Unit 5 Starting out & Understanding ideas课件 2025-2026学年外研版英语八年级下册

Starting out & Understanding ideas (reading) Unit 5 Looking into nature 第一、二课时 【设计意图】通过问题引导学生观察图片、分析行为动机，创建情感体验，自然过渡到单元“探索自然之谜"的主题，为后续学习目标做好铺垫。 What can you see in the picture? I can see a man in a desert at night. He is holding a flashlight. I can also see countless stars in the sky. What do you think the man is doing? Maybe he is watching the stars. What does the picture make you feel? peaceful,vast(辽阔无垠的), calming... Look and say. What are you going to learn in this unit? discoveries in nature unsolved secrets of nature spirit of nature exploration Unit task: You will make a poster about an achievement in nature exploration. It will include “Title of the poster”and following language tips: ★What is it? ★Who made it? ★Why is it important? ★What spirit is needed to realise it ? Please use the words and expressions we will learn in the unit, and remember drawings or photos to make your poster look better. Vote on the best 3 posters and best three prestations. 【设计意图】介绍单元任务，让学生清晰目标导向，增强学习方向感与主动性。 1. What do you know about these people? Li Shizhen was a famous doctor in the Ming Dynasty. He wrote Bencao Gangmu, a classic book about traditional Chinese medicine. Charles Darwin was a famous British biologist. He came up with the theory of evolution（进化论） and explained how life changes throughout history. Wang Zhenyi was a well-known female scientist in the Qing Dynasty. She studied maths and astronomy（天文学）, and she made important contributions. Starting out Look at the pictures and answer the questions. 1 OptionA Background Introduction Li Shizhen Li Shizhen was a famous medical scientist and pharmacologist（药理学家） in the Ming Dynasty. To write his great work Ben Cao Gang Mu, he spent 27 years traveling across mountains and rivers.He tasted hundreds of herbs（草药） and studied the features of medicines in person.He corrected many mistakes made by earlier scholars. Ben Cao Gang Mu is honored as the "Great Eastern Medical Encyclopedia".It laid a solid foundation for the study of medicine and botany (植物学)in later generations. 【设计意图】此处给出三个人物更具体的介绍，帮助学生了解更详细的背景知识。在介绍语篇中，提供和语篇相关的拓展词汇。供有能力的学生学习。的个人背景信息。 Background Introduction Charles Darwin Charles Darwin was a British biologist and the founder of the theory of evolution(进化论).He went on a five-year global voyage（航行）.During the voyage, he observed and collected plants, animals, and geological samples.After careful analysis, he developed the concept of biological evolution.In 1859, he published his famous book On the Origin of Species（物种起源）. Background Introduction Wang Zhenyi Wang Zhenyi was a female astronomer and mathematician in the Qing Dynasty.She learned a great deal through her own experiments and long-term