2021-2022学年高教版英语1（基础模块）电子教案B1U3-3.doc

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1、独家文档请勿盗版感谢支持Unit 3 How much is it？ （第三课时 教学设计）一、教材分析1 教学内容本课时系教材英语1（基础模块 高教版）第三单元的第三课时，授课内容为课本Reading and writing部分，具体包括：一张关于超市商品打折信息的海报，以及和海报信息相关的读写训练。本课内容承接前一课时关于购物的对话，进一步呈现了商品的具体信息，要求学生能够读懂商品折扣海报，并用简单句表述商品折扣信息，是本单元Reading and speaking部分购物话题的拓展和深化。同时，本课时的教学内容为学生完成单元任务运用本单元所学知识举办一次旧书展卖会提供了具体的操作方案。2

2、教学重点、难点教学重点学生能准确地提取相关海报信息，通过写作的方式操练阅读中获得的信息并应用展示。教学难点学生通过阅读海报，选择数字，快速查找细节信息并加以整合运用。学生在真实环境中筹备旧书展卖会的书籍，商定旧书价格并做出陈述。二、教学目标1. 知识目标学生能理解超市海报中关于商品信息的词汇，如original price, 30% off, surprise, on sale, save。2. 能力目标学生能读懂商品折扣海报。学生能用简单句表述商品折扣信息和填写旧书展卖会书籍信息。 (3)通过统计展卖会的旧书，学生培养组织策划能力。3. 情感目标学生树立珍惜资源，合理利用旧物的意识。三、教学

3、步骤Step One Lead in （6 min）1. Thats my new dress! (3 min)Teacher enters the classroom in a new dress, shows the tag of the dress and describes her shopping experience: “I went shopping last week. Its a nice dress, isnt it? The original price is 500 yuan, but its on sale, 30% off. It saves me 150 yuan

4、, so I bought it for 350 yuan. Its really a big surprise!” While talking, teacher writes down the following expressions on the blackboard, then makes an explanation to impress the students.（设计意图: 该步骤有助于清除学生在海报中可能碰到的词汇障碍。教师以穿的新裙子为契机，介绍购物经历，自然地引出以上词汇，易于学生记住以上表达。）2. Tell us your shopping experience. （3

5、 min）Teacher asks, “Do you sometimes go to the supermarket with your mother? What do you usually buy in the supermarket?” Students may discuss the questions with partners, then three or more students tell others their shopping experience.Teacher says, Happy Mall often provides goods on sale. Lets ha

6、ve a look at the poster and catch the right time to buy the goods at the lowest price. （设计意图: 该步骤联系学生的生活经历，易于激发他们对阅读活动的兴趣。教师联系本地大型超市，引出Activity 12中的海报，并把海报中的超市名称改为本地的超市，为后面的阅读活动设置了真实的情境。）Step Two Reading (Activity 12, 13, 19) (9 min)1. Activity 19. Read and group. （3 min）Teacher says, “There are man

7、y goods on sale in Happy Mall. Can we put the same kind of goods in the following baskets? Please think about it with your partner, and find the right goods for each basket.”Then students check answers together.(设计意图:该步骤能使学生熟悉海报上的所有商品，为后面寻找海报细节信息的活动做出铺垫。同时商品归类的活动有助于培养学生对词汇意义分类并记忆的词汇学习策略。)2. Activity

8、 12. Have you got a quick mind? (3 min)Teacher asks, “Read the poster carefully and try to find out answers to the following questions.”(1) How many items are on sale on Monday? What are they?(2) How many items are on sale on Tuesday? What are they?(3) How many items are on sale on Wednesday? What a

9、re they?(4) How many items are on sale on Thursday? What are they?(5) How many items are on sale on Friday? What are they?(6) How many items are on sale on Saturday? What are they?(7) How many items are on sale on Sunday? What are they?Students find answers quickly and the first one who puts his han

10、d up gets the chance to answer questions. The group which has the most quick minds is praised orally. （设计意图:该步骤有助于培养学生对细节信息的搜索能力。小组竞赛的形式赋予学生适当的紧张度，使得学生的注意力更加集中，课堂氛围活跃热烈。） 3. Activity 13. Read and judge. (1 min)Students finish the exercises individually, then check answers together.（设计意图:该步骤有助于培养学生对细

11、节信息的判断能力。上一环节的活动，保证了学生能较容易地独立完成该任务。） 4. Help me to be a smart housewife! (2 min)Teacher says, “I want to buy 2 kilos of pears and 5 kilos of rice in Happy Mall. Please help me to find the right time to Happy Mall and save some money for me. You can discuss it with your partner.”(1) The pears and ric

12、e are on sale on _.(2) The original price of pears is _.The original price of rice is _.(3) I can save _ yuan on pears.I can save _ yuan on rice.(4) I can save a total amount of _ yuan. （设计意图:该步骤有助于锻炼学生整合运用细节信息的能力。真实的情境易于激发学生的兴趣，同时为学生完成Activity 14，15的任务做出铺垫。） Step Three Writing (Activity 14 , 15) (1

13、4 min) 1. Activity 14. Read and complete. (7 min)Students read the poster again carefully. Then finish the table individually, after which they can discuss with partners.Then teacher asks four students to show their answers and make necessary explanations. Others check answers together. （设计意图:该步骤有助于

14、锻炼学生通过阅读，把图的信息和单词信息转换成句子信息的能力。上一环节的活动，保证了学生能较容易地独立完成任务。）2. Discussion: On which day can Ben buy all items with the least money? (3 min)Students may discuss the question with partners, then teacher asks two or three students to have a statement and make an explanation. Others judge their statements.（

15、设计意图:该步骤有助于锻炼学生的分析和推理能力。该任务属于Activity 15中的一部分，是本课的教学难点.。单独讨论该话题，为学生顺利完成下一环节的任务做出铺垫。） 3. Activity 15. Talk and decide. (4 min)Students talk about Bens shopping list and fill in the blanks with partners together. Then 4 representatives from four groups give statements.（设计意图:该步骤有助于锻炼学生通过写作方式操练阅读中获得的信息并

16、展示的能力。同桌合作的方式，降低了活动的难度。） Step Four Unit task: Organize a used book sale. (15 min) 1. Fill in the information card. (10 min)Students show the books they have brought from home for sale, work in group of 4 and fill in the information card about each book, then get the information of all the used books

17、 of the whole group. N好女孩好 Name of the owner: _ Name of the book: _ Original price: _ Present price: _Discount: _ % offName of the bookOwnerOriginal pricePresent priceDiscount（设计意图:该步骤有助于学生运用本课所学语言完成一个真实的任务,即组织一次旧书展卖会。小组合作完成旧书信息的收集，降低了活动的难度。）2. Presentation （5 min）Four or five group representatives

18、come to the stage，show their cards and introduce prices of their books prepared for the used book sale.（设计意图:该步骤有助于锻炼学生的组织能力和口头语言表达能力。）Step Five Homework (1 min) Students in different groups work together to design a poster to sell the used books. Put up the posters on the wall of the classroom and hold a used book sale after class.（设计意图:该步骤有助于锻炼学生的策划能力。）四、板书设计Word bankoriginal price 500 yuanon sale 30% offsave money 150 yuan A big surprise!宁波市余姚职业技术学校 徐春华