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Unit 5 Humans and Nature
Lesson 1 A Sea Story

【教学目标】
Students will be able to
1. read and talk about a sea story
2. read for general understanding
3. read for specific information and understand words in context
4. learn about and practise synonyms and antonyms
5. learn about and practise relative clauses
【教学重难点】
1. reading for specific information
2. using relative clauses
【教学过程】
1. Talk about sea stories.
(1) Write the heading “Sea” on the board.
(2) Ask students to tell stories about the sea, people who live by the sea and people who work on the sea.
(3) As students are talking, write words that they mention about the sea on the board.
(4) Discuss these words with students as well as the words in the box.
(5) Students can now describe the pictures on page 30 using the words from the box.
2. Pre-reading.
(1) Ask students to open their books and silently read the Fact File on page 30.
(2) Ask students:
a. What do you think the story will be about?
b. What will happen in the story?
(3) Divide students into groups based on their reading level. Allow high level readers to read independently and complete the questions alone. Encourage middle level readers to read the text quietly and work together to find the answers. Support low level readers by listening as they read the text aloud and explaining unknown terms and tricky sentence structures.
(4) Discuss the answers as a class.
3. Read and discuss questions.
(1) Tell students that they will be reading a sea story about a fisherman.
(2) Allow students time to read the full article or call on volunteers to read the passage aloud.
(3) Encourage students to try to use context to understand unknown terms.
(4) If needed, instruct students to draw a ruler line under each paragraph. Then provide a general sentence for each paragraph that acts as a summary. This will help the students to sort out the new information.
(5) In pairs, students answer the questions on page 30 in full sentences.
4. Read again and complete.
(1) Before students complete the exercise on page 31, preview the event chart they will be completing.
(2) Then have students work alone to complete the sentences.
(3) Encourage students to use their memory to answer questions and then use the text to check their answers. Ask students if this task has helped them understand the text better.
(4) Support low level readers by providing a list of feelings for the storyteller that they can choose from.
(5) If limited on time, students can highlight the necessary information in the text.
5. Complete the illustration on page 32.
Divide students into groups based on their understanding level. Allow high level students to complete the drawing telling the story. Encourage middle level students to read the text again quietly and work together to complete the drawing telling the story. Support low level students by listening as they read the text aloud and explain unknown terms. Then provide sentence frames for low level students to complete.
6. Think and share.
(1) Divide students into small groups to read the questions on page 32.
(2) Students need to reread the text and answer the questions in full sentences.
7. Pair Work: Find synonyms and antonyms.
(1) Discuss with students that synonyms are words with similar meanings and antonyms are words with opposite meanings.
(2) Provide each student with a word that they need to give a synonym and an antonym for, e.g.
Word Synonym Antonym
child youngster adult
whisper murmur shout
quiet silent noisy
nearer closer further
falling dropping rising
curious inquisitive uninterested
observed saw unnoticed

(3) Instruct students to complete the exercise independently.
(4) Check answers as a class.
8. Complete the summary.
(1) Have students read the sentence frames aloud.
(2) Check that students understand the vocabulary and context.
(3) Instruct students to complete the sentences using vocabulary based on the story.
(4) Call on volunteers to read the completed sentences to check answers as a class.
9. Pair Work: Understand relative clauses.
(1) Explain to students that a relative clause a part of a sentence that has a verb in it and is joined to the rest of the sentence by “who”, “which”, “where”.
(2) Instruct students to work in pairs to underline the words that introduce relative clauses and circle the words that the relative clauses refer to.
(3) If needed, have students look at the Grammar Summary, Unit 1, relative clauses on page 92. Read through the rules and examples with the class and ensure that students understand relative clauses in the examples.
10. Pair Work: Read, compare and choose.
(1) Divide students into pairs.
(2) Instruct students to read each sentence pair aloud and decide which sentence is better. Students need to support their answer.
(3) Explain to students that using relative clauses helps to make the sentences logically clearer and concise. Relative clauses can also help to omit repeated words and expressions.
11. Using relative clauses.
Let each student have a turn to read the sentence frames and complete the sentences using relative clauses and personal answers.
12. Pair Work: Express yourself.
Instruct students to divide into pairs. Each student is to tell their partner a special and personal experience. Students must use relative clauses.
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Unit 5 Humans and Nature
Lesson 2 Professional Rescue Team

【教学目标】
Students will be able to
1. read and talk about professional rescue teams
2. listen for understanding
3. recall information previously heard
4. maintain, interrupt and end a conversation
【教学重难点】
1. listening for specific information
2. maintaining, interrupting and ending a conversation
【教学过程】
1. Describe photos on page 34.
(1) Ask the students what natural disasters they know about. Write these examples on the board and discuss them.
(2) Read the vocabulary in the box, and explain difficult words.
(3) Ask volunteer students to read the sentences aloud to the class.
(4) Instruct learners to work independently and match the photos (a–d) with the descriptions (1–4).
(5) Discuss the answers as a class.
2. Listen and answer questions.
(1) Tell students that they will be listening to an interview on a professional rescue team.
(2) Read with students the information in the Skill Builder.
(3) Read aloud the questions as a class. Explain any unknown terms.
(4) Instruct students to answer the questions as they listen to the interview.
3. Listen again, complete and decide.
(1) Explain to students that they will listen to the interview for further details.
(2) Review the sentence frames with students and then ask them to take notes as they listen.
(3) Check answers as a class. If needed, replay the interview.
(4) Volunteer students read the Skill Builder box aloud.
(5) As a class discuss the difference between main ideas (MI) and details (D).
(6) In pairs students decide if the sentences contain a main idea (MI) about rescue attempts or a detail (D). Write the correct letter in the brackets.
4. Pair Work: Ask and answer.
(1) Encourage students to imagine that they are part of the interview. What four questions would you ask based on Activity 3?
(2) Students write down and answer four questions that they could ask.
5. Listen and complete.
(1) Tell students that they will be listening to the second part of the interview on the rescue team.
(2) Read aloud the table as a class. Explain any unknown terms.
(3) Instruct students to complete the table as they listen to the interview.
6. Listen and imitate.
(1) Tell students that they will listen to the interview for more details.
(2) Read aloud the rubric and the Talk Builder box as a class. Explain any unknown terms.
(3) Students decide whether the phrase in italics are used to maintain (M), interrupt (I) or end (E) a conversation.
7. Find more polite ways to interrupt and end a conversation.
(1) Divide the class into small groups. Tell students to discuss situations where they would need to maintain, interrupt and end a conversation. Explain that it can be seen as rude or disrespectful to interrupt or abruptly end a conversation, unless there is reason to do so. What expressions would you use in each situation to maintain, interrupt and end a conversation?
(2) Students write down different expressions that they would use to interrupt or end a conversation.
8. Pair Work: Practice.
(1) Divide the class into pairs. Tell students that they will role play the following situations in maintaining, interrupting and ending a conversation.
(2) Student A starts the conversation, role playing as a friend who wants to talk about his /her worries for a presentation tomorrow. Student B responds, role playing as the friend who would rather end the conversation so as to catch a train.
(3) In the second situation, Student A role plays as an English teacher explaining how to use relative pronouns to introduce relative clauses and Student B, role playing as a student who doesn’t understand some words and wants to ask a question.
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Unit 5 Humans and Nature
Lesson 3 Race to the Pole
【教学目标】
Students will be able to
1. read and talk about the difficulties that explorers face
2. read for deep understanding
3. summarise information
4. learn about and practise suffixes
【教学重难点】
1. reading for specific information and deep understanding
2. summarising a text
【教学过程】
1. Talk about exploring Antarctica.
(1) Read aloud the title of the lesson. Read about explorers and facts about Antarctica.
(2) Discuss the photos:
a. What are the temperatures like?
b. How would you dress to deal with the weather?
c. How would you get food?
d. Are there civilisations close by?
(3) Using this background knowledge, create a class discussion on the difficulties and preparations needed to race to the Pole.
2. Read the find out.
(1) Remind students that skimming and reading are different ways to understand written information. Now we will read the text. When we read, we look at all the words and try to understand the writer’s complete meaning.
(2) Give students a few moments to skim the explorers’ accounts and determine what they will read about.
(3) Have students read through the explorers’ accounts again, now they need to underline the general sentence and topic sentence for each paragraph.
(4) Explain to students that the texts in italics are the exact words that the explorer wrote in his diary.
(5) Ask students to underline in different colors when the two journeys began and a general sentence of what happened to the two teams.
3. Read again and complete.
(1) Introduce the table. This table contrasts the two different journeys. Let’s read the passage once more and add details to the table. Support students as they complete the task.
(2) Encourage students to rephrase details and ideas from the passage into their own words when discussing their ideas.
(3) Students can use their general sentences to find the information to complete the table.
4. Summarise and give reasons.
(1) Discuss:
a. How did Scott’s team feel at the beginning of the journey?
b. How did they feel at the end?
c. Why do you think this changed?
