外研版（三起）2024四年级上册（2024）Unit 4 Wonderful seasons教案

这是一份外研版（三起）2024四年级上册（2024）Unit 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）
Review and master the fur seasn wrds:
spring (/sprɪŋ/), summer (/ˈsʌmə(r)/), autumn (/ˈɔːtəm/), winter (/ˈwɪntə(r)/), and crrectly spell them (e.g., filling in blanks fr "s _ _ _ _ _" t frm "spring").
Prficiently use the cre dialgue pattern t talk abut favurite seasns: "—What’s yur favurite seasn? —I like + seasn + best." (e.g., "—What’s yur favurite seasn? —I like winter best.").
Review and describe seasnal activities, weather and scenery flexibly, e.g., "I can fly kites in spring.", "I can eat ice cream in summer.", "There are clurful leaves in autumn.".
Cmplete cmprehensive tasks (identifying seasns, filling in wrd blanks, talking abut a place’s seasns) by integrating the unit’s knwledge, and express ideas in cherent English.
（二）文化意识（Cultural Awareness）
Review the seasnal characteristics f different regins (e.g., the Summer Palace in fur seasns) and understand that the same place shws different scenery in different seasns, cultivating appreciatin fr natural beauty.
Cnnect the unit’s knwledge with real-life scenaris (sharing phts f a place’s seasns), realizing that peple recrd and share seasnal changes in similar ways acrss cultures.
（三）思维品质（Thinking Quality）
Develp lgical thinking by srting ut the unit’s key knwledge (seasn wrds → favurite seasn dialgue → seasnal activities) thrugh task-based review.
Cultivate analytical thinking by identifying missing seasns frm a set f seasn pictures and inferring seasns based n phts f a place.
Enhance integrative thinking by integrating multiple knwledge pints (spelling, dialgue, descriptin) t cmplete cmprehensive tasks like the "Fur seasns circle".
（四）学习能力（Learning Ability）
Imprve self-assessment ability by checking whether they can master the unit’s key knwledge (naming seasns, using dialgue patterns, talking abut activities) thrugh the "Nw I can" checklist.
Enhance cperative and expressive abilities thrugh grup tasks (sharing phts f a place’s seasns) and class presentatins.
Cultivate the habit f systematic review, by srting ut and cnslidating the unit’s knwledge thrugh diverse tasks, laying a fundatin fr future learning.
二、教学重难点
教学重点（Teaching Key Pints）
Cnslidate the fur seasn wrds (prnunciatin, spelling and meaning) and the cre dialgue pattern abut favurite seasns.
Integrate the unit’s knwledge t cmplete cmprehensive tasks (identifying seasns, filling in blanks, talking abut seasnal scenery f a place).
Use the learned wrds and sentences t describe a place’s seasns based n phts.
教学难点（Teaching Difficult Pints）
Crrectly spell seasn wrds withut letter mistakes (e.g., aviding "sping" fr "spring", "autum" fr "autumn").
Integrate multiple elements (seasn, weather, activities, scenery) t describe a place’s seasns in cherent English, instead f simple wrd listing.
Flexibly apply the unit’s knwledge t different tasks, and quickly switch between skills like recgnitin, spelling and expressin.
三、教学准备（Teaching Preparatin）
Multimedia equipment: Cmputer and prjectr t play the seasn sng, PPT (including task interfaces, seasn pictures, phts f the Summer Palace in fur seasns).
Teaching aids:
Seasn wrd cards: Cards with seasn wrds (spring, summer, etc.) and crrespnding pictures, used fr reviewing wrd spelling and meaning.
"Seasn Experience Hall" tickets: Printed tickets (decrated with seasnal patterns) fr rewarding students wh cmplete tasks.
Task wrksheets: Wrksheets with "Task 1: Tell seasns", "Task 3: Fur seasns circle" and ther tasks, fr students t cmplete during class.
Pht cllectin: Printed phts f the Summer Palace in fur seasns, and blank pht templates fr students t draw r paste their wn phts.
Small rewards: Sticker sheets with seasnal patterns (e.g., cherry blssms fr spring, snwflakes fr winter) fr encuraging students wh actively participate in tasks r answer crrectly.
