Unit4Seasons

Unit 4 Seasons一、 教材分析本单元围绕着描述并讨论“季节”来展开听、说、读、写的训练。通过对季节特征和天状况的描述，引导学生表达自己对事物或事件的看法。同时在听说读写中引导学生掌握形容词的用法。二、 教学对象分析1. 学生对于“季节”非常熟悉，有利于开展本单元的各项听说读写任务。2. 学生对于形容词用法其实并不陌生，在小学已经接触过，只是没有进行专项的归纳性学习。在本单元，教师可以系统地帮助学生温故而知新，引导学生在一定的语境中熟练运用形容词。三、 单元教学目标1.认知目标学习水平学习内容学习水平的描述语音1. 双元音/ei/、/ai/、/ i/及辅音/m/ /n/ /的拼读规则。2. 能流利地朗读课文及与课文水平相当的短文, 语音、语调、句子重音和停顿基本正确。词汇1. 重点词汇单词：footprint, grandparent, packet, picnic,puddle, relative, town,trip, blow, kick, shine, spend, dry, snowy, wet, brightly, everything,during词组：fly kites, go on a picnic, go swimming, have a picnic, make snowmen, take a trip专有名词：Australia, Canbera, the Dragon, Boat Festival, the Mid-Autumn Festival, the Spring Festival语言技能读阅读一篇关于四季的文章，了解四季的气候特点、自然现象和人们在不同季节中的常见活动；在阅读过程中，体会形容词在句中的不同作用，并初步了解“It is +adj.+ to do sth”的句型。听听Kelly对澳大利亚首都堪培拉四季的描述，根据她所介绍的四季顺序给图片排序；捕捉听力文本中包括形容词在内的关键词，从而完成一张关于堪培拉四季起始及各季特点的信息表。说口头运用在语法板块学习的形容词用法和“It is +adj.+ to do sth”这一句型，表达对某一季节的喜好。写以“我最爱的季节”为题，完成一篇短文。利用所给范文构思文章的结构和具体内容。同时，进一步巩固本单元语法板块所学形容词的各种用法。学习策略学会根据词义和单词进行归类。文化意识了解英国的“夏令时”。情感态度关注气候变化，了解四季差异，培养热爱自然和善于探究的学习精神。知晓中国幅员辽阔，东西南北气候差异显著。 语法1. 形容词用法和“It is +adj.+ to do sth”这一句型2. 学习在模拟交际情景中熟练形容词用法和“It is +adj.+ to do sth”这一句型。 日常交际用语1. The wind blows gently.2. Everything turns green.3. It is exciting/nice/interesting to4. The Sun shines brightly.5. Winter is often cold and snowy.6. I have a lot of fun.7. Which season do you like best?8. I like summer best.课题开展小组分工合作，就所在城市的几个方面（概况、季节特征和人们在四季中常见的活动等）进行探究并搜集素材，然后各组整理和分享所搜集的素材，完成一份所在城市的概况介绍。2能力发展目标：1）能够在听、说、读、写等语言综合实践活动中运用本单元的重点词汇、句型与语法。2）在学习中提高交流和传递信息的能力，在写作中句型使文章更连贯和流畅。3）通过指导学生在模拟交际中运用所学的知识，培养学生探究学习、合作学习、自主学习的能力。四、单元教学重点1.学生熟练掌握重点词汇18个，短语6个 2.指导学生利用所学句型正确表达思想、进行交际活动。 3.指导学生归纳形容词用法和“It is +adj.+ to do sth”这一句型的用法并在实践中熟练运用它们。五、单元教学重点 1. 通过形式多样的课堂活动与任务，帮助学生完成阅读理解、听力理解等学习任务。 2. 引导学生积极主动地探究学习，从教材以外的渠道去了解与本单元主题相关的文化背景信息、资料等，并且与同学进行相互交流，顺利开展包括口头汇报、写作展示等拓展活动，培养学生探究学习、自主学习、合作学习的能力。六、教学策略 1.在教学中，教师应积极设情景引入，配合媒体、表情、动作、进行视听说演示，激发学生兴趣。 2.教师应采用有利于学生学习的教学方法，善于引用学生通过阅读或观察、比较对比知识进行归纳总结。增加学习内容的复现和巩固练习、及时反馈学习情况。 3.教师应该根据自己学生的具体情况对教材进行整合，精讲精练，调动学生的学习兴趣，使他们积极参加参与课堂各种学习活动。在阅读的过程中，教师指导学生培养阅读策略与技能及写作过程中的写作技巧训练。七、媒体的选择与设计 1. 充分利用和发挥基本的教学媒体，如课本，教师的身体语言、板书的作用。 2. 适时、合理地使用计算机多媒体或电子白板，增大课堂的容量，更好地辅助课堂教学。八、各课时教学内容安排建议课 时教学内容及课型教学目标及简单教学环节设计第1课时Reading ASeasons(阅读课)一、 定位：input-based, 阅读理解为主。二、 教学目标：语言知识1、 认识和理解单词blow, brightly, druing, everything, picnic, relative, shine, spend, trip以及短语：go on a picnic, make snowmen, take a trip等。2、 初步了解”It is +adj+to do sth”的句型。语言技能：1通过解读文体特征，预测主阅读篇章的结构和内容。2通过找读关键信息，学习核心单词和短语。情感态度：激发学生对大自然的热爱。教学重点：了解主阅读篇章的结构和关键信息，学习核心单词和短语。教学难点：能够根据主阅读篇章内容制作表格，补全信息。