UNIT 6 Seasons
General objectives:
1. Master the way to talk about festival and seasons. 2. Show best wishes.
3. Mater the using of “be going to” and exclamatory sentences. 4. Learn to talk about activities of different seasons.
5. Know about some culture of Christmas Day and Spring Festival. New languages:
What do you like to do? I like to ______. Merry Christmas! That’s great! This is for you/ me/ him/ her. Why? Because _______.
What is he going to do? He is going to _______. It’s somebody’s turn to do _____. What a wonderful festival! Difficult points:
1. How to improve the students reading and speaking abilities according to the reading materials. 2. Grammar: be going to
exclamatory sentences Teaching aids:
computer, video, recorder Tearing periods: Period 1: Lesson 41 Period 2: Lesson 42 Period 3: Lesson 43 Period 4: Lesson 44 Period 5: Lesson 45 Period 6: Lesson 46 Period 7: Lesson 47 Period 8: Lesson 48
Lesson 31 What strange weather!
Teaching aims:
1. Teach vocabulary words.
2. Main sentences: What do you like to do?
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What a cold, snowy day! 3. Master exclamatory sentences.
4. Train the speaking and listening abilities. 5. Learn to talk about the winter. Lesson structure: Class opening: 1. Greeting. 2. Duty report.
3. Sing “the month song”.
4. Play “what day is it?” to review the seasons. Key concepts:
Put on _____ (winter, jackets, scarf, mittens, hat…) What a cold, snowy day! skate, ski, ice, snow Learn, teach. Step 1. Presentation
1. Teacher: (Show a window, some snow outside it with a computer. Pretend to be very cold.)
What’s the weather like today? Students: it’s cold and snowy.
Teacher: Yes. Look out of the window. It’s snowing. It’s winter.
What do I wear in winter? I want my mittens. Now I am putting on my mittens. What a cold snowy day!
2. Demonstrate ski and skate with pictures that show Danny skiing and skating.
Teacher: Look! What is Danny doing? Students: Danny is skating. Teacher: What is Danny doing? Students: Danny is skiing.
Teacher: Can you ski? (To student 1) Student 1: No, I can’t.
Teacher: Can you skate? (To student 2) Student 2: Yes, I can.
Step 2. Practice
1. Drill
1) Teacher: What a cold day! Students: What a cold day!
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Teacher: What a cold, snowy day!
Students: What a cold, snowy day! Teacher: Put on the winter jackets! Students: Put on the winter jackets! Teacher: Mittens.
Students: Put on the mittens! Teacher: Scarf.
Students: Put on the scarf! 2) Student A: (To B) Can you ski?
Student B: No, I can’t. (To C) Can you skate? Student C: yes, I can. (To D) Can you swim? Student D: yes, I can. (To E) Can you jump? 3) Teacher: I like to skate. Students: I like to skate.
Teacher: I like to skate on the ice. Teacher: Ski.
Students: I like to ski.
Teacher: I like to ski Students: I like to ski. Students: I like to ski Students: I like to ski. 2. Listen to the dialogue with the following questions:
What does Li Ming like to do? What does Li Ming want to learn?
After listening answer the questions together. Discuss the dialogue again and make sure they can understand the meaning of the text. 3. Read aloud.
4. Ask for volunteers to read the dialogue.
5. Divide the class into small groups. Ask each group to male up a dialogue about a cold, snowy winter day.
6. Talk about exclamatory sentence. Use this sentence as an example: What a cold, snowy day!
The structure of the exclamatory sentences: What + a (an) + adj. + n. + (sub. + v.)
You can give more examples then ask students to make some sentences.
Step 3. Conclusion
1. Learn and master the vocabulary words.
2. Master the main sentences: What do you like to do? What a cold, snowy day!
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Steps 4. Homework
1. Finish off the activity book. 2. Practice the dialogue in this lesson. 3. Preview next lesson.
Lesson 32 I can’t wait for winter!
Teaching aims:
1. Teach vocabulary words. 2. Main languages:
First, we make a big ball of snow.
