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小学英语人教版 (PEP)六年级下册Recycle Mike's happy days教案
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这是一份小学英语人教版 (PEP)六年级下册Recycle Mike's happy days教案，共9页。
▶ 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。
▶ 教学准备
PPT课件、课文音频、视频、教学卡片、实物等。
▶ 教学过程
Step 1: Warm-up & Revisin & Lead-in
1. Greetings.
2. Watch and say.①
(1)Play a vide abut ging shpping. (课件出示：一段关于购物的视频)
(2)After watching, talk freely abut shpping.
T: D yu like shpping?
Ss: Yes.
T: There are many markets and stres in ur city, such as… (The teacher says several famus shpping places in the city. The teacher can shw the pictures f these shpping places n the PPT.) Where d yu usually g shpping?
Ss: I usually g shpping in the supermarket. /… .
T: That’s a gd place fr shpping. When d yu ften g shpping?
Ss: I usually g shpping n the weekend./…
T: Gd time! D yu g shpping by yurself? Wh d yu g with?
Ss: I g shpping by myself./I g shpping with my parents/grandma/…
T: I like ging shpping with my parents, t. We usually drive a car t get there because we live far frm the shpping place. Hw abut yu?
Ss: I usually get there by bus/n ft…because…
T: Lk at this picture. It’s my shpping list fr this weekend. I want t buy many things. And I cunt their prices first. S I knw hw much I will spend. Can yu make a shpping list fr yur next shpping? Please have a try.
(3)Let students make their wn shpping lists.
Shw the gd wrk in class.
(4)Present sme wrds. Ask students t chse what we talked abut just nw. (课件出示：相关的单词、短语和句型)
◆ Teaching purpse①
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 f Mrs Bth and Bill. And ask tw questins:
①Wh are they？
②What d they want t d?
(课件出示：Mrs Bth和Bill的图片及提出的两个问题)
Step 2: Presentatin
1. Grup wrk.
(1)Ask students t answer the tw questins.
T: Wh are they?
Ss: They are Mrs Bth and Bill.
T: What d they want t d?
Ss: They want t g shpping.
(2)Shw the mind map in “Day 2” n the PPT. (课件出示：Day 2的思维导图)
T: If yu were Bill, what wuld yu think abut?
Ss: I wuld think abut where I shuld g/when I shuld g/…
T: Great! I heard yu say “when”. S tell me when yu usually get up in the mrning.
Ss: At 6:30 a.m./…
T: That’s early! And when is Children’s Day?
Ss: It’s n June 1st.
In such a way, let students talk abut all the questins in the mind map. And help students d mre divergent thinking abut these wrds in the mind map.
Write dwn the mind map n the blackbard step by step accrding t students’ answers.
(3)Present a mind map cmpleted by the teacher. (出示课件)
T: This is my mind map as the rle f Bill. Lk, I want t g shpping n the farm. I want t g shpping in the afternn. I want t g with Mike. I want t g there by bus. And I want t buy sme bananas. Hw abut yu, bys and girls? Try t ask and answer with the help f the mind map with yur partners. And finish the mind map in yur bks. Everyne can have yur wn pinins abut these questins.
(4)Students share the mind map with the class. They can make a dialgue with their partners.②
Shw the mind map again. (出示课件) This time, there are mre answers t each questin.
◆ Teaching purpse②
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 wrk again.
Students wrk in pairs and try t make a new mind map, such as sprts, hbby, z, farm, seasn, friend and s n.
After wrking, several students shw and explain their wrks.
The teacher can lead a student t make a mdel first.
S1: This is my new mind map abut schl. I usually g t schl with my friends. We get there by bus. It is far frm/near my hme. My study tls are rulers, pens, bks and s n. I have Chinese, maths, English…at schl…
2. New friends.
(1)T: Bill and his mther Mrs Bth went t the farm. They met Mike n the farmers’ market. And they became friends. Mike was s happy. S he wants t write a passage t intrduce his new friend t us. But he can’t remember the right adjectives. Can yu help him?
Ss: Yes!
T: Lk at the picture f the secnd part in “Day 2”. (出示课件) First, say the ppsite wrds f these adjectives. I say the adjective, and yu say the ppsite wrd. Are yu clear?
Ss: Yeah!
T: Shrt.
Ss: Tall/Lng.
T: Heavy.
Ss: Thin.
…
(2)Let students fill in the blanks in the bks. Check the answers tgether. (出示课件)
Ask students t make sentences with the wrds as the example in the bks.
