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Section A　What is amazing about nature
第一课时(1a-2d)
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: 1a-1d focus on the natural wonders of the world. 1a asks students to match 6 natural locations with corresponding pictures. 1b-1c ask students to listen to the game show, and complete the descriptions of the places and the measurements with the numbers. 1d asks students to talk about the places they have learned, such as discussing “the lowest place on earth”. 2a-2d focus on the deep sea. 2a asks students to complete the sentences with the information from the picture. 2b-2c ask students to listen to the conversation, then tick the topics and complete the sentences with the facts from the conversation. 2d asks students to raise more questions to ask the deep-sea researcher.
Why: These activities help students accumulate English vocabulary and expressions in geography, and understand the geographical knowledge of the world-famous natural wonders and the achievements of human exploration. They also help the students stimulate curiosity and the desire to explore natural geography, enhance their ability to talk about geographic information in English and conduct their interdisciplinary learning. At the same time, the content of deep-sea garbage enhances students' ecological protection awareness.
How: Students are first guided to recognize the natural wonders of the world through 1a, which lays the groundwork for subsequent listening and dialogue activities. Next, 1b-1c enable students to obtain information about the four major natural wonders of the world, gradually enriching their knowledge. Finally, 1d realizes knowledge output in the form of dialogue to consolidate what has been learned. 2a helps students build a basic understanding by completing the sentences with the information from the picture. 2b-2c allow students to capture specific information through listening and organize knowledge by filling in sentence blanks. 2d extends to independent question-raising and research. The entire process follows a progressive logic of “the basic cognition in deep input—independent output”.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.listen and know about the natural wonders of the world;
2.talk about the deep-sea knowledge using the target language.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To listen and know about the natural wonders of the world. Step 1　Lead-in 1.Greetings and warm-up: Show a picture of the earth and ask, “What do you know about the earth ” to activate students' prior knowledge. 2.Introduce the lesson theme: “Today we will explore amazing natural wonders of the world on earth.” Step 2　Work on 1a Match the places with the pictures. 1.Present 6 pictures (A—F) and 6 natural locations (Nile River, Angel Falls, Mount Qomolangma, Dead Sea, Sahara Desert, Mariana Trench). 2.Guide students to match locations with pictures.(This is…It's famous for…) ◎Key: F;A;D;C;E;B Based on students' completion of the matching of the places and the pictures, understand their knowledge reserves about natural wonders. The comprehen-siveness and accuracy of students' listening in acquiring infor-mation is judged by filling in the information about the four major geo-graphical wonders heard in 1b.
Step 3　Listening 1.Work on 1b: Listen to the game plete the descriptions of the places. ◎Key: highest mountain; biggest desert; lowest place; deepest point Listening tips: Grasp key words.Write down key words with symbols(符号), icons(图标), abbreviations(缩写), etc. 2.Work on 1c: Listen again. Complete the measurements in 1b with the numbers below. ◎Key: 8,848.86; 9,000,000; 416; 11,000 3.Work on 1d: Talk about the places you have learnt about. A: What's the lowest place on earth B: It's… A: How low is it B: Its surface is…metres below sea level. A: Now, what's… Observe students' dialogue to see if they can find relevant sentence patterns and summarize more relevant expressions from the listening material. Help students correct their grammar mistakes, such as the use of the third person singular, and supplement vocabulary.
Purpose To enable students to master vocabulary and expressions to describe the natural wonders of the world. Through listening training, it helps students to improve their listening comprehension and oral expression skills, and stimulates students' knowledge of the natural wonders of the world and their desire to share.
2.To talk about the deep-sea know-ledge using the target language. 4.Work on 2a. 1.What do you know about the deep sea 2.Present a picture of “Ocean Depths” and left-side information. 3.Complete the sentences with the information from the picture. 5.Work on 2b: A class is asking a deep-sea researcher some questions after his talk. Listen and tick the topics they discuss. ◎Key: √why people are researching the deep sea √which Chinese submersible dived deeper in the water than many others √what deep-sea animals are like 2a guides students to think about what they have known about the deep-sea depth in order to check if students understand basic deep-sea concepts.
