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【新教材】译林版（2024）八年级上册英语Unit 6 Seasons单元课时教案
单元整体教学设计
单元主题
本单元主题为“Seasons”（季节），属于“人与自然”范畴，涉及“自然生态与环境保护”主题群，聚焦“季节变化、天气现象与自然之美”子主题。
单元内容分析
本单元围绕“季节”这一主题展开，由七个板块组成。单元首页明确四项学习目标：阅读关于天气和季节的文章、了解世界各地天气和季节的有趣事实、描述我们最喜欢的季节、更好地理解自然的美丽与力量。
Welcome to the unit板块围绕“天气和季节”展开，通过图片匹配活动呈现cloudy、foggy、rainy、snowy、sunny、windy等天气词汇，并通过课堂对话示范如何谈论最喜欢的季节及其原因。该板块作为单元开篇，激活学生对天气和季节话题的兴趣和已有知识。
Reading板块为一首关于四季的诗歌。诗歌按春、夏、秋、冬的顺序展开，描绘了每个季节的典型景象和活动——春天的风筝和蜜蜂、夏天的树荫和冰激凌、秋天的落叶和丰收、冬天的雪和新年的开始。诗歌语言优美，运用了丰富的意象和押韵手法。本板块分两课时教学，第一课时侧重诗歌理解、意象感知与韵律欣赏，第二课时侧重诗歌朗诵、语言赏析与创意表达。
Grammar板块围绕“动词及句子结构”展开，介绍及物动词（需要宾语）和不及物动词（不需要宾语）的区别，以及三种基本句子结构（S+V、S+V+O、S+V+P，P为表语）。
Word Power围绕后缀“-y”展开，呈现cloud→cloudy、wind→windy、rain→rainy等将名词转化为形容词的构词法。该板块整合至Grammar课时末尾教学。
Integration板块整合多项技能，分为两课时教学：第一课时聚焦Integration A-C，包含阅读（24节气的介绍）、听力（世界各地十二月天气、天气预报）和口语（Simon与爷爷关于哈尔滨天气的通话），侧重听说读技能整合与全球天气对比；第二课时聚焦Integration D，专项开展写作教学，围绕“我最喜欢的季节”主题，借助写作提纲、范文和写作指导，引导学生完成短文写作。
Assessment板块包含学生自我评价量表，从四个维度引导学生反思单元学习成果。Further study推荐学生选择二十四节气中的一个进行探究并分享发现。两个板块均不单独占用课时，由学生在课后自主完成。
七个板块从“感知天气与季节词汇”到“品味四季诗歌之美”，从“学习描写季节的语法工具”到“了解世界各地的天气与文化”，最后“综合描写自己最喜爱的季节”，层层递进、螺旋上升，构成“感知→欣赏→内化→整合→表达”的完整学习链。学生在丰富的主题语境中学习语言知识、发展语言技能、感受自然之美，最终通过短文写作实现综合语言输出，将语言学习与审美教育、文化传承有机融合。
体现单元核心素养综合表现的重点语言表达如下。
【描述天气】
cloudy, foggy, rainy, snowy, sunny, windy
cold, wet, windy, pleasant, warm, hot
It is often snowy. / It often rains but seldom snows.
【描述季节特征】
Spring is windy and bright. / Summer is hot and lazy. / Autumn leaves turn brown. / Winter is cold and snowy.
The temperature drops. / The days get shorter.
【表达喜好与原因】
I like autumn best. / Winter is my favourite season.
I love winter because we can have snowball fights.
The weather is very pleasant in autumn.
【诗歌语言】
Bees and butterflies play among flowers. / Lazy afternoons by a pool.
Farmers work to harvest crops. / A perfect time to fly a kite!
【描述天气与季节活动】
We can go swimming and enjoy ice cream. / We make snowmen and use carrots for their noses.
Enjoy the Ice and Snow Festival. / It is the best time to play football outside.
【句子结构】
S+V: Winter arrives. / The sun shines.
S+V+O: Millie flies a kite. / I like snowmen.
S+V+P: The sky is blue. / The leaves turn yellow.
单元教学目标
教学目标 对应板块/课时
本单元学习后，学生能够： 1. 识别常见天气现象的英文词汇，谈论自己最喜欢的季节并给出理由，初步感知四季的不同特征。 Welcome to the unit 图片、音频、对话
阅读关于四季的诗歌，理解和欣赏诗歌的意象、韵律和修辞手法，感受自然之美。 Reading 音频、图片、诗歌
深入理解及物动词与不及物动词的区别，掌握S+V、S+V+O、S+V+P三种基本句子结构，掌握后缀-y的构词法，在描写天气和季节的语境中内化其用法。 Grammar & Word Power 表格、短文、自主写作
读、听关于二十四节气和世界各地天气的材料，获取关键信息，比较不同地区的气候特点，理解自然与文化的联系。 Integration A-C 音频、短文、对话、表格
综合运用描写天气和季节的词汇与句式，写一篇关于自己最喜爱的季节的短文，表达对自然的观察与感悟。 Integration D 写作提纲、范文、写作
板块教学设计
Welcome to the unit
语篇研读
主题和内容： Part A为六种天气现象图片与词汇匹配任务，呈现cloudy、foggy、rainy、snowy、sunny、windy，并配有听力活动。Part B为Amy与Simon关于“最喜欢的季节”的课堂对话，涉及autumn（pleasant weather, play football, colourful trees）和summer（hot, go swimming, enjoy ice cream）两个季节及喜欢的原因。
意义和价值： 通过图片匹配和听力活动，帮助学生识别常见天气词汇，建立词汇与天气现象的对应关系。Part B对话示范了如何询问和表达对季节的偏好并给出理由，为单元后续学习奠定话题和语言基础。
方式和方法： Part A采用“图片+天气词汇”匹配形式，直观形象。Part B为日常对话语体，运用Which season do you like best 、I like...best.、Why do you like it 等表达，示范如何询问和表达偏好。
教学设计
Period 1: Welcome to the unit Topic: Weather and seasons
Learning objectives By the end of this period, students will be able to: Identify common weather types and match them with pictures. Use the target expressions to talk about favourite seasons and give reasons. Develop awareness of seasonal changes and weather diversity.
