小学英语 人教版（PEP） 六年级下册 Recycle Day 2 Farmers' Market 教案
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| 名称 | 小学英语 人教版（PEP） 六年级下册 Recycle Day 2 Farmers' Market 教案 |  | |
| 格式 | zip | ||
| 文件大小 | 17.3KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 人教版(PEP) | ||
| 科目 | 英语 | ||
| 更新时间 | 2022-03-05 17:43:26 | ||
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文档简介
Recycle Farmers' Market Teaching Plan
Ⅰ.Teaching Objectives:
Knowledge objectives:
Students can grasp the usage of “be going to” in the general future tense.
Students can know the structure of mind map.
Ability objectives:
Students can improve their listening and speaking abilities.
Students can learn to write a passage or say a paragraph based on a mind map.
Emotional objectives:
Students can be interested in English.
Students can get to know the truth of life and keep fighting all the time.
Ⅱ.Teaching Key Points:
(1) Students should understand the structure of a mind map: central word and branches.
The recalling of “be going to” in general future tense.
Students should try to retell the passage based on their mind map.
Ⅲ. Teaching Difficult Points:
Students should try to design their own mind map according to the topic which is given by teacher.
Ⅳ. Teaching Methods:
TBLT, Situational Teaching Method, Communicative Language Teaching
Ⅴ. Teaching Aids:
Blackboard, chalk, PPT,cards
Ⅵ.Teaching Procedures:
Step 1: ( Warming-up)
(1) Greet the students.
(设计意图：拉近师生距离。)
(2)Show some pictures to help the students review some phrases about daily activities.
(设计意图：回顾旧知，图片刺激，激发兴趣，为接下来的free talk做好铺垫。)
(3) Free talk in order to put forward “What are you going to do this weekend ”
（设计意图：整节新课mind map的构成都是围绕着将来时态进行的，在这里与学生进行与有关的free talk，是对be going to 进行渗透，便于学生对后面对话的理解和掌握。）
Step 2:
(1) Teacher introduces what she is going to do this weekend to lead in “farm” as well as the new friend Bill and his mother Mrs Booth. Then all the students listen to the recording together to answer the question: “What are they talking about ” to come up with the central word: shopping.
（设计意图：引出本节课主人公：Bill和Mrs Booth。同时通过对对话内容的初听，引出这个mind map的中心词：shopping。）
(2) Around the central word, teacher gives three questions to let students find the answers after listening to the dialogue again. And then gradually draw the three new branches--where, with who, and when.
（设计意图：将mind map的每一支分解开来一一展示，更加清晰且具有条理性。同时句子的变形也是更好地向学生展示，map中的支点：where， when，with who是怎么来的。）
(3) Teacher gives another new three questions to help students find more branches--how, what, and how much.
（设计意图:逐步增加难度，让学生有意识地自主地去发展更多的支节。）
(4) Review the whole mind map and try to retell the dialogue, and then invite some to show themselves.
（设计意图:感受mind map的作用：便于知识的总结，同时学会运用mind map进行归纳。）
(5) Give students a new topic : self-introduction, as well as the ideas of branches and let them design their own mind map.
（设计意图:给出另一个话题，进行拓展延伸，同时给出分支的idea为学生自主设计mind map提供了支架，给予他们自主性也具有引导性。）
Step 5 Homework
Try to write a self-introduction based on your mind map.
（设计意图:让学生根据自己设计的mind map进行写作，此时有了辅助，大大降低了难度，也为学生以后的写作提供了思路方向。）
VII. Teaching Reflection:
Ⅰ.Teaching Objectives:
Knowledge objectives:
Students can grasp the usage of “be going to” in the general future tense.
Students can know the structure of mind map.
Ability objectives:
Students can improve their listening and speaking abilities.
Students can learn to write a passage or say a paragraph based on a mind map.
Emotional objectives:
Students can be interested in English.
Students can get to know the truth of life and keep fighting all the time.
Ⅱ.Teaching Key Points:
(1) Students should understand the structure of a mind map: central word and branches.
The recalling of “be going to” in general future tense.
Students should try to retell the passage based on their mind map.
Ⅲ. Teaching Difficult Points:
Students should try to design their own mind map according to the topic which is given by teacher.
Ⅳ. Teaching Methods:
TBLT, Situational Teaching Method, Communicative Language Teaching
Ⅴ. Teaching Aids:
Blackboard, chalk, PPT,cards
Ⅵ.Teaching Procedures:
Step 1: ( Warming-up)
(1) Greet the students.
(设计意图：拉近师生距离。)
(2)Show some pictures to help the students review some phrases about daily activities.
(设计意图：回顾旧知，图片刺激，激发兴趣，为接下来的free talk做好铺垫。)
(3) Free talk in order to put forward “What are you going to do this weekend ”
（设计意图：整节新课mind map的构成都是围绕着将来时态进行的，在这里与学生进行与有关的free talk，是对be going to 进行渗透，便于学生对后面对话的理解和掌握。）
Step 2:
(1) Teacher introduces what she is going to do this weekend to lead in “farm” as well as the new friend Bill and his mother Mrs Booth. Then all the students listen to the recording together to answer the question: “What are they talking about ” to come up with the central word: shopping.
（设计意图：引出本节课主人公：Bill和Mrs Booth。同时通过对对话内容的初听，引出这个mind map的中心词：shopping。）
(2) Around the central word, teacher gives three questions to let students find the answers after listening to the dialogue again. And then gradually draw the three new branches--where, with who, and when.
（设计意图：将mind map的每一支分解开来一一展示，更加清晰且具有条理性。同时句子的变形也是更好地向学生展示，map中的支点：where， when，with who是怎么来的。）
(3) Teacher gives another new three questions to help students find more branches--how, what, and how much.
（设计意图:逐步增加难度，让学生有意识地自主地去发展更多的支节。）
(4) Review the whole mind map and try to retell the dialogue, and then invite some to show themselves.
（设计意图:感受mind map的作用：便于知识的总结，同时学会运用mind map进行归纳。）
(5) Give students a new topic : self-introduction, as well as the ideas of branches and let them design their own mind map.
（设计意图:给出另一个话题，进行拓展延伸，同时给出分支的idea为学生自主设计mind map提供了支架，给予他们自主性也具有引导性。）
Step 5 Homework
Try to write a self-introduction based on your mind map.
（设计意图:让学生根据自己设计的mind map进行写作，此时有了辅助，大大降低了难度，也为学生以后的写作提供了思路方向。）
VII. Teaching Reflection: