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中职英语 基础模块(预备级)教学设计(教案、学案)Unit 8 第一课时  

2012-04-05 09:47:34|  分类: 中职英语 |  标签: |举报 |字号 订阅

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Unit 8 How much is it?

 

一、学情分析

本单元的教学重点是收集商品类的词汇,如:食物类,文具类,衣物类;能够听懂询问和回答有关商品价格和数量的简单对话;正确及熟练运用英语询问商品的价格和数量;能读懂简单的收据和支票并能根据提供的收据写支票。本单元所学习的内容和学生的生活联系较紧密,并且语言的环境也较易设置。因此利用这一特点教师应该尽量让学生在一种真实的语言环境里练习本单元的重要的句型和对话。并且改变以往固定的partners的方法,不仅可以训练学生的应变能力,也可以更好的巩固所学的句型及用语。同时支票和收据的阅读也充分体现了职业教育的特点,教师在教学中应该设置一定的语境让学生充分体验工作的环境并且有意识的培养学生认真、仔细的处事作风。

本单元设计成四个课时:

第一课时 lead-in + listening and speaking

    第二课时 reading and writing

    第三课时 language in use

    第四课时 unit task + self-check

 

第一课时 Lead-in + Listening & Speaking

二、教材分析

1.教学内容

本课时系教材《英语 预备级》(基础模块)第八单元的第一课时,包括Lead-in & Listening and speaking两部分,具体内容为:收集常见的食物类、衣物类、文具类词汇,听懂并掌握购物相关的用语或句型。

2.教学重点、难点

教学重点

食物类、衣物类、文具类词汇;购物相关句型和用语。

教学难点

购物的简单对话

三、教学目标

1.       知识目标

掌握生活用品或事物相关的词汇,如socksshirtT-shirtsuitskirttrouserssweater tiepencilmilkcolabreadchicken

2掌握购物时的常用语,如:

  Can I help you?/May I help you?

  What can I do for you?

  I would like…/I want …

  I will take…

(3) 掌握询问物品数量和价格的相关句型

How much is it? / How much are they?

 How much do you want? / How many do you want

 

2.       能力目标

学生能听懂简单的购物相关对话。

学生能准确运用购物用语。

(3) 食物类、衣物类、文具类相关词汇的掌握。

3.       情感目标

1)让学生了解西方购物的习惯,培养学生的礼貌举止。

2)培养学生对英语的正确态度,提高对英语的兴趣。

 

四、教学步骤

Step One Lead-in

1.       Play a game with the students. Say: “I am going to describe one of the students in the classroom and you guess who he or she is.” Using the following sentence pattern.

     He/She is wearing a … T- shirt/shirt/coat. He is wearing a pair of … pants and … shoes.

(设计意图:将游戏的形式将学生带入课堂,可以让学生在轻松的气氛中进入英语的学习中。有利于激发学生的学习愿望。)

2.       Activity 1. Look and match. Have a look at the pictures with the students. Have a discussion with the students. Ask them “What are they?” Have the students match the words with the words.

(设计意图:对大部分学生而言,这些词汇基本都是以前学习过的词汇。有了前一个活动的回忆,本活动能让学生进一步熟悉将要用到的词汇,为下面一系列活动做好语言储备的准备。)

3.     Choose and talk. Have the students talk about their own clothes and their partners’ clothes. Then fill in the blanks.

     I have ____________________.

     She/He has ________________.

    Have a check with the students as a whole. Ask individual student to read their answers to the whole class. Give proper comments on their performance.

4.       Practice. Have the students choose one of the students and describe what he or she wears. Ask the other students to guess what he she is.

设计意图: 巩固词汇,练习学生对语言的运用能力。)

 

Step Two Listening and speaking

1.       Revision. Show them pictures of different items. Revise and teach them the words.

Words to taught: fish; chicken; meat; ruler; pen; pencil; eraser; pencil-case; milk; tea; cola; juice; bread; cake; hamburger; cookies; pear; orange.

   

2.       Practice. Divide the pictures into different groups and have the students choose one. Flash the pictures and have the students recall the pictures.

设计意图: 学习并巩固词汇为后面的运用做好准备。)

 

3.       Activity 3. Listen and circle. Have the students listen to the dialogue and circle those that Tang Hua is going to buy. Then have a check with the students as a whole.

4.       Activity 4. Listen and write. Students listen to the dialogue again and write down the prices of the items that Tang Hua bought. Ask individual student to give their answers and have a check.

设计意图: 这两个活动都是在训练学生在听的过程中识别信息的能力。同时通过这两个活动让学生熟悉一些基本的购物用语以及询问价格和数量的用语。)

5.       Activity 5: Look and choose. Go through the pictures with the students as a whole. Have the students guess what does “How much…” mean in different sentences. Then fill in the blanks.

Explain the difference between “How many…” and “How much…”

Tell them what countable nouns and uncountable nouns are.

6.       Practice. Practice “How many…” and “How much…” Say: “I want to buy something, and you want to know the amount I want to buy.” Have the students ask the teacher to get the amount.

     Teacher: bread

     Students : How much do you want?

     Teacher: pen

     Students: How many do you want? 

 设计意图: 了解how many How much的用法,让学生了解可数名词和不可数名词,为后面的口语活动做准备。)

7.       Listen and complete. Have the students listen to the tape and complete the dialogues. Have a check with the students as a whole. Ask the students to read the dialogues on the tape.

设计意图: 对购物用语进行一个小的总结和回顾,帮助学生对这些用于有一个整体上的把握,为后续的活动做准备。)

8.       Listen and mark.

1)      Explain what stress is to the students.

2)      Ask the students to read the dialogues on the tape and try to understand the stressed words.

3)      Students listen to the dialogues again and mark the stressed words.

 

If possible, have the students listen to the dialogues again and have a check with the students as a whole.    

设计意图: 训练学生的语音语调。让学生拥有标准的语音语调对提高学生学习英语的信心有着重要的意义。)

 

Step Three Summary and Production

1.       Make a short summary of what we’ve learned today.

   (1)key vocabularysocksshirtT-shirtsuitskirttrouserssweater tiepencilmilkcolabreadchicken

   (2)everyday English about shopping:

               Can I help you?/May I help you?

               What can I do for you?

               I would like…/I want …

               I will take…

How much is it? / How much are they?

               How much do you want? / How many do you want

  

2.       Choose and act.

1)      Have a look at the pictures with the students. Discuss the pictures. Ask them “What is there in the picture?” Revise the words.

2)      Divide the students into three groups and have them choose to be the owner of different shops as the picture shows. Ask the students to make their own dialogues.

3)      Ask some pairs to show their dialogues.

设计意图:这是一个综合性的语言的运用活动,能全面检测学生对本节课所学知识的掌握情况。)

 

Step Four  Homework

1.       Practice the dialogues in activity 6 and activity 7.

2.  Have the students to write down their own dialogues.

 

五、板书设计

Words:

socksshirtT-shirtsuitskirttrouserssweater tiepencilmilkcolabreadchicken

Can I help you?/May I help you?

What can I do for you?

 I would like…/I want …

 I will take…

How much is it? / How much are they?

How much do you want?

How many do you want

  

 

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