文档内容
Unit 4 The wonders of nature | Section A (1a-1d)
Lesson Plan 1: 1a-1d - Introduction to Natural Wonders
I. Teaching Aims
1. Knowledge Aims:
Master the English names of six natural wonders: Nile River, Angel Falls, Mount
Qomolangma, Sahara Desert, Caspian Sea, Dead Sea.
Master the superlative forms of adjectives: high → highest, deep → deepest,
large → largest, low → lowest.
Learn to use large numbers (8,848.86; 11,000; 9,000,000) and measurement units
(metre, square kilometre, sea level) to describe the scale of natural wonders.
2. Ability Aims:
Complete the "place-picture" matching task.
Understand listening content and extract measurement information about natural
wonders to complete number cloze exercises.
Use superlative adjectives and measurement expressions to engage in oral
dialogues describing natural wonders, following given examples.
3. Emotional Aims:
Learn about the unique features of world-famous natural wonders, fostering awe
and interest in nature.
Appreciate the beauty of different geographical landscapes and enhance cross-
cultural awareness.
II. Teaching Difficulties
1. The flexible use of superlative adjectives, especially the one of the + superlative +
plural noun structure (e.g., one of the largest deserts).
2. Reading and writing large numbers in English (e.g., 8,848.86; 9,000,000) and mastering
measurement collocations like ...metres high/deep/below sea level.
3. Conducting coherent English Q&A dialogues about "features of natural wonders" with
clear logic and grammatical accuracy.
III. Teaching Aids
Multimedia courseware (PPT), real-life pictures/short videos of natural wonders, textbook
listening audio, number cards (416, 8,848.86, etc.), place name vocabulary cards.
IV. Teaching Steps
Step 1: Warming up & Lead in (8 mins)
1. Warming up (5 mins): Play a 30-second compilation video of world natural wonders
(including Mount Qomolangma, Sahara Desert, etc.). Ask students: "What natural wonders
do you see? How would you describe them in one word?" Guide students to answer
with simple words like big, high, beautiful to activate prior knowledge.
2. Lead in (3 mins): Show the six pictures of natural wonders from the textbook. Writetheir English names on the board (Mount Qomolangma, Sahara Desert, etc.), drill
pronunciation. Introduce the lesson: "Today we’ll learn about these amazing natural
wonders and how to describe their features in English."
Step 2: Presentation and Practice (25 mins)
1. 1a Matching Practice (5 mins): Students independently match the natural wonder
names with the pictures. Teacher projects the answers and briefly introduces the Chinese
background of each site (e.g., "Mount Qomolangma is the world's highest peak.").
2. 1b Listening Presentation & Practice (7 mins):
Presentation: Show the framework of the listening table. Explain the meanings of
the column headers: Place, Feature, Measurement.
Practice: Play the audio the first time for students to listen only (no writing) to
familiarize themselves with the content. Play a second time for students to fill in the
"Feature" column (e.g., the highest mountain). Check answers and explain key phrases.
3. 1c Listening Again & Filling (7 mins): Provide number options (416, 8,848.86, 11,000,
9,000,000). Play the audio again for students to complete the "Measurement" column
with numbers. Teacher explains how to read large numbers (e.g., 8,848.86 → eight
thousand eight hundred and forty-eight point eight six).
4. 1d Speaking Practice (6 mins):
Modeling: Teacher demonstrates a dialogue with a student: (A: What’s the
lowest place on earth? B: It’s the Dead Sea. A: How low is it? B: It’s 416 metres
below sea level.).
Pair/Group Practice: In groups of four, students imitate the model dialogue using
content from 1b/1c. Teacher circulates to correct expression errors.
Presentation: Each group selects one pair to present. Teacher provides feedback.
V. Language Points
1. Formation and Use of Superlative Adjectives:
Regular changes: high → highest, deep → deepest, large → largest.
Irregular changes: good → best, bad → worst.
Common structures: the + superlative + in/of... (e.g., the highest mountain in the
world); one of the + superlative + plural noun (e.g., one of the largest deserts in the
world).
2. Measurement Expressions:
Height/Depth: ...metres high/deep (e.g., 8,848.86 metres high).
Elevation: ...metres below/above sea level (e.g., 416 metres below sea level).
Area: ...square kilometres (e.g., 9,000,000 square kilometres).
3. Key Question Patterns:
What’s the + superlative + place on earth? (What is the ...est place on earth?)
How + adj. + is it? (How ... is it?)
VI. Summary (3 mins)
Teacher and students review the lesson's core content: English names of the six natural
wonders, use of superlative adjectives, expression of large numbers and measurements.Emphasize: Different wonders have different "extreme" features; accurate pairing of
superlatives and measurement units is key when describing them in English.
VII. Homework
1. Copy the English names of the six natural wonders and three superlative sentence
patterns. Write one sentence for each pattern.
2. Introduce the features of Mount Qomolangma or the Dead Sea to your family in
English (include at least one measurement number) and record it.
3. Research and find one natural wonder not in the textbook. Note its "most..." feature
and key measurement numbers in English.
---
Unit 4 The wonders of nature | Section A (2a-2d)
Lesson Plan 2: 2a-2d - Deep-sea Exploration
I. Teaching Aims
1. Knowledge Aims:
Master core deep-sea exploration vocabulary: deep sea, vessel, ocean floor, dive,
film, unusual. Master phrases: even at...metres deep, dive deeper than any other....
Understand and use the Simple Past Tense (dived, filmed) to describe deep-sea
exploration events.
Master the questioning pattern: "Wh-word + general question structure."
2. Ability Aims:
Understand dialogues related to deep-sea exploration, check discussion topics,
and complete fact sentences based on listening.
Independently design questions about deep-sea exploration, engage in Q&A with
peers, and simply describe deep-sea features and exploration achievements in English.
3. Emotional Aims:
Learn about the achievements of China's "Fendouzhe" in deep-sea exploration,
enhancing national pride.