Teaching focus Recognizing weather vocabulary. Using the dialogue model to discuss favourite seasons.
Teaching difficulty Pronouncing weather words correctly（cloudy, foggy, rainy, snowy, sunny, windy）. Giving clear reasons for seasonal preferences using appropriate adjectives.
Teaching procedures Revision
Lead-in Activity 1: “Weather report race.” The teacher shows six weather emojis or icons on the screen（sun, cloud, rain, snow, wind, fog）. Students race to call out the weather words in English. The teacher then asks: “What‘s the weather like today What season is it now ” Students answer. The teacher says: “Today we’re going to talk about weather and seasons.” 设计意图： 用天气图标快速激活学生对天气词汇的已有知识，通过竞赛形式提高参与度，自然引出单元话题。 效果评价： 观察学生能否快速识别天气图标并说出对应的英文词汇。
Presentation Activity 2: Match and learn. Students look at the pictures in Part A and match them with the correct weather words. They work individually, then check in pairs. The teacher helps with pronunciation（foggy / f ɡi/, cloudy / kla di/）. The teacher plays the audio for students to listen and repeat. 设计意图： 通过匹配任务呈现天气词汇，利用听力输入帮助学生建立正确的语音和词汇对应关系。 效果评价： 观察学生匹配的正确率和发音准确度。 Activity 3: Listen and understand. Students listen to the Part B dialogue between Amy and Simon. They answer: “Which season does Simon like best Why Which season does Amy like best Why ”（Simon—autumn, pleasant weather, play football outside; Amy—summer, go swimming, enjoy ice cream.）The teacher highlights key expressions: “Which season do you like best ”, “I like...best.”, “Why do you like it ”, “The weather is very pleasant.” 设计意图： 通过听力获取对话中两人对季节的偏好及理由，感知询问和表达偏好的交际表达。 效果评价： 观察学生能否准确提取信息并识别关键表达。
Practice Activity 4: Dialogue analysis and role-play. Students read the dialogue and identify the structure:（1）asking about favourite season,（2）stating preference,（3）giving reasons,（4）responding and asking the other person. Students practise in pairs, then create their own version, replacing autumn/summer with other seasons and changing reasons. 设计意图： 通过分析对话结构帮助学生理解如何围绕“最喜欢的季节”展开讨论，通过角色扮演和替换练习巩固语言运用。 效果评价： 观察学生能否准确使用目标表达进行对话替换和表演。 Activity 5: Class survey — “Our favourite seasons.” Students walk around and ask three classmates: “Which season do you like best Why ” They record answers. The teacher creates a class bar chart showing the most popular seasons. 设计意图： 将语言运用与真实交流结合，提高课堂参与度，在交际中巩固目标表达。 效果评价： 观察学生能否用英语进行调查并记录信息。 Provide a reason word bank on the board: “pleasant weather, colourful trees, go swimming, eat ice cream, fly kites, play in the snow, see flowers.”
Production Activity 6: Mini-presentation — “My favourite season.” Students write a short paragraph（3-4 sentences）about their favourite season and why they like it. They share with a partner. 2-3 students present to the class. 设计意图： 从口头对话过渡到书面表达，将语言学习与个人生活经验相结合。 效果评价： 观察学生能否组织清晰的段落并正确使用目标表达。
Summary The teacher asks: “What weather words did we learn today Which season is the most popular in our class ” Students share. The teacher concludes: “Every season has its own beauty. Let’s explore all four seasons in this unit.” 设计意图： 回顾本课核心内容——天气词汇和表达偏好的句型，为单元后续学习铺垫。 效果评价： 观察学生能否说出至少四种天气词汇。
Homework Basic: Read the Part B dialogue aloud 3 times. Finish the vocabulary exercises in the workbook. Extended: Draw a picture of your favourite season and write 2 sentences about it.
Blackboard design Unit 6 Seasons Welcome to the unit: Weather and seasons Weather: cloudy, foggy, rainy, snowy, sunny, windy Talking about seasons: Which season do you like best I like...best. Why do you like it The weather is very pleasant.
教学反思
Activity 1的天气图标竞赛效果良好，大部分学生能快速反应。后续可将此活动扩展为“一分钟内说出最多天气词汇”的小组挑战，进一步巩固词汇。
Reading
语篇研读
主题和内容： 本课语篇为一首关于四季的英文诗歌。诗歌共四节，按春夏秋冬的时间顺序展开。第一节写春天：多风而明亮的春日、放风筝、蜜蜂蝴蝶在花间嬉戏、躲避四月的阵雨。第二节写夏天：安静的溪流、树荫、池边慵懒的午后、吃冰激凌消暑。第三节写秋天：树叶变黄飘落、农民收割庄稼、白天变短、气温下降。第四节写冬天：雪季来临、新的一年即将开始。每一节都配有一个与季节特征相关的韵脚词。
意义和价值： 诗歌以凝练优美的语言描绘了四季的典型意象和活动，帮助学生感受自然之美和季节变换的诗意。诗歌中丰富的感官意象（视觉、听觉、触觉）、押韵和节奏，为学生提供了体验英语语言之美的机会，同时也是学习描述性语言和积累季节相关词汇的绝佳素材。
方式和方法： 诗歌采用四行诗节形式，每节四行，每行约8-10个音节，节奏规整。押韵模式为AABB（如come/day, bright/kite）。诗歌按时间顺序展开，语言简洁凝练，大量使用名词短语和介词短语构建意象，较少使用完整句子。诗歌后附有押韵词匹配、季节与描述匹配和词汇巩固等任务。
教学设计【Reading(1)】
Period 2: Reading (1) Topic: A poem about seasons
Learning objectives By the end of this period, students will be able to: Understand the content and imagery of the poem about four seasons. Identify the rhyming words and appreciate the rhythm of the poem. Match descriptions and images to the correct seasons.
Teaching focus Understanding the imagery and activities described in each season. Appreciating the rhyme and rhythm of the poem.
Teaching difficulty Understanding poetic language and imagery（e.g., “hide from April showers”, “lazy afternoons by a pool”）. Recognizing and producing rhyming words.
