Module 3 Things around us 表格式教案

Module 3 Things around us
Unit 1 Seasons
Tasks in this unit:
Begin an interaction by talking about seasons.
Language focus:
1. Using nouns to identify seasons.
e.g., spring, summer, autumn, winter
2. Using adjectives to express how people feel.
e.g., warm, hot, cool, cold
3. Using predicative adjectives to describe conditions.
e.g., Spring is warm. Summer is hot. Autumn is cool. Winter is cold.
4. Using the simple present tense to state facts.
e.g., I see/smell/drink ...
Language skills:
Listening
1. Identify the key words in an utterance by hearing the pronunciation.
e.g., spring, summer, autumn, winter
2. Understand the key pattern.
e.g., Spring is ...
3. Understand the characteristics of seasons.
Speaking
1. Use modelled sentences to communicate with other students.
2. Pronounce the key words correctly.
e.g., spring, summer, autumn, winter, warm, hot, cool, cold
3. Use the key pattern to introduce oneself
e.g., Spring is warm.
4. Maintain an interaction by providing information
Scheme of work:
Period Core contents Extension Materials
Grammar andexpressions Vocabulary
1 Spring is ...Summer is ... warm hotspring summer SB: pp. 27 and 28
2 In Spring, I see ...I smell ...In Summer, I drink ... autumn wintercool coldAutumn is ...Winter is ... SB: pp. 26 and 29WB: pp. 26, 27, 28 and 29, Parts A, B, C, D and Task
Module 3 Things around us
Unit 1 Seasons
Period 1
Language focus:
1. Using nouns to identify seasons.
e.g., spring, summer
2. Using adjectives to describe conditions.
e.g., warm, hot,
3. Using the simple present tense to state facts.
e.g., Spring is warm.
Learning skills:
Listening
1. Identify the key words in an utterance by hearing the pronunciation.
e.g., spring, summer, warm, hot
2. Understand the key pattern.
e.g., Spring is ...
3. Understand the characteristics of seasons.
e.g., Spring is green.
Speaking
1. Use modelled sentences to communicate with other students.
2. Pronounce the key words correctly.
e.g., spring, summer, warm, hot
3. Use the key pattern to describe seasons
e.g., Spring is green. Spring is warm.
Materials:
Student’s Book 1B, pp. 27 and 28
Cassette 1B
Flashcards 1B(spring, summer, warm, hot)
Wall picture 1B
Procedures Contents Methods Purpose
Pre-task Preparation Activity 1To elicit the names of the seasons, show the pictures of spring and summer to the students and ask them what they see.Activity 2Show the pictures of people in spring and summer to the students. Elicit the adjectives from them and have them say what season it is. e.g.,T: What can you see S1: I can see flowers.S2: I can see a rabbit.T: Yes. In spring, you can see many flowers and animals. Look, it’s spring.e.g.,T: It’s green. It’s warm. It’s spring. It’s red. It’s hot. It’s summer. Spring ... Warm. Summer ... hot. Understand 复习以前学过的知识，为后面的学习伏笔。
Taskprocedure Activity 1Activity 2Ask the students to say the following rhyme.Activity 3Ask the students to do a quick response in groups of three.Activity 4Show the wall picture fo Student’s Book page 28 and ask the students to talk about the seasons in pairs. Show the flashcards to the students and ask them to repeat after you. Then flash the cards and have them respond quickly.e.g.,Spring, spring, spring is warm.Spring, spring, spring is green.Green and warm, spring, spring, spring.Summer, summer, summer is hot.Summer, summer, summer is red.Red and hot, summer, summer, summer.Then have the students say the rhyme in groups.e.g.,S1: Spring.S2: Spring is warm.S3: Spring is green.e.g.S1: Spring is green. Spring is warm.S2: Summer is red. Summer is hot. 根据图片或媒体，在语境中听懂他人对季节的简单描述，理解不同的季节里，气候特点，着装特点和人们的活动特点。
Post-taskactivities Activity 1Book page 28Activity 2Show the picture of summer with ice cream, beach, etc. to the students. Ask them to use these cues to talk about summer in groups. Show the wall picture of Student’s Book page 28 and ask the students to talk about the seasons in pairs.e.g.,S1: It is summer. Summer is hot. I can swim.S2: It is summer. Summer is red. I can eat ice cream. I在情景中学会如何来描述天气，并进行情景对话。
Module 3 Things around us
Unit 1 Seasons
Period 2
Language focus:
1. Using nouns to identify seasons.
e.g., autumn, winter, spring, summer
2. Using adjectives to describe conditions.
e.g., cool, cold, warm, hot,
3. Using the simple present tense to state facts.
e.g., Winter is cold. I drink cola.
