新版-牛津译林版四年级下册Unit 5 Seasons第3课时教学设计及反思

译林版小学英语教材4B Unit5 Seasons(Writing time)教学设计

1. 教学目标：

1）知识目标: a. Students can review and consolidate the words, phrases and sentences about the four seasons;

               b. Students can write a passage about their favourite seasons.

2）能力目标：  a. Students can talk about the four seasons correctly and fluently;

               b. Students can know how to write a passage about the seasons;

               c. Students can know how to help others to polish the writing.

3）情感目标： a. Students can know that: Each season is colourful and we should enjoy each season. Enjoy our colourful life.

               b. Students can know that: No pains, no gains.

2.教学重点：Students can write a passage about their favourite seasons.

3.教学难点：a. Students can know how to write a passage about the seasons;

            b. Students can know how to help others to polish the writing.

4.教学准备：word cards, PPT, MP3

5.教学过程：

Step1 Warm up

1. Greeting
2. Learning aims

The teacher shows the following learning aims on the screen:

设计意图：在上课伊始，让学生明确本节课的学习目标，让学生带着任务学习，有利于帮助学生更好地利用课堂时间、激发学生的学习欲望。

3. Sing a song

Ask students to sing a song about the seasons together. They should sing and do the actions.

设计意图：通过一首贴合主题的季节类歌曲，调动课堂氛围，营造良好的英语学习环境，激发学生的英语学习兴趣。并在歌曲唱毕，教师顺势将学生分为：春、夏、秋、冬四个小组进行小组竞赛，进一步激发学生的学习积极性和主动性。

4. Let’s guess

Ask students to guess the seasons according to the hints:

(Winter--北风MP3; Autumn--colourful leaves;fresh fruit; summer--sun, beach, T-shirts; And the last season is__spring.__)

Step2 Presentation

1. Meet a new friend

T: Boys and girls, we know it often rains in spring. Look, it’s raining now. Who’s under the umbrella?

S: Two rabbits.

T: Yes. The big one is mum and the small one is the baby. Her name is: Alice.

Next, ask students to ask some questions about Alice.

设计意图：教师通过绘本人物创设了相应的情境：小兔子Alice今年一岁，她很喜欢春天，但是现在她对其他三个季节都不了解，让我们一起帮助兔妈妈，帮助小兔Alice更好地了解夏季、秋季和冬季吧！让学生在一定的情境中学习写作方法和技巧，进一步巩固季节类英语知识，充分激发学生的学习兴趣。

2. Listen and answer

Then, the teacher shows the following questions on the screen and asks students to listen and try to find the answer:

1)  How old is Alice?   S: One year old.

2)  Which season does Alice like?  S: Spring.

设计意图：通过提问和听的形式，进一步激发学生对Alice这一卡通形象了解的欲望，从而激发他们的学习兴趣。

3. Brain storm

Next, ask students to have a brain storm to guess: Why does Alice like spring?

S: She can see______in spring.( During this period,the teacher shows the tip:形容词能让句子更生动！）

S: She can______in spring.(Students discuss with their partners first and then try to answer.)

设计意图：通过头脑风暴的形式，让学生充分复习在春天可以看到的景色和进行的活动。

4. Read and find

Ask students to take out their pads and read the article. They can circle the key information.

When checking the answers, the teacher asks students to choose which aspect is it?

设计意图：通过读短文的形式让学生找一找Alice喜欢春天的理由，教师通过易加互动平台，将短文传送到学生iPad，学生可以进行自主阅读和圈划关键词，并在核对答案的同时，教师引导学生可以从：天气、景色、衣服和活动这四个方面描写春天，真正做到了以读促写。

5. Find the difference

The teacher broadcasts the MP3 about Alice and leads to the next season: summer.

Next, the teacher shows the following to pictures on the students’ ipads and asks them to circle the differences.

