资源简介

Unit 4　The Wonders of Nature
,　 　Unit Theme Analysis(单元主题分析))Ｂ
The theme of this unit is “The Wonders of Nature”．Through a series of listening，speaking，reading，and writing tasks，it guides students to talk about geographical facts related to natural wonders，compare the characteristics and data of different famous natural landscapes，use large numbers to express geographical facts and explore how and why people connect with nature.
Key Points 1.Master vocabulary and sentence patterns related to natural wonders. 2.Correctly use comparatives and superlatives of adjectives/adverbs to describe the characteristics of natural landscapes. 3.Skillfully use large numbers to express geographical data. 4.Fluently communicate about the characteristics，importance of natural wonders and human achievements in exploring nature.
Key Difficulties 1.Accurately distinguish and use comparatives and superlatives of adjectives/adverbs. 2.Correctly read and write large numbers，and express the measurement data of natural landscapes in context. 3.Organize language to describe natural wonders clearly and logically，and illustrate the connection between humans and nature with examples. 4.Understand and express the significance of human exploration of nature，and deepen the understanding of “the value of nature”．
Language Proficiency
(语言能力),1.Master vocabulary related to natural wonders and geographical data，as well as comparative and superlative sentence patterns，and use them correctly.
2．Be able to understand dialogues and interviews about natural wonders.
3．Be able to talk about the characteristics and measurement data of natural wonders，compare the differences between different landscapes，and share cases of human exploration of nature.
4．Be able to write introductions，advertisements or short essays about natural wonders.
Cultural Awareness
(文化意识),1.Understand the geographical background and cultural significance of world famous natural wonders.
2．Respect the ways of protecting and exploring nature in different regions，and recognize the global value of natural heritage.
Thinking Quality
(思维品质),1.Compare the characteristics of different natural wonders and express personal opinions logically.
2．Combine cases of human exploration of nature to think about the relationship between “exploration and risk” and “protection and utilization”，and cultivate dialectical thinking.
3．Give reasonable suggestions for natural protection issues and develop problem solving thinking skills.
续表
Learning Capability (学习能力) 1.Stimulate interest in English learning through group discussions and project based learning. 2．Learn to collect and organize information about natural wonders to improve independent learning and cooperative learning. 3．Reflect on the learning process of “the use of comparatives/superlatives” and “the expression of large numbers”，and summarize effective learning methods.
1．Students have basic knowledge of “natural wonders”，but lack vocabulary and sentence patterns to describe their characteristics and data in English.
2．Students can understand simple comparatives，but are not proficient in using superlatives of multi syllabic adjectives/adverbs.
3．Students have difficulty in reading and writing large numbers and are prone to confusing units.
4．When describing natural wonders，they tend to ignore details，and their language organization is less logical.
5．Their understanding of “the significance of human exploration of nature” and “natural protection” needs to be deepened with specific cases.
1．Combine language with geography.Teach vocabulary like “Mount Qomolangma” with maps to help students locate sites，and explain background.
2．Guide students to master the “Grouping Rule(thousand，million，billion)” first，and then practice large numbers step by step.
3．Group work on wonders.Groups research one wonder to collect information，share through short speeches，then co create a “Natural Wonder Leaflet”．
4．Use Multisensory aids.Play natural sounds(Victoria Falls) or show videos(“Fendouzhe” dive) in class；assign after class observation of local nature to link learning to life.
5．Design different levels of tasks to meet different needs of students.
6．Link to Environmental Protection.Discuss deep sea rubbish solutions in English；assign a “local scenery protection proposal” to connect language and values.
第一课时Section A(1a—2d)
第二课时Section A(3a—3d)
第三课时Section A(Grammar Focus 4a—4d)
第四课时Section B(1a—1e)
第五课时Section B(2a—3c)
第六课时Section B(Project & Reflecting)第四课时　Section B(1a—1e)
Activity 1 Warm up and lead in(1a)
T：Look at the picture of Mount Qomolangma.What do you know about it Share with your partner.(Students have a discussion and share what they know with their partners.)
T：Today we'll read a story about Chinese teams climbing Mount Qomolangma.Let's learn about their achievements!
设计意图：围绕“珠峰”展开讨论，激活学生对珠峰的已有知识；自然导入“人类探索珠峰”的主题，激发阅读兴趣。
Activity 2 Scanning(1b)
T：Scan the article “Reaching New Heights” and finish 1b.Remember：scan means reading quickly to find specific facts，such as numbers，years，names and places.(Students scan the text and look for some information.)
T：Let's check the answers.
设计意图：训练“快速扫描定位信息”的阅读技能；提取珠峰探索的关键事实(名称、时间、数据)，为后续深度阅读作铺垫。
Activity 3 Reading and answering(1c)
T：Read the article again.Find the answers to the questions in 1c.Write the paragraph numbers and details.(Students read again and write their answers.)
T：It's time to share your answers.
　设计意图：通过问题引导，深入理解文章细节与主旨；培养“定位段落、提取要点”的阅读能力，帮助学生在结构上更好地理解文章。同时感知“人类探索精神”的主题。
Activity 4 True or false(1d)
T：Read the article a third time.Circle T(true) or F(false) for the sentences in 1d.If false，correct them.(Students read the text and check whether these pieces of information are correct.)
T：Let's check.
设计意图：通过正误判断，强化对文章细节的精准理解；纠正错误信息，培养“批判性阅读”的思维能力。
Activity 5 Group discussion(1e)
T：Discuss the questions in 1e in groups of 4 and then share your group's ideas.(Students have a discussion in a group and the teacher gives some advice to guide the students to think deeply.)
T：Here is an example：They felt proud and excited because they made history for China.
设计意图：围绕“情感、观点、品质”展开讨论，引导学生深入思考“探索精神”的内涵；培养“逻辑表达、团队协作”的能力，深化对单元主题的理解。
Homework
Share an experience of yours when you explored a natural wonder or a famous historical site.Share your feelings.
第四课时　Section B(1a—1e) Key Words: climber，survive，condition，changeable，death，above Key Facts： 1960：First Chinese team reached the top(northern side) 1975：Second team brought “Chinese Ladder” 2020：Measured height—8，848.86 m Difficulties：－30 ℃，thin air，high cliffs，changeable weather Useful Expressions：survive the terrible conditions；be determined to do sth；make it past…；risk one's life to do sth；human curiosity and ambition
This lesson helped students understand Qomolangma climbing stories and the meaning of exploration through reading and discussion.However，some students struggled with long sentences，so we need to explain sentence structures.Besides，some students lack words to talk about climbers' qualities，so we should give vocabulary lists beforehand.第二课时　Section A(3a—3d)
Activity 1 Warm up and revision
T：Let's review! I'll show a natural wonder，and you say its key facts.
For example：
T：The Sahara Desert!
Ss：It's the largest desert in the world，about 9，000，000 square kilometres.
(The teacher shows pictures and students say the key facts.)
T：Good job! Today we'll learn about rivers—another kind of natural wonder.
设计意图：通过抢答游戏复习上节课核心知识，激活记忆；自然过渡到“河流”主题，为新课导入。
Activity 2 Reading and underlining(3a)
T：Read the conversation between Yaming and Ella.Underline the three rivers mentioned.Do it alone.(Students read and underline.)
T：Let's check.Which rivers are mentioned
设计意图：训练“快速定位文本关键信息”的能力，明确对话核心话题(河流)，为后续细节理解铺垫。
Activity 3 Practice(3b)
T：Read the conversation again.Complete the table in 3b：fill in “Country” “Length” and “Importance” for Yellow River and Nile River.(Students read and fill in the table.)
T：Let's share the answers.
For Yellow River：Country—China，Length—5，464 km，
For Nile River：Country—Egypt，Length—6，671 km，
Importance—helped in the development of ancient civilizations
设计意图：通过表格梳理河流信息，培养“提取细节、归纳整理”的阅读能力；同时强化“国家、长度、重要性”相关表达，为口语练习铺垫。
Activity 4 Practice(3c)
T：Listen to the recording of the conversation in 3a.Then role play it with your partner.Try to imitate the tone and pronunciation.(The teacher plays the recording and then students role play.)
T：Invite 2 pairs to perform in front of the class.Let's see who acts the most naturally！(The teacher gives feedback.)
设计意图：通过角色扮演，熟悉对话句型与表达；模仿语音语调，提升口语表达的准确性与流利度。
　Activity 5 Reading extension(3d)
T：Imagine you are Yaming or Ella.Continue the conversation about other Chinese geographical features.Use the template：
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 how large it is
Yaming：It's about…
(Two students work in pairs and do role play.)
T：Share your conversations with the class.
设计意图：基于已有对话模板，拓展到“中国其他地理特征”，鼓励学生运用所学句型自主表达；结合中国本土知识，增强文化认同感。
Homework
1．Copy and memorize the key sentence patterns in 3a.
2．Choose a geographical feature in China(such as Qinghai Lake or the Qinghai Tibet Plateau)，and describe its location，size and significance in three sentences.
第二课时　Section A(3a—3d) Key Words：development，desert，means，importance Useful Expressions： Is that the longest river in China It travels the farthest and is about 6，300 kilometres long. By the way，do you know why it's called the Yellow River Both the Nile and the Yellow River helped ancient civilizations to develop. What's the biggest desert in China？
Through this lesson，students learnt about rivers and talked about them using Chinese geography.However，some students still had difficulty explaining why rivers are important.Besides，a few students didn't know English names for Chinese geography terms and couldn't use comparatives and superlatives well，so more practice will be designed in future teaching.第五课时　Section B(2a—3c)
Part 1　Vocabulary in use(2a—2c)
Activity 1 Warming up and vocabulary review(2a)
T：Now let's look at exercise 2a.We have words on the left and their opposites on the right.I want you to match them individually first.(Students match the words individually.)
　T：Let's check the answers.
设计意图：通过反义词配对，复习自然探索相关词汇；强化词汇记忆，为后续阅读与写作铺垫。
Activity 2 Sentence making(2b)
T：Read the examples in 2b .Use “how＋ one of the words from the box” to make questions.Let's do the first one together.“How long…”．(Students make sentences and check them with each other.)
T：Ask some students to share their sentences.
设计意图：通过编写“how＋形容词”问句，强化“询问自然奇观特征”的句型；让学生在实践中掌握 “how” 疑问句的用法，同时培养创新思维，提升自主造句能力，为口语与写作积累表达。
Activity 3 Reading and completing(2c)
T：Read the passage about Lake Baikal in 2c.Complete it with the correct forms of the words in the box.(Students read the text and complete it.)
T：Let's check.
设计意图：通过语篇填空，巩固自然奇观(贝加尔湖)的相关词汇与表达；培养“结合语境选择词汇”的能力，同时了解贝加尔湖的特征。
Part 2　Reading and writing(3a—3c)
Activity 1 Reading and marking(3a)
T：Read the advertisement about the Great Barrier Reef in 3a.Circle the numbers and underline the adjectives and adverbs used to describe it.(Students read and circle and underline.)
T：Let's share.　
设计意图：训练“提取数字与描述性词汇”的阅读能力；分析广告的语言特点(用数字、形容词增强说服力)，为后续写作(自然奇观广告)作铺垫。
Activity 2 Rewriting notes(3b)
T：Read a student's notes on Qinghai Lake in 3b.Rewrite them into full sentences.(Students rewrite it and check it with their partner.)
T：Let's check.
设计意图：将笔记改写为完整句子，培养“组织语言、规范表达”的写作能力；结合青海湖知识，强化“自然奇观描述”的句型。
Activity 3 Writing an advertisement(3c)
T：Write an advertisement for Qinghai Lake or another natural wonder.It must include location，features(size，special facts)，things to do，and reasons to visit.Then use numbers and adjectives to make it persuasive.(Students write and the teacher gives some advice and examples.)