Teaching procedures Revision
Lead-in Activity 1: “Season snapshot.” The teacher shows four pictures representing each season（spring: blooming flowers; summer: beach; autumn: golden leaves; winter: snow）. Students identify the seasons in pairs. The teacher asks: “What words come to mind when you see each picture ” Students shout out words. The teacher says: “Today we‘re going to read a poem about all four seasons.” 设计意图： 用四季图片激活学生对每个季节的已有认知和词汇储备，为诗歌阅读建立背景图式。 效果评价： 观察学生能否快速说出与每个季节相关的词汇。 If students have limited vocabulary, allow them to answer in Chinese and the teacher provides English equivalents.
Pre-reading Activity 2: “Before reading — predicting from the title and the first line.” The teacher shows the title “A poem about seasons” and the first line of the poem: “Winter days are cold and snowy.” Students predict: “What do you think the poem will say about each season What activities might it describe ” Students share predictions with a partner. 设计意图： 通过标题和首行预测诗歌内容，建立阅读期待，激发阅读兴趣。 效果评价： 观察学生能否基于线索做出合理预测。 Activity 3: “Rhyming preview.” The teacher reads aloud two pairs of rhyming words from the poem（come/away, bright/kite）. Students listen and repeat. The teacher asks: “What do you notice about these pairs of words Do they have the same ending sound ” Students identify that they rhyme. The teacher says: “Let’s see how many rhymes we can find in the poem.” 设计意图： 提前感知诗歌的押韵特征，为后续的韵律欣赏做铺垫。 效果评价： 观察学生能否识别押韵词。
While-reading Activity 4: “Listen and visualize.” The teacher plays an audio recording of the poem（or reads it aloud with expression）. Students close their eyes and listen, visualizing the images described. After listening, the teacher asks: “What pictures did you see in your mind Which season’s image was the strongest for you ” Students share. Then students read the poem silently on their own. 设计意图： 通过“聆听+视觉化”活动，帮助学生初步感受诗歌的节奏和意境，培养阅读理解中的意象构建能力。 效果评价： 观察学生能否描述听到的画面。 Activity 5: “Season sorting — what belongs where ” The teacher prepares a set of key phrases from the poem on cards（fly a kite / bees and butterflies play / hide from April showers / quiet streams and trees / lazy afternoons / eating ice cream / leaves turn brown / harvest crops / temperature drops / snowy season begins）. Students work in pairs to sort the cards into four groups—spring, summer, autumn, winter. They then check with the poem to see if they are correct. The teacher then asks: “Which phrases helped you decide which season each belongs to ”（Key words: kite, flowers/showers for spring; streams/pool/ice cream for summer; leaves/harvest/drops for autumn; snow for winter.） 设计意图： 通过短语分类活动帮助学生提取每个季节的关键意象，在动手操作中深化对诗歌内容的理解。 效果评价： 观察学生能否准确分类并说出判断依据。 Activity 6: “Rhyme hunt.” Students read the poem again and find the rhyming pairs. They complete the textbook exercise（Snow rhymes with ______, etc.）. They work individually, then check in pairs. The teacher lists all the rhyming pairs on the board: come—away, bright—kite, flowers—showers, days—shade, pool—cool, brown—ground, crops—drops, begin—again. The teacher asks: “Do you notice the rhyming pattern How many lines between rhymes ”（The last word of line 1 rhymes with line 2; line 3 rhymes with line 4. This is AABB rhyme scheme.） 设计意图： 通过寻找押韵词和总结押韵规律，培养学生的语音意识和对诗歌形式的理解。 效果评价： 观察学生能否准确找出押韵词并说出押韵方式。 If students struggle with visualization, the teacher can provide a few prompts: “In the spring part, what do you see What do the bees do What happens in April ”
Post-reading Activity 7: “Picture this season.” Students work in pairs. Each pair chooses one season from the poem and draws a simple sketch or mind map based on the images in that stanza. They label their drawing with words from the poem. The teacher displays the drawings around the room. Students walk around and guess which season each drawing represents. 设计意图： 通过图文结合的方式将诗歌意象转化为视觉表达，帮助巩固对诗歌内容的理解，同时用“画廊漫步”增加互动性和趣味性。 效果评价： 观察学生能否用图画准确再现诗歌意象。
Summary The teacher asks: “What is each season like in the poem What words or phrases describe spring Summer Autumn Winter ” Students answer. The teacher concludes: “The poet uses beautiful words and rhymes to paint pictures of the four seasons. We can close our eyes and see the seasons through the words.” 设计意图： 回顾诗歌中各季节的主要意象，总结诗歌的特点（优美的语言和押韵）。 效果评价： 观察学生能否说出每个季节的1-2个关键词。
Homework Basic: Read the poem aloud 3 times. Finish the workbook exercises. Extended: Find one more rhyming pair that could fit in the poem（e.g., sun—fun, rain—again）.
Blackboard design Unit 6 Seasons Reading (Period 1): A poem about seasons Spring: fly a kite, bees and butterflies, April showers Summer: streams, shade, lazy afternoons, ice cream Autumn: leaves turn brown, harvest crops, temperature drops Winter: snowy season, new year Rhyme pattern: AABB come—away, bright—kite, flowers—showers, days—shade pool—cool, brown—ground, crops—drops, begin—again
教学反思【Reading (1)】
Activity 5的短语分类活动是最受欢迎的环节，卡片操作方式有效提高了参与度。但部分学生对“hide from April showers”这一表达不够理解，后续可讲解“shower”在此处指“阵雨”，并用图片辅助理解。Activity 6的“Rhyme hunt”中，学生对诗歌的押韵方式能较快掌握。后续可播放一段有节奏的诗歌朗读音频，让学生感受诗歌的韵律美。
教学设计【Reading (2)】
Period 3: Reading (2) Topic: A poem about seasons
Learning objectives By the end of this period, students will be able to: Analyse the poem‘s structure and identify the use of imagery and sensory language. Appreciate the rhythm and rhyme of the poem and practise reading with expression. Create a short poem or stanza about a season using similar techniques.
Teaching focus Analysing the use of imagery and sensory language in the poem. Practising expressive reading of poetry.
Teaching difficulty Understanding how poets use language to create vivid posing original lines using similar techniques.
