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Unit 6 Seasons Further study 教学设计
I. Teaching Aims
Knowledge Aims
Students will be able to master the key vocabulary related to seasons, such as “harvest”, “freeze”, “mild” and phrases like “the change of seasons”.
Enable students to understand and use the comparative and superlative forms of adjectives more proficiently when describing seasons. For example, “Summer is hotter than spring. Autumn is the most comfortable season of the year.”
Make students familiar with some cultural knowledge about seasons in different countries, like the significance of the rainy season in India.
Ability Aims
Improve students' reading ability by analyzing texts about seasons. They should be able to summarize the main idea and extract detailed information.
Develop students' writing skills. They are expected to write a short passage about their favorite season with clear reasons.
Enhance students' oral communication skills. They can freely talk about seasons and their preferences in daily conversations.
Emotional Aims
Cultivate students' awareness of environmental protection through understanding the relationship between human activities and seasonal changes.
Stimulate students' interest in learning English by exploring interesting aspects of seasons.
II. Teaching 重难点
Key Points
The usage of new vocabulary and phrases related to seasons.
The correct application of the comparative and superlative forms of adjectives in the context of seasons.
Comprehending and analyzing reading materials about seasons.
Difficult Points
How to use the comparative and superlative forms accurately and flexibly, especially in complex sentences.
Guiding students to write a well - organized and vivid passage about seasons.
III. Teaching Methods
Communicative Teaching Method
Set up real - life communication scenarios related to seasons, such as discussing travel plans in different seasons. This allows students to practice English in a natural and practical way, improving their communicative ability.
Task - based Teaching Method
Assign tasks like group discussions about the best season for different activities, writing reports on seasonal changes in local areas. Through these tasks, students can actively participate in the learning process and complete learning goals.
Multimedia - assisted Teaching Method
Use pictures, videos, and music related to seasons. For example, play the sound of raindrops in spring or show pictures of colorful leaves in autumn. This can make the teaching more vivid and interesting, helping students better understand and remember knowledge.
IV. Teaching Procedures
Step 1: Warming - up (5 minutes)
Greet the students as usual.
Show some pictures of different seasons on the PPT, such as blooming flowers in spring, people swimming in summer, golden fields in autumn, and children making snowmen in winter. Ask students to describe what they see in each picture briefly.
T: “Look at these pictures, boys and girls. What can you see in this picture Who wants to share with us ”
Step 2: Revision (5 minutes)
Review the key vocabulary learned in the previous lessons about seasons. Write some words on the blackboard, like “spring”, “summer”, “autumn”, “winter”, and ask students to recall and add related words, such as “flower” for spring, “sunshine” for summer.
Randomly pick some students to come to the front of the class and describe a season using simple sentences they learned before. For example, “Spring is a beautiful season. There are many flowers everywhere.”
Step 3: New Knowledge Presentation (10 minutes)
Vocabulary Expansion
Introduce new vocabulary and phrases related to seasons. Use pictures and examples to explain their meanings.
For the word “harvest”, show a picture of farmers collecting crops in the field and say, “Look, this is a harvest scene. In autumn, farmers are busy with the harvest.”
Present phrases like “the change of seasons” and explain, “We can feel the change of seasons clearly. For example, from hot summer to cool autumn.” Write these new words and phrases on the blackboard.
Grammar Focus: Comparative and Superlative Forms of Adjectives
Review the basic rules of forming the comparative and superlative forms of adjectives. Write some simple adjectives on the blackboard, such as “big”, “small”, “good”, “bad”, and ask students to change them into comparative and superlative forms.
Then, guide students to use these forms to describe seasons. For example, “Winter is colder than autumn. Which season do you think is the coldest in a year ” Provide more examples and let students imitate and practice.
Step 4: Reading Comprehension (10 minutes)
Provide a short passage about seasons on the PPT. The passage can introduce the characteristics of different seasons in a certain area.
Before students start reading, ask them some pre - reading questions, such as “What is the main idea of this passage Which season do you think will be described in more detail ”
Let students read the passage silently for the first time to get a general idea. Then, read it again and ask them to answer some detailed questions, such as “What are the typical activities in summer in this area ” “Why is autumn the favorite season for many people according to the passage ”
Ask students to work in pairs to discuss the answers and then invite some pairs to share their answers with the whole class.
Step 5: Group Discussion (5 minutes)
Divide students into groups of 4 - 5.
Assign each group a topic related to seasons, such as “The best season for traveling in our country”, “How do different seasons affect our mood”, or “The most important season for farmers”.
In their groups, students discuss the topic, share their opinions, and take notes. The teacher walks around the classroom, listens to their discussions, and provides necessary guidance.
Each group selects a representative to report the group's discussion results to the whole class.
Step 6: Writing (5 minutes)
Give students a writing task: write a short passage about their favorite season. Remind them to include the following aspects: the weather in that season, the activities they can do, and the reasons why they like it.
Provide some useful sentence patterns on the PPT, such as “My favorite season is... because...”, “In... season, the weather is usually... and we can...”.
Students start writing. After they finish, ask them to exchange their writings with their partners to check for grammar mistakes and spelling errors. Then, ask some students to read their passages aloud in class.
Step 7: Summary and Homework (5 minutes)
Summary
Summarize the key points of this class, including new vocabulary, grammar usage, and the main ideas of the reading passage.
Ask students if they have any questions or difficulties. Answer their questions and clarify any misunderstandings.
Homework
Ask students to make a poster about seasons. They can draw pictures of different seasons and write some descriptions in English around the pictures.
Let students read an English article about seasons on the Internet and write a short summary of it.
V. Blackboard Design
知识模块 具体分类 核心内容 示例 / 说明
1. Key Vocabulary 核心词汇 1.1 New Words 新单词 harvest / hɑ v st/ n. 收获；v. 收割 n. In autumn, farmers are busy with the harvest. v. They will harvest the wheat next week.
freeze /fri z/ v. （使）冻结；结冰 The lake freezes in winter. Water freezes at 0℃.
mild /ma ld/ adj. 温暖的；温和的 Spring in this area is usually mild. The climate here is mild (neither too hot nor too cold).
1.2 Phrases 短语 the change of seasons 季节的变化 We can feel the change of seasons clearly in this region.
take up 开始从事；拿起 1. Some take up hobbies like painting in free time. 2. He took up the pen and started to write.
2. Grammar Focus 语法重点 2.1 Comparative & Superlative of Adjectives 形容词比较级 & 最高级 单音节形容词变化规则 1. 一般加 -er /-est：tall → taller → tallest 2. 以 -e 结尾加 -r /-st：nice → nicer → nicest 3. 单辅结尾双写加 -er /-est：hot → hotter → hottest
双音节形容词变化规则 1. 多数加 more /most：careful → more careful → most careful 2. 以 -y 结尾变 y 为 i 加 -er /-est：happy → happier → happiest
多音节形容词变化规则 加 more /most：beautiful → more beautiful → most beautiful
季节描述中的用法 比较级（两者比较）：Summer is hotter than spring. 最高级（三者及以上比较）：Winter is the coldest season of the year.
3. Reading Skills 阅读技巧 3.1 Understanding the Main Idea 把握主旨 方法 1：关注标题、小标题、图片 若标题为 “Seasons in My Hometown”，主旨可能是 “介绍家乡四季特点”
方法 2：定位首段或段落主题句 首段出现 “Each season has unique activities”，可快速抓主旨
3.2 Extracting Detailed Information 提取细节 关注内容：天气、活动、文化事件 细节句：“In summer, people often go swimming in the river.”
关注信息：数字、日期、专有名词 细节：“Cherry blossoms bloom in early spring (around March).”
4. Writing about Seasons 季节写作 4.1 Passage Structure 文章结构 开头（Introduction） 点明最喜欢的季节：My favorite season is autumn.
主体（Body） 1. 描述天气：The weather is cool and dry. 2. 列举活动：We can go hiking or have picnics. 3. 说明原因：It’s not too hot or cold.
结尾（Conclusion） 总结感受：Autumn brings me happiness, so it’s my favorite.
4.2 Useful Sentence Patterns 实用句型 描述季节 My favorite season is... because... ... is a beautiful season full of...
描述天气 In... season, the weather is usually... The temperature in... is...
描述活动 We can... in... season. ... season is a great time for...
5. Cultural Knowledge 文化知识 5.1 Seasonal Culture in Different Countries 各国季节文化 印度雨季文化 雨季对农业至关重要，有 Teej 节（女性为丈夫祈福）
西方国家冬季文化 冬季有圣诞节，人们装饰圣诞树、家庭团聚
VI. Teaching Reflection
After this class, students should have a better understanding of seasons in terms of vocabulary, grammar, and cultural knowledge. However, during the teaching process, some students may still have difficulties in using the comparative and superlative forms accurately. In the future, more practice and individualized guidance are needed. Also, in group discussions, some students may be less active. Teachers should encourage them to participate more actively and create a more inclusive and lively learning atmosphere.

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