Unit 6 Changing for the seasons Part C Reading time 第七课 (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 C Reading time 第七课 (教学设计） 一、教学目标 1. Students can understand the main idea of the reading passage about Christmas and seasonal activities. 2. Students can find key information about weather, clothing, and activities from the text. 3. Students can use the target language to describe what people wear and do in different weather conditions. 二、教学重难点 Key Points: (1) Vocabulary: coat, sweater, shorts, T-shirt, hat, warm, cold, snowy, beach, Christmas. (2) Key sentences: "Where is your...?" "I don't have a ..., but I have a warm ..." "What do you usually do on ...?" "I put on my ... and go to ..." (3) Third person singular: looks, needs, loves. Difficult Points: (1) Understanding and using "I don't have a coat, but I have a warm sweater." in context. (2) Correctly using third person singular verbs (looks, needs, loves) in spoken and written English. (3) Understanding the cultural context of Christmas and how people celebrate it in different weather. 三、教学工具 1. PPT slides with pictures of Christmas scenes, weather, and clothing. 2. Word cards: coat, sweater, shorts, T-shirt, hat, warm, cold, snowy, beach, Christmas. 3. Audio recording of the dialogue. 4. Realia: a coat, a sweater, a hat, a pair of shorts. 四、教学过程 Step 1: Warm-up and Lead-in (5 mins) 1. Teacher greets students: "Welcome! Merry Christmas!" and shows a Christmas picture on PPT. 2. Teacher asks: "What do you usually do on Christmas Day?" and takes a few quick answers. 3. Teacher introduces the two characters in the story and sets the scene: two friends talking about Christmas and weather. [Purpose] To activate students' background knowledge about Christmas and weather, and to generate interest in the topic. Step 2: Reading for Gist (8 mins) 1. Teacher plays the audio while students follow the text and pictures (1-6). 2. Teacher asks students to match each picture with the correct dialogue line. 3. Teacher checks understanding by pointing at the pictures, not by translating. [Purpose] To let students get the general idea of the story and connect pictures with dialogue. Step 3: Reading for Detail (10 mins) 1. Teacher asks students to read again and find out: What does each character wear? Why? 2. Students work in pairs to complete a table: Character | Wears | Reason. 3. Teacher writes key sentences on the board: "I don't have a coat, but I have a warm sweater." "He looks cold. He needs a warm hat." 4. Teacher highlights third person singular: looks, needs, loves. Clap once on the name and once on the verb. [Purpose] To help students understand details and notice the target grammar (third person singular). Step 4: Language Practice (8 mins) 1. Teacher uses word cards (coat, sweater, shorts, T-shirt, hat) and weather cards (cold, snowy, cool, warm) for quick drilling. 2. Teacher asks: "What do you usually do on a snowy day?" Students answer using "I put on my ... and ..." 3. Pair work: Student A asks "Where is your ...?" Student B answers. [Purpose] To practice the target language in controlled and semi-controlled contexts. Step 5: Role-play and Presentation (7 mins) 1. Students work in groups of 3-4 to role-play the dialogue. 2. One group comes to the front to act out the dialogue with props (coat, sweater, hat). 3. Teacher praises one correct full sentence rather than a vague "good job." [Purpose] To provide opportunities for students to use the target language in a meaningful context. Step 6: Homework (2 mins) 1. Read the dialogue to a family member and act it out. 2. Draw a picture of yourself on a snowy day and write 2 sentences: "I wear a ___. I need a ___." [Purpose] To reinforce the target language at home and connect learning with real life. 五、板书设计 Reading Time — Christmas and Weather Where is your coat? I don't have a coat, but I have a warm sweater. What do you usually do? I put on my shorts and T-shirt and go to the beach. coat / sweater / shorts / T-shirt / hat cold / snowy / cool / warm He looks cold. He needs a warm hat. Snowmen love cold weather. Third person singular: looks / needs / loves 六、教学反思 1. 圣诞主题图片导入效果好，后排学生也主动举手说"Merry Christmas!"，但部分学生对"usually"的理解还不够，下节课可以用时间轴辅助。 2. 角色扮演环节气氛活跃，但有些组把对话背完就停了，没有加入动作和表情，下次要提前示范一遍"怎么演得生动"。 3. 第三人称单数（looks/needs/loves）在朗读时问题不大，但让学生自己造句时还是容易忘加s，需要用彩色粉笔在板书中反复强调。 学科网（北京）股份有限公司 $