Develop awareness of protecting the deep-sea ecological environment and foster
interest in marine science.
II. Teaching Difficulties
1. Accurate pronunciation and use of specialized deep-sea vocabulary (vessel, ocean
floor), and understanding the comparative structure "dive deeper than any other vessel"
used to express a superlative meaning.
2. Listening for and extracting specific information about deep-sea exploration (time,
depth, discoveries) to complete sentence cloze.
3. Independently designing logical questions about deep-sea exploration and conducting
coherent Q&A communication in English.
III. Teaching AidsMultimedia courseware (PPT), pictures of deep-sea terrain/creatures, short video of
"Fendouzhe" exploration, textbook listening audio, task sheets (topic checklist/sentence
cloze), question design cards.
IV. Teaching Steps
Step 1: Warming up & Lead in (8 mins)
1. Warming up (5 mins): Show pictures of deep-sea creatures (anglerfish, lanternfish) and
seabed terrain. Ask: "What do you think the deep sea is like? Have you heard of any
deep-sea exploration projects?" Guide students to describe using simple words (dark,
deep, strange animals), activating prior knowledge.
2. Lead in (3 mins): Play a 1-minute video of the "Fendouzhe" submersible diving.
Introduce core vocabulary: Fendouzhe, deep sea, dive. Write the topic "Deep-sea
Exploration" on the board. Explain the lesson will cover knowledge and English
expressions about deep-sea exploration.
Step 2: Presentation and Practice (27 mins)
1. 2b Listening & Topic Checking (8 mins):
Presentation: Show the listening task sheet (discussion topic checklist). Explain
the meaning and pronunciation of core vocabulary: research, protect, vessel.
Practice: Play the audio the first time for students to quickly check the topics
discussed. Play a second time to check answers. Teacher explains the core meaning of
checked topics (e.g., why people research the deep sea).
2. 2c Listening Again & Sentence Filling (9 mins):
Presentation: Show the incomplete fact sentences. Pre-teach vocabulary: ocean
floor, unusual, blind. Prompt students to listen for time, numbers, and verb forms.
Practice: Play the audio once for students to attempt filling in keywords. Play
again for refinement. Check answers and explain key sentences like "In 2020, China’s
Fendouzhe dived into the deep sea and filmed it.", focusing on tense and phrases.
3. 2d Question Design & Speaking Practice (10 mins):
Modeling: Teacher shows a question from the textbook (e.g., What’s the largest
shark in the deep sea?). Explain the structure of a wh-question (Wh-word + auxiliary
verb + subject...).
Group Activity: In groups of four, students design 3 questions about deep-sea
knowledge (e.g., How deep can the Fendouzhe dive?). After brief research, they ask and
answer within the group. Each group selects one pair to present. Teacher provides
feedback and supplements deep-sea knowledge.
V. Language Points
1. Core Vocabulary & Phrases:
Nouns: vessel, ocean floor, deep sea, rubbish.
Verbs: dive, film, research, protect.
Adjectives: unusual, blind, large.
Phrases: even at...metres deep; dive deeper than any other vessel.
2. Tenses & Structures:Simple Past Tense: Describes past exploration events (e.g., dived, filmed).
Comparative expressing superlative: dive deeper than any other vessel = dive the
deepest of all vessels.
Concessive clause: Some are blind but can “see.” (but shows contrast).
3. Wh-questions: Structure: What is the largest shark in the deep sea? Why is the deep
sea important to us?
VI. Summary (3 mins)
Review core vocabulary (deep sea, Fendouzhe, dive), key structures (Simple Past Tense,
comparative for superlative), and core topics of deep-sea exploration (reasons for
exploration, China's achievements, deep-sea life). Emphasize: The deep sea is mysterious
and valuable. We should research it and protect it at the same time.
VII. Homework
1. Memorize the 5 completed sentences from 2c. Write 2 sentences about deep-sea
exploration using the Simple Past Tense.
2. Based on the lesson, design 5 questions in English you would ask a deep-sea
researcher, and try to find the answers.
3. Watch a deep-sea exploration documentary. Write down 3 English sentences about
your most impressive discovery.
---
Unit 4 The wonders of nature | Section A (3a-3d)
Lesson Plan 3: 3a-3d - Famous Rivers & Cultural Significance
I. Teaching Aims
1. Knowledge Aims:
Master core vocabulary: Yellow River, Yangtze River, Nile River, length, kilometre,
civilization, mother river.
Learn to express river rankings using "...is the longest/second longest river in..."
and describe length using "...kilometres long." Master the phrase by all means.
2. Ability Aims:
Read a dialogue and extract information about the Yellow, Yangtze, and Nile
Rivers (country, length, importance) to complete a table.
Understand the dialogue and perform role-plays. Expand the dialogue by
incorporating other Chinese geographical features, expressing oneself coherently.
3. Emotional Aims:
Understand the cultural significance of the Yellow and Yangtze Rivers as "mother
rivers" and the Nile's impact on ancient Egyptian civilization, enhancing cultural
confidence and cross-cultural understanding.
Develop awareness of protecting river ecosystems and understand the importance
of rivers to human civilization.
II. Teaching Difficulties1. Reading and writing large numbers (6,300; 5,464; 6,671) and accurately using the
"...kilometres long" length expression.
2. Flexible combination of superlative adjectives/ordinal numbers to express river rankings
(the longest, the second longest).
3. When expanding the dialogue with other Chinese geographical features, maintaining
logical coherence and grammatical accuracy (e.g., describing features of mountains, lakes).
III. Teaching Aids
Multimedia courseware (PPT), real-life pictures/videos of the three rivers, textbook
dialogue audio, table task sheet (river info cloze), role-play cards, geographical feature
vocabulary cards (e.g., Mount Tai, West Lake).