6.Work on 2c: Listen again. Complete the sentences with the facts from the conversation. ◎Key: ocean floor; 2020; blind; light; 11,000 Step 4　Questions and answers Work on 2d: Read the questions and think of more you would like to ask the deep-sea researcher.Research the answers. Then ask and answer the questions with a partner. Step 5　Group work Introduce a natural wonder. 1.Divide students into 4 groups; ask each group to choose one location from 1a. 2.Guide groups to prepare a short introduction, including: Name → Description → Measurement → One interesting fact. 3.Invite 2—3 groups to present; provide a rubric (language: correct form/accurate meaning; performance: confidence). Step 6　Language points(详见课件资源) Step 7　Summary Mankind without the earth is humanity without a home. Evaluate students' ability to capture detailed information in the listening materials based on whether they can fill in the specific information of the conversation they hear during the listening process. Check if students can raise reasonable questions and participate in group discussions. Then gather some information about the topic to evaluate their ability to apply knowledge independently.
Purpose To expand students' horizons, stimulate their interest in the deep sea, improve their listening skills through listening training, arouse their enthusiasm for exploration through question-and-answer discussions, and finally enhance their comprehensive English abilities and promote interdisciplinary learning through group presentations on natural wonders.
Homework 1.Basic homework: Write down the words, phrases and sentences in this lesson. 2.Practical homework: Write an English short essay from the perspective of “the significance of natural wonders of the world to humanity”. 3.Extended homework: Create a creative poster: one half is written in English to introduce the wonder, and the other half is a hand-drawn sketch.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　



第二课时(3a-3d)
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: The dialogue, between Yaming and Ella, focuses on rivers (China's Yellow River and Yangtze River, Africa's Nile), covering their lengths (the Yangtze River about 6,300 km, the Yellow River 5,464 km, the Nile 6,671 km) and importance (promoting ancient civilizations and remaining significant today), with the Yellow River hailed as China's “mother river”.
Why: It presents knowledge about rivers in different regions (China and Africa), reflects the important value of rivers in geography, history and other aspects, enables students to understand the role of rivers in the development of civilizations, and stimulates their interest in exploring geographical knowledge as well as the culture of different regions.
How: It's a daily dialogue. Ella initiates the topic about the Yellow River, and Yaming introduces the Yangtze and Yellow Rivers' lengths. They also discuss the Nile, and finally extend to river protection and other Chinese geographical features. The dialogue is simple and understandable.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.master river-related vocabulary and sentence patterns to discuss rivers' length and importance;
2.understand the cultural importance of rivers like the Yellow River and the Nile, fostering cultural respect;
3.analyze and compare information about rivers, developing logical and critical thinking.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To master river-related vocabulary and sentence patterns to discuss rivers' length and importance. Step 1　Lead-in Look and say. —What is it —The Hukou Waterfall on the Yellow River. —What is it —The Nile. —Can you talk about the differences between the Nile and the Yellow River By observing students' responses to the pictures and their descriptions of the differences between the two rivers, judge if they can enhance their cognition of rivers.
Purpose By displaying pictures, asking questions and guiding comparisons, arouse students' cognition of rivers, stimulate their interest, and lay a foundation for subsequent teaching.
Step 2　Work on 3a Read the conversation and underline the three rivers mentioned. ◎Key: the Yellow River, the Yangtze River, the Nile
2.To understand the cultural importance of rivers like the Yellow River and the Nile, fostering cultural respect. Step 3　Work on 3b What do Yaming and Ella know about these rivers Read the conversation again and complete the table. ◎Key: RiverCountryLengthImportanceYellow RiverChina5,464 kmHelped in the development of ancient civilizationsNile RiverAfrica6,671 km
Step 4　Work on 3c Listen to the conversation. Then role-play it. (Tip:You can use the information in the table.) Observe students' performance in marking rivers, completing the table and role-playing to assess their key information extraction, detail comprehension and information integration.
