Unit 3 Seasons教案教学设计导入整理

整体设计工具表

3B

Module 3 Things around us

Unit 3 Seasons Contents S：bl-: blue 语音

fl-:flower

sl-:slowly Level L1——知晓辅音字母组在单词中的发音规则，并能用适切的语音，语调跟读、朗读核心内容

L2——根据辅音字母发音规则，判断字母组在不同单词中的发音

核心(VC)：ice-skate, ski L1——能正确抄写、背记核心词汇及词组

plant a tree, have a picnic L2——能理解单词及词组表达的含义

词汇

非核心(VE)：favourite, season make sandcastles. L3——能够根据语境运用核心单词与词组进行表述

go to the beach L1——能知晓词法规则，了解单词的不同形式（动词词组的固定搭配）

词法

L：Verb

L2——能理解词法规则，用单词的不同形式正确书写句子

L3——能根据语境，运用正确的词法规则进行口头以及书面表述

核心(SC)：What season is it?

Is it…? 句法

非核心(SE)：We have…

We can…

L1——能规范抄写、背记核心句型；能知道句法规则；

L2——能理解句法规则，对核心句型进行句式转换；

L3——能根据语境，用核心句型的不同句式进行表述；

L1——能背记核心栏目语言；能了解50词左右的语篇内容，并正确朗读

语篇

P：Look and say

Look and read L2——能理解核心栏目语言，进行6-7句的模仿说话；

能听读、读懂50词左右的语篇内容，并做出正确判断、选择

L3——能根据语境，用6-7句进行口头描述、不少于3句进行书面表述

Task 介绍一个自己喜欢季节的气候特点和适宜活动。

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项目-能力链 Project Competence Chain OE BOOK 5B Module 3 Things around us Grade Project Make a graduation album about changes in our school

Competence 5 4 3 1. Student can read and write the words about the signs, the weather and furniture. e.g. telephone, smoking, swimming, exit, entrance, walk, sign, cloud(y),rain(y),snow(y), storm(y),fog(gy) ,yesterday, degree, weather, make, bookshelf, mirror, cushion, cupboard, bed, lamp, furniture, next, give, move, window, wall…

2.Students can use imperatives to express prohibitions in different places. e.g. No smoking at school. Don’t litter in the park!...

3.Students can use wh-questions to find out specific information.

e.g. What does the sign mean?

What is/was the weather like? What is/was the temperature.

Where was/is it? 4.Students can talk and write about the weather they like/dislike and illustrate the following reasons.

e.g., I like rainy days. Because I like listening to the raindrops at home. 5.Students can talk and write about past states and activities with the simple past tense . e.g., Yesterday was June the 17th. It was rainy. The temperature was…

The sofa was under the shelf. Now it’s under the window…

6.Students can use prepositions to indicate position. e.g.. The table is next to the window.

Make a 1.

Students can read and write the words about the adjectives to describe sounds, the phrases to indicate time and

description the nouns refer to the days of a week and the adverbs to talk about the frequency of certain activities.

about people’s e.g., quiet, loud, angry, puzzled, noisy, seven o’clock, a quarter past seven, half past seven, a quarter to eight, frequency of get up, brush my teeth, wash my face .have breakfast, always, usually, often, sometimes, never, Monday, Tuesday, activities at the Wednesday, Thursday, Friday, Saturday, Sunday same specific 2.

Students can talk, read and write modeled sentences to indicate time and present activities and the frequency of

time in certain activities. different e.g., It is seven clock. I’m washing my face.

I always/usually/often/sometimes/never play badminton. seasons 3.

Students can talk, read and write yes/no or wh questions to find out specific information through pair works. e.g., Is /Are …(doing)? Yes,…is/are. No….isn’t/aren’t.

I like doing…

What are you doing ? I’m… What is… doing? He/she is …(doing)…

What time is it now? It’s a quarter to eight.

4.

Students can write a description about people’s frequency of activities at the same specific time in

different seasons. Make an album 1.

