English

Grade

（年级）

3

Teacher

（教师）

Period

（课时）

A.Let’s talk&Describe and choose

Type

（课型）

What:Students learn to describe pets using adjectives like "long", "short", "cute", etc., and sentences such as "It has...". They also practice choosing the right animal based on the description.

How: Show vivid pictures and play the dialogue recording. Guide students to observe, listen, imitate, and then practice in pairs.

Why: This approach makes language learning more visual and interactive. It helps students better understand and apply the language in a practical context, enhancing their descriptive and communicative skills.

1.Students can understand and use the adjectives and sentences to describe pets accurately.

2.Students are able to choose the correct animal according to the given description.

3.Students can actively participate in pair - work and communicate about pets.

Key point：Master the adjectives for pet description and related sentences, and complete the choosing task.

Difficult point：Use the learned language to describe pets vividly and make accurate choices.

1.Prepare multimedia courseware with pet pictures and the dialogue video.

2.Make cards with pet descriptions and pictures of different animals.

Lead in

（导入）

Greet students. Show a short video of various pets. After that, ask students some warm - up questions like "Do you have a pet?" and "What's your favorite pet?". This can arouse their interest and lead into the topic of pet description.

Presentation

（呈现）

Show the "Let's talk" dialogue on the screen and play the recording. Pause to explain new words and sentences, like "cute", "It has a long body and short legs." Then, use pictures to illustrate the adjectives. For "Describe and choose", show the descriptions one by one and let students guess the animals.

Practice

（操练）

Organize students to work in pairs. One student describes a pet using the learned words and sentences, and the other tries to guess. Walk around to check their performance and offer help if needed.

Consolidation

（巩固）

Show more complex pet descriptions and let students write down the names of the animals on a piece of paper. Then, ask some students to share their answers and explain why they chose those animals. This can strengthen their understanding and application of the learned content.

Homework（作业）

Level 1 (Basic)

Copy the new words and sentences three times and read the "Let's talk" dialogue to parents.

Level 2 (Intermediate)

Draw a picture of your pet and write at least two sentences to describe it.

Level 3 (Advanced)

Find an English - speaking friend or family member to talk about pets, using at least five new words and sentences.

English

Grade

（年级）

3

Teacher

（教师）

Period

（课时）

Type

（课型）

What:Students will learn vocabulary related to pet characteristics like “long”, “short”, “fat”, “thin”, “slow”. They'll also study the “-e” phonics rule through listening, chanting and spelling exercises.

How: Use visual aids such as pictures and flashcards to present vocabulary. Play the chant for students to listen and repeat. Guide them through spelling activities step - by - step.

Why: Visual and audio - based teaching makes learning vocabulary and phonics more interesting. Step - by - step guidance helps students build a solid foundation in language learning and improve their pronunciation and spelling skills.

Key point：Remember the new vocabulary and understand the “-e” phonics rule.

Difficult point：Pronounce and spell words with the “-e” rule accurately, and use the new vocabulary in sentences.

1.Prepare pictures of different pets showing various characteristics and flashcards of new words.

2.Have the audio for the “Listen and chant” part and materials for spelling exercises ready.

Lead in

（导入）

Greet students and review the pet - related sentences from the last lesson. Show a picture of a pet and ask students to describe it briefly. Then, lead in the new vocabulary by asking about specific characteristics, like “Is its tail long or short?”.

Presentation

（呈现）

Show the pictures and flashcards to teach the new words. For example, when showing a picture of a fat cat, say “fat” and let students repeat. After teaching all the words, play the “Listen and chant” audio. Let students listen first, then chant along. For the “Let's spell” part, write words like “he”, “she”, “me” on the board, explain the “-e” pronunciation while reading them aloud.

Practice

（操练）

Play a word - matching game. Divide students into groups. Show pictures of pets on one set of cards and the new words on another set. Students need to match the pictures with the correct words. For the “-e” words, play a listening - and - writing game. Say a word, and students write it down.

Consolidation

（巩固）

Ask students to write a short description of a pet using at least three new words. Then, have them share their descriptions with a partner. Walk around to check their writing and offer suggestions. This can help them use the vocabulary in context and improve their writing skills.

Homework（作业）

Level 1 (Basic)

Copy the new words five times and read the “Listen and chant” part to parents.

Level 2 (Intermediate)

Write three sentences using the new words to describe different pets.

Level 3 (Advanced)

Make a short video introducing your pet, using as many new words and “-e” words as possible.