Learning skills:
Listening
1. Identify the key words in an utterance by hearing the pronunciation.
e.g., spring, summer, autumn, winter
2. Understand the key pattern.
e.g., Autumn is cool.
3. Understand the characteristics of seasons.
Speaking
1. Use modelled sentences to communicate with other students.
2. Pronounce the key words correctly.
e.g., spring, summer, autumn, winter, warm, hot, cool, cold
3. Use the key pattern to describe seasons
e.g., Autumn is cool.
4. Maintain an interaction by providing information.
Materials:
Student’s Book 1B, pp. 26 and 29
Workbook 1B, pp. 26, 27, 28 and 29, Parts A, B, C, D and Task
Cassette 1B
Flashcards 1B(spring, summer, warm, hot)
Wall picture 1B
Procedures Contents Methods Purpose
Pre-task Preparation Activity 1Show the wall picture of Student’s Book page 26 to the students. Ask them to say the rhyme together. Then have them talk about the pictures.Activity 2Show the cards of the four colours (red, white, green, yellow) to the students to elicit the other two seasons from them. Have them guess what season is red, white, green or yellow. e.g.,S: Spring is warm. I see flowers.T: Yes. In spring, I see flowers. I smell flowers. I sing a song.e.g.,T: Red. What season is it S1: It is summer.Ss: Summer is red/hot.T: White. What season is it It is winter. Winter is white. Winter is cold. 复习以前学过的知识，为后面的学习伏笔。
Taskprocedure Activity 1Have the students listen to and repeat the rhyme on Student’s Book page 26. Activity 2Ask the students to repeat the sentences after you.Activity 3Ask the students to do Part B ‘Look, write and say’ on Workbook page 27. Then have them talk about it. For the more able students, they can make sentences using ... is hot/cold.Activity 4Ask the students to do Part A ‘Listen and number’ on Workbook page 26. Then have them talk about the pictures in pairs. Then show a flashcard of a season and ask the students to say a sentence using the pattern ... is ... as quickly as possible.e.g.,T(Shows a flashcard of spring)Ss: Spring is warm.e.g.,T: I smell flowers.Ss: I smell flowers.Divide the class into groups. Ask them to say sentences and do the corresponding actions.e.g.,Ss: In spring, I see flowers. I smell flowers.S1: (Smells the flowers)e.g.,S1: The ice cream is cold.S2: The fish is hot.Ask the students do Part C ‘Listen and check’ on Workbook page 27. Then ask them to do it verbally in pairs as quickly as possible.e.g.,S1: The egg is hot.S2: The juice is cold.e.g.,S1: It is spring. It is green. It is warm. In spring, I see flowers. I smell flowers. I sing a song.S2: It is summer. It is red. It is hot. In summer, I drink some juice 通过实物、图片和媒体情景，掌握有关季节类、天气类和服装类的单词，并通过儿歌加以巩固。
Post-taskactivities Activity 1Have the students do a survey of their favourite seasons and why they like them.Activity 2Have the students do Part D ‘Listen, colour and guess’ on Workbook page 28. Then ask them to use the picture to talk about the season.Activity 3Workbook page 29Activity 4Divide the class into groups of six. Give each group a piece of paper. Ask the students to draw the season they like best and introduce that season to their group. a picture of springa picture of springa picture of springa picture of springS1S2e.g., S: I like spring. It is green. I can see green trees.e.g., It is spring. It is warm. It is green. I can see green trees.Have the students work in pairs and do Task ‘Colour one of the pictures and talk about it’ on Workbook page 29. Then choose several pairs to talk about the pictures in class.e.g.,S1: It is spring. The tree is green.S2: ...e.g.,S1: I like spring. It is warm. It is green. I can see green trees.S2: ... I在情景中掌握句式“How is the weather ”，并通过儿歌和对话进行巩固。、复习旧知的同时。巩固今天所学的内容。
Post-task activities
Activity 1
a picture of spring a picture of spring a picture of spring a picture of spring
S1
S2
Module 3 Things around us
Unit 2 Weather
Tasks in this unit:
1. Begin an interaction by talking about the weather.
2. Begin an interaction by greeting someone politely.
Language focus:
1. Using the key words in context.
e.g., sunny, cloudy, rainy, windy
2. Using formulaic expressions to describe weather.
e.g., It’s sunny.
