Unit 2 We love all four seasons（通用3篇）
Unit 2 We love all four seasons 篇1
module 3 change
unit 2 we love all four seasons
1
language focus:
using the simple present tense to express thoughts
e.g. spring makes me think of rain.
using adjectives to describe events.
e.g. it is awful to walk in tense to expression simple truths.
using the simple present tense to express simple truths
e.g. the weather starts getting warm.
using proper nouns to refer to events
e.g. easter is spring.
language skills:
listening
recognize differences in the use of intonation in questions, statements (including approval and disapproval), commands, and respond appropriately
identify details that support a main idea
listen for specific information
speaking
use appropriate intonation and stress, and vary volume, tone of voice, and speed to convey intended meanings and feelings
reading
read written language in meaningful chunks.
materials:
student’s book 7b page 53
cassette 7b and a cassette player
preparation:
cue the cassette.
pre-task preparation
language learning activity
(this section aims at providing students with opportunities to practise the language/vocabulary needed or become familiar with the background for the task that follows.
1. play the recording: look and read. stop after picture 2. students listen and follow in their books.
2. play the recording again. students listen and repeat.
3. ask: what does spring make you think of ? to elicit: spring makes me think of … encourage students to volunteer anything that comes to mind. help them write a list on the board. then draw a spidergram like the one in the student’s book and invite a more able student to come forward and complete the spidergram with the information given on the list.
consolidation
grammar practice book 7b page 41.
2
language focus:
using the simple present tense to express simple truths
e.g. in writer, the weather starts getting cold and dry.
using adjectives to show quantities
e.g. some leaves become brown, red or yellow.
using adjectives to describe events
e.g. it is fun to go to the beach in summer.
language skills:
listening
identify the main ideas of a new topic
identify details that support a main idea
listen for specific information
speaking
use appropriate intonation and stress, and vary volume, tone of voice, and speed to convey intended meanings and feelings
reading
read written language in meaningful chunks
recognize recurrent patterns in language structure
skim a text to obtain a general impression and the main ideas.
writing
develop written texts by expressing own ideas and feelings
write out piece of work by presenting writing using appropriate layout and visual support including illustrations, tables, charts where necessary
materials:
student’s book 7b pages 53 and 54
cassette 7b and a cassette player
workbook 7b page 27
photocopiable pages 47 and 48
preparation:
cue the cassette. make a copy of photocopiable pages 47 and 48 for each student.
pre-task preparation
1. play the rest of the recording for look and read. students listen and follow in their books.
2. play the recording again. students listen and repeat.
3. write the following adjectives: awful, interesting, nice, fun, important, had and dangerous on the board. ask for students’ opinions: is it awful/interesting/nice/fun/important/bad/dangerous to … ?
4. write three verbs: start, like and love on the board. say: i start working at 8 a.m. i like walking to school. i have doing exercise. ask: what form of verb should we use after ‘start’, ‘like’ and ‘love’? to elicit: we should use the-ing form of verb. invite a few of the more able students to think of some more sample sentences using the three verbs.
post-task activity
workbook page 27
consolidation
grammar practice book 7b pages 42 and 43.
3
language focus:
asking ‘wh-’ questions to find out about a specific object
e.g. which one could be the first slide?
using adjectives to show order.
e.g. picture 2 could be the first slide.
using the simple present tense to express preferences
e.g. i prefer picture 11 to picture 4.
language skills:
speaking
open an interaction by eliciting a response by asking questions
maintain an interaction by agreeing or disagreeing, replying.
maintain an interaction by asking and responding to others’ opinions
writing
gather and share information, idea and language by using strategies such as brainstorming, listing.
plan and organize information and ideas by deciding on the sequence of content
develop written texts by expressing own ideas and feelings
revise and edit drafts by sharing work with teachers and classmates and responding positively to their suggestions on ideas and use of language.
materials:
student’s book 7b page 55
cassette 7b and a cassette player
workbook 7b page 28
photocopiable page 49
preparation:
cue the cassette. make a copy of photocopiable page 49 for each student.
pre-task preparation
1. introduce the two new language structures to students: ‘either… or…’ and ‘prefer … to …’ to introduce the first structure, say: i’ve lost my pen. it could either be in the staff room or in the laboratory. to introduce the second structure, say: i prefer coffee to tea. give a few more examples you can think of.
