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OE4AM3PlacesandactivitiesU3Intheshop3rdPeriod11.单元整体设计Period1Period2Period3Period4Objectives1.Tousenounphrasestorefertothequantityofthings.e.g.

apacketofsweets,aloafofbread,abowlofnoodles,abarofchocolate,abottleofwater2.Touseformulaicexpressionsincontext.e.g.Iwant…3.Tousenountoiden

tifyspecialtiesofChina.e.g.chopsticks,foldingfan,mooncake,tea,candy,model4.Toidentifythepronunciation

sof‘sm’,‘sp’,‘st’.1.Tousewh-questionstofindoutthepriceofthings.e.gHowmuchisit/arethey?2.Tousemodeledsentencestogivethepriceofthi

ngs.e.g.Itis/Theyare…yuan.3.Touseformulaicexpressionsincontext.e.g.Iwant…1.Tousephrasestoidentifythedifferentpartofthesu

permarket.e.g.thebakerysection,thefruitsection,thesnackssection2.Tousewh-questionstofindoutthepriceofthings.e.g.Howmuchis/

arethe…?3.Tousemodeledsentencestogivethepriceofthings.e.g.It’s/They’re…yuan.4.Tousemodeledsentencestogi

vereasonsandwriteashoppingreport.e.g.Ibuy…Because…5.Tofindoutthedetailsfromthepicturesandthedialogues.1.Touseadjectivetoidentifythespecificthings.e.g

.Howmuchis/arethe...?2.Tousemodeledsentencestogivethepriceofthings.e.g.It’s/They’re…yuan.3.Tousemodeledsentencestogiver

easons.e.g.Ibuy…Because…4.Touseformulaicexpressionsincontext.e.g.Igive...to...Iamso...ContentOE4AStud

entbookP42ListenandenjoyP42LookandlearnP46LearnthesoundsOE4AStudentbookP43LookandsayP43AskandanswerP46Pl

ayagameOE4AStudentbookP44SayandactOE4AStudentbookP45ReadastoryTopicAshoppinglistInagiftshopShoppinginthesupermarketAhappyclasspar

tyUseoflanguageTomakeandintroduceashoppinglistbyusingthecorewordsandthesentencesthey’velearntbefore.Inclass:Diff

erentfeedbacksofpairworksandgroupTocompletethelist‘Giftsfortheguests’andmakeadialogueinthegiftshop.Inclass:Differentfeedbackso

fpairworksandmakeaTocompletethelist‘Thingsfortheparty’andmakeashoppingreport.Inclass:DifferentfeedbacksofdialogueandTomakeapostertointroduce

theprocessofshoppingandthehappinessofsharing.Inclass:Differentfeedbacksofpairworksanddescription.2works.Afterclass:Tomakeandintroduc

eashoppinglist.dialogue.Afterclass:Writeaboutthegift.description.Afterclass:Writeashoppingreportandreaditt

oyourparents.Afterclass:Shareyourpostertoothergrouporyourparents.ProcedurePre-taskpreparations:WarmingupWhile-taskp

rocedures:1.<newguests>Phrases:apacketofsweets,aloafofbread,abowlofnoodles,abarofchocolate,abottleofwater新授词汇，记忆语言结

构2.<Ashoppinglist>Patterns:Iwant…It’s/They’re…二次输入，尝试使用语言Post-taskactivities:Ashoppinglist运用语言，完成购物单并作介绍。Pre-taskpre

parations:Homework-checking检测前课时学习情况While-taskprocedures:1.<Inagiftshop>partAPatterns:Howmuchisit/arethey…?对话推

进，新授句型2.<Inagiftshop>partB对话推进，运用语言Post-taskactivities:Mygift运用语言，完成giftsfortheguests表格并作介绍。Pre-taskpreparations:Homewor

k-checking检测前课时学习情况While-taskprocedures:1.<Inthefruitsection>新授句型,对比句型，寻找信息2.<Inthebakerysection>运用句型，合作找出信息3.<Inthesnacksection>运用

