小学英语新版-牛津上海版四年级上册Unit 8 At the shop获奖教学设计

这是一份小学英语新版-牛津上海版四年级上册Unit 8 At the shop获奖教学设计，共15页。

项 目
内 容
教学目标
掌握本单元的核心词汇----Jbs。
能用What wuld yu like? 询问别人想要什么，并能用I'd like... 表达自己想要什。
能正确使用购物日常用语Can I help yu？
初步了解消中西餐具文化的差异。
重点难点
重点：Wrds:tmat、ptat、carrt、fish、meat、rice、sup、shp、tgether
Sentences: What wuld yu like？
I'd like sme tmates.
难点：1. 区别What wuld yu like?和What d yu like?的意义与用法。
区分名词的数“可数”“不可数”以及a，an，sme的正确使用。
考点分析
核心句型What wuld yu like? I'd like... 对于学生来说是全新的句型，与之前学习过的What d yu like?很相似，学生极易混淆。所以在教学时一定要帮助学生充分理解句子的意义和用法，关注I'd like 后面跟的名词的单复数。本单元中的单词既有可数也有不可数，可数名词中的tmat 和ptat的复数形式是需要学生掌握的。所以在学习本单元时 句型和食物类名词的数都是要学习强调的重点。
易错点防范
1.What wuld yu like? I'd like...的回答中忽略wuld 的缩写’d 。
复数
不可数
2.tmat 和ptat的复数形式。
3.sme+
发散延伸
一词多意的fish
当fish做名词时，是可数名词时意为“鱼”；是不可数名词是意为“鱼肉”
当fish做动词时，意为“钓鱼”
当fish表示“同一种鱼类”时，它的单复数形式相同；当fish表示“不同种类的鱼”时，它的复数形式是fishes；
2.从中西方饮食餐具及饮食习惯上了解文化的差异。可以补充中国的筷子文化和西方的刀叉文化、常用餐具knife、frk、spn和西餐中左手用叉右手用刀的用餐礼仪等。
学习方法
充分结合微课学习熟悉句型和单词。（提前做好预习任务）
利用口诀记忆、联想记忆、等方法记忆本单元的单词。
EG： t+ma+t 西红柿中间ma , 两个t 两边飞。
meat里面有个吃eat
3.通过UMU及一起作业线上线下相互结合即学即练，及时巩固所学。
学情分析
学生在三年级中接触了食物类的主题，本单元是在三年级主题上的进一步扩充，同时难度也进步增加。 学生在学习的过程中和可能忽略和混淆What wuld yu like?I'd like 和What d yu like? I like 的意义和用法，这是我们需要帮助孩子解决好的一大问题。同时我们对于句型的运用也要扩展到更多的场景中去，让孩子们可以更好的运用本单元的主句型，让学习的内容更加实用。
Date
Perid
1
Subjects
Cntents
Unit 8 At the shp
Preparatin
Teaching
aims
Be able t read and write the wrds abut different fd.
T help students knw the wrds better by using the shpping list.
Main pints
Wrds：tmat、ptat、carrt、fish、meat、rice、sup
单复数及不可数的运用。
Cmpare
一词多意的fish
当fish做名词时，是可数名词时意为“鱼”；是不可数名词是意为“鱼肉”
当fish做动词时，意为“钓鱼”
当fish表示“同一种鱼类”时，它的单复数形式相同；当fish表示“不同种类的鱼”时，它的复数形式是fishes；
Prcedure
Remark
ntes
Free talk
Step1 Greeting
Gd mrning ,bys and girls.
Hw’s the weather tday?
I am very happy t meet yu n a sunny day.
Step 2 Intrduce sme pictures abut fruit we’ve learnt and talk abut what kind f fruit they like .
T: Lk ! I have sme fruit . What d yu like?
S1: I like apples.
S2: I like bananas.
T:(write the wrds f fruit n the Bb)
Shw mre pictures f fd and drinks and encurage Ss t chse and describe.
S1: I like candy. It is sweet .
S2: I like milk .It is sweet.
将食物的单词贴在黑板上并和学生就喜欢的水果进行free talk并将所说的食物单词写在黑板上，让全班学生朗读或拼读，以此帮助学生复习已学过的食物类单词。