IV. Teaching Steps
Step 1: Warming up & Lead in (8 mins)
1. Warming up (5 mins): Show pictures of the Hukou Waterfall (Yellow River), Three
Gorges (Yangtze), and Nile Delta. Ask: "What rivers do you know in China and the
world? What do you know about them?" Guide simple descriptions (long, big, important)
to activate prior knowledge.
2. Lead in (3 mins): Introduce the core rivers from the dialogue (Yellow, Yangtze, Nile).
Write their English names on the board and drill pronunciation. Introduce the topic:
"Today we’ll learn about these famous rivers through a conversation and master how
to describe their features in English."
Step 2: Presentation and Practice (27 mins)
1. 3a Reading & Underlining (7 mins):
Presentation: Distribute the dialogue text. Students read independently and
underline the three rivers mentioned (Yellow River, Yangtze River, Nile River). Teacher
explains new words: Hukou Waterfall, civilization.
Practice: Students check their underlined words in groups. Teacher projects the
answer and briefly introduces the Hukou Waterfall.
2. 3b Reading Again & Table Filling (8 mins):
Presentation: Show the incomplete river information table. Explain column
headers: River, Country, Length, Importance. Prompt students to focus on numbers and
descriptive sentences in the dialogue.
Practice: Students read the dialogue again and complete the table independently.
Check answers. Focus on reading large numbers (e.g., 6,300 → six thousand three
hundred) and the structure "the second longest river."
3. 3c Listening & Role-play (6 mins):
Presentation: Play the dialogue audio. Students follow along, imitating
pronunciation and intonation. Mark key sentence patterns (e.g., Is that the longest river
in China?).
Practice: In pairs, students role-play (one as Yaming, one as Ella). Teacher
circulates, correcting pronunciation and expression. Select 2-3 pairs to present.
4. 3d Speaking & Extension (6 mins):Modeling: Teacher demonstrates an extended dialogue with a student (Ella: Can
you tell me about Mount Tai, Yaming? Yaming: Sure! It’s in Shandong Province and
it’s one of the most famous mountains in China.).
Practice: In pairs, students imitate the model to expand the dialogue,
incorporating other Chinese geographical features (Mount Tai, West Lake, etc.). Teacher
provides vocabulary cards for support. Select pairs to present and provide feedback.
V. Language Points
1. Core Vocabulary & Phrases:
River names: Yellow River, Yangtze River, Nile River.
Measurement & ranking: length, kilometre, the longest, the second longest.
Culture & emotion: civilization, mother river, by all means.
2. Key Sentence Patterns:
Length expression: It’s about 6,300 kilometres long.
Ranking Q&A: Is that the longest river in China? No, the Yangtze River is the
longest.
Describing importance: It helped in the development of ancient civilizations. We
call the Yellow River our “mother river”!
3. Phrase Usage: by all means means "absolutely, certainly." Example: We should protect
them by all means.
VI. Summary (3 mins)
Review core content: English names of the three famous rivers, expressions for length
and ranking, cultural importance of rivers, and the usage of by all means. Emphasize:
Rivers are important to human civilizations and we must protect them well.
VII. Homework
1. Copy the English names of the three rivers and 3 key sentence patterns. Write 2
sentences describing rivers using the length expression.
2. Based on the lesson, write an ~80-word English paragraph introducing the features
and cultural significance of the Yellow or Yangtze River.
3. Research a famous foreign river (e.g., the Amazon). Find its length and importance,
and be ready to share in English next class.
---
Unit 4 The wonders of nature | Grammar Focus & Section A (4a-4d)
Lesson Plan 4: Grammar - Comparatives/Superlatives & Large Numbers
I. Teaching Aims
1. Knowledge Aims:
Master the regular/irregular comparative and superlative forms of
adjectives/adverbs (e.g., large-larger-largest; far-farther/further-farthest/furthest; scary-
scarier-scariest). Master the comparative + and + comparative and as...as structures.Learn to read and write thousands/millions-level large numbers (e.g., 5,895;
137,000). Master the rules for using hundred, thousand with numbers.
Identify adjectives (describing things) and adverbs (describing actions) in
sentences, distinguishing their comparative usage.
2. Ability Aims:
Complete grammar exercises (circling adjectives/adverbs, spelling numbers, word
form transformation), accurately using comparatives/superlatives to rewrite sentences.
Use patterns like "What is the + superlative + ...?" and "Which ... is +
comparative, ... or ...?" to engage in Q&A with peers, describing features of natural
landscapes.
3. Emotional Aims:
By describing natural wonders like Victoria Falls in English, appreciate the
practical value of grammar in context, sparking interest in exploring natural wonders.
Cultivate cooperative communication and enhance confidence in English
expression through group practice.
II. Teaching Difficulties
1. Irregular comparative/superlative changes (e.g., far/scary/good/well) and distinguishing
the two comparatives of far (farther for physical distance, further for degree/abstract).
2. The logic of reading/writing ten-thousands level numbers (e.g., 137,000):
hundred/thousand are singular with specific numbers, plural with of.
3. Accurate use of comparative + and + comparative (e.g., louder and louder) and the +
superlative + noun (e.g., the most amazing experience), as well as the
affirmative/negative forms of as...as.
III. Teaching Aids
Multimedia courseware (PPT), comparative/superlative forms chart, large number cards
(5,895, 137,000, etc.), real-life pictures of Victoria Falls/Kilimanjaro, grammar practice
sheets (4a/4b/4c/4d), dialogue prompt cards.
IV. Teaching Steps
Step 1: Warming up & Lead in (8 mins)
1. Warming up (5 mins): Show pictures of Victoria Falls, Sahara Desert, Mount
Kilimanjaro. Ask: "Which place is bigger, the Sahara Desert or the Taklimakan Desert?
What’s the highest mountain you know?" Guide answers using simple comparatives
(big/bigger, high/higher) to activate prior grammar knowledge.
