Lesson 22 How Much Is It?说课稿【一等奖】

冀教版三年级下册Lesson 22 : How Much Is It ?

说课稿

本课 Lesson 22 How Much Is It? 是冀教版小学英语三年级下册Unit4 Food and Restaurants中的内容。本课是一节对话课，围绕“以学生为本”的教学理念和本节课的教学内容与目标，以本课教学重点为中心，还原情景，呈现新知，以教学活动为依托，操练巩固，拓展应用。

在课程的导入阶段，教师先将学生分为两大组进行比拼以调动学生的积极性，后教师设计了一个复习数字和单词的小游戏，学生能够在游戏中复习旧知，并为学习新知做铺垫。后以去餐厅买东西的情景导入，激发学生的学习兴趣，在情景中学习，先由学生以往学过的句型“What would you like? I would like...”进入，后引出新的句型“How much for.../How much is it?，并在新授过程中，让学生体会到可数名词和不可数名词提问价格的句型是有区别的，并让学生加深印象。师示范后，让学生试着提问和回答，发挥学生的主体作用，让学生成为课堂的主人。在新授环节结束后，教师设计了情景应用环节“Let’s act. 教师和学生一组示范，之后让学生两人一组进行情境表演。本环节中既有新句型又有以往的句型，通过情境表演使学生将知识融会贯通，学以致用。接下来是听读环节，让学生模仿录音并

跟读，这样即可以让学生将所学知识回归课本，又可以对学生的发音进行纠正。下一个是练习环节，习题为连词成句，教师在多媒体上出示试题，让学生思考后说出正确的句子。通过此环节可以让学生再次巩固所学内容，并能够检测学生们的掌握情况，教师可以根据学生们的掌握情况对教学设计和过程进行反思。下一个环节Let’s sing, 本环节营造了轻松欢乐的课堂气氛，既让学生对所学内容有了印刻的印象，又启发了学生学习英语的兴趣。

最后一个环节是布置作业，教师将作业分成两个层次，让学生根据自己的能力选择其中一项来完成。这样可以关注到班里的每一个学生，使每一个学生得到发展。

冀教版三年级下册Lesson 22 : How Much Is It ? 教案

教学目标：

知识目标：学生能听懂、会说并口头运用下列用语和句子：How much is it? I’ll take twelve, please.学生能唱歌曲：Do You Know the Donut Man? 能力目标：学生能在课上情境表演有关购物的对话，并且能运用本课所学知识在实际生活中与人交际。

情感态度目标：能体会英语学习中的乐趣，乐于用英语与人交流，乐于演唱英文歌曲。

学习策略目标：积极与他人合作，共同完成学习任务。

教学重难点: 教学重点：学生能听懂，会说并口头运用：How much is it?/How much for...I’ll take twelve,please. 教学难点：学生初步感知可数名词和不可数名词在询问价钱时的不同用法，情境表演，学以致用。

教学过程：

1.

Greeting T: Good afternoon, class! S: Good afternoon, Miss Zhang. T: How are you today? S: I’m fine, thank you!

T: Ok, sit down please!

2.

Warming-up T: Firstly, I will divide into groups, This group is Team One, that group is Team two. If you have a good performance, you will get one hamburger.(如果同学表现好，会给该同学一张汉堡的卡片作为奖励）

Let’s play a game. Look, there are many numbers. Every number has one kind of food. What number is it? S: Seven.

T: Look, what is this? S: Hamburger. T: Very good!(give him a card) T: Look at the next number. What number is it? S: Two. T: What is this? S:Donut. (设计意图：游戏一共有十个数字和十个实物，这些数字和实物都是和本节课句型相关的词汇，通过这个游戏既帮助学生复习了数字，也帮助学生复习了有关食物的词汇，调动了学生的积极性！）

3. Presentation T:(ppt)Look, these delicious food. I’m hungry. Are you hungry?

S: Yes, I am. T: Let’s go to the restaurant and buy some food, OK?

S: OK! T: (ppt)Look, here is the restaurant.

