Unit5 General Revision 2 Task 1-Task 4 教案

Blackboard design:
Unit 5
General Revision 2
Task 1-4
一、教学内容分析:
1、 指导思想与理论基础：
根据《义务教育英语课程标准（2011年版）》提出的“鼓励学生在教师的指导下，通过体验、实践、参与”等要求，结合学生好动、好玩、好表演的心理特点，通过游戏、歌曲、唱谣、表演等，在真实的语境中、不同任务完成中来实践和运用语言。
2、教学内容：
本课位于六年级下册第二个综合复习单元，通过本课的学习，对于已经学习的关于toys，stationery, clothes, food, colours等与购物相关话题的词汇和功能句型按照“话题-功能-结构-任务”为主线进行整体复习与综合应用。唤醒学生已知，以学生们的能力为圆心展开知识的螺旋上升应用。
3、教学项目：
Key patterns: Can I help you? What can I do for you? Which one would you like? How much is it/are they? I want … Can I try them on? I/We’ll take it/them.等相关购物句型。
Words: Words about food, toys, school things, clothes and so on.
4、 教学方法：
本节课准备了多媒体课件，衣服道具，购物袋，绘本书，拼图，教学卡片，调查表格，情景道具等。
5、 教学手段：
本节课采用了师生、生生间互动、模拟购物场景、掌握相关阅读方法、表演等活动。落实本节课的重点，突破难点。
6、 教学目标：
本课通过Kate一家人在购物中心购物，展示了一个真实的购物交际场景。通过师生、生生间的互动，激发学生的复习、模仿、学习和体验，从而引导学生运用目标语言进行交际的目的。
7、 教学重点：
A. 复习有关购物话题的单词；
B. 复习有关购物话题的句型。
8、 教学难点:
A. 能够在真实情景、实际生活中运用与交流句型；
B. 能够通过不同的任务要求，锻炼学生使用购物话题语句的综合应用能力。
9、教具准备：
多媒体课件，衣服道具，购物袋，绘本书，拼图，教学卡片，调查表格，情景道具等。



二、教学过程
Teaching Process
Teacher’s Activity Students’ Activity Purpose of Design
Step I. Pre-readingT: It’s time for our English class. I’m your new English teacher today. So I want to know more about you. T: What’s your name? Nice to meet you. T: What’s your hobby? Can you …?T: You are really good at it. T: Do you enjoy …?How long have you …?T: I really admire you! T: Are you fond of …? Do you want to be a … in the future?T: Wow, you must be a good … in the future. T: What’s my hobby? Can you guess?T: You know, I like going shopping so much! T: Look! Last Sunday I bought so many things. What’s in my shopping bag?T: Let’s look and read!T: Hey, boys and girls. I bring my shopping bag here.T: Do you want to have a look?T: What are these? T: Yes, you can stick the cards on it.T: Today we have four groups here. Group leaders come to the front and choose the one you like. T: Anything else? Come and have a look! T: Do you like them? T: Try your best to get one, OK?T: I bought these things in the toy shop and stationery shop. Stationery means the school things you use, just like pens, notebooks…T: Which shop would you like to go? Why? S1: My name is … S2: My hobby is …S3: I enjoy …S4: I’m fond of …S1: Is your hobby …?S2: Do you like … ?Ss: (Read the words)Cap, teddy bear, chocolate…S: They’re puzzles. S: Wow! S: Yes!(Food & Drink ShopToy ShopStationery ShopClothes Shop)S1: I’d like to go to the …shop S2: I’d like to go to the …shop because … 通过询问学生们的爱好，来引出本节课的话题。同时，激发学生们学习的积极性。 通过看图读购物袋中的单词，复习了学生们一至五年级所学的关于服装、学具、玩具、食品和饮品类的单词，为接下来的学习做好铺垫，唤醒学生们的旧知。而通过看真实的购物袋中的内容，将情景融入到课堂中来。将小组分组（拼图）和本节课的铺垫内容完成。 话题的直接引入让学生们可以进入到情景中思考，带着问题进入到本课的新授内容中学习。
Step II. Presentation:A. Story Part1--- SkimmingT: Do you want to listen to the story?T: Are you interested in this story? T: Here are three questions for you.Q1: What does Nick want to buy?Q2: What colour is it? Q3: How much is it?T: How about reading this story by yourselves? I have prepared them for you! T: Where are they? Can you find them? Show your books to me.T: What’s the title of this story?T: Please go through the first part from P1-4 by yourselves. T: How many people are there in the first part?T: Now it’s the magic time! Look! Look! Look! The customers and the saleswoman are doing some shopping. T: Can you answer my questions?Q1: What does Nick want to buy? T: The saleswoman welcomes the customers to the shop, she’ll say: “Can I help you?”T: How will the customers answer?T: She can also say …T: You are right! Q2: What colour is it? (T: What’s the colour?) Q3: How much is it? (T: What’s the price?) Story Part 2---ScanningT: How about Kate? T: Now let’s play a quick answer game. T: Listen carefully and then when I say 1,2,3, raise your hands, I’ll find the quickest one.Q1: How much are they?Q2: What does Kate want to buy?Q3: Which pair would she like?T: How about this pair?T: Can you say so?Give me a quick answerT: This time, boys and girls. A competition for you! Please give me a quick answer, please.T: Let me see, which part will be better, boys and girls, are you ready?T: Please fill in the blanks as quickly as you can.Let’s try them onT: Welcome to the clothes shop. T: Here are so many