外研版（三起）2024Unit 4 Wonderful seasons教案

这是一份外研版（三起）2024Unit 4 Wonderful seasons教案，共8页。教案主要包含了教学目标，教学重难点，教学准备，教学过程，板书设计，教学反思等内容，欢迎下载使用。
一、教学目标
（一）语言能力（Language Cmpetence）
Master the new wrd snwstrm (/ˈsnəʊstɔːm/) and review seasn wrds (spring, summer, autumn, winter) and descriptive wrds (green, red, warm, etc.).
Understand and use key sentence patterns:
"What happens t + sb./sth.?" (fr asking abut what happens t smene r smething, e.g., "What happens t the apple tree?")
"like ding sth." (fr expressing hbbies, e.g., "I like reading under the tree.")
"share sth. with sb." (fr expressing sharing, e.g., "I share apples with my friends.")
Cmprehend the stry "Li Han's apple tree", including the changes f the apple tree in fur seasns and Li Han's feelings, and answer related questins crrectly.
Cmplete "read and write" exercises based n the stry, and retell the stry in simple English.
Act ut the stry in grups with crrect prnunciatin, intnatin and apprpriate actins.
（二）文化意识（Cultural Awareness）
Understand that peple in different cultures may have similar feelings twards plants (e.g., caring fr trees and expecting their grwth), and realize the universal lve fr nature acrss cultures.
Learn the cmmn way f describing seasnal changes f plants in English, and cmpare it with the expressin habits in Chinese, enhancing crss-cultural cmmunicatin awareness.
（三）思维品质（Thinking Quality）
Develp inferential thinking by scanning the stry title and pictures t guess the main idea, and cnnecting picture infrmatin with text cntent.
Cultivate lgical thinking by srting ut the changes f the apple tree in fur seasns (spring: turns green; summer: like a sun umbrella; autumn: has red apples; winter: leaves fall) and the cnnectin between seasns and Li Han's feelings.
Enhance critical thinking by discussing "Why des the apple tree grw again in spring?", and understanding the cycle f nature.
（四）学习能力（Learning Ability）
Imprve cperative learning skills thrugh grup stry-acting and sharing activities, learning t cmmunicate, crdinate and cperate with teammates.
Develp self-learning ability by retelling the stry t parents after class and writing a persnal plant stry, cnslidating the learned knwledge and skills.
Cultivate the ability t extract key infrmatin frm the text, thrugh answering questins and filling in blanks based n the stry.
二、教学重难点
教学重点（Teaching Key Pints）
Master the new wrd "snwstrm" and key sentence patterns ("What happens ", "like ding sth.", "share sth. with sb.").
Understand the main cntent f the stry "Li Han's apple tree" and the changes f the apple tree in fur seasns.
Cmplete "read and write" exercises and retell the stry simply.
教学难点（Teaching Difficult Pints）
Crrectly use the sentence pattern "like ding sth." (pay attentin t the -ing frm f verbs, e.g., "reading", nt "read") and "share sth. with sb." (master the prepsitin "with").
Retell the stry in a lgical and fluent way, including key details (e.g., Li Han's feelings when the apple tree is brken by the snwstrm).
Act ut the stry with apprpriate emtins and actins, matching the characters' feelings in the stry.
三、教学准备（Teaching Preparatin）
Multimedia equipment: Cmputer and prjectr t play the PPT (including the seasn sng, stry pictures, audi, dubbing vide and exercise interfaces).
Teaching aids:
Wrd cards: Cards with "snwstrm" (marked with phnetic symbls) and review wrds (spring, summer, etc.), with crrespnding pictures n the back.
Stry scripts: Printed scripts f "Li Han's apple tree" fr students t read, imitate and act.
Rle cards: Cards marked with rles (Li Han, Li Han's father, narratr) fr grup acting.
Drawing paper and clred pens: Fr students t draw their wn plants when sharing stries.
Small rewards: Sticker sheets with plant r seasn patterns (fr encuraging students wh actively participate in activities, answer crrectly r act well).
四、教学过程（Teaching Prcess）
1. Warm-up & Lead-in (5 minutes)
The teacher greets students in English: "Gd mrning, everyne! What seasn is it tday? What's the weather like?" Guide students t answer with learned wrds.
Play a shrt clip f the seasn sng "The Seasns Sng" frm previus lessns. Invite students t sing alng, reviewing seasn wrds and activating prir knwledge.