设置情境复习有关购物的基本知识帮助学生回忆起3B当中的相关内容。同时为接下来的学习做铺垫。
出示购物清单，通过与学生讨论购物单引出并学习生词。
通过There be句型练习新单词，旧句型套新单词降低难度同时又是对there be句型的一个复习。
这里先出示已知句型I want... 作为铺垫然后引出本单元的具有相同意思的表达 I wuld like ... 学生更容易理解。
考查学生拼读和观察的能力，进一步帮助学生熟悉单词的拼写。
出示不同数量的食物图片让学生快速大声的说出帮助学生巩固新学单词。
完成购物单老师在介绍的过程的不停的重复运用I wuld like 这一句型，给学生一定的输入帮助学生再一次熟悉句型。
鼓励学生在小组里制作简单的购物清单并用句型I wuld like ... 进行练习
New item
Step 3 T review hw t d a shpping in a shp
T: I need t g shpping . I’d like three apples five ranges and tw bananas. Hw much are they?
S:
T: Hw much are tw ranges and six
apples?
S:
Step 4 T intrduce and learn the new wrds carrt\ tmat\ ptat\ fish\meat and rice.
T: My mther give me a shpping list.(shw the shpping list ) I need t get these things. Let’s see what’s n the list.
Mum’s shpping list
Pint t the different picture and learn the wrds.

tmat--tmates
ptat-- ptates

※ wuld like 中的like在这里并不表示喜欢不能只看表面，wuld like= want 想要。
Intrduce and learn the wrd fish
One fish
tw fish
fish(鱼肉)
[ intrduce sme ther fd that is uncuntable ]
sme rice

a bwl f rice
chicken
prk
beef
muttn
sme meat

Teacher leads t read and spell the wrds .
Quick respnse
T shws the different pictures and students lk and say quickly. Eg: tw carrts. five ptates.
Step 5 T finish the shpping list.
Mum’s shpping list
Have Ss fill the shpping list.
Teacher intrduce the shpping list .
T: I wuld like tw carrts. I wuld tw tmates and three ptates. I wuld like sme meat and rice. I als wuld like ne fish.
Step 6 Sentence drill
T:（Shw the picture f my dinner ）This is my dinner. What d I have fr dinner?
S:
T: What wuld yu like fr dinner? Make a simple shpping list in grups and then invite sme grups cme t the frnt and shw.
I wuld like a\an\
Summary
We knw sme wrds f fd. Sme f them are cuntable and sme f them are uncuntable. We must be careful when we use them. Nw let’s read and spell then again.
Remark
再次巩固本节课单词
ntes
Blackbard
Design
Unit 8 At the shp
想要=want
Date
Perid
2
Subjects
Cntents
Unit 8 At the shp
Preparatin
Teaching
aims
Be able t find ut what ther peple want with the sentence patterns
-What wuld yu like?
- I’d like
Be able t read and understand the dialgue f “Listen and say”
Main pints
wuld like 的读音及理解，学生在读wuld like的缩写时很容易忽略’d.
单复数及不可数的运用。
Cmpare
wuld like和 want
I wuld like常常要比 I want更有礼貌。
wuld yu like？要比d yu want？更有礼貌，也更殷勤。
Prcedure
Remark
ntes
Free talk
Step1 Greeting& quickly respnse
Gd mrning ,bys and girls.
Nice t see yu again.
--What can yu d?
--I can...
--Can yu Yes, I can. N, I can’t.
Step 2 Review the wrds abut fd.
Flash cards and Ss say the wrd quickly.
Stick all the wrds n the Bb and ne minute fr Ss t spell and familiar the wrds. Then play a wrd scramble game .
Shw a picture f a shp and talk abut the fd they can see in the shp.
T: What can yu see at the shp?
S1: I can see
快速问答调动学生的积极性同时调整孩子的状态为学习做好准备
考查学生拼读和观察的能力，进一步帮助学生熟悉单词的拼写。
通过商店的图片引发讨论，这里涉及的食物不仅是本单元的同时也是为下一环节做铺垫。
观看微课，了解熟悉句型在不同场景下该如何运用。

视频中出现的是I’d like 在这里可以给学生适当解释并强调是wuld like的缩写并尽量要求学生多跟读几次
练习感知句型
学生在这里可能会出现单复数或不可数名词用错的情况教师要及时纠正。
学习短文设计层次不同的问题助学生进一步理解熟悉课文内容
即学即用，将核心句型和之前学习过的购物场景联系起来帮助孩子们在生活中运用句型。
New item
Step 3 Intrduce the vide t knw abut shpping .
T: Bys and girls , if yu have 20 yuan ,what wuld yu buy in the shp ? Befre shpping let’s watch a vide abut shpping tgether.
In a restaurant \KFC
What wuld yu like t eat\drink?
In a shp\market
What wuld yu like?
Have Ss take ut their shpping we’ve dne last lessn and d the sentence drill.
T: (shw my list ) I wuld like sme milk and bread .What wuld yu like?
S1: I’d like sme carrts and fish.
S2: I’d like sme ptates and an ice-cream.
Step 4 Mrs Li and Kitty are shpping at a shp . Let’s listen t the text tgether and answer the questin.
Questins:
Where are they ?
What wuld they like ?
Hw much are they?
T listen again and fill Kitty and her mther’s shpping list.