2. also review the ordinal and cardinal numbers with students if necessary.
post-task activity
workbook page 28
consolidation
grammar practice book 7b page 44,46 and 47.
Unit 2 We love all four seasons 篇2
unit 2 we love all four seasons
一. 本周教學(xué)內(nèi)容： module 3 unit 2 we love all four seasons ［教學(xué)過程］重點詞匯awful brightly eacheaster feeling go on a picnicsleep go to sleep wake wholewear, put on，dress與in的區(qū)別及用法 三者的區(qū)別在于：dress (vt.)可作及物動詞或不及物動詞，dress somebody或者dress oneself，意思是“（給……）穿衣服”（表示動作）。he dress (himself) quickly.他穿衣服很快。wear (vt.)只作及物動詞，意思是“穿著……衣服”（表示狀態(tài)）。he wears a beautiful shirt.他穿著一件漂亮的襯衣。put on是個動詞短語，意思是“穿上”（表示動作）。例如：jack puts on his hat and went out.杰克戴上帽子出去了。in后面加顏色，in red就是穿著紅衣服例：he is ____ dark glasses to protect his eyes from the sun.a. dressing b. wearing c. bearing d. putting oni know the old man ( )white hair and thick glass. a. having b. wearing c. on d. in（1）wear + glasses 戴著眼鏡（2）wear + white hair 留著白發(fā)（3）wear + shoes 穿鞋 not…until意思是“直至某時才做某事” she didn't arrive until 6 o'clock.她直到6點才到。don't get off the bus until it has stopped. 公共汽車停穩(wěn)后再下車。i didn't manage to do it until you had explained how.直到你教我后，我才會做。 not until …在句首，主句用倒裝。not until the early years of the 19th century did man know what heat is.直到19 世紀初，人類才知道熱能是什么。not until i began to work did i realize how much time i had wasted. 直到我開始工作，我才認識到了我已蹉跎了幾多歲月 either…or的句法功能 1. 作為并列連詞，either…or一般用來連接句子中的同等成分，如名詞、動詞、介詞短語等。但有時也可見到前后不一的情況。1）連接名詞 i was always given either bread and butter, or bread and jam, 2）連接動詞either come in or go out.3）連接不定式 you can either to look after your sister or to do your homework.some of the insects do nothing to either help or harm us.有些昆蟲對我們既無益也無害。4）連接介詞短語there are two ways of rising in the world, either by your own industry or by the folly of others.(la bruyere)在世上要獲得成功的方法有二：一是靠自己的勤奮；二是靠他人的愚蠢。 5）連接分句either you are mad , or i am. 2. either…or與主謂一致1）當(dāng)either…or…用來連接并列主語，即構(gòu)成“either a or b” 后面的動詞通常與b保持人稱和數(shù)的一致。試比較：either my father or my brothers are coming.要么我父親來，要么我弟弟們來。either my brothers or my father is coming.2）在一般疑問句中，動詞提前，故應(yīng)與either后的主語保持人稱和數(shù)的一致。例如：is either he or you wrong? (試比較：either he or you are wrong.)is either your father or your brothers coming? (試比較：either my father or my brothers are coming.)either…or…表示兩種可能性中任選一種，其后面必須連接兩個相同的句子成份。例如： the sentence can be either true or false.句子要么是對的要么是錯的。 you can either come with me or walk home. 你要么跟我一塊去，要么走回家去。 either mum or i cook supper.要么我母親要么我做晚飯。 neither…nor…連接兩個相同的句子成分，表示否定的意思。動詞的單復(fù)數(shù)形式與nor后的單詞主謂語相一致。例如： neither li lei nor wang hai was there.李雷和王海都不在那里。 i neither watch tv nor listen to the radio.我既不看電視也不聽收音機 go to sleep / go to bedgo to bed“就寢”，意思和get to sleep, go to sleep相近，事實上在實際應(yīng)用中有區(qū)別。從次序上先是go to bed, 后是go to sleep。譬如媽媽對孩子說：it's time for you to go to bed. （你該上床睡覺了。）稍后媽媽走進孩子臥室再說：go to sleep, honey.（寶貝兒，睡吧。）go to bed側(cè)重中止日間一切活動，出于生理上恢復(fù)精力、體力需要的就寢。這一習(xí)語中的bed不一定是床。睡在沙發(fā)或地上也叫g(shù)o to bed。 like是一個使用頻率較高的詞，它既可作動詞，又能作介詞，弄不清楚的同學(xué)經(jīng)常混淆用法。下面就已經(jīng)學(xué)過的用法歸納如下：1. 作及物動詞，意為“喜歡”，后接名詞或代詞，表示對某一事物的興趣或愛好。例如：i like fish and vegetables very much. jack doesn't like his work. 2. 常與would, should連用，表示“想要、愿意、希望”，語氣較為客氣委婉。例如：would you like something to drink?你想要喝點什么嗎? i would like a bottle of orange and two cakes, please.我想要一瓶桔子汁和兩塊蛋糕。3. like后接動詞不定式作賓語，表示喜歡某項特定的或具體的活動。例如：do you like to play basketball? no. i like to play table tennis. his mother doesn't like to see a film. 4. like后也可跟動詞的ing形式作賓語，強調(diào)喜歡和愛好的是一般性的行為或事實。例如： do they like playing games? no. they like watching tv. the girl doesn't like doing housework. 5. how do you like…?句型主要用以詢問對方對某個地方或某件事物等的看法，意為“你覺得…怎么樣?”例如：how do you like the city?你覺得這座城市怎么樣? how do you like the film?你認為這部電影怎樣? 6. like作介詞，意為“像”、“和……一樣”。例如： she looks like her mother. the boy jumps like a monkey. it looks like rain.we don't need a man like him prefer+名詞或動名詞+介詞 to+名詞或動名詞。例如：she prefers the town to the country.她喜歡城市而不喜歡鄉(xiāng)下。i prefer taking a walk to sitting in front of the television.我寧愿散步而不愿看電視。i prefer swimming to skating .我喜歡游泳勝過滑冰。prefer+不定式。例如：he prefers to work alone.他喜歡獨自工作。注：prefer同其本身已含有比較，故不能與more、most連用。
Unit 2 We love all four seasons 篇3
unit 2 we love all four seasons
一、 單元分析（unit analysis）
（一）單元地位（unit position）
1 本課出現(xiàn)了用形容詞表示數(shù)量， “some leaves become brown, red, or yellow.”可結(jié)合most, all ,none, 等相似的形容詞進行比較并加以操練。
2 本課出現(xiàn)了用序數(shù)詞作形容詞表示順序，picture 2 could be the first slide. 教師對序數(shù)詞和基數(shù)詞作適當(dāng)?shù)臍w納總結(jié)。
3 用含有“哪一個”詞語的問句辨別某一特定物品,”which one could be the first slide？”
（二）單元目標（unit target）
1 運用一般現(xiàn)在時態(tài)表示想法， “spring makes me think of rain.”
2 運用形容詞描寫事物, “it is awful to walk in the streets when the weather is wet.”
3 用專有名詞表示事物, “easter is in spring.”
4 運用一般現(xiàn)在時態(tài)表示一個普遍真理, “in winter, the weather starts getting cold and dry.”
5 用一般現(xiàn)在時態(tài)表示喜好, “i prefer picture 11 to picture 4.”
（三）單元重點（unit points）
1 關(guān)鍵詞：
1） 重要結(jié)構(gòu)： a) it is +adj. to do sth.
b) when 引導(dǎo)的時間狀語從句（在將來時間范圍內(nèi)）
c) either…or
d) prefer… to
2） 重點短語：make sb. do sth./sleep for the whole winter/start doing sth./love doing sth./like doing sth./wake up/put on/buy sth. for sb.