Students can read and write the word about shapes and the natural objects and the phrases that the students can

of the favourite do in the different seasons e.g., circle, square, triangle, star, rectangle ,

sky, sea, mountain, river seasons and

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2 1 introduce it to

plant a tree, have a picnic, ice-skate on the ice, ski on the snow.

2.

Students can talk, read and write with modeled sentences to give specific information, indicate one’s likes and talk

the others. about the activities people can do e.g., I have … I like doing…We can …

3.

Students can talk, read and write with yes/no questions to elicit a positive or negative response

e.g., Can you …?

Is it …?

4.

Students can talk, read and write wh-questions to find out specific information e.g., How many …?

What is it?

What shape is it?

What colour is /are …?

What season is it? 5.

Students can write a description to introduce one favourite season, including the weather of the season, the things you can see, hear and have in this season, the places you can go and the actions you can do 6. Students can identify the pronunciation of the letters ’ff’, ‘’cl, pl, gl, bl, fl, sl’ in words Make a little 1. Ss can use adjectives to describe the seasons.

book about the e.g. warm, hot, cool, cold…

four seasons and 2. Ss can use Wh-questions to find out specific information.

talk about it.

e.g. How’s the weather?

3. Ss get to know the Rrules, clothing items and communicate with other people.

e.g. Red light stop. Green light go. 4. Ss can use modeled sentences to indicate one’s likes and possession.

Tick the 1. Ss can read the words about the seasons, weather and clothes.

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

sunny, cloudy, rainy, windy ,

T-shirt, dress, shorts, blouse

talk about the 2. Ss can use modeled sentences to describe the conditions, weather, indicate one’s likes of the weather or the clothes you need clothes . in spring or

e.g., It’s... I like…

summer. 3. Ss can use Wh-question to find out the information about weather and people’s need.

e.g, How is the weather?

What do you need?

4. Ss can use imperative sentence to talk about the activities they can do in different weathers. e.g, Let’s...

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目标-任务链 Objective Task Chain 3B M3 Things around us Project: To talk about and write your favorite season including the weather, the things you can see, hear, have and you can do, places you can go. Competence : 1.Students can read and write the word about shapes and the natural objects and the phrases that the students can

do in the different seasons. e.g., circle, square, triangle, star, rectangle ,

sky, sea, mountain, river 2.Students can talk, read and write with modeled sentences to give specific information, indicate one’s likes and talk

about the activities people can do. 3.Students can talk, read and write with yes/no questions to elicit a positive or negative response

e.g., Can you …?

Is it …?

4.Students can talk, read and write wh-questions to find out specific information e.g., How many …?

What is it?

What shape is it?

What colour is /are …?

What season is it? 5.Students can write a description to introduce one favourite season, including the weather of the season, the things you can see, hear and have in this season, the places you can go and the actions you can do 6.Students can identify the pronunciation of the letters ’ff’, ‘’cl, pl, gl, bl, fl, sl’ in words Unit 1 Shapes Topic: Shapes in our life Task: shapes. Unit 2 Colours Unit 3 Seasons Topic: Colours we see Topic: Wonderful seasons Task:To write about beautiful spring in Task: To write a passage about your favourite To design your dream room by using different your eyes by using colours. Learning objectives:

1.

To

use the nouns to identify common shapes.

they have information about shapes. 4.

To identify the pronunciation of ’ff’ in words Learning objectives:

1.

sceneries and the colours of things. colours of things. one’s likes.

4. To identify the pronunciation of ‘’cl, pl, gl’

in words seasons. Learning objectives:

activities people like doing in different seasons. 2.

To use wh-questions to ask about seasons of the year. 3.

To use modeled sentences to talk about the activities people can do or like doing.

4.

To identify the pronunciation of ‘gl, bl, fl, sl’

in words

To use key words to identify the natural 1.

To use verb phrases to describe the 2.

To use ‘to have’ pattern to express the shapes 2.

To use wh-questions to find out the 3.

To use wh-question to find out specific 3.

