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OE4AM3PlacesandactivitiesU3Intheshop3rdPeriod11.单元整体设计Period1Period2Period3Period4Objectives1.Tousenounphrasestor

efertothequantityofthings.e.g.apacketofsweets,aloafofbread,abowlofnoodles,abarofchocolate,abottleofwater2.Touse

formulaicexpressionsincontext.e.g.Iwant…3.TousenountoidentifyspecialtiesofChina.e.g.chopsticks,foldingfan,mooncake,tea,candy,mode

l4.Toidentifythepronunciationsof‘sm’,‘sp’,‘st’.1.Tousewh-questionstofindoutthepriceofthings.e.gHowmuchis

it/arethey?2.Tousemodeledsentencestogivethepriceofthings.e.g.Itis/Theyare…yuan.3.Touseformulaicexpressionsincontext.e.g.Iwant…

1.Tousephrasestoidentifythedifferentpartofthesupermarket.e.g.thebakerysection,thefruitsection,thesnackssection2.Tousewh-questionstofindoutthepr

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

teashoppingreport.e.g.Ibuy…Because…5.Tofindoutthedetailsfromthepicturesandthedialogues.1.Touseadjectivetoidentifythespecificthings.e.g.Howmuchis/aret

he...?2.Tousemodeledsentencestogivethepriceofthings.e.g.It’s/They’re…yuan.3.Tousemodeledsentencestogivereasons.e.g.Ibuy…Becaus

e…4.Touseformulaicexpressionsincontext.e.g.Igive...to...Iamso...ContentOE4AStudentbookP42ListenandenjoyP42LookandlearnP46LearnthesoundsO

E4AStudentbookP43LookandsayP43AskandanswerP46PlayagameOE4AStudentbookP44SayandactOE4AStudentbookP45ReadastoryTopicAshoppinglistInagifts

hopShoppinginthesupermarketAhappyclasspartyUseoflanguageTomakeandintroduceashoppinglistbyusingthecorewordsandthesentencesthey’velearntbefore.In

class:DifferentfeedbacksofpairworksandgroupTocompletethelist‘Giftsfortheguests’andmakeadialogueinthegiftshop

.Inclass:DifferentfeedbacksofpairworksandmakeaTocompletethelist‘Thingsfortheparty’andmakeashoppingreport.Inc

lass:DifferentfeedbacksofdialogueandTomakeapostertointroducetheprocessofshoppingandthehappinessofsharing.Inclass:Differentfeedbacksofpairworksandde

scription.2works.Afterclass:Tomakeandintroduceashoppinglist.dialogue.Afterclass:Writeaboutthegift.descripti

on.Afterclass:Writeashoppingreportandreadittoyourparents.Afterclass:Shareyourpostertoothergrouporyourparen

ts.ProcedurePre-taskpreparations:WarmingupWhile-taskprocedures:1.<newguests>Phrases:apacketofsweets,aloafofbread,abowlofnoodles,ab

arofchocolate,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-taskpreparations:Homework-checking检测前课时学习情况While-taskprocedures:1.<Inagiftshop>partAPatterns:Howmuc

hisit/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:Hom

ework-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.<Makeashoppin

glist.>2.<Gotothegiftshop.>3.<Gotothesupermarket.>4.<Giveandshare.>Post-taskactivities:Myclasspartyposter运用语言，完成p

oster并作介绍。BoarddesignM3U3ShoppingPeriod1AshoppinglistIwant…It’s/They’re…apacketofsweetsaloafofbreadabowlofnoodlesabarofchocolateabot

tleofwaterM3U3ShoppingPeriod2InagiftshopIwant…Howmuchisit/arethey?It’s/They’re…yuan.M3U3ShoppingPeriod3Shoppin

ginthesupermarketM3U3ShoppingPeriod4Ahappyclassparty1.Makeashoppinglist.2.Gotothegiftshop.Iwant…It’s/They’re…3.Gotothesupermarket.Ibuy…Because…4.