2. Lead in (3 mins): Show sentences from the Grammar Focus section. Introduce the
topic: "Today we’ll learn about the comparative and superlative forms of adjectives and
adverbs, and how to read/write large numbers in English." Write on board: Comparative
& Superlative Forms / Large Numbers.
Step 2: Presentation and Practice (27 mins)
1. Grammar Focus Presentation (7 mins):
Presentation: Analyze Grammar Focus sentences line by line with students. Circleadjectives describing things (big, deep, amazing). Underline adverbs describing actions
(well, slowly). Explain basic rule: adjectives modify nouns, adverbs modify verbs. Identify
comparative/superlative markers (than, one of the, the).
Summary: Show the comparative/superlative forms chart. Focus on changes for
far/scary/large and the most + multi-syllable adjective rule (e.g., amazing → most
amazing).
2. 4a Spelling Numbers Practice (6 mins):
Presentation: Explain rules for reading/writing large numbers: hundred/thousand
are singular with specific numbers (e.g., five thousand, eight hundred and ninety-five);
plural when used with of (e.g., thousands of).
Practice: Students independently complete 4a number spelling. Check answers
and explain reading for each, e.g., 137,000 → one hundred and thirty-seven thousand.
3. 4c Word Form Transformation (7 mins):
Presentation: Show the 4c word box (large, scary, far, close) and the passage.
Explain structures: comparative + and + comparative (louder and louder), as far as the
eye could see, the most + adjective. Remind "one word is used more than once."
Practice: Students fill in the passage independently. Check answers. Focus on
phrases like get close to, the scariest but the most amazing.
4. 4d Speaking Practice (7 mins):
Modeling: Teacher demonstrates Q&A patterns: "What is the highest mountain in
the world? Which park is bigger, Park A or Park B?" Explain the "Which...is +
comparative, ...or...?" structure.
Pair Practice: In pairs, students ask and answer questions based on 4d prompts.
Teacher circulates, correcting grammar. Select 2-3 pairs to present and provide feedback.
V. Language Points
1. Comparative/Superlative Changes:
Regular: One-syllable: large → larger → largest; close → closer → closest.
Ending in -y: change y to i + er/est (scary → scarier → scariest). Multi-syllable: add
more/most (amazing → more amazing → most amazing).
Irregular: far → farther/further → farthest/furthest; good/well → better → best;
bad/badly → worse → worst.
2. Special Structures:
Comparative + and + comparative: "more and more..." (e.g., louder and louder).
as + base form + as: "as...as"; negative: not as/so + base form + as (e.g., as far
as the eye could see).
one of the + superlative + plural noun: "one of the most..." (e.g., one of the
world’s most amazing waterfalls).
3. Large Number Rules:
Use and between hundreds and tens/units (optional in AmE), e.g., 5,895 → five
thousand, eight hundred and ninety-five.
hundred/thousand/million are singular with specific numbers, plural with of, e.g.,
about 137,000 square kilometres / thousands of people.VI. Summary (3 mins)
Review core grammar points: rules for comparative/superlative changes and special
structures; methods for reading/writing large numbers. Emphasize: Comparatives are for
comparing two items; superlatives for three or more. Pay attention to singular/plural
rules for hundred/thousand when reading/writing numbers. Use these grammar points
flexibly to make descriptions of natural wonders more vivid.
VII. Homework
1. Organize the comparative/superlative forms chart from the lesson. Add 5 irregular
changes (e.g., many/much → more → most) and write a sentence for each.
2. Write down 3 measurement numbers related to a natural wonder (e.g., height, area)
in English. Write 2 sentences describing its features using appropriate
comparatives/superlatives.
3. Use the "What is the + superlative + ...?" pattern to ask family members questions in
English. Record 3 sets of dialogue.
---
Unit 4 The wonders of nature | Section B (1a-1e)
Lesson Plan 5: 1a-1e - Exploration Reading: Mount Qomolangma
I. Teaching Aims
1. Knowledge Aims:
Master core vocabulary: explore, exploration, condition, distance, distant, wonder.
Proficiently use the "one of the + superlative + plural noun" structure (e.g., one
of the greatest wonders of the world). Use the Simple Past Tense (reached, arrived,
succeeded) to describe past exploration events.
Learn and apply the scanning reading skill to quickly extract key information like
numbers, times, and places from a text.
2. Ability Aims:
Extract information related to Qomolangma exploration (time, height, events) by
scanning, and comprehend an English passage about Qomolangma exploration.
Simply describe the feat of the Chinese climbing team summiting Qomolangma in
English, and express understanding of Qomolangma using the "one of the + superlative +
plural noun" structure.
3. Emotional Aims:
Learn about the history of the Chinese team summiting Qomolangma,
appreciating the climbers' perseverance and courage, enhancing national pride.
Cultivate interest in nature exploration, understanding that the meaning of
"exploration" lies in challenging oneself and pushing limits.
II. Teaching Difficulties
1. Practical application of the scanning skill: quickly locating key information like numbers
(8848.86, 8600), dates (May 25, 1960), and proper nouns in the text.2. Flexible use of the "one of the + superlative + plural noun" structure and the correct
plural form of the noun within it.
3. Coherently describing the process of the Chinese team summiting Qomolangma using
the Simple Past Tense, with a clear timeline and grammatical accuracy.
III. Teaching Aids
Multimedia courseware (PPT), short video of Qomolangma climbing scenes, English
reading text about Qomolangma exploration, information extraction task sheet (1b), core
vocabulary cards (explore, condition, etc.), time/number cards (1960, 8848.86, etc.).
IV. Teaching Steps
Step 1: Warming up & Lead in (8 mins)
1. Warming up (5 mins): Play a 1-minute video clip of the Chinese climbing team
summiting Qomolangma (including 1960 footage). Ask: "What do you see in the video?
What do you think of the mountain climbers?" Guide answers using simple words like
brave, great, difficult to activate prior knowledge.
2. Lead in (3 mins): Show a real picture of Qomolangma. Write core vocabulary on the
board: explore, Mount Qomolangma, wonder. Drill pronunciation and explain meanings.
Introduce the topic: "Today we’ll learn about why people explore nature by reading a
passage about Mount Qomolangma’s exploration." Introduce scanning: "Scanning means
reading quickly to find specific information like numbers, dates and places."
Step 2: Presentation and Practice (27 mins)
1. 1b Scanning & Information Extraction (10 mins):
Presentation: Distribute the reading text and the 1b task sheet. Explain the task
(find content corresponding to "Death Zone," "8600 metres," "May 25, 1960").
Demonstrate scanning: quickly skim the text, circling numbers, dates, proper nouns.
Practice: Students scan the text independently and complete the task sheet.
Teacher circulates to guide. Students check answers in groups. Teacher projects the text,
highlighting the location of key information, and explains background of terms like "the
Death Zone," "the Second Step."
2. Reading & Language Analysis (9 mins):
Presentation: Guide students to read the text paragraph by paragraph. Explain
core vocabulary: condition (in good condition), distance, succeed. Focus on analyzing the
sentence structure: "Mount Qomolangma is one of the greatest wonders of the world."
Emphasize the one of the + superlative + plural noun pattern.
Practice: Students find 3 verbs in the Simple Past Tense from the text (reached,
arrived, succeeded) and state their base forms. Teacher explains the use of Simple Past
Tense in describing past exploration events.
3. Speaking Practice: Retell the Story (8 mins):
Modeling: Teacher uses a timeline to outline the 1960 summit process (May
24th: reached the Second Step → May 25th: succeeded in reaching the top) and
demonstrates retelling with simple sentences.
Practice: In pairs, students use the time/number card prompts to attemptretelling the Chinese team's summit feat. Teacher provides vocabulary cards (climb, step,
flag, succeed) for support. Select 2-3 students to present. Teacher provides feedback.
V. Language Points
1. Core Vocabulary & Phrases:
Verbs/Nouns: explore (v.) → exploration (n.); wonder (n.); reach (v.); succeed (v.).
Nouns/Adjectives: condition (n.) → in good condition; distance (n.) → distant
(adj.).
Proper Nouns: Mount Qomolangma; the Second Step; the Death Zone.
2. Key Sentence Patterns:
one of the + superlative + plural noun: e.g., Mount Qomolangma is one of the
greatest wonders of the world.
Simple Past Tense for events: They reached the Second Step on May 24th, 1960.
The Chinese national flag flew at the top of the world for the first time.
Degree expression (extension): It’s so high that even birds can’t fly there.
(Introducing so...that... aligns with Grade 8 knowledge.)
3. Reading Skill: Scanning: Reading a text quickly to locate specific information like
numbers, dates, places, proper nouns. An efficient method for retrieving targeted
content.
VI. Summary (3 mins)
Review core content: key Qomolangma exploration vocabulary, the one of the +
superlative + plural noun structure, use of Simple Past Tense, and the scanning skill.
Emotional 升华: Emphasize that the Chinese climbing team completed the north face
ascent with courage and perseverance. This spirit of exploration is worth learning. The
meaning of nature exploration lies in challenging oneself and understanding the world.
VII. Homework
1. Copy the core vocabulary and 3 key sentence patterns. Write 2 sentences describing
natural wonders using the one of the + superlative + plural noun structure.
2. Based on the lesson, write an ~80-word English paragraph retelling the main process
of the Chinese climbing team's 1960 summit of Qomolangma.
3. Research another feat of human exploration of nature (e.g., Antarctic exploration).
Prepare to share basic information next class.
---
Unit 4 The wonders of nature | Section B (1c-1e)
Lesson Plan 6: 1c-1e - Climbing Details & Discussion
I. Teaching Aims
1. Knowledge Aims:
Master core vocabulary: climb, achievement, risk, measure, degree, ladder,
national flag; phrases: risk one’s life, deal with, make achievements.Proficiently use adverbial clauses of reason (because...) to explain climbing
difficulties; use the Simple Past Tense (climbed, brought, measured) to describe the
historical achievements of Chinese climbing teams.
Learn to extract detailed information about climbing difficulties, Chinese team
achievements, and the meaning of climbing through close reading.
2. Ability Aims:
Complete the 1c Q&A task, accurately extracting paragraph numbers and details;
judge and correct false statements in 1d.
Participate in the 1e discussion, expressing views in English on the feelings of
Chinese climbers planting the national flag at the summit, with logical coherence.
3. Emotional Aims:
Learn about the historical contributions of Chinese climbing teams to
Qomolangma ascents (e.g., "Chinese Ladder," height measurement), enhancing national
pride.
Understand the spirit of exploration and humanity's pursuit of self-challenge
behind climbing Qomolangma, and view "risk one’s life" dialectically.
II. Teaching Difficulties
1. In-depth application of close reading: precisely extracting complex information like
"reasons for difficulty," "details of Chinese team achievements," "meaning of climbing"
from the text and matching paragraph numbers.
2. Integrated use of adverbial clauses of reason (because...) and the Simple Past Tense in
descriptive and argumentative language (e.g., "People risk their lives to climb
Qomolangma because...").
3. Participating in the discussion (1e) using rich vocabulary and logically coherent
language to express understanding of climbers' emotions and spirit.
III. Teaching Aids
Multimedia courseware (PPT), historical footage of Chinese teams climbing Qomolangma,
reading text (with 1c/1d/1e tasks), question cards (for 1c), discussion prompt cards.
IV. Teaching Steps
Step 1: Warming up & Lead in (8 mins)
1. Warming up (5 mins): Play a short video of the 2020 Chinese team measuring
Qomolangma's height (showing planting the flag, using instruments). Ask: "What are the
climbers doing in the video? How do you feel about their action?" Guide students to
express feelings with words like brave, meaningful, challenging, activating background
knowledge.
