Section A Grammar focus 3a—3c优秀教学设计

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Unit 7 How much are these socks? 课

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Period 1 1. Teach vocabulary words. 2. Target languages: A: Can I help you ? B: Yes, please. 教学目A: How much is this red T-shirt? 标

B: It is…

A: How much are these yellow shoes? B: They are…

…

3. Improve the writing skills. 重重Improve the listening skills and speaking. 点

点

难点难Master the target language, and make conversations 分点

using the target language . 析

教学准Multi-media 备

Unit 7 How much are these socks?

板书设A: How much is this yellow hat? 计

B: It is 5 dollars. A: How much are these blue shorts? B: They are 10 dollars.

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计

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Step 1. Warming up T: What color is my bag? S: Orange. T: Do you like orange? S: 距离，另T: What color do you like? S:…

T: What color is your school clothes? S; 一方面体现了本课教学的内容，为下一环节做通过谈论颜色的话题，一面拉近了师生之间的

T: Do you like your school clothes? Ss: …

T: I don’t like my clothes. Let’s go shopping.

…

Step 2. Presentation 好铺垫。

T: Let’s go to Cindy’s Clothes Store. What can we buy

in the store? S:We can buy …

sweaters Step 3. Memory Challenge

通过给头脑风暴的方式既培养了学生的思维能T: Do you remember all the clothes? Who has the best 力，给预Memories? 习的学生S：Sweater, T-shirt…

提供展示Step 4. Look and learn 的机会，T: What’s this?

S: It’s a …

T: What color is it? S: It’s … It’s a yellow hat.

…

也在一定的情境中呈现本课的重点词汇。

S: a green sweater …

S：blue trousers, black shoes, …

T: Do you like these clothes? How about this yellow hat?

Can you ask about the price? S: How much is this yellow hat? T: It’s 5 dollars.

Step 5 practice

A: How much is this…

B: it’s …

Step 6 Presentation T: How much are these white socks? S: They are …

Step 7 Practice A: How much are …

B: They are…

Step 7. Listening

T: Mary is at the store now. listen and answer the

questions. 1）1. What can Mary buy in the store? T: look at the picture, what can Mary buy? S sweaters.

T: Yes, you can look at the pictures before listening,

and guess what you will listen. What else can she buy?

Listen.

2. How much is the

sweater?

3. What does Mary take（买） ?

2)

Listen and imitate the

conversation.

…

Step 8 Pairwork 听前的预A: Can I help you? 设降低了B:

Yes, please. I need ... 听力的难A: What color do you like? B: I like…How much is/are…?

度，渗透听力技

A: It is/ They are …

B:

Great! I’ll take them\it. A: Here you are. A: Thank you. B: You are welcome. 巧，同时通过模音培养学生更好的语言素质和听音习

Step 9 Fill in the blanks T: Here is a passage about Cindy’s Clothes Store. Please fill in the blanks. 惯。

通过模拟对话，让学生展示We can _____ （买）many things in Cindy’s Clothes 对话，培Store. Look! The blue ______

are only 1 dollar. Do you like____

?

They are 养学生的口语能力。

in red, green and yellow. How ____ (多少)are they?

They’re only 10 dollars

for each（每件）. And it has great _____

for only 8 dollars. The green _______

are only 7 dollars. How about the yellow

通过填写本课的重

____

? It’s only 9 dollars.

Step 10 Homework 1.

Copy the new words. 2.

Make conversations about shopping.

点词汇，一方面巩固了本课的重点词汇，同时将落实到笔头知识，突破本课词汇教学的难点。

1.设置情境，导入自然。本课是购物的话题，既贴近学生生活实际，又引起学生兴趣，因此，我创设了和学生一起购买衣服和食品等的活动，从学生喜欢的颜色开始谈起，逐步过渡到本课的知识要点。

教学反

2.在明确了本课的任务目标后，精心设计恰当而又有效的思

活动，教学活动的设计丰富多彩，效果显著。训练方式多样，有全班活动、师生互动、小组活动、双人活动、个人活动等，在活动中突破难点，在活动中发展能力。由于本课的生词较多，课前我让学生预习，并将词汇不断地复现，从sweater到 yellow sweater再到How much is the yellow sweater?

从词到句，从易到难，逐步突破难点。同时单词、句型的操练面广，练习次数多，而且还调动了每一个学生的参与热情。将热闹的形式与有效的语言实践有机结合。在英语课中，活动的设计和开展还应该有利于学生学习英语知识，发展语言技能，从而提高学生的综合运用语言的能力。英语课堂的活动应该以语言运用为落脚点，本堂课上，何老师很好的贯彻了“在用中学，学中用，学用结合，学以致用”的原则。同时体现了以学生为主体，教师为主导的新课程理念。

3.渗透学习策略，培养学生的学习能力和思维能力。本堂课一开始，我利用思维导图的形式让大家说出服装的名称，很好地培养了学生的思维能力。同时也检测学生课前预习的习惯，让有预习的同学说出本课的词汇，培养学生课前预习的学习策略。思维导图的使用是本课在写作教学中的一大特色。它将大量的信息通过图表的形式很好地呈现出来，是学生学习的知识树，培养学生系统学习的能力和方法，将学生被动的学生方式逐步转化为主动地学习方式。

通过本堂课，我也看到了教学设计中的一些不足之处。如：

在词汇教学中名词的单复数分类不是很清晰。比如有些服装必须要用复数形式等。其次，本课生词较多较难，所以没有必要对课外的词汇进行拓展。