3. Asking questions to find out specific information about weather.
e.g., How is the weather
Language skills:
Listening
1. Identify the key words in an utterance by hearing the pronunciation.
e.g., sunny, cloudy, rainy, windy
2. Understand formulaic expressions describing weather.
e.g., It’s sunny.
3. Understand the key pattern.
e.g., How is the weather
4. Understand formulaic expressions making suggestions.
e.g., Let’s go to the beach.
Speaking
1. Use formulaic expressions to describe weather.
e.g., It’s sunny.
2. Use the key pattern to ask about weather.
e.g., How is the weather
3. Pronounce the key words correctly.
e.g., sunny, cloudy, rainy, windy
4. Use formulaic expressions to make suggestions.
e.g., Let’s go to the beach.
5. Use modelled phrases and sentences to communicate with other students.
Scheme of work:
Period Core contents Extension Materials
Grammar andexpressions Vocabulary
1 sunny cloudyrainy windy I like ... days. SB: pp. 30, 31 and 33WB: pp. 30 and 31,Parts A and B
2 How is the weather It’s .... weather SB: pp. 30, 31, 32 and 52WB: pp. 32, and 33,Parts C, and Task
Module 3 Things around us
Unit 2 Weather
Period 1
Language focus:
1. Using formulaic expressions to describe weather.
e.g., It’s sunny.
2. Using the key words in context.
e.g., sunny, cloudy, rainy, windy
Language skills:
Listening
1. Identify the key words in an utterance by hearing the pronunciation.
e.g., sunny, cloudy, rainy, windy
2. Understand formulaic expressions describing weather.
e.g., It’s sunny.
Speaking
1. Use formulaic expressions to describe weather.
e.g., It’s sunny.
2. Pronounce the key words correctly.
e.g., sunny, cloudy, rainy, windy
3. Use modelled phrases and sentences to communicate with other students.
Materials:
Student’s Book 1B, pp. 30, 31 and 33
Workbook 1B, pp. 30 and 31, Parts A and B
Cassette 1B
Flashcards 1B(sunny, cloudy, rainy, windy)
A spinner(four kinds of weather are on the four parts of the round spinner)
A survey table
Procedures Contents Methods Purpose
Pre-task Preparation Activity 1Activity 2Show the pictures of the sun, clouds, rain and wind to the students to elicit the adjectives.Activity 3Have the students look at the picture on Student’s Book page 33 and listen to the song to elicit the new words. Have the students listen to a simple weather report while you show the flashcards to them and talk about the weather.e.g., T: It is sunny. It is cloudy.e.g.,T: Look! We see the sun in the sky. It is sunny. I like sunny days.e.g.,T: It is sunny. The children don’t like rainy days. They like to play on sunny days. 复习以前学过的知识，为后面的学习伏笔。
Taskprocedure Activity 1Have the students repeat this rhyme after you.Activity 2Use the spinner. When it stops, say the corresponding weather word and ask the students to repeat it after you.Activity 3Have the students do Part A ‘Listen and tick’ on Workbook page 30. Activity 4Show some pictures which can be used to indicate weather conditions, such as the sun, raincoat, wind and a kite. In groups have the students classify the pictures and identify the weather. e.g.,Sunny, sunny, sunny days. I like sunny days.Rainy, rainy, rainy days. I like rainy days.Cloudy, cloudy, cloudy days. I like cloudy days.Windy, windy, windy days. I like windy days.e.g.,T: (Spins the spinner) It’s sunny.Ss: It’s sunny.Then check the answers and have the students do it verbally in pairs.e.g.,S1: It’s rainy.S2: It’s …e.g.,S: (Puts the pictures of raindrops and raincoat together)T: You can see raindrops and a raincoat. How is the weather S: It’s rainy. 通过实物、图片和媒体情景，掌握有关季节类、天气类和服装类的单词，并通过儿歌加以巩固。
Post-taskactivities Activity 1Have the students do Part B ‘Listen and judge’ on Workbook page 31.Activity 2Ask the students to do the survey on Student’s Book page 31. Then have them share their information in groups. Then have them practise it in groups. Choose several students to check it.e.g.,T: It’s rainy. I like rainy days. True or false If it’s true, please clap your hands. If it’s false, please stamp your feet.Ss: (Stamp the feet)e.g.,S1: I like sunny days.S2: I like cloudy days. I在情景中掌握句式“How is the weather ”，并通过儿歌和对话进行巩固。、复习旧知的同时。巩固今天所学的内容。
Module 3 Things around us
Unit 2 Weather
Period 2
Language focus:
1. Using formulaic expressions to describe weather.
e.g., It’s sunny.
