Unit 1 Seasons教案板书设计

Module 3 Things around us

Unit 1 Seasons

Period 1

Language focus:

Using nouns to identify seasons

e.g. spring, summer

Using adjectives to describe conditions

e.g. Warm, hot

Using the simple present tense to state facts

E.g. Spring is warm.

Language skills:

Listening:

Identify the key words in an utterance by hearing the pronunciation

e.g. spring, summer, warm, hot

Understand the key pattern

e.g. Spring is green.

Speaking

Pronounce the key words correctly.

e.g. spring, summer, warm, hot.

use the key pattern to describe the seasons.

e.g. Spring is warm, spring is green.

Pre-task preparations:

Activity 1

Have the students sing the song

Activity 2

Have the students play the ball game. Teacher asks the students some questions, such as: Wh at’s weather like today? How are you? Do you like…?

While-task activity:

Activity 1

Ask the students how they feel, and then elicit the topic, teacher tells the students: Today we will talk about seasons. Then display a short video to elicit the four s easons. Let’s watch the video, and then tell me: how many seasons in a year? After watching, ask the students what season do you like best? Activity 2

Learn the new words: spring, warm, and expand a word: grass.

1. Show a short video, and let the students guess: what season do animals like? Elicit “spring”. Learn the word by little train.

2. Display two pictures, and then let the students say what picture is spring?

And ask what colour is spring? Elicit : Spring is green. Have the students learn the sentence.

3. Ask: In spring, what is green? Elicit “grass”, show the word: gr_ss, have the students tell the missing letter.

4. Show a chant, and have some able students to act.

Chant: Spring is green.

Grass is green.

Green, green, green.

I like spring.

5. Ask the students: Do you like spring? Is spring cold? Elicit the sentence: spring is warm. And then display the sentence pattern: How is spring? Spring is warm.

Have the students do pair work.

Activity3

Ask more questions about spring.

1. What can you do in spring?

2. What do you see in spring?

3. What do you hear in spring?

4. What do you like in spring?

Activity 4

Dice game. Show a big dice, and tell the rules for the game. Teacher: look! This is a big dice, there are six questions on it, you can throw the dice, if the dice show the question1,you should answer this question.

Activity 5

Learn the new words: summer, hot

1. Show four pictures of seasons, and let the students guess, what season does Sissi like? Elicit “summer”. Learn the word.

2. Ask the students how do you feel in summer? Display a boy, and tell them, summer is hot! Read the sentence some times!

3. Have the students distinguish the hot or cold thing. Then use the sentence: The ___ is ___!

Post-task activities:

Activity 1

Play the whisper game. Divide the class in six groups, and tell the front students the sentence for passing. Which group can pass it quickly, and at the same time can get the flags, so they will win.

Period 2

Language focus:

Using nouns to identify seasons

e.g. spring, summer, autumn, winter

Using adjectives to describe conditions

e.g. Warm, hot, cool, cold

Using the simple present tense to state facts

e.g. Winter is cold. I drink cola.

Language skills:

Listening:

Identify the key words in an utterance by hearing the pronunciation

e.g. spring, summer, autumn, winter

Understand the key pattern

e.g. Autumn is cool..

Speaking

Pronounce the key words correctly.

e.g. spring, summer, warm, hot, autumn, winter, cool, cold

Maintain am interaction by providing information

Pre-task preparations:

Activity 1

Have t he students listen to the song “changing seasons”then let them talk about the favorite season. E.g. what season do you like? How is …

While-task activity:

Activity 1

Let students to review the new words and sentence they learned before. E.g. , spring, summer, spring is warm…

Make some sentence: first ask the students what do you see in spring? Then let them say the sentences. Next show the short rhyme on the page 26

e.g. Spring is warm. I see flowers. I smell the flowers. I sing a song.

Activity 2

Show the picture of summer, and let them tell something about summer. E.g. Summer is hot. Summer is red.

Show a boy in summer, and ask students what dose he want in summer? Next show the rhyme: In summer, it’s hot. I drink some cola.

Activity 3

Show the picture of autumn, and ask: is it spring? No! is it summer? No! what season is it? Elicit “autumn”. Learn the new word.

Show a hot boy, let him blow the wind, he gets cool now. learn the word: cool.

Ask students what’s the missing letter.

Say more about cool: What is cool?

Activity 4

Have students listen to the voice of wind, then let them guess, what season is it now? elicit “winter” ,and have students say winter is cold.

Post-task activities:

Activity 1

.Watch the video about changing seasons, and show a new rhyme. Have them to act it by groups.

Exercise Lesson (M3U1)

Key points:

1. Review the word: spring, water, hot, warm

2. Review the drill: Spring is warm...

Teaching aims:

1. Consolidate the key points of M3U1

2. Recognize the similar words in sounds and forms.

Teaching procedure

Pre-task preparation

1. Daily talk. Focus on the seasons..

While-task presentation

1. Do the exercises on two students’ books.

2. Then check the answer.

The students are required to correct their mistakes.

3. Hand in the stude nts’ books.

4. Do the game on page 26.

5. Check the answers. Teachers should pay more attention on the drills.