observations.Her studies covered astronomy, mathematics, meteorology（气象学）, and geography.Her works, such as Explanation of Lunar Eclipses（《月食解》） and On the Spherical Earth（《地圆论》）, strongly criticized the flat-earth idea and feudal superstitions of her time.She made an important contribution to spreading scientific knowledge and promoting ideological progress. Look at the pictures and match. came up with the theory of evolution made contributions in maths and astronomy a famous British biologist a famous doctor in the Ming Dynasty a well-known female scientist in the Qing Dynasty wrote Bencao Gangmu 1. What do you know about these people? Starting out Look at the pictures and answer the questions. 1 【设计意图】对于基础较为薄弱的学生，此处设计成连线的形式，降低学习的难度，帮助他们更好了解人物信息。 Option B 2. What do they have in common? Starting out Look at the pictures and answer the questions. 1 They all studied nature. They taught other people about nature, too. 【设计意图】学生进行讨论，分析图中人物的共同之处。 Vocabulary bank : scientist, explorer, curious，perseverance... Deep Thinking: First, they all did a lot of practical research for a long time. Second, they all made great contributions to their fields. Third, their work helped the development of related fields. 1. What secrets of nature do you know? Starting out Look at the picture and answer the questions. 2 【设计意图】根据图片，学生可以进行小组讨论，分享自己了解的或感兴趣的自然之谜。 Watch the video and fill in the form. Option A What secrets of nature are mentioned in the video? ocean space human beings What lives in the deepest parts of the ocean? Is there life among the stars? Why do we sleep? Which one do you want to explore more? 【设计意图】观看视频（能力较好的学生可选择先看不带字幕的视频），从而了解关于自然探索的相关知识，对单元主题进行初步的思考，鼓励学生进行完整的总结归纳。 Watch the video and fill in the form. What secrets of nature are mentioned in the video? ocean space human beings What lives in the ________ parts of the ocean? Is there _____ among the stars? Why do we _______? deepest life sleep Which one do you want to explore more? 【设计意图】观看视频（带字幕的视频），从而了解关于自然探索的相关知识，对单元主题进行初步的思考，鼓励学生进行完整的总结归纳。 Option B Homework. Describe in 3-5 sentences the scientist you are most interested in and collect information about a natural mystery and write a brief introduction in English. 【设计意图】指导学生课后查找资料，增加学生对单元话题的理解，为进一步学习做好背景知识的铺垫。此处可根据描写句子的难易及数量设计分层要求。 Understanding ideas(1) : Reading Unit 5 Looking into nature 语篇研读 What Why How 这是一篇科普说明文，围绕 “琥珀作为‘时间胶囊’揭示自然秘密” 的主题，介绍了琥珀的三大科学价值：修正认知：东南亚琥珀中的恐龙羽毛，推翻了 “恐龙像蜥蜴” 的传统认知；记录物种：北欧琥珀中的花朵，证明 3500 万年前存在如今已灭绝的物种；发现新物种：非洲琥珀中的 13 只蚂蚁，是全新物种，改变了 “蚂蚁起源于北半球” 的旧有观点。语篇通过琥珀的科学发现，传递 “自然是人类认知世界的‘窗口’，探索自然需要持续的努力与好奇心” 的核心观点，体现 “科学探索推动认知进步” 的价值导向。 本语篇具有信息传递功能：向读者介绍通过琥珀获得的自然发现；纠正大众对恐龙、物种历史的错误认知，强调科学证据的重要性；语篇激发读者对自然探索的兴趣，呼吁 “投入更多努力研究琥珀，解锁更多自然秘密”。语篇通过具体的科学案例（恐龙羽毛、灭绝花朵、新蚂蚁物种），让读者理解 “琥珀是研究地球历史的‘钥匙’”，同时传递 “科学认知是动态发展的，新发现会不断推翻旧观点” 的科学思维。 （1）语篇采用 “总 - 分 - 总”+“案例递进”的结构： 引入（Para 1-2）：以 “恐龙有羽毛” 的反差场景切入，用 “琥珀中的恐龙尾巴” 案例，推翻 “恐龙像蜥蜴” 的传统认知； 分述（Para 3-4）：并列介绍两个案例（北欧琥珀的花朵、非洲琥珀的蚂蚁），说明琥珀记录物种、发现新物种的价值； 总结（Para 5）：升华主题，点明琥珀是 “过去的窗口”，呼吁持续研究以解锁更多自然秘密。 （2）语篇展示出一些学术性的词汇：：如species（物种）、research（研究）、unknown（未知的），体现科普说明文的严谨性；也使用了一些 比喻性词汇：用a window on the past、key to unlock secrets，将抽象的 “琥珀价值” 具象化，增强可读性。语篇的句式中大量使用宾语从句（believe that.../know that.../show that...），既符合单元语法目标，也体现 “科学结论的陈述”；也使用了说明文语篇常见的逻辑连接词：如 however（转折）、thanks to（因果）等串联案例与观点，强化语篇的逻辑性。在语篇衔接中，以 “琥珀的功能” 为线索，通过 “not only... but also...”“for example”“then” 等衔接手段，将三个案例有机串联，使内容层层递进。 课时2教学目标 通过本课，学生能够： 1. 通过观察和讨论，了解语篇主题，并进行合理地预测； 2. 通过速读，概括语篇的主要内容及各段落大意； 3. 通过细读，获取并梳理琥珀的三个重要发现的基本信息，其独特性或重要意义； 4. 基于语篇特点，体会that，whether, if引导的宾语从句在语篇中的恰当使用，并深入理解部分语言表达的内在含义； 5. 尽可能多地正确使用语篇中的核心词汇、表达及宾语从句，复述语篇中琥珀的科研发现及价值，个人收获或启发，认识到琥珀作为化石的科研意义，体会科学发现对人类认知自然的推动作用。 第2课时教学目标 第2课时跨学科融合点分析 融合的设计意图 融合的学科已知内容及素材准备 融合的步骤 融合的目的 深度挖掘语篇背后的跨学科融合价值，探索初中英语课堂中“英语为核心，跨学科为辅助，探究为主线”的轻量融合教学路径。通过将语文、地理、生物等学科知识与英语阅读、语法知识（宾语从句）深度结合，搭建“语言支架+思维支架+学科知识支架”，串联教学环节，实现“语言学习、科学认知、素养培育”的三维目标。 语文学科: 素材：（1）语文部编版四年级下册柏吉尔《琥珀》课文片段打印稿。 （2）对“琥珀”描写的跨学科学习任务单（对比分析表格）。 （1）放在阅读课预测环节之前。 （2）放在语篇阅读理解之后，将小学课文中对“琥珀”的描写，与本说明文语篇中对“琥珀”的描写进行对比。 （1）引导学生回忆语文课上所学的《琥珀》基本知识，如琥珀的形成和外观特征。帮助学生更全面的理解课文，提升英语学习的兴趣和效果。 （2）通过对比，帮助学生体会琥珀的科研价值。 地理、生物学科： 素材：（1）与“琥珀”研究相关的英文词汇及表达清单。 （2）AI生成的“琥珀形成”的视频动画。 （3）“琥珀”跨学科地理及生物学习任务单。 （1）（2）放在语篇阅读理解之后Think and discuss：How was the amber formed? （3）放在观看视频动画后，小组讨论完成跨学科任务单。 （1）（2） AI生成的视频可以更为直观地帮助学生理解琥珀形成的过程。同时，在视频中学习并拓展相关的地理、生物专业术语。 （3）激发学生的探究意识，鼓励学生在小组的合作下，共同探究“琥珀”成因背后的生物学及地理学的知识。并鼓励学生使用宾语从句进行表达。 一、根据句意、音标或所给单词的提示，用单词的正确形式填空。 Scientists discovered a feather-covered dinosaur tail in 1. ________ /'æmbə/ , proving dinosaurs were not like 2. ________(lizard). Amber can help us understand that life on earth has always changed. Thanks to it, more than 300 unknown 3. ________ /'spiːʃiːz/have been discovered. The discovery of 4. ________ /'æfrɪkən/ants changed old 5. ________ (belief) about the history of ants. Amber is not fully understood, so we can use this key to 6. ________ /ˌʌnˈlɒk / more secrets of nature. 目标P41—课前预习 amber lizards species African beliefs unlock 【设计意图】通过课前两分钟的词形填空练习，激活学生对本课核心生词及基础词形变化的初步认知，快速切入单元话题。 学习活动 学习理解 应用实践 迁移创新 19 1. What are they? 2. Where can you see them? 3. Why do people study them? They are dinosaur fossils. / ˈfɒs(ə)ls / In the museum. To learn more about dinosaurs and the past. What other things can tell us about the past? Look at the pictures and answer. 【设计意图】引导学生细致观察博物馆恐龙的化石，激活学生的相关背景知识，激发学生阅读兴趣的同时，为后面的语篇内容做好过渡和铺垫。 学习活动 学习理解 应用实践 迁移创新 (化石) 1. What are they? 2. What can you see in them? some feathers golden stones 【设计意图】通过对故事题目关键词和图片的观察，充分发挥学生主观能动性，学习相关的主题词汇。 