(2) Students read each diary account and note Scott’s feelings at each point.
(3) Students summarise the change of feelings on Scott’s team’s return journey.
(4) Students share their answers with the class.
5. Make inferences.
(1) Students volunteer to each read an underlined sentence from Scott’s diary and letter.
(2) Read aloud the Skill Builder and discuss “making inferences”.
(3) Ask students to work out the implied meaning of the underlined sentences according to the tips given in the Skill Builder.
(4) Discuss the answers as a class.
6. Group Work: Think and share.
(1) Divide students into small groups. Each group discusses the two questions.
(2) Each student explains to their group why he or she thought Scot’s team lost the race. Each student can explain in their opinion on how Scott could have been better prepared.
(3) Each student explains to their group whether they think that Scott and his team were heroes or losers and support their answer. Students can use the dictionary meaning of “hero” and “loser” to help with their answer.
(4) Groups discuss the meaning of the quote “Captain Scott left a record, for honesty, sincerity, for bravery, for everything that makes a man”.
a. What did Amundsen mean by this?
b. Do you agree with him? Explain.
c. What example did Scott give for each character trait listed?
7. Complete the Word Builder.
(1) Discuss with students that a suffix is a letter or a group of letters that is added to the end of word to change its meaning.
(2) Read each suffix example and what it means:
-tion means a state or quality, e.g., completion;
-less means without, e.g., fearless;
-ful means full of, e.g., helpful;
-ness means a state or quality and makes a noun, e.g., kindness;
-ly forms adverbs from adjectives, e.g., kindly.
(3) Encourage students to build new words by combining the root word in the left column with the suffix in the right column.
(4) Instruct students that they will use the words that they created to complete the sentences.
(5) Divide students into groups based on their reading level. Allow high level readers to read independently and complete the exercise alone. Encourage middle level readers to read the sentences quietly and work together to find the answers. Support low level readers by reading each sentence aloud and explaining unknown terms and tricky sentence structures.
(6) Discuss the answers as a class.
8. Pair Work: Read and discuss.
(1) In pairs, students take turns to read aloud the sentences from Scott’s diary and letter.
(2) Students discuss what Scott was trying to say in each diary entry and letter.
(3) Each student underlines the parts in each account that made the most impression on them. Students explain to their partner why that part impressed them.
9. Pair Work: Discuss.
(1) In pairs, students discuss each question. Students can use the dictionary meaning of “race” to answer the first question.
(2) Each student shares their answers with the class.
10. Search online and share.
(1) In small groups, students research the main events in China’s Antarctica exploration.
(2) Students discuss why they think people try to explore the toughest part of nature.
(3) Students share their answers with the class.
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Unit 5 Humans and Nature
Topic Talk

【教学目标】
Students will be able to
1. read and talk about the relationship between humans and nature
2. listen for general understanding
3. read for specific information and understanding words in context
【教学重难点】
1. listening for general understanding
2. talking about relationship between humans and nature
【教学过程】
1. Pair Work: What comes to your mind when you see the word “nature”?
(1) Instruct students to page through a magazine on travel or nature.
(2) Brainstorm different aspects of nature on the board.
(3) Have students show and explain their example of nature that they found in their magazine.
(4) Ask students to complete the diagram on page 28 by adding more aspects of nature.
2. Complete the Text Builder.
(1) Explain to the students that they will be listening to a radio interview for information on humans and nature.
(2) Before playing the radio interview, tell students that they will listen to a talk by a presenter interviewing a volunteer from a wildlife group. They are discussing the nature and wildlife of the city.
(3) Have students preview the text in the Text Builder and the expressions on the right column. Explain the meanings of unknown terms.
(4) Play the radio interview.
(5) Ask students to recall the information they heard in the radio interview to complete the sentences. If needed, play the radio interview a second time and pause after key statements in the interview.
(6) Review answers with students.
3. Talk about natural environment near the place where you live.
(1) Ask students to read the expressions in the Text Builder aloud and tell them they can use these expressions to support their ideas.
(2) Allow students time to talk about the natural environment near their living place.
a. Do you have areas of nature close to you?
b. Do you have a garden?
c. Is there wildlife close by?
(3) Then have students share their opinions with a partner.
4. Listen and complete.
(1) Have students preview the paragraph.
(2) Ask students to tell a partner what they expect to hear, e.g., effects of humans on nature, extinction of nature.
(3) Tell students that they should fill in the blank spaces while listening.