Shpping list
Sme candy
Sme range juice
Kitty
Shpping list
Sme tmates
Sme eggs
Sme ptates
Sme carrts
Mrs Li


T listen and read sentence by sentence then have a rle play in grups .
Step 5 Ask and answer
Teacher demnstrate first and divided the class in grup f six and practice.Then practise accrding t the pattern belw.
--What wuld yu like ?
--I ’like sme carrts,please.
--Here yur are.
--Thank yu. Hw much ?
-- 2 yuan .
--Here yur are.
--Thank yu.
Summary
Afternn learning the text we knw and practice hw t buy smething. Yu can als teach and practise with yur parents.
Remark
总结今天所学并鼓励孩子们多练习
ntes
Blackbard
Design
Unit 8 At a shp
--What wuld yu like？
--I ’
Hw much is it\ are they?
Date
Perid
3
Subjects
Cntents
Unit 8 At the shp
Preparatin
Teaching
aims
Be able t understand the meaning f the text
Be able t read with apprpriate prnunciatin and intnatin.
Main pints
1. I’d like
2. a pair f glasses
Cmpare
glasses是眼镜和玻璃杯的复数
例：I have a pair f glasses.（眼镜） I have many glasses.(玻璃杯)
glass是玻璃杯的单数 例：I have a glass.
Prcedure
Remark
ntes
Free talk
Step1 Greeting & revisin
Gd mrning ,bys and girls.
Hw are yu tday?
Flash card t read and spell the wrds tgether .
Ask and answer
What wuld yu like?
I ’d like a\an\
课前热身巩固之前学习的内容
老师带着眼镜进入教室学生会很快发现这一变化同时表现出的积极性会很高
这一环节通过出示不同类型的眼镜鼓励学生用学过的形容词进行描述达到练习巩固的目的。
在这里同时也为孩子们拓展了3D glasses、sunglasses 这些课外内容。
设计购物环节并融入购物时的日常用语使学习内容生活化实用化。
谜语猜出故事的主人公，激发孩子们的学习兴趣
第一遍听音并回答相应的问题，熟悉故事内容
难度提升环节，将听到的内容书面化，教师要在这一环节解释帮助学生。
听看环节，视频中找出老师提出的问题，培养学生观察收集信息的能力。
读课文最后一幅图查找有用内容来解决老师提出的问题，这里给出的句子与课本内用稍有不同需要学生动脑思考
New item
Step 2 Intrduce and learn the key wrd glasses.
T: [wear a pair f glasses] Bys and girls I think yu have already nticed I am different tday.
S: Yes, Yu wear glasses tday.
glasses 眼镜
T: Gd jb. Tday let’s talk abut glasses .
a pair f glasses 一副眼镜
T: We always use the plural frm f the wrd
glasses .
Shw sme pictures f different glasses
T: Here I have sme different glasses. What wuld yu like ?
I’d like a pair f _________ glasses.
Make a small dialgue
Mr Panda has a big glasses shp .Thse glasses all cme frm Mr Panda’s glasses shp . Let’s g and buy a pair f glasses .
10
Ss try t make a small dialgue accrding t the patterns belw.
8
5
7
3
2
A: Can I help yu?
B: Yes, I’d like a pair f__________.
A: Here yu are.
B:Hw much are they? Thank yu .
A:... yuan.
B: Here yu are. Thank yu .
Step 3 Intrduce and learn the stry.
T: [shw a picture f a glasses shp ] Lk this is a glasses shp. There are tw animals want t buy glasses. Let’s read and guess wh they are. [shw the riddles]
It is small. It is gray.
It has small eyes.
It has a lng tail.
It is afraid f cats.
It is big.
It has a lng nse and big ears.
It likes fruit.
Listen and answer the questins.
Q1.Wh has a glasses shp ?
Q2:Where are the muse and elephant?
Q3. What wuld the muse and the elephant like ?
Listen it again then lk and say.
T shws the picture f muse and elephant . Ss lk and describe.
The muse ____ small.
The muse ____ small eyes.
The muse wuld____ a pair f ______ glasses.
The elephant ____ big.
The elephant ____ big eyes.
The elephant_____like a pair f _____ glasses.
Intrduce and learn the new wrd “magic”
T: The muse and the elephant want t play tgether. But the muth is t small and the elephant is t big. Hw can they play?Let’s watch the flash and see hw they can play .[play the flash]
T: Hw can they play ?
Ss.: Mr. Panda has sme magic glasses.
magic [phnic]
Fllw t read