Giveandshare.Igive…totheguest.Ishare…withmyfriends.Iamsohappy.3AssessmentSpeakingandwriting:Todescribetheshoppinglist.e.g.,Iwantapacketofsweets/aloaf

ofbread/abowlofnoodles/abarofchocolate/abottleofwater.It’s/They’resweet/yummy/nice/…SpeakingandwritingTotalkaboutthegiftsforth

eguests.e.g.,Speaking:MayIhaveasmallpacketofsweets,please.Howmuchisit?Itis…yuan.Hereyouare.Thankyou.Writing:Howmuchisit?Itis…yuan.Iwa

ntasmallpacketofsweets.Itistwelveyuan.SpeakingTotalkaboutthethingsfortheparty.Writing:Tomakeashoppingreport.e.g.,Speaking:Howm

uchisthepacketofapples?Itisthirteenyuan.Howmucharetheoranges?Theyarefourteenyuan.Don’teattoomuchchocolate.Writing:Ho

wmuchisthepacketofapples?Itisthirteenyuan.Howmucharetheoranges?Theyarefourteenyuan.Iwantsomeapplesandsomeoranges.Thepacketofapplesisthirteenyuan.

Theorangesarefourteenyuan.Ibuythepacketofapples.Becausetheyaresweet.SpeakingTotalkabouttheposter.Writing:Tointroducetheprocessofsho

ppingandthehappinessofsharing.e.g.,Speaking:Howmuchisthebigpairofglasses?Itistwentyyuan.Howmuchisthepairofredglasses?It

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

market.Ibuy…Because…Finally,Ihaveahappyclassparty.Igive…totheguest.Ishare…withmyfriends.Iamso….EmotionSharingmakesusbefriends.42.任务

链式教学设计Project-CompetenceChain（项目-能力链）OEBOOK4AModule3PlacesandactivitiesGradeProjectsCompetences5“MyCity”Tomakeadialogueaboutaskingtheway.⚫Touseno

unstoidentifyplaces,clothes,illnesses.⚫Tousemodeledsentencestoaskfordirections,suggestionsandadvice.⚫Touseimperativestogivedirections.⚫Touseformula

icexpressionstoaskandexpress.4“MyNeibourhood”Toillustratethepicture,markamapandintroduceit.⚫Tousenounstoidentifydifferentplac

es.⚫Tousemodeledsentencestodescribeexistence.⚫Tousenounphrasestorefertothequantityofthings.⚫Tousewh-questionstofindoutthepriceofthings.⚫Tousefor

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

usemodeledpatternstodescribeone’sfavouriteplaceinaschool.⚫Toaskwh-questionstofindoutthespecificinformation.⚫Learntheindefiniteartic

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

ecificinformation⚫Tousemodeledsentencestodescribeexistence.⚫Touseimperativestogivesimpleinstructions1“MyBag”To

colouroneofthepicturesindividuallyandthenmakeadialogueinpairs.⚫Tonamethequantityoftheobjects.⚫Tousewh

-questionstofindoutthequantityofthings⚫Touseformulaicexpressionstomakedialogue5Objective-TaskChain（目标-任务链）OEBOOK4AModule3PlacesandactivitiesGrade4P

roject:Toillustratethepicture,markamapandintroduceit.Learningobjectives:⚫Tousenounstoidentifydifferentplaces.

⚫Tousemodeledsentencestodescribeexistence.⚫Tousenounphrasestorefertothequantityofthings.⚫Tousewh-questionstofindoutthepricesofthings.⚫Touseform

ulaicexpressionsincontext.Unit1InourschoolTask:Todrawaplanofourschoolandwriteaboutit.Learningobjectives:1.Tousenou

nstoidentifydifferentplacesinaschool.2.Touseprepositionstoidentifypositions3.Tousemodeledsentencestodescribeschool.4.T

ousewh-questionstofindoutspecificinformation.5.Toidentifythepronunciationsof‘fr’,‘gr’‘tr’inwords.Unit2Aroundmyho

meTask:Tomakeaguidemapandintroduceit.Learningobjectives:1.Tousenounstoidentifydifferentplacesinaneighbourhood.2.Tousemodeledsente

ncestoidentifypositions.3.Touseyes/noquestionstoelicitapositiveornegativeresponse.4.Tousemodeledpatternstodescribeexistence5.Tousemodeledpatt

ernstodescribeone’sfavoriteplaces.6.Toidentifythepronunciationsof‘sl’,‘sn’,‘sw’Unit3IntheshopTask:Tomakeapostertoi

ntroducetheprocessofshoppingandthehappinessofsharing.Learningobjectives:1.Tousenounphrasestorefertothequantityoft

hings.2.Tousewh-questionstofindoutthepriceofthings.3.Tousemodeledsentencestogivethepriceofthings.4.Touse

formulaicexpressionsincontext.5.Toidentifythepronunciationsof‘sm’,‘sp’,‘st’.6OEBOOK4AModule3PlacesandactivitiesPeriods&Sub-topicsPeri

od1AshoppinglistPeriod2InthegiftshopPeriod3ShoppinginthesupermarketPeriod4AhappyclasspartySub-tasksTomakeandintroduceashoppingli

st.Torole-playadialogueinthegiftshop.Tomakeashoppingreportfortheclassparty.Tomakeapostertointroducetheprocessofshoppingandthehappinessofsharing.