(4) Play the dialogue.
(5) Have students discuss what they heard in small groups using their paragraph. If needed, play the audio again.
(6) Review answers as a class.
5. Talk about relationship between humans and nature.
(1) Ask students to callout words they learnt in this section, such as nature, pollution, protection extinction and wildlife. Write the new words on the board.
(2) Ask students about their understanding of the relationship between humans and nature. Try to link the words and concepts from the board.
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Unit 5 Humans and Nature
Viewing Workshop

【教学目标】
Students will be able to
1. read and talk about the universe
2. view for understanding
3. summarise information
【教学重难点】
1. talking about the universe
2. summarising information from the video
【教学过程】
1. Talk about the universe.
(1) Write “Universe” on the board.
(2) Ask students to think of the universe and add vocabulary words to the board to create a word web. Guide students to include the words such as stars, planets, vastness, infiniteness in the diagram.
(3) Students complete the quiz on their own.
2. Watch and check predictions.
(1) Explain to students that they will now watch the first part of the video. As students watch, they can answer the questions from Activity 1.
(2) Review the answers.
3. Watch and complete a table.
(1) Tell students they will soon watch the rest of the video.
(2) Discuss the table and clarify any unfamiliar terms or concepts.
(3) In small groups students discuss what they think the answers will be.
(4) Play the video.
(5) Allow students time afterwards to complete the table using the information mentioned in the video. If needed, play the video again.
(6) Have students compare their answers with a partner and check answers as a class.
4. Pair Work: Watch again and discuss.
(1) Read aloud the questions.
(2) Play the video.
(3) In pairs, encourage students to answer in full sentences.
(4) If needed, play the video again.
(5) Review the answers as a class.
5. Find more and share.
(1) Divide the class into small groups and encourage students to talk freely and to research the universe.
(2) Each student shares a few sentences with the class about what stood out the most for them about the universe.
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Unit 5 Humans and Nature
Writing Workshop

【教学目标】
Students will be able to
1. read and talk about writing a brochure about surviving a disaster
2. read for writing
3. summarise information
4. write a brochure about surviving a disaster
【教学重难点】
Writing a brochure about surviving a disaster
【教学过程】
1. Pair Work: Discuss and decide.
(1) Write “Disasters” on the board. Say:
a. What types of disasters can happen?
b. How would you survive each disaster?
c. Which disaster would you most want to give advice on?
d. What advice could you provide?
(2) Instruct students to answer these questions in pairs.
2. Read for writing.
(1) Instruct students to read the brochure on page 41 about surviving an earthquake.
(2) Explain that the brochure has provided advice for three situations that a person could be in during an earthquake: you are indoors, outdoors and in a car.
(3) While the teacher reads the brochure aloud, students underline key words in the advice given for each situation, to survive during an earthquake.
(4) Discuss the answers as a class.
3. Read again and complete.
(1) Read and discuss the table.
(2) As the teacher reads the brochure aloud, students use their notes to complete the table.
4. Write dos and don’ts.
(1) Read the Sentence Builder box, discuss dos and don’ts using the brochure on page 41 as an example.
(2) In the same pairs as Activity 1, students write a few dos and don’ts for surviving the disaster that they chose.
(3) Challenge students to write in their own words.
(4) After students write their sentences, have them exchange their writing with a partner to check each other’s work.
(5) Ask volunteers to read their sentences to the class.
5. Compose your writing: Outlining.
(1) Explain that students will now compose their own leaflet to give advice to survive the disaster of their choice.
(2) Encourage students to revisit their ideas discussed in Activity 1.
(3) If needed, explain the concept of a leaflet and review the titles provided by the example brochure on page 41. Use these titles to form a spider diagram where students can outline their ideas.
(4) Make sure that students are writing notes and not complete sentences.
(5) Remind students that in the early stages of writing, it is alright to cross out ideas in favour of better ideas.
6. Compose your writing: Drafting.
(1) Remind students that a draft is the first version of a piece of writing.
(2) Have students use their outlines to write complete sentences. Remind students to review the Sentence Builder box.
(3) Before students begin writing, review the information in the Writing Help box. Read the items aloud or have volunteers read the items for the class.
7. Compose your writing: Editing.
(1) Remind students that the final stage of writing, before publishing, is editing. When we edit, we check that our ideas are clear and that our sentences are complete.
(2) Have students exchange their writing with a partner and offer each other suggestions to improve their drafts.
(3) Ask students to prepare a final draft of their work to submit and then place in a writer’s portfolio.
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