资源简介

第1课时　Welcome to this unit
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: This text focuses on ecosystems. Four facts about various ecosystems are given, like “Half of the world s animals and plants live in rainforests.” Students are asked to tick the facts they already know. Then, there s a dialogue between Kitty and David. They discuss how grasslands in different places have different animals and talk about the features of deserts. Finally, students are asked to share other interesting facts about ecosystems they know. The text aims to introduce students to basic knowledge about ecosystems and encourage communication and sharing.
Why: The purpose is to cultivate students interest in ecosystems and improve their English communication and knowledge-sharing abilities. By presenting interesting facts and providing a model dialogue, it helps students expand their vocabulary related to ecosystems and practise expressing their thoughts. It also encourages students to observe and think about the natural world. Through sharing more facts, students can deepen their understanding of ecosystems while enhancing their English language skills.
How: It uses simple and easy-to-understand English, along with pictures related to ecosystems, which is suitable for English learners. It guides students to engage with the topic by having them read facts, tick known information, and follow a model dialogue. The combination of pictures and text makes it easier for students to understand and participate. The dialogue flows naturally, helping students learn how to discuss the topic in daily communication.
Teaching Objectives　　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.acquire and restate basic features, major species, and climates in ecosystems;
2.collaborate to describe the features of ecosystem;
3.reflect on the importance of protecting environment and respecting the rules of ecosystems.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Teaching Objectives Teaching Activities Effectiveness Evaluation
1.To acquire and restate basic features, major species, and climates in ecosystems. 2.To collaborate to describe the features of ecosystem. Step 1　Lead-in 1.Play a video clip about biodiversity. Guide students to watch and answer questions. Q: What makes up biodiversity 2.Show a word cloud with ecosystem-related terms and ask students to identify key vocabulary. Step 2　Presentation 1.Show pictures of rainforests, coral reefs, grasslands, and the polar ice. Ask students to identify them and introduce new vocabulary with pronunciations. 2.Have students read and tick the facts they already know about ecosystems. 3.Students discuss other ecosystem knowledge in groups and write ideas on the board in the brainstorming & group discussion. 4.Play the dialogue between Kitty and David. Students fill in the blanks with missing words/phrases. 5.Students listen again and imitate the dialogue, focusing on the tone and pronunciation. Observe students ability to recognize and verbalize basic ecosystem components from the video and the word cloud. Evaluate students vocabulary acquisition. Check students comprehension via listening and fill-in-the-blank tasks and group sharing of ecosystem facts. Observe students participation in role-play imitation for fluency and emotional expression.
Purpose To arouse students interest in biodiversity and introduce ecosystem-related vocabulary and activate their prior knowledge and familiarize them with key terms. To teach students about various ecosystems, new vocabulary, and improve their listening and speaking skills.
3.To reflect on the importance of pro-tecting environment and respecting the rules of ecosystems. Step 3　Practice 1.Students work in pairs to act out the conversation between Kitty and David, using the word bank for extension. 2.Groups perform a short talk show about ecosystem facts, using “so…that…” and conjunctions (and/but/or/so). Score pronunciation, fluency, and cooperation via rubric.Evaluate students use of target structures in the talk show.Check emotional engagement and teamwork during role-play.
(续表)
Purpose To practise target dialogue and grammatical structures, enhance students oral fluency, collaborative skills, and the application of ecosystem knowledge in real communication.
Step 4　Language Point Teach relevant expressions and language points. Step 5　Exercise Guide students to complete exercises. Check students grasp of expressions by evaluating their performance on exer-cises.
Purpose To introduce key expressions and guide students to practise these through exercises to reinforce their understanding and application.
Homework Basic homework: Write 3 sentences about ecosystems by using the structure of “so…that…”. Practical homework: Try to make a popular science video by playing the roles of “a museum guide” and “a visitor” with your partner. Extended homework: Try to search for more ecological knowledge after class and share it in next class.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　

第2课时　Reading
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: This text focuses on the earth s three main ecosystems—oceans, wetlands and forests. It details their proportions (e.g. oceans cover around 71% of the earth s surface), ecological roles (like oceans as the “heart” to produce oxygen, wetlands as “kidneys” to clean the water, forests as “lungs” to absorb carbon dioxide), and the importance for sustaining life. After presenting these facts, it has tasks: matching ecosystem descriptions to a diagram and answering comprehension questions to check the understanding of their features and significance.
