Unit 6 Changing for the seasons Part B Read and write第六课 (教学设计）-2026-2027学年人教版PEP英语四年级上册

Unit 6 Changing for the seasons Part B Read and write第六课 (教学设计） 一、教学目标 1. Students can read the poem "Colourful seasons, colourful life!" and understand the main idea of each stanza. 2. Students can distinguish Fact from Opinion by reading four statements about the poem. 3. Students can use "Whose ___ is it? It's mine/yours." and "Which season do you like? I like ___. I can ___." to express personal preferences. 二、教学重难点 Key points: Understanding the poem about four seasons; distinguishing Fact from Opinion. Difficult points: Using "Whose ___ is it?" correctly with possessive pronouns (mine, yours, his, hers); expressing reasons for season preferences with full sentences. Pronunciation: autumn /'ɔːtəm/, falling /'fɔːlɪŋ/, gloves /ɡlʌvz/, mooncakes /'muːnkeɪks/. 三、教学工具 Four season picture cards (green/blue/orange/white), realia (a coat, a pair of gloves), word cards (sweater, coat, dress, shirt, glove, T-shirt, mooncake, snowman), PPT with season images and the poem, F/O answer cards. 四、教学过程 step1: warm-up and lead-in (5 mins) 1. Teacher shows four colour cards (green, blue, orange, white) and asks: "What season does this colour remind you of?" Take a few quick answers. 2. Teacher introduces the title "Colourful seasons, colourful life!" and writes it on the board. 3. Teacher plays a short video clip of four seasons changing, then asks: "How many seasons are there? What colours do you see?" [Purpose] Activate students' prior knowledge about seasons and colours. The colour cards serve as a visual hook to draw in the back-row students who might be zoning out. step2: reading for gist (10 mins) 1. Teacher reads the poem aloud with expression, using hand gestures for each season (e.g., miming flying a kite for spring). 2. Students listen and match each stanza to the correct season picture on the board. 3. Students read the poem aloud in chorus, circling the colour words (green, blue, orange, white) in their books. [Purpose] Train students' ability to grasp the main idea through listening. Matching stanzas to pictures checks comprehension without translation. Choral reading builds fluency. step3: reading for detail (10 mins) 1. Students read the poem again individually and complete the F/O exercise: judge whether each statement is Fact (F) or Opinion (O). 2. Teacher checks answers by pointing at the poem lines, not by translating. Ask: "How do you know? Show me the line." 3. Students discuss in pairs: why is statement 2 an opinion? (Because "I like the falling leaves" is someone's feeling, not a fact.) step4: language practice (8 mins) 1. Teacher holds up a real coat and asks: "Whose coat is this?" Elicit answers: "It's mine/yours/his/hers." Write the pattern on the board. 2. Students play a quick game: teacher shows picture cards (coat, dress, shirt, sweater) and students race to say: "Whose shirt is it? It's ___'s." 3. Teacher writes on the board: "Which season do you like? Why? I like ___. I can ___." Students fill in the blanks with word cards (autumn, spring, summer, winter / fly a kite, make a snowman, take a walk). 4. Students practice in pairs, then one pair volunteers to show in front of the class. 5. Each pair reads their sentences to the class. Teacher praises one correct full sentence rather than a vague "good job." [Purpose] Language must be used to be owned. The realia (coat) and picture cards make the grammar concrete. Pair practice ensures every student speaks, not just the front-row ones. step5: production (7 mins) 1. Teacher writes the writing prompt on the board: "Which season do you like? Why? I like ___. I can ___." 2. Students work in pairs to write 2-3 sentences about their favourite season, using the word cards as support. 3. Each pair reads their sentences to the class. Teacher sticks the best ones on the "season wall" for homework extension. 4. Teacher collects the best sentences and sticks them on the "season wall" for homework extension. [Purpose] Provide a chance for students to use the target language creatively. The "season wall" gives a sense of achievement and motivates quieter students to contribute. step6: homework (5 mins) 1. Read the poem "Colourful seasons, colourful life!" to family members and explain the F/O answers. 2. Draw your favourite season and write 2-3 sentences: "I like ___. I can ___." Bring it to the next class. 五、板书设计 Central: Colourful seasons, colourful life! Left: Spring(green) / Summer(blue) / Autumn(orange) / Winter(white) Right: Whose ___ is it? It's mine/yours/his/hers. Which season do you like? I like ___. I can ___. Bottom: Fact / Opinion 六、教学反思 本课以"多彩的季节"为主线，用颜色卡片导入效果不错，后排几个平时不举手的男生也主动说了"green = spring"。诗歌朗读环节拍手打节奏 helps 学生记住四段结构，但F/O判断题第二题（"I like the falling leaves."）部分学生还是分不清fact和opinion，下次可以用中文辅助解释一下——"事实"和"感受"的区别。Whose...is it? 的操练用实物外套效果很好，但gloves的复数形式some学生忘了加s，下节课热身时加一个复数快闪。展示环节时间有点紧，只有一对学生上台说，下轮改成小组内先说再选代表，争取多覆盖几个学生。整体来说课堂气氛比较活跃，诗歌的颜色主题学生很喜欢。 学科网（北京）股份有限公司 $