T：Exchange your advertisement with a partner.(The teacher gives feedback：Is it clear Are there numbers and adjectives？)
设计意图：通过广告写作，综合运用所学词汇、句型与写作技巧；培养“说服性写作”的能力，同时深化对自然奇观价值的认知。
Homework
1．Revise and improve your advertisement for natural wonders，with no less than 80 words.
　2.Collect information about a natural wonder you are interested in(location，data，special facts) to prepare for the project in the next class.
第五课时　Section B(2a—3c) Advertisement for a Natural Wonder 1．Hook(吸引读者)：Do you love nature Do you want to visit a wonderful natural wonder 2．Introduction：Visit [Name]! It is in [Location]. 3．Features：It is the [superlative] [noun](e.g.，largest lake).It is [number] [unit](e.g.，4，340 km). 4．Things to do：You can [activity](e.g.，photograph wildlife，swim). 5．Call to action：Don't miss it! It's the dream of a lifetime!
Through this lesson，students could describe natural wonders and write simple ads.But there are still some problems.First，some students struggled to use numbers and adjectives in ads.Second，students don't know enough about Qinghai Lake.Third，when students give feedback to each other，they aren't specific enough(just saying “good” instead of “add more numbers”)，so we need to offer students more help.第六课时　Section B(Project & Reflecting)
Activity 1 Group work：research(4a)
T：Work in groups of 4.Choose a natural wonder(river，lake，mountain，forest，waterfall).Do research and make notes on：1.name；2.location and size；3.plants and animals；4.special facts.
T：Share your notes with your group.Make sure the information is correct.
设计意图：通过项目式学习，培养“收集、整理信息”的自主学习能力；小组分工合作，提升团队协作效率。
Activity 2 Making a poster(4b)
T：Based on your group's notes，make a poster about the natural wonder.You can refer to the example(Amazon Rainforest) on the left in 4b.The poster should include：
Title(e.g.，“Amazon Rainforest”)
Key facts(location，size，special facts)
Pictures(draw or print)
Colours(make it attractive)
(Students make the poster according to the information they collect.And the teacher provides help and guidance.)
设计意图：通过海报制作，将文字信息转化为视觉呈现；培养“审美设计、信息整合”的能力，同时强化对自然奇观知识的记忆。
　Activity 3 Group presentation(4c)
T：Each group gives a 3 minute presentation about your poster.Pay attention to：1.use of large numbers；2.comparatives and superlatives；3.clear explanation.(The students present the posters and explain their ideas，and then other students ask them questions.After each presentation，the teacher gives feedback.)
设计意图：通过口头展示，提升“公开表达、逻辑讲解”的口语能力；分享自然奇观知识，拓展学生视野，深化对单元主题的理解。
Activity 4 Reflecting
T：Let's reflect on what we've learned in this unit.Discuss the questions in “Reflecting”in your group.(Students discuss in a group and share their ideas.)
T：Ask some students to share their groups' reflections with the class.
设计意图：通过单元反思，帮助学生梳理知识脉络，总结学习成果；培养“自我反思、归纳总结”的学习能力，明确后续学习方向。
Homework
Write a short reflection(50 words) about your learning in this unit(e.g.，“I learned about Mount Qomolangma and how to use superlatives.I like the poster project because it's fun.”).
第六课时　Section B(Project & Reflecting) Project Requirements： 1．Group Research：name，location/size，plants/animals，special facts 2．Poster：title，key facts，pictures，colours 3．Presentation：use numbers，comparatives and superlatives Unit Review： 1．Natural Wonders：Mount Qomolangma，Nile River，Great Barrier Reef… 2．Grammar：comparatives and superlatives，large numbers 3．Skills：talk about natural wonders，write advertisements，make posters 4．Theme：connect with nature，explore nature，protect nature
This lesson helps students use what they've learned and understand “natural wonders” better through research，poster making，presentations，and reflections.But there are still some problems.First，some groups didn't have a more detailed research to collect all the information.Second，a few students didn't speak smoothly during presentations，so more speaking practice should be given.Third，students didn't understand “how humans and nature connect” very well，so we need more examples to help them understand better.第一课时　Section A(1a—2d)
　
Activity 1 Warm up and lead in
T：Let's play a “Natural Wonder Flashcard Guess” game! I'll show you some flashcards and you guess the places.(The teacher shows flashcards with partial images of 1a's wonders for 3 seconds each.Students guess the places in pairs，and then share 1 their answers.)