Understanding ideas Look at the title and the pictures. What is the passage about? Use the word cloud to help you. 1 【设计意图】引导学生细致观察题目和词云图，激活学生相关的背景知识，对即将开展的阅读内容进行合理预测，为阅读的有效开展奠定良好基础。 What do you remember about amber from Chinese class? 《琥珀》 这个故事发生在很久很久以前，约莫算来，总有几千万年了。 一个夏日，太阳暖暖地照着，海在很远的地方翻腾怒吼，绿叶在树上飒飒地响。一只小苍蝇展开柔嫩的绿翅膀，在阳光下快乐地飞舞。它嗡嗡地穿过草地，飞进树林。那里长着许多高大的松树，太阳照得火热，可以闻到一股松脂的香味。 那只小苍蝇停在一棵大松树上。它伸起腿来掸掸翅膀，拂拭那长着一对红眼睛的圆脑袋。它飞了大半天，身上已经沾满了灰尘。 忽然，有个蜘蛛慢慢爬过来，想把那只苍蝇当作一顿美餐。它小心地划动长长的腿，沿着树干向下爬，离小苍蝇越来越近了。 晌午的太阳热辣辣地照射着整个树林。许多老松树渗出厚厚的松脂，松脂在太阳光里闪闪地发出金黄的光。 蜘蛛刚扑过去，突然发生了一件可怕的事情。一大滴松脂从树上滴下来，刚好落在树干上，把苍蝇和蜘蛛一齐包在里头。 小苍蝇不能掸翅膀了，蜘蛛也不能再想什么美餐了。两只小虫都淹没在老松树黄色的泪珠里。它们前俯后仰地挣扎了一番，终于不动了。 松脂继续滴下来，盖住了原来的，最后积成一个松脂球，把两只小虫重重包裹在里面。 几万年，几十万年，几百万年，时间一转眼就过去了。成千上万只绿翅膀的苍蝇和八只脚的蜘蛛来了又去了。谁也不会想到很久很久以前，有两只小虫被埋在一个松脂球里，挂在一棵老松树上。 后来，陆地渐渐沉下去，海水渐渐漫上来，逼近那古老的森林。有一天，水把森林淹没了，波浪不断冲刷着树干，甚至把树连根拔起。树断绝了生机，慢慢地腐烂了，剩下的只有那些松脂球，淹没在泥沙下面。 又是几百万年过去了，那些松脂球成了化石。 海风猛烈地吹，澎湃的波涛把海里的泥沙卷到岸边。有个渔民带着儿子走过海滩。那孩子赤着脚，他踩着了沙里一块硬东西，就把它挖了出来。 “爸爸，你看！”他快活地叫起来，“这是什么？”他爸爸接过来，仔细看了看。 “这是琥珀，孩子。”他高兴地说，“有两个小东西关在里面呢，一只苍蝇，一个蜘蛛。这是很少见的。” 在那块透明的琥珀里，两个小东西仍旧好好地躺着。我们可以看见它们身上的每一根毫毛，还可以想象它们当时在黏稠的松脂里怎样挣扎，因为它们的腿的四周显出好几圈黑色的圆环。从那块琥珀，我们可以推测发生在几千万年前的故事的详细情形，并且可以知道，在远古时代，世界上就已经有苍蝇和蜘蛛了。（本文作者是德国的柏吉尔，译者顾均正，选作课文时有改动。） 与语文课文中的《琥珀》比较：跨学科学习（阅读前） 【设计意图】引导学生回忆小学语文课所学的琥珀的基础知识，如琥珀的形成过程和外观特征，引导学生用中英混合回答琥珀的形成、特征，自然衔接英语词汇amber, species, discover等，为阅读新语篇做准备。 （选作） What is the passage about? The passage is about how amber helps scientists unlock the secrets of nature. It serves as a window on the past and leads to important discoveries. It also shows how life has changed over time, offering a key to understanding the history of species. Read the passage and check your answer 2 Skim and check. 【设计意图】引导学生利用“跳读”的阅读策略来获取文章大意，并核实读前预测的准确与否，让学生对整个语篇内容有全面的了解。 Option A What is the passage about? Skim and check. A. How amber helps scientists unlock the secrets of nature. B. How to make amber and use it in daily life. C. How amber came into being. √ Read the passage and check your answer 2 【设计意图】引导学生利用“跳读”的阅读策略来获取文章大意，并核实读前预测的准确与否，让学生对整个语篇内容有个全面的了解。此处分层处理，降低难度。 Option B Scan and answer. Three. The secret about the dinosaur The secret about the flower The secret about the ants How many secrets are mentioned in the passage? What are they? Para.1-2 Para.3 Para.4 【设计意图】引导学生根据自然秘密的内容，梳理语篇结构，从而进一步了解语篇的主要构成。 About the dinosaur What’s in the amber? Where was it found? What did scientists find through it? What secrets does it tell? A dinosaur tail with feathers. In Southeast Asia. Dinosaurs had feathers. What dinosaurs looked like. Read Paragraphs 1–4 and fill in the form. 【设计意图】引导学生根据第1、2段的内容，对琥珀中恐龙外貌的秘密进行梳理，并归纳秘密。 About the flower What’s in the amber? Where was it found? What did scientists find through it? What secrets does it tell? A flower. In Northern Europe. The flower grew there 35 million years ago. Life on earth has always changed. Read Paragraphs 1–4 and fill in the form. 