2. Asking questions to find out specific information about weather.
e.g., How is the weather
Language skills:
Listening
1. Understand formulaic expressions describing weather.
e.g., It’s sunny.
2. Understand the key pattern.
e.g., How is the weather
3. Identify the key words in an utterance by hearing the pronunciation
e.g., sunny, cloudy, rainy, windy
4. Understand formulaic expressions making suggestions.
e.g., Let’s go to the beach.
Speaking
1. Use formulaic expressions to describe weather.
e.g., It’s sunny.
2. Ask questions to find out specific information about weather.
e.g., How is the weather
3. Use formulaic expressions to make suggestions.
e.g., Let’s go to the beach.
4. Use modelled phrases and sentences to communicate with other students.
Materials:
Student’s Book 1B, pp. 30, 31, 32 and 52
Workbook 1B, pp. 32 and 33, Parts C and Task
Cassette 1B
Flashcards 1B(sunny, cloudy, rainy, windy)
Multimedia
A map of China
Wall picture 1B
Procedures Contents Methods Purpose
Pre-task Preparation Activity 1Show the pictures of different weather conditions and have the students talk about them. Ask questions to elicit the new pattern.Activity 2Show the wall pictures of Student’s Book page 30. Have the students talk about the weather to elicit the new pattern from them. e.g.,T: Is it sunny S1: No, it isn’t.T: How is the weather.S2: It’s cloudy.e.g.,T: (Shows the third picture) Look at the rain. How is the weather S: It’s rainy.T: (Shows the fourth picture) Look! The paper is flying. How is the weather Ss: It’s windy. 复习以前学过的知识，为后面的学习伏笔。
Taskprocedure Activity 1Student’s Book page 30Activity 2Have the students do Part C ‘Listen and say’ on Workbook page 32.Activity 3Show the wall picture for ‘Say and act’ on Student’s Book page 32Activity 4Have the students play the guessing game on Student’s Book page 31.Activity 5Have the students practise the dialogue on Student’s Book page 32 or make a new one in groups. Then ask several groups to act it out. Show the students the wall picture for ‘Look and say’ on Student’s Book page 30.Have them repeat after the recording.Have them say the chant in groups and then ask them to make their own chant. Choose some groups to act out.Have the students listen to the recording. Then ask them to repeat after it.e.g.,S1: (Hides the picture) How is the weather S2: It’s windy.S1: No.S2: It’s cloudy.S1: Yes, it’s cloudy.e.g.S1: Good morning.S2: Good morning.S1: How is the weather S2: It’s sunny.S3: It’s warm.S1: Let’s sing and dance.S2: OK. 通过实物、图片和媒体情景，掌握有关季节类、天气类和服装类的单词，并通过儿歌加以巩固。
Post-taskactivities Activity 1Show the students the wall picture for ‘Look and say’ on Student’s Book page 30.Activity 2Show the map of China to the students. Activity 3Have the students do Task ‘Listen and play a game’ on Workbook page 33.Activity 4Ask the students to do Project 3 ‘Draw and say’ on Student’s Book page 52. Ask them to make dialogues in pairs. Choose several pairs to act their dialogues out.Put some symbols representing different kinds of weather on the map near different cities. Tell the students it is the weather for Sunday. Have them make a short dialogue in pairs.e.g.,S1: It’s Beijing.S2: How is the weather on Sunday S1: It’s rainy. Divide the class into groups to play the game.Have them draw the weather and make a short dialogue about it.e.g.,S1: How is the weather S2: It’s sunny. I在情景中掌握句式“How is the weather ”，并通过儿歌和对话进行巩固。、复习旧知的同时。巩固今天所学的内容。
Module 3 Things around us
Unit 3 Clothes
Tasks in this unit:
1. Begin an interaction by asking what people need.
2. Maintain an interaction by providing information in response to factual questions.
Language focus:
1. Using nouns to identify clothing items.
e.g., T-shirt, dress, shorts, blouse
2. Using verbs to indicate needs.
e.g., I need ...
