Unit 10 Mocky’s Store Lesson1 Can I help you 教案

Unit10
Mocky’s
Store
单元教学目标
技能目标：
1.能指认日常生活物品，说出名称；
2.能理解购物基本用语，并询问别人、说明自己是否有某物；
3.能理解故事内容，朗读故事。
知识目标：
1.
语音：能区别辅音字母j和q在单词中的发音。
2.
词汇：
话题词汇：能指认、说出hat,clock,storybook,schoolbag,football,watch等生活用品的名称；能运用long,short,new,old,blue,red等形容词描述物品特征。
3.
句型：能够运用
“Can
I
help
you
?
Here
you
are.”等购物用语；能够运用“I
want...
.
Can
I
have...?”说明自己想要什么、想买什么；能够运用“Do
you
have...?
”询问别人是否有某物。
情感、策略、文化意识目标:
能通过故事中Mocky为救助大熊猫而筹款，却没有弄清楚自己所卖物品的主人是谁等情节，认识到做好事要注意方法，培养参加公益活动的社会责任和意识。
学情分析
我校四年级的学生，绝大多数是从一年级开始接受英语启蒙，三年级开始英语的正式学习。他们具有活泼好动、爱表现、善模仿等特点。他们喜欢新鲜事物，对英语和外国文化习俗有浓厚的兴趣，能根据教师的英语指令做简单的动作和游戏，能唱简单的英文歌曲、歌谣。由于我校长期以来坚持走“整体感知”的故事教学路线，学生们对英文故事的理解，已经形成了初步的理解框架和感知策略，也乐于模仿，敢于表达，特别喜欢根据故事情节，进行简单的角色扮演。因此，在故事教学中，设置相关活动，更能激发学生的学习热情，促进教学目标实现，提升学习效率，巩固教学成果。
Lesson
1
Can
I
help
you
?
教学目标：
1.利用插图、动画理解故事内容，理清基本情节：谁来了Mocky的商店，购买了什么物品。
2.能指认和说出日用物品的名称。
3.能模仿、朗读故事人物对话。
4.在故事情景中理解购物用语的意思，能说明想买什么、询问别人是否有什么。
教学重点：借助插图理解并正确朗读故事。
教学难点：在故事中正确理解购物常用语等主要表达法的意思。
教学过程：
Steps
Teacher’s
activities
Students’
activities
Intentions
Ⅰ.
Warm-up
Greeting.Play
CAI,
have
Ss
sing
together.(Let’s
go
to
the
toy
store
...)
Greeting.Sing
and
clap
hands.
通过歌曲为课堂营造轻松愉快的氛围。
Ⅱ.
Lead-in
Show
the
picture
of
the
song
and
ask
“
Where
are
they
going
?
”Show
picture
1,
have
Ss
speak
freely,
then
write
the
title
with
fingers
after
teacher.T:
This
is
a
store,too.What
can
you
see
?What
do
you
want
to
know?
Can
you
ask
some
questions?
Look
and
answer.
Free
talk.Write
the
title
with
fingers
after
teacher.
“I
can
see...
.”
利用歌谣截图图片提问引出“store”，再到“Mocky’s
Store”揭题。深入挖掘课文故事第一幅图片，唤醒生已有的旧知，让生充分预测，从而引出“谁会来Mocky的商店”这一问题，为课文故事学习做铺垫。
Ⅲ.
Presentation
T:
Can
you
guess:
Who
will
come
to
Mocky’s
Store?
Will
Ken
come
to
Mocky’s
Store?Present
pictures,
have
Ss
look
and
answer.Present
Mocky’s
Store,
have
Ss
say
things.
T:
I
want
a
watch.
What
do
you
want?
How
about
Lulu
and
Danny?
What
does
Lulu
/
Danny
want?Play
CAI,
have
Ss
watch
and
answer:What
does
Lulu
/
Danny
want?Present
pic
2-4,
cover
some
parts,
have
Ss
guess
the
dialogue
first,
listen
and
read,
then
present
the
full
conversation.Emphasize:These
hats
are
new.(these,new)Have
Ss
open
the
book,
turn
to
P38,
listen
and
read
from
pic2-4
following
the
tape
,
then
work
in
pairs,
read
in
roles,
then
show.Have
Ss
listen
and
read
from
pic5-6
following
the
tape,
then
work
in
pairs,
read
in
roles,
then
show.Have
Ss
listen
and
repeat
the
whole
story.9.T:
Do
you
know
how
much
is
the
camera/
hat/clock?Have
Ss
answer
and
explain
the
reason.
T:
How
do
you
know?
We
can
see
from
pic
1.
Look
and
answer.Say
things.Watch
and
answer.Guess
the
dialogue,
listen
and
read.Read.Listen
and
read
pic2-4,
work
in
pairs,
read
in
roles,
then
show.Listen
and
read
pic5-6,
work
in
pairs,
read
in
roles,
then
show.Listen
and
repeat.Think,
answer
and
listen.
呈现Lulu和Danny去Mocky的商店购物的图片，生快速看图并回答问题，节约时间的同时，解决“谁来了Mocky的商店”这一简单的问题。听看动画，整体感知，解决“Lulu和Danny分别购买了什么物品”的问题。分解故事后，师带生逐图学习图2-4，借助插图帮助生进一步理解并正确朗读故事，并依次呈现购物用语，提炼主句型，为后面的购物对话活动做准备。在已呈现的句型结构的基础上，请生两人合作读图5-6，培养学生的合作学习能力。请生听、跟读，模仿正确的语音语调朗读故事，纠音并再次整体感知故事。加入物品价格问题的讨论，唤醒学生旧知，丰富购物对话用语，为后面对话活动做准备。
Ⅳ.
Consolidation
T:
What
can
you
see?Show
picture
of
“Learn
to
say”
.Play
CAI,
have
Sswatch
and
repeat
the
dialogue.
3.
Have
Ss
read
the
and
further
complement
the
dialogue.
4.
Change
the
stickers
asmoney,
invite
one
studentto
act
the
dialogue.5.
Have
Ss
make
thedialogue
in
a
group
of
4,then
show
and
evaluate.
Look
and
answer.Watch
and
repeat.Read
and
answer.Watch
and
listen.Make
the
dialogue
in
agroup
of
4,
then
showand
evaluate.
呈现图片提问过渡衔接，听读对话进一步补全板书对话，师生示范，设置实物情境，运用提炼的句型，进行小组合作编对话的活动，让学生充分练习句型，加强语言运用能力。
Ⅴ.
Homework
Read
the
story
to
your
families.Make
the
dialogue
with
your
friend.
板书设计：
U10
L1
Mocky’s
store
A:
Good
morning.
Can
I
help
you
?
B:
I
want
a
/
an
______.
Do
you
have
one
?
A:
Yes,
I
do.
(No,
I
don’t.)
B:
How
much
is
it?
A:
It’s
______
yuan.
Here
you
are.
B:
Thank
you.
A:
Good
morning.
Can
I
help
you
?
B:
I
want
a
______.
Do
you
have
one
?
A:
Yes,
I
do.
B:
How
much
is
it?
A:
It’s
______
yuan.
Here
you
are.
B:
Thank
you.