小学英语六年级下册Recycle The second period（第二课时）

Thesecondperiod（第二课时）Day2Farmers’market▶教学内容与目标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。▶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1.预习《大课堂》《作业100分》《作业本》中本课时的相关内容。2.PPT课件、课文音频、视频、教学卡片、实物等。▶教学过程Step1:Warm-up&Revision&Lead-in1.Greetings.2.Watchandsay.①(1)Playavideoaboutgoingshopping.(课件出示：一段关于购物的视频)(2)Afterwatching,talkfreelyaboutshopping.T:Doyoulikeshopping?Ss:Yes.T:Therearemanymarketsandstoresinourcity,suchas…(Theteachersaysseveralfamousshoppingplacesinthecity.TheteachercanshowthepicturesoftheseshoppingplacesonthePPT.)Wheredoyouusuallygoshopping?Ss:Iusuallygoshoppinginthesupermarket./….T:That’sagoodplaceforshopping.Whendoyouoftengoshopping?Ss:Iusuallygoshoppingontheweekend./…T:Goodtime!Doyougoshoppingbyyourself?Whodoyougowith?Ss:Igoshoppingbymyself./Igoshoppingwithmyparents/grandma/…T:Ilikegoingshoppingwithmyparents,too.Weusuallydriveacartogettherebecausewelivefarfromtheshoppingplace.Howaboutyou?Ss:Iusuallygettherebybus/onfoot…because…T:Lookatthispicture.It’smyshoppinglistforthisweekend.Iwanttobuymanythings.AndIcounttheirpricesfirst.SoIknowhowmuchIwillspend.Canyoumakeashoppinglistforyournextshopping?Pleasehaveatry.(3)Letstudentsmaketheirownshoppinglists.Showthegoodworkinclass.(4)Presentsomewords.Askstudentstochoosewhatwetalkedaboutjustnow.(课件出示：相关的单词、短语和句型)◆Teachingpurpose①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.PresentthepictureofMrsBoothandBill.Andasktwoquestions:①Whoarethey？②Whatdotheywanttodo?(课件出示：MrsBooth和Bill的图片及提出的两个问题)Step2:Presentation1.Groupwork.(1)Askstudentstoanswerthetwoquestions.T:Whoarethey?Ss:TheyareMrsBoothandBill.T:Whatdotheywanttodo?Ss:Theywanttogoshopping.(2)Showthemindmapin“Day2”onthePPT.(课件出示：Day2的思维导图)T:IfyouwereBill,whatwouldyouthinkabout?Ss:IwouldthinkaboutwhereIshouldgo/whenIshouldgo/…T:Great!Iheardyousay“when”.Sotellmewhenyouusuallygetupinthemorning.Ss:At6:30a.m./…T:That’searly!AndwhenisChildren’sDay?Ss:It’sonJune1st.Insuchaway,letstudentstalkaboutallthequestionsinthemindmap.Andhelpstudentsdomoredivergentthinkingaboutthesewordsinthemindmap.Writedownthemindmapontheblackboardstepbystepaccordingtostudents’answers.(3)Presentamindmapcompletedbytheteacher.(出示课件)T:ThisismymindmapastheroleofBill.Look,Iwanttogoshoppingonthefarm.Iwanttogoshoppingintheafternoon.IwanttogowithMike.Iwanttogotherebybus.AndIwanttobuysomebananas.Howaboutyou,boysandgirls?Trytoaskandanswerwiththehelpofthemindmapwithyourpartners.Andfinishthemindmapinyourbooks.Everyonecanhaveyourownopinionsaboutthesequestions.(4)Studentssharethemindmapwiththeclass.Theycanmakeadialoguewiththeirpartners.②Showthemindmapagain.(出示课件)Thistime,therearemoreanswerstoeachquestion.◆Teachingpurpose②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)Pairworkagain.Studentsworkinpairsandtrytomakeanewmindmap,suchassports,hobby,zoo,farm,season,friendandsoon.Afterworking,severalstudentsshowandexplaintheirworks.Theteachercanleadastudenttomakeamodelfirst.S1:Thisismynewmindmapaboutschool.Iusuallygotoschoolwithmyfriends.Wegettherebybus.Itisfarfrom/nearmyhome.Mystudytoolsarerulers,pens,booksandsoon.IhaveChinese,maths,English…atschool…2.Newfriends.(1)T:BillandhismotherMrsBoothwenttothefarm.TheymetMikeonthefarmers’market.Andtheybecamefriends.Mikewassohappy.Sohewantstowriteapassagetointroducehisnewfriendtous.Buthecan’tremembertherightadjectives.Canyouhelphim?Ss:Yes!T:Lookatthepictureofthesecondpartin“Day2”.(出示课件)First,saytheoppositewordsoftheseadjectives.Isaytheadjective,andyousaytheoppositeword.Areyouclear?Ss:Yeah!T:Short.Ss:Tall/Long.T:Heavy.Ss:Thin.…(2)Letstudentsfillintheblanksinthebooks.Checktheanswerstogether.(出示课件)Askstudentstomakesentenceswiththewordsastheexampleinthebooks.T:Wecansay,Billisyoung.Hehasshorthair…Step3:Practice③1.Talkaboutouroldfriends.PresentthepicturesofAmyandSarah.