3. Asking wh-questions to find out people’s needs.
e.g., What do you need
4. Using formulaic expression to express preferences.
e.g., I don’t like ... I like ...
5. Using formulaic expressions to express thanks.
e.g., Thank you, Mum.
Language skills:
Listening
1. Identify the key words in an utterance by hearing the pronunciation.
e.g., T-shirt, dress, shorts, blouse
2. Understand the key pattern.
e.g., What do you need I need ...
3. Understand the formulaic expressions for preferences.
e.g., I don’t like ... I like ...
Speaking
1. Use modelled sentences to communicate with other students.
2. Pronounce the key words correctly in context by linking words together and using the appropriate stress.
e.g., T-shirt, dress, shorts, blouse
3. Use verbs to indicate needs.
e.g., I need ...
4. Ask wh-questions to find out people’s needs.
e.g., What do you need
5. Use formulaic expression to express preferences.
e.g., I don’t like ... I like ...
6. Use formulaic expressions to express thanks.
e.g., Thank you, Mum.
Scheme of work:
Period Core contents Extension Materials
Grammar andexpressions Vocabulary
1 I need ... T-shirt dressshorts blouse skirt sweater SB: p. 34WB: pp. 34 and 35,Parts A, B and C
2 I need ... What do you need I don’t like ... SB: pp. 35, 36, 37 and 52WB: pp. 36 and 37,Parts D, E and Task
Module 3 Things around us
Unit 3 Clothes
Period 1
Language focus:
1. Using nouns to identify clothing items.
e.g., T-shirt, dress, shorts, blouse
2. Using verbs to indicate needs.
e.g., I need ...
Language skills:
Listening
1. Identify the key words in an utterance by hearing the pronunciation.
e.g., T-shirt, dress, shorts, blouse
2. Understand the key pattern.
e.g., What do you need I need ...
Speaking
1. Use modelled sentences to communicate with other students.
2. Pronounce the key words correctly
e.g., T-shirt, dress, shorts, blouse
3. Use verbs to indicate needs.
e.g., I need ...
Materials:
Student’s Book 1B, p. 34
Workbook 1B, pp. 34 and 35, Parts A, B and C
Cassette 1B
Wall picture 1B
Flashcard 1B(T-shirt, dress, shorts, blouse)
Multimedia
Procedures Contents Methods Purpose
Pre-task Preparation Activity 1Show a clothes shop on the screenActivity 2Put the wall picture of Student’s Book page 34 on the blackboard and ask the students some questions to give them the general idea of the new pattern. Show a clothes shop on the screen and introduce the names of clothes to the students.e.g., T: What’s in the shop Look, this is a T-shirt. That is a dress …e.g.,T: Look at Danny. What is he wearing He’s wearing a T-shirt. How about the T-shirt Is it long or short S: Short.T: Yes, it’s too short. So Danny says ‘I need a new T-shirt.’ 复习以前学过的知识，为后面的学习伏笔。
Taskprocedure Activity 1Show the flashcards and read the words. Activity 2Student’s Book page 34Activity 3Show some pictures of clothes on the screenActivity 4Activity 5Have the students do Part C ‘Listen and match’ on Workbook page 35. Then have the students ask for the clothes, using the sentence patterns Give me … and I need …e.g.,T: (Shows the card of T-shirt) T-shirt.Ss: Give me a T-shirt. I need a T-shirt.Have the students repeat after the recording the sentences in ‘Look and say’ on Student’s Book page 34. Then have them practise these sentences in pairs.Ask the students to choose the clothes they like or need. Then have them talk about the clothes.e.g., S: I need a new dress. I like the red dress.Divide the class into pairs and have the Students practise the dialogue on Student’s Book page 34. Then choose several pairs to act it out.Check the answers. Then have the students do role-play.e.g., S: I’m Alice. I need a blouse. 通过实物、图片和媒体情景，掌握有关季节类、天气类和服装类的单词，并通过儿歌加以巩固。
Post-taskactivities Activity 1Have the students do Part A ‘Listen, number and colour’ on Workbook page 34. Activity 2Show different kinds of things, such as food and clothes, on the screen. Then check the answers. Have the students do Part B ‘Look and say’ on Workbook page 34 in groups.e.g., S: Look! This is a T-shirt. It’s red. Have the students choose the things they need. Then ask the students to practise in pairs talking about these things.e.g.,S1: I need a new pencil case. It’s big.S2: … I在情景中掌握句式“How is the weather ”，并通过儿歌和对话进行巩固。、复习旧知的同时。巩固今天所学的内容。
Module 3 Things around us
Unit 3 Clothes
Period 2
Language focus:
1. Using nouns to identify clothing items.
e.g., T-shirt, dress, shorts, blouse
2. Using verbs to indicate needs.
e.g., I need a new dress.