2. Lead in (3 mins): Show a picture of Qomolangma climbers. Write core vocabulary on
the board: climb, risk, achievement. Drill pronunciation. Introduce the topic: "Today
we’ll read about climbing Qomolangma and explore why people take risks to do so,
especially Chinese teams’ contributions." Introduce close reading: "Close reading means
reading carefully to find detailed information and understand deep meanings."Step 2: Presentation and Practice (27 mins)
1. 1c Close Reading & Question Answering (10 mins):
Presentation: Distribute the reading text and 1c question cards. Explain the task
(find paragraph numbers for each question and note details). Demonstrate the approach
for Q1: locate paragraph(s) about "difficult to climb," extract details like "temperature,
thin air, high cliffs, changeable weather."
Practice: Students conduct close reading independently to answer the 3 questions
in 1c. Teacher circulates to guide. Check answers in groups. Teacher projects the text,
annotating key paragraphs and details, explaining phrases like "deal with," "risk one’s
life."
2. 1d Reading & True/False Judgment (8 mins):
Presentation: Show the 1d false statement judgment task. Explain the
requirement to correct "false statements." Prompt students to focus on key information:
time, event, subject.
Practice: Students read the text closely again to judge and correct the false
statements independently. Check answers. Focus on explaining easily confused details
(e.g., bringing a ladder in 1975, usage before 2007), reinforcing event description in
Simple Past Tense.
3. 1e Discussion & Speaking Practice (9 mins):
Modeling: Teacher demonstrates discussion: "How do you think the Chinese
climbers felt when they placed the national flag? I think they felt proud because they
achieved a great goal for their country." Explain the "feel + adj. + because..." structure.
Practice: In groups of four, students discuss the 1e question using prompt cards
(e.g., proud, excited, fulfilled, because of national honor/achievement). Teacher circulates
and participates. Select 3-4 students to share their views. Teacher comments on language
accuracy and logic.
V. Language Points
1. Core Vocabulary & Phrases:
Verbs/Nouns: climb (v.); achieve (v.) → achievement (n.); risk (v.); measure (v.).
Nouns/Adjectives: degree; ladder; national flag; challenging (adj.).
Phrases: risk one’s life; deal with; make achievements.
2. Key Sentence Patterns:
Adverbial clause of reason: "Why is it difficult to climb Qomolangma? Because
temperatures can fall to -30 degrees..." "Why do people risk their lives? Because..."
Simple Past Tense for historical events: "In 1975, another Chinese team brought
a ladder to the Second Step." "In 2020, a third team measured its height as 8,848.86
metres."
Emphatic structure (extension): "It is because of their spirit of never giving up
that they succeeded." (Aligns with Grade 8 exposure to complex sentences.)
3. Reading Skill: Close reading: Reading a text carefully to analyze details, logical
relationships, and understand deeper meanings. Used for answering complex questions
and judging information accuracy.VI. Summary (3 mins)
Review core content: difficulties of climbing Qomolangma, achievements of Chinese
climbing teams (bringing ladder, measuring height, etc.), the meaning of climbing, core
vocabulary, adverbial clauses of reason, and the close reading skill. Emotional 升华:
Chinese climbing teams demonstrated courage and wisdom on Qomolangma. Their spirit
of exploration and sense of national honor are worth learning. Also understand
humanity's deeper pursuit of challenging limits.
VII. Homework
1. Copy the core vocabulary and 3 key sentence patterns. Write 2 sentences using
"because" to introduce an adverbial clause of reason (e.g., describing "why learn
English," "why like nature exploration").
2. Based on 1c-1e, write a ~100-word English paragraph introducing one achievement of
Chinese climbing teams on Qomolangma and its significance.
3. Interview a family member or friend: "Would you risk your life to climb
Qomolangma? Why or why not?" Record the answer and be ready to share next class.
---
Unit 4 The wonders of nature | Section B (2a-2c)
Lesson Plan 7: Vocabulary in Use - Lake Baikal Theme
I. Teaching Aims
1. Knowledge Aims:
Master antonyms for words like below, common, low, dead, understanding rules
of un- prefix and opposite word pairs.
Master the structure and usage of how + long/high/deep/low/fast/soon special
question patterns.
Master the meaning of deep, environment, survive, wonderful, surface, dive and
their form changes in context.
2. Skill Aims:
Quickly match antonyms; use how patterns for oral Q&A.
Correctly use appropriate word forms to complete a cloze passage about Lake
Baikal; read and understand the related short text.
3. Emotional Aims:
Learn geographical knowledge about Lake Baikal, stimulating interest in exploring
natural landscapes.
Develop environmental awareness, recognizing the preciousness of natural
environments.
II. Teaching Difficulties
1. Differentiating confusing antonyms (e.g., contextual区分 northern-southern, risky-safe).
2. Matching different how + adj. special question patterns to appropriate contexts (e.g.,
how deep asks depth, how fast asks speed).3. Word form changes in context (e.g., superlative deepest, base verb after modal
dive/survive).
III. Teaching Aids
Multimedia: PPT (with Lake Baikal pictures/videos, vocabulary & pattern slides). Physical:
antonym word cards, pattern practice sheets, text cloze worksheet. Extended materials:
fun fact cards about Lake Baikal.
IV. Teaching Steps
Step 1: Warming up & Lead in (5 mins)
1. Warming up: "Antonym Quick-Response" game. Teacher says words like below,
common, low; students quickly shout the antonym. Simultaneously show aerial pictures
of Lake Baikal. Ask: "What do you know about this lake? Is it big or small?" Activate
background knowledge.
2. Lead in: Point to the 2a task in the picture. Ask: "These words are about the lake,
but we need their opposites. Can you match them?" Introduce the antonym matching
task. Use example sentences like "How far is it from your home to school?" to
introduce the how patterns in 2b.
Step 2: Presentation and Practice (25 mins)
1. 2a Antonym Matching:
Presentation: PPT shows words and definitions. Explain word formation rules:
unusual (un- prefix for negation), southern (corresponding opposite of northern).
