小学英语清华大学版五年级上册Unit 2 Let’s go shopping!教学设计
展开Unit 2 Let’s go shopping !
Lesson 11 教学设计
一、教学材料
授课年级：小学五年级
授课教材：清华2011课标版（一年级起点）五年级上册
授课课型：新授听说课
二、教学内容分析
本课时是新授课，学习内容包括：三个生词jacket，size, large和购物常用句型，例如Can I help you? What size do you wear? I wear large. How much is it? 等。本课时从有关服装的free talk出发，通过构建生活化话题的真实语境，带入部分新知；再着眼于文本，带领学生归纳出购物双方的常用语句，并能进行问答的合适匹配，知道什么场合应说什么话，实现交际功能。在理解购物常用语的基础上，学生能用英语谈论自己想象的购物场景，部分学生能达到即时输出的效果。
三、学情分析
本课时的教学对象是小学五年级学生，他们经过两年多的英语学习，已经具备一定的听、说、读、写英语的能力，有一定的英语知识储备，且具备逻辑思维能力。
在学习本课时内容之前，学生已大致了解服装的相关词汇，已掌握一些礼貌用语，基本能够自己认读出本课目标句型中的所有单词，为本课时的学习奠定了良好的基础，但学生未必能充分理解和在不同情境中恰当运用这些句型。
基于以上学情，本课时将在复习相关旧知的基础上，充分利用听前的viewing让学生学会利用标题和插图预测文本内容的能力，并让学生在理解新内容的基础上，结合图片拓展部分的语言支撑，通过小组合作，创编出一段母亲节陪妈妈购物选礼物的对话。
四、教学目标
（一）语言能力
1、能学会根据文章标题和插图提前预测文章内容的能力。
2、能结合礼貌用语，运用常用的购物句型进行情景对话。
（二）文化意识
1、能体验买卖双方的不同角色，礼貌用语，彼此尊重。
2、能关注自己和家人的购物喜好，并敢于在购物中充当积极沟通的角色。
（三）思维品质
通过口头提问、句型归纳等活动，能提高学生的逻辑思维能力。
（四）学习能力
1、能在有意义的情境中充分理解英语，激发英语学习兴趣。
2、能在真实的语境中用英语表达，增强英语学习动机。
五、教学重点、难点
教学重点：掌握多角度谈论同一物品的问答技巧，掌握常见购物句型并区分营业员和
顾客的不同用语。
教学难点：脱离文本的服装购物情境，创编现实生活中购买其他类型商品的对话。
六、教学设计理念
本课时基于交际语言教学基本原则和交际互动的教学理念设计，采用多个活动环节贯穿教学程序并实施教学，实现基于意义情境下的语言输入与真实语境下的语言交际。
七、教辅手段
词句卡片、课件
八、教学过程
Teacher’s Activities | Students’ Activities | Intentions |
Step 1 Warm-up & Lead-in ( Free talk ) | ||
Greet with Ss. Free talk about the colour, price, size and shopping place of T’s T-shirt. | Greet with T and try to analyze T’s T-shirt from different aspects with T’s help. Get to know about the department store. | To naturally lead Ss into the topic. To arouse Ss’ interest and create learning expectation. |
Step 2 Pre-listening ( Viewing & Prediction ) | ||
Leads Ss to focus on the title and the three pictures first. Ask questions about what they can predict according to them. | Read the title and view the three pictures first. Pay attention to every detail in the pictures and guess what happens. | To activate Ss’ existing . To encourage Ss to predict by viewing. To reduce difficulties of the following listening activity. |
Step 3 While-listening | ||
( 1 ) First listening | ||
Present the questions on the screen and play the recording. Check the answers together. | Look at the questions and then listen to the dialogue without looking at the text. Answer the questions and check. | To help Ss check their prediction about the dialogue. |
( 2 ) Second listening | ||
Present three more questions about the detail of the dialogue and ask Ss to listen and find the answers. Then check the answers. Lead Ss to find out the reason why the boy changes the size of the jacket. | Look at three more questions and listen again. Focus on the details of the dialogue. Think about the reason why the boy changes the size of the jacket. Find the key words. | To better understand the story by focusing on detail information. To relate to real life and understand the customer’s need of changing the size. |
Step 4 Post-listening | ||
( 1 ) Read and Classify | ||
Ask the Ss about the two occupations in the dialogue. Ask them to think about how they talk and lead them to find the sentences for the salesperson and the customer. | Read the text and find the sentences for the two different roles. Read the sentences after the teacher and try to understand them. | To realize the difference between the salesperson and the customer. To improve understanding of the dialogue. |
( 2 ) Match the sentences |
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Ask Ss to match the questions and the answers. Check the answer and read them aloud. | Find the best answer to the questions. Read after the teacher and check the pronunciation and intonation of the useful sentences. | To make sure that Ss know the exact meaning of these sentences and know how to use them in pairs. To check Ss quick response. |
( 3 ) Read after the Recording. | ||
Play the recording sentence by sentence and ask Ss to read aloud and imitate its pronunciation and intonation. | Read after the recording and check their pronunciation and intonation. | To check Ss pronunciation and intonation. |
( 4 ) Extension | ||
Show some pictures of people’s shopping conversation of real life. Read their words with Ss. | Look at the pictures and read the sentences with T while enjoying the relaxing background music. | To give more language support for the following activities. To relax Ss in the middle of the class. |
( 5 ) Make a New Dialogue ( Half-controlled Practice ) | ||
Show the three pictures of different clothes with price tags. Ask Ss to read the sample dialogue. Ask Ss to work in pairs and choose one picture to make their own dialogue. Ask some pairs to stand up and read their dialogue. | Read the sample dialogue. Choose one picture and work in pairs to make a new dialogue. | To make Ss put what they learn today into practice of low difficulty. To get ready for the last difficult task. |
( 6 ) Make a New Dialogue and Act it Out ( Open Practice ) | ||
Remind Ss of the following Mother’s Day. Ask Ss if they have thought about the gift for mum. Then ask Ss to work in groups of three or four to make their own dialogue. Ask some groups to act in the front of the classroom. | Think about the gift for mum. Work in groups of three or four. Arrange the roles and make a new dialogue. Act it out. | To set a real life context for Ss to talk in groups. To internalize the use of language points. To relate Ss’ life with what they have learned in this lesson. |
Step 5 Homework | ||
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九、板书设计
清华大学版五年级上册Unit 2 Let’s go shopping!教学设计及反思： 这是一份清华大学版五年级上册Unit 2 Let’s go shopping!教学设计及反思，共2页。教案主要包含了教学目标，教学重点，教学难点，教学方法，教学准备，教学过程，作业布置等内容，欢迎下载使用。
小学清华大学版Unit 2 Let’s go shopping!教学设计： 这是一份小学清华大学版Unit 2 Let’s go shopping!教学设计，共2页。教案主要包含了教学目标，教学重点，教学难点，教学方法，教学准备，教学过程，作业布置等内容，欢迎下载使用。
英语Unit 2 Let’s go shopping!教学设计： 这是一份英语Unit 2 Let’s go shopping!教学设计，共3页。教案主要包含了教学目标，教学重点，教学难点，教学方法，教学准备，教学过程，作业布置等内容，欢迎下载使用。