四、教学过程（Teaching Prcess）
1. Warm-up & Lead-in (5 minutes)
The teacher greets students in English: "Gd mrning, everyne! We’ve learned a lt abut seasns in this unit. Tday, we’ll have a 'Seasn Challenge'—finish all tasks and yu’ll get a ticket t the 'Seasn Experience Hall'! Are yu ready?"
Play the seasn sng "The Seasns Sng" (learned in previus lessns). Invite students t sing alng, reviewing the fur seasn wrds and their characteristics.
After the sng, ask: "What seasns did we sing abut? Let’s say them tgether!" Guide students t read the fur seasn wrds alud, activating prir knwledge.
Design Intent
Use the "Seasn Challenge" and "Seasn Experience Hall" ticket as incentives t aruse students’ learning enthusiasm and sense f participatin.
The familiar seasn sng helps students quickly enter the review state and recall the unit’s cre cntent.
2. Task-based Review (25 minutes)
Task 1: Tell seasns (5 minutes)
Shw PPT pictures f the fur seasns (e.g., blming flwers fr spring, snwmen fr winter) ne by ne. Ask students t wrk in pairs t practice the dialgue: "A: What seasn is it? B: It’s + seasn."
Then shw a set f three seasn pictures (e.g., spring, summer, winter) and ask: "A: Which seasn is missing? B: It’s + missing seasn." Invite 2-3 pairs t shw their dialgue. The teacher crrects mistakes in prnunciatin r wrd chice.
Task 2: Tell yur favurite seasn (5 minutes)
Shw PPT prmpts: "What’s yur favurite seasn? I like ______ best." with pictures f each seasn (e.g., a beach fr summer, red leaves fr autumn).
Ask students t answer individually first, then share with their deskmates. Fr example: "My favurite seasn is autumn. I like autumn best because there are clurful leaves."
Invite 4-5 students t share their answers in frnt f the class. The teacher awards small stickers t students with fluent expressins.
Task 3: Fur seasns circle (8 minutes)
Distribute the "Fur seasns circle" wrksheets. The wrksheet includes 10 questins cvering wrd spelling (e.g., "s _ _ _ _ _" → "spring"), seasnal activities (e.g., "I can see many _______ in spring." → "flwers") and favurite seasns.
Give students 5 minutes t cmplete the wrksheet independently. The teacher walks arund t guide students with difficulties (e.g., reminding the spelling f "autumn").
Check the answers tgether. Fr wrng answers (e.g., misspelling "winter" as "wintr"), explain the crrect spelling and ask students t write the wrd 2 times in the margin.
Task 4: Explre fur seasns (7 minutes)
Shw phts f the Summer Palace in fur seasns n the PPT. Ask: "What place is it? What seasn is it in each pht?" Guide students t identify the place and seasns.
Play a shrt vide f the Summer Palace’s seasnal changes. After watching, ask: "What can yu see in the Summer Palace in spring/summer/autumn/winter?" Invite students t answer with simple sentences (e.g., "I can see green trees in spring.").
Design Intent
Diversified tasks cver wrd recgnitin, dialgue practice, spelling and scenari descriptin, helping students review the unit’s knwledge in a systematic way.
Pair wrk and individual tasks meet the needs f different learning styles, ensuring all students participate in the review.
The "Summer Palace" scenari cnnects review with real scenic spts, making learning mre vivid and practical.
3. Extensin: Pht Sharing (8 minutes)
Activity: Share a place’s seasns
Ask students t take ut their prepared phts (r use the blank pht templates t draw) f a place in different seasns (e.g., their hmetwn, a park).
Guide students t prepare a shrt intrductin based n the fllwing questins:
What seasn is it in the pht?
What can yu see in the pht?
Which seasn f this place d yu like best? Why?
Give students 3 minutes t practice with deskmates, then invite 3-4 students t shw their phts and intrduce them t the class. Fr example: "This is my hmetwn in winter. I can see snw. I like winter best because I can make a snwman."
After each intrductin, encurage ther students t ask simple questins (e.g., "Can yu fly kites in yur hmetwn in spring?"), and the presenter answers.
Design Intent
The pht sharing activity lets students apply the unit’s knwledge t describe their wn life experiences, imprving language applicatin ability.
The questin-and-answer sessin increases class interactin and deepens students’ understanding f seasnal characteristics f different places.