Practice: Students complete matching independently. Check in groups. Follow with
"Word Chain" practice: Teacher says dead, student says living.
2. 2b How-pattern Sentence Making:
Presentation: Analyze example structure: How + adjective + subject + verb?
Explain what different adjectives ask about: how long (length), how deep (depth), etc.
Practice: Students use long, high, deep, low, fast, soon to make sentences. They
ask and answer within groups (e.g., "How deep is Lake Baikal?"). Select 3-4 groups to
present.
3. 2c Text Cloze:
Presentation: Pre-teach key words: deep, survive, environment, wonderful, surface,
dive. Explain usage (e.g., superlative deepest, base verb after modal survive).
Practice: Students first skim the passage to understand information about Lake
Baikal. Then complete the cloze independently. Check answers. Students read the
completed passage aloud together, annotating word form changes.
V. Language Points (5 mins)
1. Antonym Formation: ① Prefix (usual → unusual). ② Corresponding opposites (below
→ above; northern → southern).
2. How Special Questions: How + adjective is used to ask about "degree/dimension"
(e.g., how high asks height, how fast asks speed).
3. Vocabulary in Use:Superlative adjective: deep → deepest (adjective modifying noun lake).
Modal verb usage: must dive, can survive (base verb after modal).
Noun collocations: natural environment; the surface of the lake.
VI. Summary (3 mins)
Teacher and students review: ① Rules for matching antonyms. ② Structure and usage of
how patterns. ③ Contextual use of Lake Baikal-related vocabulary. Emphasize: "Vocabulary
forms must be judged based on context; sentence patterns must choose the right
adjective based on the scenario."
VII. Homework
1. Copy the words and their antonyms from 2a. Memorize and be prepared for a
dictation.
2. Use the 6 adjectives from 2b to write 2 how-pattern sentences each in your
notebook.
3. Rewrite the 2c passage in about 50 words, introducing one feature of Lake Baikal.
4. Research the current environmental status of Lake Baikal. Share one finding next class.
---
Unit 4 The wonders of nature | Section B (3a-3c)
Lesson Plan 8: 3a-3c - Describing Natural Wonders (Great Barrier Reef & Qinghai Lake)
I. Teaching Aims
1. Knowledge Aims:
Students can identify and understand numbers, adjectives, and adverbs (e.g.,
amazing, biggest, clear, colourful) in an advertisement for the Great Barrier Reef.
Students can rewrite note-form information about Qinghai Lake into complete
sentences.
Students can use descriptive language to write persuasive advertisements for
natural wonders.
2. Skill Aims:
Improve reading skills (scanning for numbers, underlining descriptive words).
Improve writing skills (transforming notes into sentences, creating advertisements).
Improve oral expression (discussing natural wonders).
3. Emotional Aims:
Cultivate students' appreciation for natural wonders like the Great Barrier Reef
and Qinghai Lake.
Inspire students' awareness of protecting the natural environment.
II. Teaching Difficulties
1. Correctly using superlative adjectives (e.g., biggest, largest) and descriptive adverbs in
writing.
2. Writing persuasive advertisements with logical structure and appealing language.3. Transforming concise note information into fluent, complete sentences.
III. Teaching Aids
Multimedia: PPT with pictures/videos of the Great Barrier Reef and Qinghai Lake. Paper
materials: worksheets with the advertisement, note-taking task, and advertisement writing
template. Physical aids: postcards/pictures of other natural wonders (e.g., Victoria Falls,
Mount Qomolangma) for extension.
IV. Step 1: Warming up & Lead in (8 mins)
1. Warming up: "Natural Wonder Quiz Game." Show pictures of famous natural wonders
(e.g., Grand Canyon, Niagara Falls). Students name them; correct answers score points.
2. Lead in: Show a vivid picture of the Great Barrier Reef. Ask: "Have you ever heard of
the Great Barrier Reef? What do you think it looks like?" Then show a picture of
Qinghai Lake. Ask: "This is Qinghai Lake in China. What do you want to know about it?"
Introduce the tasks: reading a GBR advertisement and writing about Qinghai Lake.
V. Step 2: Presentation and Practice (25 mins)
1. 3a: Reading the Great Barrier Reef Ad:
Presentation: Distribute the GBR advertisement. Explain task: "Circle the numbers
and underline adjectives/adverbs used to describe the reef." Demonstrate circling 345,000
and underlining amazing.
Practice: Students complete task independently, then check with a partner. Share
answers as a class. Discuss the role of numbers (providing facts) and adjectives/adverbs
(making descriptions vivid).
2. 3b: Rewriting Notes about Qinghai Lake:
Presentation: Show the student notes about Qinghai Lake. Explain how to expand
notes into sentences (e.g., "What a salt lake" → "Qinghai Lake is a salt lake...").
Emphasize structure: "Subject + be + noun/adjective + prepositional phrase."
Practice: Students independently rewrite notes into complete sentences. Exchange
with a partner to check for correctness and fluency. Select 2-3 students to read their
sentences aloud.
3. 3c: Writing an Advertisement:
Presentation: Analyze the structure of the GBR ad:
Hook: "Do you love the ocean? Do you want to visit...?"
Facts: location, size, features.
Call to action: "...is the dream of a lifetime!"
Show a writing template:
[Natural Wonder Name]: [Catchy Phrase]
"Do you...? If so, visit [Name]!"
"Located in..., ... is [adjective]. It [fact1], [fact2]."
"When you visit, you can [activity1], [activity2]."
"Come to... and [experience]!"
Practice: Students choose Qinghai Lake or another natural wonder. Use the
template to write an ad. Teacher circulates to guide. 3-4 students share their ads. Classgives feedback on persuasiveness and language.
VI. Language Points (5 mins)
1. Descriptive Adjectives/Adverbs: amazing (describes reef), biggest (superlative of big),
clear (describes water), colourful (describes fish).
