework: Write a short paragraph about how people adapt to extreme environments, using two or more of these phrases from the lesson. Practical homework: Write a short story about a time you solved a problem creatively (like the space rover example). Extended homework: Design a “Wisdom of the Past” poster: Draw an ancient invention (e.g., the karez system and compass). Label it with “This helped people…”.
Teaching Reflection
Part Three Understanding ideas—Grammar
Study of the Text
What: The text is about grammar learning related to object clauses and applying knowledge of the laws of nature. It includes tasks like summarising grammar rules from the reading passage sentences, writing sentences with object clauses, completing the passage using the words to describe the Maori’s understanding of the sea and pair-work discussions on how people live by the laws of nature.
How: The text uses a grammar-focused and task-based approach. It first makes students analyse sentences from the reading passage to identify grammar structures (object clauses) and then practise writing object clauses. The passage completion task integrates grammar into a cultural-nature context. The pair-work activity encourages communicative practice using related vocabulary. Structurally, it moves from grammar analysis to production, and then to contextual application and communication. Language features include the use of object clauses and vocabulary about nature and cultural descriptions.
Why: The text intends to help students master object clauses, understand how different cultures (like the Maori) observe and live by the laws of nature and develop communication skills to discuss nature-related practices. It aims to connect grammar learning with cultural understanding and practical communication, fostering appreciation for nature-based wisdom and cross-cultural insights.
Learning Objectives
By the end of this lesson, we will be able to:
1.perceive object clauses intuitively by observing the pictures and discussing related topics.
2.distinguish between object clauses and other clause types(e.g., subject clauses) by analysing their positions and functions in sentences.
3.practise object clauses and passage filling to solidify grammar and vocabulary use.
4.discuss the laws of nature in pairs and practise object clauses in real scenarios.
5.master the usage of the language points and use them correctly in context.
Teaching Process
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To perceive object clauses intuitively by observing the pictures and discussing related topics. Step 1: Lead-in Ask students to observe the pictures, discuss how people describe nature and the importance of understanding the laws of nature and encourage them to summarise the grammar rules. Check if students can actively discuss nature description and the importance of the laws of nature and correctly summarise the grammar rules.
Purpose To activate students’ interest in nature and the laws of nature, stimulate their observational and discussion abilities and help them practise using descriptive words in context.
2.To distinguish between object clauses and other clause types(e.g., subject clauses) by analysing their positions and functions in sentences. Step 2: Grammar Focus 1.Basic structure Object clauses follow the word order of declarative sentences (subject+predicate+other components). They can be introduced by: that for stating facts. e.g. The picture shows that the Maori dance Haka. if/whether for yes/no questions. e.g. The picture doesn’t show if the Maori dance Haka on important occasions. what, when, where, why or how for special questions. e.g. The picture doesn’t show when the Maori dance Haka. 2.Usage situations (1)When we want to emphasise the content of the clause (facts, questions, etc.) rather than the main verb’s doer. e.g. They help people understand why nature works this way. (Focus on “why nature works this way”, not just “help”.) (2)When we don’t know or want to omit who performs the action in the clause. e.g. I didn’t know how popular the paintings would become. (No need to mention “who determines popularity”.) 3.Work out the rules (1)Use “that” to introduce a clause stating a fact. The word “that” has no actual meaning and can be omitted in informal situations. e.g. It shows (that) the Maori culture is valuable. Evaluate if students can identify the basic structure, usage situations and rules of object clauses through the given examples.
(2)Use “if” or “whether” to introduce a clause expressing uncertainty. They cannot be omitted. e.g. He doubts if he can master object clauses. (3)Use wh-words (what, when, where, etc.) to introduce a clause asking for specific information. The clause follows the word order of declarative sentences. e.g. She asks when the Maori dance Haka.
Purpose To systematically introduce the structure, usage scenarios and rules of object clauses, enabling students to recognise and differentiate them in sentences.
3.To practise object clauses and passage filling to solidify grammar and vocabulary use. Step 3: Practice 1.Encourage students to transform given words into sentences with object clauses and check if they can correctly apply the structure and grammar rules. 2.Have students use the given words to fill in the blanks of the passage and understand how these words function in context. Assess if students can correctly transform words into sentences with object clauses and properly use given words to fill in the blanks.
Purpose To offer practical application opportunities, help students solidify their understanding of object clauses and improve their ability to use related vocabulary in context.
