Unit 3 SeasonsPPT及专用教学设计内容

English 3B (Oxford Shanghai Edition) Module 3 Unit 3 Seasons Theme：Seasons I、单元教学目标

A. Language knowledge (语言知识)：

1、能在语境中学习和熟练运用核心词汇: plant a tree, have a picnic, ice-skate, ski

2、能运用核心句型What season is it? Is it…?来询问季节。

3、能较熟练地在语境中运用In (season), it is…来描述各个季节的天气特征和颜色特点。

4、能较熟练地在语境中运用I can see…和I can hear…来描述在各个季节中的所见所闻。

5、能较熟练地在语境中运用We can…来描述在各个季节中人们所从事的活动。

6、能够正确认读‘bl-’

‘fl-’

‘sl-’的音标及含该字母组的单词。

B. Language skills (语言技能)：

Listening:

1、能听懂本单元的核心词汇：plant a tree, have a picnic, ice-skate, ski。

2、能听懂核心句型：What season is it? Is it…? 3、能听懂并理解主文本的内容。

Speaking:

1、能较熟练地在语境中说出核心词汇：plant a tree, have a picnic, ice-skate, ski。

2、能较熟练地在语境中运用What season is it? Is it…?来询问季节。

3、能较熟练地在语境中运用In (season), it is…来描述各个季节的天气特征和颜色特点。

4、能较熟练地在语境中运用I can see…和I can hear…来描述在各个季节中的所见所闻。

5、能较熟练地在语境中运用We can…来描述在各个季节中人们所从事的活动。

Reading:

1、能较熟练地朗读主文本。

2、能够正确认读‘bl-’

‘fl-’

‘sl-’的音标及含该字母组的单词。

Writing:

能在课后尝试根据图片或提示，以填空形式完成写作My favourite season。

C. Language use (语言应用)：

在关于季节的语境中学习和熟练运用What season is it? Is it…?来询问季节，用In (season), it is…来描述各个季节的天气特征和颜色特点，用I can see…和I can hear…来描述在各个季节中的所见所闻，用We can…来描述在各个季节中人们所从事的活动，并结合I like…Because I have/I eat…in (season).等句型说说自己最喜欢的季节,并能够正确使用语段来对各个季节的天气特征、颜色特点、所见所闻以及人们所从事的活动等情况进行全面描述。

D. Affection and attitudes (情感态度)：

通过学习，让学生了解各个季节的气候特征、颜色特点、所见所闻以及在各个季节人们所从事的活动等，使学生感受到季节与我们人类的生活息息相关，从而激发学生热爱大自然，热爱生活的情感。

II、分课时教学目标

教学目标

话 第一课时

第二课时

第三课时

Activities in four My favourite season 题

seasons rainy and warm,sunny *plant a tree, * have a *plant a tree, * have a 语picnic,*ice-skate, *ski, picnic,*ice-skate, *ski, 言单and hot,windy and go camping,go to the go camping,go to the 知词

cool,snowy and cold, beach,go swimming,make a beach,go swimming,make a 识

sandcastle, go surfing, sandcastle, go surfing, Four seasons

tweet-tweet,

croak-croak, rustle-rustle

, whistle-whistle, *What season is it? 句型

watch maple leaves, fly watch maple leaves, fly kites,ride a bicycle,eat kites,ride a bicycle,eat many fruits, make a many fruits, make a snowman snowman

in China,in Australia,go skiing *What season is it? *Is it …? What season do you like? Do you like (season)? Yes,I do./No,I don’t. Why? Because I can/I have/I eat…in (season). 己最喜欢的季节。

*Is it …? In (season), it is…

In (season),we can…

What can you see/hear? I can see/hear…

描述四季的天气特征和颜色特点。

来描述在各个季节人们所从事的活动。

1、能够使用正确的单词和词组来1、能够使用正确的动词或动词词组1、能使用正确的单词和词组，来描述自语

言

技

能

与

运

用

2、能够正确使用What season is it? 2、能够正确使用What season do you Is it…?来询问季节。

2、能够正确使用What season is it? Is it…?来询问季节。

3.、能够正确使用In (season), it is…来描述各个季节的天气特征like? Do you like (season)? Yes,I do./No,I don’t. 3.、能够正确使用In (season),we Why?

Because I can/I have/I eat…in 和颜色特点。

can…等句型来描述各个季节中人们(season).来相互询问喜欢的季节及其理所从事的活动。

由。

4、能够正确使用In (season),I can see…和I can hear…来描述4、能够正确使用语段来对各个季节

各个季节的所见所闻。

节的天气特征、颜色特点和所见所闻等情况进行全面描述。

的天气特征、颜色特点和所见所闻以3.、能够正确使用语段从天气特征、颜色及所从事的活动等情况进行全面描特点和所见所闻以及所从事的活动等情况，来描述My favourite season。

5、能够正确使用语段来对各个季述。

在Four seasons的语境中，通过在Activities in four seasons的语境在My favourite season的语境中，通过文本的学习、师生间的互动交流使中，通过文本的学习，让学生能根据文本的学习，使学生能描述自己最喜欢的学生了解四季的天气特征、颜色特四季的天气特征、颜色特点、所见所季节和理由。通过课堂语境的创设，使学情感态点以及在各个季节的所见所闻。通闻来描述各个季节人们所从事的活生感受各个季节各有特色，表达对四季的度

过课堂语境的创设，激发学生热爱动。通过课堂语境的创设，使学生感喜爱之情。

大自然、热爱生活的情感。

受大自然与我们人类的生活息息相关。

III、单课教学文本与教学过程

Period 1

Four seasons 第一课时再构主文本：

Hello , I’m Mike. I’m an apple tree. It’s spring. It’s rainy and warm. Look! I have some green leaves. I can see many butterflies and

bees . And I can hear the birds. Tweet-tweet! How nice! In summer, it’s very hot. I grow and grow. Now I’m big and strong. I can see the red sun. It’s sunny. And I can hear some frogs.