LearningObjectives1.Tousenounphrasestorefertothequantityofthings.e.g.apacketofsweets,aloafofbread,abowl

ofnoodles,abarofchocolate,abottleofwater2.Touseformulaicexpressionsincontext.e.g.Iwant…3.TousenountoidentifyspecialtiesofChina

.e.g.chopsticks,foldingfan,mooncake,tea,candy,model4.Toidentifythepronunciationsof‘sm’,‘sp’,‘st’.1.Tousewh-questionstofindou

tthepriceofthings.e.gHowmuchisit/arethey?2.Tousemodeledsentencestogivethepriceofthings.e.g.Itis/Theyare…yua

n.3.Touseformulaicexpressionsincontext.e.g.Iwant…3.Tousephrasestoidentifythedifferentpartofthesupermarket.e.g.thebakerysection,thefruitsec

tion,thesnackssection2.Tousewh-questionstofindoutthepriceofthings.e.g.Howmuchis/arethe…?3.Tousemodeledsentencestogivethepriceof

things.e.g.It’s/They’re…yuan.4.Tousemodeledsentencestogivereasons.e.g.Ibuy…Because…1.Touseadjectivetoidentifythespecificthings.e.g.Howm

uchis/are...?2.Tousemodeledsentencestogivethepriceofthings.e.g.It’s/They’re…yuan.3.Tousemodeledsentencestogivereasons.e.g.Ibuy…Because

…4.Touseformulaicexpressionsincontext.e.g.Igive...to...Iamso...Corecontents:Words:chopsticks,folding

fan,mooncake,tea,candy,modelSounds:sm-,sp-,st-Phrases:thefoodshop,thetoyshop,thestationaryPhrases:thebakerysection,thefruitsection,thesnackssectionPa

tterns:Words:mole,magicPatterns:Howmuchisthebigpacketofapples?7Phrases:apacketofsweets,aloafofbread,abowlofnoodles,abarofchocolate,abottleofwaterPa

tterns:Iwant…shop,theclotheshopPatterns:Howmuchisit/arethey?Itis/Theyare…Iwanttogivethem…Howmuchis/areth

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

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

ttleofwater.It’s/They’resweet/yummy/nice/…Writing:Iwantapacketofsweets/aloafofbread/abowlofnoodles/abarofchocolate/abottleofw

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

Itis…yuan.Iwantasmallpacketofsweets.Itistwelveyuan.Speaking:Howmuchisthepacketofapples?Itisthirteenyuan.Howmucharetheoranges?Theyarefou

rteenyuan.Don’teattoomuchchocolate.Writing:Howmuchisthepacketofapples?Itisthirteenyuan.Howmucharetheoranges?Theyarefourtee

nyuan.Iwantsomeapplesandsomeoranges.Thepacketofapplesisthirteenyuan.Theorangesarefourteenyuan.Ibuythepacketofappl

es.Becausetheyaresweet.Speaking:Howmuchisthebigpairofglasses?Itistwentyyuan.Howmuchisthepairofredglass

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

othesupermarket.Ibuy…Because…Finally,Ihaveahappyclassparty.Igive…totheguest.Ishare…withmyfriends.Iamso….MaterialsSB:P4

2ListenandenjoyP46LearnthesoundsWB:P61ESB:P43LookandsayAskandanswerP46PlayagameWB:P59A,BP62F,P63GSB:P44SayandactSB:P45ReadastoryW

B: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)：apacketo

fsweets,aloafofbread,abowlofnoodles,abarofchocolate,apacketofbiscuits,abottleofwater非核心(VE)：forsale,onsale,Section,magicL

