人教版（PEP）四年级下册Unit 6 Shopping Part C Story time（教案）

1、Unit 6 Shopping共6课时教学设计课题Unit 6. Shopping共6课时一、教学内容分析:本单元是人教版小学英语四年级下册第六单元Shopping. 围绕购物展开教学，主要学习询问衣物价格并作简略评价，同时简单描述衣物的大小、颜色款式。这些内容都和平时的购物息息相关，学生非常熟悉，所以教师教起来要密切结合学生的生活实际，并引导学生联系生活对所学英文进行运用。关于服装的名称、颜色、大小等学生已经学过。这一单元主要谈论服装的价格和评价。可以和第三单元描述天气及第五单元谈论衣服两个话题很好的结合起来，教师在教学中可以从学生已学过的知识入手，在复习的过程中引入本单元的新知识，使学生能

2、把学过的语言结合起来进行运用。在教学Can I help you?等购物交际句型时，教师可创设交际情境，在交际活动中融入新的句型，使交际更贴近生活，更真实。教师应当设计多种交际活动，让孩子在交际的过程中，真正掌握语言。本课时是本单元第六课时，是一节可做为选学内容的复习对话课，主要复习Can I help you?等购物交际句型及询问衣物价格并作简略评价。在教学时，教师应注意旧知识的复现，建立各知识点间的横向、纵向联系。二、学情分析:本课的教学对象是小学四年级第二学期的学生,学生通过近两年的英语学习,已具备了一定的英语学习基础.大多数学生活泼开朗,敢于开口,乐于模仿,能积极地参与活动,并能通过自

3、己阅读获取关键信息.在学习本课前,学生在前面的单元板块中已学了: glove , scarf , dress ; pretty, nice, expensive, cheap等物品及描述物品的词汇,已经学会简单地运用Can I help you? Can I try it on? How much is it?等购物交际句型,并能对谈论的物品进行评价.三、教学目标:复习巩固本单元所学语言,增加学生语言的输入.2、理解,朗读,表演故事,能恰当运用故事中的语言.四、教学重点和难点:能理解并表演故事,还能恰当运用故事中的语言.五、教学准备:图片,课件,视频六、教学过程ProceduresTeache

4、rs ActivitiesLearners ActivitiesPurposesStep1Warm-upStep2Review1、GreetingsT: Hello, boys and girls. Glad to see you again.Lead in the topic:T: Boys and girls, can I ask you a question, please?T: What are your hobbies ?T: Do you want to know my hobbies? Ask me ,please.T:I like shopping .(板书课题：shoppin

5、g)Lets chant（播放视频）T:Now, lets chant.Lead inT:I like shopping. Do you also like shopping? T:How do we go shopping? Lets review.1（ppt出示主情景图）T: Whom do you see in the picture？Where are they？T: What are they doing？T: What do they want to buy? Lets have a look.(播放主情景图视频)2、复习本单元句型、单词(1)PPT出示本单元句子,师生共同回顾.(

6、2)表演练习T: I have a shop. Whats in my shop? Guess , please.(ppt出示Look and say)T：Now，I need a shop assistant. Would you like to have a try?(出示实物道具表演对话)S: Nice to meet you ,too.S:Sure.S:I like(分别说爱好)S:What are your hobbies?S:Lets chant together.S:Yes ,we do.S:Shop assistant, Sarah and her mum. They are

7、at a clothes shop.They are going shopping.S:.(生反馈后,师生一起复习单词)通过Free talk自然导入通过Lets chant,既营造了欢快的气氛,又复现相关话题的单词和句型,符合学生从感知到理解的规律.串联本单元的知识,对本单元知识点进行梳理,加强学生的记忆.创设情境,激发学生的兴趣,锻炼他们的口语表达能力.Step3PresentationLead in: Im lucky. You are a serious and careful shop assistant. But Mr Elephant isnt so lucky like me.

8、 What happened? Lets have a look.1、(ppt呈现大象老板站在服装店门口的图片)T: He is Mr elephant. He has a clothes shop.Whats in his shop? Lets have a look.2、(ppt呈现服装店全景图片，师生一起描述店里的衣物)T: Its a big clothes shop .3、(ppt呈现Zoom图)T: OK . Zoom is in the shop, too . What does he do? Is he a customer or a shop assistant? Liste

9、n and look.(听第一幅图录音并分小组展示)4、(ppt呈现Miss sleep图)T: Here is Miss Sleep. What does she like ? (播放第2-5幅图动画)T: How much is the skirt? Is it 16 dollars or 91 dollars?T: 为什么Miss Sleep认为是16美元呢？5、分组表演2-5幅图，教师解释：Can I see than skirt, please?6、(ppt呈现第六幅图)T:Here is Mr Elephant. Hes angry. What will he say to Zoo

10、m? Guess. (ppt播放第六幅图的动画)，讲解：Zoom，you are fired.的意思。7、学生完整欣赏故事动画并跟读，然后分角色表演故事8、If you are Miss Sleep, what will you say?(生讨论)S:She likes skirt.S:Its 91 dollars.生说原因,可以用中文说S1:OK,I'll take it.S2:Sorry. Bye.S3:Zoom,be careful.过渡自然,巧妙以师生谈话的方式呈现新知,并在交流中进行运用,真正实现了语言的交际及运用拓展孩子们的思维能力.Step4SummaryWhat hav

11、e you learned from this story?学生自由说,可以说中文对学生进行情感教育Step5Homework1、Listen to and repeat “Story time” and “Lets act”.2、Try to make a new dialogue according to “Story time”.板书设计Unit 6. Shopping Can I see that skirt, please? You are fired. 教学反思在英语教学中，创设生动形象的情境，既能活跃课堂气氛，激发同学的学习兴趣，锻炼同学的语言能力，又能培养同学的思维能力和想象能力。英语课堂情境的创设方法多种多样，但如果单纯为了创设而创设，脱离了学生的实际，变成一种形式，就会使得所创设的情境变得枯燥，牵强，学生的积极性也得不到调动，所以情境的创设离不开“真实有效”这个原则。从这一原则出发我创设了”面试营业