Teaching procedures Revision
Lead-in Activity 1: “Rhyme recall challenge.” The teacher says the first word of each rhyming pair and students call out the partner: “come ”（away）“bright ”（kite）“flowers ”（showers）“days ”（shade）“pool ”（cool）“brown ”（ground）“crops ”（drops）“begin ”（again）. Students race to answer. The teacher says: “Great! Now let’s think about why the poet chose these words to rhyme. What does ‘bright’ have to do with ‘kite’ What does ‘pool’ have to do with ‘cool’ ” 设计意图： 用快速回忆押韵词的游戏激活上节课记忆，引导学生进一步思考押韵词之间的意义联系。 效果评价： 观察学生能否快速回忆押韵词并能初步分析词义关联。
Presentation Activity 2: “Unlocking the poet’s toolbox — imagery.” The teacher asks: “What makes this poem so beautiful and easy to picture in our minds ” Students share ideas. The teacher introduces the concept of imagery: “Imagery means using words to create pictures in the reader‘s mind. Poets use words that appeal to our senses—sight, sound, touch, taste, and smell.” The teacher presents examples: Sight: “bees and butterflies play among flowers” / “leaves turn brown” Touch/temperature: “windy and bright” / “lazy afternoons” Taste: “eating ice cream to feel cool” Sound: “quiet streams” Students work in pairs to find one more example for each sense from the poem. 设计意图： 引入“意象”和“感官描写”概念，引导学生从诗意感受上升到对诗歌写作手法的理解。 效果评价： 观察学生能否找出感官描写的例句。 Activity 3: “The poet‘s choices — why these words ” The teacher asks students to compare two versions of the same lines: Original: “Bees and butterflies play among flowers, And then hide from April showers.” Plain version: “Insects are active in spring, but then they disappear when it rains.” Students discuss in pairs: “Which version is more interesting Why What words make the original special ”（The poet uses personification—bees and butterflies “play” and “hide” like children.）The teacher explains personification as a technique: giving human actions to animals or objects. 设计意图： 通过对比帮助学生感受诗歌语言的凝练和生动，理解拟人手法的运用。 效果评价： 观察学生能否体会诗歌语言的优美并识别拟人手法。
Practice Activity 4: “Expressive reading — bringing the poem to life.” The teacher models reading one stanza with expression, emphasizing rhythm, pauses, and tone. Students practice in pairs. Each pair chooses one stanza to read aloud with expression. They focus on volume, pitch, and where to pause. The teacher asks: “How should we read the spring part （light, cheerful） How about the summer part （relaxed, lazy） Autumn （steady, serious） Winter （expectant, hopeful）.” 2-3 pairs perform for the class. 设计意图： 通过有感情地朗读培养语感和对诗歌节奏、语气、情感的把握，在语音训练中加深对诗歌意境的理解。 效果评价： 观察学生能否用恰当的语气和节奏朗读诗歌。 Activity 5: “From poem to prose.” Students choose one stanza from the poem and rewrite it as a short paragraph of prose（4-5 sentences）. They should use the same imagery but in complete sentences. For example, summer stanza → “Summer is warm and relaxing. I like to sit by a quiet stream and read a book in the shade of a tree. In the afternoon, I eat ice cream to cool down.” Students share their prose versions with a partner. 设计意图： 通过“诗歌改写成散文”的活动，帮助学生加深对诗歌意象的理解，同时练习组织完整句子的能力。 效果评价： 观察学生能否将诗歌意象转化为连贯的散文段落。 If students are shy about reading aloud, allow them to perform in small groups first before presenting to the class. Provide a short practice time. If students struggle with prose transformation, provide a sentence frame: “In ______, the weather is ______. I can see ______. I like to ______.”
Production Activity 6: “Mini-poem writing — my season in four lines.” The teacher sets the task: “Now you are the poet! Write a four-line poem about your favourite season. Use at least one rhyme and one image that appeals to the senses.” The teacher provides options for students to choose from: Option A（structured）：Follow the pattern of the poem, using the rhyme scheme AABB. Option B（free）：Write four lines about your favourite season with rhyme and imagery. Students work individually or in pairs. They read their poems aloud to a partner. The teacher collects some poems and displays them on the classroom wall. 设计意图： 综合运用本课所学的诗歌技巧（押韵、意象）进行创意写作，实现从理解到创造的迁移。 效果评价： 观察学生能否创作带有押韵和意象的四行诗歌。 If students struggle with rhyming, allow them to use a rhyming dictionary or simple rhyming word bank（sun/fun, rain/again, cold/gold, bright/light）
Summary The teacher asks: “What techniques did we learn today that poets use to make their writing beautiful ”（Imagery, sensory words, rhyme, personification.）Students answer. The teacher concludes: “Poetry is a special kind of writing that paints pictures with words. You’ve all become poets today!” 设计意图： 回顾本课所学的诗歌技巧，总结诗歌语言的魅力。 效果评价： 观察学生能否说出至少两种诗歌技巧。
Homework Basic: Revise your mini-poem and write a clean copy. Read the original poem aloud once. Extended: Write one more stanza（4 lines）about a season you didn‘t write about today, or find a poem about nature and bring it to share with the class.
