英语购物教案
2020-03-02 12:01:33 来源：范文大全收藏下载本文
案例运行过程：
一、教学内容：
Chapter 5 It’s a magic hat.(The second period) 1.Vocabulary: forty, fifty, sixty, seventy, eighty, ninety, a hundred 2.Sentence: How much is the guitar? It’s $85.Wow! That’s expensive! How much are those socks? They’re $1.Hey! That’s cheap! 3.购物情境会话：
Welcome to our store! Can I help you? I’d like …….Here you are.Thank you.Hey! That’s cheap! I’ll get it.Wow! That’s expensive! I don’t want to buy it.
二、教学目标：
1.熟悉并掌握单词40-100，能正确拼读和书写;进一步学会运用“几十几”来描述事物价格。 2．学会运用美元来描述商品的价格。
3.能运用会话中的“How much……？”句型，并联系日常生活，进行扩展性的情景会话，促进学生思维的培养。
4．通过创设购物情境，培养学生综合运用语言的能力，力图在课堂上营造一种“自然”、“真实”、“完整”的全语言学习氛围。
5.通过学习，培养学生热爱生活，关心生活大小事的情感，激发学生探索生活的兴趣。
三、教学重难点:
1、正确表达数字“几十几”。
2、描述一个物品的价钱。
3、能流利使用英语讨论价格及正确回答。
四、教学准备: 1． 自制课件（Powerpint） 2． 一些物品并标上价格 3． 电教设备：电脑
4． 课堂评比使用的分别代表4个组的
五、教学过程： Step 1 （2 minutes） 1.Greetings Good morning ，boys and girls!Glad to meet you!
2.Make a short conversation (1)T:What day is it today?
1 Ss: It’s Monday.(2)T:How many days are there in a week? S1: There are seven days..(3)T:How many people are there in your family? S2: There are …….
[设计意图]通过简单的Free talk这一环节，三个问题的提出实质是一种师生课前的互动与交流，符合六年级学生的知识水平，而且能够帮助提高学生口语能力的表达与口语素材的积累，同时涉及的是本课时的学习内容，可谓一举两得。 Step 2 (3 minutes) 1.Count the numbers from 1 to 30 (clap hands) T:In the Number World，We know some number friends,do you remember them? Can you count them? [设计意图]让学生跟着老师边数边做，利用有韵律的节拍刺激大脑神经的兴奋，一方面复习数字帮助导入新知，另一方面能够很好地激发了学生说英语的兴趣，让他们迅速投入到英语学习中去。 2.Play a game (把全班学生分为两大组，并且每人有一个号码，当听到老师说出的号码时，拥有这个号码的两个同学必须站起来，比赛谁快。) [设计意图]通过课前的热身活动，活跃课堂气氛，调动学生的学习兴趣，为本课的教学创造积极性的条件。
Step 3 Revision/Lead-in (2 minutes) 1．Revision（课件呈现）
a dollar/ten dollars Hey! That’s cheap! Wow! That’s expensive! [设计意图]复习旧知，为更好引出新课。
2.Lead-in: Here is a big store, and there are so many beautiful things in it.Can you gue what am I going to buy?(课件：显示屏上出现一些碎片，碎片慢慢扩大，变成一顶魔术帽) T=Teacher Ss=Students S: You’re going to buy a magic hat.T: Yes, and how much is the magic hat? It’s forty.[设计意图]有趣的新课导入方式创造了一个生动活泼的课堂教学气氛，在极短的时间内吸引住学生，尽力营造一种“课伊始，趣亦生”的感觉。
Step 4 Presentation (10 minutes) 1.New words（课件呈现） (1)forty T: How much is the magic hat? It’s $40.(句型板书）
Read the sentences, and answer the question T: How much is the skirt? （课件呈现出一条裙子） Ss: It’s $40.延展：课件呈现 42、44、48 ，让全体学生说出来，并注意读法。
2 (2)fifty, 课件呈现 51、54、56,让全体学生说出来.T: How much are those socks? 板书（课件呈现出一对袜子） Ss: They’re $ 56 .板书 sixty,seventy,eighty,ninety 掌握“几十几”读法与价格的表达，并能结合句型回答问题。
(3)a hundred 课件呈现 200、300、500 ，让全体学生说出来,并注意纠正two hundred dollars的hundred后不变为复数。
[设计意图]句型结合单词教学，是因为单词容易处理，利用课件呈现生动的画面进行句型教学。
2．Ask and answer.(1)T: How much is the computer? S1:It’s…….
(2)T: How much are those chocolate? S2:They’re…….
(3)T: How much are those candy? S3:They’re…….
[设计意图]帮助学生巩固句型。
3.Listen to the tape, and read after the tape.[设计意图]增强听、说和语言模仿能力。
Step 5 Practice (5 minutes) 1.Look and say 40 —100 数字快速闪出和消失，让学生举手回答。 2.Plus (1)21+22= (2)32+40= (3)56+44= (4)72+18= T: What plus what is? Ss:21+22=43 [设计意图]适时的比赛，不仅巩固了新知识，而且学生之间互相评价，气氛高涨，体现自主。通过鼓励与奖励，使学生始终保持强烈的兴趣和信心，敢于参与语言实践。
3.Gue the price T:Now, let’s play a gueing game.I would let one of you come here and others gue. (1)课件：出示一盒雪糕 T: How much is it? S1:Is it……? S2:Yes/No,up or down (2)课件：出示一对鞋
S1:How much are those shoes? S2:They’re ……? S1:Yes/No,up or down? (3) 课件：出示一只狗 S3:How much is the dog? S4:Is it ……? S3:Yes/No,up or down?
3 [设计意图]游戏可激发学生的求知欲和好奇心，既能调动课堂气氛，又使学生快速进入到思维状态，也可对学生进行思想教育。
4.Pair work （课件呈现商店的物品） （1）How much is the _______? Is it ……?.
(2) How much are those ______? They’re …….
[设计意图]让学生两人一组进行简单的对话，培养学生和提高学生用英语进行实际交际的能力。鼓励学生大胆创新，培养学生的自主学习能力。
Step 5 Activity (12 minutes) [情境任务型] 将购物术语写在相应图下（课件）
A:Can I help you? B:I’d like a …….
A:How much is it/are those? B:It’s ……./They’re …….A:Here you are.B:Thank you.A:It’s ……./They’re …….B:Hey,that’s cheap.I’ll get it./ Wow,that’s expensive.I don’t want to buy.1.Shopping mall Divide all the students into eight groups, and everyone takes some goods in each shop.Get the students to do the shopping in groups.(每组由两名学生当售货员，其他学生充当顾客，教师到各组去指导，同时教师也当顾客，购买物品。)
2.An auction 拿一个大的洋娃娃进行拍卖，每次竞价增加值不得超过10美元。出价最高的学生能够获得。 [设计意图]这两个学习任务贴近学生生活，是学生感兴趣的活动，具有真实性。学习过程就是在教师的引导下，学生用所学的语言交流的过程；在大量习得语言的基础上学习语言。教学活动以学生为主体，以主题为线索，以活动为中心，让学生通过做事、通过思考、通过合作来体验语言，体验生活，体验学习的过程与快乐，在“用”中发展思维能力、创新意识和各种语言运用能力。同时注意对学生的评价，激励学生的学习积极性。
Step 6 Summing up/Homework (3 minutes) 1． 学生自己总结本节课所学内容（可自由发言及补充）
T：What did we learn in this cla? What activities(活动)do you /don’t you like? Why? 2．总结各组得分情况，评出获胜小组。 3．Homework: 1)Teach pupils’ parents to calculate and say their lucky numbers 2)Copy the new words and sentences [设计意图]让学生有机会自主总结，帮助学生梳理知识要点。问题的提出拓展学生的思维，并有助于他们课后的自觉运用。
教学反思：
下面我从三点来谈谈这节课的特点；
一、采用“任务型”活动途径和互动式的语言教学，并进行拓展延伸，学“活”知识，激“活”知识和引“活”成就。
4 本节课采用“任务型”活动途径和互动式的语言教学，配合使用图文并茂、声形兼备的多媒体课件，强调个人参与、二人结对和小组参与的活动方式。学生在每个环节都能明确感受到自己的学习任务，主动参与和探讨。“任务型”教学不是为 显示学生的语言技能，而是为了交换信息，特别是在个人之间进行。在学生完成一个任务时，学生在不同的角色转换中其注意力也在转移。
二、创设生活化课堂，进行多样化教学。
英语教学的真正目的，不是单单达到对知识的理解，而是能将所学运用生活，尤其是创造性地运用。如何让学生懂得享受学习带来的乐趣呢？生活化课堂教学需要有丰富、多样化的教学活动。在这节课中，我设计了一个模拟购物的情境，课前我要求学生带物品，例如：衣服、食物、书籍、玩具等各种各样的东西。当进行这个活动时，把学生分为八大组，让小组成员间进行买卖交易，每组由两个同学负责做售货员，其它同学进行购物。进行活动所使用的语言是本节课所学过的句型、单词，并鼓励学生进行情境性的创造会话。学生的积极性完全被激活了，他们一方面沉浸于真实愉快的气氛中快乐说英语，真正成为学习的主人——主动说英语、大胆说英语，一方面又在积极思考这些他们在生活中所熟知的事物该如何用英语表达。在这样轻松愉快的情境，能缩短课堂与生活的距离，让学生将知识创造性地运用，取得了很好的教学效果。遵循了学生活中的英语，在英语中学生活。