【设计意图】引导学生根据第3段的内容，对琥珀中花朵的秘密进行梳理。 About the ants What’s in the amber? Where was it found? What did scientists find through it? What secrets does it tell? 13 ants. In Africa. The ants are a completely new species. Ants did not only come from the northern half of the earth; they also lived in Africa. There are many unknown species for us to discover. Read Paragraphs 1–4 and fill in the form. 【设计意图】引导学生根据第4段的内容，对琥珀中蚂蚁的秘密进行梳理。 三、根据课文内容选择最佳选项。 3. What can we learn from the passage? A. More than 400 unknown species have been discovered. B. Scientists used to believe that ants came from Africa. C. People believed that dinosaurs looked like huge elephants. D. There are still more secrests of nature to be discovered through amber. 目标P41—阅读理解 【设计意图】通过回答目标上的阅读练习，帮助学生加深对语篇理解，突出本课主题意义。 30 1.What does the writer compare amber to? A window on the past and a key to unlock more secrets of nature. Read Paragraph 5 and answer. 【设计意图】引导学生根据第5段的内容，对琥珀的比喻义进行探究。 2. Why does the writer make these comparisons? Read Paragraph 5 and answer. The author presents metaphors such as "a window on the past" and "this key to unlock secrets" to guide students to visualize the abstract "amber value" and enhance readability. They also help students experience the role of "language vividness" in popular science texts. 【设计意图】借助问题，引导学生思考并讨论作者的写作手法；深刻理解“琥珀”生成的价值及意义，帮助学生体会在科学类说明文中语言的生动性。 4. What is the writer’s purpose in writing this passage? A. To explain why dinosaurs had feathers. B. To encourage scientists to do more research on dinosaurs. C. To introduce how amber helps us learn about ancient life. D. To describe different types of amber found around the world. 目标P41—阅读理解 设计意图：通过回答，帮助学生加深对语篇的理解，突出作者写作的目的及意义。 33 3 What do you think of studying amber? Why?(please give two reasons) 目标P42—阅读表达 设计意图：通过回答，帮助学生提炼语篇主题意义。 Studying amber is very valuable and meaningful. First, it is a window on the past and can tell us many secrets about ancient life. Second, it can help us discover new species and understand how life on earth has changed over time. (答案不唯一，合理即可) 34 √ Why do you choose this option? Choose where you are most likely to read this passage. 3 Option a. In a popular science magazine, we can read about real scientific discoveries in nature. This passage talks about amber and what scientists have discovered, so it is a good match. Option b. A newspaper report is usually about events, for example an exhibition. But this passage is not about an event. It is about scientific facts, so this is not correct. Option c. A sci-fi book tells imaginary (想象的) stories, like travelling into the past. But this passage is not a story. It gives real facts, so this is also not correct. 【设计意图】借助问题，引导学生关注语篇的文体特征。 