Blackboard design Unit 6 Seasons (Reading Period 2) Poet’s toolbox: Imagery: using words to create pictures Sight / Sound / Touch / Taste / Smell Personification: giving human actions to objects/animals “bees and butterflies play among flowers” “hide from April showers” Expressive reading: Spring: light, cheerful Summer: relaxed, lazy Autumn: steady, serious Winter: expectant, hopeful
教学反思【Reading (2)】
Activity 4的诗歌朗读表演中，部分学生能较好地把握节奏和语气。后续可将本活动扩展为“诗歌朗诵比赛”——小组内评选最佳朗读者，然后推选代表在全班展示，增加竞争性和趣味性。Activity 6的诗歌创作中，部分学生写出了有押韵和意象的诗句，显示出较好的创造性。但也有学生由于韵律感较弱，写出的诗句缺乏节奏。后续可提供更多的韵律框架（如提供每个季节对应的常见押韵词对），降低创作难度，让更多学生获得成功体验。
Grammar & Word Power
语篇研读
主题和内容： Grammar板块围绕“动词及句子结构”展开，通过例句介绍及物动词（需要宾语）和不及物动词（不需要宾语）的区别，并呈现三种基本句子结构：S+V、S+V+O、S+V+P（P为表语）。Word Power部分围绕后缀“-y”展开，呈现cloud→cloudy、wind→windy、rain→rainy等将名词转化为形容词的构词法，并配有短文填空和自主写作练习。
意义和价值： 了解动词类型和基本句子结构是英语语法学习的基础，能帮助学生构建完整的句子表达。后缀-y的构词法能帮助学生拓展词汇量，更准确地描述天气和季节特征。两个项目均与单元主题“天气和季节”紧密相关，在描写天气和季节的语境中学习语法，实现了形式与功能的统一。
方式和方法： Grammar部分以例句和规则讲解为主，通过分类和句型辨识练习巩固。Word Power部分以例词展示和规则说明为主，通过短文填空和写作练习巩固运用。
教学设计
Period 4: Grammar & Word Power Topic: Verbs and sentence structure (1) & The suffix -y
Learning objectives By the end of this period, students will be able to: Distinguish between transitive verbs（need an object）and intransitive verbs（no object needed）. Identify and use three basic sentence structures: S+V, S+V+O, S+V+P. Understand and use the suffix -y to form adjectives from nouns.
Teaching focus Understanding transitive and intransitive verbs. Mastering the three basic sentence structures. Using the suffix -y to form adjectives.
Teaching difficulty Distinguishing between transitive and intransitive verbs in context. Identifying sentence structures correctly. Using adjectives ending in -y correctly.
Teaching procedures Revision
Lead-in Activity 1: “Sentence detective.” The teacher writes three sentences on the board: The temperature drops. Millie flies a kite. The sky is blue. The teacher asks: “What do these sentences have in common What is different about them ”（All have subjects. The first has only subject+verb; the second has subject+verb+object; the third has subject+verb+description.）The teacher says: “Today we are going to learn about different types of verbs and sentence structures.” 设计意图： 用单元主题相关的例句引入，通过观察和比较引导学生发现句子结构的差异，自然导入语法主题。 效果评价： 观察学生能否发现句子结构的不同。
Presentation Activity 2: “Transitive or intransitive ” The teacher explains: Some verbs need an object to make sense. They are transitive verbs（vt.）. Example: David loves summer.（What does he love Summer. Summer is the object.） Some verbs do not need an object. They are intransitive verbs（vi.）. Example: The girls are swimming.（The sentence is complete without an object.） Some verbs can be both. Example: The boys are playing.（vi.）/ The boys are playing football.（vt.） Students read the examples in the textbook and complete the classification task. 设计意图： 通过讲解和例句理解及物动词和不及物动词的区别。 效果评价： 观察学生能否正确区分及物动词和不及物动词。 Activity 3: “Three sentence structures.” The teacher presents the three basic structures with examples from the unit: S+V: Winter arrives. / The sun shines. S+V+O: Millie flies a kite. / I like snowmen. S+V+P: The sky is blue. / The leaves turn yellow. The teacher explains: “P stands for predicative—it describes the subject. Linking verbs like be, become, feel, look, seem, smell, sound, taste, turn are followed by predicatives.” Students complete the sentence structure identification exercise（Part A）. 设计意图： 通过例句理解三种基本句子结构，掌握S+V、S+V+O、S+V+P的识别方法。 效果评价： 观察学生能否正确识别句子结构。 Activity 4: “The suffix -y — making adjectives.” Students read the Word Power table. The teacher explains: “We add -y to some nouns to form adjectives meaning ‘having the quality of.’ For example, cloud → cloudy（full of clouds）, sun → sunny（full of sun）, wind → windy（full of wind）.” The teacher notes spelling changes: snow→snowy, rain→rainy, fun→funny（double n）, noise→noisy（e changes to y）. Students complete the transformation exercise and the climate article. 设计意图： 掌握后缀-y的构词法，理解词义变化规则。 效果评价： 观察学生能否正确使用后缀-y构成形容词。 If students confuse S+V+O with S+V+P, clarify: “S+V+O has an object（a thing/person receiving the action）. S+V+P has a predicative that describes the subject. In ‘The sky is blue,’ the sky is not receiving any action—‘blue’ describes the sky.”
Practice Activity 5: “Sentence structure identification.” Students complete the exercise identifying S+V, S+V+O, and S+V+P structures（Part B）. They work individually, then check in pairs. The teacher checks with the whole class. 设计意图： 在季节描写语境中巩固三种句子结构的识别能力。 效果评价： 观察学生能否正确判断句子结构。 Activity 6: “Climate description completion.” Students complete Millie‘s article about Beijing’s climate using adjectives ending in -y（sunny, windy, cloudy, rainy, snowy, etc.）. They work individually, then check in pairs. The teacher checks with the whole class. 设计意图： 在季节与气候描写语境中巩固后缀-y的运用。 效果评价： 观察学生能否根据语境选择正确的-y形容词。 Activity 7: “Spring writing — identifying structures.” Students read David‘s writing about spring and underline all the verbs, then write the main structure of each sentence. They work individually, then check in pairs. 设计意图： 在完整语篇中练习识别动词和句子结构，培养语法分析能力。 效果评价： 观察学生能否准确识别动词并标注结构。 If students struggle with word choices（e.g., noisy vs funny）, review the meanings: “noisy = full of noise; funny = full of fun.”
Production Activity 8: “My season — combining the tools.” Students write a short paragraph（5-6 sentences）about a season of their choice. They must include: At least one S+V sentence At least one S+V+O sentence At least one S+V+P sentence At least two adjectives ending in -y Students share with a partner. The partner identifies and circles the three sentence structures and the -y adjectives. 设计意图： 综合运用本课所学的动词分类、句子结构和-y形容词进行季节性描写，实现语法知识的整合运用。 效果评价： 观察学生能否在写作中正确运用三种句子结构和-y形容词。
Summary The teacher asks quick questions: “What is a transitive verb What is an intransitive verb What are the three basic sentence structures How do we make adjectives from nouns using -y ” Students answer quickly. 设计意图： 快速回顾本课三个核心语法点的规则。 效果评价： 观察学生能否简洁准确地说出核心规则。
Homework Basic: Finish the exercises in the workbook（sentence structures and -y suffixes）. Extended: Write 5 sentences about the weather in your hometown using different sentence structures（S+V, S+V+O, S+V+P）and at least 3 -y adjectives.