句型，自主提炼信息Post-taskactivities:Myshoppingreport运用语言，完成shoppingreport并作介绍。Pre-taskpreparations:Homework-

checking检测前课时学习情况While-taskprocedures:1.<Makeashoppinglist.>2.<Gotothegiftshop.>3.<Gotothesupermarket.>4.<Giveandshare.>Post-taskactiv

ities:Myclasspartyposter运用语言，完成poster并作介绍。BoarddesignM3U3ShoppingPeriod1AshoppinglistIwant…It’s/They’re…apacketofsweetsaloa

fofbreadabowlofnoodlesabarofchocolateabottleofwaterM3U3ShoppingPeriod2InagiftshopIwant…Howmuchisit/arethey?It’s/They’re…yuan.M3U3ShoppingPe

riod3ShoppinginthesupermarketM3U3ShoppingPeriod4Ahappyclassparty1.Makeashoppinglist.2.Gotothegiftshop.Iwant…It’s/They’re…

3.Gotothesupermarket.Ibuy…Because…4.Giveandshare.Igive…totheguest.Ishare…withmyfriends.Iamsohappy.3AssessmentSpeakingandwriting:Todescribe

theshoppinglist.e.g.,Iwantapacketofsweets/aloafofbread/abowlofnoodles/abarofchocolate/abottleofwater.It’s/They’resweet/yummy/nice

/…SpeakingandwritingTotalkaboutthegiftsfortheguests.e.g.,Speaking:MayIhaveasmallpacketofsweets,please.Howmuchisit?I

tis…yuan.Hereyouare.Thankyou.Writing:Howmuchisit?Itis…yuan.Iwantasmallpacketofsweets.Itistwelveyuan.Speakin

gTotalkaboutthethingsfortheparty.Writing:Tomakeashoppingreport.e.g.,Speaking:Howmuchisthepacketofapples?Itisthirte

enyuan.Howmucharetheoranges?Theyarefourteenyuan.Don’teattoomuchchocolate.Writing:Howmuchisthepacketofapples?Itisthirteenyuan.Howmucharetheoranges?

Theyarefourteenyuan.Iwantsomeapplesandsomeoranges.Thepacketofapplesisthirteenyuan.Theorangesarefourteenyuan.Ibuythepacketofapples.

Becausetheyaresweet.SpeakingTotalkabouttheposter.Writing:Tointroducetheprocessofshoppingandthehappinessofsharing.e.g.,Speaking:Ho

wmuchisthebigpairofglasses?Itistwentyyuan.Howmuchisthepairofredglasses?Itistenyuan.Speaking:&Writing:First,Imakeashoppinglist.Iwant…It’s/They’re

…(taste)Next,Igotoagiftshop.Iwant….It’s/They’re…(price)Then,Igotothesupermarket.Ibuy…Because…Finally,Ihaveahappyclasspa

rty.Igive…totheguest.Ishare…withmyfriends.Iamso….EmotionSharingmakesusbefriends.42.任务链式教学设计Project-CompetenceChain（项目-能力链）OEBOOK4AModule3P

lacesandactivitiesGradeProjectsCompetences5“MyCity”Tomakeadialogueaboutaskingtheway.⚫Tousenounstoidentifyplaces,clothes,i

llnesses.⚫Tousemodeledsentencestoaskfordirections,suggestionsandadvice.⚫Touseimperativestogivedirections.⚫Touseformu

laicexpressionstoaskandexpress.4“MyNeibourhood”Toillustratethepicture,markamapandintroduceit.⚫Tousenounstoidentifydifferentplaces.⚫To

usemodeledsentencestodescribeexistence.⚫Tousenounphrasestorefertothequantityofthings.⚫Tousewh-questionstofindoutthepriceofthings.⚫Touseformulaice

xpressionsincontext.3“MySchool”Writeaboutmyschool.⚫Tousenounstoidentifyobjectsanduseadjectivestoidentifyobjects.⚫To

usemodeledpatternstodescribeone’sfavouriteplaceinaschool.⚫Toaskwh-questionstofindoutthespecificinformation.⚫Learntheindefiniteartic

lesaandan2“MyHome”Tomakeaposter.⚫Tousenounstoidentifyobjects⚫Tousemodeledsentencestoidentifypositions.⚫Tousewh-questionsto

findoutspecificinformation⚫Tousemodeledsentencestodescribeexistence.⚫Touseimperativestogivesimpleinstructions1