Purpose To assist students in extracting key dialogue information, integrating river knowledge, and enhancing skills in information extraction, detail comprehension, information integration, and situational application.
3.To analyze and compare information about rivers, devel-oping logical and critical thinking. Step 5　Work on 3d Imagine that you are Yaming or Ella. Continue the conversation with a partner about other geographical features in China. Ella: Could you tell me more about China, Yaming Yaming: Sure! What would you like to know Ella: What's the biggest desert in China Yaming: It's the Taklimakan Desert. Ella: Do you know… Step 6　Presentation Ask students to show their conversation. Step 7　Language points(详见课件资源) Observe students' dialogue continuation and work presentation and assess their oral composition and application skills.
Purpose By organizing dialogue continuation and achievement display activities, students are guided to apply the language knowledge they have learned to talking about other geographical features in China, strengthen the language expression skills learned in class, and enhance their oral creation and practical application abilities.
Homework 1.Basic homework: Write down the words, phrases and sentences in this lesson. 2.Practical homework: Write a short essay entitled “A Great River—　　　　 (name of the river)”, introducing the river. 3.Extended homework: Choose a river that interests you and make a hand account in the form of hand-drawing plus text.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　



第三课时(Grammar Focus)
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: Period 3 focuses on the comparative and superlative degrees of adjectives and adverbs. It includes 4a (circle/underline comparative words), 4b (write/spell out the numbers), 4c (passage filling), and 4d (write some questions to compare places for communication), centring on their forms, usages and application.
Why: Its purpose is to help learners master the comparative and superlative degrees of adjectives and adverbs, understanding their usage in comparing things' features and actions' degrees. Through various exercises, it comprehensively improves learners' application ability from knowledge input to skill output, and cultivates their English grammar use and practical communication skills, laying a foundation for accurate and vivid English expression.
How: It combines knowledge and exercises. The core purpose is to help students master the grammar knowledge of comparative and superlative degrees of adjectives and adverbs. From demonstrating the usage of grammatical forms through examples to spelling out the numbers, filling in the passage, and then writing some questions to compare places for communication, it progresses from simple to complex, from knowledge to application.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.identify comparative and superlative degrees and numbers;
2.master the variation rules of comparative and superlative degrees;
3.consolidate comparative and superlative degrees and the spelling of numbers in diverse exercises.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To identify comparative and superlative degrees and numbers. Step 1　Lead-in 1.T:Today, we are going to be a nature explorer. Let's explore the natural wonders. 2.Guess and match. (The teacher shows some natural wonders in the world and gives some numbers, and asks students to guess.) 3.Read and say the numbers. (The teacher teaches students how to read numbers.) 4.Comparing game: e.g. The Amazon River is longer than the Mississippi River. By observing students' enthusiasm in number recognition and their ability to correctly imitate examples to make comparative sentences in the comparison game, we can judge if they are interested in the topic and have a preliminary grasp of comparative degree usage.
Purpose Kick off with the theme “Nature Explorers” to arouse students' interest in exploring the natural wonders in the world. Through guessing games, number recognition and comparison activities, familiarize them with the content related to natural wonders and number expressions, help them initially perceive the usage of adjective comparatives, and lay a foundation for subsequent grammar learning.
2.To master the variation rules of comparative and superlative degrees. Step 2　Presentation 1.Watch and find the rules. 形容词与副词的最高级的变化规律: 情况规则例子一般情况下直接加-esttall→tallest以e结尾直接加-stsafe→safest以重读闭 音节结尾双写末尾字 母加-estbig→biggest以“辅音字母 +y”结尾变y为i,再 加-esthappy→ happiest部分双音节词 和多音节词在前面加 mostbeautiful→ most beautiful
2.形容词和副词的比较级和最高级的不规则变化。(详见课件资源) By observing whether students can accurately summarize the variation rules of adjectives' and adverbs' comparative and superlative degrees, we can judge if they have mastered these rules.