(出示课件)Askstudentstodescribethemwithproperwords.Theycandescribelikethis:Sarahhaslonghair.Amyhasshorthair,too.Sarahisthin.Amyisthin,too…2.Makeadialogue.LetstudentsmakeadialogueaboutBillandhismotheraccordingtothemindmap.Makeamodel:T:Iwanttogoshopping.Canyoucomewithme?S1:Sure.Wherearewegoing?T:Thefarmers’market.S1:Sure.Howcanwegetthere?T:Wecanwalkthere.Itisnotfar.S1:Sure.Whatdoyouwanttobuy?T:…S1:Sure.Howmuchisit/arethey?T:…◆Teachingpurpose③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。Step4:Consolidation&Extension④1.Playagame.Theteachertakesoutabox.Thereareallthenamecardsofthestudentsintheclassinit.Askonestudenttochooseonecard.Theotherstudentslookatthename,anddescribehim/herwithproperwords.Theteachermakesanexample:Heistallandthin.Hehasshorthair.Hehasbigeyesandasmallmouth.Hewearsredshoes.Whoishe?Thestudentwhosaystherightnamecangetastar.2.Makeamindmapaboutyourtrip.T:Mikeinvitesyoutovisitthefarm.Whatshouldyoupreparefor?Makeamindmap,andtrytotalkaboutit.S1:I’llhaveatriponthefarm.Mikeinvitedmetogothere.Thefarmisfar.SoIwilltakeabustogetthere.Iwillgowithmyfriend,Lily.Wewillgotothefarminthemorning.Wearegoingtopickapples,planttreesandeatfreshfoodonthefarm.Ican’twaittogo!◆Teachingpurpose④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.Collectmoreadjectives.2.Makeamindmapandtalkaboutittoyourparents.3.Dotheexercises.（见“成才路”系列丛书《作业100分》或《作业本》对应课时作业）▶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。▶TeachingContents&TeachingAimsFarmers’marketBeabletolisten,speak,readandwritethewordsaboutphysicalfeaturesandrelatedwordslistedonmindmaps.Beabletousemindmapstosortoutandsummarizethelanguageknowledgetheyhavelearned.Beabletocompletetherelevantexercisesindependently.Beabletomakemindmaps.▶TeachingPrioritiesCombinethecontentofthebooktoreviewaboutlocation,transport,price,place,time,appearanceofcharactersandotheraspectsoftheknowledge.▶TeachingDifficultiesBeabletomakemindmaps.▶TeachingProceduresTeachingStagesTeacher’sActivitiesStudents’ActivitiesTeachingPurposesWarm-up&Revision&Lead-in1.Greetings.2.Watchandsay.(1)Playavideoaboutgoingshopping.(2)Talkfreelyaboutshopping.(3)Letstudentsmaketheirownshoppinglists.(4)Presentsomewords.3.Lead-in.1.Greetings.2.Watchandsay.(1)Watchthevideo.(2)Talkfreelyaboutshoppingwiththeteacher.(3)Makeashoppinglist.(4)Choosewordsorsentences.3.Thinkabouttwoquestions.Attractstudents’attentionandintroducethetopicofthisclass:shopping.Talkingwithstudentsaboutallaspectsofshoppingcannotonlyreviewwhatstudentshavelearned,butalsoformagoodframeworkforthefollowinglearning.Presentation1.Groupwork.(1)Askstudentstoanswerthetwoquestions.(2)Showthemindmapin“Day2”.(3)Presentamindmapasanexample.(4)Showtime.(5)Pairworkagain.1.Groupwork.(1)Answerthetwoquestions.(2)TalkintheroleofBill.(3)Watch,listenandlearnfromtheteacher.(4)Sharethemindmapwiththeclass.(5)Trytomakeanewmindmap.Byrole-playingandcompletingthemindmap,letstudentscanconsolidatetheknowledgeinrealsituations.Achievetheeffectofanalogicalreasoningbyaskingstudentstomakeanewmindmap,imitatesentencesandsoon.Cultivatestudents’logicalthinkingabilities.2.Newfriends.(1)Saytheadjectives.(2)Letstudentsfillintheblanksinthebooks.2.Newfriends.(1)Saytheoppositewordsoftheseadjectives.(2)Fillintheblanksinthebooks.Practice1.Talkaboutouroldfriends.2.Makeadialogue.1.Describeouroldfriendsbyusingtheproperadjectives.2.MakeadialogueaboutBillandhismotheraccordingtothemindmap.Twoactivitieshelpstudentsconsolidatetheadjectivestheyhavelearned,analyzethemindmapsandtrainstudents’oralEnglish.Consolidation&Extension1.Playagame.2.Makeamindmapaboutatrip.1.Describethestudentsandguesstherightnames.2.Makeamindmapabouthis/hertrip.Leadstudentstocarryoutdiversifiedlanguageoutput.Improvestudents’comprehensivelanguageabilities.Homework评价测试听力部分(30分)Ⅰ.Listenandchoose.(听录音,选出你所听到的句子中包含的内容)(10分)()1.A.else B.Alice C.nice()2.A.fine B.find C.fun()3.A.happy B.busy C.good()4.A.naughty B.noise C.noisy()5.A.difficult B.different C.didn’tⅡ.Listenandnumber.(听录音,排序)(10分)Ⅲ.Listenandwrite.(听录音,填空)(10分)1.Ithinkit’stheelephant.

2.Yesterdaymorning,heearly.

3.ShelikestoEnglishwithher.

4.Mydayis.

5.Wewilltoattheparty.

笔试部分(70分)Ⅳ.Readandwrite.(按要求写出下列单词的相应形式)(10分)study(过去式) draw(过去式)

good(最高级)

thin(比较级)

run(动词-ing形式)

difficult(反义词)

these(对应词)

they(名词性物主代词)

think(过去式)

tomato(复数)

Ⅴ.Readandchoose.(选出画线部分发音不同的一项)(10分)()1.A.horse B.forty C.worker D.fork()2.A.apple B.what C.cat D.had()3.A.grass B.father C.class D.cake()4.A.put B.but C.brush D.number()5.A.cleaned B.stayed C.washed D.playedⅥ.Choosethebestanswer.(选择最佳答案)(10分)()1.Wheredidyourbrothergohisholiday?

A.overB.withC.at()2.—didWangYungotoDalian?

—Byship.A.When B.What C.How()3.Yesterdayshefunwithherson.

A.has B.had C.have()4.—areyoudoingthat?

—BecauseIwanttomakeitbetter.A.What B.When C.Why()5.—didtheyleaveShanghai?

—LastFriday.A.Where B.When C.WhichⅦ.Look,readandwrite.(看图,补全句子)(10分)1.Theylastnight.

2.Jimtomorrow.

3.Iwenttoschool.

4.TomoftenonSunday.

5.—WhatisJoedoing?

—He.

Ⅷ.Readandchoose.(根据问句选择合适的答语)(10分)()1.WhatgradewasJackin?

()2.WhenwilltheygototheUK?

()3.Whichsubjectdoyoulikebest?

()4.HowdoesyourEnglishteachergotowork?

()5.Wherearetheyplayingbasketball?A.Inthegym.

B.Grade6.

C.Usuallyhegoesbycar.

D.NextMonday.

E.English.Ⅸ.Readandchoose.(阅读短文,选择最佳答案)(10分)LastSundaywehadabirthdaypartyforoneofourclassmates.HernameisZhangXiaohui.Sheisyoungerthanme,butshelookstallerandstronger.WewenttoashoptobuyabirthdaygiftforZhangXiaohui.Whatdidwebuy?Weboughtadollforher,becauseshetoldusshehadn’tgotalovelydoll.Whenshegotourgift,shecouldn’thelpjumping(忍不住跳起来).Shewassohappy.Thenwewenttothezootogether.Wesawherfavouriteanimal—elephants.Wehadagoodtimethatday.()1.LastSundaywasbirthday.

A.ZhangHui’sB.ZhangXiaohui’sC.myteacher’s()2.I’mthanZhangXiaohui.

A.taller B.younger C.older()3.Weboughtaforher.

A.doll B.skirt C.book()4.—HowdidZhangXiaohuifeel?—Shefelt.

A.sad B.angry C.happy()5.—Whatdidwedointhezoo?—We.

A.rowedaboat B.boughtapresent C.sawelephantsⅩ.Writingpractice.(小作文)(10分)学校要举办一个毕业聚会,请你代学校写一封邀请函,邀请同学们来参加。聚会时间为本周五下午,地点为体育馆。不少于60词。评价测试听力材料Ⅰ.Listenandchoose.(听录音,选出你所听到的句子中包含的内容