Unit 3 Language in use名师教学设计2

Module 5 Shopping

Unit 3 Language in use

教学设计

琼山二中

周治月

一、整体设计思路，指导依据说明

《中小学英语课程》指出，英语教学中应体现交际性，要结合学生的年龄特点和生活实际，创设交际情景，通过大量的语言实践，使学生获得综合运用英语和语言技能进行交际的能力。针对仁爱版教材教学任务的编排，在教学设计中对教材进行了整合，课堂上采用小组合作学习模式，为学生创设大量的教学情境，优化教学过程，使学生能随着活动的完成而掌握巩固知识点，同时也获得学习的创新感，激发学生积极参与课堂教学任务，探索与创新的精神。

二、教学背景分析

1、教材分析

本单元的对通过以妈妈挑选母亲节礼物导入购物的话题，复习在不同场合下有关购物的一些交际用语。能创设情景进行交际，会话，包括买卖物品、挑选物品、讨价还价、付款等，从而增强学生的自信心，增强学生之间的交流欲望，这些表达法的交际用途也激起学生强烈的学习兴趣，使他们都乐于参与到教学活动当中。本部分可用一课时完成。

2、学情分析

七年级学生的抽象思维能力较低，形象思维能力强，但注意力容易分散。对英语普通感兴趣，但对学习的关注度不能持续，有很大的不稳定性。他们的好奇心强，求知欲旺盛已不满足教师对课文的简单重复。因此，针对积极学生的这一特点，对教材进行整合，重新编排设计教学任务，本课拟以

playing games、对话表演等形式展示，从而增强学生的注意力。根据教育心理学，如果学生对于一件事有极大的兴趣，他们就会排除主观和客观的种种消极因素，尽量全身心地投入到知识的学习中去。

3、教学的方法与手段

（1）情景教学法。恰当运用多媒体辅助教学，提高课堂效率，增加趣味性。

（2）以学生为中心，开展playing games、

Pair work、

Group work等英语教学活动，活跃课堂气氛。

（3）任务型教学法。任务型教学活动策略，在做中学和练，任务明确活动面广，使学生在交际中真实运用所学知识，逐渐形式自主学习策略。

（4）注重分层教学，尊重差异，让不同层次的学生都能参与其中，最大限度激发学生学习英语的兴趣。

（5）教学用具：多媒体。

三、学习目标: A.单词和短语：

market, supermarket, biscuit, lemon, strawberry, size, take, try, try on, certainly, wait a minute, sale, price, look, fresh,

B.交际用语：

1. Can I help you? / What can I do for you? 2. I’d like to buy a T-shirt for my mum. 3. — What color does she like?

— Purple. 4. — What size does she take?

— Small. 5. — May I try it on?

— Certainly. 6. There’s a sale on today. Everything is half price.

7. OK! I’ll take it.

8. Wait a minute! 9. How many / much would you like? C. 教学目标

1. Function: Talking about going shopping. 2. Structure: Questions: What…? How many / much…? 3. Skills: 1) Listening and understanding description..

2) Performing a role-play..

3) Reading and predicting.

4) Transferring information from a table to a passage.. 四、重点及难点:

Questions: What can I do for you? How many / much…?

五、教学设计过程: Teaching Steps：

Step 1 Warming up 1.

Review the new words. 2.

Read the words after the teacher. （设计意图：通过展示图片的方式复习新单词，让学生更有效率地记住单词。）

Step 2 Work in pairs. 1. Ask the students to read the words . clothes shop

market

supermarket biscuit

lemon

sausage

strawberry

T-shirt 2. Say where you can buy these things. Clothes shop

Market

supermarket

（设计意图：先通过复习单词再让学生完成where you can buy these things，更好地加强对话练习。）

Step 3 Listen and answer the questions.

Ask the students to answer my questions. 1) What is Lingling going to buy for her mother on Mother’s Day? 2) What is Betty going to make for her mother？

3) What does Betty want to buy? 4) When are they going to the shops? （设计意图：先引导学生以问答的方式复习对话内容。）

Step 4

Read

1. Find out the key and difficult sentences in Unit1 Activity 2. Eg: May / Can I help you? How many / much would you like?

