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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jacke

t，size,large和购物常用句型，例如CanIhelpyou?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’ActivitiesIntention

sStep1Warm-up&Lead-in(Freetalk)GreetwithSs.Freetalkaboutthecolour,price,sizeandshoppingplaceofT’sT-shirt.GreetwithTandtrytoa

nalyzeT’sT-shirtfromdifferentaspectswithT’shelp.Gettoknowaboutthedepartmentstore.TonaturallyleadSsintothetopic.Toa

rouseSs’interestandcreatelearningexpectation.Step2Pre-listening(Viewing&Prediction)LeadsSstofocusonthetitleandthethreepicturesfirst.Askquestionsa

boutwhattheycanpredictaccordingtothem.Readthetitleandviewthethreepicturesfirst.Payattentiontoeverydetailinthepicturesandgu

esswhathappens.ToactivateSs’existing.ToencourageSstopredictbyviewing.Toreducedifficultiesofthefollowinglisteningactivity.Step3While-listening(1

)FirstlisteningPresentthequestionsonthescreenandplaytherecording.Lookatthequestionsandthenlistentothedialoguewithou

tlookingatthetext.TohelpSschecktheirpredictionaboutthedialogue.Checktheanswerstogether.Answerthequestionsandcheck.(2)Secondl

isteningPresentthreemorequestionsaboutthedetailofthedialogueandaskSstolistenandfindtheanswers.Thenchecktheanswers.Le

adSstofindoutthereasonwhytheboychangesthesizeofthejacket.Lookatthreemorequestionsandlistenagain.Focusonthedetail

softhedialogue.Thinkaboutthereasonwhytheboychangesthesizeofthejacket.Findthekeywords.Tobetterunderstandthestorybyfocusing

ondetailinformation.Torelatetoreallifeandunderstandthecustomer’sneedofchangingthesize.Step4Post-listening(1)Rea

dandClassifyAsktheSsaboutthetwooccupationsinthedialogue.Askthemtothinkabouthowtheytalkandleadthemtofindthesentencesforthesalespersonand

thecustomer.Readthetextandfindthesentencesforthetwodifferentroles.Readthesentencesaftertheteacherandtrytounderstandthem.Torealizethediffere

ncebetweenthesalespersonandthecustomer.Toimproveunderstandingofthedialogue.(2)MatchthesentencesAskSstomatchthequestionsandthe

answers.Checktheanswerandreadthemaloud.Findthebestanswertothequestions.Readaftertheteacherandcheckth

epronunciationandintonationoftheusefulsentences.TomakesurethatSsknowtheexactmeaningofthesesentencesandknowhowtousetheminpairs.Tocheck

Ssquickresponse.(3)ReadaftertheRecording.PlaytherecordingsentencebysentenceandaskSstoreadaloudandimitateitspronunciat

ionandintonation.Readaftertherecordingandchecktheirpronunciationandintonation.TocheckSspronunciationandintonation.(4)ExtensionShowsomepictures

ofpeople’sshoppingconversationofreallife.ReadtheirwordswithSs.LookatthepicturesandreadthesentenceswithTwhileenjoyingtherelaxin

gbackgroundmusic.Togivemorelanguagesupportforthefollowingactivities.TorelaxSsinthemiddleoftheclass.(5)MakeaNewDialogue(Half-controlledPrac

tice)Showthethreepicturesofdifferentclotheswithpricetags.AskSstoreadthesampledialogue.AskSstoworkinpairsandchooseonepicturetomaketheirowndialogue.Ask

somepairstostandupandreadtheirdialogue.Readthesampledialogue.Chooseonepictureandworkinpairstomakeanewdialogue.Tom

akeSsputwhattheylearntodayintopracticeoflowdifficulty.Togetreadyforthelastdifficulttask.(6)MakeaNewDialogue

andActitOut(OpenPractice)RemindSsofthefollowingMother’sDay.AskSsiftheyhavethoughtaboutthegiftformum.ThenaskSsto

workingroupsofthreeorfourtomaketheirowndialogue.Asksomegroupstoactinthefrontoftheclassroom.Thinkaboutthegiftfor

mum.Workingroupsofthreeorfour.Arrangetherolesandmakeanewdialogue.Actitout.TosetareallifecontextforSstotalkingroups.Tointernalizetheuseoflan

guagepoints.TorelateSs’lifewithwhattheyhavelearnedinthislesson.Step5Homework1.Makeanewdialogueaboutshoppingandwriteitdown.2.Findpartn

erstoactthedialogueout.Takeavideoandsharewiththeclassifyoucan.九、板书设计