3. Asking wh-questions to find out people’s needs.
e.g., What do you need
4. Using formulaic expression to express preferences.
e.g., I don’t like ... I like ...
5. Using formulaic expressions to express thanks.
e.g., Thank you, Mum.
Language skills:
Listening
1. Identify the key words in an utterance by hearing the pronunciation.
e.g., T-shirt, dress, shorts, blouse
2. Understand the key pattern.
e.g., What do you need I need ...
3. Understand the formulaic expressions for preferences.
e.g., I don’t like ... I like ...
Speaking
1. Use modelled sentences to communicate with other students.
2. Pronounce the key words correctly in context by linking words together and using the appropriate stress.
e.g., T-shirt, dress, shorts, blouse
3. Use verbs to indicate needs.
e.g., I need ...
4. Ask wh-questions to find out people’s needs.
e.g., What do you need
5. Use formulaic expression to express preferences.
e.g., I don’t like ... I like ...
6. Use formulaic expressions to express thanks.
e.g., Thank you, Mum.
Materials:
Student’s Book 1B, p. 35, 36, 37 and 52
Workbook 1B, pp. 36 and 37, Parts D, E and Task
Cassette 1B
Wall picture 1B
Flashcards 1B(T-shirt, dress, shorts, blouse)
Procedures Contents Methods Purpose
Pre-task Preparation Activity 1Have the students listen to and repeat the rhyme on Student’s Book page 36.Activity 2Have the students act out the dialogue on Student’s Book page 34. To elicit the new content, ask the students some questions about the wall picture.e.g.,T: What do you need S: I need shorts.You should act as Mum and introduce the new pattern.e.g.,S: Mum, look! I need a new T-shirt.T: What do you need S: I need a new T-shirt. 复习以前学过的知识，为后面的学习伏笔。
Taskprocedure Activity 1Divide the class into pairs.Activity 2Have the students listen to and repeat the rhyme on Student’s Book page 36.Activity 3Put the wall picture for ‘Play a game’ on Student’s Book page 35 on the blackboard. Activity 4Put the wall picture of Student’s Book page 37 on the blackboard.Activity 5Put some pictures of clothes on the blackboard. Have the students make a new dialogue in pairs. Have them make a short dialogue using the key words.e.g.,S1: What do you need S2: I need a T-shirt. Then have them practise the rhyme in groups.Have the students make a short dialogue in pairs. Then choose several pairs to act it out.e.g.,S1: What do you need S2: I need a blouse.Elicit the dialogue by having the students listen to the recording. Help them understand the general meaning of the dialogue. Then model a dialogue to the class with a student. Have the students practise it in pairs. Choose several pairs to act it out.e.g.,S1: What do you need S2: I need a new T-shirt.S1: Do you like the T-shirt.S2: I don’t like yellow. I like blue. I like this T-shirt.S1: It’s nice.S2: Thank you, Mum. 通过实物、图片和媒体情景，掌握有关季节类、天气类和服装类的单词，并通过儿歌加以巩固。
Post-taskactivities Activity 1Have the students do Part D ‘Choose and write’ and Part E ‘Ask and answer’ on Workbook page 36.Activity 2Have the students do Task ‘Draw and say’ on Workbook page 37.Activity 3Have the students do Project 3 ‘Look, tick and say’ on Student’s Book page 52. Then check the answers.e.g.,S1: What do you nee S2: I need a doll.Then have the students ask and answer in pairs.e.g.,S1: What do you need for the summer S2: I need a new T-shirt.Then ask them to do it verbally in groups.e.g., S: It is spring. It’s warm. I need a blouse. I在情景中掌握句式“How is the weather ”，并通过儿歌和对话进行巩固。、复习旧知的同时。巩固今天所学的内容。