资源简介

Unit 6 Living with nature
单元教学目标
【Language Abilities】 Use words and expressions in the unit to talk about our relationship with nature. Use object clauses with what, where, how, why and when to talk about living by the laws of nature. Describe how we can live in harmony with nature.
【Culture Awareness】 Understand traditional Chinese wisdom like the 24 Solar Terms and the Karez system, and how they help people live in harmony with nature. Recognize that respecting and learning from nature is an important value across cultures, both in the past and today.
【Quality of Thinking】 Learn to analyze how ancient systems (like Karez) work and why they were created. Think about the balance between using natural resources and protecting the environment.
【Learning Abilities】 Improve the skill of gathering and organizing information from texts about nature and human activities. Develop the ability to work in a group to research, plan, and create a presentation about living in harmony with nature.
【Class Hour Division】 Six periods
第一课时 Starting out&Reading
第二课时 Grammar
第三课时 Listening and Speaking
第四课时 Reading
第五课时 Writing
第六课时 Presenting ideas&Reflection
单元教材分析
本单元属于“人与自然”主题范畴，围绕“与自然共生”这一核心，通过多样语篇引导学生理解人与自然相互依存、和谐共生的关系，探讨尊重自然规律、合理利用资源、保护生态环境的现代意义。
第一课时：Starting out & Reading
本课时通过赏析自然诗歌和阅读“老树”关于二十四节气的故事，激活学生对自然与人类生活联系的感知。重点在于理解二十四节气如何指导传统农耕与日常生活，并学习描述自然现象与文化传承的基础表达，为单元主题奠定认知和语言基础。
第二课时：Grammar
本课时聚焦由what, where, how, why, when引导的宾语从句。学生将在“遵循自然规律”的语境中学习并运用该语法结构，例如描述节气如何指导农事、自然现象为何发生，为后续讨论人与自然关系提供句法支撑。
第三课时：Listening and Speaking
本课时围绕“利用自然资源”展开。学生通过听力了解太阳能等清洁能源的现代应用，并围绕“如何遵循自然规律”进行结对口语练习，整合语法与主题内容，提升在真实语境中商讨与表达的能力。
第四课时：Reading
本课时精读关于新疆坎儿井的说明文。学生将分析这一古老水利系统如何适应并改造极端环境，深入理解人类巧妙利用自然、与自然共存的智慧，并继续巩固宾语从句在说明事物原理时的应用。
第五课时：Writing (P95)
本课时为读写结合课。学生运用第四课时所学结构和语言，撰写一篇关于“人类改造自然”的说明文（如坎儿井、梯田等），实践如何有条理地描述一个系统、阐述其重要性并表达个人观点。
第六课时：Presenting ideas & Reflection (P96-97)
本课时为单元项目展示与总结阶段。小组合作，围绕“人与自然和谐共生”的案例进行研究并制作演示文稿进行展示。最后，通过个人反思和自我评估，系统梳理对单元主题的理解，实现知识内化与元认知提升。
第一课时　Starting out&Reading
Teaching Objects　【教学目标】
1. Discuss nature-related poems and categorize pictures about human-nature interactions.
2. Understand the 24 Solar Terms by reading Lao Shu’s story, learning how they guided farming and daily life, and completing notes with passage expressions.
3. Analyze Lao Shu’s ideas about the 24 Solar Terms and reflect on their cultural meaning in modern life.
Teaching Aids　【教学工具】
an English book，a tape recorder and CAI
Teaching Steps　【教学步骤】
★Step 1　Lead in【导入】
Show students the theme picture on page 82&83, then answer the questions:
What can you see in the picture
What’s your feeling when you see such a picture
Do you like nature
Starting out
P 83, 1
Ask students to look at the picture and discuss the two questions.
Invite some students to share their answers.
P 83，2
Have students look the six pictures. In pairs, ask them to put the pictures into the three groups.
Check answers briefly as a class.
Understanding ideas（1－4）
★Step 2 Pre-task【准备任务】
P 84, 1
Ask students to look at the picture on P84 and answer the question: What are the people doing in the picture
Have them talk about what they know about 24 Solar Terms. Ask them to use the words and expressions for help.
★Step 3 While-task【过程任务】
P 86, 3
Have students read the passage and choose Lao Shu’s idea about the 24 Solar Terms.
Check the answer with the class.
Let students read the passage and answer more questions:
What did the 24 Solar Terms guide for villagers in Lao Shu’s hometown
Why did Lao Shu want to share his feelings about the 24 Solar Terms
What do people do to celebrate the arrival of some Solar Terms
What makes Lao Shu happy about his paintings of the 24 Solar Terms
P 86, 4
Ask students to read and complete the notes with words and expressions from the passage.
