Unit 1 My School 第五课时（教学设计）-2024-2025学年人教PEP版英语四年级下册

Lesson Plan (Unit 1 My School 第五课时) Topic Unit 1 My School (Lesson 5: Unit Review and Project Presentation) Teaching Objectives 1. Language Competence Students can correctly use vocabulary related to school places: classroom, library, playground, canteen, office. Students can ask and answer about school locations: Where is the (library)? It’s next to the (classroom). Students can describe school activities: We read books in the library. We play basketball in the playground. Students can talk about school rules using: We must (keep quiet in the classroom). We must not (run in the hallway). 2. Cultural Awareness Students understand that school environments and rules may differ across cultures. They learn the value of respecting and following school rules. 3. Thinking Quality Students use logical thinking to organize and present information about their school. They develop problem-solving skills by discussing school-related scenarios. 4. Learning Abilities Students can work in groups to complete a school project (drawing a school map and writing simple descriptions). They can self-assess their learning and give feedback to peers. Teaching Tools Multimedia courseware (review videos, pictures, and audio clips) Flashcards with school places, rules, and activities A large blank school map for group work Self-assessment checklists and peer feedback forms 1. Teaching Methods Task-based teaching method Project-based learning method Communicative and interactive method 2. Learning Methods Cooperative learning (group work) Listening, speaking, reading, and writing integration Self-assessment and peer feedback Teaching Focus Students can confidently use learned vocabulary and sentence structures in a real-life communication task. Students can complete a group project and present it to the class. Teaching Difficulties Students can clearly and confidently present their school project. Students can use complete sentences when describing their school and its rules. Teaching Procedure I. Lead-in (5 minutes) Learning Task: Use a quick review game to recall vocabulary and sentence patterns. Design Intention: Help students activate prior knowledge and prepare for the final project. 1. Teacher shows a school map with missing labels. 2. Students take turns guessing the missing places: This is where we eat. What is it? (Canteen) 3. Teacher asks: Where is the canteen? (It’s next to the library.) What do we do there? (We eat lunch.) 4. Teacher: Today, we will use everything we learned to make a school project! II. Presentation of New Lesson (20 minutes) Learning Task: Review and practice key language points before starting the project. Design Intention: Ensure students can use all necessary language structures confidently. 1. Reviewing School Places and Activities Teacher shows pictures of school places. Students describe each place: The classroom is big. We study there. 2. Reviewing Giving Directions Teacher gives a school map and asks: Where is the playground? Students answer using prepositions: It’s behind the canteen. 3. Reviewing School Rules Teacher gives a situation: We are in the library. What must we do? Students answer: We must keep quiet. III. Group Project “My Dream School” (15 minutes) Learning Task: Students create and present a school map with rules and activities. Design Intention: Encourage creativity, teamwork, and practical language application. 1. Group Task Introduction Each group receives a blank school map template. Teacher explains the task: Draw a school map with five places. Write a short sentence for each place. Write two school rules. 2. Group Work Creating the Project Groups work together to: Draw and label school places. Write what students do in each place. Write two important school rules. 3. Presentation Practice Groups practice their presentation using the following structure: This is our school. Here is the (library). We read books here. We must keep quiet in the library. IV. Project Presentation & Feedback (8 minutes) Learning Task: Groups present their school projects, and students give feedback. Design Intention: Build students’ confidence and encourage peer learning. 1. Group Presentations Each group presents their map using complete sentences. 2. Peer Feedback Students use a checklist to evaluate: Did they name five places? Did they use full sentences? Did they say two school rules? Groups give one compliment and one suggestion to another group. V. Summary (2 minutes) Learning Task: Reflect on what students learned in Unit 1. Design Intention: Encourage self-assessment and goal-setting. 1. Teacher asks: What did you learn in Unit 1? Can you describe your school in English? 2. Students share their thoughts. 3. Teacher encourages students to keep practicing English outside the classroom. VI. Homework Assignment Oral Homework: Show your school project to a family member and describe it in English. Written Homework: Write five sentences about your school: We have a (library). It is (big and quiet). We must (keep it clean). Blackboard Design Unit 1 My School School Places: classroom library playground canteen office Sentence Patterns: Where is the (library)? → It’s next to the (office). We (read books) in the (library). We must (keep quiet in the library). We must not (run in the hallway). Teaching Reflection (about 200 words) This final lesson successfully consolidated all learning from Unit 1 My School through an interactive project. The school map review at the beginning effectively reinforced vocabulary and sentence structures. The group project was highly engaging, as students actively applied their knowledge in a creative and meaningful way. Most students could confidently name school places and describe activities, but some still hesitated when using prepositions like "next to" and "behind." To improve this, I will include more hands-on activities with real objects in future lessons. The peer feedback session was particularly valuable, as students practiced active listening and constructive criticism. Some students needed more confidence when presenting, so in future units, I will provide more guided speaking practice before presentations. Overall, this lesson successfully combined language learning, creativity, and teamwork, making English communication more practical and meaningful. I am confident that students can now describe their school, ask for directions, and talk about school rules with confidence. 学科网（北京）股份有限公司 $$