1、最新鲁科版英语四年级上册unit 4seasons教案doc小学英语四年级第三册Unit 4 Seasons单元备课 单元教材分析:本单元主要学习四季spring summer autumn winter 及描述每个季节气候特征的形容词warm 、hot 、cool、 winter, 还有我们在不同的季节穿什么衣服 、经常干什么,并学习使用“What season do you like? I like spring. Its warm in spring. I often wear sweaters. I can fly my kite.”等句型进行交流。Lesson 1 Its sprin
2、g.一、教材分析:Lesson 1 Its spring.的语言功能是使用句型“We have four seasons in a year . What season is it? Its spring.”,并能准确表达自己喜欢和不喜欢的季节。学习任务是句型“What season is it? Its summer. I like summer .I dont like winter.二、学情分析:本课教学对象是小学四年级学生,他们活泼好动,有较强的好奇心。通过对第一二册的学习,已经有了一定的英语基础。因此,教师可以通过丰富活动调动学生积极性,吸引学生注意力,进一步培养学生学习英语的兴趣,
3、将单调的知识点学习变得生动有趣,强化学生记忆,让学生在体验、参与、探究中获得知识,形成能力。三、教学目标:(一) 知识目标:1.学生能听懂、认读、会说下列单词:season year spring summer autumn winter2.学生能听懂、会说“We have four seasons in a year . What season is it? Its summer. I like summer .I dont like winter.”等句型。(二) 能力目标: 通过小组之间的交流,通过创造真实的语境,使学生能够灵活运用“What season is it? Its summ
4、er. I like summer .I dont like winter”句型来询问季节,从而提高学生英语表达能力,真正做到学以致用。(三) 情感目标:1、培养学生团结协作的精神。2、鼓励学生大胆开口说英语。3、培养学生热爱大自然的情感四、教学重难点分析:(一)教学重点:1.学生能听懂、认读、会说单词:season、 year 、spring、 summer 、autumn、 winter。 2.学生能灵活运用句型“What seasons is it? Its summer. I like summer .I dont like winter.”进行交流。(二)教学难点:1. 能运用已学过
5、的单词、句型描述学生喜爱的季节。五、教学准备:单词卡片、头饰、录音机、磁带、图片。六、教学过程:Step 1 Warm-up1. Greetings. Hello, boys and girls. 2. Free talk.T: Hi, Wang Ming. Whats your favorite subject?S: My favorite subject is music.T: Hello, Li Jia. Whats your favorite subject?S: Its PE.T: Today is Friday; you will have PE and music. So its
6、 your favorite day, yes? 【设计意图】复习一单元所学的语言点,引出新知。Step 2 Presentation1. 1.Learn the new words.在之前对话的基础上拿四季的图片问学生 “Whats your favorite season ?” 学生自然会猜出season 的意思是季节从而引出本课新授单词“season ”,“We have four seasons in a year.”引出单词 “year”, “What are they ?”、看课件图片教授spring、summer 、autumn、 winter.【设计意图】由旧知导入新知,通过师
7、生的对话聊天,使学生不知不觉进入到新课内容,将新课的难点分散了,有利于学生更好的学习新知。2. Practice the new words.出示单词卡片,并通过“乘火车”、男女生读、竞赛读、猜口形等多种形式练习巩固本课新单词。针对学生的表现,教师给于适当的评价激励。还可以结合着句型“What season is it ? Its .I like summer. /I dont like ”来操练本课新单词,做到词不离句。【设计意图】如果单一的让学生把新单词读5遍或是10遍,学生会感到枯燥无味的,而设计多种活动来操练单词,可以使学生在不知不觉中习得单词。结合句子练习单词,有利于学生对新单词的认