Purpose To help students deeply understand and master these grammatical rules and lay a foundation for subsequent activities such as describing things with comparatives and superlatives.
3.To consolidate comparative and superlative degrees and the spelling of numbers in diverse exercises. Step 3　Exercises 1.Work on 4a. Read the sentences. Circle the adjectives which compare things. Underline the adverbs which compare actions. ◎Key: The adjectives: biggest,deepest, greatest, taller The adverbs: well, farthest 2.Work on 4b. Write or spell out the numbers. ◎Key: 1.5,895　2.25,768 3.four thousand 4.three hundred and thirty-seven thousand 3.Work on 4c. Complete the passage with the correct forms of the words in the box. ◎Key: largest; closer; louder; far; most amazing 4.Work on 4d. Write some questions to compare places. Then ask a partner your questions. e.g. What is the highest… Which park is bigger,…or… Step 4　Production 1.Make a new dialogue and role-play it. 2.Present your interview. Show your report in class. Step 5　Exercises(详见课件资源) Observe the students' completion of the exercises, and based on the answers they give, understand their mastery of grammar knowledge. Observe whether the language used by students during their presentation is correct and grasp the situation of students intern-alizing the learned content and language.
Purpose Through diverse exercises,consolidate students' grasp of adjectives' and adverbs' comparative and superlative degrees, and improve their number reading and writing, grammatical application, and ability to create comparative questions for communication.
Homework 1.Basic homework: Write 5 sentences about natural wonders using comparatives/superlatives. 2.Practical homework: Create a short dialogue (8—10 sentences) between two friends to discuss and compare 2 natural wonders. 3.Extended homework: Choose 1 natural wonder. Research 3 large numbers (height, width, age, etc.) and write a 1-page report.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　



Section A　What is amazing about nature
导入一:图片环游导入
Show several stunning pictures of natural wonders (like the Nile River, Angel Falls and Mount Qomolangma). Say, “Look at these amazing pictures! What places do you think they are How do these natural sights make you feel Today, we'll explore ‘The Wonders of Nature’ and learn about some famous natural places.”
导入二:猜谜导入
Prepare riddles about natural wonders. For example, “I'm the longest river in Africa. I'm very important for ancient civilizations. What am I (Answer: The Nile River.)” and “I'm the highest mountain in the world. Many climbers dream of reaching my top. What am I (Answer: Mount Qomolangma.)” After students guess, say, “These riddles are about amazing natural wonders. Today, we'll learn more details about them in ‘The Wonders of Nature’.”
导入三:个人分享导入
Share your own experience of visiting a natural wonder. Say, “Last year, I visited a beautiful waterfall. The water was so powerful and the view was breathtaking. Have you ever been to any natural wonders What did you see there Let's start our lesson ‘The Wonders of Nature’ and talk about these amazing places.”
导入四:游戏导入
Play a “Guess the Natural Wonder” game. Show blurred pictures of natural places (like the Sahara Desert and the Dead Sea) and let students guess. For each picture, ask, “What natural wonder is this What do you know about it ” After the game, say, “Today, we'll learn more facts about these and other natural wonders in our unit.”
导入五:问题链导入
Ask students a series of questions: “What's the most amazing thing about nature you've ever seen Is it a big river or a high mountain How much do you know about these natural places Let's learn about ‘The Wonders of Nature’ today to find out more.”
活动设计　　　　　　　　　　　　　　　　　　　　　　　　　
活动一　For 1a-1d: Natural Wonders Quiz & Role-Play(自然奇观小测验与角色扮演)
开展方式:1.小组竞赛(4 人一组):完成 1a “自然地点与图片匹配”,教师计时,最快且匹配全对的小组得星。
2.听力任务:播放 1b 听力,小组合作填写表格 “Description” 栏;再播放 1c,用方框中所给数字完成 “Measurement” 填空,核对答案后,最佳小组加星。
3.角色扮演:每组选 2 名学生,以 1d 为例(讨论珠穆朗玛峰、死海等)创编对话,其他组从 “准确性、流利度和创意”的角度进行评分,选出最佳小组并为其加星。
A: What's the highest mountain in the world
B: It's Mount Qomolangma.