Blackboard design Unit 6 Seasons — Grammar & Word Power Transitive vs Intransitive: Transitive（vt.）: needs an object（love summer） Intransitive（vi.）: no object needed（swim） Some verbs can be both: play, sing, read Three sentence structures: S+V: Winter arrives. S+V+O: Millie flies a kite. S+V+P: The sky is blue. Suffix -y（noun → adjective）: cloud→cloudy, wind→windy, rain→rainy, snow→snowy, sun→sunny fog→foggy, fun→funny, noise→noisy
教学反思
Activity 3中，学生对S+V+P结构的理解较难，尤其是对“linking verb”的概念不够清晰。后续可增加更多linking verb的例句（如“The flowers smell wonderful.” “The leaves turn yellow.”），帮助学生理解表语的作用。Activity 6的北京气候填空练习中，部分学生对“noisy”“funny”等与天气无关的-y形容词感到困惑。后续可先在黑板上明确标注“weather-related -y adjectives”和“other -y adjectives”两类，帮助学生区分。Activity 8的写作中，部分学生使用了三种句子结构但忽略了-y形容词。后续可在任务要求中明确“用彩色笔圈出-y形容词”，确保所有目标结构都得到练习。
Integration A-C
语篇研读
语篇A（二十四节气）
主题和内容： 该语篇为关于二十四节气的介绍短文。古人观察季节和天气的变化，将一年分为24个部分——这就是二十四节气。节气始于立春，终于大寒，反映作物生长、气温等天气状况的变化。如今农民仍用节气指导农事，节气也具有重要的文化意义，有些与传统节日相关，数千年来对中国文化产生了积极影响。
意义和价值： 二十四节气是中国古代智慧的结晶，体现了人与自然和谐共处的理念。阅读该语篇帮助学生了解中国传统文化中与天气和季节相关的知识，增强文化自信，同时将单元主题“Seasons”与本土文化紧密结合。
方式和方法： 短文采用“总—分”结构，语言简洁。后附两个理解性问题，引导学生提取信息和表达个人观点。
语篇B1（世界各地十二月天气——听力表格填空）
主题和内容： 该听力材料介绍莫斯科、上海、开罗和悉尼四个城市十二月的天气情况，涉及平均气温和天气状况。莫斯科：低于0°C，寒冷潮湿多风，白天约6小时；上海：几度，潮湿但不冷，常下雨但很少下雪；开罗：10°C以上，宜人，通常多云；悉尼：20°C以上，晴天多，约9小时日照，雨少。
意义和价值： 通过对比北半球和南半球城市在十二月的天气差异，帮助学生理解季节与地理位置的关系——十二月时北半球是冬季，南半球是夏季。这为学生提供了跨文化的地理和气候知识。
方式和方法： 听力材料为正式解说语体，以表格形式呈现信息。后附表格填空任务，训练学生抓取温度和天气信息的能力。
语篇B2（天气预报——听力表格填空）
主题和内容： 该听力材料为四个城市的天气预报及出行建议。莫斯科：-10°C到-5°C，下雪，穿暖和的衣服；上海：5-10°C，多云，带围巾；开罗：15-20°C，阳光明媚，穿轻便夹克；悉尼：25-30°C，晴热，带伞。
意义和价值： 天气预报以更具体的数据和实用的出行建议补充了B1的信息，培养学生获取细节信息的能力，同时也让学生了解不同气候条件下的生活常识。
方式和方法： 听力材料为天气预报语体，信息密度适中。后附表格填空任务，训练学生抓取温度和建议信息的能力。
语篇B3（Simon的文章——计划填空）
主题和内容： 将B1和B2信息整合成的短文，按城市分段介绍十二月天气，每段包含温度、天气状况和出行建议。结构清晰：莫斯科→上海→开罗→悉尼。
意义和价值： 将听力信息整合为书面语篇，为学生提供“城市天气描述”的写作范例——每段围绕一个城市的温度、天气、建议展开，结构统一，语言简洁。
方式和方法： 短文采用“总起→分段描述”的结构，每段用相似句式组织信息，便于学生模仿。
语篇C（口语对话）
主题和内容： Simon与在哈尔滨的爷爷通电话。爷爷提到哈尔滨昨天有暴风雪，出行困难。Simon建议爷爷别出门，并提出可以帮忙网购。爷爷表示感谢，希望雪快点融化。对话以互相关心结束。
意义和价值： 对话将天气话题引入真实的生活场景——关心家人的安全和健康。这不仅是语言的练习，也是情感教育的契机，引导学生学会用英语表达关心和提供帮助。
方式和方法： 对话为电话口语体，运用How are you doing 、Oh dear!、You‘d better not...、Take care等日常表达，节奏自然，适合模仿和角色扮演。
教学设计
Period 5: Integration A-C Topic: Seasons around the world
Learning objectives By the end of this period, students will be able to: Read about the 24 Solar Terms and understand their cultural significance. Listen to information about December weather in four cities and complete plete an article about weather in four cities using listening information. Make a phone call to talk about weather and offer care using the dialogue model.
Teaching focus Extracting information from reading and listening materials about pleting tables and articles with accurate information. Using the dialogue model for phone conversations about weather.
Teaching difficulty Understanding and distinguishing temperature and weather information across cities. Integrating information from two listening sources to complete the article. Using appropriate expressions in a phone conversation.