English

Grade

（年级）

3

Teacher

（教师）

Period

（课时）

Type

（课型）

What:Students learn sentences to discuss how to show love to family members, such as "Do you say that to your mum every day?" and "I often make her gifts." They will also conduct a survey using these sentences.

How: Introduce the dialogue through a real - life scenario. Let students listen to the dialogue, imitate it, and then practice in pairs. Guide them to conduct the survey in groups.

Why: Real - life scenarios and group activities make the learning practical. It helps students use the language in real - world situations and develop their communication and cooperation skills.

Key point：Master the sentences for talking about showing love and complete the survey task.

Difficult point：Use the learned sentences flexibly in communication and report the survey results clearly.

1.Prepare multimedia materials with family - related pictures and the dialogue audio.

2.Design survey forms with questions about showing love to family.

Lead in

（导入）

Greet students and show a picture of a family. Ask students what they do to make their family happy. Then, share a short story about a child saying "I love you" to his mother every day. This can lead to the dialogue content and arouse students' interest.

Presentation

（呈现）

Play the "Let's talk" dialogue. Let students listen carefully and repeat after the recording. Explain the meaning of new sentences and words. After that, demonstrate a simple role - play of the dialogue with a student. Then, introduce the "Do a survey" task, explain how to fill in the form and conduct the survey.

Practice

（操练）

Have students practice the dialogue in pairs. Walk around to check their pronunciation and intonation. Then, pide students into groups of four for the survey. One student is the interviewer, and the others answer the questions. Encourage students to ask follow - up questions.

Consolidation

（巩固）

Ask each group to report their survey results. Write the key points on the blackboard. Then, have a class discussion about different ways of showing love. Ask students to share their opinions and which way they like best. This can help students summarize and expand their knowledge.

Homework（作业）

Level 1 (Basic)

Copy the sentences from the dialogue three times and read the dialogue to parents.

Level 2 (Intermediate)

Write a short paragraph about how you show love to your family, using at least three sentences from the dialogue.

Level 3 (Advanced)

Interview more people outside of class about how they show love to their family and make a simple report.

English

Grade

（年级）

3

Teacher

（教师）

Period

（课时）

Type

（课型）

What:Students will learn vocabulary related to ways of showing love, like “draw a picture”, “make a card”, “sing and dance”. They'll practice reading and writing skills through the “Read and write” section, and reinforce learning via the “Listen and chant” activity.

How: Use vivid visual aids such as pictures and short videos to present new vocabulary. Guide students to read the text aloud, understand the content, and then complete writing tasks. Let students listen to and chant along with the audio to enhance memory.

Why: Visual and audio - based teaching makes vocabulary learning more engaging. Reading and writing practice helps students improve their language skills comprehensively, and chanting aids in memorization.

Key point：Remember the new vocabulary and complete the reading and writing tasks.

Difficult point：Write sentences independently and accurately with the new vocabulary, and understand the reading text thoroughly.

1.Prepare multimedia materials including pictures, short videos of people showing love, and the “Listen and chant” audio.

2.Print out worksheets for reading comprehension and writing practice.

Lead in

（导入）

Greet students and briefly review the sentences about showing love to family from the last lesson. Show a picture of a child giving a handmade card to his father. Ask students what the child is doing, which can lead to the new vocabulary about showing love.

Presentation

（呈现）

Show pictures and short videos to teach new phrases like “draw a picture”, “make a card”, “sing and dance”. Let students repeat after you. Play the “Listen and chant” audio. Have students listen first, then chant together to reinforce the vocabulary. Next, present the “Read and write” text. Read it aloud slowly, explaining any difficult words or concepts.

Practice

（操练）

Play a “Simon Says” - like game. For example, say “Simon says draw a picture”, and students do the action. This helps students practice the new vocabulary. For reading, pide students into pairs. One reads a sentence from the text, and the other repeats and explains its meaning.

Consolidation

（巩固）

Ask students to write three sentences about how they show love to their friends using the new vocabulary. Then, have them share their sentences with the class. Walk around to check their writing and offer feedback. This can strengthen their writing and speaking skills.

Homework（作业）

Level 1 (Basic)

Copy the new phrases five times and read the “Read and write” text to parents.

Level 2 (Intermediate)

Draw a picture about how you show love to a friend and write at least two sentences to describe it.

Level 3 (Advanced)

Write a short passage about different ways people show love, using at least five new phrases.