To use modeled sentences to indicate

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内容-话语链 Content Discourse Chain

OE BOOK _3_B Module 3_ Things around us Unit 3 Seasons

Task:

To make a description about one’s favourite season. Learning objectives: 1.

2.

3.

4.

5.

To use verbs and verbal phrases to identify activities in different seasons. To use yes/no or wh-questions to find out information about seasons of the year. To use the modeled sentence to introduce the activities people do in different seasons. To improve the reading skills by reading the passage. To get to know the sounds ‘bl-, fl-, sl-‘

Period & Period 1

Period 2 Period 3 Sub-topic

My feeling about four seasons

Things we can do in four seasons

The four seasons

My favourite season

Period 4

Sub-task To make a description about the To make a description about the To

make a description about what To fulfill the task of weather and things we see in activities people can do in four people have and like doing in four the module four seasons seasons seasons Sub-learning objectives 1. To use wh-questions to find 1. To use wh-questions to find out 1. To use patter ‘to have ’

to talk To make a description out specific information specific information about what clothes people have in about one favourite 2. To use yes/no questions to 2. To use yes/no questions to elicit four seasons season elicit a positive or negative a positive or negative response 2. To make a description about response 3. To use the key words and phrases activities people like doing in four 3.To describe the to identify activities in different seasons characteristics of four seasons seasons 3. To have a report about ‘The four about the weather

4. To use pattern ‘can ’ to talk about seasons ’

4. To describe the colours of the activities people can do and the 4. To get to know the sounds ‘bl-, fl-, differnt things we see in season sl-‘

different seasons

5. To learn the rhyme

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Discourse analysis Speaking: plants grow and grow.

The leaves and grass

are green. What season is it? B: Is it spring? A: Yes, it is.

Speaking: Speaking: Speaking and Writing: ‘My favourite season’

Spring is my favourite season. It is warm and rainy. I can see green trees.

I can see many flowers. I can hear birds.

I have shirts and trousers.

We can go to the park and have a picnic. I like flying kites in spring. Spring is so beautiful

A: It’s warm

and rainy. The A: It’s warm and rainy. We can plant trees and have a picnic. What The four seasons season is it? B: Is it autumn? A: No. It’s spring.

Writing: It is spring. It is warm and rainy. I can see green trees.

I can see many flowers. We can go to the park. picnic.

Question guide: 1)

What season is it? 2)

How’s the weather? 3)

What can you see? 4)

What colour is it/ are they? 5)

What do people have? 6)

What can you do? 7)

What do you like doing?

Writing: It is warm and rainy. I can see green trees.

I can see many flowers. We have shirts and trousers.

We can plant trees and have a picnic. I like flying kites in spring.

Writing:

1) .What season is it?

It’s spring.

Is it summer?

Yes./ No.

2)

It is spring. It is warm and rainy. I can see green trees.

The flowers are beautiful.

We can plant trees and have a It is spring. Materials SB:

Look and say Listen and enjoy

SB: Look and learn Ask and answer

SB: Look and read

Learn the sound WB: G Task: Seasons Project 3 WB:A, B,C

WB: D, E, F

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Lesson plan Period 1 Procedures I. Pre-task

preparations: Contents 1. Songs ans rhymes I have a …

It’s …

2. The four seasons

VE. season, spring, summer, autumn, winter

3. The weather in four seasons

VE. warm and rainy,

hot and sunny,

cool and clouds, cold and windy,

1. Dialogue (Part 1):

The season Peter likes --- It’s warm and rainy. The

plants… What season is it? --- Is it spring? -- Yes, it is.

Sentence structure:

核心(SC)：What season is it? Methods Ss read and sing

T-S1-Sn: 1). T: What season is it?

S1-N: It’s spring. Spring, spring, s-p-r-i-n-g 2)．T: They are the four seasons. Ss read and spell ‘season’

T-Ss-Sn: 1). Ss enjoy a rhyme 2). Say the weather in different season

3). Look and match 4). Read the rhyme T- Ss- Spairs: 1) T have Ss listen to the dialogue 2)Ss look and read the dialogue 3) Ss learn the pattern: What season is it?