T: We can say, Bill is yung. He has shrt hair…
Step 3: Practice③
1. Talk abut ur ld friends.
Present the pictures f Amy and Sarah. (出示课件) Ask students t describe them with prper wrds. They can describe like this:
Sarah has lng hair. Amy has shrt hair, t. Sarah is thin. Amy is thin, t…
2. Make a dialgue.
Let students make a dialgue abut Bill and his mther accrding t the mind map.
Make a mdel:
T: I want t g shpping. Can yu cme with me?
S1: Sure. Where are we ging?
T: The farmers’ market.
S1: Sure. Hw can we get there?
T: We can walk there. It is nt far.
S1: Sure. What d yu want t buy?
T: …
S1: Sure. Hw much is it/are they?
T: …
◆ Teaching purpse③
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: Cnslidatin & Extensin④
1. Play a game.
The teacher takes ut a bx. There are all the name cards f the students in the class in it. Ask ne student t chse ne card. The ther students lk at the name, and describe him/her with prper wrds.
The teacher makes an example: He is tall and thin. He has shrt hair. He has big eyes and a small muth. He wears red shes. Wh is he?
The student wh says the right name can get a star.
2. Make a mind map abut yur trip.
T: Mike invites yu t visit the farm. What shuld yu prepare fr? Make a mind map, and try t talk abut it.
S1: I’ll have a trip n the farm. Mike invited me t g there. The farm is far. S I will take a bus t get there. I will g with my friend, Lily. We will g t the farm in the mrning. We are ging t pick apples, plant trees and eat fresh fd n the farm. I can’t wait t g!
◆ Teaching purpse④
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. Cllect mre adjectives.
2. Make a mind map and talk abut it t yur parents.
3. D the exercises.
▶ 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 Cntents & Teaching Aims
Farmers’ market
Be able t listen, speak, read and write the wrds abut physical features and related wrds listed n mind maps.
Be able t use mind maps t srt ut and summarize the language knwledge they have learned.
Be able t cmplete the relevant exercises independently.
Be able t make mind maps.
▶ Teaching Pririties
Cmbine the cntent f the bk t review abut lcatin, transprt, price, place, time, appearance f characters and ther aspects f the knwledge.
▶ Teaching Difficulties
Be able t make mind maps.
▶ Teaching Prcedures
课时教学内容
课时教学目标
Farmers’ market
能够听、说、读、写描述外貌特征的词汇以及思维导图中所列出的相关词汇。
能够在教师的指引下，运用思维导图梳理归纳已学的语言知识。
能够完成相关练习。
能够制作思维导图。
Teaching Stages
Teacher’s Activities
Students’ Activities
Teaching Purpses
Warm-up
&
Revisin
&
Lead-in
1. Greetings.
2. Watch and say.
(1) Play a vide abut ging shpping.
(2) Talk freely abut shpping.
(3) Let students make their wn shpping lists.
(4) Present sme wrds.
3. Lead-in.
1. Greetings.
2. Watch and say.
(1) Watch the vide.
(2) Talk freely abut shpping with the teacher.
(3) Make a shpping list.
(4) Chse wrds r sentences.
3. Think abut tw questins.
Attract students’ attentin and intrduce the tpic f this class: shpping. Talking with students abut all aspects f shpping can nt nly review what students have learned, but als frm a gd framewrk fr the fllwing learning.
Presentatin
1. Grup wrk.
(1) Ask students t answer the tw questins.
(2)Shw the mind map in“Day 2”.
(3) Present a mind map as an example.
(4)Shw time.
(5)Pair wrk again.
1. Grup wrk.
(1) Answer the tw questins.
(2) Talk in the rle f Bill.
(3)Watch, listen and learn frm the teacher.
(4)Share the mind map with the class.
(5)Try t make a new mind map.
By rle-playing and cmpleting the mind map, let students can cnslidate the knwledge in real situatins. Achieve the effect f analgical reasning by asking students t make a new mind map, imitate sentences and s n. Cultivate students’ lgical thinking abilities.
2. New friends.
(1)Say the adjectives.
(2)Let students fill in the blanks in the bks.
2. New friends.
(1)Say the ppsite wrds f these adjectives.
(2)Fill in the blanks in the bks.
Practice
1. Talk abut ur ld friends.
2. Make a dialgue.
1. Describe ur ld friends by using the prper adjectives.
2. Make a dialgue abut Bill and his mther accrding t the mind map.
Tw activities help students cnslidate the adjectives they have learned, analyze the mind maps and train students’ ral English.
Cnslidatin
&
Extensin
1. Play a game.
2. Make a mind map abut a trip.
1. Describe the students and guess the right names.
2. Make a mind map abut his/her trip.
Lead students t carry ut diversified language utput. Imprve students’ cmprehensive language abilities.
