鲁教版（五四）英语四上 U4 Lesson4 Again,please! 教案

《Unit 4 Seasons Lesson 4 Again, please!》
教学设计
Ⅰ. Teaching material: （五四制，鲁科版）English Book Ⅲ.
Unit 4 Seasons Lesson 4 Again, please!
Ⅱ. Analysis of the lesson
Lesson 4 of Unit 4 in Book 3 is a revision lesson. It’s mainly about seasons. It includes four seasons’ weather character and the activities in each season. Students are expected to talk about the four seasons and describe their favourite season properly in real life. The teacher is to help students to improve the speaking skill and interest in learning English.
Ⅲ. Analysis of the learners
The students of grade four are very active. They’re also very interested in learning English. They have learned English for one year, so they have some English foundation. They like games, and they’re interested in actions.
Ⅳ. Teaching goals
1. Knowledge goals
Students will be able to read and say the following words, phases and sentences: season, year, spring, summer, autumn winter, warm, wear, hot, T-shirt, cool, jacket, cold, fly, kite, what about swim, skate; It’s spring. It’s warm in spring. What season do you like I like spring.
2. Ability goals
Students will be able to talk about the four seasons and describe their favourite season properly in real life.
3. Emotion goals
Students will enjoy learning English. Encourage students to say proper English in reality.
Ⅴ. Key points and difficult points
1. Key points: Words and sentences: fly, kite, what about, swim, skate. What season do you like I like spring. I often fly my kite in spring.
2. Difficult points: Use the words, phases and sentences to talk about their favourite season properly.
Ⅵ. Teaching procedures
Step1. Warming up
1. Greetings.
2. 教师播放诗歌Seasons，根据诗歌内容，呈现本单元话题“Seasons”，同时自然而然地引出问题“How many seasons are there in a year What are they ”
3. 教师带领学生做游戏——火眼金睛，复习四季。游戏的过程中，反复复习句型“What season is it It’s…”。
【设计意图】由诗歌切入话题，由问题展开活动，通过游戏方式，回顾复习并检测学生对季节的掌握情况。
4. 通过询问学生“What season is it now ”，教师展示冬季的图片，引导学生说出“It’s winter. It’s cold in winter. We often wear coats.”。通过示范，引导学生根据关键词说出句子，然后根据图片直接说出句子，难度递增，让学生复习、巩固所学的知识。
【设计意图】借助图片，帮助学生复习句型，从填词到说完整的句子，难度递增，学生容易接受，乐于参与，同时有助于培养学生的自信心。
5. 教师让学生将季节与相关的衣服的词汇相连，有助于检测学生对各个季节着装的掌握情况。
6. 根据连线，教师进行示范，让学生说出以下句子：“It’s warm in spring. We often wear sweaters. It’s hot in summer. We often wear T-shirts.”然后，让学生四人一组，练习句型：“It’s…in… We often wear…”
【设计意图】从连线到说句子，每一个活动的设计主线不变，内容由浅入深，由易到难。通过活动，在关键单词和句型之间建立联系，帮助学生梳理、归纳和总结知识点，为后面的语言运用做好铺垫。
7. 教师通过指出现在是冬天，由于冬天太冷，告诉学生自己喜欢秋天，引出“I like autumn. It’s cool. I can climb the hill. What season do you like ”。引导学生熟悉运用句型“What season do you like I like… I can/often …”交流自己或他人喜欢的季节。
【设计意图】同桌对话，讨论自己喜欢的季节，回归语言运用，培养学生的语言交际能力。
Step 2. Practice
1. 教师用课件呈现课文的插图，介绍情境：Jenny, Danny和Wang Hong正在讨论各自喜欢的季节，并且提出问题“What season do you like, Danny/Wang Hong ”让学生带着问题看视频。
【设计意图】利用课文插图，自然引入情境，带着问题看视频，激发学生的学习兴趣，帮助学生充分表达。短文比较简单，学生很容易抓住重点句型“What season do you like I like… I can/often…”。通过师生对话，引导学生有条理地回答问题，进一步巩固本单元的重点句型，为下面的语言输出做好铺垫。
2. 教师播放课文录音，让学生听音跟读模仿语音语调。
3. 教师让学生在小组内分角色朗读课文，然后让几组学生上台展示，鼓励学生自主创新，把课文内容变成自己的语言。
【设计意图】表演课文是学生对所学文本理解程度的体现。学生在表演过程中自然地把课文知识变为自己的语言，并进行情境交际。这一活动使学生逐步由“读”文本，上升到“说”语言，同时也为后面的大量语言输出做好了充分准备。
4. 语音学习
（1）跟读单词，感受字母“f, v, o”的发音。
（2）教师设计了给单词们找到家的活动，让学生通过单词的发音，将它们送到各自的“家”。
【设计意图】跟读完单词后，教师引导学生总结字母“f, v, o”的发音。然后将课文这一部分内容进行拓展与延伸，设计了给单词找到“家”这一活动，进一步巩固字母“f, v, o”的读音知识。
Step 3. Production
1. 欣赏四季的美景，对学生进行情感渗透。
2. 让学生为自己喜欢的季节设计一个名片，教师先进行示范，把自己喜欢的季节展示给学生，然后让学生设计自己喜欢的季节的名片。最后请部分学生进行展示，并评价。
【设计意图】让学生为自己喜欢的季节设计名片，将本单元所学知识与学生的实际生活经验进行了结合，比较符合学生的兴趣和爱好，学生在交流的过程中，实现了语言的有效输出，有利于提高学生的综合语言运用能力，实现了有效拓展。
Step 4. Summary
教师引领回顾，结合板书以及今天所学，再次激发学生共鸣：“Love nature! Enjoy your life!”
Ⅶ. Blackboard design
Unit 4 Seasons
Lesson 4 Again, please!
What season do you like
I like winter.
I can go skating in winter.