4. Summary & Self-assessment (4 minutes)
The teacher guides students t review the unit’s key cntent with the "Nw I can" checklist:
"Can yu name the fur seasns?" (Guide students t say: spring, summer, autumn, winter)
"Can yu use 'What’s yur favurite seasn? I like... best.' t talk abut yur favurite seasn?" (Invite 1 student t demnstrate)
"Can yu talk abut activities fr different seasns?" (Ask 1 student t give an example, e.g., "I can swim in summer.")
Issue "Seasn Experience Hall" tickets t students wh cmplete all tasks. Cngratulate them: "Cngratulatins! Yu’ve mastered the unit’s knwledge. Enjy yur 'visit' t the Seasn Experience Hall!"
Design Intent
The "Nw I can" checklist helps students cnduct self-assessment, clearly understanding their mastery f the unit’s knwledge.
Issuing tickets as rewards enhances students’ sense f achievement and makes the review class mre interesting.
5. Hmewrk (3 minutes)
Review all new wrds and key sentences f Unit 4, and recite the fur seasn wrds and the cre dialgue pattern abut favurite seasns.
Share the phts f a place’s seasns (prepared in class) with parents, and intrduce the place’s seasns in English t them.
Finish the cmprehensive review exercises f Unit 4 in the textbk.
(Optinal) Take phts f anther place’s seasns with family members and bring them t class t share in the next review.
Design Intent
Reviewing and reciting help students cnslidate the unit’s cre knwledge, ensuring lng-term memry.
Sharing with parents prmtes the applicatin f English in family life and btains family supprt fr English learning.
The ptinal task stimulates students’ interest in bserving seasns in life and enriches their after-class English practice.
五、板书设计（Blackbard Design）
六、教学反思（Teaching Reflectin）
1. Strengths
The "Seasn Challenge" and "Seasn Experience Hall" ticket incentive mechanism effectively mbilized students’ enthusiasm. Mst students actively participated in all tasks and shwed strng interest.
The task-based review cvered all key knwledge f the unit (wrds, dialgue, spelling, descriptin), and the difficulty gradually increased, which was in line with students’ learning laws. Mst students culd cmplete the tasks smthly.
The pht sharing extensin activity cnnected review with real life. Students culd flexibly use the learned wrds and sentences t describe their wn phts, and the class interactin was active.
2. Weaknesses
A few students still made mistakes in spelling seasn wrds (e.g., "autumn" missing the letter "u", "winter" written as "wintr") during the "Fur seasns circle" task, shwing that their spelling mastery was nt slid.
The time fr pht sharing was limited. Only a small number f students had the pprtunity t present, and sme students wh were shy did nt dare t share, which affected their sense f participatin.
When intrducing the Summer Palace’s seasns, the teacher did nt give enugh time fr students t bserve the phts carefully, leading t sme students’ descriptins f seasnal scenery being t simple.
3. Imprvement Measures
Fr students with pr spelling, prepare a "seasn wrd spelling game" (e.g., letter card arrangement) in the next review class, and arrange 5-minute daily spelling practice after class t strengthen their spelling ability.
Adjust the time allcatin in the next class, shrten the task review time apprpriately, and extend the pht sharing time. Use a "grup sharing" methd (students share in grups first, then each grup selects a representative t present) t ensure mre students participate.
When intrducing scenic spts’ seasns, give students 1-2 minutes t bserve the phts and discuss with deskmates first, then guide them t describe the scenery frm multiple aspects (weather, plants, activities), helping them enrich their expressins.
Left Side
Middle
Right Side
Unit Review: Wnderful Seasns1. Seasn Wrdsspring /sprɪŋ/summer /ˈsʌmə(r)/autumn /ˈɔːtəm/winter /ˈwɪntə(r)/
"Seasn Experience Hall" Task PrgressTask 1: ✔️Task 2: ✔️Task 3: ✔️Task 4: ✔️(Ticket sticker here)
2. Cre Dialgue Pattern—What’s yur favurite seasn?—I like + seasn + best.(Examples:—I like spring best.—I like winter best.)
3. Key Expressins- I can + activity + in + seasn.(e.g., fly kites in spring)- I can see + sth + in + seasn.(e.g., clurful leaves in autumn)