单元整体设计.docx
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单元整体设计
M3U3DifferentSeasonsanddifferentactivities单元整体设计
上师大附属经纬实验学校
一、单元教学目标
（一）知识目标
1.在语境中用所学词组和句型描述喜欢的季节及在相应季节的活动。
如：
season,spring,summer,autumn,winter,warm,cool,ski,ice-skate,plantatree等词汇。
2.学会使用特殊疑问词Whatseason对季节提问。
掌握一般现在时，动词的正确使用。
如：
Whatseasonisit?
Isit...?
Wecandodifferentthingsin...
3.字母组合bl,fl,sl的发音及相应单词。
（二）能力目标
1.学生能用所学句型及单词描述喜欢的季节。
2.用相应的形容词描述每个季节的气候特点。
3.掌握一般现在时中动词的用法。
4.学会用相关动词词组表达自己在不同季节的喜好。
（三）情感目标
1.让学生能够感受到每个季节的美好。
2.让学生养成合理穿衣的习惯。
二、分课时教学目标
教学
目标
语言知识
语言技能与运用
情感态度
第一
课时
单词：
season,grow,shine,
plantatree,haveapicnic,
makeasandcastle;
句型：
Whatseasonisit?
It’s…
1.学会如何描述春夏季节两个特征如：
Springiswarmandrainy.
Plantsgrowandgrow.
2.学会理解并使用以下句型
如：
Whatseasonisit?
It’s…
1.认识到春天和夏天的美和这两个季节的活动。
第二
课时
单词：
ice-skate/ice-skating,ski/sking,pickapples,fall,blow;
句型：
Whatseasonisit?
It’s…
1.学会如何描述秋冬季节两个特征如：
Autumniscoolandwindy.
Leavesfallandfall.
2.学会理解并使用以下句型
如：
Whatseasonisit?
It’s…
1.认识到秋天和冬天的美和这两个季节的活动。
。
第三
课时
句型：
Isit…?
Whatdowehavefor…?
Wehave…for…
1.能运用所学知识简单描述各个季节；
1.让学生养成合理穿衣的习惯
四、单课教学设计
1.文本：
（1）主体文本
P1
Thelittlebirdfliestoapark.Therearemanybeautifulflowersandgreentreesinthepark.Itseessomechildrentheretoo.
Bird:
Hello,whatseasonisitnow?
Children:
It’sspring.
Bird:
Howisspring?
Children:
Springiswarmandrainy.Oh,look!
Theplantsgrowandgrow.It’sagrowingseason.
Bird:
Whatcanyoudoinspring?
Children:
Icandoalot.ofthings.Wecanplanttreesandhaveapicnicinspring.
Bird:
Ilikespring.Itisaniceseason.
（Thebirdfliesandflies）
Bird:
Itissohotandthesunshinesandshines.Whatseasonisitnow?
Children:
Itissummer.Summeriswonderful.Insummer,wecangotothebeach.Wecanswimandmakeasandcastle.Lookatmysandcastle,howbeautiful.
Bird:
Springandsummerarebeautifulseasons.Ilikethem.
（Thebirdfliesandflies）
Bird:
Whatseasonisit?
Children:
Itissummer.Itishotandthesunisshining.
Bird:
Whatcanyoudoinsummer?
Children:
Wecangotothebeach.Wecanswimandmakeasandcastlethere.
Bird:
Whatniceseasons!
Iwilltellmum.
P2:
主体文本：
1.Springisaniceseason.Inspring,itiswarmandrainy.Theplantsgrowandgrow.Wecanplanttreesandhaveapicnicinspring.Ilikespring.
2.Autumniscoolanddry.Theleavesfallandfall.
Lookattheleaves.Somearered,someareyellow.Sobeautifulleaves.Autumnissonice.Ilikeautumn.
3.Autumniscoolanddry.Theleavesfallandfall.Wecanflykitesandridebicycles.Andwecan…Autumnissonice.Ilikeautumn.
4.Ihearthewind.Thewindblowsandblows.Ifeelcold.Whatseasonisit,myfriend?
Hi,myfriend.It’swinternow!
How’stheweatherinwinter?
Inwinter,thewindblowsandblows.Thesnowfallsandfalls.It’scold,dryandsnowy.
Whatcanyoudoinwinter,littlegirl?
Icanskiinwinter.Ilikeskiinginwinter.Howinteresting!
