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Unit2Let’sgoshopping!Lesson11教学设计一、教学材料授课年级：小学五年级授课教材：清华2011课标版（一年级起点）五年级上册授课课型：新授听说课二、教学内容分析本课时是新授课，学习内容包括：三个生词jacket，size,large和购物常用句型，例如CanIh

elpyou?Whatsizedoyouwear?Iwearlarge.Howmuchisit?等。本课时从有关服装的freetalk出发，通过构建生活化话题的真实语境，带入部分新知；再着眼于文本，带领学生归纳出购物双方的常用语句，

并能进行问答的合适匹配，知道什么场合应说什么话，实现交际功能。在理解购物常用语的基础上，学生能用英语谈论自己想象的购物场景，部分学生能达到即时输出的效果。三、学情分析本课时的教学对象是小学五年级学生，他们

经过两年多的英语学习，已经具备一定的听、说、读、写英语的能力，有一定的英语知识储备，且具备逻辑思维能力。在学习本课时内容之前，学生已大致了解服装的相关词汇，已掌握一些礼貌用语，基本能够自己认读出本课目标句型中的所有单词，为本课

时的学习奠定了良好的基础，但学生未必能充分理解和在不同情境中恰当运用这些句型。基于以上学情，本课时将在复习相关旧知的基础上，充分利用听前的viewing让学生学会利用标题和插图预测文本内容的能力，并让学生在理解新内容的基础上，结合图

片拓展部分的语言支撑，通过小组合作，创编出一段母亲节陪妈妈购物选礼物的对话。四、教学目标（一）语言能力1、能学会根据文章标题和插图提前预测文章内容的能力。2、能结合礼貌用语，运用常用的购物句型进行情景对话。（二）文化意

识1、能体验买卖双方的不同角色，礼貌用语，彼此尊重。2、能关注自己和家人的购物喜好，并敢于在购物中充当积极沟通的角色。（三）思维品质通过口头提问、句型归纳等活动，能提高学生的逻辑思维能力。（四）学习能力1、能在有意义的情境中充分理解英语，激发英语学习兴趣。2、能在真实的语境中用英语表达，增强英语

学习动机。五、教学重点、难点教学重点：掌握多角度谈论同一物品的问答技巧，掌握常见购物句型并区分营业员和顾客的不同用语。教学难点：脱离文本的服装购物情境，创编现实生活中购买其他类型商品的对话。六、教学设计理念本课时基于交际语言教学基本原则和交际互动的教学理念设

计，采用多个活动环节贯穿教学程序并实施教学，实现基于意义情境下的语言输入与真实语境下的语言交际。七、教辅手段词句卡片、课件八、教学过程Teacher’sActivitiesStudents’ActivitiesIntentionsStep1W

arm-up&Lead-in(Freetalk)GreetwithSs.Freetalkaboutthecolour,price,sizeandshoppingplaceofT’sT-shirt.GreetwithT

andtrytoanalyzeT’sT-shirtfromdifferentaspectswithT’shelp.Gettoknowaboutthedepartmentstore.TonaturallyleadSsintothetop

ic.ToarouseSs’interestandcreatelearningexpectation.Step2Pre-listening(Viewing&Prediction)LeadsSstofocu

sonthetitleandthethreepicturesfirst.Askquestionsaboutwhattheycanpredictaccordingtothem.Readthetitleandviewth

ethreepicturesfirst.Payattentiontoeverydetailinthepicturesandguesswhathappens.ToactivateSs’existing.ToencourageSs

topredictbyviewing.Toreducedifficultiesofthefollowinglisteningactivity.Step3While-listening(1)FirstlisteningPresenttheq

uestionsonthescreenandplaytherecording.Lookatthequestionsandthenlistentothedialoguewithoutlookingatthetext.TohelpSschecktheirpredic

tionaboutthedialogue.Checktheanswerstogether.Answerthequestionsandcheck.(2)SecondlisteningPresentthreemorequestionsaboutthedetailofthedialoguean

daskSstolistenandfindtheanswers.Thenchecktheanswers.LeadSstofindoutthereasonwhytheboychangesthesizeofthejacket.Lookat

threemorequestionsandlistenagain.Focusonthedetailsofthedialogue.Thinkaboutthereasonwhytheboychangesthesizeofthejacket.Findthekeywords.Tobetterunderst

andthestorybyfocusingondetailinformation.Torelatetoreallifeandunderstandthecustomer’sneedofchangingthesize.Step4Post-listening(1)

ReadandClassifyAsktheSsaboutthetwooccupationsinthedialogue.Askthemtothinkabouthowtheytalkandleadthemtofindthesente

ncesforthesalespersonandthecustomer.Readthetextandfindthesentencesforthetwodifferentroles.Readthesentencesaftertheteacherandtrytound

erstandthem.Torealizethedifferencebetweenthesalespersonandthecustomer.Toimproveunderstandingofthedialogue.

(2)MatchthesentencesAskSstomatchthequestionsandtheanswers.Checktheanswerandreadthemaloud.Findthebestansw

ertothequestions.Readaftertheteacherandcheckthepronunciationandintonationoftheusefulsentences.TomakesurethatSsknowtheexactmeaningofthes

esentencesandknowhowtousetheminpairs.TocheckSsquickresponse.(3)ReadaftertheRecording.PlaytherecordingsentencebysentenceandaskSstorea

daloudandimitateitspronunciationandintonation.Readaftertherecordingandchecktheirpronunciationandintonation.TocheckSspronunciat

ionandintonation.(4)ExtensionShowsomepicturesofpeople’sshoppingconversationofreallife.ReadtheirwordswithSs.Lookatthepict

uresandreadthesentenceswithTwhileenjoyingtherelaxingbackgroundmusic.Togivemorelanguagesupportforthefollowingactivities.Torela

xSsinthemiddleoftheclass.(5)MakeaNewDialogue(Half-controlledPractice)Showthethreepicturesofdifferentclotheswi

thpricetags.AskSstoreadthesampledialogue.AskSstoworkinpairsandchooseonepicturetomaketheirowndialogue.Asksomep

airstostandupandreadtheirdialogue.Readthesampledialogue.Chooseonepictureandworkinpairstomakeanewdialogue.TomakeSsputwhattheylearntodayintopractice

oflowdifficulty.Togetreadyforthelastdifficulttask.(6)MakeaNewDialogueandActitOut(OpenPractice)RemindSsofthefollowingMother’sDay.AskSsiftheyh

avethoughtaboutthegiftformum.ThenaskSstoworkingroupsofthreeorfourtomaketheirowndialogue.Asksomegroups

toactinthefrontoftheclassroom.Thinkaboutthegiftformum.Workingroupsofthreeorfour.Arrangetherolesandmakeanewdialogue.Actitout.Tosetareallifeco

ntextforSstotalkingroups.Tointernalizetheuseoflanguagepoints.TorelateSs’lifewithwhattheyhavelearnedinthislesson.Step5Hom

ework1.Makeanewdialogueaboutshoppingandwriteitdown.2.Findpartnerstoactthedialogueout.Takeavideoandsharewiththeclass

ifyoucan.九、板书设计