三、 教学环节设计：Step1.Leading-in1)Free talk.a) Ask Ss to look at the pictures on page43 and talk with their parter: and Ask Ss: Which season do you like best? Why? Get the Ss to discuss with their partner?b) Get Ss to finish Exercise A1.c) After checking the answers, Ask Ss two questions:Q1:What sounds do the underlined letters make?Q2:What do the two “by”mean?d)Get Ss to finish Exercise A2 and check their answers.Step2.Pre-readinga)Ask Ss to look at the photos and the sub-headings of the article on page 45,Then answer the questions on page 44 (finish exercise B1 on page 44.)1) What is the weather like in spring?2) What do people like usually do in summer?3)What do people like doing in autumn?4)What do children like about winter?b)Vocabulary presentation: Get Ss to learn some new words by showing some pictures.d)Cocabulary exercise:Get Ss to finish exercise C1and C2 on page 46.Step3. While- reading1)First reading: Tell Ss to read the text quickly and finish exercise （第8期双语报B1版：走进课文题目）.2)Second reading: Read the text again and complete exercise D2 on page 47 and .第8期双语报B1版：语篇结构题目）3）Chect the answers.Step4.Post-readinga) Discussion(group work): Get Ss to Discuss in groups: What festivals do we have in each season?What do we usually do or eat at each festival? (finish exercise D3)b)Retell the text according to the pictures and the structure of D2 on page 47.(group work)或(结合双语报第8期B1版语篇结构进行复述)Step5.Learning lagnuage points:a.Deal with some useful phrases and expressions in the passage. Guide the Ss to learn and use them in their own speaking and writing.1)start to do sth=begin to do sth2)get+adj.拓展：turn+adj(colour)3）take a trip拓展：travel, journey4）go on a picnic/have a picnic5)It is +adj.+(for sb) to do sth(对某人来说做某事怎么样)Step6.Summary.Get Ss to Summarize what theyve learned.Step7.Homework:(1) Finish the exercises in Students Times. (2) Finish the Reading exercises in Book B.第2课时Listening (听力课)一、定位：input-based, 听力理解为主。二、 二、教学目标：三、 语言知识四、 1.在听力过程中通过图片和关键词的提示，了解澳大利亚首都堪培拉四季的特征。五、 2.认读和理解单词Australia, grandparents; 认识单词packet;了解Canberra等拓展词汇。六、 3.了解中国传统节日的表达法。七、 语言技能1. 在听的过程中训练学生根据听到的内容正确排列图片的能力；同时通过完成有关季节特征的信息表，进一步巩固捕捉关键词的基本技能。2. 综合本单元所学的内容，模仿例文，从某个季节的时间、天气情况、景物变化、相关节日以及不同的活动等方面来描述最喜欢的季节。情感态度：激发学生对中国传统节日的兴趣。教学重点：在听的过程中捕捉名称、数据等关键信息的技能。教学难点：综合本单元所学的内容，从某个季好的时间、天气情况、景物变化、相关节日以及不同的活动等方面来描述这个季节。三、教学环节设计：Step1. Revisiona)Get a student to say something about the main idea of Reading A.b)Get Ss to learn sth about the city Canberra.Eg: Which country is it in?Step2. Pre-listening1. Ask Ss some questions about the weather in the four seasons.2. listening tips: When listening, Wacth the important words, such as names, times and numbers.Step3.While listening 1）Get the Ss to listen to Kelly talking about the weather in Canberra, Australia and put the photos below in the correct order. Write the numbers 1-4 in the box.(finish Exercise A1)2) Play the recording again for the Ss to listen and complete the table in B on page 48.