8、知、理解和运用,同时为下面学习课文做铺垫。 3. Step4.Playaguessing gameT:Good job, You are wonderful,Lets play a guessing game. Listen to the sound and guess(听声音,猜季节)T:What season is it?(听音猜)Ss:Its Spring. (summer、autumn、winter)【设计意图】通过游戏,既能活跃课堂气氛,提高学生的学习积极性,又能反馈学生对新单词的掌握情况。4. Learn the new text.Look at the book and list
9、en to the tape. Underline the new words.听完录音后,可以找学生读一读所划出的单词。【设计意图】带着任务听第一遍录音,让学生整体感知课文,同时复习一下新学的单词。Step 3 Practice1. Look at the book and listen to the tape again. Answer the questions:How many seasons are there in a year? What are they? 听完录音后让学生找出问题的答案。【设计意图】第二遍带着问题听录音,加深学生对课文的理解,同时提高学生的认读能力。2. Li
10、sten to the tape again. Try to follow the tape. Repeat after the tape. Then practice reading the dialogue in groups. (小组分角色朗读课文,如果时间充足的话,可以让学生带头饰表演对话。)【设计意图】让学生跟读原声带,既加强了学生的听力,又使学生掌握正确的发音。小组分角色朗读课文有助于学生形象的掌握课文内容,巩固学过的重点句型。3. Lets talk: Look at the pictures of part2, ask and answer in pairs.4. Lets d
11、o: link the pictures with the seasons, describe the pictures like this:Its spring/I like spring. /I dont like winter.4. Sing a songSpring, spring, I like spring. Summer, summer, I like summer.Autumn, autumn, I like autumn. Winter, winter, I like winter.Spring, summer, autumn, winter. I like them ver
12、y much!【设计意图】利用歌曲这种学生喜欢形式来进行操练,能让学生复习巩固本课的重点单词和句型,同时活跃一下课堂气氛。Step 4 Consolidation小组活动:人人争做小记者。活动形式是小组内互相采访,根据事先准备的表格,用句型“Do you like?Yes, I do. / No, I dont.”来采访别人喜欢和不喜欢的季节,练习后到台前表演,对学生发放适当的奖品,加以鼓励。namespringsummerautumnwinter在表演过程中对学生进行情感教育,鼓励学生大胆开口说英语,培养学生热爱大自然的情感。【设计意图】通过学生的表演,让他们达到学以致用的效果,同时也能了解
13、学生对本课知识的掌握情况。Step 6 Summary and homework教师引导学生总结本节课所学的知识点。1. Listen to the tape and mime it. 听课文录音,模仿录音朗读课文。2. 用“Do you like?”询问你的家人或朋友喜欢的季节。【设计意图】引导学生把所学知识应用于实际生活中,最终提高学生的实际运用语言的能力。 板书设计Unit 4 Seasons Lesson 1What season is it?We have four seasons in a year.What season is it?ItsI like. /I dont like
14、.教学反思:Lesson 2 Its warm in spring.一、教材分析: Lesson2 Its warm in spring. 的语言功能是使用句型“Its.in.We often wear.”来描述四季特征以及所穿的衣服,学习任务是句型“Its . in. We often wear.和单词warm hot cool cold wear T-shirt。二、学情分析:通过上一节课的学习,学生基本能用所学的句型进行交流。在本节课的教学过程中,我将注重对学生学习策略的培养,因材施教,肯定学生的每一次小小的成功,不断给予他们肯定和鼓励,激发他们的学习热情。三、教学目标:(一) 知识目标
15、:1.能听懂、会说单词warm hot cool cold wear T-shirt。2.学生能听懂、会说“Its . in. We often wear”句型。(二) 能力目标: 通过小组之间的交流,通过创造真实的语境,使学生能够运用“What season is it ?”句型来询问季节,用“Its.in I often wear”来描述四季的气候特征及所穿的衣服,从而提高学生英语表达能力,真正做到学以致用。(三) 情感目标:1.培养学生将学到的知识运用于真实的生活场景中的能力,使学生具有一定的社交意识,引导学生热爱生活,热爱大自然。2.培养学生敢于开口,积极参与的学习态度。四、教学重难点
