Unit 4 Shopping Day Lesson 1 教案
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| 名称 | Unit 4 Shopping Day Lesson 1 教案 |  | |
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| 资源类型 | 教案 | ||
| 版本资源 | 人教（新起点） | ||
| 科目 | 英语 | ||
| 更新时间 | 2021-10-18 11:45:14 | ||
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Unit 4 Shopping Day Lesson 1
【教材说明】
《英语课程标准》中明确指出，基础教育阶段英语课程的任务之一是：激发和培养学生学习英语的兴趣，使学生树立自信心，养成良好的学习习惯和形成有效的学习策略，发展自主学习的能力和合作精神；使学生掌握一定的英语基础知识和听、说、读、写技能，形成一定的综合语言运用能力。并强调从学生的学习兴趣、生活经验和认知水平出发，倡导体验、实践、参与、合作与交流的学习方式和任务型的教学途径，发展学生的综合语言运用能力，使语言学习的过程为学生形成积极的情感态度、主动思维和大胆实践、提高跨文化意识和形成自主学习能力的过程。本课是人教版新起点五年级上第四单元第一课时的内容，我以对话教学作为这堂课的主线，贯穿课堂始终。一切教学活动都围绕这一主线展开。在设计每一环节的活动时，都采用了适时适度的评价方式，激发了学生的学习兴趣。
【学情分析】
（1）五年级学生具有带着问题听，回答问题的能力。
（2）五年级学生具备一定以旧带新，或语音知识的迁移，来拼读单词的能力。
（3）基于本节课5个文具单词中，四年级上册学过，所以学生能读出来。而对于新单词，如sharpener等，学生运用已有的语音知识也能读出单词发音。功能句型：I want you want to buy？It's ... yuan.对于五年级来说比较容易，但是对于回答多少钱时的数字，学生还存在一定问题，因此有必要课前复习一下数字的朗读。所以本节课教师通过听、说、观察、讨论等形式来学习新单词，让学生在轻松学习英语的同时，体验学习英语的快乐，得到自主发展。
【教学前测】
本单元的内容是以旧带新的知识，在原有的基础上学习功能词句不是很难，百分之八十的学生能够掌握。
【教学目标】
1．能听懂，会说“Can I help you What can I do for you I want to buy ” What would you like
Do you want this one
It’s yuan.并能在实际情景中运用。
2．能听、说、认、读新单词： exercises book pencil box pencil sharpener a pair of scissors a box of crayon 和please这六个单词和短语，并能根据语境选择正确的词填空。
重点
本课能听、说、认、读新单词：exercises book pencil box pencil sharpener
a pair of scissors a box of crayon 和please这六个单词和短语，掌握购物中要用到的句型；并运用所学句型进行扩展性的情景对话。
难点
熟练掌握购物中要用到的句型；并运用所学句型进行扩展性的情景对话。能力目标
（1）通过呈现多种教学资源，帮助学生体会购物的快乐，激发学生的生活情趣。
（2）通过看、听、猜、说、演等活动，发展孩子的多元智能。
【教学过程】
（一）Warming Up
1． before the lesson, Listen to the song, how much is the doggie in the window.
2． Now let’s play a game .Look there are twenty number from l to 20, in this box, please take one of them and say it in English
3． 教师小结They are numbers. We can number in our life.，引出对钱的表述。
4． Then teacher show picture, student read their price lean in -----Shopping .day
设计意图：
How much is the doggie in the window，活跃课前气氛，同时让学生初步感知购物的功能句型。闪现数字，让学生通过找规律快速说出数字，培养学生认真观察、思考的能力，为后面学生能听出、说出物品的价钱做好铺垫。
（二）Presentation
1．ask and answer：Do you like shopping
2． teacher introduce my self：I like shopping. When I go shopping, what do you want to buy How much are they. I have ... yuan. We have so much money. Let's go shopping together.
设计意图：
这部分内容也是对相应词组的复习，，用抢答的形式呈现并且活跃了课堂气氛，提高了学生学习的主动性通过教师描述、创设自己购物的真实情景，教师与学生互问How much are they 引出大家一起购物。
3 .Look at the stationery shop, Lets listen to the shopkeeper. What are there in the Xinxin Shop Look at the picture and new words.