4.To discuss the laws of nature in pairs and practise object clauses in real scenarios. Step 4: Product Have students work in pairs, use the given materials to discuss how people live by the laws of nature, and practise expressing with the provided expressions. Verify if students can effectively discuss people’s adherence to the laws of nature in pairs and skillfully use provided expressions.
Purpose To develop students’ collaborative communication skills, encourage them to integrate knowledge of the laws of nature and vocabulary and practise expressing complex ideas in English.
5.To master the usage of the language points and use them correctly in context. Step 5: Language Points Explain the structures and meanings of “According to…”“It’s good/harmful (for sb) to+动词原形” and “There can be problems…” with examples and lead students to practise using them. Step 6: Exercise Complete the sentence-making, translation and passage-filling tasks, and check their mastery of object clauses. Check if students can understand the structures and meanings of the language points and correctly practise using them. Evaluate if students can complete sentence-making, translation and webpage-filling tasks well and master object clauses.
Purpose 1.To explain specific language structures in detail, let students grasp their usage and enhance their accuracy in English expression. 2.To comprehensively assess students’ mastery of object clauses (especially question words in them) through diverse tasks and identify areas for improvement.
Homework Basic homework: Write 5 sentences using object clauses (with what/when/where/why/how) to describe nature or cultural traditions. Practical homework: Create a short dialogue between a farmer and a student about the 24 Solar Terms. Use at least 3 object clauses. Perform it in class. Extended homework: Interview a family member about a traditional practice (e.g., food or festivals). Write 3 sentences with object clauses to summarise the story.
Teaching Reflection
Unit 6 Living with nature
教材导学
课标落实
导入一:自然诗句猜谜
提前选取几句经典的自然主题相关的诗句(如“两个黄鹂鸣翠柳,一行白鹭上青天”“空山新雨后,天气晚来秋”),把诗句拆分成关键词线索(第一句给出“黄鹂、翠柳、白鹭、青天”;第二句给出“空山、新雨、晚秋”)。课堂上逐个展示线索,让学生分为小组,竞赛猜诗句,猜对后讨论诗句描绘的自然画面,传达的人与自然情感,顺势引入本单元对“与自然共处”的探究。
导入二:自然声音盲听联想
课前录制自然界的不同声音(如鸟鸣、溪流潺潺、风吹树叶的沙沙声、雷雨轰隆声)。课堂上播放这些声音片段,让学生闭眼聆听,听完后分享联想到的自然场景及自己在类似场景中的经历,引导思考人类与自然声音背后的关联,开启本单元关于人与自然关系的学习。
导入三:“自然名片”设计
给学生发放卡片,让他们为自己心中代表自然的事物(可以是一种植物、动物、自然景观)设计“名片”,名片需包含名称、“自然角色”(如松树是森林守护者)、对人类的意义(如提供氧气、生态防护)。学生完成后进行展示分享,互相交流不同“自然名片”体现的人与自然联系,引入本单元主题。
导入四:自然纪录片片段赏析
截取一段优质自然纪录片片段(如 BBC《蓝色星球》中的海洋生态、《地球脉动》里的森林万物共生),课堂播放后,让学生分组讨论纪录片中呈现的自然之美、生态规律,以及人类在其中该扮演的角色,从对纪录片的思考过渡到本单元“与自然共处”的学习。
导入五:自然场景拼图挑战
准备若干自然场景拼图(如热带雨林、沙漠绿洲、江南水乡等不同生态拼图),将学生分组进行拼图竞赛。拼图完成后,每组介绍所拼场景的自然特点、存在的自然资源、人类与该场景的互动(如水乡的渔业、灌溉),通过拼图与分享,引发对人类如何适应、利用、守护自然的讨论,导入本单元内容。
活动设计
活动一: Introduction to the Theme——自然关系初体验
目标:
1.学生能用单元词汇、短语,分享自身与自然互动的经历,锻炼英语描述能力。
2.感知人类与自然关系的多元性,理解探索“与自然共处”的意义。
3.激发学生对自然话题的探究兴趣,关联单元核心主题。
实施步骤:
Step 1 在黑板上写下关于自然主题的关键词,如“live in harmony with nature(与自然和谐共处)”“natural resources(自然资源)”“change nature(改造自然)”等。
Step 2 学生独自回忆生活中与自然互动的事件(如一次登山赏景、参与植树活动、发现身边自然景观变化等),用英语记录关键内容(事件过程、感受)。
Step 3 学生自愿上台,用英语讲述自身经历(包含事件起因、经过、与自然互动细节、感悟),其他学生认真倾听,可围绕“自然如何影响你/你对自然做了什么”等用英语提问互动。
活动二: Group Discussion——自然相处策略研讨
目标:
1.探讨不同场景下人类与自然“共处”的方式、策略,深化对单元主题的理解。
2.促进学生团队协作,锻炼英语交流、观点整合的能力。
3.梳理保护自然、合理利用自然的思路,呼应单元“和谐共生”的目标。
实施步骤:
Step 1 提供自然互动场景卡片,如“如何在城市社区打造‘人与自然共生’小环境(如社区花园、雨水利用)”“乡村发展中,怎样平衡农业生产(如梯田耕作)与自然保护”“面对自然资源开发(如风力发电场建设),如何减少对自然的干扰”等,学生分组并选场景进行讨论。
Step 2 小组内成员用英语交流观点,总结“与自然共处”的方法,如社区场景中的“plant native plants(种植本地植物)”和“recycle rainwater(回收雨水)”,梯田场景中的“follow traditional farming laws(遵循传统农耕规律)”和“protect soil ecology(保护土壤生态)”,推选代表记录。
Step 3 各小组代表用英语汇报成果,其他小组补充不同策略或提出疑问,教师总结点评,引导学生提炼“尊重自然规律、互利共生”的核心观念。
活动三: Role-play——自然互动情景演绎
目标:
1.学生通过角色扮演,模拟“与自然共处”场景,强化英语在实际语境中的运用。
2.体验人类在自然中的不同角色(如自然观察者、资源利用者、生态保护者),加深对单元内容的共情理解。
3.提升英语应变、对话能力,巩固自然相关的词汇、表达。
实施步骤:
Step 1 教师准备自然互动情景卡,如“在自然摄影中,你发现有人破坏生态(踩踏花草、投喂野生动物),如何用英语劝阻并讲解保护意义”“作为乡村青年,向游客介绍本地传统农耕(如梯田)如何顺应自然、实现共生”“在太阳能发电站参观,向同伴用英语解释‘清洁能源利用与自然和谐’的关系”等。
Step 2 学生抽取卡片,组内分配角色(如情景1中可分为“摄影者”“破坏者”和“劝说者”),用英语简单准备对话、动作。
Step 3 学生进行角色扮演,演绎自然互动场景。表演后,其他学生点评“互动是否合理,英语表达是否清晰”,教师鼓励亮点、指导不足,强化“用英语传递自然保护理念、实践和谐共处”的意识。
语法探究
Grammar Focus——掌握宾语从句(以 what/why/how/when/where 为例)的用法
【观察】
I didn’t know how popular the paintings would become. 我不知道这些画作会有多受欢迎。
They help people understand why nature works this way.
它们帮助人们理解大自然为什么以这种方式运作。
They have not decided where they should go for the holiday.
他们还没有决定到什么地方去度假。
【探究】
引导词 意义 & 功能 适用场景 & 逻辑 例句
what 在从句中作主语/宾语,表“……的事物/内容”;明确 “具体对象/信息” 想了解“具体事物/内容”,需从句补充宾语语义时使用 I wonder what the Maori used to describe the sea.我想知道毛利人用什么来描述大海。
why 表“……的原因”,解释动作/现象的逻辑;聚焦“因果关联” 探究“原因/动机”,说明“为何发生”时使用 Could you tell me why you chose to join the English club 你能告诉我你为什么选择加入英语俱乐部吗
how 表“……的方式/程度”,描述动作怎样发生、达到何种水平,强调“方式/程度” 需说明“动作如何做、达到什么程度”时使用 I am curious about how Chinese people celebrate Rain Water. 我很好奇中国人如何庆祝雨水节气。
when 表“……的时间”,明确动作发生的时间点/时间段;聚焦“时间关联” 需限定“动作发生时间”,补充时间信息时使用 He asked his teacher when the school trip would start. 他问老师学校旅行什么时候开始。
where 表“……的地点”,指明动作发生/事物存在的位置;聚焦“空间关联” 需说明“动作/事物的空间位置”时使用 They discussed where they should build the wind farm. 他们讨论了应该把风力发电场建在哪里。
【总结】
1.语序:宾语从句需用陈述句语序(引导词+主语+谓语+其他),如“I don’t know how he solves the problem.”(而不是“how does he solve”)。
2.引导词:引导词的选择要贴合语义需求(想表达原因选 why,想表达方式选 how 等)。
听说训练——自然能源利用探索交流
目标:
1.依托听力任务,让学生提取自然能源(太阳能、水能等)利用的关键信息,提升学生抓取细节与归纳信息的能力。
2.借对话与汇报,促使学生用英语表达能源利用相关的看法,增强口语表达的准确性与流畅性。
实施步骤:
Step 1 预习活动:发放自然能源基础资料,如“Solar energy comes from the sun. Water energy is generated by flowing water. These natural materials for energy help reduce pollution…”,让学生熟悉“solar energy(太阳能)”“water energy(水能)”等词汇,了解常见自然能源类型,为听力做知识储备。
Step 2 听力训练:
①第一遍听力:播放关于自然能源利用的对话(如教材中 Mike 父子沙漠太阳能及能源交流内容),让学生从选项(a.Mike and his dad spend a day in the desert using only solar energy; b.Mike and his dad feel very hot in the desert; c.Mike and his dad are able to cook food and charge a phone using the sun; d.Mike and his dad want to learn more about the solar park.)中选出对话的主旨,训练学生快速把握听力核心的能力。
②第二遍听力:再次播放对话,完成任务:一是填写表格,记录 Mike 遇到的问题(炎热、设备用电等)及其父亲的自然能源解决方案(太阳能帽、太阳能板等);二是梳理太阳能公园笔记,如覆盖面积、能源产量等信息,强化对自然能源利用细节的关注。
③讨论与反思:组织学生讨论自然能源利用中要考虑哪些自然条件,对比不同自然能源利用的优缺点,加深对自然能源与环境关系的理解。
④模拟汇报:让学生扮演能源推广者,用英语向同学介绍一种自然能源利用案例(如教材中的太阳能公园),说明其运作和意义,运用听力训练中学到的表达。Part Four Developing ideas—Listening and speaking
Study of the Text
What: The text is centred on solar energy and natural resources. It includes content like understanding solar energy projects (What’s this project for ), listening tasks to complete the table and notes about solar energy use and pair-work discussions on natural resources for energy. It uses pictures, listening activities and interactive exercises to explore solar energy application, natural resources and learning strategies.
How: The text adopts a multi-modal approach, combining visual elements(pictures of solar projects and natural landscapes), listening tasks (conversations about solar-powered days and the radio about Solar Park) and written exercises(table completion, note completion and pair-work). It structures content to guide step-by-step exploration: starting with a solar project introduction, and then moving to listening-based details of solar energy use, followed by tasks on natural resources for energy, and ending with practical pair-work. Language is instructional and task-driven, suitable for language learning, with clear prompts for listening, writing and speaking practice.
Why: The text intends to help students learn about solar energy and other natural resources as energy sources. By involving listening, writing and speaking tasks, it aims to develop students’ language skills (listening comprehension, note-taking and oral communication) in an energy-focused context. It also promotes understanding of sustainable energy use (solar energy application and natural resource utilisation) and effective learning strategies (listening for specific information and discussing natural resources), fostering environmental awareness and language proficiency simultaneously.
Learning Objectives
By the end of this lesson, we will be able to:
1.understand the historical evolution and modern applications of solar energy through comparative analysis of different energy sources.
2.develop multi-level listening skills, learn relevant grammar and strategies and analyse the techniques to draw listeners’ interest.
3.discuss practical approaches to encourage clean energy usage and consider how personal behaviour can support the advancement of sustainable development.
4.learn the key language points and structures of the text and apply them in context.
Teaching Process
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To understand the historical evolution and modern applications of Step 1: Lead-in Ask students to watch the video, analyse the connection between scenes and discuss the history of energy use based on the timeline. Check if students can connect video scenes logically and discuss the history of energy use clearly.
solar energy through compa-rative analysis of different energy sources. Step 2: Pre-listening Ask students to observe the picture, read the text, and discuss the project’s purpose and the history of using solar energy. Evaluate if students can infer the project’s purpose and summarise the history of using solar energy.