16、分析:(一)教学重点:1. 学生能听懂、会说单词warm hot cool cold wear T-shirt。2.学生能灵活运用句型“Its . in. We often wear.”。(二)教学难点:结合实际在真实的语境中运用“ What season is it ? Its. Its . in. We often wear句型。五、教学准备:单词卡片、头饰、录音机、磁带、奖品、图片。六、教学过程:Step 1 Warming-up1. Greetings. Good morning, boys and girls.(师生相互问候彼此拉近距离,为本节课的开展做好情感、心理铺垫。)2. En
17、joy a song.(师生拍手同唱,进一步调整学生的情绪,活跃课堂气氛。)Spring, spring, I like spring. Summer, summer, I like summer.Autumn, autumn, I like autumn. Winter, winter, I like winter.Spring, summer, autumn, winter. I like them very much!【设计意图】运用说唱儿歌的方式激发学生参与到教学中来,渲染课堂英语气氛,培养了学生学习英语的兴趣,同时复习上节课所学过的单词,为下面新课的学习作辅垫。Step 2 Pres
18、entation1. Free talk.Hi, Lucy! How many seasons are there in a year ?学生会回答:Four. 老师再问What are they ? 学生会回答They are spring summer autumn and winter. ;老师将四季的图片贴在黑板上。Hello,Nick. Do you like spring ?Yes,I do. 老师说I like spring, too. Because its warm in spring.将句型Its warm in spring .板书在春天图片的后面并让学生猜warm 的汉
19、义及发音。【设计意图】在情境中激发学生的学习兴趣,自然地引出新句型“Its warm in spring?”。2. Learn the new words.让几位学生进行操练,按照图片用这个句型引出本课新单词hot cool cold,板书在对应的季节图片之后领读单词并让学生分析发音之后出示单词卡片,并通过“乘火车”、“高低音”、男女生读、竞赛读、猜口形等多种形式练习巩固本课新单词。分组,并以四个季节来命名小组,同时根据学生小组的学习表现来开展评价,并以此来激励学生学习的积极性和主动性。3. Play a game: Quick answer大屏幕出示四季的图片,让学生快速说出季节及描述四季气
20、候特征的形容词。例如:大屏幕出示spring,学生迅速说出warm。然后同桌俩一个说季节一个说形容词,当然也可以反过来相互提问看谁的反应快。4. Pair work: 同桌俩用 “Its . in.”来操练本课的主要句型,然后找几组展示一下。5. Say a chantWarm, warm, its warm in spring . Hot, hot, its hot in summer .Cool, cool, its cool in autumn. Cold, cold, its cold in winter .【设计意图:Chant和歌谣节奏明快、琅琅上口,它的适时出现,既起到了操练巩固
21、新知识的作用,又调节的学生的情绪,还活跃了课堂气氛。】6.Look at the book and listen to the tape. Underline the new words that we learned in this class. 【设计意图】让学生带着任务听第一遍录音,加深对课文的理解,更能发挥其学习的自主性。7. Listen again, link the seasons with the clothes. 【设计意图】复习以前学过的衣服类单词,并经出新单词T-shirt . Its warm in spring. So we often wear sweaters.
22、引出单词wear并板书句型We often wear.提问学生What do you wear in autumn ?/ winter /summer? 练习句型在什么季节穿什么衣服We often wearin并将衣服图片贴在相应季节的后面。然后操练句型Its . in. We often wear.再找几组下来展示【设计意图】学习单词的同时,结合着本课的主要句型进行操练,既可以让学生在有意义的语言环境中非常自然地接受,又为对话的学习做铺垫。Step 3 Practice1. Listen to the tape the third time. Try to follow the tape.