Check answers with the class.
★Step 4　Post-task【后续任务】
Think and Share
In pairs, have students discuss the two questions. Let them read “Learning to think” before answering the first question.
Invite some pairs to share their ideas.
The teacher makes a brief summary in the end.
★Step 5　Language points　【语言要点】
1. It was early one morning of Grain in Ear. 那是芒种时节的一个清晨。
Grain in Ear表示“芒种”。grain在此处意为“谷物，粮食";
ear意为“穗”如: an ear of corn玉米穗。
芒种是二十四节气之一，每年6月5日或6日。《月令七十二候集解》:“谓有芒之种谷可稼种矣。”指麦类等有芒作物籽粒已经黄熟，需抓紧抢收，晚谷、黍、稷等夏播作物也需及时抢种，故亦称“忙种”。
2. Most of the villagers there lived by farming. 那里的大多数村民靠耕种为生。
live在此处意为“靠……为生”常用搭配为live by doing sth。例如:
They live by hunting and fishing.
他们以打猎和捕鱼为生。
3. The 24 Solar Terms meant so much to them. 二十四节气对他们来说意义重大。
the 24 Solar Terms表示“二十四节气”。solar在此处作形容词，意为“太阳的”; terms作名词，意为“时期，期限”二十四节气，根据视太阳在黄道上的位置(黄经)，将全年划分为二十四个节令。
4. I longed to share these feelings in my paintings and poems. 我渴望通过绘画和诗歌与人分享这些感受。
long to do sth中long 作动词，意为“渴望，盼望”, 例如:
He longed to see her again. 他盼望再次见到她。
She longed to return home. 她盼望回家。
5. The 24 Solar Terms are known as the “Fifth Great Invention of China”. 二十四节气被称为中国的“第五大发明”。
(1) be known as表示“以……而闻名”，一般后接职业、称呼或身份地位。例如:
He was known as a painter. 他以画家的身份而闻名。
四大发明(Four Great Inventions)—造纸术(Paper making)、印刷术( Printing)、指南针(Compass)和火药(Gunpowder)，都由中国人最先发明，然后相继传入世界各地，是中国对世界文明的四大贡献。
6. Many of the 24 Solar Terms bear social and cultural meanings, too. 许多节气也都承载着社会和文化意义。
bear在此处作动词，表示“承载; 具有; 拥有”。例如:
The old house bears the memories and stories of generations that have lived there.
这栋老房子承载着在这里居住过的几代人的回忆和故事。
The national flag bears the pride and identity of a country.
国旗承载着一个国家的自豪感与身份认同。
★Step 6　Homework【家庭作业】
Ask students to choose one Solar Term they like (e.g., Spring Begins, Winter Solstice). Write 3-5 sentences about it: What is it What do people usually do Do you like it Why
Teaching reflection　【教学反思】
The lesson introduced the unit theme well through personal stories and cultural content. Students were interested in the 24 Solar Terms and engaged with Lao Shu's story. However, some students found the concept of the Solar Terms abstract. The group picture-sorting activity helped make the ideas of “enjoying,” “using,” and “changing” nature more concrete. Next time, I will use a short video or more pictures showing specific Solar Term activities to provide clearer examples before reading.
第二课时　Grammar
Teaching Objects　【教学目标】
1. Identify and summarize the grammar rules of object clauses through sentences from the passage.
2. Write correct sentences using object clauses by rearranging given phrases.
3. Use object clauses and unit expressions to discuss how people follow the laws of nature in daily activities.
Teaching Aids　【教学工具】
an English book, a tape recorder and CAI
Teaching Steps　【教学步骤】
★Step 1　Lead in【导入】
P 87, 5
Have students read the sentences from the reading passage and summarise the grammar rules.
Ask students to find one more sentence with this structure from the passage.
Understanding ideas（5—8）
★Step 2　Grammar focus learning【语法学习】
疑问词引导宾语从句
有一部分宾语从句既不用that引导，也不用whether或if引导，而是用what, when, where, how, why等疑问词引导，这类句子就叫做“由疑问词引导的宾语从句”。
核心规则
语序：陈述句语序
从句的部分必须使用陈述句语序，不能使用疑问句语序，即：疑问词 + 主语 + 谓语动词 + 其他部分。例如：
Where is the bank 变为宾语从句：I know where the bank is.
What did he say 变为宾语从句：Tell him what he said.
更多例句：
They couldn't believe what they heard on the news.
他们简直不敢相信从新闻中听到的消息。
I do not understand why they like computer games so much.
我不理解他们为什么如此喜欢电脑游戏。
He asks how we can help protect the environment.
他问我们怎样才能为保护环境出力。
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。
Do you know when we will hold the sports meeting
你知道我们什么时候开运动会吗
疑问词引导的宾语从句一般跟在一些特定的动词后面，例如：
知道类： know（知道），see（明白），remember（记得），forget（忘记）
询问类： ask（问），wonder（想知道）
讲述类： tell（告诉），say（说），explain（解释），show（展示）
思考类： understand（理解），decide（决定）
时态：当主句是现在时态时，从句可根据实际情况选择不同时态。当主句是
过去时态时，从句一般使用相应的过去时态。
I can hardly believe we're in the city centre.
真不敢相信我们是在市中心。
I'm sure it'll be fantastic to see the city from the top.
我相信从山顶上看到的城市风景将会是极好的。
I did not know who she was.
我不知道她是谁。
We thought somebody was moving about.
我们以为有人在走动。
★Step 3　While-task【过程任务】
P 87, 6
Ask students to write the sentences with object clauses.
Check the answers with the students.
P 87, 7
Have students read and complete the webpage using the words from the box.
Check answers with the class.
★Step 4　Post-task【后续任务】
Ask students to work in pairs. Talk about how people live by laws of nature. Let them use the words and expressions from the reading passage and Useful expressions to help.
Invite some pairs to share their ideas.
★Step 5　Homework【家庭作业】
Review rules of the object clauses.
Teaching reflection　【教学反思】
This grammar lesson introduced object clauses within the context of nature. Controlled exercises were completed well, but students had some difficulty forming questions that lead into object clauses. Next time, I will provide more oral practice with question-answer drills before moving to writing, to build confidence with the structure.
第三课时　Listening and Speaking
Teaching Objects　【教学目标】
1. Listen to conversations and a radio program to understand main ideas and complete detailed information.
2. Learn strategies to identify questions in listening and draw listeners’ interest.
3. Discuss natural resources for energy in pairs, using the given useful expressions.
Teaching Aids　【教学工具】
an English book, a tape recorder and CAI
Teaching Steps　【教学步骤】
★Step 1　Lead in【导入】
Show students the picture on P89 and answer the questions:
What can you see in the picture
What is this project for
What is solar energy Can you think of ways we use the sun's power
★Step 2　Pre-task【准备任务】
Let students read the section “Did you know ” and get background knowledge of this listening task.
★Step 3　While-task【过程任务】
P 89, 1
Have students read the four options.
Let them listen to the conversation and choose the main idea.
Check the answer with the class.
P 90, 2
Let students listen again and complete the table. Before finishing the task, ask
students to read “Learning to learn”. Give examples to help them understand if necessary.
Check answers with the class.
P 91, 3
Have students read the notes and the section “Learning to learn”.
Let them listen to the audio and complete the notes.
Have them listen again and talk about how the speaker draws the listener’s interest.
P 91, 4
Have students work in pairs and talk about another natural resource that people use for energy.
Give students 5-7minutes to discuss. Then invite 2-3 pairs to share their best ideas with the class.
★Step 4　Post-task【后续任务】
Phonetics in use
Focus on the pronunciation tip of “Stress in words (2)”.
Model the examples yourself. Have students repeat.
Ask students to do more practice on P100.
★Step 5　Homework【家庭作业】
Draw a simple poster that shows one way to use solar energy in daily life.
Teaching reflection　【教学反思】
This lesson combined listening with speaking. Students were engaged by the real-life solar example and completed the listening tasks well. However, the speaking activity about "laws of nature" was challenging. Many students struggled to think of examples beyond the textbook and found it hard to express their ideas in English. Next time, I will provide a wider list of simple, local examples first and do a short vocabulary pre-teaching activity to better prepare them for discussion.
第四课时　Reading
Teaching Objects　【教学目标】
1. Read the passage about Turpan’s karez system to extract key details and complete the information table.
2. Analyze descriptive expressions (e.g. “cook an egg on the desert sand”) to understand their role in showing the area’s features and the system’s importance.
3. Discuss questions about the passage by comparing advantages and disadvantages of ancient and modern technologies.
Teaching Aids　【教学工具】
an English book, a tape recorder and CAI
Teaching Steps　【教学步骤】
★Step 1　Lead in【导入】
P 92, 1
Show students the pictures on and let them answer the questions:
What can you see in these pictures
What’s the environment like
How do you think people can live and grow food in such a hot, dry place
How does the system work
★Step 2　Pre-task【准备任务】
Direct students to the title “A river of life below the earth”. Ask: “What do you think ‘a river below the earth’ might mean ”
Pre-teach some key vocabularies.
