小学英语人教版 (PEP)四年级下册Unit 4 At the farm Part B精品ppt课件

The fourth period（第四课时）

Part B Let’s learn & Listen, match and say

▶ 教学内容与目标

▶ 教学重点

能够理解并掌握本课时的词汇和句型。

▶ 教学难点

    能够熟练运用所学语言在情景中介绍自己或他人对事物喜好的变化。

▶ 教学准备

PPT课件、课文音频、视频、单词卡片等。

▶ 教学过程

Step 1: Warm-up & Revision & Lead-in①

1. Greetings.

2. Let’s sing—Seasons Song.

T: Let’s sing a very cheerful song—Seasons Song. I’m sure you’ll like it.(出示课件)

3. Lead-in.

Show the word cards of the four seasons.

T: Which season do you like best？

Ss: I like…best.

T: What can you do in…?

Ss: I can…

◆ Teaching purpose①

 通过欢快的歌谣导入新课，迅速调动学生学习的注意力和积极性。以基于歌曲话题的简短师生对话复习旧知，导入本课主题。

Step 2: Presentation②

1. Learn the phrase “go cycling”.

T: In different seasons, the weather is different. We can do lots of different activities. Brainstorm the relative activities.

T: It’s warm in spring. What activities can you do?(课件出示：春天景色图)

Ss: I can fly a kite/have a picnic/plant trees/go hiking/go cycling/…(Write down the relative phrases on the blackboard.)

Teach the word “cycle” and the phrase “go cycling”. When “cycle” performs as a noun, it means “bike”. When it performs as a verb, it means “ride a bike”. And we can also say “go cycling”. Let students read the phrase after the recording. (课件出示：go cycling的图片及音频)

2. Learn the phrase “play badminton”.

T: How do you feel in autumn, cool or cold? (课件出示：秋天景色图)

Ss: I feel cool.

T: Yes, the cool weather is very good for many sports. What sports can you do in autumn?

Ss: I can play ping-pong/basketball/football/badminton…

Teach the phrase “play badminton”. Lead students to read and memorize the word “bad-min-ton” in syllables. Let students read the phrase after the recording. (课件出示：play badminton的图片及音频)

◆ Teaching purpose②

创设情境，导入季节、天气和活动，激活学生在不同季节中能进行的活动的相关语言，顺势导入新词，学习本课的核心单词和短语。

3. Learn the sentence structures “I didn’t…before. I thought it was…”③

T: Do you like swimming in autumn？Why?

Ss: Yes, I do./No, I don’t. Because…

T: Wow, you are very brave. I think you must be very strong./I don’t like swimming in autumn, either, because the water in autumn is a little cold.

T: When do you usually swim?

Ss: We often swim in summer.

T: Yes, because it’s too hot in summer. But swimming can make us feel very cool. I didn’t like summer before. I thought it was too hot. But now I love summer, because swimming is great fun. (课件出示：夏日海边图)

Teach the sentence patterns. Ask students to pay attention to the verb forms in the simple past tense. (出示课件)

T: Did you like summer before?

Ss: Yes, I did. /No, I didn’t. I thought it was…

◆ Teaching purpose③

通过过去与现在喜好的变化，导入本课核心句型“I didn’t…before. I thought it…”。 引导学生关注时态的变化和动词形式的使用，注意语言表达的准确性。

4. Learn the word “ice-skate”.

T: What’s the opposite season of summer?

Ss: It’s winter. (课件出示：冬天景色图)

Present the picture of Wu Binbin. （课件出示：Wu Binbin滑冰图）

T: Look! What’s Wu Binbin doing in winter?

Ss: He’s ice-skating.

Teach the word “ice-skate”. Lead students to pay attention to the combination regulation of this word and know something about compound words. Ask students to read the new words after the teacher. Let them read individually, in groups or in roles. Make sure students can read “go cycling, ice-skate, play badminton” correctly, loudly and clearly.

5. Let’s learn.④

Play the video of “Let’s learn”. (课件出示：Let’s learn板块的视频) Let students watch it and think about these two questions. Then check the answers.

◆ Teaching purpose④

利用两个问题设置引导学生关注视频内容中的对话细节，加深对听力材料的理解。通过对话感知对个人喜好今昔变化的描述。

Step 3: Practice

1. Practice the dialogue.

(1) Ask students to listen and read after the video. (出示课件)

(2) Let students read the dialogue in pairs.

(3) Let students read the dialogue in roles. Boys play the role of Wu Binbin. Girls play the role of Mike.

2. Look and say.⑤

Ask students to complete the sentences according to the pictures. (出示课件)

Lead students to observe the pictures to find clues. Then let students fill in the blanks.

◆ Teaching purpose⑤

利用观察图片完成句子的活动，帮助学生在具体的语言情境中理解和操练本课的核心单词和短语。

3. Free Talk.⑥

T: What season didn’t you like before? Why didn’t you like it? Do you like it now? You can make free talks with your group partners. Work in groups and then share your opinions.

◆ Teaching purpose⑥

此活动能够帮助学生整合旧知识和本课所学的新知识，尝试描述自己今昔喜好的变化，提高学生对核心语言的运用能力。

Step 4: Consolidation & Extension⑦

1. Listen, match and say.

(1) Lead students to look at the pictures and make a quick review of the relative key words and phrases. (课件出示：Listen, match and say板块的图片) Then ask students to listen and match the pictures.

(2) Let students listen again and check the answers with the teacher.

(3) Let students read the listening materials after the recordings and pay attention to their changes while listening. (出示课件)

2. Let’s say.

Students complete the sentences according to the pictures. Try to describe their changes between the past and the present.

◆ Teaching purpose

结合图片和听力材料，以看图连线的活动形式巩固本课所学的重点词句。注重对学生听力策略的培养，使学生养成听前预测的习惯。通过听力后的看图完成句子，培养学生的专注力和记忆力，再次巩固本课重点词句。最后通过开放式的造句进行拓展表达，提高学生的语言综合运用能力。

▶ 板书设计

▶ 作业设计

1. Practice the dialogue.

2. Do the exercises.

▶ 教学反思

1. 欢快的歌曲导入能迅速激发学生的注意力和学习兴趣，直观生动的图片和多媒体资源辅助教学，能有效提升学生对核心语言点的理解和记忆。

2. 通过创设情境呈现核心词汇和句型，层层递进，由词逐句，学习过程潜移默化，让学生在情境中理解，在情境中表达。

3. 教学过程中以活动为导向，引导学生在不同的教学活动中体验语言知识，达成能力目标。重视对学生的引导和自主学习能力的培养，更多地发挥学生的主体作用。

4. 板书结构清晰明了，核心词汇和句型突出，能有效地帮助总结本课重点，注意要及时对学生课堂上的生成性亮点表达进行板书并大力鼓励表扬。

▶ Teaching Contents & Teaching Aims

Let’s learn

      Be able to listen, speak, read and write the word and phrases“go cycling, ice-skate, play badminton”.

      Be able to skillfully use the sentence patterns “Before, I/he/she…couldn’t/didn’t like… Now, I/he/she…”to describe the changes in someone’s likes or dislikes in situations.

      Be able to arrange and summarize the sports relative words or phrases with the teacher’s help of the teacher.

Listen, match and say

      Be able to complete the exercise of “Listen, match and say” and match the pictures according to the listening materials.

▶ Teaching Priorities

      Be able to understand and master the key words and sentence patterns.

▶ Teaching Difficulties

      Be able to use the sentence patterns “Before, I/he/she… Now, I/he/she…” to describe the changes in someone’s likes or dislikes in situations.

▶ Teaching Procedures