The second period（第二课时）

The second period（第二课时）
Day 2 Farmers’ market
▶ 教学内容与目标
课时教学内容课时教学目标
 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
Farmers’ market
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《状元大课堂》
《创优作业 100 分》
《状元作业本》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
Step 1: Warm-up & Revision & Lead-in
1. Greetings.
2. Watch and say.①
(1)Play a video about going shopping. (课件出示：一段关于购物的视频)
(2)After watching, talk freely about shopping.
T: Do you like shopping?
Ss: Yes.
T: There are many markets and stores in our city, such as… (The teacher says
several famous shopping places in the city. The teacher can show the pictures of these
shopping places on the PPT.) Where do you usually go shopping?
Ss: I usually go shopping in the supermarket. /… .
T: That’s a good place for shopping. When do you often go shopping?
Ss: I usually go shopping on the weekend./…
T: Good time! Do you go shopping by yourself? Who do you go with?
Ss: I go shopping by myself./I go shopping with my parents/grandma/…
T: I like going shopping with my parents, too. We usually drive a car to get there
because we live far from the shopping place. How about you?
Ss: I usually get there by bus/on foot…because…
T: Look at this picture. It’s my shopping list for this weekend. I want to buy
many things. And I count their prices first. So I know how much I will spend. Can you
make a shopping list for your next shopping? Please have a try.
(3)Let students make their own shopping lists.

Show the good work in class.
(4)Present some words. Ask students to choose what we talked about just now.
(课件出示：相关的单词、短语和句型)
◆ Teaching purpose①
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 of Mrs Booth and Bill. And ask two questions:
①Who are they？
②What do they want to do?
(课件出示：Mrs Booth 和 Bill 的图片及提出的两个问题)
Step 2: Presentation
1. Group work.
(1)Ask students to answer the two questions.
T: Who are they?
Ss: They are Mrs Booth and Bill.
T: What do they want to do?
Ss: They want to go shopping.
(2)Show the mind map in “Day 2” on the PPT. (课件出示：Day 2 的思维导图)
T: If you were Bill, what would you think about?
Ss: I would think about where I should go/when I should go/…
T: Great! I heard you say “when”. So tell me when you usually get up in the
morning.
Ss: At 6:30 a.m./…
T: That’s early! And when is Children’s Day?
Ss: It’s on June 1st.
In such a way, let students talk about all the questions in the mind map. And help
students do more divergent thinking about these words in the mind map.
Write down the mind map on the blackboard step by step according to students’
answers.
(3)Present a mind map completed by the teacher. (出示课件)
T: This is my mind map as the role of Bill. Look, I want to go shopping on the
farm. I want to go shopping in the afternoon. I want to go with Mike. I want to go
there by bus. And I want to buy some bananas. How about you, boys and girls? Try to
ask and answer with the help of the mind map with your partners. And finish the mind
map in your books. Everyone can have your own opinions about these questions.
(4)Students share the mind map with the class. They can make a dialogue with
their partners.②
Show the mind map again. (出示课件) This time, there are more answers to each
question.
◆ Teaching purpose②
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 work again.
Students work in pairs and try to make a new mind map, such as sports, hobby,
zoo, farm, season, friend and so on.
After working, several students show and explain their works.
The teacher can lead a student to make a model first.
S1: This is my new mind map about school. I usually go to school with my
friends. We get there by bus. It is far from/near my home. My study tools are rulers,
pens, books and so on. I have Chinese, maths, English…at school…
2. New friends.
(1)T: Bill and his mother Mrs Booth went to the farm. They met Mike on the
farmers’ market. And they became friends. Mike was so happy. So he wants to write a
passage to introduce his new friend to us. But he can’t remember the right adjectives.
Can you help him?
Ss: Yes!
T: Look at the picture of the second part in “Day 2”. (出示课件) First, say the
opposite words of these adjectives. I say the adjective, and you say the opposite word.
Are you clear?
Ss: Yeah!
T: Short.
Ss: Tall/Long.
T: Heavy.
Ss: Thin.
…
(2)Let students fill in the blanks in the books. Check the answers together. (出示
课件)
Ask students to make sentences with the words as the example in the books.
T: We can say, Bill is young. He has short hair…
Step 3: Practice③
1. Talk about our old friends.
Present the pictures of Amy and Sarah. (出示课件) Ask students to describe
them with proper words. They can describe like this:
Sarah has long hair. Amy has short hair, too. Sarah is thin. Amy is thin, too…
2. Make a dialogue.
Let students make a dialogue about Bill and his mother according to the mind
map.
Make a model:
T: I want to go shopping. Can you come with me?
S1: Sure. Where are we going?
T: The farmers’ market.
S1: Sure. How can we get there?
T: We can walk there. It is not far.
S1: Sure. What do you want to buy?
T: …
S1: Sure. How much is it/are they?
T: …
◆ Teaching purpose③
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: Consolidation & Extension④
1. Play a game.
The teacher takes out a box. There are all the name cards of the students in the
class in it. Ask one student to choose one card. The other students look at the name,
and describe him/her with proper words.
The teacher makes an example: He is tall and thin. He has short hair. He has big
eyes and a small mouth. He wears red shoes. Who is he?
The student who says the right name can get a star.
2. Make a mind map about your trip.
T: Mike invites you to visit the farm. What should you prepare for? Make a mind
map, and try to talk about it.
S1: I’ll have a trip on the farm. Mike invited me to go there. The farm is far. So I
will take a bus to get there. I will go with my friend, Lily. We will go to the farm in
the morning. We are going to pick apples, plant trees and eat fresh food on the farm. I
can’t wait to go!
◆ Teaching purpose④
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. Collect more adjectives.
2. Make a mind map and talk about it to your parents.
3. Do the exercises. （见“状元成才路”系列丛书《创优作业 100 分》或《状
元作业本》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。
▶ Teaching Contents & Teaching Aims

Farmers’ market
 Be able to listen, speak, read and write the words about physical features and
related words listed on mind maps.
 Be able to use mind maps to sort out and summarize the language knowledge they
have learned.
 Be able to complete the relevant exercises independently.
 Be able to make mind maps.
▶ Teaching Priorities
 Combine the content of the book to review about location, transport, price, place,
time, appearance of characters and other aspects of the knowledge.
▶ Teaching Difficulties
 Be able to make mind maps.
▶ Teaching Procedures
Teaching Stages Teacher’s Activities Students’ Activities Teaching Purposes
Attract students’
1. Greetings.
1. Greetings. attention and
2. Watch and say.
2. Watch and say. introduce the topic
(1) Play a video
(1) Watch the video. of this class:
about going
(2) Talk freely about shopping. Talking
Warm-up shopping.
shopping with the with students about
& (2) Talk freely
teacher. all aspects of
Revision about shopping.
(3) Make a shopping shopping can not
& (3) Let students
list. only review what
Lead-in make their own
(4) Choose words or students have
shopping lists.
sentences. learned, but also
(4) Present some
3. Think about two form a good
words.
questions. framework for the
3. Lead-in.
following learning.
Presentation 1. Group work. 1. Group work. By role-playing and
(1) Ask students to (1) Answer the two completing the mind
answer the two questions. map, let students can
questions. (2) Talk in the role of consolidate the
(2)Show the mind Bill. knowledge in real
map in“Day 2”. (3)Watch, listen and
learn from the teacher.
(3) Present a mind situations. Achieve
(4)Share the mind
map as an example. the effect of
map with the class.
(4)Show time. analogical reasoning
(5)Try to make a new
(5)Pair work again. by asking students to
mind map.
make a new mind
2. New friends. 2. New friends.
map, imitate
(1)Say the (1)Say the opposite
sentences and so on.
adjectives. words of these
Cultivate students’
(2)Let students fill adjectives.
logical thinking
in the blanks in the (2)Fill in the blanks in
abilities.
books. the books.
Two activities help
1. Describe our old
students consolidate
friends by using the
the adjectives they
1. Talk about our proper adjectives.
have learned,
Practice old friends. 2. Make a dialogue
analyze the mind
2. Make a dialogue. about Bill and his
maps and train
mother according to
students’ oral
the mind map.
English.
1. Describe the Lead students to
students and guess the carry out diversified
Consolidation 1. Play a game.
right names. language output.
& 2. Make a mind
2. Make a mind map Improve students’
Extension map about a trip.
about his/her trip. comprehensive
language abilities.
Homework 1. Collect more adjectives.
2. Make a mind map and talk about it to your parents.
3. Do the exercises.

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The second period（第二课时）

Day 2 Farmers’ market

(3)Let students make their own shopping lists.

▶ Teaching Contents & Teaching Aims

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