Module2 Unit1 What did you buy？教案（含教学反思）

Module
2
Unit
1
What
did
you
buy?
【知识目标】
能听说读need,
food,
shopping
list,
cheese,
how
much,
egg。
理解学习句型:How
many/How
much
did
she
say?
【能力目标】
能在实际情景中运用“How
many
…did
you
buy?
How
much…did
you
buy?”谈论购买物品的数量。
【情感目标】
通过对话感受西方文化,同时培养学生良好的生活习惯,做一个文明礼貌的学生。
【学情分析】
一、存在的问题
1、学习兴趣不是很高,部分学生甚至有厌恶感,同时,许多学生还是为学习而学习,谈不上兴趣问题;
2、回家不会学习,无正确的学习方法,不知如何看书.学习态度谈不上十分端正,回家以后巩固时间很少,且缺乏有效的巩固手段,练的机会明显不足。
3、部分学生学习的目的性不是很强,导致学习习惯不好,学习无明确的计划,有作业就写,无作业就玩。老师布置的作业不能按时完成。作为语言性学科,听与读是非常关键的环节,而大多数学生这一点做的不好,这在听力测试时表现的尤为明显。
二、影响学情的阻抗因素
1、家庭原因:部分家庭的家长在子女的教育方面缺乏有效的方法,有的只是简单的满足;有些家长本身的素质不是很高,同时一些思想给子女的学习造成了负面影响;父母的教育尺度不统一,他们当中没几个会说英语的,自己都不会,就更无从怎么去教自己的孩子了.这样就让孩子有空可钻,或者让他们无所适从;一些家长简单粗暴的教育方法让子女学会了撒谎,抵赖等不良习惯。
2、自身原因:学习习惯不佳,无合理的学习计划,不会合理安排时间;学习的自觉性不够,作业不能很好完成甚至有偷工减料的情况,学习任务只是局限于书面作业,不会自学;有些学生有较强的自卑心理,课堂上参与活动不积极或者干脆只做听众或观众;学习的心态调整不到位,合理有效的学习方法没找到,学习效率不高。课程难度增加以后,学生的方法没能及时跟上,心理压力较大,但没有合适的途径解压;自信心明显不足而且学习动力不足的迹象也已经显现,学生的攀比不是表现在学习上争先,而是落在了其他方面。
【教学重难点】
重点：
新学单词和句型的教学。
难点：
会运用句型“How
many/How
much
...
did
you
buy?
”在实际生活中学会如何用英语进行购物。
【课前准备】
1.
单词卡片/时间展示图；
2.
教学光盘或其他录音机设备；
3.
教学课件。
【教学过程】
Step
1：
Warmer
?
1.
Sing
a
song
:
How
many
do
you
want?
2.
Yesterday
Sam
had
a
stomach.
Let’s
see
what
happened.
3.
Review
some
words.
T:
Yesterday,
I
went
shopping.
Do
you
know
what
I
bought?
Show
some
pictures
of
food.
Let
students
read
the
words
of
food.
Fish
and
chips、dumplings、noodles、eggs、bananas、pears、oranges、apples、sandwiches、hamburgers、meat、milk、bread、rice
Divide
the
words
into
two
groups:
countable
noun
and
uncountable
noun.
Step
2：
Leading　in?
Tell
students:
Ms
Smart’s
home
and
Lingling
are
going
to
have
a
picnic.
Watch
and
find
the
answer:
What
do
they
need?
Ss:
They
need
food
for
picnic.
Learn
the
word:
need
ee
[i:]
Practice
the
words
with
“ee”
:
feet
meet
need
cheese
Learn
the
word:
cheese,
list
Step
3：Presentation
Listen
and
circle
the
answer.
What
food
do
they
want
to
buy?
Work
in
pairs
and
write
a
shopping
list.
First,
we
need
six
bananas.
Learn
the
new
words:
first
ir
Find
some
words
with
“ir”
:
bird
girl
first
Read
and
answer
the
questions.
Read
the
text.
Work
in
pairs
to
find
the
answers
to
these
questions.
Where
are
Mr
Smart
and
Amy?
What
does
Lingling
like?
What
did
they
buy?
How
much
cheese
did
they
buy?
How
many
apples
did
they
buy?
How
many
bananas
did
they
buy?
Teach
the
difference
between
“how
many
”
and
“how
much”
Practice
the
key
sentence
patterns.
How
many
_____
did
you
buy?
How
much
_____
did
you
buy?
Step
4：Exercise
1.①.—How
many
___can
you
see?
—I
can
see
only
one___.
A.bird,bird
B.birds,bird
C.birds,birds
②—How
much___did
you
buy?
—Two
kilos.
A.apples
B.meat
C.oranges
2.Write
down
the
sentences.
how
many
how
much
______apples
do
they
want?
Two.
______
meat
do
you
want?
Half
a
kilo.
______
eggs
does
she
want?
Two
boxes.
______
water
do
you
want?
Two
bottles.
3.Read
and
draw
tick(√)
or
cross(×).
(1)Lingling
likes
bananas.
(
)
(2)Mr
Smart
and
Amy
lost
the
list.
(
)
(3)Mr
Smart
and
Amy
bought
four
pears.(
)
(4)They
bought
some
bananas.
(
)
(5)
They
bought
12
eggs.
(
)
Step
5：Practice
Read
the
text
with
partners
and
then
play
the
text
.
Make
a
new
dialogue.
Show
some
food
and
make
a
new
dialogue.
A:What
do
we
need
to
buy?
B:The
first
thing
is______.
A:How
many
/How
much___
do
you
want?
B:Five
please.
A:Do
you
like________?
B:Yes,
I
do./No,
I
don’t.
A:
What’s
next?
B:____
How
many/much____
do
you
want?
A:
Half
a
kilo.
Do
you
like____?
B:Yes,
I
do./No,
I
don’t.
A:Great!
Let’s
go
home.
Step
6：Homework　
You
are
going
to
have
a
picnic
with
your
friends.
What
are
you
going
to
take?
Now
make
a
survey
and
then
make
a
shopping
list.
What
do
we
want
to
buy?
How
many/much
do
we
need?
【教学反思】
教师在单词或词组的教学中，不能只是教读单词或词组。要循序渐进的插入本单元的重点句子，让学生在记单词或词组的过程中熟悉句子。这样能满足不同学的学生的学习要求。根据学生的个人素质、性格特点、记忆力、反应速度等，因材施教，分层要求，以求通过最有效的激励机制促进学生进步。最后，在今后的每一节课中都要灵活运用所学句型，请学生造句，培养学生的创新意识。