人教版 (PEP)四年级下册Recycle 2公开课ppt课件
展开The fourth period（第四课时）
Day 4 Mike’s day on the farm
▶ 教学内容与目标
课时教学内容 | 课时教学目标 |
Mike’s day on the farm | 能够在图片的帮助下用过去时填空，描述Mike在农场中一天的生活。 能够对自己或朋友过去某天的生活进行口头和书面描述。 能够读懂Mike和Bill游戏的文本描述，并能根据游戏规则运用比较级玩卡片游戏。 能够提升发现问题、解决问题的能力。 |
▶ 教学重点
巩固一般过去时的用法，复习相关短语和形容词的比较级。
▶ 教学难点
提升学生的语言交际能力。
▶ 教学准备
PPT课件、课文音频、视频、教学卡片等。
▶ 教学过程
Step 1: Warm-up & Revision & Lead-in①
1. Greetings.
2. Enjoy a song.
Enjoy a song of Unit 2 in the textbook—Last weekend. (课件出示：教材Unit 2歌曲)
3. Do and say.
The teacher does the actions. Students try to say the words or phrases. Make a model:
When the teacher is sweeping the floor, students should say “clean the room”.
When the teacher is swimming in the water, students should say “go swimming”.
When the teacher is sleeping, students should say “sleep” or “go to bed”.
…
4. Rap together.
(1)T: Do you like rap? Let’s rap together.
Ss: Yeah!
T: Now, please follow my rhythm. I say “clean the room”, and you say “cleaned the room”. Let’s start!
T: Clean the room.
Ss: Cleaned the room.
T: Eat breakfast.
Ss: Ate breakfast.
T: Go fishing.
Ss: Went fishing.
…
(2)After rapping the phrases, the teacher asks two questions, “Do you still remember the change rules of the past tense of verbs? Who can say some examples?”
The teacher makes a model first: Add “-ed” to the end of the word. For example: play, played.
S1: Change “y” into “i”, then add “-ed”. For example: study, studied.
S2: Write the last letter twice, then add “-ed”. For example: stop, stopped.
S3: Add “-d” to the end of the word. For example: live, lived.
S4. : No rules. For example: go, went.
…
The teacher writes down all the examples students said.
T: How smart you are! Look at the PPT. Let’s review the change rules of the past tense of verbs. (出示课件)
5. Lead-in.
Present the pictures of the first part in “Day 4”. (课件出示：Day 4的第一部分图片)
T: Thursday is the fourth day for Mike on the farm. He was very busy. What did he do on that day? Look at these pictures and discuss with your partners.
◆ Teaching purpose①
课前进行一系列的活动，激活学生的知识储备，对动词以及动词短语的过去式进行有效的复习和回顾，为接下来的学习打下基础。
Step 2: Presentation
1. Ask and answer.②
Present Mike’s pictures one by one. (课件依次出示:Mike在农场活动的图片)
The teacher and students ask and answer like this:
T: What did Mike do on the farm?
Ss: He had/ate breakfast.
T: What did Mike do on the farm?
Ss: He cleaned the room.
T: What did Mike do on the farm?
Ss: He went fishing.
T: What did Mike do on the farm?
Ss: He read a storybook.
T: What did Mike do on the farm?
Ss: He used a computer./He wrote an e-mail./He played computer games.
T: What did Mike do on the farm?
Ss: He went to bed at 10:00 p.m./He slept at 10:00 p.m.
◆ Teaching purpose②
教学中，尽量引导学生多说、多观察、多思考，培养学生自主学习的能力。同时也能满足学生的表现欲，训练学生的口语输出能力。
2. Finish Mike’s diary.
Lead students to help Mike finish the diary and write down the answers in the textbook.
3. Check the answers.
Check the answers together. Students check the spellings in pairs. (课件出示：该部分答案)
4. Retell Mike’s day on the farm.
T: Can you retell Mike’s day? Practice reading the diary by yourself for two minutes. Then I’ll ask some of you to stand up and retell the diary. Pay attention to the change of role. We should change “I” into…
Ss: Change “I” into “he”.
T: Right! What else?
Ss: And change “me” into “him”.
T: You’re the best！
Students’ show time begins after two minutes.
Everyone who stands up to retell the diary can get a sticker.
5. Listen and circle.
T: You did a good job. It’s time to relax. Mike and Bill are playing a game. Let’s go and have a look.
Listen to “Mike and Bill’s game”. (课件出示：课本第二部分的音频)
Ask students to listen carefully and circle the adjectives in all forms in the textbook.
6. Look and describe.
Present the three animals in the second part one by one. (课件依次出示：游戏中的三种动物图片)
Lead students to try to describe them one by one. Make a model:
T: What’s this?
Ss: It’s an elephant. It’s big.
T: What’s this?
Ss: It’s a tiger.
T: Is the tiger bigger than the elephant?
Ss: No, it isn’t. It’s smaller.
T: What’s this?
Ss: It’s a whale.
T: The whale is bigger than the elephant. It’s the biggest. The tiger is the smallest.
7. Learn to play the game.
Present the steps of Mike and Bill’s game. Read the game together and learn to play the game. (课件依次出示：Mike和Bill的游戏环节)
8. Discuss in groups.③
Ask students to read the game by themselves. And discuss in groups: How to play this game?
What sentence patterns, what kind of words or phrases do they need?
T: Let’s go over the change rules of the comparative of adjectives first. （出示课件）
The teacher and one student imitate the game first. Then the teacher asks students to act out the game according to their discussions in groups.
◆ Teaching purpose③
帮助学生进一步巩固一般过去时的用法，掌握形容词的原形、比较级和最高级的变化规则。
Step 3: Practice
1. Talk about your day to your partner.
Try to imitate the way that Mike wrote about his day on the farm. Choose one day in the past. And try to describe what happened on that day. The teacher can make a model for students:
T: Last Sunday was a busy day for me. I got up early. Then I did morning exercises. After that, I ate my breakfast. Next, I went to the zoo. In the afternoon, I read an English book in the library. In the evening, I cooked dinner and washed my clothes. Finally, I went to bed at 9:30 p.m.
Students show their days.
2. Read the words.
Look at all the adjectives in the book that students circled before. First, try to write the comparative and superlative forms of these adjectives. Then try to read them aloud. Make a model:
big—bigger—biggest…
Students’ show time.
Step 4: Consolidation & Extension
1. Do a survey and report.④
Students can leave his/her seat to ask his/her best friend the question “What did you do yesterday?”. Try to get information of his/her life yesterday within a certain time. Then try to write a passage to describe his/her life yesterday. Make a model:
S1: My friend is XXX. He was busy yesterday. He got up late. Then he…
The student who does a good job can get a sticker.
◆ Teaching purpose④
培养学生的听说能力，提升学生的表达能力，增进学生之间的了解。
2. Make a new game.
The teacher takes out some groups of pictures for the card game.
Two students work in a group. Choose one group of pictures to do the card game. They can also draw some new animals to make their own cards. Do the game as Mike and Bill did. The teacher can give some help if necessary.
Ask several groups to act out their new game.
…
▶ 板书设计
▶ 作业设计
1. Draw a picture of your day, and try to describe it to your parents.
2. Do the exercises.
▶ 教学反思
1. 本课同样以看图完成句子的方式复习了一般过去时及其相关短语和形容词的比较级和最高级等内容。
2. 热身环节复习了动词短语，动词短语的过去式以及动词过去式的变化规则，降低了后面学习的难度，同时也为本课的开展营造了一个轻松愉悦的氛围。
3. 设计的活动尽量贴近学生的实际生活，培养了学生的表达技巧与能力。
4. 小组活动、结伴活动较多，既培养了学生团结协作的能力，也促进了学生之间的互相了解，增进了大家的感情。
▶ Teaching Contents & Teaching Aims
Mike’s day on the farm
Be able to fill in the blanks with the help of the pictures and describe Mike’s day on the farm.
Be able to give oral and written descriptions of past life.
Be able to read Mike and Bill’s game and play card games by using the comparative degree according to the rules of the game.
Be able to improve the ability to find and solve problems.
▶ Teaching Priorities
Consolidate the use of the past tense of verbs and review the comparative forms of adjectives.
▶ Teaching Difficulties
Improve students’ communicative competence.
▶ Teaching Procedures
Teaching Stages | Teacher’s Activities | Students’ Activities | Teaching Purposes |
Warm-up & Revision & Lead-in | 1. Greetings. 2. Play a song— Last weekend. 3. Do some actions. 4. Rap together. (1)Rap together. (2)Review the change rules of the past tense of verbs. 5. Lead-in. | 1. Greetings. 2. Enjoy the song. 3. Say the words or phrases. 4. Rap together. (1)Rap together. (2)Review the change rules of the past tense of verbs. 5. Watch the pictures and answer the question. | Before class, a series of activities activate students’ knowledge reserve and help students effectively review the past tense of verbs and verb phrases, which lays a foundation for the following study. |
Presentation | 1. Ask and answer. 2. Finish Mike’s diary. 3. Check the answers. 4. Retell Mike’s day on the farm. 5. Listen and circle. 6. Look and describe. 7. Present the steps of Mike and Bill’s game. 8. Ask students to read the game by themselves. | 1. Answer the questions. 2. Write down the answers in the textbook. 3. Check the answers together and check the spellings in pairs. 4. Retell Mike’s day on the farm. 5. Listen carefully. Circle the adjectives in all forms in the textbook. 6. Describe the pictures. 7. Learn to play the game. 8. Act out the game. | In teaching, try to lead students to speak more, observe more and think more, and cultivate the ability of students to learn independently. At the same time, satisfy students’ desire for performance and train their oral output ability. |
Practice | 1. Talk about your day to your partner. 2. Read the words. | 1. Introduce his/her day. 2. Write and read the adjectives in all the forms. | Help students to further consolidate the use of the past simple tense, and review the three forms of adjectives. |
Consolidation & Extension | 1. Do a survey and report. 2. Make a new game. | 1. Do a survey and introduce his/her best friend’s day. 2. Act out the card game with the pictures. | Cultivate students’ ability of listening and speaking. Improve students’ expression ability, and enhance the understanding between students. |
Homework | 1. Draw a picture of your day, and try to describe it to your parents. 2. Do the exercises. | ||
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