English

Grade

（年级）

3

Teacher

（教师）

Period

（课时）

Type

（课型）

What:Students will create mind maps to show different ways of showing friendship. They will review and integrate vocabulary and expressions about expressing feelings learned in this unit.

How: First, introduce the concept of mind maps. Then, guide students to brainstorm ideas, choose relevant words and phrases, and start creating their mind maps. Finally, have students share and present their mind maps in class.

Why: This project - based learning helps students apply what they've learned, develop creativity and organizational skills, and enhance communication through sharing.

Key point：Create a clear and organized mind map about ways of showing friendship.

Difficult point：Think creatively and comprehensively to include various ways of showing friendship in the mind map and present it clearly.

1.Prepare examples of mind maps about different topics on the multimedia.

2. Provide blank sheets of paper, colored pens, and sticky notes for students to make mind maps.

Lead in

（导入）

Greet students and briefly review the vocabulary about expressing love from previous lessons. Then, show a simple mind map about food on the screen. Explain what a mind map is and how it works. Ask students if they can think of a topic for a mind map related to this unit, leading to the project of showing friendship.

Presentation

（呈现）

Show an example of a mind map about showing friendship. Point out different branches with words like “draw a picture”, “share toys”, etc. Then, pide students into groups. Guide each group to brainstorm ideas. Write some useful words and phrases on the blackboard to help them, such as “listen with care”, “make a birthday card”.

Practice

（操练）

Let students start creating their mind maps within the groups. Walk around to offer help, such as suggesting more ideas or how to organize the mind map. Encourage students to use colors and drawings to make their mind maps more vivid.

Consolidation

（巩固）

Ask each group to present their mind map in front of the class. Other students can ask questions or give suggestions. After all the presentations, have a class discussion about the most interesting ways of showing friendship they saw. This can expand students' thinking and improve their communication skills.

Homework（作业）

Level 1 (Basic)

Redraw your group's mind map neatly at home and label each part in English.

Level 2 (Intermediate)

Add at least two more ways of showing friendship to your mind map and write a short sentence for each.

Level 3 (Advanced)

Create a new mind map about how to make new friends, using at least eight different words or phrases.

English

Grade

（年级）

3

Teacher

（教师）

Period

（课时）

Type

（课型）

What:Students will read a passage about expressing ideas and feelings in different ways, such as using fruit to create things, act, and "write". They'll learn new expressions and understand the concept of perse self - expression.

How: Introduce the reading topic through a short video or a relevant question. Let students read the passage silently first, then read aloud with guidance. After that, conduct comprehension questions and group discussions.

Why: This approach helps students improve their reading skills, expand vocabulary, and develop a deeper understanding of the unit's theme in a fun and engaging way.

Key point：Understand the main idea of the passage and answer related questions.

Difficult point：Grasp new expressions and apply the concept of self - expression in real - life thinking.

1. Prepare multimedia materials with pictures and a recording of the reading passage.

2.Design worksheets with comprehension questions.

Lead in

（导入）

Greet students and show a short video of people expressing themselves in various ways, like through art or music. Ask students what they think self - expression means. This can arouse their curiosity and lead into the reading passage.

Presentation

（呈现）

Show the reading passage on the screen. Let students read it silently for the first time to get a general idea. Then, play the recording while students follow along, emphasizing new words and expressions. Explain words like “express”, “creative” if necessary. After that, read the passage aloud with students, sentence by sentence.

Practice

（操练）

Hand out the worksheets with comprehension questions, such as “What can we make with fruit?” or “How many ways of expressing ourselves are mentioned?”. Let students work inpidually to answer the questions. Then, have them check their answers in pairs.

Consolidation

（巩固）

Organize a group discussion. Ask students to share their favorite way of self - expression from the passage and how they can use it in their lives. Encourage students to think creatively and express their opinions. Walk around to listen to their discussions and offer guidance.

Homework（作业）

Level 1 (Basic)

Read the passage aloud to parents and tell them the main idea.

Level 2 (Intermediate)

Write two sentences about what you learned from the passage.

Level 3 (Advanced)

Find an example of self - expression in your daily life and write a short paragraph about it.

English

Grade

（年级）

3

Teacher

（教师）

Period

（课时）

Type

（课型）

What:Students learn sentences for asking permission to use school items, like “Can I use your...?”, and the responses “Sure. Here you are.” and “No problem.” They practice these in the “Ask and answer” section.

