人教pep版六年级下册英语Recycle Mike's happy days-教案、教学设计-市级优课-(配套课件编号：f3abc).docx

1、Teaching Plan .Teaching Objectives: (1) Knowledge objectives: 1Students can grasp the usage of “be going to” in the general future tense. 2Students can know the structure of mind map. (2) Ability objectives: 1Students can improve their listening and speaking abilities. 2Students can learn to write a

2、 passage or say a paragraph based on a mind map. (3) Emotional objectives: 1Students can be interested in English. 2Students can get to know the truth of life and keep fighting all the time. .Teaching Key Points: (1) Students should understand the structure of a mind map: central word and branches.

3、(2) The recalling of “be going to” in general future tense. (3) Students should try to retell the passage based on their mind map. . Teaching Difficult Points: Students should try to design their own mind map according to the topic which is given by teacher. . Teaching Methods: TBLT,SituationalTeach

4、ingMethod,CommunicativeLanguage Teaching . TeachingAids: Blackboard, chalk, PPT,cards .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

5、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

6、 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

7、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 qu

8、estions 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

9、-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: