C教案设计

Unit 6

Shopping

Part C

Story time I. Contents Sentence : Can I see that skirt, please? II. Purpose 1.

Knowledge: Enable the students to catch the new sentence:

Can I see that skirt, please? 2. Ability: Enable the students to make up a new conversation:

---- Can I help you? ---- Yes. Can see that skirt, please? How much is it? ---- It’s ＄91 / ninety-one dollars. 3. Feeling: （1）Raise the students' interest to learn English. （2）Encourage the students to have good cooperation with each other and learn from each other. III. Focus 1.Sentence: Can I see that skirt, please?

IV. Method and Preparation Word cards, CAI etc. V. Teaching procedures Step 1: Warm -- up

Sing a song: “How much is that coat in the window?

It’s one that is green and yellow. How much is that coat in the window? I do hope mom buys me that coat.”

【设计意图】通过歌曲演唱，既营造了欢快氛围，又复现相关话题的单词和句型，符合学生从感知到理解的认识规律。

Step 2 ：Presentation 1. Review some old words and sentences 1) T : (多媒体呈现各种衣服的图片) I aslo have many beautiful clothes. Let’s have a look!

2) T : (PPT) This dress is beautiful,but I think this dress is more beautiful.

It’s ＄450. It’s expensive.(PPT, 学生齐读) T：This dress is ＄450. Ss : It’s expensive.

3)T : Now, (PPT) can you guess this one: How much is it? (T板书,学生跟读)

Who can guess: How much is it? Ss : It’s ...

T : Now, you can ask your parter. S1: How much is it? S2: It’s ...

How much is it?

S3: It’s ...

How much is it?

S4: It’s ...

T : Maybe you’re right. Look! (PPT) It’s only ＄15. It’s cheap. (PPT, 学生齐读) T : This hat is ＄15. Ss : It’s cheap.

4) T : This hat is cheap, but it’s not pretty. Look! (PPT) This pink hat is very pretty. (PPT) It’s pretty. (学生齐读) T: Can you say it? S1: It’s pretty.

S2: It’s pretty.

T : Great! This hat is pretty and it’s nice, too. (PPT) It’s nice. (学生齐读) 2. Teach the new story T : Look! (PPT) This nice hat is lady sheep’s. She want to buy some clothes today. Let’s go shopping with her. OK? (教师播放故事动画，学生一起观看) T：（观看完动画) well. Let’s look at three questions: (PPT)

○1. What does Zoom do?

○2. What does the sheep want to do?

○3. Why is Zoom fired? T: Now, let’s watch the story again to get answers. (教师播放故事动画，学生一起观看) T：（观看完动画) OK! Can you get answers? (PPT) What does Zoom do? S1: Sale clothes.

T：(PPT) Yes, he is a salesman in the shop. He want to do a good job! (PPT) Do a good job! (学生跟读) T：Zoom is sales man. What can he say? S1: Can I help you?

T：Great! (PPT) Can I help you? (学生齐读)(板书)(Boys / Girls) T：Goos job! Now. Look at the question 2. What does the sheep want to do? (PPT) S1: She want to buy a skirt. T：Yes! (PPT) So, what can she say? Look! (PPT)

Can I see that skirt, please? (学生先试读，教师示范读)(板书)(read together 3) （以原有知识为基础，让学生先自己探索新知，教师再予以指导，以达到培养学生自主学习能力的培养。）

T: You read it very well! Boys and girls, I brought some clothes here. Look! (教师出示衣服图片，一一贴在黑板上) T: There are many beautiful clothes in the clothes shop. Do you want to buy clothes? Can I help you? S1: Yes. Can I see that dress, please?

S2: Yes. Can I see that hat, please?

T: Now, practice the dialogue with your partner.（搭档之间互问互答，练习对话，并请同学展示）

T: (PPT) Our last question: Why is Zoom fired?

Ss: 他弄混了价格。

T: Yes. He confuses the price.

(PPT) 16＄,

＄91

How much is it? It’s ninety-one dollars.