“MyBag”Tocolouroneofthepicturesindividuallyandthenmakeadialogueinpairs.⚫Tonamethequantityoftheobject

s.⚫Tousewh-questionstofindoutthequantityofthings⚫Touseformulaicexpressionstomakedialogue5Objective-TaskChain（目标-任务链）OEBOOK4AModule3Pla

cesandactivitiesGrade4Project:Toillustratethepicture,markamapandintroduceit.Learningobjectives:⚫Tousenounstoid

entifydifferentplaces.⚫Tousemodeledsentencestodescribeexistence.⚫Tousenounphrasestorefertothequantityofthings.⚫Tousewh-questionst

ofindoutthepricesofthings.⚫Touseformulaicexpressionsincontext.Unit1InourschoolTask:Todrawaplanofoursc

hoolandwriteaboutit.Learningobjectives:1.Tousenounstoidentifydifferentplacesinaschool.2.Touseprepositionstoidentifypositions3.Tousemodel

edsentencestodescribeschool.4.Tousewh-questionstofindoutspecificinformation.5.Toidentifythepronunciationsof‘fr’,‘gr’‘t

r’inwords.Unit2AroundmyhomeTask:Tomakeaguidemapandintroduceit.Learningobjectives:1.Tousenounstoidentifydifferentplace

sinaneighbourhood.2.Tousemodeledsentencestoidentifypositions.3.Touseyes/noquestionstoelicitapositiveornegativeresponse.4.Tousemodeledpa

tternstodescribeexistence5.Tousemodeledpatternstodescribeone’sfavoriteplaces.6.Toidentifythepronunciationso

f‘sl’,‘sn’,‘sw’Unit3IntheshopTask:Tomakeapostertointroducetheprocessofshoppingandthehappinessofsharing.Learningobjectives:1.Tousenoun

phrasestorefertothequantityofthings.2.Tousewh-questionstofindoutthepriceofthings.3.Tousemodeledsentenc

estogivethepriceofthings.4.Touseformulaicexpressionsincontext.5.Toidentifythepronunciationsof‘sm’,‘sp’,‘st’.6OEBOO

K4AModule3PlacesandactivitiesPeriods&Sub-topicsPeriod1AshoppinglistPeriod2InthegiftshopPeriod3Shoppin

ginthesupermarketPeriod4AhappyclasspartySub-tasksTomakeandintroduceashoppinglist.Torole-playadialogueinthegiftshop.Tomakeashopp

ingreportfortheclassparty.Tomakeapostertointroducetheprocessofshoppingandthehappinessofsharing.LearningObjectives1.Touseno

unphrasestorefertothequantityofthings.e.g.apacketofsweets,aloafofbread,abowlofnoodles,abarofchocolate,abottleofwater2.Tousefor

mulaicexpressionsincontext.e.g.Iwant…3.TousenountoidentifyspecialtiesofChina.e.g.chopsticks,foldingfan,mooncake,tea,candy,m

odel4.Toidentifythepronunciationsof‘sm’,‘sp’,‘st’.1.Tousewh-questionstofindoutthepriceofthings.e.gHowmuchisit/arethey?2

.Tousemodeledsentencestogivethepriceofthings.e.g.Itis/Theyare…yuan.3.Touseformulaicexpressionsincontex

t.e.g.Iwant…3.Tousephrasestoidentifythedifferentpartofthesupermarket.e.g.thebakerysection,thefruitsection,thesn

ackssection2.Tousewh-questionstofindoutthepriceofthings.e.g.Howmuchis/arethe…?3.Tousemodeledsentencestogivethepri

ceofthings.e.g.It’s/They’re…yuan.4.Tousemodeledsentencestogivereasons.e.g.Ibuy…Because…1.Touseadjectivetoidentifyt

hespecificthings.e.g.Howmuchis/are...?2.Tousemodeledsentencestogivethepriceofthings.e.g.It’s/They’re…yuan.3.Tousemodeleds

entencestogivereasons.e.g.Ibuy…Because…4.Touseformulaicexpressionsincontext.e.g.Igive...to...Iamso...Corecontents:Words:chopsticks,fo

ldingfan,mooncake,tea,candy,modelSounds:sm-,sp-,st-Phrases:thefoodshop,thetoyshop,thestationaryPhrase

s:thebakerysection,thefruitsection,thesnackssectionPatterns:Words:mole,magicPatterns:Howmuchisthebigpacketofapples?7Phrases:apacketofsweet

s,aloafofbread,abowlofnoodles,abarofchocolate,abottleofwaterPatterns:Iwant…shop,theclotheshopPatterns:Howmuchisit/arethey?Itis/Theyare…Iwanttogiv

ethem…Howmuchis/arethe…?Itis/Theyare…Iwanttobuy…Because…Howmuchisthepacketofbigapples?It’s/They’re…yuan.Ihave…

.Iwanttobuy…Because…Iwanttobuy…Because…DiscourseSpeaking:Iwantapacketofsweets/aloafofbread/abowlofnoodles/abarofchocolate

/abottleofwater.It’s/They’resweet/yummy/nice/…Writing:Iwantapacketofsweets/aloafofbread/abowlofnoodles/abarofchocolat

e/abottleofwater.It’s/They’resweet/yummy/nice/…Speaking:MayIhaveasmallpacketofsweets,please.Howmuchisit?Itis…yuan.Hereyouare.Thankyou.Wr

iting:Howmuchisit?Itis…yuan.Iwantasmallpacketofsweets.Itistwelveyuan.Speaking:Howmuchisthepacketofapples?I

tisthirteenyuan.Howmucharetheoranges?Theyarefourteenyuan.Don’teattoomuchchocolate.Writing:Howmuchisthepacketofapples?Itisthirteenyuan.Howmuchar

etheoranges?Theyarefourteenyuan.Iwantsomeapplesandsomeoranges.Thepacketofapplesisthirteenyuan.Theorangesarefourteenyuan.Ibuythepacketof

apples.Becausetheyaresweet.Speaking:Howmuchisthebigpairofglasses?Itistwentyyuan.Howmuchisthepairofredglasses?

Itistenyuan.Speaking:&Writing:First,Imakeashoppinglist.Iwant…It’s/They’re…(taste)Next,Igotoagiftshop.Iwant….It’s/They’re…(price)Then,Igotothes

upermarket.Ibuy…Because…Finally,Ihaveahappyclassparty.Igive…totheguest.Ishare…withmyfriends.Iamso….MaterialsSB:P42Li

stenandenjoyP46LearnthesoundsWB:P61ESB:P43LookandsayAskandanswerP46PlayagameWB:P59A,BP62F,P63GSB:P44SayandactSB:P45ReadastoryWB:P60C,

DP64task8整体设计工具表4AModule3PlacesandactivitiesUnit3IntheshopContentsLevel学习兴趣/习惯/策略1、关注听力文本的关键信息，适当做好笔记。2、根据问题找到语篇的关键信息并划出。3、能够运用写作的基本结构和框架，有逻辑，有核心观

点，详略得当地进行写作。语音sm-sp-st-L1——知晓辅音字母组合在单词中的发音规则，并能用适切的语音，语调跟读、朗读核心内容L2——根据辅音字母组合的发音规则，判断字母组在不同单词中的发音词汇核心(VC)：apacketofsweets,a

loafofbread,abowlofnoodles,abarofchocolate,apacketofbiscuits,abottleofwater非核心(VE)：forsale,onsale,Section,magicL1——能背记核心词汇

及词组L2——能理解词汇及词组所表达的含义L3——能够根据语境，运用核心单词与词组进行口头和书面表述词法L：pron.some,many,muchL1——能知晓词法规则（动词第三人称、频度副词等）L2

——能理解词法规则，用单词的不同形式正确书写句子L3——能根据语境，运用正确的词法规则进行口头以及书面表述句法核心(SC)：Howmuchisit/arethey?Itis/Theyare...非核心(SE)：Don’teattoomuchchocolate

.L1——能规范默写核心句型；能知道句型的基本结构L2——能理解句子表达的含义；能理解句型的语法现象（一般现在时态）L3——能根据语境，用核心句型的不同句式进和句法规则进行口头和书面表述语篇P:ReadastoryL1——能背记核心栏

