Part A优质课教案设计

Unit 3

How much is it? Language in Use I. Analysis of the students The Ss are from Grade 1. Some of them will be tour guides or work in hotels in the future. They are active and eager to learn more about their major, including English, which is very important to them. But some of them are shy to speak English because they are not good at English and afraid of making mistakes in public. So the teacher should encourage them to build their confidence to help them improve their English.

II.Analysis of the material

Language in use is the third period of Unit 3 “How much is it?” of English Book Ⅰ published by High Education Press. The unit task is to get the students to be able to ask for and give information about goods. In the first two periods, students have learnt some practical sentence structures which can be used to talk about goods. Language in use can help them to review and master these sentence structures, and put them into their real life. III.Teaching aims 1.

To improve the student’s abilities of listening, speaking, reading and writing.

2.

To consolidate the key points in this unit in real situation. IV.Teaching important points 1.

To revise the positive, negative and interrogative forms of “there be…”sentence structure.

2.

To train the students to memorize words according to their classifications of meanings. V. Teaching difficult points 1.

How to get the students to be able to make a shopping list. 2.

How to help the students know about the shopping etiquette.

VI. Morality Objectives:

Make students know about the etiquette between salesmen and customers. VII. Teaching Approach

In this lesson task-based approach，audio-lingual method, communicative approach and situational language teaching will be used. I will teach with the help of some examples and then ask students to practice by showing them some pictures and videos. I design some individual, pair and group work for students. They can improve their oral English by taking part in these activities.

VIII.Teaching procedure Step 1

Revision and lead-in

Ask a pair of students to act out Dialogue B for the whole class on the stage. Play a game with the whole class by showing the video named What’s in Sam’s room? to check if the students are able to use “there be…”.

Step 2

Grammar focus Show the video “What’s in Sam’s room?”. Ask the students to describe Sam’s room with “there be…” sentence structure.

Show another video with the positive example sentences of “there be…”. Ask the students to read the video. Teach the students how to use the positive form of “There be…” sentence structure by showing the following example sentences on the screen. Ask some individual students to read them aloud. Ask the class to pay attention to the relationship between the noun and the main verb in each sentence

There is a house in the picture.

There is a clock on the wall. There are many clothes in the shop. There are three books in the bag. Ask the students to change the sentences into the negative form and read aloud. Show a video which shows the interrogative form of “There be…”and ask the students to read after the video. Ask the students to change the four example sentences into the interrogative form. Get some individual students to read the example sentences.

Step3

Looking and writing Describe Picture 1 as an example, using “There be…” sentence structure. There is a coffee table in the room. There is a sofa in the room. There are two chairs in the room. There are some books on the coffee table. Ask students to follow the example to write down sentences to describe Pictures 2 and 3. Students should exchange what they’ve written down with their partners and correct the mistakes of each other.

Step 4

Talking and thinking Pair work. To get familiar with “There be…” sentence structure and be able to use it, students ask questions to each other. And then exchange their roles. Class work. Make some pairs show their dialogues to the whole class.

Step 5

Talking and finding Pair work. Students are asked to compare the two pictures and find out the differences between them. They are supposed to tell their partners what they have found out with “There be…” sentence structure.

Suggested answer: a There is a picture (of round dots) on the wall. There are three buildings outside the window. There are two piles of books on the desk. There isn’t a book near the cup. There is a clock near the screen. There isn’t a radio on the desk. There isn’t a basketball on the floor. There isn’t a belt on the quilt. There are two pillows on the bed. There is a cell phone near the pillows.

b There is a picture (of natural scene) on the wall. There are some trees outside the window. There is one pile of books on the desk. There is a book near the cup. There is a clock on the bed. There is a radio on the desk. There is a basketball on the floor. There is a belt on the quilt. There two pillows on the quilt. There is a cell phone near the quilt. Step 6

Reading and grouping Ask students: What is sold in Downtown Supermaket? ( Suggested answer: Many things such as salad sauce and chicken.) Group work. Every 3 or 4 students make a group and discuss how to sort the goods showed on the poster and put them into the correct shopping baskets. Check the answer with the whole class. Suggested answer: apple → pear

juice → tea, ice cream, milk rice → potato, pizza chicken → fish

Step 7

Thinking and writing Pair work 1. Show the students the picture of Scene 1. Tell them that Jack is going to hold a birthday party for his classmate Tom and he wants to buy something for the party. Ask students to follow the example of Activity 14 to make a shopping list for Jack according to what the pictures show. Pair work 2. Show the students the picture of Scene 2. Tell them that Jack wants to buy some gifts for his family. Ask students to follow the example of Activity 14 to make a shopping list for Jack according to what the pictures show.

Step 8

Looking and talking Pair work. Show pictures in Activity 21 on the screen. Talk about them one by one. Write down the following questions on the blackboard. Ask students to think of them: a)

Where is it? b)

What are they doing? c)

What does the man/woman wants to buy? d)

How much is it/are they? Is it/Are they on sale? e)

How many/much does the customer buy?

Step 9

Homework

Write down the dialogues in Activity 21.

VIII. Teaching reflection

“There be…” sentences structure is an important grammar points in this lesson. In fact, the students have learnt it when in junior middle school and most of them have a basic concept of it. What they need is to revise and solidify it. So before explanation, I show the video What’s in Sam’s room for the students to describe with “there be…”. It reminds the students of “there be…” sentence structure. And in this way I can check if they know about “there be…”. Because the class begins with something they are familiar with, the students take an active part in the class.

This is the third period of the unit. One of the teaching aims is to revise the key sentences which the students leant in Periods 1 and 2. They need enough practice and necessary error-correction. Games and activities like role-play can help them. By taking part in these activities, the students become the center of the teaching activity. And they can grasp what they should learn in this unit.