How: Set up a classroom - borrowing scenario. Play the dialogue recording, and then have students imitate and practice in pairs. Use real - life props to make it more vivid.

Why: This method allows students to learn language in a practical context. Pair - work promotes active communication, enhancing students' speaking and listening skills.

1.Students can understand and use the sentences for asking permission to use school things accurately.

2.Students are able to respond appropriately when others ask to borrow items.

3.Students can actively participate in pair - work and communicate in English about borrowing.

Key point：Master the sentences for asking permission and the corresponding responses.

Difficult point：Use the sentences fluently and naturally in real - life communication.

1.Prepare real school items such as rulers, erasers, and pencils to demonstrate.

2.Prepare multimedia with the dialogue recording and relevant pictures.

Lead in

（导入）

Greet students and start a simple conversation about their school days. Then, hold up a ruler and say “I forgot my ruler. What should I do?” Encourage students to think of solutions. This leads to the topic of asking to use others' school things, sparking students' interest.

Presentation

（呈现）

Play the “Let's talk” dialogue on the multimedia. After that, explain the sentences “Can I use your...?” and the responses. Use the real school items to act out the dialogue with a student. For example, pick up an eraser and ask “Can I use your eraser?” and show the correct response.

Practice

（操练）

Have students work in pairs. One student asks to use a school item using the target sentence, and the other responds. Walk around the classroom to monitor their practice. Correct any pronunciation or grammar mistakes they make during the process.

Consolidation

（巩固）

Create a “classroom store” scenario. Some students play as store owners with different school items, and others are customers asking to use the items. This makes the practice more interesting and helps students apply the language in a more complex situation.

Homework（作业）

Level 1 (Basic)

Read the dialogue five times and practice asking permission with a family member using school - related items at home.

Level 2 (Intermediate)

Write down three conversations about asking to use school things and their responses.

Level 3 (Advanced)

Create a short skit about borrowing school things and perform it for family or friends.

English

Grade

（年级）

3

Teacher

（教师）

Period

（课时）

A.Let's Learn, Listen and Do & Let's Spell

Type

（课型）

What:Students will learn vocabulary related to school things, including "bag", "book", "pencil", etc. They'll also practice following instructions in the "Listen and Do" part and study the "i - e" phonics rule in "Let's Spell".

How: Use real - life objects and flashcards to present vocabulary. Play the audio for the "Listen and Do" activity and guide students to follow. For the "i - e" phonics, use chants and spelling games.

Why: Real - life objects make vocabulary learning more tangible. Audio - based practice helps with listening skills, and phonics games make learning pronunciation and spelling fun.

Key point：Master the school - thing vocabulary, understand the instructions, and grasp the "i - e" phonics rule.

Difficult point：Pronounce and spell words with the "i - e" rule accurately and use the new vocabulary in sentences.

1.Prepare real school things like bags, books, pencils, etc., and flashcards with their English words.

2.Have the audio ready for the "Listen and Do" and "Let's Spell" chants.

Lead in

（导入）

Greet students and briefly review the sentences for asking permission from the last lesson. Then, hold up a school item, like a book, and ask students if they remember how to say it in English. This review leads to the new vocabulary learning.

Presentation

（呈现）

Show the real school things one by one, saying the English words clearly and having students repeat. After teaching all the words, use the flashcards for review. Then, play the "Listen and Do" audio. First, let students listen carefully, and then guide them to follow the instructions, such as "Read your book" or "Put the pen in your pencil box". For "Let's Spell", play the chant. Explain the "i - e" pronunciation as students listen and chant along.

Practice

（操练）

Play a "vocabulary bingo" game. Prepare cards with pictures of school things or the English words. Call out the words, and students mark them on their cards. For the "i - e" words, play a word - building game. Give students letter cards and ask them to form "i - e" words.

Consolidation

（巩固）

Ask students to write a short list of school things they have in their bags, using the new words. Then, have them share their lists with a partner. Walk around to check their writing and offer suggestions. This helps them use the vocabulary in a practical context.

Homework（作业）

Level 1 (Basic)

Copy the new words five times and read the "Listen and Do" instructions to parents.

Level 2 (Intermediate)

Draw a picture of your school bag and label the items in it with English words.

Level 3 (Advanced)

Write a short paragraph about your favorite school thing, using at least three new words and one "i - e" word.

English

Grade

（年级）

3

Teacher

（教师）

Period

（课时）

B.Let's Talk & Play a guessing game

Type

（课型）

What:Students learn to identify objects through senses using sentences like "What's this?" "What are these?" They practice this in a guessing - game context.