2. Expanding Notes into Sentences: Transforming fragmented notes (e.g., "largest lake in
China") into complete sentences ("Qinghai Lake is the largest lake in China.").
3. Advertisement Structure: Using questions to hook the reader, stating facts with
numbers/adjectives, ending with a call to action.
VII. Summary (3 mins)
Review key points: how to find descriptive language in a text, how to expand notes into
sentences, how to structure a persuasive advertisement. Emphasize: "Numbers give us
exact information, and adjectives/adverbs make our descriptions lively. When writing
advertisements, we need to attract readers with interesting language."
VIII. Homework
1. Polish the advertisement written in class and share it with family.
2. Research another natural wonder (e.g., Zhangjiajie National Forest Park). Write down 3
notes about it.
3. Re-read the GBR advertisement. Underline 5 new words and look up their meanings.
---
Unit 4 The wonders of nature | Section B (4a-4d & Reflecting)
Lesson Plan 9: 4a-4d - Natural Wonders Project (Poster & Presentation)
I. Teaching Aims
1. Knowledge Aims:
Master natural wonder-related vocabulary (e.g., rainforest, waterfall, mountain,
lung of the earth). Correctly use large numbers, comparatives, and superlatives to
describe natural wonders.
Learn to collect and organize information about a natural wonder using the
dimensions: name / location and size / plants and animals / special facts.
2. Skill Aims:
Improve group collaboration, research, information filtering, and note-taking skills.
Design a well-structured, information-complete poster about a natural wonder.
Deliver an organized classroom presentation in English, accurately using numbers
and comparative/superlative forms.
3. Emotional Aims:
Understand the unique value of natural wonders around the world, inspiring awe
and a desire to protect nature.
Develop teamwork, communication, and presentation skills.II. Teaching Difficulties
1. Correctly reading, writing, and using large numbers (e.g., 5.5 million square kilometres)
to describe the scale of natural wonders.
2. Flexibly using comparatives and superlatives (e.g., the biggest, the largest variety of)
to highlight features of natural wonders.
3. Delivering a classroom presentation that is logical, fluent, and balances informational
accuracy with expressive appeal.
III. Teaching Aids
Multimedia: PPT (with pictures/videos of wonders like Amazon Rainforest, Mount
Qomolangma, Grand Canyon, and slides on number expression). Physical: Poster-making
materials (colored paper, markers, scissors, glue), information collection sheets (with note-
taking dimension template), example poster (Amazon Rainforest). Extended resources:
Research reference materials for natural wonders (English科普 articles, data cards).
IV. Step 1: Warming up & Lead in (7 mins)
1. Warming up: "Guess the Natural Wonder" game. Teacher shows partial pictures/key
feature descriptions of natural wonders (e.g., "It’s called the lungs of the earth").
Students guess the name, activating related vocabulary and background knowledge.
2. Lead in: Show the example Amazon Rainforest poster. Ask: "What information can you
see on this poster? How is it organized?" Guide students to identify the core dimensions
(name, location, features, etc.). Introduce the project task: "Group 合作 to design a
poster about a natural wonder and give a presentation."
V. Step 2: Presentation and Practice (30 mins)
1. 4a Group Research & Note-taking:
Presentation: Explain the four core dimensions for information collection (name,
location and size, plants and animals, special facts). Show an example information
collection sheet. Demonstrate how to record data for the Amazon Rainforest (e.g.,
location: Brazil, Peru, Colombia; size: 5.5 million square kilometres).
Practice: In groups of four, students choose a natural wonder (river, lake,
mountain, etc.). They collect information using teacher-provided materials or approved
research tools and fill out the information collection sheet. Teacher circulates,重点
helping students formulate expressions for large numbers and feature descriptions.
2. 4b Poster Making:
Presentation: Analyze the design logic of the example poster: eye-catching title +
core information presented in sections + supporting images. Explain poster-making 要点:
use concise text, clear layout, 直 观 pictures to show key information, highlighting
comparatives/superlatives and large numbers.
Practice: Groups divide tasks (e.g., one writes text, one draws, one负责 layout).
They create their poster based on collected information. Teacher provides material
support and gives suggestions on language and layout.
3. 4c Classroom Presentation:
Presentation: Explain the basic structure for a presentation: "Introduce the name→ Talk about location and size → Describe plants and animals → Share special facts."
Model useful sentence patterns (e.g., "The Amazon Rainforest is the world’s biggest
rainforest. It covers 5.5 million square kilometres.").
Practice: Each group gives a 2-3 minute presentation. Other students listen
attentively and note highlights. After presentations, teacher and students provide
feedback based on criteria like information completeness, language accuracy, and delivery
fluency.
VI. Language Points (5 mins)
1. Large Number Expression: Use of million; note number-unit collocation (e.g., square
kilometres for area).
2. Comparatives & Superlatives:
Superlative: the biggest rainforest; the largest variety of plants and animals.
Fixed pattern: the + superlative + in the world.
3. Natural Wonder Expressions: Metaphorical expressions like the lungs of the earth
(referring to rainforests) can make descriptions more vivid.
4. Presentation Sentence Patterns:
Introducing name: [Natural wonder] is one of the most amazing natural wonders
in the world.
Describing scale: It covers [number] square kilometres and is located in [place].
VII. Summary (3 mins)
Review: ① Core dimensions for collecting natural wonder information. ② Key points for
poster design. ③ Structure and language技巧 for presentations. Emphasize: "Project work
needs teamwork, and accurate language (numbers, comparatives/superlatives) makes our
introduction more convincing."
VIII. Homework (5 mins)
1. Improve the poster made in class, adding more details (e.g., conservation status of
the wonder).
2. Based on the presentation, write an ~80-word English introduction describing the
chosen natural wonder.
3. Complete the 5 questions in the Reflecting section, writing down your learning gains
and reflections.
---
