Unit 3 Seasons教学设计思路

3B Module3 Unit3 Seasons

宝山区和衷小学 朱伟华

教学内容：牛津上海版3B Moudle3 Unit3 Seasons第一课时

上课时间：2016年5月19日

Language focus:

Using the key words and phrases to identify activities in different seasons e.g., plant a tree, have a picnic, make a sandcastle, pick up the shells Using wh-questions to find out specific information e.g., What season is it? Using yes/no questions to elicit a positive or negative response e.g., Is it…?

Using modeled sentences to talk about the activities people can do in different seasons e.g., We can plant trees. Key points: Using wh-questions to find out specific information Using yes/no questions to elicit a positive or negative response Using modeled sentences to talk about the activities people can do in different seasons Difficult point: Using wh-questions to find out specific information Using modeled sentences to talk about the activities people can do in different seasons Teaching aids: Workbook, cassette, flashcards, wall picture Teaching process: Steps Pre-task preparations Contents Warming up Methods Purposes 1.Show the picture( a little frog in the

通过介绍井底Well) 2.Sing a song: Four seasons 之蛙，来调动学生学习积极性。

为本节课创设情境

While-task procedures 1.Create a context

1. Listen to the monologue of the little bird. T: That little bird wants to find out

2. Listening for gist 2.Learn the sentence: Whose tape is this? It’s yours/mine.

3.To learn: spring

the seasons. Do you like to go with her?

2To give the question before listening 听录音回答问to the tape. Q: How many seasons are here?

What are they? 2-1Listen to the tape 2-2Group feedback

3-1.weather in spring 3-1-1warm, rainy, the plants grow and grow 3-1-2Chant practice

3-2.Activities in spring 3-2-1plant trees

The procedures of planting a tree. 3-2-2 have a picnic 3-3. Read the dialogue and role-play

题，从而总体感知文本。

从一问一答中引出spring的气候特点，然后通过role-play和chant来巩固练习

对第一片段文本再次呈现，并通过role-play来进一步的熟悉

4.To learn: summer

4-1.To elicit the season: Summer

通过海浪声，引

T: The bird flies and flies. What can 出summer you hear?

S: I can hear the sea.

T: What season is it?

S: It is summer.

4-2.Weather in summer 4-2-1To elicit the target words: Tape: Hello, what season is it now? Is it spring? S: No, it’s summer.

Tape: How is the weather in summer? S: It is very hot. The sun shines and shines. 4-2-2: Chant:

Season, season, what season is it? Summer, summer, it’s summer.

Hot, hot, summer is hot. Shine, shine, the sun shines and shines.

4-3Activities in summer 4-3-1Group work: list the activities in summer：make a

通过图片，让学生自己完成对summer气候的描述。同时引出The sun shines.再次通过chant来巩固新知识。

小组讨论引出夏天能进行的活动。

sandcastle…

Group feedback: In summer, I can…

4-3-2:Highlight ‘pick up the shells

5.Say about summer

Post-task activities 1.Read the dialogue

2. Talk about your favorite season 3. Sing a song Assignment 1. Read and write the new word 2. Think and write about your favourite season.

1. Say and act 2. Given out the key words

通过图片补充词组

pick up the shells’

通过给的主要图片，将第二片段文本再次操练

复习本堂课主体文本。