How: Present the dialogue through multimedia. After that, use real objects or pictures to play the guessing game. Encourage students to ask and answer in English.

Why: Multimedia and games make learning more engaging. The guessing - game format helps students apply the language in a fun and interactive way, improving their speaking, listening, and observational skills.

Key point：Master the sentences for identifying objects and actively participate in the guessing game.

Difficult point：Use the learned sentences fluently and accurately in the game and describe objects precisely.

1.Prepare multimedia with the dialogue recording and relevant pictures.

2.Collect various objects like fruits, toys, and stationery to use in the guessing game.

Lead in

（导入）

Greet students and show a mystery box. Ask them what they think is inside. This simple interaction can arouse students' curiosity and lead into the topic of identifying objects through senses. Then, briefly review some vocabulary of objects learned before.

Presentation

（呈现）

Play the “Let's talk” dialogue on the multimedia. After playing, explain the sentences “What's this?” “What are these?” Use real objects to demonstrate. For example, hold up an apple and ask “What's this?” and then answer “It's an apple.” Let students repeat. After that, introduce the “Play a guessing game” activity.

Practice

（操练）

Start the guessing game. Put an object in a bag. One student takes a turn to reach into the bag, feel the object, and ask the class “What's this?” The class answers using the learned sentences. Walk around to ensure students are using the correct language and encourage them to describe the object's features.

Consolidation

（巩固）

Make the game more challenging. Instead of just feeling, students can also smell or listen to the object (for example, a rattle). Have students work in groups. Each group takes turns to play the game. This can strengthen their ability to use the language in a practical situation and improve teamwork.

Homework（作业）

Level 1 (Basic)

Read the dialogue three times and play the guessing game with a family member using objects at home.

Level 2 (Intermediate)

Draw three objects and write two sentences about each, asking and answering “What's this?” or “What are these?”.

Level 3 (Advanced)

Write a short paragraph about a guessing - game experience, using at least five sentences with “What's this?” or “What are these?”.

English

Grade

（年级）

3

Teacher

（教师）

Period

（课时）

B.Let's Learn, Listen and Do & Read and Write

Type

（课型）

What:Students will learn vocabulary related to the five senses, such as "see", "smell", "taste", "hear", "touch". They'll practice following instructions in "Listen and Do" and enhance reading and writing skills in "Read and Write".

How: Use vivid pictures and real - life examples to introduce vocabulary. Play the audio for "Listen and Do" and guide students to follow. In "Read and Write", have students read the text, understand it, and complete writing tasks.

Why: Visual and real - life teaching makes vocabulary learning more accessible. Audio - based practice improves listening skills, and reading and writing exercises develop comprehensive language abilities.

Key point：Remember the vocabulary of the five senses and complete the reading and writing tasks.

Difficult point：Use the vocabulary accurately in writing and understand the reading text thoroughly.

1.Prepare multimedia with pictures and short videos showing different sense - related actions, and the audio for "Listen and Do".

2.Print out worksheets for reading comprehension and writing practice.

Lead in

（导入）

Greet students and show a short video of a child experiencing different senses, like smelling a flower, tasting an ice - cream. Ask students what the child is doing in each scene. This can lead to the topic of the five senses and arouse students' interest.

Presentation

（呈现）

Show pictures and short videos to teach the new words “see”, “smell”, “taste”, “hear”, “touch”. Let students repeat after you. After teaching all the words, play the “Listen and Do” audio. First, let students listen carefully, and then guide them to follow the instructions, such as “See some fruit” or “Taste an apple”. For “Read and Write”, present the text. Read it aloud slowly, explaining any difficult words or concepts.

Practice

（操练）

Play a “Simon Says” - like game. For example, say “Simon says touch your nose” or “Simon says hear the sound”. This helps students practice the new vocabulary. For reading, pide students into pairs. One reads a sentence from the text, and the other repeats and explains its meaning.

Consolidation

（巩固）

Ask students to write three sentences about what they can do with their senses, using the new words. Then, have them share their sentences with the class. Walk around to check their writing and offer feedback. This can strengthen their writing and speaking skills.

Homework（作业）

Level 1 (Basic)

Copy the new words five times and read the “Read and Write” text to parents.

Level 2 (Intermediate)

Draw a picture about using one of the senses and write at least two sentences to describe it.

