人教版 (PEP)四年級(jí)下冊(cè)Recycle 1公開(kāi)課ppt課件

這是一份人教版 (PEP)四年級(jí)下冊(cè)Recycle 1公開(kāi)課ppt課件，文件包含Day2Farmersmarket課件pptx、Thesecondperiod第二課時(shí)教案doc、Letsgoshoppingmp4等3份課件配套教學(xué)資源，其中PPT共31頁(yè)， 歡迎下載使用。
The second period（第二課時(shí)）Day 2 Farmers’ market? 教學(xué)內(nèi)容與目標(biāo)課時(shí)教學(xué)內(nèi)容課時(shí)教學(xué)目標(biāo)Farmers’ market?      能夠聽(tīng)、說(shuō)、讀、寫(xiě)描述外貌特征的詞匯以及思維導(dǎo)圖中所列出的相關(guān)詞匯。?      能夠在教師的指引下，運(yùn)用思維導(dǎo)圖梳理歸納已學(xué)的語(yǔ)言知識(shí)。?      能夠完成相關(guān)練習(xí)。?      能夠制作思維導(dǎo)圖。? 教學(xué)重點(diǎn)結(jié)合書(shū)上的內(nèi)容回顧有關(guān)方位、出行方式、價(jià)格、地點(diǎn)、時(shí)間、人物外貌等方面的知識(shí)點(diǎn)。? 教學(xué)難點(diǎn)   能夠制作思維導(dǎo)圖。? 教學(xué)準(zhǔn)備PPT課件、課文音頻、視頻、教學(xué)卡片、實(shí)物等。? 教學(xué)過(guò)程Step 1: Warm-up & Revision & Lead-in1. Greetings.2. Watch and say.①(1)Play a video about going shopping. (課件出示：一段關(guān)于購(gòu)物的視頻)(2)After watching, talk freely about shopping.T: Do you like shopping?Ss: Yes.T: There are many markets and stores in our city, such as… (The teacher says several famous shopping places in the city. The teacher can show the pictures of these shopping places on the PPT.) Where do you usually go shopping?Ss: I usually go shopping in the supermarket. /… .T: That’s a good place for shopping. When do you often go shopping?Ss: I usually go shopping on the weekend./…T: Good time! Do you go shopping by yourself? Who do you go with?Ss: I go shopping by myself./I go shopping with my parents/grandma/…T: I like going shopping with my parents, too. We usually drive a car to get there because we live far from the shopping place. How about you?Ss: I usually get there by bus/on foot…because…T: Look at this picture. It’s my shopping list for this weekend. I want to buy many things. And I count their prices first. So I know how much I will spend. Can you make a shopping list for your next shopping? Please have a try.(3)Let students make their own shopping lists.Show the good work in class.(4)Present some words. Ask students to choose what we talked about just now. (課件出示：相關(guān)的單詞、短語(yǔ)和句型)◆ Teaching purpose①通過(guò)視頻引起學(xué)生的注意，導(dǎo)入本課話(huà)題：購(gòu)物。師生對(duì)話(huà)談?wù)撡?gòu)物各個(gè)方面的內(nèi)容，一方面復(fù)習(xí)已學(xué)內(nèi)容，另一方面為后面的學(xué)習(xí)做好鋪墊。3. Lead-in.Present the picture of Mrs Booth and Bill. And ask two questions:①Who are they？②What do they want to do? (課件出示：Mrs Booth和Bill的圖片及提出的兩個(gè)問(wèn)題)Step 2: Presentation1. Group work.(1)Ask students to answer the two questions.T: Who are they?Ss: They are Mrs Booth and Bill.T: What do they want to do?Ss: They want to go shopping.(2)Show the mind map in “Day 2” on the PPT. (課件出示：Day 2的思維導(dǎo)圖)T: If you were Bill, what would you think about? Ss: I would think about where I should go/when I should go/…T: Great! I heard you say “when”. So tell me when you usually get up in the morning.Ss: At 6:30 a.m./…T: That’s early! And when is Children’s Day?Ss: It’s on June 1st.In such a way, let students talk about all the questions in the mind map. And help students do more divergent thinking about these words in the mind map.Write down the mind map on the blackboard step by step according to students’ answers.(3)Present a mind map completed by the teacher. (出示課件)T: This is my mind map as the role of Bill. Look, I want to go shopping on the farm. I want to go shopping in the afternoon. I want to go with Mike. I want to go there by bus. And I want to buy some bananas. How about you, boys and girls? Try to ask and answer with the help of the mind map with your partners. And finish the mind map in your books. Everyone can have your own opinions about these questions.