Croak-croak!

How super! It’s

autumn.It’s

windy and cool. Ah ha! Look! I have many apples. Rustle-rustle!The leaves fall and fall. They’re yellow.I can see many nice kites.How wonderful!

Winter comes. I can hear the strong wind.

Whistle-whistle! I feel so cold. Now I have no leaves. I can see snow. The houses are white. How beautiful!

Oh, I like four seasons very much! 辅助文本：

(1) Spring, spring.

Summer, summer. Rainy and warm.

Sunny and hot. Spring, spring.

Summer, summer. Spring is green.

Summer is red.

Autumn, autumn.

Winter, winter. Windy and cool.

Snowy and cold. Autumn, autumn.

Winter, winter. Autumn is yellow.

Winter is white.

(2)In spring, the plants grow and grow. In summer, the sun shines and shines. In autumn, the leaves fall and fall. In winter, the wind blows and blows.

预输出文本：

(season) is

______.

(colour) In (season) ,it’s _____ and ______.

(weather)

I can see________. I can hear ___________. _________! (sound) How ______!

Period 2

Activities in four seasons 第二课时再构主文本：

Alice’s Poem: Spring is green. Spring is so beautiful. Oh, warm spring!

The plants grow and grow. We can see beautiful flowers. We can have picnics. It is so nice to have picnics. Spring , spring, beautiful spring!

Summer is red. Summer is so sweet. Oh, hot summer!

The sun shines and shines. We can hear frogs. We can go to the beach. It is so great to go to the beach. Summer , summer , sweet summer!

辅助文本：

预输出文本：

Make a new poem (season)________ is _______(colour). _______is so (sweet, beautiful…)

Oh, ________

_________!(weather) The __________(plants/sun/leaves/ wind)_______ and _________. I can see/hear_________________. I can _____________________. It is so _______ to _______________. _______, _______, ________

_______! Autumn is yellow. Autumn is so busy. Oh, cool autumn!

The leaves fall and fall. We can see the yellow leaves. We can fly kites. It is so funny to fly kites. Autumn, autumn, busy autumn!

Winter is white. Winter is so happy. Oh, cold winter!

The wind blows and blows. We can hear the strong wind. We can ice-skate. It is so cool to ice-skate. Winter, winter, happy winter!

P2 Teaching Processes(教学过程)：

Procedure Pre-task preparation Contents 1.revision

Methods 1.Read the sheet of P1. 2.Talk about the four seasons with the key patterns of P1. Purpose 通过回顾第一课时苹果树Mike在四季的成长过程，让学生谈谈各个季节的天气状况以及颜色。

While-task Procedure

1. Alice ’s poem

2.activities in spring ：

have a picnic

plant a tree

go camping

3.activities in summer

go to the beach

make a sandcastle

go surfing

4.activities in autumn

watch maple leaves

listen to the poem by 引出主人公Alice, 并整体感知她作的诗。

Alice.

引1.show the picture of 由在公园的情境中，spring and ask some 出春天的一些活动。

questions

2. teach ：have a picnic ；

利用儿歌,游戏的方式活跃课堂气氛，让学生read the chant .

3. elicit “Tree Planting 说说野餐能带些什么。结合植树节，引出植树Day ”

这一活动。

teach ：plant a tree

拓展野营活动，并说说4.teach：go camping

What do we need for go 野营所需装备。

camping ？

5.read the poem of spring.

1.a guessing game

Listen to the poem of 猜谜引出夏天。

summer. 引2.teach ：go to the beach

通过沙滩这一场景，What can we do on the 出一系列沙滩活动。

通过问答的形式，运用beach ？

（swim , walk, eat We can …的句型反复ice-creams, take a rest 描述在夏天的一些活under the umbrella …）

动。

3.teach ：make a 说一说沙堡的各种形状，感受堆沙堡带来的sandcastle

We can make a 乐趣。

sandcastle. It’s a …

观看视频，拓展冲浪这4.show a video

一运动。

teach ：go surfing

通过填空的方式引入1. fill in the blanks

2.elicit: Maple Leaf Day 秋天。

teach ：watch maple 结合枫叶节让学生谈谈在秋天赏枫叶的景leaves

ride a bicycle fly a kite

climb the mountains eat fruits

5.activities in winter

make a snowman

ski ice-skate Post-task activity

1.a song

2.a task

3.What can we do in autumn ？

We can …in autumn.

1. enjoy the song ”little snowman ”

teach：make a snowman

talk about the snowman.

2. teach : ski

a pair of skis ski on the snow

3. teach : ice-skate skate on the ice. 4. listen to the poem of winter.

sing the song “changing seasons ”

1.read Alice’s poem

2.write a new poem 象。

谈谈秋天其他活动。

拓展秋天可以吃的水果有哪些。

用歌曲的形式引出堆雪人，并运用It has …句型描述雪人的外形以及衣着。

区分ski, ice -skate, 拓展a pair of skis ,ski on the snow,

skate on the ice 等词组。

唱歌活跃课堂气氛。

仿照Alice 的诗，让学生选择一个季节，进行诗集创编。

Assignment

板书：

1.Read the sheet after class. 2. Choose one season then finish the writing with the pictures. 3BM3U3 Seasons P2 Activities in four seasons Season spring weather colour

see/ hear

Activities have a picnic plant a tree go camping go to the beach make a sandcastle go surfing watch maple leaves fly kites ride a bicycle eat many fruits make a snowman ski ice-skate summer

autumn

winter