Level 3 (Advanced)

Write a short passage about how your senses help you in a day, using at least five new words.

English

Grade

（年级）

3

Teacher

（教师）

Period

（课时）

Type

（课型）

What:Students will create a sense - book project. They'll review and integrate vocabulary about school things and the five senses. They'll also practice writing simple sentences related to their senses in different scenarios.

How: Introduce the concept of a sense - book with examples. Guide students to brainstorm ideas, choose relevant pictures or draw their own, and write sentences. Then, have students share and present their sense - books in class.

Why: This project - based learning helps students apply what they've learned, develop creativity, and enhance communication through sharing. It also deepens their understanding of how senses and school things are related to learning.

Key point：Create a well - organized sense - book with relevant content.

Difficult point：Think creatively to include perse examples of how senses help in learning and present the sense - book clearly.

1.Prepare examples of sense - books on the multimedia.

2.Provide blank sheets of paper, colored pens, and magazines (for cutting pictures) for students to make their sense - books.

Lead in

（导入）

Greet students and briefly review the vocabulary of school things and the five senses from previous lessons. Then, show an example of a sense - book on the screen. Explain what a sense - book is and how it shows different things we can sense in our daily life, especially in a learning context. Ask students if they are interested in making their own.

Presentation

（呈现）

Show more examples of sense - books with different themes, like school - related senses or outdoor - related senses. Point out how pictures and sentences are combined. Then, pide students into groups. Guide each group to brainstorm ideas about what to include in their sense - books. Write some useful sentence structures on the blackboard, such as “I can see... when I...”, “I hear... with my ears in class”.

Practice

（操练）

Let students start creating their sense - books within the groups. Walk around to offer help, such as suggesting more ideas, helping with drawing, or checking grammar in their sentences. Encourage students to use different colors and decorations to make their sense - books more attractive.

Consolidation

（巩固）

Ask each group to present their sense - book in front of the class. Other students can ask questions or give suggestions. After all the presentations, have a class discussion about the most interesting ways the senses were used in learning. This can expand students' thinking and improve their communication skills.

Homework（作业）

Level 1 (Basic)

Neatly copy the sentences in your group's sense - book and read them aloud.

Level 2 (Intermediate)

Add at least two more pages to your sense - book, including new pictures and sentences.

Level 3 (Advanced)

Create a new sense - book about a different topic, like a trip, using at least ten different sentences about the five senses.

English

Grade

（年级）

3

Teacher

（教师）

Period

（课时）

Type

（课型）

What:Students will read a passage that explores how different animals and humans learn, highlighting the role of senses and tools. They'll encounter new expressions and understand the importance of various learning methods.

How: Introduce the reading topic through a short video or a thought - provoking question. Have students read the passage silently first to get a general idea, then read aloud with guidance. Conduct comprehension questions and group discussions after reading.

Why: This approach helps students improve reading skills, expand vocabulary, and develop a deeper understanding of the unit's theme. Group discussions encourage critical thinking and communication.

Key point：Understand the main idea of the passage and answer related questions.

Difficult point：Grasp new expressions and make connections between the passage content and real - life learning experiences.

1. Prepare multimedia materials with pictures and a recording of the reading passage.

2.Design worksheets with comprehension questions.

Lead in

（导入）

Greet students and show a short video of animals learning, like a baby bird learning to fly. Ask students how they think animals learn and compare it to how humans learn. This can arouse their curiosity and lead into the reading passage.

Presentation

（呈现）

Show the reading passage on the screen. Let students read it silently for the first time to get a general sense of the content. Then, play the recording while students follow along, emphasizing new words and expressions like “learn from” and “the same”. Explain these words if necessary. After that, read the passage aloud with students, sentence by sentence, and help them understand the meaning.

Practice

（操练）

Hand out the worksheets with comprehension questions, such as “What do polar bears learn from their parents?” or “How do bees make a map?”. Let students work inpidually to answer the questions. Then, have them check their answers in pairs and discuss any differences.

Consolidation

（巩固）

Organize a group discussion. Ask students to share how their own senses and tools help them learn, similar to what they read in the passage. Encourage students to think creatively and express their opinions. Walk around to listen to their discussions and offer guidance.

Homework（作业）

Level 1 (Basic)

Read the passage aloud to parents and tell them the main idea.

Level 2 (Intermediate)

Write two sentences about what you learned from the passage.

Level 3 (Advanced)

Find an example in your daily life where you use your senses or tools to learn something new and write a short paragraph about it.