三、巧设游戏，一石激起千层浪。 最后的一个活动是拍卖会，这是一项很有意思的活动，它是贴近生活而对学生来说又是十分新鲜、刺激的，每个学生都是活动的参与者。我在组织这一环节的时候，一开始学生的注意力就非常集中，因为他们都感觉到这会是一个很有趣的活动。在这个过程中，我认为我做得比较好的一点是，能够注意到从语音、语调方面激发学生竞价的心理与热情。对物品的竞价，是需要学生的思维转向的，通过竞价，不仅帮助更熟练地掌握对数字的表达，而且调动了学生强烈的参与意识，气氛十分热烈，把本节课的气氛推向了高潮。
上完这节课后，引起我思考的问题是：“完成教学任务”的真正涵义是什么？这堂课我原定要把课文内容跟录音读一次的，但由于学生在购物情境当中努力争取表演的机会，这一教学计划没有完成到，可课后冷静地思索，却发现孩子们主动学会了表达比课文内容更多的东西。，
Draw, cut and play!(WB p.70) Ss draw a picture in each box.Then Ss cut their cards apart and choose one card.T say the word and listen for another with the same sound.T demonstrates by holding the card ice cube and giving a student the card humans.T and S1 walk around the room in different directions, calling out their words.T cups his/her ear with one hand, pretending to be listening, then moves towards S1.They sit down together, showing the cla their cards.Then all Ss play pretending to be listening, then moves towards S1.They sit down together ,showing the cla their cards.Then all Ss play.Song activity Write day, week, month and year on the board.Sing the first two verses of the song How often do you go fishing? But as you do, mime the activities hiking and dancing, as well as showing the correct number of fingers and pointing to the correct words in order to prompt the Ss to sing the song correctly.Continue to sing the song, but invite Ss to come forward to lead the cla by miming, showing their fingers, and pointing to the correct word on the board.Activity 5 Divide the cla into two teams.Start to talk about yourself, just as the frog, polar bear, and girl do in Activity.Then ask questions to elicit answers, such as What’s my name? What am I? What do I do? When do I …? How often do I …? Give points for correct answers.Then divide the cla into groups of four and have each student talk about themselves, then ask the others in their groups questions for points.
Unit Five It’s magic hat.（10月12日） 一Teaching objectives: How much is the guitar? It’s…….
How much are those socks? They are…….That’s……
二、Teaching key points .Word: forty fifty sixty seventy eighty ninety a hundred cheap expensive dollar 三、Teaching difficult points:
1、How much is the guitar? It’s…….How much are those socks? They are……
2、Between the sentence: “How much is the guitar? It’s…….” and “How much are those socks? They are……”
3、Word: forty fifty sixty seventy eighty ninety a hundred cheap expensive dollar。
四、Teaching aids: Cards, pictures, tape , recorder。
五、教法song activity command game etc.
六、Teaching procedures: The first period Step 1 （2 minutes） 1.Greetings Good morning ，boys and girls!Glad to meet you! 2.Make a short conversation (1)T:What day is it today? Ss: It’s Monday.(后进生回答) (2)T:How many days are there in a week? S1: There are seven days.（优生回答）
(3)T:How many people are there in your family? S2: There are …….Step 2 (3 minutes) 1.Count the numbers from 1 to 30 (clap hands) 2.Play a game (把全班学生分为两大组，并且每人有一个号码，当听到老师说出的号码时，拥有这个号码的两个同学必须站起来，比赛谁快。) Step 3 Revision/Lead-in (2 minutes) 1．Revision（课件呈现）
a dollar/ten dollars Hey! That’s cheap! Wow! That’s expensive! 2.Lead-in: Here is a big store, and there are so many beautiful things in it.Can you gue what am I going to buy?(课件：一顶魔术帽)
6 T=Teacher Ss=Students S: You’re going to buy a magic hat.T: Yes, and how much is the magic hat? It’s forty.Step 4 Presentation (10 minutes) 1.New words（课件呈现） (1)forty T: How much is the magic hat? It’s $40.(句型板书）
Read the sentences, and answer the question T: How much is the skirt? （课件呈现出一条裙子） Ss: It’s $40.延展：课件呈现 42、44、48 ，让全体学生说出来，并注重读法。 (2)fifty, 课件呈现 51、54、56,让全体学生说出来.T: How much are those socks? （课件呈现出一对袜子） Ss: They’re $ 56 .（优生回答） sixty,seventy,eighty,ninety 把握“几十几”读法与价格的表达，并能结合句型回答问题。
(3)a hundred 课件呈现 200、300、500 ，让全体学生说出来,并注重纠正two hundred dollars的hundred后不变为复数。
2．Ask and answer.(1)T: How much is the computer? S1:It’s…….
(2)T: How much are those chocolate? S2:They’re…….
(3)T: How much are those candy? S3:They’re…….
3.Listen to the tape, and read after the tape.Step 5 Practice (5 minutes) 1.Look and say 40 ―100
数字快速闪出和消失，让学生举手回答。 2.Plus (1)21 22= (2)32 40= (3)56 44= (4)72 18= T: What plus what is? Ss:21 22=43 3.Gue the price T:Now, let’s play a gueing game.I would let one of you come here and others gue.htTp://Www.XxJszJ.cOm (1)课件：出示一盒雪糕 T: How much is it? S1:Is it……? S2:Yes/No,up or down (2)课件：出示一对鞋
S1:How much are those shoes?
7 S2:They’re ……? S1:Yes/No,up or down? (3) 课件：出示一只狗 S3:How much is the dog? S4:Is it ……? S3:Yes/No,up or down? 4.Pair work （课件呈现商店的物品） （1）How much is the _______? Is it ……?.
(2) How much are those ______? They’re …….
Step 5 Activity (12 minutes) [情境任务型] 将购物术语写在相应图下（课件）
A:Can I help you? B:I’d like a …….
A:How much is it/are those? B:It’s ……./They’re …….A:Here you are.B:Thank you.A:It’s ……./They’re …….B:Hey,that’s cheap.I’ll get it./ Wow,that’s expensive.I don’t want to buy.板书设计：
Unit 5 It’s a magic hat。
A:How much is it/are those? B:It’s …./They’re ….forty, fifty, sixty, seventy, eighty, ninety, a hundred 教学后记：
1﹒通过TPR，以动作形式导入—操练新知识，学生有较浓厚的学习兴趣，而且教学效果较好。
2﹒在学习人物的过程中，作示范不够清晰，因此，有部分学生区分不是很清楚，在示范时因示范清楚，直到学生明白为止会更好。
3﹒多媒体的运用，增添了学习的色彩感，效果好。
Song activity G a.Have Ss look at the pictures.b.T: (Point to the picture of Tony.) What is Tony going to do? [Ss: He’s going to go hiking.] c.Ask questions about the other pictures.Using the book: a.Ask individual Ss to read the lyrics.b.T: (Point to the blanks on the page.) There are some words miing.Let’s listen to the song and fill in the blanks.c.Play the tape and have Ss fill in the blanks.d.Pause the tape from time to time if neceary.e.T: Now, let’s sing! 8 f.Play the tape again and have Ss practice singing together.g.Divide Ss into four groups and aign each group a verse.h.Have each group choose one group member to sing the answer part.The rest of the group sings the questions.i.Play the tape and have each group sing along.Step5.Activity: Show some pictures to the students.Let them the favourite one to describe.They can work in pairs.Then show their poems to the cla.