Teaching procedures Revision
Lead-in Activity 1: “December weather around the world.” The teacher shows a world map with four cities marked（Moscow, Shanghai, Cairo, Sydney）. The teacher asks: “In December, is the weather the same in all these places What do you think it’s like in each city ” Students share predictions. The teacher says: “Today we are going to compare December weather in four different cities.” 设计意图： 用世界地图引发学生对不同地区天气差异的好奇心，为听力活动建立预测框架。 效果评价： 观察学生能否基于地理位置做出合理预测。
Reading Activity 2: “The 24 Solar Terms — wisdom of the past.” Students read the article and answer the two questions in pairs: 1. What are the uses of the 24 Solar Terms 2. Do you know any Solar Terms related to traditional festivals The teacher checks answers and asks: “Which Solar Term do you think is the most important Why ” Students discuss briefly. 设计意图： 通过阅读了解二十四节气的由来、用途和文化意义，将单元主题与中国传统文化建立联系。 效果评价： 观察学生能否提取关键信息并表达自己的看法。
Listening Activity 3: “December weather（Part B1）.” Students listen to the recording about December weather in four cities. Before listening, they read the table to preview what information they need. First listening: get the general idea. Second listening: fill in the blanks（Moscow: below 0°C, cold/wet/windy, about 6 hours of daylight; Shanghai: a few degrees, wet but not very cold, often rains but seldom snows; Cairo: above 10°C, pleasant, usually cloudy; Sydney: above 20°C, sunny, about 9 hours of sunshine, little rain.）Students check in pairs, then the teacher checks with the whole class. The teacher asks: “Which city is the coldest Which is the warmest ” 设计意图： 通过听力获取四个城市十二月天气的具体信息，训练抓取温度和天气描述的听力策略。 效果评价： 观察学生能否准确填写表格信息。 Activity 4: “Weather forecast（Part B2）.” Students listen to the weather forecast for the same four cities. First listening: get the general idea. Second listening: fill in the blanks（Moscow: -10°C to -5°C, snowy, wear warm clothes; Shanghai: 5-10°C, cloudy, wear a scarf; Cairo: 15-20°C, sunny, wear a light jacket; Sydney: 25-30°C, hot, take an umbrella.）Students check in pairs, then the teacher checks with the whole class. The teacher asks: “What should you wear in each city Why ” 设计意图： 通过听力获取天气预报和出行建议，补充B1的天气信息，培养抓取细节信息的能力。 效果评价： 观察学生能否准确填写温度和建议信息。 Activity 5: “Completing the article.” Students use information from B1 and B2 to complete Simon‘s article. They work individually, then check in pairs. The teacher invites students to read aloud one completed sentence each. 设计意图： 将听力获取的信息整合为书面文章，实现从碎片化信息到完整语篇的输出。 效果评价： 观察学生填空的正确率和上下文连贯性。 If students miss the numbers, pause after each city’s description and ask them to repeat the key information. If students struggle, remind them to refer back to their completed B1 and B2 tables.
Speaking Activity 6: “Dialogue analysis.” Students read the phone conversation between Simon and his grandpa. The teacher asks: “What is the weather like in Harbin What does Simon suggest How do they show care for each other ” Students identify: heavy snowstorm, difficult to get around, Simon offers to buy things online, both say “Take care.” The teacher highlights key expressions: “How are you doing ”, “Oh dear!”, “You’d better not...”, “I can manage.”, “Feel free to...”, “Take care.” 设计意图： 通过分析电话对话的内容结构和功能表达，帮助学生理解如何在真实生活场景中用英语谈论天气、给出建议和表达关心，为后续的口语产出搭建语言和结构支架。 效果评价： 观察学生能否准确提取对话中的天气信息、建议内容和关心表达，能否理解这些表达在电话交际中的语用功能。 Activity 7: “Phone call practice.” Students work in pairs to role-play a phone conversation about weather. One student is calling a family member in a different city. They should ask about the weather, give advice, and show care. The teacher provides a speaking frame. 2-3 pairs present to the class. 设计意图： 在真实交际情境中运用所学表达谈论天气和表达关心，实现从理解到产出的迁移。 效果评价： 观察学生能否自然运用电话用语和天气表达进行交流。 If students struggle with content, the teacher can provide city/weather options: “Your grandparent is in Beijing（snowy）. Your cousin is in Guangzhou（warm）. What would you say ”
Summary The teacher asks: “What have we learned today about weather around the world Which city in December is coldest/warmest What is the 24 Solar Terms ” Students answer. The teacher concludes: “Weather is different in different places. Understanding weather helps us plan and stay safe.” 设计意图： 回顾本课核心内容——各地天气差异和二十四节气，强化天气与生活的联系。 效果评价： 观察学生能否说出至少两个城市的天气特点。
Homework Basic: Complete the article if not finished in class. Read it aloud once. Finish the workbook exercises. Extended: Check the weather forecast for three different cities in the world today and write 3 sentences comparing them.
Blackboard design Unit 6 Seasons Integration A-C: Seasons around the world 24 Solar Terms: spring begins → great cold; help farming + cultural meaning December weather: Moscow: cold, snowy → wear warm clothes Shanghai: cool, rainy → wear scarf Cairo: warm, cloudy/sunny → light jacket Sydney: hot, sunny → take umbrella Phone call expressions: How are you doing / Oh dear! / You’d better not... / Take care.
教学反思
Activity 3和Activity 4的听力信息量较大，部分学生在两次听力后填写表格仍有困难。后续可在正式听之前先让学生根据地理位置的常识进行预测（如“莫斯科在北方，十二月应该很冷”），降低听力难度。Activity 7的电话对话中，部分学生只问天气，忘了表达关心。后续可在任务要求中明确“至少说一句关心对方的话”，并在评价时关注情感表达的运用。
Integration D
语篇研读
主题和内容： 该板块为写作任务。D1为写作提纲，以“我最喜欢的季节”为主题，包含季节名称、天气特征、景色变化、活动和感受等维度的提示。D2为Vicky的范文“I love winter”，介绍了哈尔滨冬天的特点——寒冷、下雪、湖泊结冰、雪地安静美丽；活动包括打雪仗、堆雪人、冰雪节；结尾表达对冬天的热爱。范文后附有Useful expressions语言支架。
意义和价值： 写作提纲+范文为学生提供了完整的写作示范——先构思内容，再组织成文。范文以第一人称叙述，从天气、景色、活动、感受四个维度展开，结构清晰、语言生动，是学生模仿的合适范例。
方式和方法： 范文采用“总—分—总”结构：首段总起（冬天是我最喜欢的季节），主体段落分述天气景色和活动，结尾总结（冬天很棒，有很多有趣的活动）。运用了丰富的感官细节，语言自然流畅，结尾呼应开头。
教学设计
Period 6: Integration D Topic: Writing about my favourite season
Learning objectives By the end of this period, students will be able to: Complete a writing outline for an article about a favourite season. Analyse the structure of the model article and extract useful expressions. Write an article of 80-100 words about a favourite season, describing weather, scenery, activities, and feelings. Evaluate their own and peers‘ writing based on a checklist and revise accordingly.
