資源簡介

Unit 1 Spring Is Coming!
Lesson 6 Stories about Spring
LESSON PREPARATION
LANGUAGE KNOWLEDGE
掌握詞匯：low,below,zero,until
接觸詞匯：groundhog,bush
短語和句型：as. as.,below zero, not. until., Groundhog Day, sugar bush
RESOURCES
. audiotape ·
signs of spring worksheet (see Class Closing)
LESSON STRUCTURE CLASS OPENING
Greeting
Greet the class.
Say: Good morning/afternoon, class. It's nice to see you all. How's the weather today
Ask a few students to come to the board and draw/ write the weather report for the day. Students can use the weather icons they made in Lesson 1. They should also use weather words and write the temperature.
Review
1)Homework check.
2)Ask some students to present their passage "Babysitting".
3)Introduce today's lesson by reviewing what happened in the last lesson.
Teacher: Can someone tell me what we talked about last class
Students: I can. We talked about Danny babysitting his sister on a spring day.
Teacher: Right. Where did Danny and his little cousin Debbie go
Students: They went to the park.
Teacher: Correct. What did they do at/in the park Students: First, Debbie played on the monkey bars. Then Danny gave her a push on the swing. Then they played a game called "Lie on the Grass" because Danny was tired. They looked at the clouds and Debbie saw/watched a cloud that looked like a big white rabbit.
Teacher: Very good.
KEY CONCEPTS FOCUS
STRUCTURES:
The temperature can be as low as -15°C, but it can also reach 15°C.
The temperature drops below zero on those snowy days.
We probably won't see any flowers until May or June!
Here, we have Groundhog Day on February 2 for the coming of spring.
STEP 1: Present
CLASS WORK: Culture Tip and Think About It 1)Ask the students to look at Lesson 6(Stories about Spring).
Teacher: Who can tell me what it means when you can see winter jasmine blooming
Students: It means spring is coming.
Teacher: That's right. In our culture that's how we know spring is coming. In other cultures they have different ways of knowing when spring is coming. In North American culture they have something called Groundhog Day.
Read the Culture Tip as a class.
2)Divide the class into groups to discuss the Think
About It questions. Then discuss the questions as a class.
3)After the discussion, look at the reading as a class and ask some volunteers to read aloud.
Teacher: Let's begin reading. Who would like to start us off
STEP 2: Break It Down
CLASS WORK: Discussion
Discuss the following questions as a class.
Teacher: Let's discuss the reading. Who is writing this letter
Students: Jenny.
Teacher: Yes. And whom is Jenny writing the letter to
Students: Wang Mei.
Teacher: Correct. What is Jenny writing about in her letter
Students: Jenny is writing about spring in Edmonton. Teacher: That's right. According to Jenny, how low can the temperature be in Edmonton during spring Write the word low and the structure as. as. on the board. Explain. Point out that the word "high" is the opposite of the word "low". Then discuss the meaning of "as low as...". Use the structure in some different sentences and ask the students to do the same. (i.e. The sunset can happen as late as 9: 00 pm.)Students should master this word and structure. Teacher: Jenny says that on snowy days the temperature drops below zero. When a temperature drops, that means the temperature becomes lower. What does"below zero"mean
Write the phrase below zero on the board. Explain. "Zero" is a number. Zero degrees Celsius is a cold temperature. Students should master this phrase.
Teacher: If the temperature is below zero, is that cold or hot
Students: It's cold.
Teacher: That's right. Jenny says they probably won't see flowers until May or June. That means they won't see flowers before May or June.
Write the structure not... until... on the board. Encourage the students to use this structure in a sentence(i.e. I don't usually go to sleep until 11pm). Students should master this structure.
STEP 3: Read
INDEPENDENT WORK: Let's Do It! No. I
1)Instruct the students to read Lesson 6 and answer the questions independently.
2)Students should check and correct their answers in groups.
3)Discuss the answers as a class. STEP 4: Task
PAIR WORK: Let's Do It! No. 4
1)Instruct the students to work independently to complete this task. They should make a list of specific activities and reasons before they write the passage. Students should also use some of the new structures and words they learned in their passage. 2)Ask the students to read their passages aloud in front of the class.
CLASS CLOSING
1)Complete Let's Do It! No. 2 and No. 3.
Students do the exercise independently, then check the answers in groups, and finally as a class.
2)Assign homework:
Signs of Spring worksheet: Students make observations about the season and record their findings.
EXTENSION
CLASS/GROUP WORK: The Story Game
Play The Story Game to review vocabulary, phrases and concepts from this unit.
1)In groups or as a class, students take turns adding a sentence to a story. For the purpose of reviewing what the students learned in this lesson, the story should be about the weather and activities on a spring day. Students should consider the setting, characters and the plot. Encourage the students to be creative.
2)Before you begin, appoint a "secretary"to write down the story as the students tell it. If you are playing in groups, each group will need their own secretary. At the end of the game the secretary reads the story from the beginning.
* See the "Games"section at the back of this guide for further instructions on how to play.
1. It's a little wild.天氣有點兒異常（奇怪）。
wild在句中作形容詞，意為“異常（奇怪）的”。wild還有“野生的，荒蕪的”之意。wild還可作名詞，表示“荒野；未開化的地方；偏遠地區”。例如：
The boy has wild hair.那個男孩兒頭發亂蓬蓬的。 You can see many wild animals in the zoo. 在動物 園你可以看到很多野生動物。
Can pandas live in the wild 熊貓可以在野生環境 下生存嗎？
2. The temperature can be as low as -15C, but it can also reach 15°C.氣溫能低達零下十五度，但 是也能達到零上十五度。
as.as.意為“與··一樣”，此句主要是為了強調氣溫的強烈變化，還可以直接說成Thetemperature can be-15°C.例如：
Yao Ming is as tall as 2.26 metres.姚明高達2.26 米。
Yao Ming is 2.26 metres tall.姚明 2.26米高。 3. We probably won't see any flowers until May or June！我們可能到五月或六月才能見到花！
not.until.意為“直到·..才.·.”，until引 導時間狀語從句。例如：
We didn't leave school until the rain stopped.直到 雨停我們才離開學校。
Please wait here until your mother comes to pick you up.請你一直在這兒等到你媽媽來接你。

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