资源简介

Unit 5 Looking into nature
单元教学目标
【Language Abilities】 Master nature and exploration-related words and object clauses with that, if, or whether. Understand nature-related passages, conversations and talks, and grasp key information. Talk about nature secrets and exploration, write explorer stories clearly, and present exploration achievement posters effectively
【Culture Awareness】 Learn about the spirit of nature exploration in different cultural contexts (e.g., Chinese and foreign scientists' experiences). Understand the cultural value of curiosity and perseverance in exploring nature across different societies. Recognize the importance of respecting and protecting nature in various cultural backgrounds
【Quality of Thinking】 Analyze nature-related texts to summarize discoveries and the spirit of explorers. Think logically about nature's secrets and put forward reasonable explanations. Organize ideas clearly when discussing nature exploration, writing stories or presenting posters.
【Learning Abilities】 Use effective learning strategies (e.g., listening for opinions, organizing ideas with diagrams). Cooperate with peers in group discussions, story writing and poster-making activities. Reflect on own learning to improve language use and understanding of nature exploration.
【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
本单元的主题为：自然探索与科学精神。该主题属于 “人与自然” 主题范畴下的 “宇宙探索” 主题群，对应 “热爱与敬畏自然”以及“地球与宇宙探秘” 等子主题内容。本单元围绕话题 “Looking into nature”，学习和完成多个语篇，涵盖自然奥秘发现、科学家探索历程、自然现象解读、探索成果展示等内容。通过学习，学生将逐步激发对自然的好奇心，理解科学探索的价值，掌握自然探索的基本方法，培养坚持不懈、谦逊严谨的科学精神，为未来关注自然、探索未知奠定基础
Starting out
本部分通过图片联想、科学家故事分享和自然奥秘讨论，激活学生对自然探索的已有认知。学生将了解李时珍、达尔文、王贞仪等中外科学家的探索事迹，发现他们热爱自然、钻研未知的共同特质，探讨自身感兴趣的自然奥秘，梳理自然与探索相关的基础词汇和表达，为后续深入学习自然探索话题奠定认知和语言基础。
Understanding ideas
本部分的阅读文本《Secrets caught in time》围绕琥珀展开。文章以恐龙羽毛的发现为切入点，介绍了琥珀作为 “穿越时空的窗口”，在揭示自然奥秘中的重要作用 —— 证明物种变化、发现未知物种、修正传统认知等。文本以生动的场景开头，结合具体案例，传递了 “自然蕴含无穷奥秘，探索永无止境” 的理念，引导学生感受科学发现的魅力，培养探索自然的兴趣。
Developing ideas
本部分包含听力、口语互动和语音训练模块。听力部分围绕亚马逊雨林中的沸腾河流这一自然奇观展开，引导学生倾听关键信息，思考自然现象的可能成因；口语部分通过模拟讨论亚特兰蒂斯、麦田怪圈等自然未解之谜，让学生练习运用相关表达提出合理推测，锻炼逻辑思维与口语表达能力；语音训练聚焦词性变化导致的重音移位，提升学生口语表达的准确性，为自然探索相关的口语交流提供支撑。
Reading
本部分的阅读文本《Plants for life》讲述了中国植物学家王文采的一生。王文采院士深耕植物研究 70 余年，发现并命名 1370 个新物种，即便身患重病、右眼失明也从未停止探索，且淡泊名利、谦逊低调。文本通过具体事例展现了他执着追求、坚韧不拔、无私奉献的科学精神，让学生深刻理解自然探索需要的品质，感受科学家对自然和事业的热爱与坚守。
Writing
本部分聚焦自然探索家故事写作。学生需结合所学内容，选取一位自然探索家（如简 古道尔），从探索目标、遇到的困难、取得的成果及个人评价等方面构思并撰写故事，之后在班级内分享。通过这一过程，学生将巩固自然探索相关词汇和表达，提升书面叙事能力，同时深化对科学探索精神的理解与感悟。
Presenting ideas & Reflection
本部分以小组合作的形式开展自然探索成果海报设计与展示活动。学生需分组搜集自然探索领域的重要成就，从成就内容、创造者、重要意义及所需精神等维度组织信息，完成海报设计并进行班级展示。反思环节中，学生将总结本单元学习收获，梳理自然探索相关语言的运用能力，明确自身在表达、思维等方面的不足与改进方向，进一步深化对自然探索的理解。
