Section A Grammar focus 3a—3c教学设计范文

Unit7 How much are these socks?

Section A 3a—3c教学设计

Teaching aims:

Knowledge aims: 1. Enable the students to use the key sentences efficiently：

How much is this/that…?

How much are these/those…?.

2. Practice oral English to communicate with others fluently . Ability aims: Learn to ask the prices of things and train the students’ ability of expression in English . Emotion aims: By talking about the language goals to make students understand the things that they have are precious.So they should cherish their present life and help children in need. Teaching importance and difficulties: Importance: Enable the students to use the key words and sentences efficiently. Difficulties:

By talking about the language goals to practice oral production English. Teaching procedures:

Step 1 Greeting 1.T: Class begins. Good afternoon, everyone.

2. Before our class,I’ll divide you into four groups. You’re group one,two,three,four.Each group ,team leader ,please stand up.Now you have one minute to number your members from one to six.If you finish,please say bingo .Ready go. Now let’s have a check.Number one …,team one….Look,there is some money in my hands,if you do a good job,you can get some money.Then you can use these money to buy things that you like.(one point,one dollar) Today we’ll study Unit7 How much are these socks? Section A 3a—3c(事先板书)

【设计意图】1. 让学生起立问好，树立学生对教师的尊重和敬畏感。

2. 顶层设计，分小组并编号PK,竞争机制激发学生学习积极性和创造性。

Step 2 Review

1. T: Boys and girls,let’s play a game first.There are some beautiful pictures on the ppt.You can choose a picture that you like best.Then here’s a big surprise for you.(ppt图片展示) 2. S:I like the shoes best... 3.T:Wow,please translate the phrase‘一双鞋’…（ppt图片链接知识点提问）

【设计意图】以学生感兴趣的图片链接上节课知识点，引导学生复习上节课学过的短语和句型。

Step 3 Lead-in

服装卡片导入

1) Here’re some interesting pictures in my hands. 2) What’s this? 3) How much is this…? 4)This time you’ll get three cards.You have two minutes to use these key sentences to make a dialogue. One asks, one answers.

5)Show the dialogue to others.(小组问答形式展示）

【设计意图】利用卡片创设情景，导入新课，激发学生的兴趣，让学生在快乐中进一步操练句型。

Step 4 Presentation （一）3a. 1.T:Open your books and turn to page P39.There are three boxes on the book.And there are also so many words on them. Please make sentences in the chart with the words by yourselves.And I need two little teachers to help me write down the answers on the blackboard.If you finish,please say bingo.(小老师辅助，给学生做句型展示,引导学生去观察和发现问题)

2.T:Read it and check the answers one by one…Do you find any mistakes?(引导学生指出问题并进行改正

，巩固句型结构) 3.T：This time you have one minute to check your answers,come on.（学生自我检查校对，发现自我问题）

(二) 3b 1.T: Now look at the pictures ,there’re three questions and answers,please fill in the blanks.After two minutes,one asks,one answers. 2.T:Who wants to have a try?Tina,choose a partner to finish the dialogue.(学生问答对话的形式检测答案并进一步操练价格的问答语。) 3.T：Now you have one minute to check your answers,come on.（学生自我检查校队，发现自我问题并改正）

（三）3c 1. T: This time,studentA ,look at the pictures in 3b for a minute and then close your books.Student B, ask questions.Remember the things and prices. Let’s have a brain storm. T: Five,four,three,two,one.(以头脑风暴的方式让学生快速记忆物品单词和价格，以对话

的方式展现，让学生进一步巩固物品的表达和价格的问答方式。) 2.T: Are their answers right?（引导学生认真听讲并学会去观察和发现问题，并指正。）

（四）Grammar Focus 1. T: This is the grammar focus. Boys, you ask. Girls,you answer. After three sentences, switch.(以站立做下的方式帮助学生集中课堂注意力，并熟练操练句型) 2.T: If we use socks, trousers…,we should use ‘are’(在一般现在时中).(强调学生易忽略易犯错的点) （五）Role-play T.There is a beautiful clothing store near our school.And there are two persons in it.Who are they?(ppt 服装店背景图片以及人物) S:They’re shop assistant and the customer. T:This time according to the key sentences,make a new dialogue within three minutes.More creative,more points.(服装卡片展示到黑板上) T:Who wants to have a try? S:...（学生两人一组上台，利用好手中赢得的“纸币”进行购物对话展示。）

T:Listen carefully,one mistake,one point.(吸引学生集中注意力，认真聆听观察别的小组的对话并学会去取其精华，去其糟粕。同时也帮助表演小组得到更好地提升) （六）Do the exercise T:There are five questions,please fill in the blanks within one minute. Now let’s check the answers.Are you ready?(以抢答,喊号的方式核对习题答案，激发学生做题积极性和活力) （七）Emotional aim

T:How’s your feeling after seeing the pictures？Please share your feeling with us.(展示贫困地区孩子求学图片)

S:They’re poor…

T:How much is this book,Tony?（本节课句型导入话题）

S:It’s 3 dollars. T: Do they have such a new book? So what should we do? S:Give them some old clothes and some books…

T:Now you can study in such a beautiful classroom and eat food that you enjoy,like KFC.So

you’re so lucky.Please cherish your present life and listen to your mother carefully.(情感渗透) 【设计意图】通过多媒体图片，卡片等多种形式，激发学生学习兴趣和积极性，通过头脑风暴，小组PK竞赛方式反复操练巩固本节课重点句型，并且训练学生观察和总结反思能力。着重培养发展学生的语言技能，提高学生灵活运用英语进行口语交际的能力，摆脱“哑巴式”英语教学。

Step 5 Summary:

T: Now let’s have a summary.Discuss with your partners,what have you learnt in this class?

We’ve learnt key words,phrases and structures, designing dialogues . 【设计意图】通过小组讨论，回顾本节课内容，培养学生的系统学习能力。

Step 6 Homework Key structures: Key words: Designing a dialogue Key phrases T: 1.Finish the exercise book P51. 2.Use the key phrases and structures of this class to design a dialogue.(50~60words)

【设计意图】家庭作业是课堂教学的延续，深化和补充。以作业的形式将课堂教学延伸到课外，训练学生的自主学习能力。通过语言输出环节，训练学生的综合语言应用能力。

Step8教师寄语：

Class is over. Thank you so much.Goodbye! 教学反思

1.

复习环节新颖有趣，激发学生学习积极性。

本节课运用了图片链接知识点的形式对上一节课内容进行复习巩固，激发学生学习积极性，想象力和创造力。

2.

由浅入深，统筹规划

本节课的设计完整，思路清晰，教学由浅入深。以学生为主体，强调教师引导，学生自主学

习。通过小组PK竞赛，头脑风暴，游戏等环节保证学生积极而有效的参与，充分操练巩固了本节课的重点句型，并且培养了学生的综合语言运用能力。增进教师和学生的情感交流。