Then, we make another snowball, and put it on top of the other two. Look out! Don’t throw snowball at me. 3. Practise the speaking ability. Lesson resources: Class opening: 1. Greeting. 2. Duty report
3. Sing “the month song”
4. Play “What day is it?” to review the week, months and ordinal numbers. 5. Play the variation of “dress up” to review the seasons. Key concepts:
Make a snowman/ snowball, look out, and throw. Step 1. Presentation
Show a picture about a snowman and some children throwing snowballs with
the computer.
Teacher: What’s this?
Students: It’s a snowman.
Teacher: What are the children doing? Students: They are throwing snowballs. Teacher: Do you play with snow in winter? Students: Yes. / No. Step 2. Practice
1. Drill
Teacher: Snowballs. Students: Snowballs. Teacher: Make snowballs. Students: Make snowballs.
Teacher: Make snowballs and throw snowballs.
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Students: Make snowballs and throw snowball.
Teacher: They are making snowballs and throwing them. Students: They are making snowballs and throwing them.
2. Books closed! Ask some questions: what are the children doing? Are the having fun? Listen to the audiotape. 3. Check the answers
4. Listen to the dialogue with the following questions:
What happens to Jenny?
What do Jenny and Li Ming make?
After listening answer the questions together. Discuss the dialogue again and make sure they can understand the meaning of the text. Deal with the language points at the same time. 5. Practice in small groups.
6. Present. Ask some volunteers to act the dialogue.
7. Discuss: What are Jenny and Li Ming making? What do they do first? How many snowballs does the snowman have? Does the snowman have eyes/ ears/ arms/ feet/ a mouth/ a nose? Li Ming wants to go inside. Why? 8. Make up a new dialogue. Divide the class into small groups. Ask each group to make up a dialogue about playing with snow.
Step 3. Conclusion
Master the words of this lesson and some main languages.
Step 4. Homework
1. Finish off the activity book. 2. Practice the dialogue in this lesson. 3. Preview the next lesson. Lesson 33 Kim’s Favourite Season I,Teaching important points
1,Master the new words and phrases in this lesson. Such as a kind of, be filled with, pick up, in front of , in the front of,
give sb. sth. = give sth. to sb. 2,Talking about the different seasons. II,Teaching difficult points
1,The differences between in front of …and in the front of… 2,The usages of pick up,be full of and be filled with. 3,How to write a report about different seasons correctly.
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III,Teaching time One period IV. Teaching steps lead-in:
Hi, everyone! There are four seasons in a year, but what’s your favourite season? (spring, summer, autumn or winter). Do you know Kim’s favourite season ? (No).OK, Let’s learn about Kim’s favourite season.(showing the title of Lesson 44 by PPT). Step 1. Showing the aims ( by PPT).
1,Master the new words and phrases in this lesson. 2, Revise “be going to”
3,Learn about some activities related to the seasons.
4,After learning this lesson, students can write a report about different seasons.
Step 2. Self-learning and discuss in groups
1, Read the text and find out the words that they unknown, and discuss them, then I teach them to read the words.
2, Read the text and answer the following questions, first, they answer them by themselves. Then check the keys and discuss them in groups. 1) ,Who is talking at the front of the class? 2) . What season is Kim talking about? 3).How is the temperature is in this season? 4).What does Kim often wear?
5). How many bags do they pick the apples?
3, Write a short story about your favourite season. What activities do you like to do? What clothes do you like to wear? What food do you usually eat? Do NOT write what the season is. Can your classmates guess?! 4,Talk about the following language points. ( I can give them some cues by ppt )
Pick, full, clap, kind, fill
Be going to, in front of/in the front of, give Sth. to Sb. Step 3, Teaching and explaining
1,She stands in front of the class and holds a very big, black bag? in front of 指在某一范围以外的前面,而in the front of 指在某一范围以内的前面。
in the front of 在……前面(内部) in front o f在……前面(外部)
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eg:
I am standing in the front of the classroom. 我站在教室前面。
There are many bicycles in front of the classroom. 教室前有许多自行车。
2. It is the best season to pick apples
pick up 拾起，捡起 pick up the card pick the card up pick it up pick them up
名词可放中间，也可放后边。代词必须放在中间。
3. Kim gives a delicious red apple to each classmate. give sb. sth. = give sth. to sb. 给某人某物。 把这块手表给胡先生。 Give the watch to Mr. Hu. = Give Mr. Hu the watch. 把它给玛丽。 Give it to Mary. (T) Give Mary it. (F)
注意：当直接宾语是代词时，不用 give sb. sth. 这个结构。 Step 4, Feed-back
Do the following exercises.(单选)
1，The teacher’s desk is ____ the meeting room.
A. in front B. in the front C. in the front of D. in front of 2. On Teachers’ Day, the students ____ flowers ___ their teachers. A. brings; to B. take; to C. give; to D. gives; to 3. What ____ you do yesterday? And what are you ____ tomorrow? A. do; going to do B. did; going to C. do; go to do D. did; going to do
4. We give our friends gifts. = We __________________. A. give gifts our friends B. give gifts to our friends C. give gifts for our friends D. give our friends for gifts 5. I want ______ a tie (领带).
A. to buy him B. buy him C. buy to him D. to buy to him Homework
1. 寻找以f，fe结尾的单词，并总结这些单数名词变复数的规律。
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2. 写一篇小短文，介绍一一个自己最喜欢的食物。 Lesson34 Steven’s report
Learning aims (学习目标) 掌握词汇
countryside catch, picnic, feed, goose, dark
掌握短语
enjoy doing sth. be going to,
运用本课所学流利表述自己喜爱的一天 Guide for pieviewing (课前预习) 课堂互动
1. word-study(单词学习) 2. listen and answer
听录音回答问题 (1) In Steven’s story, why did they
laugh at the eng? (2) Whose turn to speak? (3) Where did they have picnic? (4) Where does the maple syrup come from? 3. intensive reading2
课文精读
1
以小组为单位对课文意思进行理解。
画出学过的短语及语法点。
知识点探究 小组总结知识点自己进行记录并造句。 Test 目标测试
1. How many ______(goose) did the farmer_____(feed)? 2. Soon, it was Danny’s turn_____(give) the report. 3. It was so _______(黑暗的) and we began to feelscared. 4. 该轮到他给植物浇水了。
Lesson35 Surfing in Sydney
学习目标 本课通过展示Aaron的博客让学生了解悉尼的冲浪运动。
学习重点 1.掌握popular, surf, exercise, bring, once和list等重点词汇。 2.了解东西方文化活动的异同。 学习难点 准确表达中西方活动的异同。 一、自主学习：
1、根据句意及汉语提示写单词。
1. Do you like _________(冲浪) the Internet? 2. Baseball is ________(流行) than tennis. 3. We do morning ________(锻炼) every day.
4. Mr. Wood ________(带来) a new book for us yesterday. 5. ________(从前), there was a nice girl. 2、认真预读对话，回答下面问题
1. What season does Aaron like best?________________________________________ 2. What happened to Aaron last year?________________________________________ 3. What is Aaron’s dream?_________________________________________________ 二、合作探究：
探究一： be going to的用法。 例1 根据汉语意思完成句子。 （1）我打算把它放在地上。
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I ______ ______ _______ put it on the floor. （2）会议将在9点开始。
The meeting ______ ______ ______ begin at nine.
思维分析：be going to表示将要发生的事情，be的形式随主语的形式改变而改变。 探究二： will与be going to的用法。 例2 用所给单词的适当形式填空
（1）I_____________(talk) about Christams this afternoon. （2）Li Ming ____________(watch) TV after school.
（3）Jim ____________(be) fourteen years old next year.
（4）I believe Liu Wei ____________(become) a famous doctor in the future. 思维分析：根据时间状语this afternoon, after school, next year, in a future判断这四道题都应该使用一般将来时。be going to表示“计划，打算”，表示的动作即将发生。Will常表示说话人相信或希望要发生的事，可以指较遥远的未来，也可用来陈述事实。
1.方法点拨：be going to的用法
（1）结构：am/is/are going to +动词原形
（2）用法：表示“打算，准备”最近发生的事情；表示按照计划、安排要发生的事情；表示预言一件事即将发生。
2.易错点分析：表示位置移动的动词，如：go, come, leave, fly等，常用进行时表示最近的将来。如：He is leaving for Shanghai tomorrow.他明天动身去上海。而不用He is going to leave for Shanghai tomorrow.
3.方法点拨：一般将来时表示将来的行为或状态。其构成形式为will/ be going to +动词原形，常与将来时间状语连用。其中will+动词原形表示将来经常发生的动作；而be going to+ 动词原形表示主观上已经决定或打算要做的事，或客观上必然或很可能发生的事。
4.易错点分析：will的否定形式为will not= won’t, 而不是willn’t。如：He will not(won’t) come to see me next week.他下周不会来看我了。 三、当堂检测： I.单项选择。
（ ）1. ______ is very popular in Sydney. A. Surf B.Surfing C. To surf D. To surfing
（ ）2. I like ______ the waves on my surfboard. A. ride B. rides C. riding D. rode
（ ）3. Danny ______ his bike and hurt his leg.
A. fall off B. fell off C. fall down D. fell down
（ ）4. It’s difficult ______ him ______ English well.
A. to, to learn B. for, to learn C. to, learning D. for, learning （ ）5. He asked his father ______ some money. A. to B. at C. for D. in
II.句型转换
1. Winter is cold.(用warm改为选择疑问句) ______ winter cold ______ ______? 2. I like spring because I like flowers.(就划线部分提问) ______ ______ you ______ spring?
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3. Jim doesn’t like eggs, I think.(改为同义句)I ______ think Jim ______ eggs. 4. How cold it is today! (改为同义句)______ a ______ day it is today! 5. Summer is my favourite season.(改为一般疑问句，并作肯定回答) ______ ______ ______ favourite season? Yes, ______ ______. III.根据汉语完成句子
1.我们有许多美丽的沙滩和炎热的夏天。
We have ______ ______ ______ ______ and very ______ ______. 2.我不必需穿鞋子。
I ______ ______ ______ wear shoes.3. Aaron 不会再去那么远那么深了。 Aaron ______ go ______ ______ and deep. 4. 我的照片在报纸上。
My picture are _______ _______ _______. 5.我希望成为澳大利亚最棒的冲浪者。
I hope ______ ______ the _____ ______ in Australia. 四、作业布置：
完成相应的练习并复习本单元。
Lesson 36 Spring in China
Teaching aims:
1. Teach vocabulary words. 2. Main sentences: How exciting!
The temperature is not too hot or too cold.
Beautiful flowers are everywhere and everything looks new and fresh. 3. Train speaking ability. Lesson structure: Class opening: 1. Greeting 2. Duty report Key concepts:
season, spring, exciting I love spring. Step 1. Presentation
Bring a picture to show what a puddle is.
Teacher: This is a puddle. I love to play in puddles. How happy I am!
Step 2. Practice
1. Drill
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Teacher: Ask one student to come into the classroom. The student is
singing and dancing.
Students: She arrives.
Teacher: She arrives, dancing and singing. Students: She arrives, dancing and singing.
Teacher: She arrives, dancing and singing a happy song. Students: She arrives, dancing and singing a happy song. Teacher: Run away.
Students: She runs away, dancing and singing a happy song. 2) Teacher: I love to skate. I can skate. Students: I love to skate. I can skate. Teacher: Fly kites.
Students: I love to fly kites. I can fly kites.
2. Books closed! Ask this question: Why is Danny sad? Listen to the audiotape.
3. Check the answers.
4. Listen to the text with the following questions: What is spring like in Li Ming’s city? Where is Li Ming going with his parents? What are they going to do there? Where is Li Ming’s house?
After listening answer the questions together. Discuss the text again and make sure they can understand the meaning of the text. Deal with the language points at the same time.
5. Practice in groups. 7. Make up a similar letter.
Step 3. Conclusion
Learn and master the vocabulary words.
Step 4. Homework
Finish off the activity book.
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