1. secrets 2. Thanks to 3. (always) changed 4. 35 million / thirty-five million 5. unknown 6. ant 7. window 8. nature Complete the diagram with the words and expressions from the passage. 4 【设计意图】借助书中表格，梳理文本主要内容。 与语文课文中的《琥珀》比较：跨学科学习（阅读课后）（选作） 对 “琥珀”描写的中英文对比: 1.What secrets can the amber tell us in Chinese and English？ 2. What are the differences in the stylistic characteristics of the two discourses? 小学语文课文《琥珀》 Secrets caught in time 老松树渗出厚厚的松脂，松脂在太阳光里闪闪地发出金黄的光。......一大滴松脂从树上滴下来，刚好落在树干上，把苍蝇和蜘蛛一齐包在里头。 ......两只小虫都淹没在老松树黄色的泪珠里。它们前俯后仰地挣扎了一番，终于不动了。 松脂继续滴下来，盖住了原来的，最后积成一个松脂球，把两只小虫重重包裹在里面。 几万年，几十万年，几百万年，时间一转眼就过去了。 ......后来，陆地渐渐沉下去，海水渐渐漫上来，逼近那古老的森林。 ......剩下的只有那些松脂球，淹没在泥沙下面。 又是几百万年过去了，那些松脂球成了化石。 1.In the amber from Southeast Asia, they found the tail of a dinosaur--with feathers. 2.These beautiful golden stones quietly keep pieces of the past. 3.They can tell us whether dinosaurs had feathers, but that’s not all. 4.They also help us understand that life on earth has always changed. 5.A piece of amber from Northern Europe holds a flower. 6.This species no longer grows in this area. But the find proves that it did 35 million years ago. 7.Thanks to amber, more than 300 unknown species have been discovered. 8.The discovery of this African species has changed old beliefs about the history of ants. 【设计意图】鼓励学生将语文课文中琥珀的描述和英语课文中的描述进行对比，体会不同文体背后的语言特点，体会宾语从句在说明文的使用，同时引导他们理解琥珀的科研价值。 英语说明文(English explanatory text)：scientific, illustrative, vivid and scientific research value 科学性、说明性、生动性和科研价值 小学语文(Chinese)：story-based, interesting, and situational description 故事化、趣味性、情节描写 How was amber formed? Think and discuss:（选作） 【设计意图】此处引发学生思考并小组讨论，推测涉及到琥珀形成的相关因素，同时开启地理学科和生物学科的跨学科探究任务。 Raw Material Formation Conditions Time Span Formation Conditions 1.下发跨学科语言支架清单：词汇+句型； 2. 观看3D动画视频后，回答问题获得主要信息； 3.小组讨论,结合语文课文和动画，完成琥珀形成的条件分析； 4.完成生物和地理的任务清单，可当堂利用工具书查词，小组内讨论后，组内同学共同进行展示表达。（注意利用语言支架进行口语输出表达） 跨生物、地理学科探究的步骤 （选作） 本单元涉及的跨学科基础核心词汇表（中英对照）（节选） 核心句式支架表（节选） 【设计意图】给学生下发本单元跨学科基础核心词汇表及核心句型支架，为跨学科学习提供语言支架。 分类 中文 English 教学例句（课堂可用） 琥珀核心 琥珀 amber Amber is a golden stone that keeps pieces of the past.   松脂 resin The resin from trees became amber over millions of years.   化石 fossil The fossil inside the amber is well preserved.   标本 sample / specimen Scientists study amber samples to learn about the past.   针叶木 coniferous tree Amber comes from the resin of ancient coniferous trees. 1. 宾语从句（that / if / whether） 句式结构 例句 使用场景 S + V + that + 陈述句 Scientists believe that dinosaurs had feathers. 陈述事实、表达观点 S + V + that + 陈述句 Research shows that amber can keep pieces of the past for millions of years. 引用研究发现 S + V + if/whether + 陈述句 Amber can tell us whether dinosaurs had feathers. 表达不确定或验证 琥珀形成的 3D 动画（跨生物、地理学科） 【设计意图】此处使用AI制作“琥珀形成”的3D动画，帮助学生直观感受琥珀的形成过程；同时引导学生开启地理、生物相关跨学科知识的学习。 