A. Listen and follow

B. Ask and answer by Sgirls and Sboys

C. S1-n go around and ask: What season is it?

D. Look, guess and ask by pair work

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Purposes To review some rhymes about four seasons

To know the topic. To understand the meaning and remember the word of the four seasons (VE –

L1, 2)

非核心词汇学习要求L1 ,2

To remember the words about the weather in four seasons. To understand the characteristic of the four seasons (VE –

L1)

非核心词汇

L1学习要求

To know the topic, the context and the season Peter likes (P – L1)

语篇学习要求L1

To imitate the pronunciation and intonation and to remember the structure of the dialogue. (SC – L1) 核心句型学习要求L1 II. While-task

procedures:

Is it…?

2. Dialogue (Part 2):

The season Alice likes

--- It’s cool. It’s…

The …is/are…

What season is it? --- Is it spring? --- No, it’s …

3. Reading about summer and autumn A. It is summer. It’s hot and sunny. The sky is blue. The sea is blue too. I can eat ice creams.

B. It is winter. It’s cold and cloudy. Sometimes it’s

snowy. The mountains are white. The trees are white too. How nice!

4) Ss read and find the keys about’ the weather, the

things we see and the colour’

5) Ss introduce ‘spring’ according to the key words. 6) Ss do a role play with pair work

T- Ss- Sn: 1).Ss listen and guess what season Alice likes 2). Ss listen and write the key words about autumn 3) Ss check the answer 4) S1-n talk about autumn by hints 5) Ss read and choose the proper sentences and complete the dialogue 6) Pair work: role-play the dialogue

T- Ss- Sn-Spairs: 1) Ss read, underline and write the information about the material they have (Sa: summer, Sb: winter)

2). Sa read summer/ winter to Sb and let Sb finish the winter/summer

Sa: It is summer. It’s …. Sb: It is winter. …

3). T check with SS

Ss pair work

make a dialogue to guess the season I like

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To construct the model of the basic conversation.

(P – L2) 语篇学习要求L2 To conclude the questions and know the regulation of a sentence copy.

(SC – L2, P – L2) 句型、语篇学习要求L2

To understand a passage about summer or winter and find out the main informations, then make a dialogue

(P – L2) 语篇学习要求L2

III. Post-task

activities: 1. The season I like --- It’s …. It’s…

The …is/are…

What season is it? --- Is it …? --- No, it’s …

To use the sentences they’ve learnt and make a dialogue in class. (SC – L3, P – L3) 句型、语篇学习要求L3

T-Ss- S groups:

1) Ss choose a season and write about it

2) S1-n read and guess in the class 3) Ss read and guess in groups

1. Say and guess with more classmates after class 2. Talk about the four seasons according to the table 3. Listen and read P34-35

On the blackboard:

3B M3U3 Colours Period 1 My feeling about four seasons

What season is it?

Is it

summer ?

It’s

spring.

Yes, it is.

No, it isn’t. It’s ….

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2. A riddle of a season

It’s …and… I can see…

The …is/are… What season is it?

3. Assignment

课堂练习设计：3B M3 Unit3 Colours Class__________ Name___________ Period 1 My feeling about four seasons I. Fill in the blanks: (完成表格填写) The seasons spring The weather warm and rainy flowers ________ hot and ______ the sky __________ the leaves ________ cool and ______ the _______

the clouds ________ cold, _______ and snowy

the ________ _________ colourful ___________ ____________ _______and_____ blue __________ _________

Things we feel trees The colour green II. Think and write (想一想，

写一个有关季节的谜语给大家猜一猜，至少3句)

A: It’s _________and ____________.

____________________________

____________________________

What _______________________? III.回答同桌的谜语，两种方式（一种不确定的疑问的回答，另一种确定的回答）

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B: ___________________________? B:__________________________ A: No…

Check list自查表

Big letter

(

) Spelling (

) Space (

) , .

?

! (

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