Section A Grammar focus 3a—3c特级教师教学实录

Teaching Design Teaching time : 2019.5.13 Teaching type : New I. Teaching contents：

人教2011版七年级上册Unit 7 How much are these socks? SectionA(GrammarFocus-3c) II. 教学内容分析：

本节课选自人教版七年级上册

Unit7 How much are these socks? Section A（ Grammar Focus-3c）。本课以谈论服装为主题展开,学习询问价格，掌握一些购买衣服时，常用的语言表达方式；能阅读一些简单的服装广告信息并能写出一些简单的广告。通过听、说、读、写的训练,让学生们会使用 How much引导的问句以及回答，同时复习名词单、复数的使用和指示代词this, that, these ,those。

III. 学情分析：

七年级学生较活泼，课堂上积极主动参与课堂活动，并且模仿能力非常强，所以本节课我借助计算机辅助教学,将平面的语言文字内容直观化、具体化、形象化，提高学生的语言表达能力。同时引导学生采用

GroupworkTeaching place : Qingtongxia Aluminium Middle School Lecturer :Ma Rong

和

Role-play的学习策略,学习一些新词汇,掌握一些重点句型,在小组合作学习的过程中,培养他们团队合作精神并学会感谢人。

IV. Teaching aims：

1.

Language aims：

1）Recall the words about colors and clothing. 2）Enable students to offer help and talk about clothing and prices with “how much is” and “how much are”.

3）Let students be able to read and understand simple advertisement for clothes shops, then try to design one for their own clothes shops. 2. Ability aims：

Learn to talk about prices in natural speech.

V. Teachng key points & difficult points

1. Key points：

1) Enable students to use “how much”.

2)

The usage of “how much is” and “how much are”.

2. Difficult points：

How to enable students to understand and master the new words and phrases.

VI. Teaching tools：

1.Teaching courseware

2. Paper, mark pens, chothing and hanger 3.Cartooon

VII. Teaching methods：

Situational teaching methods , Audio-lingual approach , The community language teaching , Task-based language teaching. VIII.

Study methods：

Autonomic learning , Inquires into the study method , Observational learning , Cooperative study method , Group-discussion , Competitive learning.

IX.

Teaching procedures: Step I. Warming-up 1. Daily greeting. 2. Play a game about colors. (Two students compete to find words about colors, who can find more?) Step Ⅱ. Lead-in 1.

Enjoy a piece of cartoon about shopping , then teacher ask following questions.

1). Where is the girl? What is she doing?

2). Did you pay attention to the their words? What sentence structures did they use? Step Ⅲ. Ask and answer 1.

Teacher shows a picture of a blue sweater , then asks “ What’s

this? ”, “What color is thissweater? ” and “ How much is this blue sweater? ” and guides Ss to answer these questions. 2.

Teacher shows another picture of a pair of pink shorts, then asks “ What are these? ”, “What color are these shorts? ” and “ How much are these pink shorts? ” and guides Ss to answer these questions.

Step Ⅳ. Pairwork 1. Teacher shows some pictures of clothing and lets students make conversations with following patterns. A: What’s this?

A: What are these ?

B: It’s a... .

B: They are ... s. A:What color is this... ?

A:What color are these ... s? B:

It’s ... .

B: They are ... . A:How much is it?

A:How much are they? B: It’s ... dollor(s ).

B: They are ... dollor(s ). 2. Let students practice in pairs on their seats , then show their conversations to classmates. (Teacher tells students to pay attention to the words in red on big screen.）

Step Ⅴ. Classify & Find rules

1. Play a game ( Let students classify the words about clothing and put them into the two houses of “How much is…” and “How much are…”).

2. Have students try to find the differences between “How much is this/that…” and “How much arethese/those…” after the

game. Step Ⅵ. Make sentences ( A competitive game) 1.

Teacher shows three boxes of words on big screen, one is about demonstrative pronouns , one is about colors and the other is about clothing.

2.

Teacher explains the two model sentences and tells students e will have a competition on making sentences in groups. 3.

Teacher gives each group a piece of paper, lets them write their sentences on paper as quickly as they can(3 minutes limited) 4.

Have students put their paper on blackboard and check them together. Step Ⅶ. Role-play 1.

Teacher shows a conversation about shopping on big screen and acts as a shop assisant. 2.

Teacher asks “Who wants to buy somethings at my clothes store?”.

3.

Teacher makes a dialogue about shopping like which on big screen with one student as an example. 4.

Invite several pairs to perforem in class.

Step Ⅷ. Show Time(Report) 1.

Teacher shows an advertisement for “Ms. Ma’s Clothes Store” , lets students read it and try to understand it . 2.

Groupwork

Let students work in groups and try to design an advertisement for their own clothes store(5minutes limited). 3. Let each group show their clothes store and one member to report the advertisement they made to class. Step Ⅸ. Summary Teacher shows a mind-map to help students to recall how to ask prices with “How much is thid/that...?” and “How much are these/those...? Homework: 1.Recite sentences in grammar focus. 2.Make a conversation about shopping. Blackboard Design:

Unit7 How much are these socks?

SectionA (Grammar Focus-3c) —How much is…?

—It's + 价格. —How much are…?

—They're + 价格.