课时分解
第一课时　Starting out&Reading
Teaching Objects　【教学目标】
1. Identify the key information about amber from the passage.
2. Learn to analyze the passage’s content, writing style and language
3. Share ideas about nature exploration.
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 the picture on page 66 to students, and then ask them to answer the question.
What does the picture make you feel
Let some students share the answers.
Starting out
Page 67，1
Ask students to look at the pictures and think about the questions.
Introduce some basic information of three people.
Let some students share the answers.
Page 67，2
1.Ask students to look at the pictures and talk about the questions in pairs.
2.Encourage students to share their answers in class.
Understanding ideas（1－4）
★Step 2 Pre-task【准备任务】
Page 68，1
1.Ask students to look at the pictures and answer the questions.
2.Show the word cloud to help the students. Make sure they know the meanings.
3.Ask students to share the answers with the class.
★Step 3 While-task【过程任务】
Page 68，2
1.Ask students to read the passage to get the main idea.
2.Share the right answer with the class.
Page 70，3
1.Show the three sentences to students and make sure they understand the meanings.
2.Ask students to choose the correct answer and share their reasons.
3.Check the answer with the whole class.
Page 70，4
1.Ask students to complete the diagram with the words and expressions from the emails.
2.Check the answers with the class.
★Step 4　Post-task【后续任务】
Page 70，Think and share
1.Ask students to think about the following questions:
① What do you feel about Paragraph 1 Why does the writer begin like this
②What are some other ways for you to learn about nature's secrets
2.Give some prompts to the students.
3.Let some students share their answers.
★Step 5　Language points　【语言要点】
1. It is running around looking for its next meal.
它正在四处寻找下一顿食物。
look for sb / sth在此处意为“寻找” 例如:
I'm looking for my keys. They are missing.我在找我的钥匙，
它们不见了。
She is looking for a new job with better opportunities.她正
在寻找一份有更好机遇的新工作。
2. This species no longer grows in this area. But the find proves that it did 35 million years ago.虽然这个物种不再在这个区域生长。但这个发现证明，它在三千五百万年前曾存活于此。
no longer在此处意为“不再” 例如:
We no longer see each other since I moved away.自从我搬
走后，我们没再见过面。
It's no longer a secret.这已经不是秘密了。
3. Scientists used to believe that ants came from the northern half of the earth.
科学家们过去认为，蚂蚁来自地球的北半球。
used to (do)在此处意为“过去经常(发生),曾经”。 例如:
I used to play the piano when I was younger.我年轻的时候经常弹钢琴。
I used to live in the countryside when I was a child.我小时候住在乡村。
★Step 6　Homework【家庭作业】
1.Review the words, phrases and sentences.
2.Do the exercises in students’ book.
Teaching reflection　【教学反思】
This lesson introduced nature exploration through amber. Students were interested in the dinosaur-feather story and grasped key information about amber’s role. However, some struggled to analyze the passage’s writing style. Time for sharing nature exploration ideas was limited. Next, I’ll add guided questions on writing styles and extend discussion time to deepen understanding of nature secrets.
第二课时　Grammar
Teaching Objects　【教学目标】
1. Master the usage of the objective clauses with that, if or whether.
2. Use object clauses correctly when writing a short passage about nature exploration.
Teaching Aids　【教学工具】
an English book，a tape recorder and CAI
Teaching Steps　【教学步骤】
★Step 1　
Page 71，5
Present the two sentences and ask students to read and translate.
For hundreds of years, people believed that dinosaurs looked like big lizards.