clothes. Do you want to try the clothes on? T: It’s cool! Can I take a picture with you?Make up a new dialogueT: Kate likes the purple pair. But she doesn’t pay for it. Why?T: Look! Whose feet are these?T: What’s she doing?T: Are the shoes OK for her?T: Choose one and talk in pairs. Does Kate buy that pair of shoes, that’s the task for you! T: Please show us your dialogue. T: They are so interesting. T: I have heard so many kinds of stories. I really want to know whether Kate buys that purple pair or not, do you? T: In the end, the customer will take the things they like. And he’ll say…Follow the storyT: Please follow the tape together.Step III.Post- readingLet’s talkT: Kate buys that purple pair at last, right? T: I bought a bunch of Carnations on May14th.T: Do you know why?T: Because I sent them for my mum to show my love. T: What did you do last Sunday?S: I …T: Good! We should show our love to our parents.T: My nephew’s birthday is coming, here’s a toy car for him.T: You know we should show our love for someone when his birthday is coming.T: We can celebrate the festivals because that is our Chinese traditional culture.T: The most important is we should help those who need help in need.T: What about filling the form like this? Here is the example for you.T: First, choose one topic, fill in the form and make up a new dialogue in your group.T: You can use the things I have prepared for you.Make a puzzle T: You are so great today; do you want to know what your puzzles are?T: Let’s make the puzzle together!T: Now let me see, wow it’s a … (balloon, ball, doll, taxi)T: What do you want to do with it?T: How about your group?T: But it’s not beautiful, right? What can we do?T: Colour can change them, do you want to know something new about colours?T: That’s what I want to share with you.Colour videoT: You can know some other meanings about colours.T: You can also colour it after class. That is our homework --- Task3. Step. IV Product Homework1. To finish the Task 3;2. To finish the Task 4;3. To go on preparing the dialogue. S: The title of this story is “Go shopping”.S: The woman is a saleswoman. Dad and Nick are customers. S: He wants to buy a toy car. S: Yes, I want to buy …S: What can I do for you?S: I’d like to buy …S: It’s blue. S: It’s sixty-nine yuan. S: They are ninety-eight yuan.S: She wants to buy a pair of shoes.S: Purple pair.S: Black pair, orange pair, a pair of blue shoes.S: A pair of …A new pair of …. An old pair of …S: Fill in the blanks.I’d like a new pair of shoes.Show me an old pair of gloves.Where are my blue jeans?How much is that red pair?How much are those purple shoes?You can buy clothes in the clothes shop.S1: I want to try the shirt on. S2: I want to try it on.S3: I want to try them on.Ss: Try on, try on, try on!S4: Oh, It’s too big/ small. S: She’s tying the shoes on, right?S: How much is it? / How much are they?S: I’ll take it. I’ll take them.Topics: ① One’s birthday② Festivals③ Project Hope④ .…G1: We want to use it for …G2: We would like to give it to … 问题整体呈现，将学生们带入故事情景。 渗透阅读方法1—Skimming，同时教会学生学会阅读绘本。 以“藏书”的形式来激发学生们的阅读兴趣。介绍故事主要人物和人物关系。为之后的板书梳理做铺垫。通过与学生之间的问答，来扩展文中核心句型的同义句。同时，启发学生树立故事框架。 阅读训练方法2 –Scanning。通过快问快答游戏的形式，集中学生们的注意力，学会提取文中重要的信息点。 针对… pair of …这个难点，结合着学生们目前已掌握的知识情况，来进行相应的扩展。层1： 看图进行表达；层2： 加入物品adj.；层3： 整体加入adj.进行练习。 承接上一个环节的学习之后，教师顺势将难点再一次提升。在规定的时间内，由学生自主进行填空，通过句式的判断来拼读并且填空。锻炼了学生的反应，巩固所学内容。 教师将准备好的衣服道具呈现给学生们。由学生们自主选择试穿的衣服，进行描述。同时练习了try...on 短语在句型中的应用和单复数的变化。故事的结尾开放，到底是怎样的结尾，由学生们自主选择并创编新的对话进行表演。故事的精彩之处在学生们的精彩创编中诞生。 呈现故事结尾，整体掌握故事情节发展。在本课创编新的对话中，启发学生们思考，要如何帮助别人，什么时候送给别人礼物，要表达的思想是什么？--德育渗透于无形之中进入到了课堂，与本节课所学内容进行呼应。提供范本，在学生们思想共鸣之处，进行对话的创编。以拼图形式的小组评价，学生们兴趣浓厚。得到的拼图是集体智慧和团体合作的结果。充分锻炼了学生们的合作和快速反应的能力。学生得到的拼图是黑白的，不是那么的美丽。那么，我们可以怎么办呢？ 涂色！ 是的！大家都知道颜色可以改变物品，那么它们还有其他别的含义吗？带给学生们颜色的意义，来扩展知识的深度和广度。
三、 板书设计
Blackboard design:
Unit 5
General Revision 2
Task 1-4
Saleswoman/Salesman Customers
Can I help you? Yes，I want to buy…
What can I do for you? I’d like to buy …
Which one would you like? I’d like the …one/ pair
Can I try … on?
How much is it/are they? What’s the price of …
四、教学评价：
本节课主要使用拼图作为评价手段，与课堂中的小组活动以及作业都前后呼应。形式新颖，充分调动了学生们的兴趣，培养学生们的团队合作意识以及快速的反应能力。同时本节课还准备了小礼物，来呈现给学生们“小惊喜”，很好地激活了本节课的气氛。