(PPT) ＄9、＄6、＄30（让学生自己总结出规律：货币符号应写在数字之前）和英语写法：ninety—one dollars. 【设计意图】创设情境，开篇即导入目标内容，旨在将整堂课作为一个完整的演练过程，整堂课始终在创设的情景中进行语言教学和操练，学生身临其境，心理上自然放松，且充满参与的热望，淡化了对新学词句的戒备感，每一个词句的学习最终均要归位到具体情景的交际活动中去，给学生一个完整而明确的认识。

3. Read and play the story

1)

T: Let’s read the story together. (学生跟读录音) 2)

T : Boys and girls, (PPT) the boss is happy or angry?

Ss: Angry. T : Yes. The boss is angry. So, Zoom is fired. Look at this word (PPT) 运用“自然拼读法”教授新词。ire---[aIə]

出示旧词——tired（t-ire-d）,学生根据发音规则读出/taIəd/, 再出示新词——fired（f-ire-d）,

以旧带新，学生自然拼读出新词fired。

3)T: Now, let’s play the story.Boys are Zoom, girls are sheep. OK?(播放动画，学生配音) 4)T: You play it very well! Now, open your book please. Play the story with you partner. Let’s go!

5）三人小组互相合作，配合表演故事情节。

6）三组学生上台展示表演。

【设计意图】这个环节体现了语言的交互性，也为最终要把句子交给学生来进行交际活动做了自然的训练。

Step3: Consolidation and extension 1）T : Boys and girls, this is a stationary shop. There’re many thing in it. You can choose something to make up a new conversation with your partner. Let’s go!

（多媒体课件出示文具店图片、单词和句型）

2）三人小组讨论并以文具店内文具为话题进行故事新编。

3）两组学生展示作品并表演。

【设计意图】通过多种方式练习所学的内容，从原文配音到形象表演，再到故事新编，层层深入，巩固对知识的学习和记忆，将学生被动接受性学习转变成主动积极的活动，培养学生的自主学习和创新能力。

Step4: Task

Make a shopping list of your shopping . Step5: Board design Unit 6

Shopping Part C

Story time

Can I help you?

Yes. Can I see that skirt, please? How much is it? It’s ...

《unit6 Shopping Story time》课后反思

这节课我选定的主题《unit6 Shopping Story time》，主要讲述的是Zoom 在一家服装店当售货员，却因为不小心弄错价格而被解雇的一个故事，非常有趣。这节课，我精心设计了流畅的教学环节和别出心裁的板书设计，并制作了精美的课件。本着以学生学习为主体，教师启发为引导，组织学生进行广泛的语言实践活动。

整节课我以跟随sheep小姐购物为引入，带领孩子们一起学习了整片故事。在热身环节中我选择播放歌曲《The coat in the window》, 使学生感受到购物的氛围，能更快的融入到故事情景中来，使学生怀着轻松愉快的心情投入学习。在学习新故事之前，我以自己的衣服为引，复习了本节课中涉及到已学知识（单词和句子），并由旧知引出新知，先由孩子们自己总结、探索，再由有教师指导、教授，以达到培养学生自主学习能力培养的目的。

上课时，我准备了几种人物和衣服的精美图片，以便孩子能更加直观的感受和融入到整个故事的购物情境中来。脱离课本表演故事对于学生来说有一定难度，我采用了多种不同的操练方法，由全体跟读、男女生分角色配音到小组内配合扮演角色，逐层练习，逐步消灭难点。让学生自主分组配合、选角色、带头饰表演，全员参与，让孩子觉的很有趣，积极性非常高。

在新奇又大胆的故事新编环节中，故事素材由衣服变成了孩子们最为熟悉和常用的文具，让孩子们自主的、主动的、大胆的去创作

属于他们自己的全新的故事。由老师编、老师教、学生读，变成了学生编，学生写，学生演，全面锻炼了孩子的听、说、读、写的能力，更加能引起学生的兴趣和激发他们的想象力与成就感，把课堂的主角交给学生。

在整节课的教学中，我注意到了教学环节的紧密型和学生参与活动的整体性，其中存在着的一些不足之处希望在以后的教学中进一步改进与提高。