They can tell us whether dinosaurs had feathers, but that's not all.
Guide students to pay attention to the clauses behind that and whether.
Have students find more sentences with these structures in the reading passage.
★Step 2　Grammar focus learning【语法学习】
宾语从句(1)
在复合句中作宾语的从句叫宾语从句, 它通常位于主句谓语动词（及物动词）或介词之后。基本形式为：主句的主语+主句的谓语+引导词+宾语从句。例如：
I believe that we can achieve the goal.
I wonder if/whether Grace has finished her homework.
Can you tell me how I can get to the nearest subway station
1. that引导的宾语从句
当谓语动词表示肯定的概念，如“希望”“相信”“知道"或“说”时，其后面的句子一般用that引导。that没有任何词汇意义，只具有语法功能，目的是使读者清楚后面的句子是作前面动词的宾语的，多数情况下that可以省略。例如：
I hope (that) it will snow this winter.我希望今年冬天会下雪。
I believe (that) we shall become good friends.我相信我们会成为好朋友。
Betty thinks (that) trees can improve the air. Betty认为树木可以改善空气质量。
常接that引导的宾语从句的谓语动词有:believe, expect, explain, feel, hear, hope, imagine, prefer, promise, report, say, see, tell, think, understand, warn, wish等。
that引导的宾语从句中，当主句的主语是第一人称（I / we）, 并且谓语动词是think, guess, believe, suppose, expect 等时, 如果宾语从句要表达否定意思, 一般将否定转移到主句上来, 即“否定前移”。
e.g. I don’t think the girl can do the work alone.
我认为这个女孩不能独自做这项工作。
We don’t believe that you are right. 我们相信你是错的。
2. whether/if 引导的宾语从句
当宾语从句的语义相当于一个一般疑问句时, 常用if / whether引导, 表示 “是否” 。if / whether在句中不充当句子成分, 但不能省略。宾语从句要用陈述句语序。
e.g. I wonder if / whether you want to attend the meeting.
She didn’t say if her aunt was still with them.
I don’t know whether you like flowers.
以下情况只能用whether：
与or not 连用时，只能用whether。
e.g. I’m wondering whether I should go to the party or not.
在介词后只能用whether。
e.g. They are talking about whether the boy can win the game again.
与动词不定式连用时，只能用whether。
e.g. I can’t decide whether to buy the shoes.
★Step3 While-task【过程任务】
P71，6
Ask students to read the sentences to make sure that they get the meanings.
Have students connect the sentences with that, if or whether.
Check the answers with the class.
Page 71，7
Show the message board to students, then ask them to complete it .
Check the answers with the class.
★Step 4　Post-task【后续任务】
Page 72，8
Ask students to work in pairs to write a short passage about exploring nature.
2. Ask students to use the words and expressions from the reading passage and the useful expressions.
3.Choose some students to share their answers.
★Step 5　Homework【家庭作业】
1.Review the words, phrases and sentences.
2.Do the exercises in students’ book.
Teaching reflection　【教学反思】
This grammar lesson focused on object clauses with that, if, or whether. Students did well in connecting sentences and filling in blanks. But they confused when to use if vs. whether (e.g., with "or not"). The nature exploration writing task helped application, but feedback was brief. Next, I’ll add targeted contrast practice and extend peer feedback to strengthen grammar mastery.
第三课时　Listening and Speaking
Teaching Objects　【教学目标】
1.Understand the listening material and grasp the key information.
2.Learn that some words have different stress positions when used as different parts of speech.
3.Talk about what you have learnt about the secrets of nature.
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】
1.Ask students to look at the picture on page 73, then answer the questions.
What secrets do the four pictures show
Which of the secrets interests you most
Invite some students to share their answers.
★Step 3　While-task【过程任务】
Page 73，1
1.Show the three topics to students to make sure they get the meanings.
2.Ask students to listen to the talk and choose the correct answer.
3.Check the answer with the class.
Page 74，2
1.Show the profile to students, then ask them to guess what kinds of words may be filled in the blanks.
2.Ask students to listen again and complete the profile. Before listening, remind students to take notes of the key information.
3. Check the answers with the class.
Page 75，3
1.Show the table to students, then ask them to guess what may be filled in the blanks.
2.Ask students to listen to the conversation and complete the table.
3.Check the answers with the class.
Page 75
1. Guide students to summarize the ways to talk about possibilities.
2. Ask students to listen again and talk about how the speakers discuss possibilities.
★Step 4　Post-task【后续任务】
Phonetics in use
1.Let students read the words on page 73 freely, and then ask them to pay attention to the stressed syllables.
2.Play the recording and ask students to repeat them.
3.Tell the key points of the pronunciation and give a correct demonstration.
4.Have students read the words together.
5.If possible, provide more target language materials for students to practise.
Page 75，4
Ask students to work in pairs to act out a conversation based on the instruction.
Invite some pairs to role-play in class.
Let students talk about what they have learned about the secrets of nature in this section.
★Step 5　Homework【家庭作业】
1.Review the words, phrases and sentences.
2.Do the exercises in students’ book.
Teaching reflection　【教学反思】
This lesson combined listening, speaking, and phonetics around nature secrets. Students engaged in discussing the boiling river and unsolved mysteries. However, some had trouble with word stress shifts (e.g., "record") and gave simple explanations for secrets. Next, I’ll use more audio drills for stress and provide example explanations to enrich students’ discussions.
第四课时　Reading
Teaching Objects　【教学目标】
1. Get the main idea and key details from the passage.
2. Analyze Wang’s spirits and talk about what you can learn from him.
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】
1.Show the drawings of the plants to students, then ask them to answer the questions.
What do the pictures show
Who do you think drew them
2.Invite some students to share their answers in class.
★Step 2　Pre-task【准备任务】
Page 76，1
Guide students to read the words and expressions to get the meanings.
Show the drawings and the photos to students and ask them to answer the two questions.
Invite some students to share their answers.
★Step 3　While-task【过程任务】
Page 76，2
1.Ask students to read the passage to get the main idea.
2.Check the answer with the class.
Page 78，3
Ask students to complete the diagram with the words and expressions from the passage.
2. Let some students say their answers.
3. Check the answers with the class.
Page 78，4
1.Ask students to answer the questions.
2.Let some students say their answers.
3.Check the answers with the class.
★Step 4　Post-task【后续任务】
Page 78，Think and share
1.Ask students to think about the questions.
2.Give students some prompts.
3.Let some students share their answers and check the answers with them.
★Step 5　Language points　【语言要点】
1. For over 70 years, he travelled across China to record the country's plants.
六十余年来，他走遍中国各地，记录这个国家的植物。
travel across在此处表示“横穿、穿过或游历某个地区、国家”。
例如:
They decided to travel across Europe during their summer holiday. 他们决定在暑假期间横穿欧洲旅行。
She travelled across the United States to visit all the national parks. 为了游览所有的国家公园,她走遍了整个美国。
2. This person was Wang Wencai.
这个人就是王文采。
王文采(1926-2022)，出生于山东济南，原籍山东掖县(今莱州市)，植物分类学家，中国科学院院士，中国科学院植物研究所研究员。
3. To carry out his research, he spent years in wild mountains and forests.
为了开展研究，他在山区和森林中度过了多年的时光。
carry sth out在此处意为“进行……，执行……” 例如:
The scientists carried out experiments to test their hypothesis. 科学家们通过实验检验了他们的假设。
We need to carry out a thorough investigation into the matter. 我们需要对这个问题进行彻底的调查。
4. Once, he fell seriously ill while doing field work in Yunnan.
有一次，他在云南进行野外工作时得了重病。
fall ill在此处意为“生病”。例如:
She fell ill with the flu and had to stay home for a week.她患上了流感，不得不在家休息一周。
He fell seriously ill and had to be hospitalised.他病得很重，不得不住院治疗。
5. With a magnifier in hand, he carried on with his research for 10 years.
他手拿放大镜，继续他的研究，一干就是十年。
carry on with sth在此处表示“继续某事”。例如:
She wants to carry on with her studies.
她想继续完成她的学业。
Her story has given him the will to carry on with his research.
她的故事使他决心继续研究下去。
6. Although he received the State Natural Science Award (First Prize) twice, he hardly mentioned it.
尽管他两次获得国家自然科学奖(一等奖)，但他几乎从未提起过这些。
(1) prize在此处作名词，意为“(给予获胜者的)奖品，奖金，奖
赏"。first prize即一等奖。
(2)国家自然科学奖，是由中华人民共和国国务院设立，由国家科学技术奖励委员会负责的奖项，是中国五个国家科学技术奖之一，授予在基础研究和应用基础研究中阐明自然现象、
特征和规律，做出重大科学发现的中国公民。
7. Instead, they got to listen to Beethoven's Pastoral Symphony.
相反，他们听到的是Beethoven的《田园交响曲》。
(1) get to do sth在此处意为“有机会做某事”。例如:
We got to meet all the actors after the show.
演出之后我们见到了所有演员。
She gets to travel all over the world with her job.
她做这个工作可以到世界各地旅行。
(2)路德维希·范·贝多芬(Ludwig van Beethoven,1770—1827)，出生于德国莱茵河畔的波恩，维也纳古典乐派代表人物之一。
★Step 5　Homework【家庭作业】
1.Review the words and sentences.
2.Do the exercises in students’ book.
Teaching reflection　【教学反思】
This reading lesson centered on Wang Wencai’s story. Students were moved by his dedication and summarized his qualities well. But some struggled to explain the title’s meaning and the season metaphor. Time for sharing similar explorer stories was insufficient. Next, I’ll add guided analysis for the title and metaphor, and allocate more time for story sharing to deepen the spirit of exploration.
第五课时　Writing
Teaching Objects　【教学目标】
1. Write a story about a nature explorer.
2. Share your writing with your class.
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 photo of Jane Goodall and elicit some information about her from students.
Introduce the basic information about Jane Goodall to students.
★Step 2　Pre-task【准备任务】
Let students complete the chart using the information they get about Jane Goodall.
★Step 3　While-task【过程任务】
Ask students to write the story with the help of the chart.
★Step 4　Post-task【后续任务】
1.Have students share their writings in class.
★Step 5　Homework【家庭作业】
Further polish your writing.
Teaching reflection　【教学反思】
This writing lesson focused on nature explorer stories. Students showed interest in Jane Goodall’s example and completed basic story structures. However, some stories lacked detailed descriptions of difficulties and achievements. Peer comments were not specific enough. Next, I’ll provide more detailed writing models and guide students to give targeted feedback to improve story depth.
第六课时　Presenting ideas&Reflection
Teaching Objects　【教学目标】
1.Make a poster about an achievement in nature exploration.
2.Present your poster in class.
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】
Ask students to do a task: Make a poster about an achievement in nature exploration.
★Step 2　While-task【过程任务】
1.Let students organise their ideas with the help of the outline on page 79 and prepare their design.
2.Ask students to use the language tips in the outline on page 79 or find useful expressions or sentences from this unit.
3.Ask some students to present their design to the class.
★Step 3　Post-task【后续任务】
1.Ask students to vote on best three posters and the best three presentations.
2.Ask students to finish the reflection chart.
3.Ask students to check whether they have achieved their learning goals.
4.Let students write down what they still need to improve.
★Step 4　Homework【家庭作业】
1.Review the words,phrases and sentences.
2.Do the exercises in students’ book.
Teaching reflection　【教学反思】
This lesson involved nature exploration achievement posters and presentations. Students collaborated well and created creative posters. But some presentations lacked clear organization, and reflections on exploration spirit were shallow. Next, I’ll offer presentation structure templates and extend reflection time to help students better express achievement significance and exploration spirit.

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