Have students read the passage quickly and find out the answers for exercise 1.
★Step 3　While-task【过程任务】
P 94, 3
Have students read the passage carefully and complete the table with words and expressions from the passage.
Check answers with the class.
P 94, 4
Have students discuss the questions with a partner.
Invite some pairs to share their answers. Then, the teacher makes a summary.
★Step 4　Post-task【后续任务】
Think and share
Ask students to discuss the questions in pairs or small groups. Before answering the second question, ask them to read the content in “Learning to think”.
Invite some pairs or groups to share their answers.
★Step 5　Language points　【语言要点】
1. You probably remember the Flaming Mountains from Journey to the West. 你可能还记得《西游记》中的火焰山。
(1) the Flaming Mountains在此处指的是“火焰山”flaming 作形容词，意为“燃烧着的，被火焰吞噬的”。火焰山，在维吾尔语中意为“红山”，在新疆维吾尔自治区吐鲁番盆地中北部。
(2) Journey to the West在此处指的是中国四大名著之一的《西游记》，长篇小说，一般认为是明代吴承恩作。二十卷，一百回，在民间流传的唐僧取经故事和有关话本、杂剧的基础上，经过再创作而成。
2. They are in Turpan, in the east of the Xinjiang Uygur Autonomous Region. 它们位于新疆维吾尔自治区东部的吐鲁番。
in the east of表示“在……的东部”，需注意此处的in表示
“在……的内部”, 例如:
Shandong is in the east of China. 山东在中国的东部。(内部)
还需区分: on the east of表示“在·……的东部(外部, 接壤)”，to the east of表示“在……的东部(外部,不接壤)”。例如:
Jiangxi Province is on the east of Hunan Province.
江西省在湖南省的东边。(江西和湖南接壤)
Fujian Province is to the east of Hunan Province.
福建省在湖南省的东边。(福建和湖南不接壤)
3. The secret lies in the ancient karez system. 这个秘密就在古代的坎儿井系统中。
(1) lie在此处作动词，意为“(问题、答案、责任等)存在，在于”, 例如:
The strength of the book lies in the fact that the material is from classroom experience.
这本书的优点是它取材于课堂经验。
(2) karez system指的是“坎儿井系统”。坎儿井是干旱、半干旱地区开发利用浅层地下水进行自流灌溉的一种地下暗渠。一般顺地面坡度布置，包括竖井、暗渠两部分。具有不需提水工具、流量稳定、减少蒸发损失和防风沙侵蚀等优点。主要分布在中国新疆的哈密、吐鲁番等地，至今仍有约2,000条在使用。
4. That's nearly as long as the Yellow River! 那几乎与黄河一样长!
(1) that在此处指代上文中underground canals(地下运河)的长度。
(2) as long as在此处表示“和……一样长”。此外，该短语还有多种含义。例如:
You can go out to play as long as you stay in the backyard.
你可以出去玩，只要不出后院。(表示“只要”)
Keep going for as long as possible. 能坚持多久就坚持多久。
(表示“长达; 长达……之久”)
5. No wonder it's among the top three projects of ancient China. 难怪它是中国古代的三大工程之一。
(it's) no / small / little wonder (that)，意为“并不奇怪，不足为奇”，常用于口语。例如:
No wonder she knows so much about space. She reads many books about it.
怪不得她知道这么多关于太空的事。她读了很多关于太空的书。
★Step 6　Homework【家庭作业】
Ask students to imagine they are a guide in Turpan. Write a short introduction (5-7 sentences) about the karez system for tourists. They should include: 1) Where it is. 2) Why it was built. 3) One amazing fact about it.
Teaching reflection　【教学反思】
The reading lesson on the karez system effectively captured students' interest with its engineering marvel. The table-completion task helped them extract key details successfully. However, the discussion on whether to keep the system in modern times was polarized—some saw it as outdated, others as priceless heritage. Many lacked the language to articulate balanced arguments. Next time, I will provide a structured “pros and cons” vocabulary list or sentence starters to scaffold this critical thinking and speaking task more effectively.
第五课时　Writing
Teaching Objects　【教学目标】
1. Learn to plan a passage about "people changing nature" by choosing an example and organizing content into Opening, Body, and Ending sections.
2. Reflect on the rationality of changing nature by adding personal opinions in the passage and checking if the writing meets clear, opinion-based standards.
