Cppt课件配套教案内容

Wendy X.F. Qiu

Xintang Town Central Primary School

Teaching Plan for Unit 6 Shopping【1st period】

邱贤芳

新塘镇中心小学

Part One: The analysis of the teaching materials 1. Teaching material: Unit 6 Shopping (Book 4 PEP, P58-65) , shopping is the function, and shopping for clothes is the topic. Words on clothes, which learned in unit 5, will be appeared again in this unit. So for effective teaching and learning, it’s necessary to review them.

2. Teaching arrangements: There will be 7 periods for this Unit, and today will focus on the 1st period. The 1st period:P58, Let's talk & Let's play The 2nd period: P59, Let's learn & Complete and say The 3rd period: P 61, Let's talk & Let's act. The 4th period: P 62, Let's learn & Let's play The 5th period: P56, P62, Let's learn & Let's play The 6th period: P63, P64, Read and write, Let's check & let's sing The 7th period: P60, P65, Let's spell, Listen and chant & Story time 3. Teaching key points:

New words: gloves, scarf, umbrella, sunglasses, pretty, expensive, cheap, nice

Sentences: Can I help you? Yes. These shoes are nice. Can I try them on? Size 6, please.

They're too small. How do you like this skirt. How much is this skirt? It's $ 89. The highlighted parts are the key points for the 1st period. 4.Teaching difficulties:

The use of “These.... are nice.Can I try them on. They are too small. They are just right.” for the 1st period. And the use of “How much is...?” while talking about the price in the other periods.

Part Two : Teaching objectives

1. Language items and skills:

Briefly, students are supposed to grasp the new words and sentence patterns, read them fluently, write them properly, recognize them correctly, and use them elegantly in a shopping situation, as written in "The Teacher's Book" P113.

2. Emotion attitude, culture awareness and learning strategies: Students are supposed to communicate with each other properly and elegantly, know the English expression of large size, medium size and small size, and the difference of shoe size between Chinese and oversea, and know the currency name and symbol of major English-speaking countries in the 4 period.

Part Three: The analysis of students’ learning status Students begin to learn English from Grade Three.They don’t know much words or structures. Most of them are 11 years old. They like playing games, be curious about the outside world. Learning in games and activities are their favorite.

Part Four: Teaching approaches:

Task-based teaching and learning approach will be used, which features as with communicative practice, whole class practice, questions and answers, chain production, information gap and activities related to an authentic context. Students learn and use the language in a rather real situation in class.

Part Five: Teaching and learning Strategies: 1. As for teaching aids there will be CAI, paper clothes, clothes, which will make the teaching contents more vivid, more interesting and easier to be understood.

2. There will be games, competitions, acting activities to meet the students psychology level, to motivate their participation, let them learn by playing, learn with fun.

3. TPR, facial expression, body language will be used while teaching the new language items. 4. Group work and pair work will be used, which will be helpful to develope students’

skill in communication and co-operation, let them learn from each other, help each other.

5. As for evaluation, self-assessment, peer’s assessment, teacher’s assessment will be used, which will

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Wendy X.F. Qiu

Xintang Town Central Primary School

help students to get awareness of their own learning process and develope their reflective thinking.

Part Six: Teaching procedures for the 1st period:

A. Pre-task: Warming up (3 minutes) 1.

Create a shopping situation to review the words on clothes. T: Hello, boys and girls. Today we are going to learn Unit 6 shopping. (write the title on the blackboard, and guide the students to read the title. Then, point to the PPT) Look, there is a Clothes Shop. Let’s go and see. Wow, there are so many clothes. Can you tell them? (Show the words one by one for the students to read out together.) ( Reviewing the words on clothes is just getting ready for learning the new contents.)

B. While-task: Presentation & practice 1. Learn the sentence patterns“ These...are nice. This ...is nice.” (5 minutes)

T: (Point to the PPT)Look, these shoes are nice. I like them. Do you like them?

Ss: yes.

(Show the sentence “These shoes are nice.” on the screen, and write it on the blackboard. Require the students to make sentences like that. Invite 4 individuals to make sentences with a specific picture, then summarize the use of “is” and “are” . After that require whole class make sentences together. )

(This part is to prepare the students for the shopping dialogue. When they have more input, they will with better output.) 2.

Lead in the dialogue, play the VCD, learn the new language items step by step. （8 minutes）

T: It’s a nice clothes shop, isn’t it? There are so many nice clothes. Now John and his mother are at a shoe shop. (Play the VCD, point to the shop assistant and say）Look, this is the shop assistant. What will she say to John’s mum? Can you guess? Will she say “Welcome”? OK. Listen carefully, try to find it out. (After the first watching:) T: Does she say “welcome”?

Ss: No.

T: What does she say?

Ss: Can I help you?

T: Bingo. “ Can I help you?” Do you know what does it mean?

S1: 我能为你做点什么？

T: Right. She says “Can I help you?”

( Write the sentence on the blackboard and require the students read after, then check and train it group by group. ) ( The first watching of the cartoon, aims at getting a general idea about the dialogue. A question before watching let the students be more focused.) T: John and his mother are looking for shoes, do you know what size? Size 6, Size 7, or ...?Let’s listen again and try to find it out. (Play the VCD. Encourage the students to imitate.) (After the 2nd watching:) T: What size? (If the student can’t remember, give them hints “Size 6 or Size 7?”)

Ss: Size 7. T: You are right. Size 6 is too small. Size 7 is just right. ( Write the sentence on the blackboard and require the students to read after. Teach the word “size”, the differnentce of shoe sizes among countris, then the sentences.) T: Size, s, s [s], [s], size. i, i, [ai],[ai], size. Size 6, Size 7. Do you know what does it mean by size? S1: 码数。

T: Very good. Size 7 in America is about Size 36 in China. The shoes size are different among countries.