4 .let’s listen to the tape. 听两遍录音，边听，边勾出所听到的单词。
5． 听录音，看画面，订正答案。教师将学生说到的单词贴在黑板上。
6． How do you read the new words How do you remember the new words
设计意图: 通过听两遍录音，让学生感知新单词的发音。通过让学生小组讨论，给学生提供讨论的空间，进行探究学习，发现单词的音、形、义。同时利用以旧带新，语音知识迁移等方法来正确读出单词。通过观察，发现构词法规律，进行自主学习。
（三）Practice
1． Teacher points the card, and student read that word．
2． Let to the price, please raise your hands as quickly as possible when you say the word
3． Guess the riddles.
4． Find the now word．
设计意图;单词学完后，教师设计4个不同层次的单词操练活动，分别让学生关注单词的音、形
Just now we've known the stationery in the Xin xin Shop. Listen to the Dialogue, how do you buy things First, they can say: can I help you And please.
设计意图：根据多媒体音、形、色、像、图文并茂的优势，巧设情景，感知体验，体现情景教学的思想。要求学生在情景中运用所学语言进行对话练习，激发学生的积极思维，挖掘学生创造性使用语言的能力。
5． Go Shopping
（1）I play the role of sales ,you play the role shopper.
（2）practice the dialogue in the pair.
设计意图:通过购物的过程，巩固本课的功能句，同时也可以把课堂知识真正运用到平时的交流中真正达到学以致用的目的。
【教学反思】
In this teaching class, I choose“shopping Day” as the main topic． Students are interested in shopping so they are very willing to open to mouths to say something about it. Students are active and enthusiastic in the whole class. They learn English and cultivate abilities of applying English by communicating with each other. And this is just what our English teachers persuades. But there are still some shortages in this speaking class. For example, the activities can be improved to be more colorful, and the teacher can give more chances to some weak students. In this class, I design some actual situations and some activities for students to practice their spoken English. I also provide some useful expressions about shopping for students in order to make students take an active role in participating into the class. Although I have made many efforts to make students be interested in this speaking class,
There are still some problems in this class. The following are some of my experience.
1． The teacher should realize that the students are the principal part of the whole class, and the teachers are only the organizers and conductors of the class. The teachers should try to speak less and the students should speak more.
2． The speaking activities should fit on students. They are not too difficult nor too easy for the students.
3． After the activities, the teacher should evaluate the students’ behaviors. And during the evaluation, the teacher should encourage students more. All in all, as teachers, we should encourage students to speak English as much as they can. We should try to find as many activities as we can to help students be interested in spoken class.
【教材说明】
《英语课程标准》中明确指出，基础教育阶段英语课程的任务之一是：激发和培养学生学习英语的兴趣，使学生树立自信心，养成良好的学习习惯和形成有效的学习策略，发展自主学习的能力和合作精神；使学生掌握一定的英语基础知识和听、说、读、写技能，形成一定的综合语言运用能力。并强调从学生的学习兴趣、生活经验和认知水平出发，倡导体验、实践、参与、合作与交流的学习方式和任务型的教学途径，发展学生的综合语言运用能力，使语言学习的过程为学生形成积极的情感态度、主动思维和大胆实践、提高跨文化意识和形成自主学习能力的过程。本课是人教版新起点五年级上第四单元第一课时的内容，我以对话教学作为这堂课的主线，贯穿课堂始终。一切教学活动都围绕这一主线展开。在设计每一环节的活动时，都采用了适时适度的评价方式，激发了学生的学习兴趣。
【学情分析】
（1）五年级学生具有带着问题听，回答问题的能力。
（2）五年级学生具备一定以旧带新，或语音知识的迁移，来拼读单词的能力。
（3）基于本节课5个文具单词中，四年级上册学过，所以学生能读出来。而对于新单词，如sharpener等，学生运用已有的语音知识也能读出单词发音。功能句型：I want you want to buy？It's ... yuan.对于五年级来说比较容易，但是对于回答多少钱时的数字，学生还存在一定问题，因此有必要课前复习一下数字的朗读。所以本节课教师通过听、说、观察、讨论等形式来学习新单词，让学生在轻松学习英语的同时，体验学习英语的快乐，得到自主发展。
【教学前测】
本单元的内容是以旧带新的知识，在原有的基础上学习功能词句不是很难，百分之八十的学生能够掌握。
【教学目标】
1．能听懂，会说“Can I help you What can I do for you I want to buy ” What would you like
Do you want this one
It’s yuan.并能在实际情景中运用。
2．能听、说、认、读新单词： exercises book pencil box pencil sharpener a pair of scissors a box of crayon 和please这六个单词和短语，并能根据语境选择正确的词填空。
重点
本课能听、说、认、读新单词：exercises book pencil box pencil sharpener
a pair of scissors a box of crayon 和please这六个单词和短语，掌握购物中要用到的句型；并运用所学句型进行扩展性的情景对话。
难点
熟练掌握购物中要用到的句型；并运用所学句型进行扩展性的情景对话。能力目标
（1）通过呈现多种教学资源，帮助学生体会购物的快乐，激发学生的生活情趣。
（2）通过看、听、猜、说、演等活动，发展孩子的多元智能。
【教学过程】
（一）Warming Up
1． before the lesson, Listen to the song, how much is the doggie in the window.