3） 連系動詞； become a little stronger/get warm/look very different
3） 副詞修飾動詞：blow gently/shine brightly/swim happily/rain heavily
2 功能：
1）用含有“哪一個”詞語的問句辨別某一特定物品。
a: which one could be the first slide?
b: picture 2 could be the first slide.
2） 用一般現(xiàn)在時態(tài)表示想法。
a: what does spring make you think of?
b: spring makes me think of rain.
3 知識點和語法點：
基數(shù)詞、序數(shù)詞的用法。
prefer… to… 與like... better than ...的相互轉(zhuǎn)換。
動詞+ing的形式。
either …or與neither...nor...的區(qū)別。
二、 教學(xué)設(shè)計（teaching designs）
教學(xué)內(nèi)容 教學(xué)實施建議 教學(xué)資源參考
對教材page 53-p54的處理意見：本課課文較長,建議教師把p53p54放在一起以兩個課時完成。
第一課時 第一課時：主要教 ＂spring＂ ＂summer＂教師可以通過how many seasons are there in a year?引出四季的學(xué)習(xí)，然后請學(xué)生談?wù)撍麄冏钕矚g的季節(jié)以及這個季節(jié)使他們聯(lián)想到了什么，（可采用brain storm的形式，見[鏈接1]）這時教師可引出本單元的重點句型＂it is+ adj. to do sth.＂ ＂what does spring make you think of?＂ ＂it makes me think of…＂ 、生詞 ＂awful＂＂ wake up＂＂ brightly＂＂ easter＂及動詞加ing的詞組start/love/like doing如果學(xué)生談?wù)摰膬?nèi)容不多，教師可設(shè)定一定的情景，借助一些圖片[鏈接2]，然后讓學(xué)生聽錄音進一步了解課文。為了讓學(xué)生更好地掌握其結(jié)構(gòu)，教師可以通過pair work重點操練[鏈接3]。 第一課時
7awb p27
7a gp p44
第二課時 第二課時：教師可以先在黑板上寫一些形容詞，如awful, interesting, nice, fun, important, dad, dangerous 先復(fù)習(xí)句型”it is +adj. to do sth.” ，隨后要求用動詞start, love, like造句來談?wù)撍麄冊诙旌颓锾煜矚g和開始做的事，從而引出第二課時的教學(xué)內(nèi)容。在學(xué)生學(xué)完了四季的內(nèi)容之后，教師可結(jié)合＂more oral practice＂中ask and answer的內(nèi)容,把全班分成四組，通過辯論賽的形式要求學(xué)生討論自己最喜歡的季節(jié)及原因。 第二課時
7agp p41-43
7agp p46-47
p55的教材處理 通過復(fù)習(xí)四季引出＂prefer …to…＂和＂either…or…＂句型，例如可以問以下問題＂which season do you like better, spring or summer? ＂
＂what do you do in this season?＂來引出＂i prefer spring to summer, because i either swim or go for a picnic.＂然后通過pair work使學(xué)生進一步掌握。之后，利用幻燈把書上p55的十二張圖片展示給學(xué)生看，讓學(xué)生根據(jù)p53-p54的內(nèi)容排序，最后利用書上的對話加強操練，同時注意復(fù)習(xí)基數(shù)詞和序數(shù)詞的用法。 7awb p28
[鏈接1]
說明 :
引出四季內(nèi)容中涉及到的生詞，可以利用以下的文句進行pair work或頭腦風(fēng)暴
what does spring make you think of?
what does summer make you think of?
[鏈接2]
課文可參考圖片：
[鏈接3]
說明：
為鞏固結(jié)構(gòu)make sb. do sth./like doing sth.操練
pair work:
a: what does spring make you think of?
b: it makes me think of rain.
a: what do you do in spring?
b: i love/like doing… (but ) sometimes it is interesting to …