Hmewrk
1. Cllect mre adjectives.
2. Make a mind map and talk abut it t yur parents.
3. D the exercises.
▶ 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。
▶ 教学准备
PPT课件、课文音频、视频、教学卡片、实物等。
▶ 教学过程
Step 1: Warm-up & Revisin & Lead-in
1. Greetings.
2. Watch and say.①
(1)Play a vide abut ging shpping. (课件出示：一段关于购物的视频)
(2)After watching, talk freely abut shpping.
T: D yu like shpping?
Ss: Yes.
T: There are many markets and stres in ur city, such as… (The teacher says several famus shpping places in the city. The teacher can shw the pictures f these shpping places n the PPT.) Where d yu usually g shpping?
Ss: I usually g shpping in the supermarket. /… .
T: That’s a gd place fr shpping. When d yu ften g shpping?
Ss: I usually g shpping n the weekend./…
T: Gd time! D yu g shpping by yurself? Wh d yu g with?
Ss: I g shpping by myself./I g shpping with my parents/grandma/…
T: I like ging shpping with my parents, t. We usually drive a car t get there because we live far frm the shpping place. Hw abut yu?
Ss: I usually get there by bus/n ft…because…
T: Lk at this picture. It’s my shpping list fr this weekend. I want t buy many things. And I cunt their prices first. S I knw hw much I will spend. Can yu make a shpping list fr yur next shpping? Please have a try.
(3)Let students make their wn shpping lists.
Shw the gd wrk in class.
(4)Present sme wrds. Ask students t chse what we talked abut just nw. (课件出示：相关的单词、短语和句型)
◆ Teaching purpse①
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 f Mrs Bth and Bill. And ask tw questins:
①Wh are they？
②What d they want t d?
(课件出示：Mrs Bth和Bill的图片及提出的两个问题)
Step 2: Presentatin
1. Grup wrk.
(1)Ask students t answer the tw questins.
T: Wh are they?
Ss: They are Mrs Bth and Bill.
T: What d they want t d?
Ss: They want t g shpping.
(2)Shw the mind map in “Day 2” n the PPT. (课件出示：Day 2的思维导图)
T: If yu were Bill, what wuld yu think abut?
Ss: I wuld think abut where I shuld g/when I shuld g/…
T: Great! I heard yu say “when”. S tell me when yu usually get up in the mrning.
Ss: At 6:30 a.m./…
T: That’s early! And when is Children’s Day?
Ss: It’s n June 1st.
In such a way, let students talk abut all the questins in the mind map. And help students d mre divergent thinking abut these wrds in the mind map.
Write dwn the mind map n the blackbard step by step accrding t students’ answers.
(3)Present a mind map cmpleted by the teacher. (出示课件)
T: This is my mind map as the rle f Bill. Lk, I want t g shpping n the farm. I want t g shpping in the afternn. I want t g with Mike. I want t g there by bus. And I want t buy sme bananas. Hw abut yu, bys and girls? Try t ask and answer with the help f the mind map with yur partners. And finish the mind map in yur bks. Everyne can have yur wn pinins abut these questins.
(4)Students share the mind map with the class. They can make a dialgue with their partners.②
Shw the mind map again. (出示课件) This time, there are mre answers t each questin.
◆ Teaching purpse②
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 wrk again.
Students wrk in pairs and try t make a new mind map, such as sprts, hbby, z, farm, seasn, friend and s n.
After wrking, several students shw and explain their wrks.
The teacher can lead a student t make a mdel first.
S1: This is my new mind map abut schl. I usually g t schl with my friends. We get there by bus. It is far frm/near my hme. My study tls are rulers, pens, bks and s n. I have Chinese, maths, English…at schl…
2. New friends.
(1)T: Bill and his mther Mrs Bth went t the farm. They met Mike n the farmers’ market. And they became friends. Mike was s happy. S he wants t write a passage t intrduce his new friend t us. But he can’t remember the right adjectives. Can yu help him?
Ss: Yes!
T: Lk at the picture f the secnd part in “Day 2”. (出示课件) First, say the ppsite wrds f these adjectives. I say the adjective, and yu say the ppsite wrd. Are yu clear?
Ss: Yeah!
T: Shrt.
Ss: Tall/Lng.
T: Heavy.
Ss: Thin.
…
(2)Let students fill in the blanks in the bks. Check the answers tgether. (出示课件)
Ask students t make sentences with the wrds as the example in the bks.
T: We can say, Bill is yung. He has shrt hair…
Step 3: Practice③
1. Talk abut ur ld friends.
Present the pictures f Amy and Sarah. (出示课件) Ask students t describe them with prper wrds. They can describe like this:
Sarah has lng hair. Amy has shrt hair, t. Sarah is thin. Amy is thin, t…
2. Make a dialgue.
Let students make a dialgue abut Bill and his mther accrding t the mind map.
