? 教學(xué)內(nèi)容與目標(biāo)
? 教學(xué)重點(diǎn)
結(jié)合書(shū)上的內(nèi)容回顧有關(guān)方位、出行方式、價(jià)格、地點(diǎn)、時(shí)間、人物外貌等方面的知識(shí)點(diǎn)。
? 教學(xué)難點(diǎn)
能夠制作思維導(dǎo)圖。
? 教學(xué)準(zhǔn)備
PPT課件、課文音頻、視頻、教學(xué)卡片、實(shí)物等。
? 教學(xué)過(guò)程
Step 1: Warm-up & Revisin & Lead-in
1. Greetings.
2. Watch and say.①
(1)Play a vide abut ging shpping. (課件出示：一段關(guān)于購(gòu)物的視頻)
(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. (課件出示：相關(guān)的單詞、短語(yǔ)和句型)
◆ Teaching purpse①
通過(guò)視頻引起學(xué)生的注意，導(dǎo)入本課話題：購(gòu)物。師生對(duì)話談?wù)撡?gòu)物各個(gè)方面的內(nèi)容，一方面復(fù)習(xí)已學(xué)內(nèi)容，另一方面為后面的學(xué)習(xí)做好鋪墊。
3. Lead-in.
Present the picture f Mrs Bth and Bill. And ask tw questins:
①Wh are they？
②What d they want t d?
(課件出示：Mrs Bth和Bill的圖片及提出的兩個(gè)問(wèn)題)
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. (課件出示：Day 2的思維導(dǎo)圖)
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. (出示課件)
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. (出示課件) This time, there are mre answers t each questin.
◆ Teaching purpse②
通過(guò)角色表演，完成思維導(dǎo)圖，使學(xué)生在真實(shí)的場(chǎng)景中鞏固知識(shí)，讓學(xué)生制作新的思維導(dǎo)圖，仿照例子造句等，達(dá)到舉一反三的效果，培養(yǎng)學(xué)生的邏輯思維能力。
(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”. (出示課件) 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. (出示課件)
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. (出示課件) 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
通過(guò)兩個(gè)活動(dòng)幫助學(xué)生進(jìn)一步鞏固所學(xué)的形容詞，進(jìn)一步梳理思維導(dǎo)圖，訓(xùn)練學(xué)生的口語(yǔ)。
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
設(shè)計(jì)多種語(yǔ)言實(shí)踐活動(dòng)，引導(dǎo)學(xué)生進(jìn)行多樣化的語(yǔ)言輸出，提高學(xué)生的綜合語(yǔ)言運(yùn)用能力。
? 板書(shū)設(shè)計(jì)
? 作業(yè)設(shè)計(jì)
1. Cllect mre adjectives.
2. Make a mind map and talk abut it t yur parents.
3. D the exercises.
? 教學(xué)反思
1. 本課以談?wù)撡?gòu)物相關(guān)的各個(gè)方面作為課前熱身，既是復(fù)習(xí)導(dǎo)入，也為后面的學(xué)習(xí)打下了基礎(chǔ)。
2. 各個(gè)環(huán)節(jié)緊密相關(guān)，一步步引導(dǎo)學(xué)生填充思維導(dǎo)圖，實(shí)際上就是思維的梳理過(guò)程，能夠幫助學(xué)生形成清晰的思維脈絡(luò)。
3. 在教學(xué)過(guò)程中，將知識(shí)點(diǎn)進(jìn)行了適當(dāng)?shù)陌l(fā)散，對(duì)整個(gè)知識(shí)體系進(jìn)行了大致的回顧。
4. 教學(xué)內(nèi)容豐富，話題切合學(xué)生的生活實(shí)際，使學(xué)生能保持濃厚的學(xué)習(xí)興趣。
5堅(jiān)持讓學(xué)生多說(shuō)，鼓勵(lì)學(xué)生踴躍發(fā)言，突出學(xué)生的主體地位。
? 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
課時(shí)教學(xué)內(nèi)容
課時(shí)教學(xué)目標(biāo)
Farmers’ market
能夠聽(tīng)、說(shuō)、讀、寫(xiě)描述外貌特征的詞匯以及思維導(dǎo)圖中所列出的相關(guān)詞匯。
能夠在教師的指引下，運(yùn)用思維導(dǎo)圖梳理歸納已學(xué)的語(yǔ)言知識(shí)。
能夠完成相關(guān)練習(xí)。
能夠制作思維導(dǎo)圖。
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.

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