Purpose 1.To activate students’ prior knowledge of energy sources, stimulate critical thinking through video analysis and build a foundation for subsequent listening tasks. 2.To guide students in extracting contextual information from pictures and texts, familiarising them with solar-energy topics and enhancing listening anticipation.
2.To develop multi-level listening skills, learn relevant grammar and strategies and analyse the techniques to draw listeners’ interest. Step 3: While-listening 1.Have students listen to the conversation, analyse the content to choose the main idea, and learn about word stress rules for compound nouns. 2.Have students listen again, fill in the table with details about Mike’s problems and Dad’s solutions, and learn strategies for listening to questions. 3.Have students listen to the radio, extract key information about Solar Park, and complete the notes by filling in the blanks. 4.Have students listen again, analyse the speaker’s techniques with the given learning tips, and discuss how to engage listeners. Assess if students can grasp main ideas, fill in the blanks accurately, extract key information, and analyse the techniques to draw listeners’ interest.
Purpose To develop students’ multi-level listening skills (main idea grasping, detail extraction and technique analysis) and integrate grammar (word stress) and strategy learning.
3.To discuss practical approaches to encourage clean energy usage and consider how personal behaviour can support the advancement of sustainable development. Step 4: Post-listening 1.Divide students into pairs and distribute prepared prompts(e.g., types of natural resources for energy, their advantages/disadvantages and daily application scenarios) and key expressions. 2.Encourage the pairs to discuss natural resources for energy based on the prompts, requiring them to integrate listening input and use target language (e.g., object clauses) appropriately. Verify if students can use prompts/expressions to discuss natural resources for energy fluently in pairs.
3.Invite 2—3 pairs to share their discussion results with the class and provide brief feedback on their content completeness and language accuracy.
Purpose To facilitate collaborative communication, enable students to apply listening-derived knowledge in real-life discussions and reinforce language output.
4.To learn the key language points and structures of the text and apply them in context. Step 5: Language Points Have students analyse the key language structures such as “Can you believe that… ” and “turn+名词+into+名词”, understand their usages with examples and practise applying them. Step 6: Exercise Complete English-Chinese translation, context-based filling and sentence translation tasks to practise using key phrases and grammar points. Check if students can identify structures, explain usages and apply them in new sentences. Evaluate if students can translate terms, fill in the blanks contextually and apply grammar or phrases correctly.
Purpose 1.To systematically explain key structures, help students internalise the rules to use them through examples, and improve language construction ability. 2.To comprehensively assess students’ mastery of vocabulary, grammar and translation skills, and solidify knowledge through practical application.
Homework Basic homework: Research and list 3 real-world applications of solar energy. Label each as “household use” or “large-scale project” and write sentences explaining their environmental benefits. Practical homework: Interview a family member about one solar-powered device he or she uses (or would like to use) in daily life. Record his or her response in 2—3 sentences. Extended homework: Write a short story about a community that solved an energy problem using solar power (e.g., a village getting electricity for the first time).
Teaching Reflection
Part Two Understanding ideas—Reading
Study of the Text
What: The text focuses on the 24 Solar Terms and is presented from Lao Shu’s perspective. It includes descriptions of his childhood memories related to the terms—such as scenes of Grain in Ear—as well as explanations of how the terms guided farming activities and daily lives in the past. Additionally, it shares Lao Shu’s feelings towards the terms, like his excitement for new terms and his desire to share them in his paintings and poems. Finally, it introduces the cultural and social significance of the 24 Solar Terms. They are known as the “Fifth Great Invention of China”, carry profound social and cultural meanings and still influence people’s lives today.
How: The text starts with personal childhood memories (in a narrative way) to make the 24 Solar Terms relatable, and then shifts to explaining their functions in guiding farming activities and daily lives (in an expository way). Structurally, it has a flow from personal experience to general significance. Language features include descriptive words for scenes and reflective expressions about cultural value.
Why: The text intends to convey the deep cultural roots and practical importance of the 24 Solar Terms. By showing Lao Shu’s personal connection, it highlights how the terms are influencing people’s lives and emotions. It aims to let readers appreciate the wisdom of the 24 Solar Terms, understand their roles in human lives and recognise their ongoing cultural and social value.
Learning Objectives
By the end of this lesson, we will be able to:
1.observe the picture, discuss it and use given words to talk about the 24 Solar Terms.
2.analyse the options, find the one matching Lao Shu’s idea about the 24 Solar Terms and explain the choices.