各环节信息技术应用分析

教学环节

Step I 教学内容

Warming-up 资源使用

教师活动

学生活动

设计意图

1.

希沃5课堂活动讲清要求，点击开点击屏幕上表示颜激发学生的学习兴趣

中的分组竞争活始按钮

动；

2.光荣榜

色的单词

Step Ⅱ

Lead-in 1.希沃5中多媒体1.播放动画然后观看并回答问题

导入新课，让学生直

资源; 提问；

观地感知本节课将要学习的内容。

2.课件图“Ms. Ma’s 2.告诉学生老师Clothes Store”。

开了一家服装店并出示图片，和学生一块儿复习图片上服装类的单词。

Step Ⅲ

Ask and answer 图片和对话

教师指着图片提问引导学生回答问题

学生回答问题

学生回答问题并观察对单数名词和复数名词提问时所用的句型。

Pairwork 1.图片和对话

1.

教师在白板上1.先两人练习；

教师引导学生回答问

Step Ⅳ

2.光荣榜

展示两组对话2.到讲台前，指着题之后，让学生们生和图片，为学生进pairwork提供内容。

2.

教师点击光荣榜给参与活动同学所在小组加分。

图片并进行pairwork。

生练习，进一步感知和运用How much is this/that…?和How much are these/those…?这两个句型。

Step Ⅴ

Classify & Find rules

1.希沃5课堂活动1.

告诉学生把小1.把单词拖动到正通过活动引导学生探中的趣味分类功能；

猴子们送回家。

确的位置；

2.蒙层

3.光荣榜

2.

教师点击光荣2.通过分类发现规榜给做正确的律。

同学所在小组究、发现规律，总结出How much is this/that…?和How much are

加分。

these/those…?在提问时的区别。

Step Ⅵ

Make sentences（小1.纸、笔

组竞争：每个小组2.倒计时功能

成员在白纸上写一3.光荣榜

个句子，然后迅速传给下一位同学，看看哪个组写得最多最好。）

1.

教师讲清要求，每个小组成员在白1.练习写得基本功，在课件上出示纸上写一个句子，（前面进行了活动3a中的词然后迅速传给下一pairwork，学生会说汇，组织学生用这些词汇写句子然后和学生一块儿核对。

2.

教师点击光荣榜给写的最多最好的小组加分。

位同学。

了，能再正确的写出来，达到了本节课的学习目的，实现了教学目标）。

2.培养学生小组合作的精神。

Step Ⅶ

Role-play 1.衣架、衣服实物

1.教师和一位学1.听老师指导和示通过模拟购物对话情2.光荣榜

生进行购物对话，范；

景加深学生对重点内然后让学生表演，2.进行购物情景表容的掌握，同时为后一个扮演”shop 演。

assistant”，另一个扮演“customer”。

2.教师点击光荣榜给回答问题的同学所在小组加分。

Step Ⅷ

Show Time(Report) 1.学生画的服装店1.教师先出示自

学生以小组讨论合本部分是学生综合语图片；

出示服装店“Ms. 作的形式给自己小言运用能力的体现，组的服装店设计广学生能在小组合作讨面的活动的开展进行铺垫。

2.希沃5展台功能；

Ma’s Clothes

3.光荣榜

Store”

的广告词告，然后每组推选论的基础上写出来并并讲解，然后让学出来一名同学进行且进行语言输出。

生以六人小组的形式给自己组的服装店设计广告。

2.教师点击光荣榜给做report的小组加分。

report。

Step Ⅸ

Summary 思维导图

教师用思维导图逐步出示本节课重点句型

学生跟老师复述一对课堂内容进行归纳遍句型

梳理，帮助学生理清知识结构。

Homework: 1.

Recite sentences in grammar focus.

2.

Make a conversation about shopping. 教学反思：

这是本单元二课时，在设计这节课时，我没有顺着课本过课本，而是将整个单元的内容做了整合，Pairwork和Role-play环节的设计复习了第一课时所学的单词和句型，Report 环节的设计为SectionB部分的学习奠定了基础。本节课的目标是复习事物的价格及运用、巩固所学知识进行谈论衣物及它们的价格活动，为体现“教师主导，学生主体”的理念，本节课教师讲授的部分比较少，而是把课堂主动权基本上都交给了学生，整个课堂活动围绕“Ms. Ma’s Clothes Store”开展，课堂上，为了让学生自主学习，在探索中发现规律、掌握本节课重点内容，我设计了趣味分类的活动，既活跃了课堂气氛，又是学生掌握了知识；为了激发学生的学习兴趣我采用小组竞争（光荣榜计分）的评价机制，这种评价方式有效地推动了课堂，充分调动了学生的积极性和参与热情，尤其是在造句环节，小组成员们为了写得更多合作非常好；为了让学生们学以致用，更好的突破本课的难点，我设计了“服装大甩卖”的场景表演，将“Ms. Ma’s Clothes Store”里的衣服搬到教室，让学生体验、模拟购物的活动，同时巩固了本节课的重点内容；最后的Report环节，在合作过程中提升了学生的口头表达能力和协作能力。

总之通过本节课的学习，不仅使学生掌握购物的知识，更要达到英语是用来交际的最终目的。本节课也有许多不足，课堂中由于紧张导致板书没有写完整过于简单，还有一些细节处理不

够好。