(Get students to practice the strategy. Focus on the listening strategy: listening of key words)3)Check the answers.Step4.Post- listening Listening Book B1) Get the Ss to read through the questions in A on page 54 in Book B first.2) Play the recording for the Ss to listen and finish A on page 54)3) Play the recording again for the Ss to listen and finish B on their own. (Focus on the listening strategy: listening of key words.)4) Play the tape again and Check the answers to B on page 54 in class.5) Play the tape twice and Check the answers to C on page 55 in class.4.Summary: Ask the Ss tu summarize what we have learned today.Step5.Homework A Finish related exercises in Students Times.第3课时Language（语法课）一、定位：practice -based，启发学生, 归纳语言知识，开展各层次、强化性和综合性练习，多种技能结合训练, 以练为主。二、教学目标：语言知识1.认识和理解单词dry, footprint, kick, snowy, town, wet等；认识单词puddle; 了解fall, rhyme, verse等拓展词汇。2了解形容词作定语与表语的用法。3掌握Whats the weather like in in?句式，拓展How is the weather in in?语言技能：1.了解英语诗歌的一般常识。2.能够正确地使用形容词作表语描述天气以及表达自己对四季的感受。情感态度：激发学生对大自然的热爱。教学重点：形容词作定语和表语的用法。教学难点：运用恰当的形容词介绍气候特征。学习策略：培养学生探究学习、合作学习、自主学习的能力四、 教学环节设计:Step1.Grammar Learning -adj+ nouns(1) definition: We use an adj. Before a noun to describe a thing or a a person.(2)Presentation-ask and answer about the pictures.Eg: Tom and Jerry is an interesting cartoon.More examples: a bright star; a close relative, a funny snowmen, heavy rain, lovely children, an old umbrella, a warm coat, a windy day. (3)Ask Ss: How are these adj.s formed?Get Ss to work out the rule (p49)(4) Summary-guide the students to summarize the following:Sometimes we can turn a noun into an adjective by adding y or ly to word.(形容词的构成) (5)Exercise:a.Get Ss to finish Exercise on page 49.Step2.Presentation of using adjectives after the verb to bea)Show some examples: The cartoon Tom and Jerry is interesting.b)Ask Ss some questions according to the picture:Q:What are there on the table?c)Get Ss to read the girls and the boys words on page 50 and work out the rule: finish page50.d)Exercise: pair work(in pairs, ask and answer questions about the weather. Follow the example: Get Ss to finish exercise on page50S1:Whats the weather like in Beijing in July?S2:Its hot and sunny. Step3. Presentation of “It is +adj.+to do.”We can also use the adjectives in the sentence pattern“It is +adj.+to do.”Get Ss to summarize the usage by showing some sentences.Eg: It is interesting to watch the cartoon Tom and Jerry.Exercise: Get Ss to finish exercise on page 51.Step4. ConsidalationDo some related exercise on page 51-53 in book B. Step 5. Homework（1）分类归纳形容词的用法（归纳本）（3）完成双语报内相关练习。第4课时Speaking (口语课)一、定位：output-based, 说为主。二、教学目标：语言知识: 1. 掌握Talk Time 部分的双元音ai、ei、i以及辅音/m/ /n/ /的拼读规则.2. 理解三个双元音以及3个辅音的发音规则，能够分辨形近、音近的音标。语言技能:1、识别含有双元音ai、ei、i以及辅音/m/ /n/ /的单词。2、流利地朗读韵文。教学重点：双元音ai、ei、i以及辅音/m/ /n/ /的音和形。教学难点：辨读含有双元音ai、ei、i以及辅音/m/ /n/ /标的单词。三、教学环节设计:Step1.Talk Bar Get some Ss to talk about some information about four seasons using 6-8 sentences. Step2. Speaking A-Talk time(1) Get the Ss to pronounce the following phonetic signs correctly: ai、ei、i、/m/、 /n/ 、/ (2) Play the tape for Ss to follow it and say the words aloud.(Ex. A1)(3) Ex.A2-Ss listen to the tape and add the words to boxes in Ex A2.Step3. Speak up(Pair work)(1) Explain what a questionnaire is to students and ask them to do ExB,Follow the example.S1:Which season do you like best?S2:I like summer best.S1:Why?S2Because it is exciting to play on the beach in the sunny weather.Step4.Consolidation: Finish Exercise p56 in Book B.Step5. Homework Some related exercise on Student Times.第5课时Writing 一、定位：output-based，以写和说为主。二、教学目标：语言知识：八、 1.认读和理解单词Australia, grandparents; 认识单词packet;了解Canberra等拓展词汇。九、 2.了解中国传统节日的表达法。十、 语言技能1.综合本单元所学的内容，模仿例文，从某个季节的时间、天气情况、景物变化、相关节日以及不同的活动等方面来描述最喜欢的季节。完成一篇题为My favourite Season的短文。情感态度：激发学生对中国传统节日的兴趣。教学重点：培养学生构思文章的能力。教学难点：综合本单元所学的内容，从某个季好的时间、天气情况、景物变化、相关节日以及不同的活动等方面来描述这个季节。三、教学环节设计: Step 1:pair workIn pairs, get Ss to look at the photos of the four seasons and discuss the Favourite Season and the reason.Step2: group work:Mandy has written about her favourite season, winter, Read the passage on P53 and find what she writes about the season.Step3:ExerciseGet Ss to use the example to write a short passage about your favourite season below. Exercise on Page 53.Eg: My favourite SeasonMy favourite Season is_.It is_and sometimes_(weather)It is _ to _(activity)._is in _(festival).I _It is _(activity).(1) Get some groups to present their tables and the articles.(2) Other advice: Wed better put up the tables of each group for the whole class to appreciate. And let the whole class to choose the top three.Step4:. SummaryHelp the Ss to summarize what they have learned in this unit.Step 5:Homework Go over this unit and get ready for the unit test.第6课时More practice A (拓展课)(Optional)一、定位：input-based，本课可作弹性选择， 可定位为泛听材料，也可定位为泛读材料。二、教学目标：通过听力与阅读训练，增补与本单元主题相关的材料，帮助学生了解更多有关天气的信息。三、教学环节设计:Step1. RevisionCheck the homework assigned the day before.Step2. Leading-in (1) Ask Ss some questions abour Air.Q1:Whats the weather like in Guangzhou?Q2Whats the weather like in Beijing?Q3. Whats the weather like in China?Step3. Listening1. Pre-listening 1)Get the Ss to talk about the pictures of four cities of China in winter. Ask : What is the weather like in each picture?Picture1:Harbin Picture 2: HangzhouPicture3:SanyaPicture4:Kunming2.While- listening 1)Get the Ss to listen to the text about the weather in China as fast as possible, and fill in the blanks.2)Play the tape again and ask the Ss to write down the answers (Dont look at the text)3)Ask the Ss to read the text and check if their answers are correct only by listening to the tape.3.Post-listeningFinish Exercise in page6164 in Book BStep4. Homework1.完成双语报内相关练习。第7课时单元目标检测一、教学目标: 1. 通过综合技能训练巩固本单元的教学目标。2. 提高学生综合运用语言知识与技能的能力。二、Test Have a test about this unit.三、HomeworkPreview the new words of unit3.