Unit8SaveOurWorld

Lesson47:ConnectedtoNature

I.TeachingObjectives

Bytheendofthelesson,studentswillbeableto:

Understandtheinterconnectednessoflivingthingstoordersentencesandfillblanks,aligningwithHighschoolentranceexaminationreadingprehensionskills.

Masternaturethemedvocabularye.g.e.g.,respect,connect,die,dead,follow)andusethemincontext,preparingforHighschoolentranceexaminationvocabularytasks.

Analyzetheimpactofhumanactionsonnature(pollution,speciesextinction)anddiscusssolutions,supportingHighschoolentranceexaminationstyleenvironmentalawarenessanalysis.

Collaborateincreatinga“ProtectNature”actionplan,enhancingHighschoolentranceexaminationteamworkandproblemsolvingskills.

II.KeyPoints&Difficulties

KeyPoints

InterconnectednessofLivingThings:

Alllivingthingsneedfood/water;dependoneachother(fish→birds→plants).

Humanactions(pollution,deforestation)disruptthisbalance.

Vocabulary&Grammar:

respect,connect,die,dead,follow—usedtodescribenaturerelationships.

Sentenceorderingandparagraphpletion.

Difficulties

Graspingplexecologicalconnections(e.g.,fish→birds→trees).

Accuratelyusingvocabularyinabstractcontexts(e.g.,“Natureisabalance—respectit”).

Proposingpracticalsolutionstoenvironmentalproblems.

III.TeachingMethods

TaskBasedLearning(TBL):Throughsentenceordering,vocabularyfilling,passagepletion,andactionplancreation.

EcologySimulation:Roleplayingspeciesinteractions(e.g.,fish→birds)toshowconnections.

CollaborativeLearning:Groupworkforactionplanprojects,emphasizingpeerfeedbackonfeasibility.

IV.TeachingAids

CAI(ecosysteminteractionvideos,vocabularydefinitionanimations,actionplantemplates).

Textbook,worksheets,and“SpeciesConnectionCards”(with“fish,”“bird,”“tree”forroleplay).

V.TeachingProcedures

Step1:Warmup–LivingThingsDependence(5mins)

DiscusstheTHINKABOUTITquestions:

Doalllivingthingsdependononeanother?(E.g.,“Yes—treesgiveoxygentoanimals,animalsspreadseeds.”)

Whatcanwedofornature?(E.g.,“Planttrees,reducepollution.”)

Share:Invite3–4students.Writedownkeywords:livingthings,depend,nature,protect.

Step2:Prereading–Vocabulary&EcologyPrep(8mins)

VocabularyIntroduction:

Teachwordswithcontextexamples:

connect:“Alllivingthingsconnectinnature.”

respect:“Weshouldrespecttreesandanimals.”

die/dead:“Pollutionmakesfishsickordead.”

EcologySimulation:

Studentsroleplayspecies(fish,bird,tree)andexplaindependencies(e.g.,“Treegivesoxygentobird;birdeatsfish;fishneedstree’scleanwater.”).

Step3:Reading–InterconnectednessDetailExtraction(12mins)

SentenceOrdering(Let’sDoIt!1):

Answers:

Alllivingthingsareconnected.

Livingthingsliveintheworld.

Alllivingthingsneedwaterandfoodtogrow.

Weshouldprotecttheenvironment.

Discussion:“Whyis‘connected’thefirststep?Becauseitexplainstheneedtoprotect.”

VocabularyFilling(Let’sDoIt!2):

Answers:

Blank

Word

SentenceExample

1

dead

“Hismotherhasbeendeadfortenyears.”

2

respect

“Peopleshouldrespectandunderstandeachother.”

3

follow

“Don’talwaysfollowothers—thinkindependently.”

4

connected

“WeareconnectedbytheInternet.”

5

died

“Thetreesdied,andtheplacebecameadesert.”

EcologyImpactDiscussion:

Ask:“Howdoespollutionaffectfish,birds,andtrees?Chainreaction?”(E.g.,“Pollutedwater→sickfish→birdseatthem→birdsgetsick→treeslosepollinators.”)

Step4:Vocabulary&GrammarPractice(10mins)

Passagepletion(Let’sDoIt!3):

Answers:

Blank

SentenceOption

Reasoning

1

B.Peoplelivedwithmanyanimals.

Matches“manyforests,cleanrivers.”

2

D.Theychangedtheearth.

Explainsdeforestation/factories.

3

A.Somehousesbesidethesea…

Follows“housesburiedbysoil.”

4

C.Weshoulddosomethingtosave…

Leadsto“reducepollution.”

Errorcorrection:Fix“Ifonespeciesdie”→“Ifonespeciesdies.”

RolePlay:SpeciesChainReaction:

Studentsactas“pollution,”“fish,”“bird,”“tree”toshowhowonedisruptionaffectsall.

Step5:GroupProject–“ProtectNature”ActionPlan(15mins)

TaskIntroduction:

PlanTemplate:

ProblemAddressed

ActiontoTake

Example(Week1)

Deforestation

Plant1tree/monthintheschoolyard

“Userecycledpotstoplant.”

Pollution

Reducecaruse—bike/walk3x/week

“BiketoschoolonMonday.”

GuidingQuestions:

What’sthebiggestnatureprobleminyourarea?(Pollution,litter)

Howto“sell”youractiontothemunity?

GroupWork:

Studentscreateplans,designa3step“actionpitch,”andpracticepresenting.

ClassSharing:

Groupspresentplans.Feedbackfocuseson:

Practicality(e.g.,“Plantingtrees—dowehavespace?”)

Creativity(e.g.,“Hosta‘TreePlantingDay’event.”)

Step6:Summary&Homework(5mins)

Summary:

Recapnature’sinterconnectedness,vocabulary,grammar,andactionplankeypoints.

Homework:

（1）Writea6sentencereflection:“WhyRespectingNatureMatters”(use3lessonterms:connect,respect,die).

（2）Implementoneactionfromyourplan(e.g.,“Plantatree”)anddocumentchanges.

VI.BlackboardDesign

Nature’sInterconnectednessKeyFacts:

LivingThing