树脂分泌→包裹生物→地质掩埋→石化成琥珀 1. Why could amber form in this environment? Warm and humid climate helps coniferous trees secrete resin（树脂）. 2. What geologic process turns resin into amber? Geological movements buried the resin. 3. Can you describe two key steps to form the amber? First, resin drips from trees. Then, it is buried by sediment（沉积物）. Watch the video and answer the questions: 【设计意图】通过观看“琥珀形成”的3D动画，引导学生用英文能够简单表达琥珀形成过程中需要的气候、地质特点和形成步骤。 跨地理学科探究学习单 结合语文课文和动画，完成“琥珀”形成的条件分析： Subjects Key conditions to form the amber Envidence Biology 语文： 3D动画： Geography 语文： 3D动画： 1. Plants can secrete resin (such as pine trees)； 2. There are plants and animals wrapped 1. A warm and humid climate (favorable for resin secretion); 2. Crustal movement/deposition (burial of resin balls); 3. A long period of time (several tens of millions of years) 【设计意图】通过观看“琥珀形成”的3D动画，引导学生用英文能够简单表达琥珀形成过程中需要的气候、地质特点和形成步骤。 “老松树渗出厚厚的松脂”； coniferous trees/ insects/ plants “太阳热辣辣地照射” “陆地沉下去，海水漫上来”； warm and humid climate sediment burial millions of years Biology questions Answers 1. What is amber made from? 2. What is resin? What function does it have for plants? 3. What can sticky plant resin trap? 4. Why can amber become a special fossil? 5. What evidence can amber provide for scientific research? Investigations of Biological Knowledge: 1.Amber is made from plant resin. (琥珀由植物树脂形成) 2.Resin is a secretion of plants, which can protect plants. (树脂是植物的分泌物，能保护植物) 3.Sticky resin can trap ancient organisms. (insects, flowers, feathers) (粘性树脂能包裹古生物：昆虫、花朵、羽毛等) 4.Amber preserves ancient organisms well, becoming a fossil. (琥珀完好保存古生物，形成化石) 5.Amber provides evidence for the evolution of species. (琥珀为物种演化提供证据) 跨生物学科探究学习单 【设计意图】通过跨生物学科探究，引导学生用英文回答关于树脂、古生物遗体保存及琥珀形成化石的重要科研价值，可以鼓励当堂使用工具书进行词汇的查找，小组讨论后再进行展示表达。 Geography questions Answers 1. In what kind of climate does amber form? 2. What are the main places for amber formation? 3. How does resin turn into amber? 4. What helps resin form amber successfully? 5. How does amber appear on the earth's surface? 6. What can we know about the ancient world from amber? Exploration of Geographical Knowledge: 1.Amber forms in warm and wet climates. (琥珀形成于温暖湿润的气候环境) 2.Ancient forest areas are the main places for amber formation. (远古森林地区是琥珀形成的主要区域) 3.Resin becomes amber after millions of years of geological processes. (pressure, temperature) (树脂经数百万年地质作用<压力、温度>形成琥珀) 4.Sediment burial helps resin form amber. (沉积物掩埋助力树脂形成琥珀) 5.Crustal movement brings amber from underground to the surface. (地壳运动将琥珀从地下抬升至地表) 6.Amber can show us the ancient climate , geographical environment, ancient species and their evolution from amber.(琥珀能还原远古的气候、地理环境、古代物种和进化) 跨地理学科探究学习单 【设计意图】通过跨地理学科探究，引导学生用英文回答关于琥珀形成的气候、区域、地质及琥珀形成化石的重要科研价值，可以鼓励当堂使用工具书进行词汇的查找，小组讨论后再进行展示表达。 