I wear Size 36 for shoes. I wear Size S for clothes. My T-shirts, skirts, sweaters, jackets are all Size S. What about you? Are your T-shirts Size S, Size M, or Size L?

( Write “ Size S, Size M, Size

L” on the blackboard. Point to these words and ask the students for the Chinese meaning.)

Ss: Size S小码，

Size M

中码，

Size L大码。

T:You are smart. (Then, require the students read together.)

That’s for size. What about “ too small”?

( If they can’t tell, take a student’s coat and try to put it on, and say “Oh, it’s too small.”

to demonstrate the meaning of “too small”.)

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Wendy X.F. Qiu

Xintang Town Central Primary School

S1: 太小了。

T: Great. Then “ too big’?

S: 太大了。

T: So clever！What about “ They are just right?

S1: 他们刚好。

T: So smart. Now read after me.

(Then, require the students to make sentences according to a specific picture and teacher’s gesture .)

T: Too small, too big, too long, too short are not good. Just right is fine. Now let’s watch again, this time read it out at the same time, and underlined the words you don’t know.

(After the third watching:) T: Any new words or sentences you don’t know?

( See if there anyone hands up to show his/her questions. If there are not any, just check: ) T: So you know the Chinese for “ Can I try them on?”

(Write the sentence on the blackboard, and ask one student for the Chinese meaning.) S1: 我可以试试吗？

T: Great. For shoes we say “Try them on.” What about a jacket? “Try them on?”

S1: No, Try it on.

T: Excellent! “ It” for single, “them” for plural.

( Write “Can I try it on?” on the blackboard. And require the students to read together. Require them to say “Can I try it on?”or “Can I try them on?” according to a specific picture. First, whole class, then 3 individuals.) T: What about “Let’s try Size 7.”?

S1:让我们试试7码。

T: John’s mother says “ Let’s try Size 7.” As for John, he may just say

(Gesture to guide the students to say) “ Let me try Size 7.” You know the difference?

S1:Let me try Size 7.让我试试7码。

T: So smart! (Teach the new language items within a situation, with objects, or facial expression and body language, which will help the students understand it better and faster. Ask the students the Chinese for a specific sentence or a word, make sure they understand the meaning. Whenever teach the key points, write them on the blackboard, so as to attract the students attention and have a better impression. )

C. While-task:Consolidation & Extension 1. Reading and acting. (8 minutes) 1.) Listen and read after the VCD sentence by sentence. 2.) Give dubbing to the cartoon. ( Divide the students into three groups, one will be John, one will be John’s mother, and one will be the shop assistant.) 3.) Read and act in groups of three. (While the students are practicing in groups, walk around to give support when it’s necessary.) 4.) Check 2 groups’ acting.

(Reading practice is necessary for fluency. Dubbing, reading in groups makes reading not so bored. Acting is fun.) 2. Let’s play. (5 minutes)

T: You did a very good acting. Now, let’s have a guessing game. Look at the screen. Zhang Peng and Sarah are playing “Assistant and Customer.” There’s something missing in the dialogue. Let’s guess what they say. A right answer will earn one mark. See boys or girls will win the game. ( Play the game with PPT .) The guessing game will be like that:

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Wendy X.F. Qiu

Xintang Town Central Primary School

( A competition helps to get the students attention, makes learning more interesting and creates a better learning atmosphere.) 3. Students make their won shopping dialogues in groups. (8 minutes) Take out different sizes of clothes, make the platform as a shop, invite 2 volunteers for help to sat an example, one will be the assistant, the other and the teacher will be customers. The example will be like that, using some other learned expressions as well, so as to encourage and guide the students to use the language.

S1( assistant): Hello. Can I help you?

S2( customer 1): Yes. This jacket is nice. Can I try it on? Size S, please.

S1( assistant): Of course. Here you are.

S2( customer 1): Oh, no. It’s too small. Let me try Size M, please.

S1: (assistant) :OK. Here you are.

S2( customer 1): It’s just right.

S1( assistant) : Good afternoon. Can I help you?

T ( customer 2): Good afternoon. Can I try these on?

S1( assistant) : Sure. Here you are.

T ( customer 2): No. They are too long. Can I try Size 27?

S1( assistant) :Of course. Here you are.

T ( customer 2): Good. They are just right! (Show the key structures on PPT as support to them. Check two groups’ practice later.)

(This part is for the students to use the language, to develop their creativity, and the ability of using the language. ) D. Post-task (3 minutes) 1.

Summary

Point to the blackboard to guide the students to tell what we learned this period.

T: A nice shop assistant, and customers. Can you tell me what we learned this period?

S1: Shopping.

T: Yes, we learn about shopping in English. We know that while shopping, the shop assistant will usually say “ Can I help you?” ( Point to the blackboard and guide the students to say.) And we also learn these useful expressions. (Point to the blackboard,require the students to read it together.）“this, it, is” for single, “these, they, are” for plural. Remember when we buy clothes, we buy the right Size, too small or too big is not good, just right is fine. 2.

Homework 1.) Read the dialogue fluently. Try to recite it. 2.) Copy the dialogue once, or write your own shopping dialogue. 3.) Finish the exercise and evaluation in the worksheet. 4.) Prepare for the next class P59.

Blackboard Writing:

Unit 6 Shopping

Let’s talk & Let’s play

Can I help you?

These shoes are nice. Can I try them on?

short

Boys Girls

Of course. Here you are.

This hat is nice.

Can I it on?

long

It’s too small.

They are too small.-Size 6 is too small.

too

big

It’s just right.

They are just right.-Size 7 is just right.

Size S/ M / L/ XL

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