T: (ppt) Look, who is she? She is a clerk. T:Please guess it. What does she ask? (设计意图：以去餐厅买东西情境导入，提高课堂趣味性，调动了学生学习的积极性，并能使学生学以致用）

S: What would you like? T: You are so clever. (give him a card) How to answer? S: I would like... T: You are great!( give him a card) T:(ppt)

Look, this is menu. What would you like? S: I would like hamburgers. T: Good, sit down. What would you like?( ask student one by one)

T: I would like one hamburger. I should ask “ How much for one hamburger?” (板书“How much for one hamburger?”)

T: Read after me “How much”, “U” pronounces “ʌ”，/mʌtʃ/.

This line read “how”, this line read “much”

T: Look at the menu. How to ask this food?

S: How much for one donut?

T: Excellent! (give her a card) T: How to ask this food? Who can try? S: How much for one hot dog? T: That’s great! (give him a card)

T: Look, what is this? S: This is chicken! T: Yes, please think it, how to ask this food?

S: How much for one chicken? T: Yes or no? No, chicken is a uncountable none. So we must use “How much is it?”（板书“How much is it?”)

T: (ppt) Look, what is this? It’s fish. Fish is also a uncountable noun. So we also use “How much is it?”(给学生讲授可数名词和不可数名词在询问价格时是不同的。之后根据菜单上的不同事物，让学生自己辨别应使用那个句型, 之后教师再加以总结强调）

T: (ppt) Look at this menu, these black words are countable nouns. We can use “ How much for...” or “ How much is it?” These red words are uncountable nouns. We can only use “ How much is it?”

T: Now, I would like one hamburger. I ask “ How much is it?” What should the clerk answer? Look at this menu. S: Ten yuan. T: You are wonderful!(give her a card) T: (ppt)Now, I’ll take two, please! Pay attention. “I’ll take two, please .” equals “ I will take two, please! Please read after me: I will take two, please! I’ll take two, please! Now, this line read “ I will take two, please! This line read “ I will take two, please!”（教师进行纠音）

4. Consolidation T: (ppt)Let’s act in pairs

For example: I am a clerk. This student is a buyer.

Clerk: What would you like? Buyer: I would like one hot dog. Buyer: How much for one hot dog? Clerk: Five yuan. Buyer: I’ll take three, please!

Clerk: OK, here. Buyer: Thanks. Clerk: You are welcome. T: Now, let’s act in pairs. Let’s begin.

T: OK, time is up. Who can act firstly?(找学生进行情景表演，表演后可以得到一张卡片）

5. Listen and Read T: Let’s listen to the movie and follow to read.

T: Firstly, let’s watch the movie. Then we listen and follow to read sentence by sentence. OK, now let’s watch.

S:Listen and read the text. 6. Exercise (PPT): 1.

for, donut, much, one, how

2.

like, what, you, would

3.

take, I’ll, please, three

7. Homework 1.You can listen and read this text fluently. 2.You can also copy the text. （设计意图：将作业分成两个层次，让同学们根据自己的能力从两项作业中选择其中一项来完成，这样可以关注到班里的每一个学生，使每一个学生得到发展。）

教学反思

1.在课堂开始把学生分为两个组进行比赛，并将比赛贯穿课堂始终，使学生能都一直保持高涨的学习热情，并调动了学生学习的积极性。

2.在开始设置了游戏的复习环节，使学生的注意力很快集中到课堂上，也增添了课堂的趣味性，该环节既复习了本节课要用到的数字，又复习了本节课要使用的食物，达到了复习的预期效果，为课堂接下来的环节做了铺垫。

1.本节课的难点在于让学生知道不可数名词不能有“How much for one...”的句型，而应该用

“How much is it?”这个句型。为了突破这个难点师应在课堂中对此知识点多设计一些练习环节，加深学生的印象。

4.课堂既应该照顾到后进生，也应该考虑到程度较好的学生，教师应有梯度进行教学，在最后的环节应适当拔高，可以设置一个思考题，如：如果出现two hamburgers 等复数形式，我们应该怎么问呢？

可是试着让基础较好的学生说出问句，也为下节课的教学进行了铺垫。