3.understand the significance of the 24 Solar Terms in traditional and modern life by reading and discussing the passage.
4.appreciate the cultural heritage of the 24 Solar Terms and connect their wisdom to sustainable living today.
5.grasp the key phrases and expressions and use them in context correctly.
Teaching Process
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To observe the picture, discuss it and use given words to talk about the 24 Solar Terms. Step 1: Lead-in Ask students to observe the picture, and then discuss what they see and how people work with nature and encourage them to talk about the 24 Solar Terms using the given words and expressions. Check if students can connect solar terms with nature and use given words and expressions to discuss cultural knowledge.
Purpose To activate students’ prior knowledge about the 24 Solar Terms, inspire their observation and discussion skills and help them practise using given vocabulary to talk about traditional cultural content.
2.To analyse the options, find the one matching Lao Shu’s idea about the 24 Solar Terms and explain the choices. Step 2: Pre-reading Ask students to analyse the options, determine which one matches Lao Shu’s idea about the 24 Solar Terms by referring to the text and explain their choices. Evaluate if students grasp Lao Shu’s idea by justifying their choices with text evidence.
Purpose To lead students to preview the text, develop their text-based reasoning ability and help them initially understand Lao Shu’s perspective on the 24 Solar Terms.
3.To understand the significance of the 24 Solar Terms in traditional and modern life by reading and discussing the passage. Step 3: While-reading 1.Read and answer Instruct students to first read each paragraph carefully. Then, have them locate the details in the text to answer the corresponding questions and encourage them to analyse how these answers reveal the aspects like the practical roles, cultural impacts and personal connections related to the 24 Solar Terms. 2.Let’s complete Have students pick words and expressions from the passage to fill in the blanks, and then discuss how the content reflects the understanding of the 24 Solar Terms. Assess if students extract details and analyse the roles of the 24 Solar Terms from answers. Check if students use passage information to fill in the blanks and explain their under-standing of the 24 Solar Terms.
Purpose To enable students to master reading strategies, accurately extract key information and understand the multi-dimensional values of the 24 Solar Terms from practical, cultural and personal levels.
4.To appreciate the cultural heritage of the 24 Solar Terms and connect their wisdom to sustainable living today. Step 4: Post-reading Ask students to research and list ancient traditions and modern adaptations for the 24 Solar Terms and then organise the information into a poster. Evaluate if students research and organise the information into a structured poster.
Purpose To encourage students to conduct independent research, expand their knowledge of the 24 Solar Terms and enhance their ability to organise and present information visually.
5.To grasp the key phrases and expressions and use them in context correctly. Step 5: Language Points Ask students to analyse sentence structures, figure out how key phrases like “live by”“both…and…”“long to”“take a new interest in” and “known as”, and understand their meanings. Step 6: Exercise Have students complete the exercises, practise using the words and expressions in different situations and check their understanding of language points. Verify if students analyse structures and explain key phrases’ meanings in context. Check if students apply words and expressions in varied situations and show mastery of language points.
Purpose 1.To help students break down sentence components, grasp the usage rules of key phrases and improve their accuracy in understanding and using English language structures. 2.To provide practical application scenarios for students, reinforce their memory and flexible use of key phrases and ensure they can proficiently apply language points in different situations.
Homework Basic homework: Reread the text and summarise key sentences about how the 24 Solar Terms influence people’s lives. Practical homework: Interview a family member about which tradition of the 24 Solar Terms he or she remembers most and why it means so much to him or her. Extended homework: Research and compare other agricultural practices in different seasons.
Teaching Reflection
Part Six Presenting ideas & Reflection
Study of the Text
What: The text is centred on “Presenting ideas about humans living in harmony with nature”. It designs a step-by-step task process. Students first work in groups to research examples of humans living in harmony with nature in China (covering aspects like what the example is, how it respects nature and its benefits to humans and nature), and then create presentations using a given outline (introduction, body and conclusion with specific content guidance), and finally practise presenting, show the presentations and vote for the best ones. Reflection helps students summarise and reflect on the relationship between humans and nature.
How: The text adopts a task-driven, instructional approach. It uses clear instructions (Step 1 to Step 4) to organise content, with each step having specific tasks and guidance. The language is practical and instructional, providing outlines, language tips and reflection frameworks to help students complete tasks. Structurally, it divides the presentation-making process into research, creation, practice and evaluation. Reflection helps to form a complete cycle, facilitating students’ systematic learning and ability cultivation.