目语言；能用适切的语音、语调朗读70词左右的语篇L2——能理解核心栏目语言，进行9-10句的模仿说话；能听读、读懂70词左右的语篇内容，并做出正确判断、选择与应答L3——能根据语境，用9-10句进行口头描述、不少于50词进行书面表述93.本课时教学设计说明3.1单元整体设计3.1.1基于

校本手册，明确学习基础向阳小学校本学习手册——一至五年级学期学习水平描述校本学习手册是从目标分解，从任务链式课程实施的排列中得来。从向阳小学校本学习手册中的学习水平描述表中，可以发现通过三年的英语学习，学生普遍已经达到了3B的学习水平。在四年级的学习中

，学生将在核心语言的运用以及语篇的理解方面做进一步的提升。本模块的主题是上海牛津教材上册第三单元Placesandactivities,通过校本学习手册中Module3的项目能力链，我们看到学生知识技能的螺旋上升。本课是本单元的第三课时。在第一课时，学生学习了

主要词汇，并能用Iwant句型表达想购买的东西。在第二课时，学生主要学习了Howmuchisit/arethey?及其答句It’s/They’re…。103.1.2基于基本要求，确立单元目标为了体现年段要求，同样“知道（A）”对于一年级与五年

级的要求是不同的，所以我根据学校学习手册中的学习要求，将《上海市小学英语学科教学基本要求》中的学习水平再具体细化。以本课为例，根据学习水平得出本课单元目标。知道（A）Level1知晓跟读了解Level2识别抄写朗读Level

3背记书写理解（B）Level1听懂读懂Level2应答选择判断Level3获取分析运用（C）Level1会话表达Level2描述转换Level3掌握写出推理113.1.3基于学习规律，确定单元任务根据四课时不同的语用功能，我以学生的学习规律为着眼点完成四课时

任务的设计，确定单元任务，并设计了循序渐进的单元练习。Period1Ashoppinglist完成核心内容新授本课时以已学句型Iwant...带动学习本单元核心词汇，因此本课时的子语用任务定位为学生将

想要购买的东西用shoppinglist的形式罗列出来并做介绍。Period2Inagiftshop以旧带新，语言巩固本课时为本单元核心句型的学习，因此子语用任务是为了给英国老师送礼物，学生们进入礼物店并询问价格。Period3Shoppinginthesupermarket新旧整合，丰富语言本

课时要求学生在文本阅读中，综合运用前两课所学内容，并完成单元语用任务——学生进入超市购买相应的物品并询问价格，并能说出选择的理由。Period4Ahappyclassparty巩固已知，综合运用本课时学生

综合运用这三课时所学内容，并完成单元语用任务——makeaposterabouttheclassparty.学生完成练习单中giftsfortheguests部分并表演对话。Period1Ashoppinglist语言输入语言训练语言输出Period2Inagiftshop以旧带新语言巩

固语言输出Period3Shoppinginthesupermarket新旧整合归纳总结语言转述Sharingmakesusbefriends.Period4Ahappyclassparty巩固已知信息整合展示介绍学生制定并描述一张购物单。学生完成练

习单中thingsfortheclassparty并撰写一份shoppingreport。学生完成一张海报并合作介绍购物的过程，分享的快乐。123.1.4基于语用任务，确定学习材料1Ashoppinglist2InagiftshopSub-task学生运用apacket

ofsweets,aloafofbread等词组搭配Iwant...来制定并描述一张购物单。学生能用使用Howmuchisit/arethey?及其答句进行问答，并表演情景对话。ReadingmaterialsOE4Ap42，46Listenanden

joy,Lookandlearn,LearnthesoundsOE4Ap43,46Lookandsay,Askandanswer,Playagame3Shoppinginthesupermarket4AhappyclasspartySub-task学生在众多商品中选择购买的物品，并能说出选择的理由

。合作介绍购物的过程，分享的快乐。ReadingmaterialsOE4Ap44SayandactOE4Ap45Readastory133.2教学过程设计3.2.1内容与材料本课时的教材内容来自《英语（牛津上海版）》4AModule3Unit3Intheshop中的

