Unit 4 SeasonsLesson 4 Again, please! 教学设计

Unit 4 Seasons Lesson 4 Again, please! 教学设计小学英语（鲁科版）四年级上册
一、教材内容分析
Lesson 4 是复习课 ,共包括四部分 :
Part 1 Let's talk 内容是Jenny，Danny和 Wang Hong在一起谈论季节, 整篇对话基本涵盖了本单元的重点句型 , 如 “What season do you like I like ... I can/often ...”等。
Part 2 Listen and repeat是语音学习, 通过跟读单词,感受并掌握字母“f, v, o”在单词中的发音。
Part 3 Let's do是语言运用练习, 通过谈论自己喜欢的季节, 将知识转化为能力,综合运用本单元的教学内容。
Part 4 Fun time是一首优美的诗歌“Seasons”，是对本课内容很好的辅助巩固和放松练习。
二、学情分析
本课的教学对象是四年级学生,这个年龄段的孩子具有好奇、爱表现、善于模仿等特点，他们的听觉敏捷，模仿力和记忆力强，形象思维好。通过一年的英语学习，学生已经积累了一定量的词汇和语句，养成了学习英语的良好习惯，能根据教师的简单英语指令来完成学习活动。此外，通过前三课的学习，学生已经熟练掌握四个季节单词的表达，并能用句型“What season is it What season do you like I can... I often wear my... in spring/ summer/ autumn/ winter. ”等交流有关季节的信息，因此学生对本课的学习充满了信心与期待。学生虽然已经有一年多的英语基础,学习英语也相对容易些,但是他们的注意力集中时间仍然比较短。如果想要抓住学生的注意力，让孩子们乐于学习,就要合理安排时间,不断变换有效的学习方式。另外，学生的个体差异比较明显，有少数学生学习兴趣不浓厚，因此在教学设计时，要面向全体学生,以学生的发展为宗旨,始终把激发学生的学习兴趣放在首位，帮助学生在活动中习得语言知识，运用语言技能，促进语言运用的自动化。
三、教学目标
语言能力：
1. 学生能在情境中复习、归纳、巩固、运用关于季节的相关词汇: spring, summer, autumn, winter, warm, hot, cool, cold, jacket, T-shirt, sweater, coat 以及句型 “What season is it ” “It’s...” “It’s ... in ... We often wear...” “What season do you like ” “I like ... I can/often ...”。能够熟练准确地运用以上句型询问和讨论喜欢的季节。
2. 学生能掌握字母“f，v，o”在单词中的发音。
3. 学生能够提炼文本中的关键信息，并结合本单元的知识点与生活体验解决有关季节的问题。能够在真实的语境中表达自己对于季节的观点，并能用英语介绍每个季节的天气情况、着装搭配以及适宜的活动安排。
学习能力：
1. 学生能听懂、读懂教师提供的诗歌；能够结合实际生活经验创写有关季节的短诗。
2.学生能培养合作意识，在小组合作中能与同学积极配合，友好交流。3.学生能养成总结、归纳、梳理知识点的好习惯。
思维品质：
1.学生能将自己的生活经验、学习经验与本课的内容联系起来，帮助自己理解和表达。
2.学生能综合利用语言知识和技能，描述四季特点，用得体的语言表达对四季的观点。
3.学生能大胆猜测，充分联想，积极思维，对学习充满期待。
文化意识：
1.学生能提升热爱大自然,热爱生活的美好情感。
2.学生能感知诗歌体裁，了解诗歌的文体特征和修辞手法，丰富学习体验。四、教学重难点
教学重点 ： 通过本课时的学习，巩固复习本单元Lesson1--Lesson3的知识点。在实际生活中，能够灵活准确地运用本单元所学目标语句
“It’s... in ... We often wear ... I like ... I can/often ....”
谈论和表达喜欢的季节。
教学难点：
结合实际生活经验创写有关季节的短诗。
五、教学准备教学课件、单词卡、词条、表演用的头饰等。
六、教学步骤
（一）热身
1. Know about me. 用 Rap歌谣说唱的形式师生互动，互致问候。
2. Chant and review. 利用歌谣复习和季节相关的词汇和句型。
【设计意图】：利用节奏明快、韵律十足的说唱形式营造轻松愉悦的学习氛围，通过问答互动既拉进了师生之间的距离，又契合四年级学生活泼好动、乐于表达的特点。将描述季节活动与天气的词汇和句型融入其中，在激活学生的知识储备，为新课的呈现做铺垫的同时，又有助于活跃思维，使学生快速进入语言环境和学习状态。
T : Good morning, boys and girls.
Ss: Good morning, teacher.
T : Before our class, let me introduce myself. OK Hello, my friends! My name’s Season. Season is me. Now I say “Season”, you say “Hi”. Season!
Ss: Hi!
T : Look at me. I'm so pretty. Do you like me
Ss: Yes, I do. Yes, I do.