1——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’t

eattoomuchchocolate.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Level3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。Period3Shoppinginthes

upermarket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。Period4Ahappycl

assparty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1Ashoppinglist2InagiftshopSu

b-task学生运用apacketofsweets,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。Readi

ngmaterialsOE4Ap42，46Listenandenjoy,Lookandlearn,LearnthesoundsOE4Ap43,46Lookandsay,Askandanswer,Playagame3Shoppinginth

esupermarket4AhappyclasspartySub-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…?,Howmuchisthepacket/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?Ho

wmuchis/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Fruit

section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Bakerysection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Act

ivity1Learnthesentencestructures.PartBBakerysectionActivity2Ask,answerandunderstandthedifferenceamongthequestions.运用(口语)Activity3Choosethecorrec

tsentencesandmakeadialogueinoral.PartCSnacksection运用(书面)Activity4Writethecorrectsentencesandcompletethedialogueinwritten.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Bak

erysection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，Ibuyasmallbarofchocolatebecau

sewecan’teattoomuchsweetfood.PartAFruitsectionPicturereadingPartBBakerysectionDialoguereadingPartCSna

cksectionPictureanddialoguereadingFindtheanswerinthepicturewiththehelpofteacher.Findtheanswerinthedialoguewithgroupmembers.Findtheanswerinth

epicturesordialoguebyshelves.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.Tofindoutthedetailsfromthepicturesandthedialogues.Tousemodele

dsentencestogivereasonsandwriteashoppingreport.Icanfinishthereport.Icanraisethecorrectquestions.Icanfindtheanswersinthepictures.Icanfindtheanswers

inthedialogues.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。Activity1Askandanswer(

Revision)Activity2Guessthequestions.Activity3Picturesreading.Activity5Dialoguesreading.Activity6Writethequestion

s.Activity7Pictureanddialoguesreading.Activity4Raisethequestions.Icanraisethecorrectquestions.Icanfindtheanswersinthepictures.I

canfindtheanswersinthedialogues.Icanraisethecorrectquestions.Icanfinishthereport.Icanraisethecorrectquestions.Icanfind

theanswersinthepicturesanddialogues.评价维度教学环节184.本课时教案LessonplanProceduresContentsMethodsPurposesAssessme

nt*ContentLevelI.Pre-taskpreparations:1.Achant2.Revision:Whatdoyouwant?Howmuchisit/arethey?Activity1:ChantT:Let’ssingittogether.Activity2:Disc

ussT:Showapictureofashoppinglist.Sp/T-Sn:Askandanswer.Toreviewthewordsandstructuresandfeedbacktheassignments.SC-L34.2.2CI

I.While-taskprocedures:1.PicturetalkSection2.Part1:thefruitsectionHowmucharetheapples?Theyarethirteenyuan.Howmuchisthepacketofapples?It’sthirt

eenyuan.Whatdoyoubuy,Kitty?Ibuysomeapples.Why?Becausetheyaresweets.Activity3:EnjoyT:Showsomepicturesofthesectionsinthesupermarketandelic

ittheword.Ss/Sn:Imitateandspell.Activity4:Guessthequestions.Ss/Sn:GuesswhatKittyasks.Ss/Sn:Completetheq

uestions.Ss:Readthequestions.Activity5:Findtheanswerinthepictures.T:Showthepicturesofthepart1ofthedialo

gue.Ss:Findtheanswerinthepictures.Ss:Listenandcheck.Ss:Listenandfindwhatkittywantstobuyandwhy.ToelicitandimitatethenewwordsVC-L1

Toelicitthepatternandcomparetwopatterns.SC-L1Tounderstandthedetailsaccordingtothequestionswiththeteacher’shelp.P-L14.2.25.1.2AA193.

Part2:thebakerysection4.Part3:thesnacksectionT-Sn:Askandanswer.T-Ss:Askandanswertosummarizepart1.Activity6:FreetalkSp/Sn:Lookandask.Ac

tivity7:Findtheanswerinthedialogue.Ss:Read,underlineandhighlight.Sg:Discussandcompletethetable.Sg:SummarizePart2.Activity8:Completethed

ialogue.Ss:Completethedialogue.Ss/Sn:Look,listenandcheck.Activity9:Findtheanswerinthepicturesorthedialogue.Ss:Thinkandcom

pletethetable.Ss:SummarizePart3.Todistinguishhowtoasktheprice.SC-L2Tounderstandthedetailsaccordingtothequestio

nsthroughdiscussingwithgroupmembers.P-L2Todistinguishhowtoasktheprice.SC-L3Tounderstandthedetailsintheentiredialogu

e.P-L34.2.25.1.24.2.25.1.2BBCBIII.Post-taskactivities:1.Shoppinginthesupermarket.Howmuchis/arethe…?It’s/They’r

e…yuan.Iwant…It’s/They’re…Ibuy…Because…Activity10:ShopSs:Step1:Ask,answerandwritetheprice.Step2:Chooseandwritethereason.Step3:Share.Touset

hepatternstogetinformationandfinishthetask.SC-L34.2.2C202.Assignment1.Readandrecitethedialogue.2.Completethereport.Onthe

blackboard: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