Whatcanyoudoinwinter,littleboy?
Icanice-skateinwinter.
（2）辅助文本
P1
I’malittlebird.Thisisanewworldtome.Mumsaystherearefourseasonsintheworld.Butwhatarethey?
Howarethey?
P2
1.I’malittlebird.Thisisanewworldtome.Mumsaystherearefourseasonsintheworld.Butwhatarethey?
Howarethey?
2.“Springisaniceseason.”Thelittlebirdthinksandflieson（继续飞）.Nowshefliestoabeach.
3.Autumnisalsoaharvest（收获的）season.Wecanpick（摘）apples.Theyaresweet.4.Ihearthewind.Thewindblowsandblows.Ifeelcold.Whatseasonisit,myfriend?
2.教案
Period1
Steps
Contents
Methods
Purposes
Pre-task
preparations
1.Phoneticlearning:
/bl//sl//fl/
1.Phoneticsandwords
通过已经学习的单词来学习/bl//sl//fl/的发音
While-task
procedures
1.Createacontext
2.Listeningforgist
2.Learnthesentence:
Whosetapeisthis?
It’syours/mine.
3.Tolearn:
spring
4.Tolearn:
summer
1.Listentothemonologueofthelittlebird.
T:
Thatlittlebirdwantstofindouttheseasons.Doyouliketogowithher?
2Togivethequestionbeforelisteningtothetape.
Q:
Howmanyseasonsarehere?
Whatarethey?
2-1Listentothetape
2-2Groupfeedback
3-1.weatherinspring
3-1-1warm,rainy,theplantsgrowandgrow
3-1-2Chantpractice
3-2.Activitiesinspring
3-2-1planttrees
Theproceduresofplantingatree.
3-2-2haveapicnic
3-3.Readthedialogueandrole-play
4-1.Toelicittheseason:
Summer
T:
Thebirdfliesandflies.Whatcanyouhear?
S:
Icanhearthesea.
T:
Whatseasonisit?
S:
Itissummer.
4-2.Weatherinsummer
4-2-1Toelicitthetargetwords:
Tape:
Hello,whatseasonisitnow?
Isitspring?
S:
No,it’ssummer.
Tape:
Howistheweatherinsummer?
S:
Itisveryhot.Thesunshinesandshines.
4-2-2:
Chant:
Season,season,whatseasonisit?
Summer,summer,it’ssummer.
Hot,hot,summerishot.
Shine,shine,thesunshinesandshines.
4-3Activitiesinsummer
4-3-1Groupwork:
listtheactivitiesinsummer：
eatwatermelons…
Groupfeedback:
Insummer,Ican…
4-3-2:
Highlight‘pickuptheshellsand‘surfonthesea’
5.Fill-intheblanks
为本节课创设情境
听录音回答问题，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
通过海浪声，引出summer
通过图片，让学生自己完成对summer气候的描述。
同时引出Thesunshines.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。
通过图片补充词组pickuptheshells’and‘surfonthesea’
通过给主句型,对空白部分填空对第二片段文本再次操练
Post-task
activities
1.Readthedialogue
2.Talkaboutyourfavoriteseason
3.Singasong
1.Sayandact
2.Givenoutthekeywords
复习本堂课主体文本。
Assignment
1.Readandwritethenewword
2.Singthesongtoyourparents.
Period2
Steps
Contents
Methods
Purposes
Pre-task
preparations
1.Reviewthephoneticalphabets.
1.readandchant
利用儿歌的形式复习巩固音标
While-task
procedures
1.Reviewthestory
2.Review‘spring’
3.Review‘summer’
3.Learnaboutautumn
4.Learn‘fallandfall’
5.Readtogether
6.Askandanswer
7.Singasong
8.Readandfillintheblanks
9.Learntheword‘blow’andthesentence:
thewindblowsandblows.
10.readandchant
11.Learn‘ski’
12.Askandanswer
1.Listen:
I’malittlebird.Thisisanewworldtome.Mumsaystherearefourseasonsintheworld.Butwhatarethey?
Howarethey?
T:
Thelittlebirdfliestofindtheanswers.
2.Askandanswer:
1）Whatseasonisit?
2）Howistheweatherin…
3）Whatcanwedoin…?
3.readthepassage:
Springisaniceseason.
Inspring,itiswarmandrainy.
Theplantsgrowandgrow.
Wecanplanttreesandhaveapicnicinspring.
Ilikespring.
4.bird:
“Springisaniceseason.”Thelittlebirdthinksandflieson.Nowshefliestoabeach.
Fillintheblanks:
isaniceseason.
In,itis.
Thesunand.
Wecanin.
Ilike.
5.Lookandthink:
1）.Whatcolouraretheleaves?
2）.Whatseasonisit?
3）.Howistheweatherinautumn?
4）.Whatcanyoudoinautumn?
5）.Whatdoyoulikedoinginautumn?
6.T:
lookandthetree.
Howaretheleaves?
7.Autumniscoolanddry.
Theleavesfallandfall.
Lookattheleaves.
Somearered,someareyellow.
Sobeautifulleaves.
Autumnissonice.
Ilikeautumn.
8.T:
Whatcanwedoinautumn?
Autumniscoolanddry.
Theleavesfallandfall.
Wecanflykitesandridebicycles.
Andwecan…
Autumnissonice.
Ilikeautumn.
9.Autumnisalsoaharvestseason.
Wecanpickapples.Theyaresweet.
Anappleaday,keepthedoctoraway!
Singasong:
Appletree
10.Fillintheblanks:
Autumnis_____anddry.Theleaves
___and_____.Lookattheleaves.Someare___,someareyellow.Sobeautifulleaves.
Inautumn,wecan___kitesandride
______.Andwecanpick______too.Itisalsoaharvestseason.
Autumnissonice.Ilikeautumn.
11.-Ihearthewind.Thewindblowsandblows.Ifeelcold.Whatseasonisit,myfriend?
-Hi,myfriend，it’swinternow.
12.Readandchant
13.Ican______inwinter.
Ilike_______inwinter.
Howinteresting!
14.T:
Whatcanyoudoinwinter?
S:
I/Wecan…（do）inwinter.
T:
Whatdoyoulikedoinginwinter?
S:
I/Welike…（doing）inwinter.
（ice-skate,ski,run,makeasnowman,
Skip）
回到本课的情景中
通过对话检测学生的掌握情况。
通过问答引出本课主要单词和词组
朗读文本并巩固新学词组
通过问答的形式让学生说一说秋天可以有哪些活动
唱歌活跃课堂气氛
练习的形式完成短文填空。
小组活动，培养学生的口头表达能力。
Post-task
activities
1.Reviewthestory
2.Readandjudge
3.Singasong
1.Sayandact
2.Readandjudge
3.Singasong:
Season’ssong
复习本堂课主体文本。
Assignment
1.Readandwritethenewword
2.Recite‘Lookandsay’
Period3
Steps
Contents
Methods
Purposes
Pre-task
preparations
1.Phoneticlearning
2.Warm-up
1.Readtherhyme
2-1.Listenandenjoy
2-1-1:
Listentothetape
2-1-2:
Readthemonologuetogether
2-1-3:
Talkaboutyourfavoriteseason
2-2Exercises
2-3GuessingTime
2-3-1:
Whatseasonisit?
T：
AliceandPeteralwaysplaytogether.Theylikeplayingballgames,videogamesandothergames.Nowtheyareplayingaguessinggame.Whataretheyguessing?
Letmejointhem!
2-3-2Fill-inblanks
It’smyturn,Peter.
It’sandwindy.Theleavesareand.Thesunis.Thegrassis.Icanand.
Andit’stheseasonforharvest.Icanpickfruitfromthetrees.Whatisit?
通过rhyme再次复习语音/bl//sl//fl/的发音
通过谈论最喜欢的季节来复习上节课所学的内容
通过练习对学生掌握的语法进一步检查
通过对季节的描述让学生能够快速反应，同时也能够让学生用关键词对季节进行描述
While-task
procedures
1.Clothesandactivitiesinwinter
2.Whatdoyouhaveforsummer?
3.Clothesinspringandautumn.
1-1Lookandcircle
T:
Whatdoyouhaveforwinter?
Scarves
Hat
Gloves
1-2Activitiesinwinter
T:
Whatcanyoudoinwinter?
S:
Wecanice-skate,ski
1-1Lookandcircle
T:
Whatdoyouhaveforsummer?
T-shirt
Dresses
Skirt
1-2Activitiesinsummer
T:
Whatcanyoud
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