T : This is me. I can swim. I can draw. Let's enjoy my pictures. Are you ready Ss: Yes, I'm ready. Yes, I'm ready.
T : This is spring. Spring is warm.
Ss: I like spring. I like spring.
T : Here comes summer. Summer is hot.
Ss: I like summer. I like summer.
T : What about autumn Autumn is cool.
Ss: I like autumn. I like autumn.
T : Do you like winter Winter is cold.
Ss: I like winter. I like winter.
T: Spring, summer, autumn. Summer, autumn, winter. Please tell me.
What season do you like
（二）呈现1. Winter相关信息的复习与强化。
（1）问答互动，复习“What season do you like I like...”
【设计意图】：由 Rap歌谣说唱切入话题，由问题展开活动，通过问答互动，回顾复习并检测学生对季节的掌握情况。
T : Well, children, Please tell me. What season do you like
S1/S2: I like ...
T : ... is beautiful/ nice/ great/ amazing!
（2）教师示范，介绍喜欢的季节及原因。
【设计意图】：教师介绍自己喜欢的季节及原因，既能引导学生复习巩固与季节相关的知识，为输出环节做示范，又增进了师生之间的了解。
T : Do you want to know my answer Ask me, please.
Ss: What season do you like
T : I like autumn. Because autumn is cool. It’s cool in autumn. I often wear my sweater. I often wear my jacket and shirt. In autumn, I can do many things. I can go hiking and climb mountains. I can pick fruit too. Autumn is the season of harvest. Autumn is cool and farms are busy.
（3）总结归纳，梳理介绍季节的维度：
Weather, Clothes, Activities. 学生输出，介绍自己喜爱的季节。
【设计意图】：归纳、总结介绍季节的维度，有利于学生理清知识脉络，形成逻辑体系，促进知识的结构化，助力学生完整、清晰的进行语言表达。
T: Look, I like autumn. It’s cool in autumn. I often wear my jacket. I can pick apples. We can introduce the seasons from the weather, the clothes and the activities. Got it Can you tell us, what season do you like
（4）问题引领，开展深度学习。
①文本导入，猜测 Danny喜欢的季节。视听文本，验证猜想。
【设计意图】：通过联想、预测，激发学生积极思维。在视听中验证答案，促使学生有目的的在视听材料中搜索关键信息。
T: You like ... It’s beautiful. What about our friend Danny What season does Danny like Think and guess, please.
Ss: He likes...
T : Maybe you are right. We can get the answer from this text. Let’s listen and find out. What season does Danny like Let’s go. (After listening) Got the answer What season does Danny like
Ss: He likes winter.
T: You are good at listening. Now, let’s enjoy winter with Danny. Enjoy the seasons according to our life experiences and the text.
friends, please. It’s your show time. Any volunteers
（四）拓展与延伸
1. 小组合作，按照四个步骤学习 summer的相关信息。
【设计意图】：在之前的学习过程中，学生对于学习步骤已熟悉，此环节是一个综合性的活动，起着复习巩固、拓展提升的作用。使学生在学习过程中不仅能建构知识、参与合作、发展思维，而且能形成积极的学习态度，培养学生用所学知识解决实际问题的能力。
T: Spring, autumn and winter. They are amazing. What about summer Let’s learn summer according to the steps: What’s the weather like What do you often wear What can you do Then, try to write poems about summer. Work in groups please.
( Several minutes later.) It’s our show time. What’s the weather like in summer Ss: It’s hot in summer.
T : Yes, summer is hot. So, what do you often wear
Ss: I often wear my...
T : What can you do in summer
Ss: I can...
T : Can you share your poems with us Let’s share nice summer together.
2. Fun time 教师结合板书引领学生回顾今天所学，引出“Seasons”主题词，并通过“We have four seasons. I love them all!”渗透语音，感知字母“v”在单词中的发音。之后，赏析教材中的诗歌“Seasons”。
【设计意图】：对教材内容进行整合与优化，在活动中渗透语音教学，使学生在语境中感知发音规律，完成语音教学目标。
T : What lovely summer! Do you like summer I like summer too. I like spring, summer, autumn and winter. We have four seasons. I love them all. Look at red letter “v”, it makes /v/. /v/ /v/ have. /v/ /v/ love. We have four seasons. I love them all. I want to show you a poem about the seasons.
3. 实施情感教育，践行学科育人。
【设计意图】：围绕单元主题，充分挖掘育人价值，确立单元育人目标和教学路线，做到知识学习与学科育人相结合。
T: I love all the seasons. Because, Every season brings
its joy. So, let’s love nature and enjoy the life.
（五）作业
做一份以四季为主题的手抄报。
设计意图：将学习延伸到课外。
T: Here’s your homework. Try to make a poster. You can draw pictures and write poems about the seasons. OK Just do it!
（六）、板书设计
整个板书以本单元的知识点为主，突出复习课的特点。在学习的过程中，逐步将板书补充完整。