Evaluation 跨学科学习目标 评价标准 按星级评分（★/★★/★★★） 1. 能完成语文、英语语篇对比，提取与“琥珀”相关的词汇，描写类的句子及表达，了解不同语篇的语言特点； 2. 观看视频后，能在拓展词汇及表达的帮助下简单表达 “琥珀”形成的条件； 3. 能通过积极地讨论，从各个方面梳理“琥珀”形成的地理 / 生物条件，完成表格填写； 4. 能结合地理知识加深理解琥珀的科研价值； 5. 能使用核心词汇和核心句型清晰分享小组探究结果，表达流畅。 跨学科学习过程评价标准： 【设计意图】以评促学，帮助鼓励学生参与形成性评价，对跨学科探究的答案进行自评及互评，教师可根据具体情况做调整。 Read along with the recording. 【设计意图】引导学生跟随录音纠正语音语调，培养学生朗读技巧。 47 Task：学校组织“科学活动日”，你代表班级,被选为“科学小小讲解员”，请结合你研究的跨学科任务单，利用本课所学，介绍“琥珀”的成因、科学研究发现，及其科学价值。 【设计意图】设置一个真实的任务情景，帮助学生复述所学内容，内化输出。 学习活动 学习理解 应用实践 迁移创新 Retell the passage. about the dinosaur about the flower about the ants Amber shows us ... It shows us... It helps us understand that... It helps us discover... a window on the past a key to unlock more secrets of nature 【设计意图】A层学生借助结构图，复述文本主要内容，内化语言，深刻理解主题意义。 Option A Retell the passage. secrets Thanks to (always) changed 35 million unknown ant window nature 【设计意图】B层学生借助文中的结构图，复述文本主要内容，内化语言，深刻理解主题意义。 Option B Self reflection Self-evaluation Form Content(5) I can retell the text including: beginning, amber’s secrets, as well as the Comments for amber. Language(3) I can use the expression from the passage to retell it: 1. fluently 2. correctly(few grammar mistakes) 3. logically Others(2) I can retell the story confidently and loudly. Total score: （总分：优秀9-10；良好7-8；合格6） 【设计意图】学生通过评价量表进行自评互评，互相学习，共同提高。 51 Paragraph 1 is exciting and interesting. The writer begins like this to draw readers’ interest and make them want to read more. 【设计意图】对文本起始段进一步追问，引导学生深入思考，进一步关注说明文特点，引发读者思考和阅读兴趣。 We can learn about nature’s secrets by reading, visiting museums, exploring the outdoors, doing research or doing experiments. 【设计意图】激发学生多维思考，联系自身实际，讨论并交流如何探索自然奥秘的途径。 学习活动 学习理解 应用实践 迁移创新 基础层：作为学校的科学讲解员，写一段50词左右的英语短文，展示 “琥珀”的成因、科学发现及价值； 提高层：提出一个你想知道的“科学发现”，查找相关资料。 Homework: 【设计意图】根据学科探究学习，也是学生内化知识的过程。 1. Share the secrets from the text with your friends. 2. Search for a discovery in nature exploration. Focus on: what the discovery is, who made it and what’s amazing about it. Homework： Must-do: Choose-to-do: 【设计意图】学生根据能力选择性地完成作业，内化本节课所学的同时满足不同需求。 Write a short passage about how amber helps scientists unlock the secrets of nature. 板书设计 Unit 5 Looking into nature Secret caught in time Amber shows us It shows us what ancient species looked like. It helps us understand that life on earth has always changed. It helps us discover new species. 1. A warm humid climate helps coniferous trees secrete resin. 2. Resin wraps something. 3. Geological movements buried the resin for millions of years. → Amber is a(an) window on the past, and a key to unlock more nature. How to form the amber: EV录屏5.2.3软件录制 Lavf58.33.100 本视频由湖南一唯信息科技开发的EV录屏软件录制, www.ieway.cn EV录屏5.2.3软件录制 Lavf61.7.100 本视频由湖南一唯信息科技开发的EV录屏软件录制, www.ieway.cn Lavf61.7.100 null 169543.42 $