2023学年完整版Unit5GeneralRevision2Task1Task2教案2

Unit5GeneralRevision2Task1-2教学设计一、教学内容分析:1、指导思想与理论基础：根据《义务教育英语课程标准（2011年版）》提出的“鼓励学生在教师的指导下，通过体验、实践、参与”等要求，结合学生好动、好玩、好表演的心理特点，通过游戏、歌曲、唱谣、表演等，在真实的语境中、不同任务完成中来实践和运用语言。2、教学内容：本课位于六年级下册第二个综合复习单元，通过本课的学习，对于已经学习的关于toys，stationery,clothes,food,colour等与购物相关话题的词汇和功能句型按照“话题-功能-结构-任务”为主线进行整体复习与综合应用。唤醒学生已知，以学生们的能力为圆心展开知识的螺旋上升应用。3、教学项目：Keypatterns:CanIhelpyou?WhatcanIdoforyou?Whichonewouldyoulike?Howmuchisit/arethey?Iwant…CanItrythemon?I/We’lltakeit/them.等相关购物句型。Words:Wordsaboutfood,toys,schoolthings,clothesandsoon.4、教学方法：本节课准备了多媒体课件，衣服道具，购物袋，绘本书，拼图，教学卡片，调查表格，情景道具等。5、教学手段：本节课采用了师生、生生间互动、模拟购物场景、掌握相关阅读方法、表演等活动。落实本节课的重点，突破难点。6、教学目标：本课通过Kate一家人在购物中心购物，展示了一个真实的购物交际场景。通过师生、生生间的互动，激发学生的复习、模仿、学习和体验，从而引导学生运用目标语言进行交际的目的。7、教学重点：A.复习有关购物话题的单词；B.复习有关购物话题的句型。8、教学难点:A.能够在真实情景、实际生活中运用与交流句型；B.能够通过不同的任务要求，锻炼学生使用购物话题语句的综合应用能力。9、教具准备：多媒体课件，衣服道具，购物袋，绘本书，拼图，教学卡片，调查表格，情景道具等。二、教学过程TeachingProcessTeacher’sActivityStudents’ActivityPurposeofDesignStepI.Pre-readingT:It’stimeforourEnglishclass.I’myournewEnglishteachertoday.SoIwanttoknowmoreaboutyou.T:What’syourname?Nicetomeetyou.T:What’syourhobby?Canyou…?T:Youarereallygoodatit.T:Doyouenjoy…?Howlonghaveyou…?T:Ireallyadmireyou!T:Areyoufondof…?Doyouwanttobea…inthefuture?T:Wow,youmustbeagood…inthefuture.T:What’smyhobby?Canyouguess?T:Youknow,Ilikegoingshoppingsomuch!T:Look!LastSundayIboughtsomanythings.What’sinmyshoppingbag?T:Let’slookandread!T:Hey,boysandgirls.Ibringmyshoppingbaghere.T:Doyouwanttohavealook?T:Whatarethese?T:Yes,youcanstickthecardsonit.T:Todaywehavefourgroupshere.Groupleaderscometothefrontandchoosetheoneyoulike.T:Anythingelse?Comeandhavealook!T:Doyoulikethem?T:Tryyourbesttogetone,OK?T:Iboughtthesethingsinthetoyshopandstationeryshop.Stationerymeanstheschoolthingsyouuse,justlikepens,notebooks…T:Whichshopwouldyouliketogo?Why?S1:Mynameis…S2:Myhobbyis…S3:Ienjoy…S4:I’mfondof…S1:Isyourhobby…?S2:Doyoulike…?Ss:(Readthewords)Cap,teddybear,chocolate…S:They’repuzzles.S:Wow!S:Yes!(Food&DrinkShopToyShopStationeryShopClothesShop)S1:I’dliketogotothe…shopS2:I’dliketogotothe…shopbecause…通过询问学生们的爱好，来引出本节课的话题。同时，激发学生们学习的积极性。通过看图读购物袋中的单词，复习了学生们一至五年级所学的关于服装、学具、玩具、食品和饮品类的单词，为接下来的学习做好铺垫，唤醒学生们的旧知。而通过看真实的购物袋中的内容，将情景融入到课堂中来。将小组分组（拼图）和本节课的铺垫内容完成。话题的直接引入让学生们可以进入到情景中思考，带着问题进入到本课的新授内容中学习。StepII.Presentation:A.StoryPart1---SkimmingT:Doyouwanttolistentothestory?T:Areyouinterestedinthisstory?T:Herearethreequestionsforyou.Q1:WhatdoesNickwanttobuy?Q2:Whatcolourisit?Q3:Howmuchisit?T:Howaboutreadingthisstorybyyourselves?Ihavepreparedthemforyou!T:Wherearethey?Canyoufindthem?Showyourbookstome.T:What’sthetitleofthisstory?T:PleasegothroughthefirstpartfromP1-4byyourselves.T:Howmanypeoplearethereinthefirstpart?T:Nowit’sthemagictime!Look!Look!Look!Thecustomersandthesaleswomanaredoingsomeshopping.T:Canyouanswermyquestions?Q1:WhatdoesNickwanttobuy?T:Thesaleswomanwelcomesthecustomerstotheshop,she’llsay:“CanIhelpyou?”T:Howwillthecustomersanswer?T:Shecanalsosay…T:Youareright!Q2:Whatcolourisit?