人教版 (PEP)六年级下册Recycle Mike's happy days授课课件ppt

The second period（第二课时）

Day 2 Farmers’ market

▶ 教学内容与目标

▶ 教学重点

结合书上的内容回顾有关方位、出行方式、价格、地点、时间、人物外貌等方面的知识点。

▶ 教学难点

   能够制作思维导图。

▶ 教学过程

Step 1: Warm-up & Revision & Lead-in

1. Greetings.

2. Watch and say.①

(1)Play a video about going shopping. (课件出示：一段关于购物的视频)

(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. (课件出示：相关的单词、短语和句型)

◆ Teaching purpose①

通过视频引起学生的注意，导入本课话题：购物。师生对话谈论购物各个方面的内容，一方面复习已学内容，另一方面为后面的学习做好铺垫。

3. Lead-in.

Present the picture of Mrs Booth and Bill. And ask two questions:

①Who are they？

②What do they want to do?

(课件出示：Mrs Booth和Bill的图片及提出的两个问题)

Step 2: Presentation

1. 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. (课件出示：Day 2的思维导图)

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. (出示课件)

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.②

Show the mind map again. (出示课件) This time, there are more answers to each question.

◆ Teaching purpose②

通过角色表演，完成思维导图，使学生在真实的场景中巩固知识，让学生制作新的思维导图，仿照例子造句等，达到举一反三的效果，培养学生的逻辑思维能力。

(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”. (出示课件) 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. (出示课件)

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: Practice③

1. Talk about our old friends.

Present the pictures of Amy and Sarah. (出示课件) 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

通过两个活动帮助学生进一步巩固所学的形容词，进一步梳理思维导图，训练学生的口语。

Step 4: Consolidation & Extension④

1. 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

设计多种语言实践活动，引导学生进行多样化的语言输出，提高学生的综合语言运用能力。

▶ 板书设计

▶ 作业设计

1. Collect more adjectives.

2. Make a mind map and talk about it to your parents.

▶ 教学反思

1. 本课以谈论购物相关的各个方面作为课前热身，既是复习导入，也为后面的学习打下了基础。

2. 各个环节紧密相关，一步步引导学生填充思维导图，实际上就是思维的梳理过程，能够帮助学生形成清晰的思维脉络。

3. 在教学过程中，将知识点进行了适当的发散，对整个知识体系进行了大致的回顾。

4. 教学内容丰富，话题切合学生的生活实际，使学生能保持浓厚的学习兴趣。

5坚持让学生多说，鼓励学生踊跃发言，突出学生的主体地位。

▶ Teaching Contents & Teaching Aims

Farmers’ 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 Procedures