Lesson 22 How Much Is It？全英说课稿

Lesson 22 How Much Is It 说课稿
Hello, everyone! It is my great honor to share my teaching ideas with you.I’m Chen Hua from Nonglin Road Primary School in Handan, Heibei. My presentation consists of four parts.
Part 1: General Teaching Analysis
A. Teaching material analysis
This lesson is taken from Lesson 22 of Unit 4 in Student Book Grade 3 Book Two, Hebei Education Press. The topic of this unit is ‘Food and Restaurants’ and Lesson 22 ‘How Much Is It ’ is the fourth lesson of this unit.
There are three parts in this lesson. The first part is a dialogue about Li Ming and Jenny buying some donuts and hot dogs. The second part is for exercise. The last part is a beautiful song. The main sentences in this lesson are: How much for one… How much is it I’ll take... . Those expressions are about asking the price.This topic is related to our daily life， so it is helpful to raise students’ learning interests.
B.Students analysis
As we know, the students are 9 to10 years old. They are beginners. They have strong curiosity about how to use of language. And they also have capacity of imitation. Before this lesson, in lesson 19-21, the students have learned the numbers 11 to 20 and some words about fruits and food. Some structures such as ‘ I like... and I don’t like... ‘What would you like Would you like.... ’. However, their English learning levels are different from each other, especially, in pronunciation and expression. So they need teachers’ help and encouragement in their further study.
Part 2：Teaching Strategies
A.Teaching aims
By the end of the lesson, the students will be able to...
1.Use ‘How much is it How much is a hot dog How much for one donut ’ to ask the price; Use ‘I’ll take six.’ to express the quantity.
2. Make a comprehensive use of the structures: ‘What would you like ’, ‘I’d like…’, ‘How much is it ’, ‘How much for one...’, ‘I’ll take...’ in the situation of buying and selling.
3. Experience to be a shopkeeper or a customer ; Be encouraged to cooperate in buying and selling.
B.Teaching key and difficult points
1.The key point: To understand, speak and orally use the sentences: How much is /for one... I’ll take...
2. The difficult point：To use the sentences ‘How much is/for one...’ ‘I’ll take...’ correctly in our daily life.
Part 3: Teaching Procedures
There are five steps in this lesson.
Step1 Lead-in (about 3 minutes)
First, I ask the students to listen and sing the song ‘Do you know the donut man’. The purpose is to lead in the role we’ll learn toady and raise students’ learning interests.
Then I dress up to act as a donut woman to create a situation for opening a market. I ask them to review the food and fruits words by a guessing game. For example, I show a part of picture --- one hot dog on the screen and ask them to guess. The guessing part is suitable for the age of the students and caters to their curiosity. This activity is to activate their background knowledge.
Step 2: Presentation (about 15 minutes)
After reviewing, I ask them ‘Do you know how to buy things in the market Our old friends Jenny and Li Ming are shopping. Let’s listen and watch the flash. Before the first listening, I ask two questions ‘What do they buy ’ and ‘How much for one donut ’by body language. The purpose is using the body language to express the meaning of ‘how much’. The students will find the answer easily in the flash. Then I show ‘How much for one donut that means how much is one donut ’ Then ask them to practice by some fruits. The purpose is to present, practice and make the students use the new language points .
After doing this, I ask the students listen to the text again with a question, ‘How many hot dogs does Jenny buy ’ for leading in the language point ‘I’ll take six’. The purpose is to consolidate ‘how much’ , extract and explain the new language points through the task of listening.
Then let the students open the book and read after the tape and try to imitate the pronunciation. The purpose is to let the students feel the authentic English about how to ask the price in daily life.
Step 3: Practice ( about 15 minutes)
After learning how to buy things, I give more sentences on the screen. Those are the sentences that they’ve learned about shopping. ‘Welcome to May’s shop’ First I ask some students to buy things in my shop. Let’s watch the video 【video 04-01 】The purpose is to provide more input for students and guide learning in a context.The teacher and students work together for demonstration.
After doing this, ‘our shop’ is opening, I let the student to practice buying and selling in groups in the market. Let’s watch the video【 video 04-02】The purpose is to ask them to use the sentences in the real situation and understand the structure of this unit in a comprehensive way.
Step 4: Consolidation ( 1min)
During buying and selling, I use my phone to record some videos, upload to We-Chat, then present them to all the students after shopping. Then I ask them to watch the videos and answer my questions. The Purpose is to let the students observe the videos carefully and find the problems, then the teacher gives some feedback to consolidate they’ve learned today.
Step 5: Homework(1min):
Go to the supermarket and make a survey of commodity(日用品) prices, make a new dialogue with your partners, act it then upload your video to We-chat.
Purpose: English comes from life and is used for life. We can consolidate the knowledge by using it everyday which helps the students experience the fun of learning English, and enhances the ability of communication .
Part 4: Teaching Reflection
The highlight of this lesson is that the teacher creates a situation for opening a market, so that students can learn with the task and achieve the purpose of using language.
During this lesson, I found some students lack of vocabulary and more structures. Sometimes they can’t help expressing their ideas in Chinese. So as a teacher, I prepare richer language materials for students to speak English. Of course, language learning is progressive as long as the teacher and students work together.
That’s all, thank you for your listening.