栏目Sayandact。为了给予学生更丰富的话题，让学生有言有语，又言又语，我将课文语篇做了适当的调整与扩展。在对话中加入三种问句,即Howmucharethe…?,Howmuchisthepacke

t/loaf/bar/…of…?和Howmucharethepackets/loaves/bars/...of...?的比较，帮助学生在语篇中更好的辨析三种问句。其次，在语篇中我还加入了购买的理由，使对话更加贴近生活，以此加强学

生在实际生活中运用语言的能力。PartAFruitsectionPartBBakerysectionPartCSnacksection143.2.2过程与策略本课的课型定位为语篇带动句型。在课堂活动的推进中

，对语篇的理解和阅读能力的培养两方面做了循序渐进的活动设计。(1)通过问题推进语篇理解整个语篇的推进都围绕在五个问题中，Kitty,whereareyou?Whatdoyouwant?Howmuchis/are...?

Whatdoyoubuy?Why?为了更好的推进语篇，我以购物区域的不同将语篇分为三部分。在每个部分中借助五个问题用不同的活动层层推进，帮助学生从知道理解语篇，到口头表述，最后到书面表达。在语篇第一部分Fruitsection中，在老师的指导和讲解下

学生知道并理解句型。我用猜一猜的方法引出Kitty可能询问的问题，学生通过图片知道几种问题的差异。其次用填一填的练习帮助学生进一步理解几种问题的差异。最后在和老师的问答中总结本段。在语篇第二部分Bakerysect

ion中，在理解句型的基础下，学生尝试运用正确的句型进行问答。老师从教授者变为帮助者，学生尝试自主对话。在本环节中，学生根据图片选择正确的问题询问并能根据提示做相应的回答。最终学生能够在小组合作中通过五个关键问题提炼语篇。在语篇最后一部分Snacksection中，学生需

要运用句型进行书面表达。在这一环节中，我请学生根据图片和上下文填写正确的问题。学生对句型的运用从口头表达过渡到书面表达。最终学生能够借助五个关键问题独立提炼语篇。PartAFruitsection知道理解Activity1Learnthesentencestructures.P

artBBakerysectionActivity2Ask,answerandunderstandthedifferenceamongthequestions.运用(口语)Activity3Choosethecorrectsentencesan

dmakeadialogueinoral.PartCSnacksection运用(书面)Activity4Writethecorrectsentencesandcompletethedialogueinwr

itten.15(2)通过理解培养阅读能力在王蔷教授的《中国中小学英语分级阅读标准（实验稿）》一书中，将阅读能力分为解码能力，语言知识，阅读理解和文化意识四方面。本堂课主要培养了学生阅读理解方面的信息提取和

策略运用两方面的能力。阅读能力养成的过程是从老师带领学生从图片中了解信息，到同伴互助从语篇中找到信息，最后学生自主通过图片或语篇提取信息。在第一部分Fruitsection中，学生在老师的带领下尝试在图片中找答案，并学会阅读方法——Findtheanswerinthepictures.学

生通过picturereading知道Kitty购买的缘由。在第二部分Bakerysection中，我请学生用划一划的方法在语段中寻找whatdoesKittybuyatfirst?AndwhatdoesKittybuyatlast?的答案，学生尝试通过阅读，学会阅

读方法——Findtheanswerinthedialogue.而后引出这一段Kitty购买的理由。Ibuytwoloavesofbread.Becausetheyareonsale.最后一部分Snacksection中，学生任选前

两部分学习的阅读方法，自主学习语篇并提炼购买的原因，Ibuyasmallbarofchocolatebecausewecan’teattoomuchsweetfood.PartAFruitsectionPicturereadingPartBBakerysectionDialoguereadi

ngPartCSnacksectionPictureanddialoguereadingFindtheanswerinthepicturewiththehelpofteacher.Findtheanswerinthedialoguewithgroupmembers.Findthe

answerinthepicturesordialoguebyshelves.阅读能力方法途径163.2.3评价与教学(1)评价匹配教学目标基于“评价是教学不可分割的组成部分”的思想，在明确教学目标的同时，通

过设计“评价表”，从不同维度（内容和等级）评价本课时教学目标的达成度。评价维度课时目标Tousewh-questionstofindoutthepriceofthings.Tofindoutthedeta

ilsfromthepicturesandthedialogues.Tousemodeledsentencestogivereasonsandwriteashoppingreport.Icanfinish

thereport.Icanraisethecorrectquestions.Icanfindtheanswersinthepictures.Icanfindtheanswersinthedialogues.