Why: The purpose is to help students build knowledge of core ecosystems and their vital functions for the planet. By using relatable metaphors(heart, kidneys, lungs) and structured reading with exercises, it aims to enhance students ecological literacy, expand their scientific English vocabulary, and raise their environmental awareness, letting them grasp how ecosystems support life and why protection matters.
How: It explains complex ecological concepts simply: introducing each ecosystem with data (percentages) and easy-to-understand metaphors. Then, through a diagram-matching activity, students visually connect descriptions to prehension questions guide them to recall and analyze information, moving from basic facts to deeper thinking about ecosystems roles, making the learning interactive and aiding knowledge retention.
Teaching Objectives　　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.grasp key facts like coverage, ecological roles, and metaphorical descriptions of oceans, wetlands and forests;
2.enhance English reading skills, including extracting information from text and matching to visual aids;
3.raise environmental awareness and understand the significance of ecosystem protection.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Teaching Objectives Teaching Activities Effectiveness Evaluation
1.To grasp key facts like coverage, eco-logical roles, and metaphorical descrip-tions of oceans, wetlands and forests. 2.To enhance English reading skills, including extracting information from text and matching to visual aids. Step 1　Lead-in Watch a video “Earth s Breath” and ask students the question. Q:How are these ecosystems like human organs Step 2　Pre-reading Discuss prior knowledge about oceans, wetlands, and forests; connect to broader ecosystems and their roles. Step 3　While-reading 1.Guide students to identify the number of paragraphs and the structure of the article. 2.Lead students to clarify the main content of each paragraph through key words and make connections. 3.Ask students to look at the pictures and select corresponding options. 4.Have students read again and complete the multiple-choice questions. Check students interest and basic understanding of eco-systems roles. Evaluate students existing knowledge of oceans, forests and wetlands, and their ability to connect these to larger ecosystem ideas through discussions. Assess students ability to analyze the structure of the article and count paragraphs. Evaluate their skill in using key words to find main ideas and make connections. Check how well they match the pictures to options. Measure their understanding through multiple-choice questions.
Purpose To help students see ecosystems as vital, sparking curiosity about their importance. To connect students existing knowledge to ecosystems roles, preparing them for reading. To help students analyze the structure of the article, grasp main ideas with key words, link pictures to the content, and check their understanding via exercises, improving reading skills and ecosystem knowledge.
(续表)
3.To raise environ-mental awareness and understand the significance of eco-system protection. Step 4　Post-reading 1.Have students fill in the blanks with vocabulary to reinforce ecosystem processes. 2.Guide students to think and talk about questions about the importance of ecosystems, non-living components and human impacts. 3.Help students use a chart to retell the article, focusing on metaphors, data and threats. Assess students vocabulary recall and understanding of ecosystem processes via fill-in task. Evaluate their critical thinking and text application through discussions on the importance of ecosystems, non-living parts and human effects. Check their compre-hension and summarization skills by reviewing chart-based retellings, focusing on correct metaphors, data and threats.
Purpose To reinforce ecosystem knowledge, deepen understanding of their importance, abiotic elements, and human impacts, and strengthen retention of metaphors, data and threats to enhance language and integration skills.
Step 5　Language Point Teach relevant expressions and language points. Step 6　Exercise Guide students to complete exercises. Check students grasp of expressions by evaluating their performance on exer-cises.
Purpose To introduce key expressions and guide students to practise these through exercises to reinforce their understanding and application.