设计意图：通过游戏激活学生对自然奇观的已有认知，调动学习兴趣；通过小组讨论导入单元核心话题，为新课做铺垫。
Activity 2 Matching(1a)
T：Today we'll learn about some of the most amazing places in nature.Let's see if we can match their names to what they look like.Now let's go to 1a and match the places with the pictures.(Let students match them first，and then check the answers.)
设计意图：通过“地名—图片”匹配，让学生直观了解各自然奇观的视觉特征，熟悉自然奇观词汇，为后续听力输入做好准备。
Activity 3 Listening(1b)
T：Now，we'll listen to a game show about these natural wonders.The task is to complete the table in 1b.First，read the table carefully and then predict what you'll hear.(Students read the table，and then the teacher plays the recording.)
T：Let's check the answers.For Mount Qomolangma，what's the description And the measurement
设计意图：通过“读表预测→听音补全→核对答案”三步，训练学生听前预测和捕捉关键数字与形容词的能力，同时强化最高级表达和大数词汇的听觉识别，为后续口语问答奠定语言基础。
Activity 4 Listening for the measurements in 1b(1c)
T：Listen again.This time，use the numbers in 1c to complete the “Measurement” column in 1b.(The teacher plays the recording again.)
T：Let's check together.
Mount Qomolangma is 8，848.86 metres high.
The Sahara Desert is about 9，000，000 square kilometres in size.
The Dead Sea is 416 metres below sea level.
The Mariana Trench is about 11，000 metres deep.
设计意图：专项训练大数字的听力识别能力，巩固自然奇观的核心数据，为后续口语交流铺垫。
Activity 5 Pair work(1d)
T：Now，talk about the places in 1b with your partner.Use the dialogue template：
S1：What's the lowest place on earth
S2：It's the Dead Sea.
S1：How low is it
　S2：Its surface is 416 metres below sea level.
S1：Now，what's the deepest place in the ocean
(Students practice in pairs and the teacher goes around to offer guidance.Then the teacher invites 2～3 pairs to show their dialogues in front of the class.)
设计意图：利用固定对话模板进行模拟操练，帮助学生内化最高级句型与大数表达；通过同伴互问互答提升口语流利度，教师巡视及时纠错，最后公开展示增强自信与课堂参与度。
Activity 6 Discussing the deep sea(2a)
T：Look at the“Ocean Depths” picture in 2a.What do you know about the deep sea For example：“Is it dark in the deep sea？” “Are there animals in the deep sea？” Share your ideas in groups of 4.(Students have a discussion and share their ideas.)
T：Great ideas! Now，let's learn more about the deep sea by watching a documentary.
设计意图：围绕“深海”展开讨论，激活学生对深海的好奇；为后续听力(深海研究访谈)做话题预热，降低理解难度。
Activity 7 Listening(2b)
T：Listen to a conversation between a class and a deep sea researcher.Tick the topics they discuss.(The teacher plays the recording，and the students listen and tick)
T：Let's check.
设计意图：培养“整体把握听力主旨”的能力，通过勾选话题，梳理访谈逻辑，理解“深海探索”的核心内容。
Activity 8 Listening and completing(2c)
T：Listen again.Complete the sentences in 2c with facts from the conversation.(The teacher plays the recording and students write.)
T：Let's check the answers together.
设计意图：在理解主旨的基础上，提取听力细节信息；同时感知“自然探索”相关表达(如dived into，explored)，为后续阅读铺垫。
Activity 9 Asking and answering(2d)
T：Read the questions in 2d and think of 1～2 more questions you want to ask the researcher.Then research the answers and practice asking and answering with a partner.(Students work in pairs.The teacher invites some students to share their questions and answers.)
设计意图：鼓励学生主动探究深海知识，培养“提出问题—解决问题”的能力；通过问答练习，深化对深海的理解，提升口语表达灵活性。
Homework
1．Recite the names of the six natural wonders in 1a and master the core data in 1b.
