2021-2022学年高教版英语1（基础模块）电子教案B1U3-2.docx

Unit 3 How much is it?（第二课时教学设计）一、教材分析.教学内容本课时系教材英语1（基础模块高教版）第三单元的第二课时，授课材料为Listening and speaking中的Dialogue B,具体内容包括：关于商品信息的词汇、买卖商品活动中售货 员和顾客展开的对话，如售货员接待顾客、介绍商品有无及折扣，顾客询问商品价格、表达 购买数量等内容。以上内容为本单元听说课的教学重点，也为学生学以致用的语言表达活动提供了语言 铺垫。同时，本课时的教学内容为学生完成单元任务一一运用本课所学知识举办一次旧书展 卖会做出语言和行为示范。1 .教学重点、难点教学重点通过顾客与售货员之间对话的学习，学生能自如地询问商品信息，表达购物需求，并恰 当回应。教学难点学生运用提高听力效果的策略一一以表格形式记录关键信息。学生理解购物发票各工程的含义。二、教学目标.知识目标学生能理解关于商品信息的词汇,如quantity, unit price, amount, signature, kilo, on saleo学生能掌握顾客与售货员之间对话的句型，如:What can I do for you ?I'd like to buy.Sorry, are sold out. / Sorry, there aren't any-*.How much is / are*?1 yuan a kilo.It's on sale now.I will take 5 kilos.2 .能力目标学生能听懂顾客和售货员之间买卖商品的对话。学生能开展关于买卖商品的对话。学生通过预测和记录关键信息的策略提高听力水平。3 .情感目标学生了解售货员及顾客的礼仪并会在实际生活中应用。三、教学步骤Step One Picture description (10 min )1. Picture show (1 min)Teacher shows Picture 1 from Activity 21 on the screen, and adds more information on it, e.g. Wood/s Bakery, No. 2 Vocational School, Tang Hua, Jerry Shade, a calendar. Students have a look at the picture for 5 seconds.(设计意图：以生动的图片引入新课，有助于教师抓住学生的注意力。教师为图片增加 的时间地点和人物身份等信息，也为学生开展Activity 7, 8的活动做出情境铺垫。)Let/s dig the story out! (5 min)Teacher says, "What's on the picture? What might be happening? Let's tell a story about the picture with a sentence, a phrase or even a word in turn. We will find out which group is the best story teller. Any words or sentences about the picture will gain a score for your group.Students describe the picture or imitate the dialogue between Tang Hua and Jerry Shade. The group that gives the most expressions is praised by teacher orally.(设计意图:让学生展开想象，用句子、词组或词汇轮流描述图片中可能发生的故事， 难度分层，有助于活跃思维，激发学生的参与热情，也为学生开展Activity 7, 8的活动 做出语言铺垫。)The story in my eyes (4 min)After all groups have given their descriptions about the picture, teacher retells the story in her own words. The more exaggerative the story is, the more easily the students can remember the new expressions the teacher has referred to in her story.The following expressions must be referred to in the teacher's story and must be written down on the blackboard to impress the students. Then students read the expressions on the blackboard together.(设计意图:教师以夸张的语言描述图片中可能发生的故事，易于吸引学生的注意力， 并使他们对故事内容有更深刻的印象，从而完成了本课局部关键词汇和句型的教学。)Step Two Listening (Activity 7, 8) (7 min)1. Activity 7. Bingo! (1 min)Teacher explains the rules: Tang Hua is in the bakery. He wants to buy some food. But something is sold out. What9 it? Look at the pictures in Activity 7 and tick the goods that you think is sold out. Then we listen to the dialogue. If you get right guess, you say Bingo. Let's see which group gets the most Bingo. I wish you good luck!Then students tick the goods, listen to the dialogue and check answers.(设计意图:预测答案使得听力活动更具趣味和针对性，学生会更加仔细地听对话，以核 对自己是否Bingo。教师可以先让学生一起用英语说出图片中的物体，这能扫除听力材料中 存在的词汇障碍。)True or false exercises. (1 min)1) Tang Hua wants to buy some bread and pizza. ( X )The cakes are on sale now. ( J )2) Tang Hua buys some cakes and pizza at last. ( V )(设计意图:该步骤有助于学生理解听力材料的主要内容。学生可以在上一步骤后直接 完成该题。如果学生有难度，可以再播放一遍录音。)