Teaching focus Analysing the model article’s structure and extracting useful expressions. Organizing ideas from the outline into a well-structured article.
Teaching difficulty Describing seasons with sensory details（what you see, feel, do）. Organizing ideas logically with a clear introduction, body, and conclusion.
Teaching procedures Revision
Lead-in Activity 1: “A perfect moment.” The teacher asks: “Think about ONE perfect moment in your favourite season. What are you doing Where are you What‘s the weather like Share with your partner.” Students think for 20 seconds, then share with a partner. 2 students share with the class. The teacher says: “That’s what you‘re going to write about today—your favourite season. Let’s see how Vicky writes about winter.” 设计意图： 用“一个完美瞬间”的快速回忆活动激活学生与季节相关的个人记忆，将写作任务与真实情感体验建立联系，简洁高效地进入写作主题。 效果评价： 观察学生能否快速回忆并说出一个具体的季节场景。 If students have difficulty thinking of a moment, the teacher can provide a quick example: “I remember a perfect autumn afternoon—I was sitting in the park, reading a book, and the leaves were falling around me.” This gives students a clear model without consuming too much time.
Pre-writing Activity 2: “Completing the outline.” Students choose their favourite season and complete the outline with information about weather, scenery, activities, and feelings. They work individually. After completing, they share with a partner to compare and add missing details. 设计意图： 通过写作提纲帮助学生系统梳理关于最喜欢季节的信息，为写作做内容准备。 效果评价： 观察学生能否完整填写提纲中的各项内容。 Activity 3: “Analysing Vicky‘s article.” Students read Vicky’s article “I love winter.” The teacher guides them to identify the structure: Introduction（Para 1）: Winter is my favourite season.（Topic sentence） Body（Paras 2-3）: Weather and scenery（cold, snowy, frozen lakes, quiet and beautiful）; Activities（snowball fights, snowmen, Ice and Snow Festival） Conclusion（Para 4）: Winter is great and there are many fun activities. The teacher asks: “What makes Vicky’s article interesting ”（She uses adjectives to describe scenery, gives specific activity details, and shares her feelings.） 设计意图： 通过分析范文结构帮助学生理解“总—分—总”的文章组织结构，学习如何用具体细节支撑主题。 效果评价： 观察学生能否识别文章结构并说出文章的精彩之处。 Activity 4: “Extracting useful expressions.” Students underline useful expressions in Vicky’s article. The teacher writes key sentence stems on the board: Introduction: “... is my favourite season.” / “I love ... because...” Weather and scenery: “The temperature is usually...” / “It is often snowy/rainy/sunny...” / “Everything is covered in...” / “... are frozen.” Activities: “My friends and I love to...” / “We also...” / “Moreover, I enjoy...” Feelings: “... is really great.” / “There are many fun activities to do.” 设计意图： 提取范文中的功能句式，分类整理，为独立写作提供清晰的语言支架。 效果评价： 观察学生能否准确找出功能句式并理解其功能。 If students have difficulty describing scenery, provide sentence frames: “During this season, you can see... / Everything is covered in...”
While-writing Activity 5: “Writing the first draft.” Students write their article based on their outline, following the structure and using the sentence patterns from the board. The teacher reminds them: “Write 80-100 words. Include weather, scenery, activities, and feelings. Use -y adjectives and different sentence structures（S+V, S+V+O, S+V+P）.” The teacher walks around, monitors, and provides individual help. 设计意图： 在充足支架支持下独立写作，综合运用本单元所学的词汇和语篇结构。 效果评价： 观察学生写作进度和内容完整性，关注基础薄弱学生。 If students struggle to begin, suggest they start with “______ is my favourite season.”
Post-writing Activity 6: “Self-evaluation and peer review.” The teacher presents a simple checklist: ① Clear introduction（states favourite season） ② Body with weather, scenery, and activities ③ Conclusion with feelings ④ Uses -y adjectives ⑤ Different sentence structures ⑥ Good organization Students self-evaluate, then exchange with a partner using “Star and Wish”: Star（one good thing）, Wish（one thing to improve）. 设计意图： 通过自评和互评培养反思和合作学习习惯，用量规引导学生关注内容、语言和结构。 效果评价： 观察学生能否给出具体、有帮助的反馈。 Activity 7: “Revision and sharing.” Students revise based on feedback. The teacher invites 2 volunteers to share their revised articles. The teacher comments on the effective use of description and organization. 设计意图： 将反馈转化为实际修改，展示优秀作品，增强写作成就感。 效果评价： 观察学生能否根据反馈进行有效修改。 If feedback is too vague, model with an example: “Star: You described the scenery very clearly—I can picture the snowy land. Wish: You could add one more activity you enjoy in this season.”
Summary The teacher asks: “What structure did we use for our article （Introduction → Body → Conclusion.）What did we include in the body （Weather, scenery, activities, feelings.）” Students answer. The teacher concludes: “Writing about our favourite season helps us appreciate the beauty of nature and share it with others.” 设计意图： 回顾写作结构的关键要素，强化“总—分—总”的写作意识。 效果评价： 观察学生能否说出文章的结构和内容要素。
Homework Basic: Revise your article based on feedback and write a clean copy. Extended: Read your article to a family member and ask: “What season do you like best Why ” Write down their answer in 2-3 sentences.
Blackboard design Unit 6 Seasons — Writing about My Favourite Season Structure: ① Introduction: favourite season + reason ② Body: weather + scenery + activities ③ Conclusion: feelings + why it‘s great Useful expressions: ... is my favourite season. I love ... because... The temperature is usually... It is often snowy/rainy/sunny... Everything is covered in... My friends and I love to... We also... Moreover, I enjoy... ... is really great! There are many fun activities to do. Tone: Polite, serious, persuasive（not angry）
教学反思
Activity 5的写作中，部分学生使用了-y形容词但句子结构单一。后续可在巡视时提醒：“试试用一个S+V+P的句子来描述景色（如‘The land is quiet and beautiful.’）”，帮助学生丰富句式。

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