Make a mdel:
T: I want t g shpping. Can yu cme with me?
S1: Sure. Where are we ging?
T: The farmers’ market.
S1: Sure. Hw can we get there?
T: We can walk there. It is nt far.
S1: Sure. What d yu want t buy?
T: …
S1: Sure. Hw much is it/are they?
T: …
◆ Teaching purpse③
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: Cnslidatin & Extensin④
1. Play a game.
The teacher takes ut a bx. There are all the name cards f the students in the class in it. Ask ne student t chse ne card. The ther students lk at the name, and describe him/her with prper wrds.
The teacher makes an example: He is tall and thin. He has shrt hair. He has big eyes and a small muth. He wears red shes. Wh is he?
The student wh says the right name can get a star.
2. Make a mind map abut yur trip.
T: Mike invites yu t visit the farm. What shuld yu prepare fr? Make a mind map, and try t talk abut it.
S1: I’ll have a trip n the farm. Mike invited me t g there. The farm is far. S I will take a bus t get there. I will g with my friend, Lily. We will g t the farm in the mrning. We are ging t pick apples, plant trees and eat fresh fd n the farm. I can’t wait t g!
◆ Teaching purpse④
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. Cllect mre adjectives.
2. Make a mind map and talk abut it t yur parents.
3. D the exercises.
▶ 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 Cntents & Teaching Aims
Farmers’ market
Be able t listen, speak, read and write the wrds abut physical features and related wrds listed n mind maps.
Be able t use mind maps t srt ut and summarize the language knwledge they have learned.
Be able t cmplete the relevant exercises independently.
Be able t make mind maps.
▶ Teaching Pririties
Cmbine the cntent f the bk t review abut lcatin, transprt, price, place, time, appearance f characters and ther aspects f the knwledge.
▶ Teaching Difficulties
Be able t make mind maps.
▶ Teaching Prcedures
课时教学内容
课时教学目标
Farmers’ market
能够听、说、读、写描述外貌特征的词汇以及思维导图中所列出的相关词汇。
能够在教师的指引下，运用思维导图梳理归纳已学的语言知识。
能够完成相关练习。
能够制作思维导图。
Teaching Stages
Teacher’s Activities
Students’ Activities
Teaching Purpses
Warm-up
&
Revisin
&
Lead-in
1. Greetings.
2. Watch and say.
(1) Play a vide abut ging shpping.
(2) Talk freely abut shpping.
(3) Let students make their wn shpping lists.
(4) Present sme wrds.
3. Lead-in.
1. Greetings.
2. Watch and say.
(1) Watch the vide.
(2) Talk freely abut shpping with the teacher.
(3) Make a shpping list.
(4) Chse wrds r sentences.
3. Think abut tw questins.
Attract students’ attentin and intrduce the tpic f this class: shpping. Talking with students abut all aspects f shpping can nt nly review what students have learned, but als frm a gd framewrk fr the fllwing learning.
Presentatin
1. Grup wrk.
(1) Ask students t answer the tw questins.
(2)Shw the mind map in“Day 2”.
(3) Present a mind map as an example.
(4)Shw time.
(5)Pair wrk again.
1. Grup wrk.
(1) Answer the tw questins.
(2) Talk in the rle f Bill.
(3)Watch, listen and learn frm the teacher.
(4)Share the mind map with the class.
(5)Try t make a new mind map.
By rle-playing and cmpleting the mind map, let students can cnslidate the knwledge in real situatins. Achieve the effect f analgical reasning by asking students t make a new mind map, imitate sentences and s n. Cultivate students’ lgical thinking abilities.
2. New friends.
(1)Say the adjectives.
(2)Let students fill in the blanks in the bks.
2. New friends.
(1)Say the ppsite wrds f these adjectives.
(2)Fill in the blanks in the bks.
Practice
1. Talk abut ur ld friends.
2. Make a dialgue.
1. Describe ur ld friends by using the prper adjectives.
2. Make a dialgue abut Bill and his mther accrding t the mind map.
Tw activities help students cnslidate the adjectives they have learned, analyze the mind maps and train students’ ral English.
Cnslidatin
&
Extensin
1. Play a game.
2. Make a mind map abut a trip.
1. Describe the students and guess the right names.
2. Make a mind map abut his/her trip.
Lead students t carry ut diversified language utput. Imprve students’ cmprehensive language abilities.
Hmewrk
1. Cllect mre adjectives.
2. Make a mind map and talk abut it t yur parents.
3. D the exercises.
相关教案
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