Homework Basic homework: Create ecosystem function matching cards. Match oceans/wetlands/forests to their organ metaphors using text quotes. Practical homework: Design a “Protect the earth s Organs” flyer: Include text statistic and some protection tips. Extended homework: Film an ecosystem services explainer video: Demonstrate in English how ecosystem works like a body organ.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　



第5课时　Integration D
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: The text revolves around writing proposals for ecosystem protection. It first presents Amy s outline for a proposal to protect the ocean, covering the importance of the ocean, the problems it faces, countermeasures, and a call to action. Then, it shows her complete proposal letter, which includes an introduction, main body, and conclusion. Finally, students are required to choose an ecosystem and write a proposal following the outline pattern. Useful expressions are provided to assist.
Why: The aim is to cultivate students ability to write proposals in English and enhance their environmental awareness. Through analysis and study, students can master the structure and language of proposals. Practical writing exercises help improve their English proficiency and their thinking ability regarding environmental issues.
How: It guides students by using actual proposal outlines and letters as examples. The language is simple, easy-to-understand, and instructional. Outline templates and useful expressions are provided to help students with their ideas and expressions, and they are encouraged to practise and apply.
Teaching Objectives　　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.comprehend the content about various ecosystems, especially the importance, problems and solutions of the ocean ecosystem;
2.analyze and summarize the structure of Amy s proposal on protecting the ocean, giving suggestions and better understanding the importance of protecting the ocean;
3.write a proposal to call on people to protect an ecosystem by using Amy s proposal as a model and useful expressions, encouraging others to protect the natural world.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Teaching Objectives Teaching Activities Effectiveness Evaluation
1.To comprehend the content about various ecosystems, especi-ally the importance, problems and solutions of the ocean ecosystem. 2.To analyze and summarize the structure of Amy s proposal on protect-ing the ocean, giving suggestions and better under-standing the importance of protecting the ocean. Step 1　Lead-in 1.Show images of ecosystems (forests, wetlands, grasslands, deserts) and help students compare “before” and “now” visuals of pollution. 2.Play a video on ocean pollution and make students discuss its impacts. 3.Ask “What can we do to protect the ocean ” to spark the discussion. Step 2　Presentation 1.Guide students to analyze Amy s proposal outline for ocean protection (importance, problems, solutions, call to action). 2.Have students read Amy s proposal and analyze its structure (introduction, main body, conclusion). Check how well students know about ecosystems by their reactions to pictures and pollution comparisons.Watch their talks after the ocean pollution video to see if they get the content and can analyze problems. See how active they are and what they say in the “protect the ocean” talk to judge their thinking skills on eco-protection. Check if students can find key points in the proposal outline to test their analysis and logic. Listen to how they explain the proposal s parts (introduction, main body, conclusion) to check their reading and understanding of the structure.
Purpose To get students interested in protecting the ocean and start their thinking. To teach students how to analyze problems and learn the structure for writing about ecosystem protection.
3.To write a proposal to call on people to protect an ecosystem by using Amy s proposal as a model and useful express-ions, encouraging others to protect the natural world. Step 3　Production 1.Outline a proposal for protecting a chosen ecosystem using Amy s outline as a model. 2.Let students write a proposal incorporating key structures and expressions (e.g. be home to, provide…with, encourage sb to do sth). See if students can outline a proposal using the model, understand its structure, and organize ideas logically.
(续表)
Step 4　Reflection Guide students to reflect on their unit-level learning gains. Recommend watching the documentary The Chinese Wetlands and sharing insights, and explain the structure of proposal-writing. Check their use of the key phrases (e.g. be home to) and if their proposals have practical ideas and show care for the environment.
Purpose To improve their writing skills in English and make them care more about protecting the environment. To get students to review what they learned, spark their interest in wetlands through the documentary, and teach them how to write proposals clearly to boost their knowledge and writing.
Step 5　Language Point Teach relevant expressions and language points. Step 6　Exercise Guide students to complete exercises. Check students grasp of expressions by evaluating their performance on exer-cises.
Purpose To introduce key expressions, and then guide students to practise these through exercises to reinforce their understanding and application.
Homework Basic homework: Read Amy s proposal again and summarize the key points in your own words. Practical homework: Draw some pictures about an ecosystem and write down some important information about its importance, problems and solutions. Extended homework: Search for more information on the internet about an ecosystem you are interested in. Write a short report about it, including some new problems it faces and some creative solutions.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　

第4课时　Integration (A-C)
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: The text centres on ecosystem protection, mainly wetlands and forests. It starts with an article about Zhalong Nature Reserve, highlighting its role for birds. Then, there are listening exercises related to Yancheng Nature Reserve, along with the content on wetland problems, protection measures, a wetland-protection writing task, and a forest-protection model conversation.
Why: The purpose is to help students grasp wetland ecosystem knowledge (structure, species, functions) and enhance English skills (reading to get information from Zhalong article; listening to fill details about Yancheng Nature Reserve and protection; writing to organize the wetland-related content; speaking to discuss conservation actions). It also fosters environmental awareness, letting students understand wetland value and the need for protection, and encourages them to think and communicate about ecological conservation in English.
How: It uses a mix of reading, listening, writing, and speaking tasks. The reading passage about Zhalong is straightforward, introducing wetland basics. Listening tasks have structured blanks to guide students to catch key information. The writing task reuses the listening/reading content to help apply knowledge. The speaking task provides a dialogue model for discussing forest protection, which can be adapted to wetlands. With varied activities, it suits different learning styles, helping students learn wetland-related English in an integrated way, from understanding to expressing about ecosystem protection.
Teaching Objectives　　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.learn interesting facts about wetlands;
2.complete the notes about suggestions on how to protect the wetlands;
3.talk about what we can do to help protect forests.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Teaching Objectives Teaching Activities Effectiveness Evaluation
1.To learn interesting facts about wetlands. 2.To complete the notes about sugges-tions on how to protect the wetlands. Step 1　Lead-in 1.Show images of Zhalong Nature Reserve and ask students questions about its location and significance. 2.Play a video about Zhalong Nature Reserve. Step 2　Presentation 1.Guide students to read an article about Zhalong Nature Reserve and ask comprehension questions. Q: Why is Zhalong an important place for the birds Q: How do we protect Zhalong Nature Reserve Q: What other actions can we take to help protect wetlands 2.Guide students to match the phrases with their Chinese translations. Assess students prior knowledge of Zhalong and wetlands through Q & A, and evaluate their engagement during the video.
(续表)
3.Help students complete listening exercises about Yancheng Nature Reserve and an environmental expert s talk on wetland protection measures. 4.Guide students to write a summary of wetland protection using information from listening tasks. Assess students reading comprehension of wetland issues via Zhalong article Q & A, test vocabulary/trans-lation with phrase matching, evaluate listening skills through Yancheng exercises, and check writing coherence in wetland protection summaries.
Purpose To get students interested in the topic, and give them basic knowledge about the reserve so they re ready for further learning. To help students understand the importance of wetlands, learn related vocabulary and expressions, improve their English reading, listening, and writing skills, and encourage them to think about ways to protect wetlands.
3.To talk about what we can do to help protect forests. Step 3　Practice 1.Guide students to role-play a conversation about forest protection using a model dialogue. 2.Organize group work: Research, create a mind map/pictures, and report on wetland/bird protection suggestions. Check students speaking skills and how well they use the model dialogue in forest protection role-plays. Evaluate group work by looking at how much research they did, how well they organized their presentations, and if their wetland/bird protection ideas are practical.
Purpose To cultivate students English expression skills, teamwork abilities, and practical thinking on environmental protection.
Step 4　Language Point Teach relevant expressions and language points. Step 5　Exercise Guide students to complete exercises. Check students grasp of expressions by evaluating their performance on exer-cises.
Purpose To introduce key expressions, and then guide students to practise these through exercises to reinforce their understanding and application.
(续表)
Homework Basic homework: Listen and repeat the words and sentences. Practical homework: Try to make a vlog about the wetlands. Extended homework: Search for more information about how to protect the wetlands.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　

第3课时　Grammar & Word power
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: This text revolves around English grammar and word-formation, divided into three parts. The “Verbs and sentence structures (Ⅱ)” section explains the structures of double objects and object complements; the “Using ‘and’ ‘but’ ‘or’ and ‘so’” section introduces the usage of these conjunctions; the “The suffix ‘-ly’” section illustrates the rule of adding “-ly” to adjectives and nouns to form new words. Exercises follow each part, asking students to analyze sentence structures, combine sentences with conjunctions, and fill in the blanks with appropriate words.
Why: The purpose is to help students master specific English grammar rules and word-building skills. By analyzing sentence structures, using conjunctions correctly, and understanding the function of the suffix “-ly”, students can improve their English writing and speaking accuracy. The practical exercises are designed to reinforce learning, cultivate students grammatical thinking, and enhance their overall language proficiency.
How: The text uses clear explanations and simple examples to present grammar rules, making it accessible for English learners. It combines theoretical explanations with practical exercises, allowing students to immediately apply what they ve learned. The use of commonsense examples related to ecosystems and nature helps students better understand and remember the grammar points.
Teaching Objectives　　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.master the verbs and sentence structures (Ⅱ) and can recognize the double-object structure and the object complement structure;
2.learn to add the suffix “-ly” to some adjectives to form adverbs or adjectives and add the suffix “-ly” to some nouns to form adjectives.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Teaching Objectives Teaching Activities Effectiveness Evaluation
1.To master the verbs and sentence structures (Ⅱ) and can recognize the double-object structure and the object complement structure. Step 1　Lead-in Play a video and present the ancient poem Chi Shang.(详见电子资源) Step 2　Grammar Focus 1.Introduce the double-object structure [S+V+O(indirect)+O(direct)] with examples like “The sun gives ocean animals light and heat.” and practise via sentence transformation exercises (e.g. changing the order of the direct and indirect objects by using “to/for”). Assess students grasp of grammatical structures via accuracy in sentence trans-formations, ability to identify object complements and adverbials.
(续表)
2.Teach the object complement structure [S+V+O(direct)+C] using examples like “They call the ocean the ‘heart’ of the earth.” and reinforce with fill-in-the-blank tasks. 3.Explain conjunctions (and, but, or, so) through ecosystem-related sentences (e.g. Rainforests are hot, and they get a lot of rain.) and guide sentence-combining practice. 4.Practise (1)Complete fill-in-the-blank exercises with conjunctions (and, but, or, so). (2)Combine sentences using conjunc-tions (e.g. The mountain is high. The mountain is steep.→The mountain is high and steep.). (3)Rewrite David s ecosystem descrip-tions using conjunctions. Evaluate students fluency in applying conjunctions to connect ideas and their understanding of ecosystem characteristics through the coherence and accuracy of their sentence combinations.
Purpose To grab students attention and make learning fun, helping to smoothly start the grammar lessons. To help students learn and use these grammar points correctly. To help students use grammar better and make them more confident in writing and speaking English.
2.To learn to add the suffix “-ly” to some adjectives to form adverbs or adjectives and add the suffix “-ly” to some nouns to form adjectives. Step 3　Word Power 1.Have students discuss the suffix “-ly” (adjective→adverb and noun→adjective) with charts and examples (e.g. friend→friendly), followed by word-form exercises. 2.Guide students to practise the “-ly” suffix with fill-in-the-blank tasks. 3.Lead students to discuss real-world examples like the Great Barrier Reef, emphasizing environmental issues with vocabulary in context. Assess students ability to form adverbs or adjectives with “-ly” correctly and their comprehension of ecosystem threats through contextual vocabulary usage and discus-sions.
(续表)
Purpose To reinforce students mastery of the “-ly” suffix through fill-in-the-blank practice and deepen their contextual vocabulary application by discussing real-world cases like the Great Barrier Reef and environmental issues.
Step 4　Language Point Teach relevant expressions and language points. Step 5　Exercise Guide students to complete exercises. Check students grasp of expressions by evaluating their performance on exer-cises.
Purpose To introduce key expressions, and then guide students to practise these through exercises to reinforce their understanding and application.
Homework Basic homework: Copy and recite the key vocabulary and sentences. Practical homework: Create a dialogue using today s grammar points. Extended homework: Read an English short story and write a summary.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　

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