What color / size would you like? I want / I'd like…

How much is it / are they? That's too expensive, I'm afraid. Do you have any other colors / sizes / kinds? That's fine. I'll take it. （设计意图：让学生自己找出重点句子，提高他们的自学能力。）

Step 5 Complete the table.

1. Read the conversation again. 2. Now complete the table.

T-shirt Sausages 3.___________ Strawberries 5.___________ How much / many 1.___________ do they buy? How much is it / 2.___________ are they? 4.___________ 6.___________ （设计意图：完成表格，获取对话信息，帮助理解对话内容。）

Step 6 Chanllege ourselves

Task1 Complete the conversation. 1. Ask the students to read the words in the box in Activity 4. certainly

everything

fresh

half

price

size 2. Read through the conversation.

1) The strawberries look very __________ and the ___________ is only ten yuan a kilo. __________ is so cheap! 2) —This is my ____________. Can I try it on? —

______________. The clothes are ___________ price today. Task2：Complete the dialogue. 1. —

________ can I do ________ you? —I’d like to buy a T-shirt for my son. 2. —

______________ does he like?

—

He likes white. 3. —

_______________ do you like? —

Small. 4. —May I try it on ? —___________________________. 5.—_______________ would you like? —

Half a kilo. _______________________ Task 3 把以下句子翻译成汉语。

1.

Can I help you?/What can I do for you?

2.

May I try it on?

3.

How much is it？

4.

How much/many would you like?

5.

What else would you like?

Step7

Act out the dialogue Ms Zhou 开了一家商店，商店里有各种各样的物品，请根据所给的物品和场景进行对话。（可运用以下表示购物的句型）

May / Can I help you? How many / much would you like? What color / size would you like? I want / I'd like…

How much is it / are they? That's too expensive, I'm afraid. Do you have any other colors / sizes / kinds? That's fine. I'll take it. (设计意图: 挑战这个环节我认为是本课的高潮, 既能加强巩固学习本课, 又能培养学生在学习上的竞争能力, 提高本堂课的趣味性.此外还满足了学习程度好的学生的表现各见，体验了成就感，同时也能带动基础差的学生，给他们树立一个主动积极参与并从中获得成功感的好榜样，激励他的更积极地学习。) Step8 Summary: A.单词和短语：

market, supermarket, biscuit, lemon, strawberry, Mother’s Day, size, take, try, try on,

certainly, wait a minute, sale, price, look, fresh,

B:表示购物的习惯用语：

May / Can I help you? How many / much would you like? What color / size would you like? I want / I'd like…

How much is it / are they? That's too expensive, I'm afraid. Do you have any other colors / sizes / kinds? That's fine. I'll take it. （设计意图：温故而知新）

Step 8 Homework 完成一篇在超市购物的短文。

Begin like this : Supermarket shopping is not difficult . First, you choose the things on your shopping list…

List the advantages. List the disadvantages. Finish like this: Shopping at a supermarket is fun. (设计意图：学生通过本节课获得了语言储备，为语言的输出做好了铺垫。此环节设计的目的让学生在说的基础上，能够通过书面表达进一步巩固所学的内容，也便以老师检查学习效果。) 六. 板书设计：

Module 5 Shopping

Unit 3 Language in use

Words：

market, supermarket, biscuit, lemon, strawberry, Mother’s Day, size, take, try, try on, certainly, wait a minute, sale, price, look, fresh,

Sentences：

May / Can I help you? How many / much would you like? What color / size would you like? I want / I'd like…

How much is it / are they? That's too expensive, I'm afraid. Do you have any other colors / sizes / kinds? That's fine. I'll take it.

七.教学评价设计

1. Fill in the form of self-reflection and assessment.

The things I can do

I can remember the new words ad expressions 5 4

Evaluation 3

2

1

I can use the new words and expressions in new situations correctly

2. Fill in the form of group evaluation 组

员

教师评价

评价标准：

1. 课堂活动中积极参与，与小组成员团结协作。5分

2.能较好参与课堂活动，团结合作。4分

3.遵守课堂纪律，与小组成员相互配合。3分

4.不能做到以上三点。2分

总

分

（设计意图：该环节是课堂任务的延伸，旨在培养学生复习的习惯，让学生对自己的学习进行初步的评价，有利于培养学生的自主学习和合作学习的能力。)

八．教学反思