(4)Students share the mind map with the class. They can make a dialogue with their partners.②Show the mind map again. (出示課件) This time, there are more answers to each question. ◆ Teaching purpose②通過(guò)角色表演，完成思維導(dǎo)圖，使學(xué)生在真實(shí)的場(chǎng)景中鞏固知識(shí)，讓學(xué)生制作新的思維導(dǎo)圖，仿照例子造句等，達(dá)到舉一反三的效果，培養(yǎng)學(xué)生的邏輯思維能力。(5)Pair work again.Students work in pairs and try to make a new mind map, such as sports, hobby, zoo, farm, season, friend and so on.After working, several students show and explain their works.The teacher can lead a student to make a model first.S1: This is my new mind map about school. I usually go to school with my friends. We get there by bus. It is far from/near my home. My study tools are rulers, pens, books and so on. I have Chinese, maths, English…at school…2. New friends.(1)T: Bill and his mother Mrs Booth went to the farm. They met Mike on the farmers’ market. And they became friends. Mike was so happy. So he wants to write a passage to introduce his new friend to us. But he can’t remember the right adjectives. Can you help him?Ss: Yes!T: Look at the picture of the second part in “Day 2”. (出示課件) First, say the opposite words of these adjectives. I say the adjective, and you say the opposite word. Are you clear?Ss: Yeah!T: Short.Ss: Tall/Long.T: Heavy.Ss: Thin.…(2)Let students fill in the blanks in the books. Check the answers together. (出示課件)Ask students to make sentences with the words as the example in the books.T: We can say, Bill is young. He has short hair…Step 3: Practice③1. Talk about our old friends.Present the pictures of Amy and Sarah. (出示課件) Ask students to describe them with proper words. They can describe like this:Sarah has long hair. Amy has short hair, too. Sarah is thin. Amy is thin, too… 2. Make a dialogue.Let students make a dialogue about Bill and his mother according to the mind map.Make a model:T: I want to go shopping. Can you come with me?S1: Sure. Where are we going?T: The farmers’ market. S1: Sure. How can we get there?T: We can walk there. It is not far.S1: Sure. What do you want to buy?T: …S1: Sure. How much is it/are they?T: …◆ Teaching purpose③通過(guò)兩個(gè)活動(dòng)幫助學(xué)生進(jìn)一步鞏固所學(xué)的形容詞，進(jìn)一步梳理思維導(dǎo)圖，訓(xùn)練學(xué)生的口語(yǔ)。Step 4: Consolidation & Extension④1. Play a game.The teacher takes out a box. There are all the name cards of the students in the class in it. Ask one student to choose one card. The other students look at the name, and describe him/her with proper words. The teacher makes an example: He is tall and thin. He has short hair. He has big eyes and a small mouth. He wears red shoes. Who is he?The student who says the right name can get a star.2. Make a mind map about your trip.T: Mike invites you to visit the farm. What should you prepare for? Make a mind map, and try to talk about it.S1: I’ll have a trip on the farm. Mike invited me to go there. The farm is far. So I will take a bus to get there. I will go with my friend, Lily. We will go to the farm in the morning. We are going to pick apples, plant trees and eat fresh food on the farm. I can’t wait to go!◆ Teaching purpose④設(shè)計(jì)多種語(yǔ)言實(shí)踐活動(dòng)，引導(dǎo)學(xué)生進(jìn)行多樣化的語(yǔ)言輸出，提高學(xué)生的綜合語(yǔ)言運(yùn)用能力。? 