17Activity8Makeashoppingreport.(2)评价贯穿教学过程老师使用“评价表”设计本课时教学过程。每一个教学活动都按照评价表的内容维度来设计。教学活动环环相扣，评价维度层层深入。Activity1Ask

andanswer(Revision)Activity2Guessthequestions.Activity3Picturesreading.Activity5Dialoguesreading.Activity6Writethequestions.Activity7Picture

anddialoguesreading.Activity4Raisethequestions.Icanraisethecorrectquestions.Icanfindtheanswersinthepictures.Icanfindtheanswersinthedialogues.I

canraisethecorrectquestions.Icanfinishthereport.Icanraisethecorrectquestions.Icanfindtheanswersinthepicturesanddial

ogues.评价维度教学环节184.本课时教案LessonplanProceduresContentsMethodsPurposesAssessment*ContentLevelI.Pre-taskpreparations:1.A

chant2.Revision:Whatdoyouwant?Howmuchisit/arethey?Activity1:ChantT:Let’ssingittogether.Activity2:DiscussT:Showapictureofashoppinglist.Sp/T-Sn:

Askandanswer.Toreviewthewordsandstructuresandfeedbacktheassignments.SC-L34.2.2CII.While-taskprocedures:1.PicturetalkSection2.Part1:thefruitsectio

nHowmucharetheapples?Theyarethirteenyuan.Howmuchisthepacketofapples?It’sthirteenyuan.Whatdoyoubuy,Kitty?Ibuysomeapples.Why?Becauseth

eyaresweets.Activity3:EnjoyT:Showsomepicturesofthesectionsinthesupermarketandelicittheword.Ss/Sn:Imitateandspell.

Activity4:Guessthequestions.Ss/Sn:GuesswhatKittyasks.Ss/Sn:Completethequestions.Ss:Readthequestions.Activity5:Findtheanswerinthepictures.T:Sho

wthepicturesofthepart1ofthedialogue.Ss:Findtheanswerinthepictures.Ss:Listenandcheck.Ss:Listenandfindwhatkittyw

antstobuyandwhy.ToelicitandimitatethenewwordsVC-L1Toelicitthepatternandcomparetwopatterns.SC-L1Tounderstandthedetailsaccordingtothequestions

withtheteacher’shelp.P-L14.2.25.1.2AA193.Part2:thebakerysection4.Part3:thesnacksectionT-Sn:Askandanswer.T-Ss:Askandanswertosum

marizepart1.Activity6:FreetalkSp/Sn:Lookandask.Activity7:Findtheanswerinthedialogue.Ss:Read,underlineandhighlight.Sg:Discussandc

ompletethetable.Sg:SummarizePart2.Activity8:Completethedialogue.Ss:Completethedialogue.Ss/Sn:Look,li

stenandcheck.Activity9:Findtheanswerinthepicturesorthedialogue.Ss:Thinkandcompletethetable.Ss:SummarizePart3.Todi

stinguishhowtoasktheprice.SC-L2Tounderstandthedetailsaccordingtothequestionsthroughdiscussingwithgroupmembers.P-L2Todistinguishhowtoaskthe

price.SC-L3Tounderstandthedetailsintheentiredialogue.P-L34.2.25.1.24.2.25.1.2BBCBIII.Post-taskactivities:1.Shoppinginthesupe

rmarket.Howmuchis/arethe…?It’s/They’re…yuan.Iwant…It’s/They’re…Ibuy…Because…Activity10:ShopSs:Step1:A

sk,answerandwritetheprice.Step2:Chooseandwritethereason.Step3:Share.Tousethepatternstogetinformationandfinishthetask.SC-L34.2.

2C202.Assignment1.Readandrecitethedialogue.2.Completethereport.Ontheblackboard:3BM3U2P3Shoppinginthesupermarket*注：根据《上海市

小学英语学科教学基本要求》所示，contents部分4.2.2为疑问句，5.1.2为记叙文基本结构。Level部分ABC分别为《上海市小学英语学科教学基本要求》中所示的学习水平分级。215.本课时学习材料5.1单元整体练习：225.2本课

时语篇与练习：2324