T: This is a pair f magic glasses. Why it is magic? Please read the last picture and tell me.
I put n my magic glass. Ww! Yu are ___.
I put n my magic glass. Ww! Yu are ___.
T enjy the flash f Panda’s glasses shp and fllw t read。
Summary
Step 5 Students wrk in grups t read the text picture by picture .[If they have enugh time they culd act it ut in grups] .
Remark
回归课本在读课文并尝试演一演。
ntes
Blackbard
Design
Unit 8 At the shp
glasses 眼镜
a pair f glasses
What wuld yu like?
I ’d like a\an\
Can I help yu ?---购物常用语“您需要什么？”
Date
Perid
4
Subjects
Cntents
Unit 8 At the shp
Preparatin
Teaching
aims
Be able t ask and answer the questins abut jb .
T finish the cntents n the wrkbk .
初步了解中西餐具文化的差异。
Main pints
The key sentences :What wuld yu like？ I’d like sme ... .
The spelling and writing f the wrds abut fd.
Cmpare
从餐具使用上看中西文化差异
中方：杯子、盘子、碗、碟子、筷子、匙羹等几种。
西方：刀、叉、匙、盘、杯等, 刀又分为食用刀、鱼刀、肉刀、奶油刀、水果刀, 叉又分为食用叉、鱼叉、龙虾叉。
筷子刀叉是中西餐桌礼仪最基本差异。刀叉和筷子，不仅带来了进食习惯的差异，还影响了东西方人生活观念。刀叉必然带来分食制，西方一开始就分吃，由此衍生出西方人讲究独立，子女长大后就独立闯世界的想法和习惯。而筷子带来的合餐制，突出了老老少少坐一起的家庭单元，从而让东方人拥有了比较牢固的家庭观念。筷子的特点是“以不变应万变” 刀叉的出现比筷子要晚很多。著名的物理学家、诺贝尔物理奖获得者李政道博士曾说“筷子是人类手指的延伸，手指能做的事它几乎都能做，而且不怕高温与寒冷。真是高明极了！
Prcedure
Remark
ntes
Free talk
Step1 Greeting & revisin
Read and fill in the gaps t review the wrds f jb .
c_ rr _ t , r _ c _ , t _ m _ t _ ,
_ _ sh, pt _ t _ , m _ _ t ,
Read and put the wrd int the right bx
ice-cream, apple , candy, ptat, tmat,
water, biscuit, rice, pear, banana, juice,
meat, lemn, bread,egg
不可数
可数
物质类不可数名词：
A: 液体类单词不可数： milk ，juice， water
B:食品类： fish 、meat、rice、candy
Lk and say
Students practise the key sentence pattern accrding t the examples n the exercise bk page 46
挖空练习巩固单词
单词分类区分名词的数并简单总结不可数名词的特点
结合练习册46页图片练习巩固句型，此环节时间要控制在5~7分钟并且老师要及时的给与学生指导。
在老师的帮助指导下完成unit8的练习内容
New item
Step 2 T d the exercise bk with teacher ‘s help .
Teacher checks students’ answers, wh finishes the exercise quickly. Then let students crrect their mistakes.
(The students wh d the exercise slwly still g n ding exercises.)
Teacher explains the exercises simply. Let students listen and crrect their mistakes.
(The students wh finishes the exercises quickly recite the text by themselves.)
Step 3 Culture Crner
T： Intrduce the different habit between Chinese and Western cuntry.
T: T knw the name f different tableware.
补充西餐餐具的摆放
Summary
Step 4 We’ve dne a great jb tday. We nt nly practise the key sentence , finish the exercise bk but als knw the tableware between Chinese and Western cuntry . If yu want t knw mre abut the difference between Chinese and Western cuntry ,yu culd surf the internet with yur i-pad and share fr us .
Remark
延伸到课下，鼓励学生查找分享关于餐具及饮食文化的差异。
ntes
Blackbard
Design
Unit 8 At the shp
c_ rr _ t , r _ c _ , t _ m _ t _ , _ _ sh, pt _ t _ , m _ _ t ,