2．Describe your favorite natural wonder in 3 to 5 sentences，including its features and data.
第一课时　Section A(1a—2d) Key Words: natural wonders，measurements，metre，square kilometre，below，sea level，depth，research，dive into，unusual Key Sentence Patterns： ·—What's the＋最高级＋place in the world/on earth？　—It's the＋自然奇观名称． ·—How＋形容词(high/low/deep)＋ is it？　—It's＋数字＋单位＋形容词．
　
Through this lesson，students can name natural wonders and say important numbers.But there are still some problems.First，some students struggle with big numbers like 9，000，000.Second，some students can't express themselves freely.Third，some students don't know enough about deep sea exploration and the “Fendouzhe” ，so more help should be given.第三课时　Section A(Grammar Focus 4a—4d)
Activity 1 Warm up and revision
T：Let's play a “Superlative Competition” game! I'll say a category，and you need to pair the superlative form with a corresponding natural wonder.For example，if I say “the highest mountain”，you should answer “Mount Qomolangma”！
T：The largest desert.
　S1：The Sahara Desert.
T：The longest river in China
S2：The Yangtze River.
…
T：Today we'll focus on the grammar behind these expressions：comparatives and superlatives of adjectives and adverbs.
设计意图：通过竞赛复习巩固上节课所学的信息，同时激活学生对“最高级”的已有认知，自然导入语法主题，提升学习兴趣。
Activity 2 Presentation(4a)
T：Look at the sentences in 4a.Let's analyze them.
First，circle the adjectives that compare things(e.g.，biggest，deepest) → these are superlatives of adjectives；
Second，underline the adverbs that compare actions(e.g.，farthest) → this is the superlative of adverbs.
(Students circle the words and the teacher tell the rules.)
设计意图：通过圈出表比较的形容词和副词，引导学生自主观察语法规则，培养“归纳总结”的思维能力；明确比较级/最高级的构成与句型，为后续练习作铺垫。
Activity 3 Practice(4b)
T：Complete 4b：Write or spell out the numbers.For example：“five thousand，eight hundred and ninety five”→5，895.
T：Let's practice reading the numbers aloud.
设计意图：专项训练“大数字的读写”，解决学生对大数字的认知难点；结合自然奇观数据，强化“语法—话题”的关联。
Activity 4 Practice(4c)
T：Complete the passage in 4c with the correct forms of the words in the box.Pay attention to comparatives and superlatives.(Students complete the exercises first，and then check the answers together.)
设计意图：在语篇语境中运用比较级/最高级，培养“结合语境选择语法形式”的能力；同时了解自然奇观(维多利亚瀑布)的相关表达。
Activity 5 Practice(4d)
T：Write some questions to compare places，using comparatives or superlatives.Then you can ask and answer questions with a partner.(The teacher can invite some students to share their questions and answers.)
设计意图：通过编写问题，自主运用比较级/最高级句型；互动问答中，强化语法的实际运用能力，提升口语流利度。
Homework
1．Make a vocabulary card for comparative and superlative forms，and exchange and fill in the comparative forms with your classmates.Then check it.
2．Describe the differences between two natural wonders in five sentences，using at least three superlative adjectives.　
第三课时　Section A(Grammar Focus 4a—4d) Key Grammar： 1．Comparative and superlative forms of adjectives and adverbs. 2．Spelling rules for large numbers. Sentence Examples： What is the biggest desert in the world Some blind animals can “see” as well as others. Which park is bigger，A or B Number Spelling： 8，848.86 → eight thousand，eight hundred and forty eight point eight six 9，000，000 → nine million 5，464 → five thousand，four hundred and sixty four
This lesson helped students learn how to use comparatives and superlatives，and they can use them in simple sentences.But there are still some problems.First，students struggle to remember irregular forms like “good better best”．Second，some still make mistakes with spelling large numbers.Third，in exercise 4c，students need more help matching grammar to context，like explaining why “louder” fits in “the noise grew…”．

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