板書(shū)設(shè)計(jì)? 作業(yè)設(shè)計(jì)1. Collect more adjectives.2. Make a mind map and talk about it to your parents.3. Do the exercises. ? 教學(xué)反思1. 本課以談?wù)撡?gòu)物相關(guān)的各個(gè)方面作為課前熱身，既是復(fù)習(xí)導(dǎo)入，也為后面的學(xué)習(xí)打下了基礎(chǔ)。2. 各個(gè)環(huán)節(jié)緊密相關(guān)，一步步引導(dǎo)學(xué)生填充思維導(dǎo)圖，實(shí)際上就是思維的梳理過(guò)程，能夠幫助學(xué)生形成清晰的思維脈絡(luò)。3. 在教學(xué)過(guò)程中，將知識(shí)點(diǎn)進(jìn)行了適當(dāng)?shù)陌l(fā)散，對(duì)整個(gè)知識(shí)體系進(jìn)行了大致的回顧。4. 教學(xué)內(nèi)容豐富，話(huà)題切合學(xué)生的生活實(shí)際，使學(xué)生能保持濃厚的學(xué)習(xí)興趣。5堅(jiān)持讓學(xué)生多說(shuō)，鼓勵(lì)學(xué)生踴躍發(fā)言，突出學(xué)生的主體地位。? Teaching Contents & Teaching AimsFarmers’ market?      Be able to listen, speak, read and write the words about physical features and related words listed on mind maps.?      Be able to use mind maps to sort out and summarize the language knowledge they have learned.?      Be able to complete the relevant exercises independently.?      Be able to make mind maps.? Teaching Priorities?      Combine the content of the book to review about location, transport, price, place, time, appearance of characters and other aspects of the knowledge.? Teaching Difficulties?      Be able to make mind maps.? Teaching ProceduresTeaching StagesTeacher’s ActivitiesStudents’ ActivitiesTeaching PurposesWarm-up&Revision&Lead-in1. Greetings. 2. Watch and say.(1) Play a video about going shopping.(2) Talk freely about shopping.(3) Let students make their own shopping lists.(4) Present some words.3. Lead-in.1. Greetings.2. Watch and say.(1) Watch the video.(2) Talk freely about shopping with the teacher.(3) Make a shopping list.(4) Choose words or sentences.3. Think about two questions.Attract students’ attention and introduce the topic of this class: shopping. Talking with students about all aspects of shopping can not only review what students have learned, but also form a good framework for the following learning.Presentation1. Group work.(1) Ask students to answer the two questions.(2)Show the mind map in“Day 2”.(3) Present a mind map as an example.(4)Show time.(5)Pair work again.1. Group work.(1) Answer the two questions.(2) Talk in the role of Bill.(3)Watch, listen and learn from the teacher.(4)Share the mind map with the class.(5)Try to make a new mind map.By role-playing and completing the mind map, let students can consolidate the knowledge in real situations. Achieve the effect of analogical reasoning by asking students to make a new mind map, imitate sentences and so on. Cultivate students’ logical thinking abilities.2. New friends.(1)Say the adjectives.(2)Let students fill in the blanks in the books.2. New friends.(1)Say the opposite words of these adjectives.(2)Fill in the blanks in the books.Practice1. Talk about our old friends.2. Make a dialogue.1. Describe our old friends by using the proper adjectives.2. Make a dialogue about Bill and his mother according to the mind map.Two activities help students consolidate the adjectives they have learned, analyze the mind maps and train students’ oral English.Consolidation&Extension1. Play a game.2. Make a mind map about a trip.1. Describe the students and guess the right names.2. Make a mind map about his/her trip.Lead students to carry out diversified language output. Improve students’ comprehensive language abilities.Homework1. Collect more adjectives.2. Make a mind map and talk about it to your parents.3. Do the exercises.