Why: The text intends to lead students to understand and practise the concept of humans living in harmony with nature. Through group cooperation, research and presentation, students can master relevant knowledge and skills and enhance their awareness of harmonious coexistence with nature. Reflection further deepens students’ thinking about the relationship between humans and nature, conveying the value of respecting nature, learning from harmonious cases and pursuing sustainable development.
Learning Objectives
By the end of this lesson, we will be able to:
1.lead students to explore humanity’s connection with nature through listening exercises, scene-choice discussion and cultural analysis.
2.understand exemplary cases of humans’ harmonious coexistence with nature by analysing their ecological principles and cultural significance.
3.use key expressions to describe sustainable practices.
4.use the reflection checklist to self-assess abilities in discussing the relationship between humans and nature, applying object clauses and describing humans living in harmony with nature.
5.learn the new phrases and expressions and use them in context correctly.
Teaching Process
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To lead students to explore humanity’s connection with nature through listening exercises, scene-choice discussion and cultural analysis. Step 1: Lead-in Have students participate in listening exercises, scene-choice discussion and cultural analysis to explore humanity’s connection with nature. Observe how students connect sensory experiences, scene choices and cultural wisdom to grasp the interdependence between humans and nature.
Purpose To immerse students in humanity’s connection with nature, fostering intuitive understanding via sensory, scene-based and cultural inputs.
2.To understand exemplary cases of humans’ harmonious coexistence with nature by analysing their ecological principles and cultural significance. Step 2: Presentation 1.Divide students into groups and assign the research task—exploring Chinese cases of humans living in harmony with nature. 2.Encourage groups to research specific cases, analysing the core details—the specific example, nature-respecting methods adopted and dual benefits (to humans and nature). 3.Ask groups to structure their presentation content using the provided outline(introduction, body and conclusion) and supplement with relevant photos. 4.Arrange time for groups to rehearse their presentations, ensuring smooth expression and logical flow. 5.Invite each group to deliver their presentation to the class. 6.Organise the class to vote for the best works based on content richness, logicality and presentation effects. Measure students’ ability to research, structure and communicate the cases of humans living in harmony with nature through group work and presentations.
Purpose To encourage students in systematically researching, organising and articulating the cases of humans living in harmony with nature, building academic presentation skills.
3.To use key expressions to describe sustai-nable practices. Step 3: Practice Have students present their presentations, and then evaluate them by checking language correctness, meaning accuracy and proper usages, assessing creativity in design and rating confidence in performance. Check if students can apply evaluation criteria to analyse language accuracy, design creativity and presentation confidence.
Purpose To train students to apply evaluation rubrics objectively, developing analytical skills for language, design and delivery.
4.To use the reflection checklist to self-assess abilities in discussing the relationship between humans and nature, applying object clauses and describing humans living in harmony with nature. Step 4: Reflection 1.Have students reflect on the unit, analyse the mind map and fill in the blanks to deepen the understanding of the relationship between humans and nature. 2.Have students use the reflection checklist to self-assess their ability to talk about the relationship between humans and nature, apply object clauses and describe humans living in harmony with nature. Assess how students deepen their understanding of the relationship between humans and nature via mind-map analysis and the self-assessment checklist.
Purpose To encourage cognitive thinking about the relationship between humans and nature and language mastery through structured self-assessment.
5.To learn the new phrases and expressions and use them in context correctly. Step 5: Language Points Have students analyse the structures, meanings and usages of expressions like “living in harmony with nature” “look like…” and “benefit from…”, using examples for understanding. Verify students’ mastery of the key structures through structural analysis and example-based application.
Step 6: Exercise Have students practise phrase translation, sentence completion and text translation to reinforce vocabulary and grammar usage. Measure students’ skill in translating phrases, completing sentences and applying vocabulary and grammar in context.
Purpose 1.To dissect the key structures in context, enabling students to flexibly use them for discussing sustainable coexistence. 2.To bridge vocabulary and grammar knowledge to real-world translation or sentence tasks, enhancing practical language use.
Homework Basic homework: Review and copy all key expressions about the relationship between humans and nature from this unit. Practical homework: Document ONE traditional or local practice showing humans living in harmony with nature in your community. Extended homework: Create a bilingual “Ecological Wisdom Brochure”.