Shw a picture f an apple tree n the PPT. Ask: "Lk! What's this?" (Expected answer: It's an apple tree.) Then intrduce the lessn theme: "Tday we will read a stry abut Li Han and his apple tree. Let's find ut the changes f the apple tree in fur seasns!"
Design Intent
Use daily greetings and a familiar sng t create a relaxed English learning atmsphere, helping students quickly enter the learning state.
Use an apple tree picture t aruse students' curisity abut the stry, and naturally lead int the new lessn theme.
2. Presentatin (20 minutes)
Step 1: Guess the main idea f the stry
Shw the stry title "Li Han's apple tree" and related pictures (apple tree in fur seasns) n the PPT. Guide students t scan the title and pictures, and ask: "What d yu think the stry is abut?" Let students guess freely.
Play the stry audi nce. After listening, present three ptins (A. Li Han’s apple tree in spring; B. Li Han’s apple tree in winter; C. Li Han’s apple tree in fur seasns) and ask students t chse the crrect main idea. Cnfirm the answer is C.
Step 2: Learn new wrds and key sentence patterns
Play the audi again, pausing at key parts t teach:
When the audi mentins "snwstrm", shw the wrd card, teach its prnunciatin (/ˈsnəʊstɔːm/) and meaning (暴风雪), and guide students t read repeatedly.
When the audi says "I like reading under it", explain the pattern "like ding sth." (like + verb-ing), and give examples (e.g., "I like drawing.", "She likes singing.").
When the audi says "Can I share the apples with my friends?", explain "share sth. with sb." (share + smething + with + smene), and give examples (e.g., "I share tys with my brther.").
When the audi asks "What happens t the apple tree?", teach the pattern "What happens t + sb./sth.?", and guide students t make sentences (e.g., "What happens t yur cat?").
Step 3: Read and understand the stry
Distribute the stry scripts t students. Ask them t read the stry silently, and answer guided questins:
Hw ld is the apple tree? (It’s ten.)
What’s the apple tree like in summer? (It’s like a sun umbrella.)
Why des Li Han like autumn best? (Because there are many red apples n the tree.)
Hw des Li Han feel when the snwstrm breaks the tree? (He is wrried and sad.)
Call students t answer the questins, checking their understanding f the stry. Fr difficult parts, the teacher explains again.
Design Intent
Let students guess the main idea thrugh title and pictures, develping their inferential thinking ability.
Teach new wrds and key patterns in the cntext f the stry, making abstract language pints cncrete and easy t understand.
Guide students t read and answer questins, helping them grasp the key details f the stry and deepen cmprehensin.
3. Practice (15 minutes)
Activity 1: Read and write
Shw the "read and write" exercise n the PPT (e.g., "1 It’s ______! The _____ are back!"). Ask students t fill in the blanks independently based n the stry. After cmpletin, check the answers tgether, and crrect mistakes (e.g., reminding students f the -ing frm in "like reading").
Activity 2: Watch and dub
Play the stry dubbing vide n the PPT (withut sund). Invite students t take turns dubbing the rles (Li Han, Li Han's father) in frnt f the class. The teacher guides them t pay attentin t prnunciatin, intnatin and emtinal expressin (e.g., sad tne when Li Han says "Oh, n! My apple tree!").
Activity 3: Grup acting
Divide students int grups f 3-4 (assign rles: Li Han, Li Han's father, narratr). Let them practice acting ut the stry with the script, adding apprpriate actins (e.g., "reading" by pretending t hld a bk, "wrried" by frwning). The teacher walks arund t guide grups with prblems.
Design Intent
The "read and write" exercise cnslidates the key wrds and sentences in the stry, testing students’ mastery f the text.
Dubbing activities imprve students’ ral English expressin ability and emtinal understanding f the stry.
Grup acting enhances students’ cperative learning skills and ability t apply the stry cntent t practical perfrmance.
4. Extensin (7 minutes)
Sharing time: My plant stry
Ask students t think: "D yu have a plant at hme? What is it? What’s it like in fur seasns?" Give them 3 minutes t discuss with deskmates.
Invite 3-4 students t share their plant stries in frnt f the class, using simple English (e.g., "I have a flwer. It blms in spring. It’s red."). Fr students wh are shy, allw them t draw the plant first and then describe it based n the picture.
Design Intent
Cnnect the stry learning with students’ real life, enabling them t apply the learned wrds and sentence patterns t describe their wn plants, imprving language applicatin ability.
Encurage students t bserve and care abut plants arund them, cultivating their lve fr nature.
5. Summary (3 minutes)
The teacher guides students t review the key cntent f the class:
Ask: "What new wrd did we learn tday?" (Expected answer: snwstrm)
Ask: "What sentence patterns did we learn?" (Guide students t say "What happens ", "like ding sth.", "share sth. with sb.")
Ask: "What changes des Li Han's apple tree have in fur seasns?" (Guide students t briefly describe: spring: turns green; summer: like a sun umbrella; autumn: has red apples; winter: leaves fall, then grws again in spring)
The teacher summarizes: "Tday we read a wnderful stry abut Li Han's apple tree, learned new wrds and patterns, and shared ur wn plant stries. Remember t use these English expressins t talk abut plants arund yu!"
Design Intent
Guide students t review independently, helping them srt ut the knwledge framewrk f the class and strengthen memry f key pints.
Emphasize the cnnectin between learning and life, encuraging students t apply English in daily bservatin and cmmunicatin.
6. Hmewrk (2 minutes)
Listen t the stry audi f "Li Han's apple tree" 2-3 times, and retell the stry t parents in simple English.
Write a shrt passage (3-5 sentences) abut "My plant in fur seasns" (e.g., "I have a tmat plant. It grws in spring. It has tmates in summer.").
Finish the remaining exercises abut the stry in the textbk.
Observe a plant arund hme r schl, and nte dwn ne f its characteristics in the current seasn.
Design Intent
Retelling the stry t parents helps students cnslidate the stry cntent and imprve ral retelling ability, and btains family supprt fr English learning.
Writing a shrt passage exercises students’ writing ability, and deepens their understanding f seasnal changes f plants.
Observing plants encurages students t cnnect English learning with real life, cultivating their bservatin ability and lve fr nature.
五、板书设计（Blackbard Design）
六、教学反思（Teaching Reflectin）
1. Strengths
The warm-up link used a familiar seasn sng t review ld knwledge, which effectively activated students’ prir learning experience and made the transitin t the stry natural.
The presentatin f the stry cmbined audi, pictures and script reading, which helped students understand the text cntent in a multi-sensry way. Mst students culd answer the stry-related questins crrectly.
The practice activities (dubbing, grup acting) were interesting and interactive, which fully mbilized students’ participatin enthusiasm. The extensin activity f "sharing plant stries" als effectively cnnected learning with life.
2. Weaknesses
A few students had difficulty mastering the -ing frm in "like ding sth.", and made mistakes such as "I like read" during the exercise.
The time fr grup acting was a little tight. Sme grups did nt have enugh time t practice, leading t unsmth perfrmance and lack f emtinal expressin.
When explaining the difference between "n the tree" and "in the tree" (mentined in the PPT), the teacher did nt give enugh examples, leading t sme students’ cnfusin in understanding.
3. Imprvement Measures
Fr the -ing frm f verbs, add a shrt "verb-ing spelling game" in the review link f the next class (e.g., "read → reading", "draw → drawing") t help students cnslidate the rule.
Adjust the time allcatin in the next class, apprpriately shrten the presentatin time f the stry, and extend the grup practice time t ensure each grup can fully prepare fr acting.
When explaining "n the tree" and "in the tree", give mre vivid examples (e.g., "Apples are n the tree.", "Birds are in the tree.") and use pictures t assist explanatin, helping students clearly distinguish the tw expressins.
Left Side
Middle
Right Side
New Wrd & Review Wrdssnwstrm /ˈsnəʊstɔːm/ (暴风雪)spring /sprɪŋ/summer /ˈsʌmə(r)/autumn /ˈɔːtəm/winter /ˈwɪntə(r)/
Tpic: Li Han's apple tree (Speed up)(Apple tree picture sticker)
Key Sentence Patterns1. What happens t + sb./sth.?(Example: What happens t the apple tree?)2. like ding sth.(Example: I like reading under the tree.)3. share sth. with sb.(Example: I share apples with my friends.)
Stry Key PintsSpring: turns green, birds backSummer: like a sun umbrellaAutumn: red applesWinter: leaves fall → grws again