Activity 8. Listen and complete. (5 min)Students discuss the invoice with their partner; and try to get to know the meaning of the following words on the invoice by themselves: item, quantity, unit price, amount, signature. Then ask one or two students to explain the words.Teacher introduces a tip on how to make the listening activity more efficient: Write down the key words of a dialogue in a form.Students listen to the dialogue and finish the invoice individually. Then the whole class check the answers together.Listen again if necessary.（设计意图:该步骤的情境已经在Picture show中给出，有助于学生根据票据内容领 会各个工程的含义，培养分析推理能力。教师对于听力策略的提醒，能帮助学生形成科学 高效的学习方法。)Step Three Speaking (Activity 9,10,11) (27 min)1. Read and underline. (2 min)Students read the dialogue in Activity 9 individually, then underline the sentences about shopping. Teacher asks 2 or 3 students to tell others their choices, and writes down the sentences on the blackboard:(设计意图:学生通过阅读，独立找出Activity 9中关于购物的关键句型并不难。教师 可以请两三名学生给出答案，进行核比照拟，这能让学生对关键句型的印象更加深刻。)Read the dialogue together. (1 min)Students read the dialogue twice together. The first time is between two groups, and the second is between boys and girls.(设计意图:该步骤能帮助学生记忆关于购物的关键句型，并做出恰当反响。为了保证 学生朗读时语调正确，教师可以和他们一起大声朗读作为引导和示范。)Game: Question cycle (5 min)Teacher asks questions related to students' real life with sentences on the blackboard. A student answers first, then he arouses another question to the next student. The question cycle must go quickly around most students in class.(设计意图：问答接龙游戏能帮助学生快速记忆和运用关于购物的句型。适当的刺激和紧张度有助于学生集中注意力。问题要联系学生的实际生活，易于回答。）3. Performance: Shopping for my birthday gift! (15 min)(1) Teacher explains the rule: In last class, we suppose that mum gives us 200 yuan to buy some gifts for ourselves. Let's go on the role play in this class. I'd like to be the birthday girl, and I invite one of you to go shopping with me. Two others behave as salespersons. We make a dialogue about shopping with friends and salespersons together.Then teacher gives an example on how to carry out the role play.(2) Four students form a group. They get ready in 5 minutes, then 3 or 4 groups show the play on the stage.(设计意图:该步骤的情境承接上一堂课的活动背景，起到承上启下的作用，提高了课 堂实践活动的效率，有助于学生将所学知识运用于生活实践。)Discussion: What manners are important when we serve the customers as salespersons? (4 min)Students may discuss the topic with partners. Then they give their ideas with sentences, phrases or even body languages.（设计意图:该步骤的活动和学生毕业后可能从事的职业销售员相关，有助于加强 学生的职业素养和基本礼仪知识。开放式的交流方法，包括肢体语言在内的表达形式，降 低了学生开展讨论的难度。）Step Four Homework (1 min)Please google the requests of a famous company or department store to the post of salespersons on . Then write the requests down. It can be a group work with group members from 2 to 5. After finishing it, share the information that you have found with other groups.(设计意图:该步骤有助于训练学生的调研能力，积累相关的职业素养知识。小组合作 完成作业，降低了作业的难度。作业完成后的组间交流，使学生提供资源，提高学习效率。)I、板书设计Word Banksalesperson, take, delicious, on sale, sold outUseful sentencesWhat can I do for you?I'd like to buy.How much is the cake?It's on sale now.I'll take.There aren't any-.Two yuan a kilo.宁波市余姚职业技术学校徐春华