Howmuchisit教学设计.doc

Unit 3 How much is it？
（第二课时 教学设计）

一、 学情分析
本班为09届高一专业班。根据调查，本班学生多数英语基础非常薄弱，部分学生由于学习兴趣不浓，学习主动性不够。更多学生的学习惰性较强，所以，当务之急是要激发全体学生学习兴趣，唤起他们的自尊、自信，培养他们的语言综合运用能力。 为了调动课堂气氛，吸引学生，在教学设计中我充分利用直观教具和电化教学手段，利用多媒体课件教学，创设真实情境，力求帮助学生在真实语境中掌握词汇，培养他们运用并解决实际问题的能力，从而在课堂上体现出英语教学的实用性的特点。
二、教材分析
本课时系教材《英语1》基础模块 高教版）第三单元的第二课时，是 Listening and speaking中的Dialogue B，内容包括：部分常用商品和常见购物场所的词汇、买卖商品活动中展开的对话，以及关于商品信息的词汇。
这些内容是整个单元学听说课的重点，为学生学以致用的语言表达活动提供了语言铺垫。因为购物是一个与我们生活密切相关的话题，这有助于吸引学生的学习兴趣，帮助学生积极开展英语日常会话。
三、教学目标
1. 知识目标
⑴帮助学生复习并运用上节课学的商品及购物场所的单词。如bakery，supermarket。
⑵学生能掌握购物双方所使用的基本句型，如：
What can I do for you?
I’d like to buy….
How much is the cake?
Two yuan a kilo.
I’ll take….
（3）使学生理解关于商品信息的词汇，如：quality，unit price，amount，signiture。
2. 能力目标
⑴通过听力与朗读提高学生听说能力；
⑵通过学习购物常用句型提高学生英语交际口语能力。
3. 情感目标
引导学生热爱生活，积极投入社会，享受沟通乐趣。同时有意地培养学生团队合作意识。
4．教学重点、难点
⑴教学重点
通过学习顾客与售货员之间的对话，学生能顺利进行商品买卖活动，并理解商品基本信息
⑵教学难点
学生运用提高听力效果的策略——以表格形式记录关键信息，理解购物发票各项目的含义。

四、教学步骤
Step One Lead-in （9min）
1. Movie show (6min)
Teacher shows a short movie about shopping in a big shopping mall. Then the teacher ask students to answer these questions:
What is she doing?
Where is she now?
What did she buy just now?
Do you think all the goods she bought is useful or not?

（设计意图:用电影《购物狂》中的经典片段来引入新课，同时复习上节课所学知识帮助教师一下子将学生引入真实购物场所。同时教师应及时引导学生此类购物现象是不可取的。）

2. Brainstorming (3min)
Teacher says, “Yes, most of the goods she bought is useless and it’s really a waste of money. So before buying something, what information of the goods will you always pay attention to? That means what items should you consider？”
Studens give different opinions（Chinese is ok.）, such as: 价格、质量、生产日期。。。。
item
?
?
?
?
?
?

（设计意图:让学生展开想象，自然引入生词---item. 由item 过渡到quantity, unit price, amount等本课重点词汇。按照本班实际情况设想，学生的回答大多为中文，让他们产生迫切希望知道相关的英语的欲望能激发他们的学习主动性。）

Step Two Listening (Activity 7, 8) (10 min)
1. Activity 7. Listen and tick. (5 min)
Teacher says, “Jerry is my friend, she always goes to the supermarket to buy something. Usually she will buy the goods.(Showing pictures) Can you name them?”
Then the teacher asks the students to read the words together, paying attention to the pronunciation.
The the teacher says, “Unluckily, some goods is sold out. What’s it?
Listen to the tape carefully and tick the goods that is sold out.

(设计意图:本班学生听力能力很差，教师先让学生一起用英语说出图片中的物体，这能降低听力的难度。图片的直观性还能帮助学生更容易记住单词。)

2. Activity 8. Listen and complete. (5 min)
Teacher says, “Now Jerry can only buy pizza and cake, right? But she is very busy now, can you help her?”
Students listen to the dialogue and finish the invoice individually. Then the whole class check the answers together.
Teacher introduces a tip on how to make the listening activity more efficient: Write down the key words of a dialogue in a form.
Listen again if necessary.