Teaching Reflection
Part One Starting out
Study of the Text
What: The text centres on the theme of “Living with nature”. It starts by highlighting the relationship between humans and nature and then presents learning tasks—exploring how humans live with nature, what natural resources are used and how nature is being changed. It also sets goals like using vocabulary to discuss the relationship between humans and nature, applying object clauses to talk about living by the laws of nature, and describing harmonious coexistence ways. Pre-class activities include observing pictures to answer the questions and classifying the pictures into “Enjoying nature”“Using natural resources” and “Changing nature” groups.
How: The text is an instructional material, with a clear and logical structure. It follows a sequence of “theme presentation→learning tasks & goals→pre-class activities”. The language is simple and instructional, using imperative sentences (e.g., “Look at the picture and answer the questions.”) for activity instructions. It uses visual aids to arouse interest and classifies the pictures to facilitate step-by-step exploration, making it easy for students to follow and participate in learning about living with nature.
Why: The text aims to lead students to recognise the bond between humans and nature, understand the importance of rationally using natural resources and respecting the laws of nature. It intends to help students establish the concept of harmonious coexistence with nature, cultivate ecological awareness and environmental protection values. By arranging picture-based observation and classification, it inspires students to initially perceive the interaction between humans and nature, laying a foundation for in-depth learning and fostering a sustainable development mindset.
Learning Objectives
By the end of this lesson, we will be able to:
1.describe natural landscapes and share feelings in English to accumulate nature-related vocabulary and expressions.
2.identify and state natural elements in the pictures, categorise the pictures and explain the reasons.
3.appreciate poems about nature, share feelings and natural links in English, recall and share other poems and experiences.
4.master and apply the key language points correctly.
Teaching Process
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To describe natural landscapes and share feelings in English to accumulate nature-related vocabulary and expressions. Step 1: Lead-in Lead students to observe each picture, encourage them to describe the natural landscapes in English, and then share their feelings when seeing these landscapes to accumulate nature-related vocabulary and expressions during the process. Check if students can accurately describe landscapes and express feelings in English to assess vocabulary accumulation.
Purpose To enable students to accumulate nature-related vocabulary and expressions through English description and communication of feelings about landscapes.
2.To identify and state natural elements in the pictures, categorise the pictures and explain the reasons. Step 2: Presentation 1.Encourage students to observe the pictures, think about and state the natural elements in them, and then discuss how humans interact with nature in these scenes. 2.Instruct students to observe the pictures and sort them into the corresponding categories based on different ways of human-nature interaction, leading them to explain the reasons in English during the process. Assess students’ observation of natural elements and discussion of human-nature interaction to judge their theme understanding.
Purpose To help students grasp the relationship between humans and nature by analysing natural elements and sorting pictures based on interaction ways.
3.To appreciate poems about nature, share feelings and natural links in English, recall and share other poems and experiences. Step 3: Practice 1.Lead students to appreciate the poems, encourage them to share their feelings about the poems and pictures in English, and communicate the emotions conveyed by the poems and their connections with nature. 2.Lead students to observe the pictures, encourage them to recall and share the nature-related poems they know, and then share their favourite ones and experiences, communicating ideas in English during the process. Assess students’ poetry appreciation and English sharing of poems to evaluate emotional expression and nature-related comprehension.
Purpose To improve students’ comprehension of nature-related poems and their English emotional expression skills through appreciation and discussion.
4.To master and apply the key language points correctly. Step 4: Language Points Explain language points such as “have+a/an(+形容词)+relationship with+名词” “explore+the relationship between A and B” and “in harmony with+名词” and practise using these expressions in context through example sentences. Step 5: Exercise Answer the questions and complete the filling-in exercises, focusing on the use of nature-related vocabulary and grammar. Test students’ use of the language points in new sentences to confirm grammar and phrase mastery. Check students’ completion of exercises to assess their nature-related vocabulary and ability of grammar integration.
Purpose 1.To let students proficiently use specific grammar structures and phrases in context for accurate expressions of the relationship between humans and nature. 2.To evaluate students’ mastery of nature-related vocabulary and grammar through varied exercises.
Homework Basic homework: Review and write down key words from this lesson about the interaction between humans and nature. Practical homework: Interview a family member. Ask him or her “How do you think humans should interact with nature ” Extended homework: Find one traditional Chinese practice that shows harmony with nature.
Teaching Reflection