It’s easy to finish the task, but it is hard to do it well.Teaching Content: Mastery words and expreions: poem, decide, nature, expre, learn/know …by heart, pleased, happine, shut Oral words and expreions: poetry, description, continue, beyond Teaching Aims: 1.Learn about the poems in foreign countries.2.Know the differences between Chinese and foreign poetry.Teaching Important Points: 1.How to make suggestions.
2.The grammar: infinitives.3.Some words and expreions: learn/know …by heart Teaching Difficult Points: The grammar: infinitives
Teaching Preparation: pictures Teaching Aids: audiotape, flashcards, pictures Type of leon: new leon Teaching Procedure: Step1.Come to “THINK AOBUT IT”.Let the students talk about the questions in groups.
1.Have you written a poem in Chinese? Is it hard? Why? 2.What kinds of poetry do you like best? After a while, let the students in each group present their ideas to the cla in front of the cla.Step2.Listen to the tape and find the answers to the questions: 1.Have Brian finished his poem?
2.What’s Danny’s poem about? Step3.Reading task: 1.Read the text and underline the new words in this leon.Present the meanings of the words with the help of the media computer.We can use our body language if neceary.2.Tell the main idea of this leon.Step4.Read the text again and decide the statements are true or false.1.Jenny wrote a Chinese poem.
2.Brian wrote a poem about nature.3.Danny learned his poem by heart. Step5.Deal with the language points.How to make a suggestion: Maybe you could write a description of your favourite place.The infinitives: Let the students sum the use of infinitives of this leon.Then encourage them to make more
9 sentences with the grammar.Step5.Activities 1.Divide the cla into several groups.Then let them translate a Chinese poem written by Li Bai or other famous poets.Then compare the translations of the groups.Let’s see which is the best.2.Each group writes an English poem about the familiar things around us.Then let them change the poems in groups.They may give their own advice to the poems written by others.Step6.Describe the picture in English.
Ask the students work in their formal groups.Then let them read their poems in cla loudly.Step7.Come to “LET’S DO IT”.Work with a partner.Let the students talk about the question: which do you think is more difficult to understand, English poetry or Chinese poetry? All of the students have seen much Chinese poetry, but few of them have seen English poetry.So present the students several English poems.Let them discu the mean ideas of the poems.Then let them finish the task.Step8.Homework 1.Finish off the activity book.2.Get more information about the English poetry after cla.The students more little of the English, so that the teacher provides them more information about the English poetry is very neceary.We can use the Internet to help us.The teacher should stimulate the students’ interests about the English poetry.The students can have more time to search more information on the Internet after cla. Predicting
This activity can motivate the students to read the material.Through prediction, they can have a purpose in reading, and make their reading more like a gueing and checking game.This will not only facilitate reading but also make reading purposeful and fluent.In this activity, an overhead projector may be used if there is one available.To backup the arrangement, different groups may proceed different, if one group is faster or too slow, the teacher can re-arrange the groups.
In group report, if there are many groups, and if the prediction is similar, when one or two have finished, the teacher can just ask other groups to add.(1) Arrange the students into groups of four and aign the task Instruction “ Now turn back and form groups of four and then discu what you can think will happen just according to the picture on the screen”.One of you is to act as the note-taker.(2) Student work in groups.
While the students are discuing within their groups, the teacher should go around to see whether he can help or whether he can participate in some group.Also he should be ready to give help when it is needed.And to make sure that everyone is involved and every group can finish as required.(3) Group report Instruction “All right.May I know your idea now? What do you think will happen? Now group 1 please”.
Invite each group to contribute and if poible write the key points on the black board, or just project each group’s work onto the screen.(4) Summarize the aign reading tasks.
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