（设计意图:该步骤旨在唤醒学生乐于助人的精神，让他们主动投入到听力训练中。教师对于听力策略的提醒，能帮助学生形成科学高效的学习方法。）

Step Three Speaking (Activity 9 , 10, 11) (20min)
1. Read and filling the blanks. (3 min)
Students read the dialogue in Activity 9 individually, then ask the students to devide the dialogue into 2 groups, and the teacher writes down the sentences on the blackboard:
Customer( )
Salesperson

（设计意图:学生通过阅读，分别找出Activity 9中买卖双方的对话很简单。通过表格的形式让学生对关键句型的印象更加深刻，同时也为后面语言综合运用活动的展开打下基础。）

2.Read the dialogue. (3min)
Students read the dialogue aloud together.
Students practice reading the dialogue with their deskmates.
Then ask several pairs to read the dialogue.

（设计意图:各种方式的朗读能帮助学生加深对购物中买卖语句的印象。在朗读时，教师应注意学生的发音，对于个别错误较多的发音再单独拎出来进一步进行纠正。）

3. Game: Role-play (10 min)
(1)Teacher give students several minutes to think about more sentences which can be used in buying and selling goods.
(2)Teacher asks students to close their books and writes some important sentences used by customers on the blackboard to help the students.
(3)Then the teacher acts as a salesperson, stuedents are made to be customers. (teacher had better prepare some goods before class, and the teacher’s desk can be used as a counter.) The whole class are asked to vote a best customer who will get a small gift.
(4)Volunteer students asked to be a salesperson. Then let stuendents to choose the best salespeson, and also he will receive a small gift.

（设计意图:发散思维帮助学生复习以前所学知识。角色扮演能帮助学生进一步巩固掌握购物所用语句。最佳消费者\最佳售货员的评选更有利于激发学生的热情，将课堂气氛推入高潮。这些重点语句的熟练运用就是本课的最终成果。）

4. Group Discussion: How to successfully sell your goods? (4 min)
Students has already experienced selling things. Now they are devided into groups to discuss what factors are important during selling the products.
Then each group are told to give their conclusion.

（设计意图:该步骤的活动和学生生活密切相关，有助于学生发散思维，将话题引入真实生活情境。此外，小组活动有利于培养学生的团队合作精神，为中职生即将踏入社会打下基础。）

Step Four Homework (1 min)
1． Group work. Students discuss in groups after class to prepare an invoice .
2． Students are asked to find out different kinds of invoices.
（设计意图:该步骤有助于学生积极动脑，综合应用英语的能力得到培养，将课堂英语真正带到学生的日常生活中，且课后学生可以利用查字典、上网等各种手段来完成此项任务，也丰富了英语学习的灵活性。）

五、板书设计

ii
?
?
?
?
?
?
How much is it?
Customer ( Tang Hua )
Salesperson
I’d like to buy….
What can I do for you?
How much is the cake?
It’s on sale now.
I’ll take….
Two yuan a kilo.

delicious
on sale
sold out

六、课后反思

本课教学任务的重点是有关购物的谈论本教学设计着重体现了职高英语教学中任务型教学方法的运用。首先，本课以同学们熟悉的电影片段展现真实的购物场景，调动学生积极性的效果立竿见影。接着以个人、小组等不同的活动方式来完成所给任务，既培养了学生的综合运用语言的能力，又培养了学生的合作学习精神以及竞争意识。最后，以学生完成购物发票结束本课，让学生在完成作业的同时感到学以致用的真正目的，实实在在将英语学习融入到学生的日常生活中。本课课堂气氛活跃，学生学得轻松。同时，职高学生英语水平参差不齐，英语总体基础过于薄弱，如何真正让每一个学生，尤其是差生乐于开口是我们职高英语教学面临的最大难题。

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