A: How high is it
B: It's 8,848.86 metres high.
活动二　For 2a-2d: Deep-Sea Exploration Task & Fact Sharing(深海探索任务与事实分享)
开展方式:1.个人任务:完成 2a “深海深度标注”,小组内互查答案。
2.听力与勾选:播放 2b 听力,小组合作勾选讨论话题,随机抽取小组汇报。
3.信息填空:再次播放 2c 听力,小组完成句子填空(如 “People still don't know much about the 　　　.”)。
4.每组派代表分享 1 个深海事实。
拓展讨论:用 2d 问题(如 “深海最大的鲨鱼是什么 ”),学生结对讨论,课后查资料再分享。
A: What's the largest shark in the deep sea
B: I think it's the Greenland shark. Let's check online later.
活动三　For 3a-3d: River Facts Jigsaw & Role-Play(河流事实拼图与角色扮演)
开展方式:1.阅读任务:自主阅读 3a 对话,在提到的三条河流下画线,小组内分享发现的信息。
2.表格填写:小组合作完成 3b 表格(河流、国家、长度、重要性),教师展示正确答案。
3.角色扮演:播放 3c 听力后跟读;两人一组,以3d为例(讨论中国其他地理特征)创编新对话并进行角色表演。
Ella: Could you tell me more about the lakes in China
Yaming: Sure! The West Lake in Hangzhou is very famous. It's beautiful and has a long history.
Ella: That sounds great! I hope to visit it someday.
听说训练　　　　　　　　　　　　　　　　　　　　　　　　　
听录音,回答下列问题。(听力原文: Section A 2b and 2c)
1.Why are so many countries researching the deep sea

2.What did China's Fendouzhe do in 2020

3.What are many deep-sea animals like

4.Is there rubbish even at 11,000 metres deep

5.(开放题)What should we do about the rubbish in the deep sea

◎Key:
1.Curiosity is one reason and we don't know enough about the ocean floor.
2.It dived deeper into the Mariana Trench than many other submersibles in the world and filmed it.
3.Many deep-sea animals are large and unusual. Some animals are blind, but they can “see” as well as others. Some even create their own light!
4.Yes, there is.
5.We should do something to reduce or clean up the rubbish.(答案不唯一,合理即可)
语法探究　　　　　　　　　　　　　　　　　　　　　　　　　
(一)形容词和副词的最高级
【观察】
—What is the biggest desert in the world 世界上最大的沙漠是什么
—It is the Sahara Desert. 撒哈拉沙漠。
—How deep is it 它有多深
—It's about 11,000 metres deep.大约有11000米深。
The Yangtze River travels the farthest in China and is about 6,300 kilometres long.
长江是中国最长的河流,长约6300千米。
【探究】
形容词和副词的最高级用于三者或三者以上的人或事物的比较,表示 “最……”。
构成:单音节和部分双音节词,词尾加-est(如tall→tallest);多音节词,前面加 most(如 amazing→most amazing)。
标志:常用“the+形容词和副词的最高级+in/of…”表示(如 the biggest desert in the world)。
语法巧记口诀
最高级,比 “最……”,三者以上才用到。
单音节加-est,多音节 most 来套。
范围 in/of 把界标,the 在前头别忘掉。
(二)数词的英文表达
【观察】
Mount Qomolangma is 8,848.86 metres high.珠穆朗玛峰高8848.86米。
It's about 9,000,000 square kilometres in size.它的面积约为900万平方千米。
【探究】
大数字遵循 “三位分节法”,从右往左每三位用逗号分隔,依次对应 thousand(千)、million(百万)等单位。读时按分节依次读出,如 8,848.86 读作 eight thousand eight hundred and forty-eight point eight six。
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