2． Now let’s play a game .Look there are twenty number from l to 20, in this box, please take one of them and say it in English
3． 教师小结They are numbers. We can number in our life.，引出对钱的表述。
4． Then teacher show picture, student read their price lean in -----Shopping .day
设计意图：
How much is the doggie in the window，活跃课前气氛，同时让学生初步感知购物的功能句型。闪现数字，让学生通过找规律快速说出数字，培养学生认真观察、思考的能力，为后面学生能听出、说出物品的价钱做好铺垫。
（二）Presentation
1．ask and answer：Do you like shopping
2． teacher introduce my self：I like shopping. When I go shopping, what do you want to buy How much are they. I have ... yuan. We have so much money. Let's go shopping together.
设计意图：
这部分内容也是对相应词组的复习，，用抢答的形式呈现并且活跃了课堂气氛，提高了学生学习的主动性通过教师描述、创设自己购物的真实情景，教师与学生互问How much are they 引出大家一起购物。
3 .Look at the stationery shop, Lets listen to the shopkeeper. What are there in the Xinxin Shop Look at the picture and new words.
4 .let’s listen to the tape. 听两遍录音，边听，边勾出所听到的单词。
5． 听录音，看画面，订正答案。教师将学生说到的单词贴在黑板上。
6． How do you read the new words How do you remember the new words
设计意图: 通过听两遍录音，让学生感知新单词的发音。通过让学生小组讨论，给学生提供讨论的空间，进行探究学习，发现单词的音、形、义。同时利用以旧带新，语音知识迁移等方法来正确读出单词。通过观察，发现构词法规律，进行自主学习。
（三）Practice
1． Teacher points the card, and student read that word．
2． Let to the price, please raise your hands as quickly as possible when you say the word
3． Guess the riddles.
4． Find the now word．
设计意图;单词学完后，教师设计4个不同层次的单词操练活动，分别让学生关注单词的音、形
Just now we've known the stationery in the Xin xin Shop. Listen to the Dialogue, how do you buy things First, they can say: can I help you And please.
设计意图：根据多媒体音、形、色、像、图文并茂的优势，巧设情景，感知体验，体现情景教学的思想。要求学生在情景中运用所学语言进行对话练习，激发学生的积极思维，挖掘学生创造性使用语言的能力。
5． Go Shopping
（1）I play the role of sales ,you play the role shopper.
（2）practice the dialogue in the pair.
设计意图:通过购物的过程，巩固本课的功能句，同时也可以把课堂知识真正运用到平时的交流中真正达到学以致用的目的。
【教学反思】
In this teaching class, I choose“shopping Day” as the main topic． Students are interested in shopping so they are very willing to open to mouths to say something about it. Students are active and enthusiastic in the whole class. They learn English and cultivate abilities of applying English by communicating with each other. And this is just what our English teachers persuades. But there are still some shortages in this speaking class. For example, the activities can be improved to be more colorful, and the teacher can give more chances to some weak students. In this class, I design some actual situations and some activities for students to practice their spoken English. I also provide some useful expressions about shopping for students in order to make students take an active role in participating into the class. Although I have made many efforts to make students be interested in this speaking class,
There are still some problems in this class. The following are some of my experience.
1． The teacher should realize that the students are the principal part of the whole class, and the teachers are only the organizers and conductors of the class. The teachers should try to speak less and the students should speak more.
2． The speaking activities should fit on students. They are not too difficult nor too easy for the students.
3． After the activities, the teacher should evaluate the students’ behaviors. And during the evaluation, the teacher should encourage students more. All in all, as teachers, we should encourage students to speak English as much as they can. We should try to find as many activities as we can to help students be interested in spoken class.