Teaching Aids　【教学工具】
an English book, a tape recorder and CAI
Teaching Steps　【教学步骤】
★Step 1　Lead in【导入】
Briefly review the reading passage “A river of life below the life”. Ask: “What is the karez system What problem did it solve ”
Introduce the writing task: “You have learned how people in Turpan changed their environment with the karez system. Now, you will write about another example of how people change nature.”
★Step 2　Pre-task【准备任务】
Show students the writing task on Page 95 and the chart (Step 2).
Brainstorm examples together as a class. Ask: “Can you think of other ways people change nature to live better ” Write ideas on the board.
3. Ask each student to choose one example they are interested in. Give them 5 minutes to think.
★Step 3　While-task【过程任务】
Ask students to complete the chart in Step 2 on P95 for their chosen example.
Show a simple example on the board using the karez system to demonstrate how to fill in the chart and turn notes into sentences.
Ask students to write their passage based on their chart.
Monitor and provide individual help with vocabulary and structure.
★Step 4　Post-task【后续任务】
Have students exchange their passages with a partner.
Ask them to read their partner’s story and check using the list in Step 3 on P95.
Give students 5 minutes to make improvements based on the check.
Invite 2-3 volunteers to read their passages to the class. Praise good use of language and clear structure.
★Step 5　Homework【家庭作业】
Ask students to write a final, neat version of their passage.
Teaching reflection　【教学反思】
This writing lesson successfully built on the previous reading, using a clear chart to scaffold students' planning. The brainstorming phase was crucial to generate ideas. Most students understood the structure, but some struggled to find “amazing facts” for their chosen topic or to explain “how it works” in simple English. Their passages sometimes became a list of facts rather than a flowing explanation. Next time, I will provide a short, annotated sample paragraph for a different example (like a wind farm) to explicitly model how to connect facts and explain a process in simple sentences before they write independently.
第六课时　Presenting ideas&Reflection
Teaching Objects　【教学目标】
1. Collaborate in groups to research an example of humans living in harmony with nature in China, and identify key details .
2. Create a structured slide presentation about the example, using the provided outline and language tips to organize descriptions clearly.
Teaching Aids　【教学工具】
an English book, a tape recorder and CAI
Teaching Steps　【教学步骤】
★Step 1　Lead in【导入】
Greet the class and introduce today's goal: “This is our project day! You will work in groups to create a slide presentation about an example of humans living in harmony with nature.”
Quickly review key examples from the unit: the 24 Solar Terms (living by nature's timing) and the karez system (adapting to nature wisely).
★Step 2　Pre-task【准备任务】
Divide students into groups of 3-4.
Direct them to P96, Step 1. Ask groups to discuss and choose ONE example from China. Give suggestions if needed:
Traditional examples: Rice terraces (梯田), ancient water towns (古镇), beekeeping villages.
Modern examples: Solar parks, eco-cities (生态城市), wetland parks (湿地公园).
Groups have 8-10 minutes to decide on their example and discuss the four guiding questions in Step 1. They should take brief notes.
★Step 3　While-task【过程任务】
Introduce the presentation outline on P96, Step 2. Go through each part (Introduction, Body, Conclusion) and the useful language tips.
Groups create their presentation. They should:
Prepare 4-6 simple slides (on paper or digitally if possible).
Include: 1) Title & picture. 2) Introduction (what, where). 3) How it respects nature. 4) Benefits to humans & nature. 5) Conclusion (lesson learned).
Use the sentence starters from the textbook.
Give groups 15-20 minutes to prepare. Walk around to help with language and ideas.
★Step 4　Post-task【后续任务】
Each group gives their presentation (2-3 minutes per group).
After all presentations, conduct a vote as on P97, Step 4. Ask students to vote for the “Most Interesting Example” and the “Clearest Presentation”.
Announce the results and give positive feedback.
Guide students to P97 (Reflection). Give them 5-7 minutes to complete it individually.
Briefly invite 2-3 students to share one thing they learned from this unit.
★Step 5　Homework【家庭作业】
Ask students to write a short paragraph (5-7 sentences) in their diary: “What is one thing I can do in my daily life to live in better harmony with nature ”
Teaching reflection　【教学反思】
This project-based lesson effectively culminated the unit by having students apply what they learned to create their own presentations. The group work was engaging, and the clear outline from the book was very helpful. However, time was tight—some groups spent too long choosing an example and had less time to prepare their slides and practice speaking. The reflection activity was useful, but a few students still wrote vague goals. Next time, I will provide a list of specific, simple examples to choose from at the start to save time, and give clearer examples for the reflection part.

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