23、 Repeat after the tape/ teacher.【设计意图】让学生跟读原声带,即加强了学生的听力,又使学生掌握正确的发音。2. Practice reading the dialogue in groups, then try to act it out. (小组分角色朗读课文,根据黑板上的板书表演课文。)【设计意图】小组分角色朗读、表演课文有助于学生形象的掌握课文内容,巩固学过的重点内容,同时趣味性比较强,学生会积极地投入到学习中来。3. Group work: Look at the scream, talk about the pictures with your par
24、tner.先给学生做个示范,然后小组练习,找几组到台前展示。【设计意图】既复习了第一课所学知识,同时也能了解学生对本课知识的掌握情况,提高了学生综合运用知识的能力。Step 4 ConsolidationDraw the clothes of four seasons. Describe the pictures with the drills we learnt this class. Its in. I often wear【设计意图】 对本课所学内容进行拓展练习,达到学以致用的目的. Step5 Summary教师引导学生总结本节课所学的知识点,即用“Its . in. We often
25、 wear”来描述季节。Step 6 Homework1. Listen to the tape and mime it. 听课文录音,模仿录音朗读课文。2. 回家搜集南北半球季节的差异。板书设计Unit4 SeasonsLesson 2 Its warm in spring Spring:Its warm in spring. We often wear sweaters. Summer: Its hot in summer. We often wear T-shirts. Autumn: Its cool in autumn. We often wear jackets. Winter:
26、Its cold in winter. We often wear coats.教学反思:Lesson 3 What season do you like ?一、教材分析: 小学英语第二册Unit 1的主题是“seasons.”,Lesson3 What season do you like?的语言功能是使用句型“What season do you like?”进行交流。学习任务是句型“What season do you like? I like. I often/I can.”和单词fly kite swim skate。二、学情分析:通过上一节课的学习,学生基本能用所学的句型进行交流。
27、在本节课的教学过程中,我将注重对学生学习策略的培养,因材施教,肯定学生的每一次小小的成功,不断给予他们肯定和鼓励,激发他们的学习热情,同时渗透南北半球气候的差异。三、教学目标:(一) 知识目标:1.学生能听懂、认读、会说下列单词:fly kite swim以及词组fly my kite、 swim in summer 、play football in autumn 、skate in winter,能听懂、会说what about?skate。2.学生能听懂、会说“What season do you like? I like. I often/I can”句型。(二) 能力目标:1.通过小
28、组之间的交流,通过创造真实的语境,使学生能够运用“What season do you like?”句型来询问别人喜欢的季节及喜欢这个季节的原因,从而挺高学生英语表达能力,真正做到学以致用。(三) 情感目标:1.培养学生将学到的英语知识运用到生活中的能力,提高学生的交流能力和实践能力。2.通过小组活动,对学生渗透 南北半球季节的差异。四、教学重难点分析:(一)教学重点:1.学生能听懂、认读、会说单词:fly kite swim skate以及词组fly my kite、 swim in summer 、play football in autumn 、skate in winter、what
29、about.2.学生能灵活运用句型“What season do you like ?”询问别人喜欢的季节。(二)教学难点:1.结合实际在真实的语境中运用“What season do you like?”句型。五、教学准备: 多媒体课件、单词卡片、录音机、磁带、奖品等。六、教学过程:Step 1 Warming-up1. Greetings. 2. Say a chant.(师生拍手齐唱Lesson 2的儿歌。)【设计意图】说唱上一课的儿歌一方面激发学生参与到教学中来,渲染课堂英语气氛,另一方面为下面新课的学习作铺垫。3. Free talk .T:Hi, class What season
30、 is it now ? Ss: Its summer. T: What can we do in summer? We can swim in the sea. 老师比划游泳的动作,学生自然会猜出swim的意思。T: What season do you like? Ss: I like【设计意图】教师通过与学生的交谈很自然的引出了新知识点“swim”及句型What season do you like? 使学生不知不觉进入到新课内容。Step 2 Presentation1. Learn the new words and phrases.出示单词卡片swim,学生跟读后一起拼读该单词,教授单词skate, , 方法同swim。给学生讲s 后面的清辅音要发相应的浊辅音/g/。T: In summer, we often swim. I can swim like this.T: In winter, we can skate. We can skate like this. And we can make a snowman, too. T: I dont like winter. Its too cold. I dont like summer. Its too hot. I like spring.Its warm. I can fly my ki
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