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Unit 4 How Are Plants and Animals Connected with Us
Section B 1a–1f
I. Teaching Objectives
By the end of the lesson, students will be able to:
1. Language Ability
Recognize and understand the new words and phrases: pollination, pollen, honeycomb, ecosystem, food chain, etc.
Find topic sentences to quickly grasp the main idea of each paragraph.
Identify and understand the textual structure and writing techniques of an expository text, such as listing numbers and giving examples.
2. Learning Ability
Master reading skills such as skimming and scanning.
Use a mind map to organize the structure and key information of the text.
Understand the author’s emotional attitude by analyzing adjectives in the text.
3. Thinking Quality
Analyze how the writer introduces the topic and understand the function of the lead-in.
Infer and understand the serious influence of the decrease in bee numbers on the ecosystem and the human food chain.
4. Cultural Awareness
Realize the importance of bees and the crisis they face.
Develop the awareness of protecting animals and the ecological environment, and take action in daily life.
II. Teaching Key and Difficult Points
Key Points
Grasp the main idea of the text.
Understand the “Introduction—Body—Conclusion” structure of expository writing.
Extract detailed information about the importance of bees, interesting facts about bees, and the problems bees face.
Difficult Points
Understand the internal logical chain: “No bees → few plants → less food → ecosystem breaks.”
Imitate the structure of the text to do extended writing.
III. Teaching Aids
PPT, blackboard, mind-map task sheets.
IV. Teaching Procedures
Step 1: Pre- reading — PPT Pages 1–3
Activity Design:
1. Greeting & Lead-in
The teacher greets the students and shows the title on PPT Page 1:
Unit 4 How are plants and animals connected with us Section B 1a–1f.
2. Prediction
Guide students to look at the title on PPT Page 3: “We Can’t Live Without Bees” and the illustration.
Ask: Guess what the text is about
Guide students to choose or discuss the following options:
The connection between bees and us
The importance of bees
The problems of bees
The facts about bees
Ask: What kind of text do you think it is
Options: A. Argumentative text B. Expository text C. Narrative text.
Guide students to identify it as an expository/popular science text.
Ask: In which part of the newspaper can you read the passage
A. Sports B. Health C. Popular science article
Rationale:
Activate students’ background knowledge about bees. By looking at the title and illustration, students predict the content and genre of the text, which stimulates their reading expectation.
Step 2: While-reading — PPT Pages 4–13
1. Fast Reading: Grasp the Main Idea and Structure
Task 1: Skim the text and match the main idea with each paragraph.
(PPT Page 5)
Teacher guides students to read Reading Tip 1 on the PPT:
Focus on the key sentence of each paragraph. It is usually at the beginning, in the middle, or at the end of the paragraph.
Students skim the text and complete the matching:
Para. 1 → People are connected to bees.
Para. 2 → The importance of bees.
Para. 3 → The interesting facts about bees.
Para. 4 → Bees are in danger.
Summarize the writing structure.
(PPT Page 6)
Ask: What’s the structure of this passage
Students observe the four structure diagrams (A, B, C, D) and choose B: “General—Specific—General.”
Guide students to learn the structure of expository texts:
Introduction Body Conclusion
Emphasize:
Para. 1 is the Introduction.
Paras. 2–4 are the Body, covering importance, interesting facts, and problems.
The whole passage points to the Conclusion: a call to protect bees.
Task 2: Language Appreciation: Adjectives
Ask students to underline the adjectives used by the author to describe bees:
hard-working, the most important, the most interesting, interesting, important, the most amazing.
Ask: What emotion can you feel from these words
Guide students to understand the author’s affection for bees and emphasis on their importance.
Rationale:
Follow the reading teaching principle of “whole—part—whole.” Skimming helps students grasp the textual structure. Careful reading and mind maps help students sort out detailed information and train their reading and summarizing abilities. By analyzing writing techniques such as listing numbers and giving examples, as well as key adjectives, students deepen their understanding of the text.
2. Careful Reading: Extract Details
Task 3: Know about the connection (Para. 1).
(PPT Page 8)
Ask: How does the writer lead into the topic
Answer: By describing a situation and asking a question.
Follow-up: What’s the function of it
Answer: To attract readers’ interest in the topic.
Logical reasoning: Why do we say “We Can’t Live Without Bees”
Use the logic chain on the PPT:
No bees → few plants → empty supermarket → bad feelings.
Task 4: Know about the importance (Para. 2).
(PPT Pages 9–10)
Students read Paragraph 2 and complete the mind map.
Extract details:
Their greatest work: pollination.
Visit 50 to 100 flowers on one trip.
Help plants grow.
Without them, 80% of plants cannot grow.
Ask: How does the writer show that bees are hard-working animals
Answer: By listing numbers.
Highlight that listing numbers shows bees’ hard work and importance.
Task 5: Know about the interesting facts (Para. 3).
(PPT Pages 11–12)
Ask: How does the writer support his opinion
Answer: By giving examples.
Follow-up: How many examples does the writer give
Answer: Two.
Students complete the mind map:
Fact 1: They work hard together to make their homes and create honeycombs to store honey.
Fact 2: They communicate by dancing.
Task 6: Know about the problem (Para. 4).
(PPT Page 13)
Ask: What are scientists worried about
Guide students to fill in the blanks and understand the crisis logic chain:
Bees’ number is dropping. → Plants can’t grow.→ Less food for animals and people.→ The food chain and ecosystem break.
Summarize: Protecting bees is protecting ourselves.
Step 3: Post-reading — PPT Pages 14–17
Task 7: Writing — Extended Writing
(PPT Page 15)
Role-play: Imagine you are the writer. Write one more paragraph about bees and add it to the text.
Provide scaffolding with pictures on the PPT: sunflowers, pesticides, beekeepers.
Provide the following framework:
Topic sentence: We can do small things to help bees live.
Details:
One simple thing we can do is ... (e.g., plant more flowers).
It is also a good idea to ... (e.g., say no to pesticides/chemicals).
Finally, ... (e.g., support local beekeepers).
Conclusion:
Small acts can save bees, save flowers and food, and save ourselves.
Students do oral expression or simple writing practice.
Task 8: Title & Summary
(PPT Pages 16–17)
Ask: Can you give another title for the text
Options: Amazing Bees / We Need Bees to Live / No Bees, No World!
Teach Reading Tip:
When choosing a title, name the main thing, tell the main idea, and keep it short and easy.
Emotional elevation (PPT Page 17):
The whole class reads aloud together:
“Bees work, pollinate and create. Now it’s our turn to act, protect and care.”
Rationale:
Post-reading activities aim to turn input into output. Through imitative writing, students’ mastery of the text structure and target language is checked. By giving a new title and emotional elevation, students’ critical thinking and sense of ecological responsibility are developed.
Step 4: Homework — PPT Page 18
Must do:
Write a passage about other interesting facts about bees. Consolidate what has been learned in class.
Choose to do:
Find more information about the connection between humans and other insects, such as ants and butterflies. Broaden knowledge and develop inquiry ability.
V. Blackboard Design
Unit 4 How Are Plants and Animals Connected with Us
(We Can’t Live Without Bees)
Structure Main Idea Key Details / Methods
Introduction (Para. 1) People are connected to bees. Describe a situation & ask a question (Lead-in)
Body: Para. 2 The importance of bees. Pollination, 50–100 flowers, 80% (By listing numbers)
Body: Para. 3 The interesting facts about bees. Make honeycombs, communicate by dancing (By giving examples)
Conclusion: Para. 4 Bees are in danger. Number dropping → less food → food chain break
Conclusion Protect bees! Act, protect and care

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