(the difference)

设计意图：本环节旨在通过“大家来找茬”这一充满趣味性的活动，让学生找到四处不同（太阳、帽子、游泳和饮料），从而自然过渡到描述夏季的四个方面，并让学生通过头脑风暴和小组合作的形式，畅谈夏季。

6. Talk about summer

First, the teacher asks students to talk about the weather, clothes, activities and food and drinks in summer one by one.

Then, two students a group to talk about summer. Then, the teacher choose one or two students to talk about summer.

Next, the teacher broadcasts the following MP3 of Alice: Thank you very much, boys and girls. I know summer now. What comes after summer?

S: Autumn.

7. Listen and fill

T: Look, mum says something to Alice. Let’s listen and try to finish the exercise.

After checking the answer about No.3 question, the teacher teach the structure:It’s time to pick…and asks students to have brain storm and try to use the structure:

During this period, the teacher shows the emotional education: No pains, no gains.

设计意图：教师通过听的形式让学生巩固复习秋季。同时，听力原文本身就是一篇描述秋天非常好的范文，以听促写。

8. Read and compare

The teacher shows the following sentences on the screen and asks students to discuss in groups and try to find the rule: 我们可以用不同的句式表达相同的意思。

设计意图：教师利用未来教师副屏，呈现了听力原文和学生的练习中出现的意思相近但表达不同的句子，让学生两两合作，读一读并自主发现规律：我们可以用不同的句式表达相同的意思。

Next, the teacher broadcasts the following MP3 of Alice: Autumn is a nice season. How about winter? Is it nice too?

9. Winter’s here

Mum made a card about winter for Alice, but there’s some carrots on it. Ask students to say the complete sentences according to the hints and then try to polish the card.

设计意图：本环节教师旨在让学生进行头脑风暴，帮助兔妈妈进一步完善关于冬天的卡片介绍。

10. Let’s think

Ask students to think: What else can we talk about?

S: Clothes. Then, asks students to have a brain storm to say: I wear…/It’s time for…/It’s time to wear…

设计意图：本环节通过思维导图的形式，引导学生积极思考，力争在描述一个季节时，能够打开思路，从多方面谈一谈这个季节。

11. Let’s polish

Let students polish the article about winter and make it more complete:

12. Let’ read

Ask students to read winter for Alice together.

设计意图：这两个环节旨在通过提问和范文呈现的形式，帮助学生进一步明确一篇英语作文的基本构成。

Step3 Consolidation

The teacher broadcasts the following MP3 of Alice: Winter is fun. I like it.

But there's too much information about all the seasons. I'm sorry. I can't remember them all.四季的内容太多了，我一下子很难记全。

T: So, boys and girls, let’s make some picture books about the four seasons, ok?

S: Ok.

1. Check&Self-assessment自我检测

设计意图：本环节旨在让学生通过表格，对自己的草稿进行初步的评价，明确自身的英语写作能力。

2. Let’s help each other

First, the teacher corrects and polishes one student’s writing as a model and then asks them to work in pairs and try to polish their partners’ writing.

设计意图：本环节伊始，教师首先通过希沃授课助手，呈现班级中一位学生的作文，并进行朗读和修改，为后面的同桌互评做好示范。为了让班级所有同学都能参与进来，学会利用符号进行修改，教师让学生进行两两合作，并从拼写、语法、内容、逻辑等方面着手，用红笔帮助同伴进行修改和完善。

3. Let’s make picture books

Four students a group to share their writing in turns and try to make the picture books.

4. Let’s show

Choose one or two groups of students to show their picture books. At last, the teacher shows the emotional education: Each season is colourful. We should enjoy each season ad enjoy our colourful life!

设计意图：为了进一步激发同学互评、互改和相互交流的欲望，教师创设相应情境：四季的内容太多了，小兔Alice一下子很难记全。让我们为她制作季节类绘本，充分激发了学生的学习和实践的欲望，学生的参与度非常高。

6. 板书设计：