(T:What’sthecolour?)Q3:Howmuchisit?(T:What’stheprice?)StoryPart2---ScanningT:HowaboutKate?T:Nowlet’splayaquickanswergame.T:ListencarefullyandthenwhenIsay1,2,3,raiseyourhands,I’llfindthequickestone.Q1:Howmucharethey?Q2:WhatdoesKatewanttobuy?Q3:Whichpairwouldshelike?T:Howaboutthispair?T:Canyousayso?GivemeaquickanswerT:Thistime,boysandgirls.Acompetitionforyou!Pleasegivemeaquickanswer,please.T:Letmesee,whichpartwillbebetter,boysandgirls,areyouready?T:Pleasefillintheblanksasquicklyasyoucan.Let’strythemonT:Welcometotheclothesshop.T:Herearesomanyclothes.Doyouwanttotrytheclotheson?T:It’scool!CanItakeapicturewithyou?MakeupanewdialogueT:Katelikesthepurplepair.Butshedoesn’tpayforit.Why?T:Look!Whosefeetarethese?T:What’sshedoing?T:AretheshoesOKforher?T:Chooseoneandtalkinpairs.DoesKatebuythatpairofshoes,that’sthetaskforyou!T:Pleaseshowusyourdialogue.T:Theyaresointeresting.T:Ihaveheardsomanykindsofstories.IreallywanttoknowwhetherKatebuysthatpurplepairornot,doyou?T:Intheend,thecustomerwilltakethethingstheylike.Andhe’llsay…FollowthestoryT:Pleasefollowthetapetogether.StepIII.Post-readingLet’stalkT:Katebuysthatpurplepairatlast,right?T:IboughtabunchofCarnationsonMay14th.T:Doyouknowwhy?T:BecauseIsentthemformymumtoshowmylove.T:WhatdidyoudolastSunday?S:I…T:Good!Weshouldshowourlovetoourparents.T:Mynephew’sbirthdayiscoming,here’satoycarforhim.T:Youknowweshouldshowourloveforsomeonewhenhisbirthdayiscoming.T:WecancelebratethefestivalsbecausethatisourChinesetraditionalculture.T:Themostimportantisweshouldhelpthosewhoneedhelpinneed.T:Whataboutfillingtheformlikethis?Hereistheexampleforyou.T:First,chooseonetopic,fillintheformandmakeupanewdialogueinyourgroup.T:YoucanusethethingsIhavepreparedforyou.MakeapuzzleT:Youaresogreattoday;doyouwanttoknowwhatyourpuzzlesare?T:Let’smakethepuzzletogether!T:Nowletmesee,wowit’sa…(balloon,ball,doll,taxi)T:Whatdoyouwanttodowithit?T:Howaboutyourgroup?T:Butit’snotbeautiful,right?Whatcanwedo?T:Colourcanchangethem,doyouwanttoknowsomethingnewaboutcolours?T:That’swhatIwanttosharewithyou.ColourvideoT:Youcanknowsomeothermeaningsaboutcolours.T:Youcanalsocolouritafterclass.Thatisourhomework---Task3.Step.IVProductHomework1.TofinishtheTask3;2.TofinishtheTask4;3.Togoonpreparingthedialogue.S:Thetitleofthisstoryis“Goshopping”.S:Thewomanisasaleswoman.DadandNickarecustomers.S:Hewantstobuyatoycar.S:Yes,Iwanttobuy…S:WhatcanIdoforyou?S:I’dliketobuy…S:It’sblue.S:It’ssixty-nineyuan.S:Theyareninety-eightyuan.S:Shewantstobuyapairofshoes.S:Purplepair.S:Blackpair,orangepair,apairofblueshoes.S:Apairof…Anewpairof….Anoldpairof…S:Fillintheblanks.I’dlikeanewpairofshoes.Showmeanoldpairofgloves.Wherearemybluejeans?Howmuchisthatredpair?Howmucharethosepurpleshoes?Youcanbuyclothesintheclothesshop.S1:Iwanttotrytheshirton.S2:Iwanttotryiton.S3:Iwanttotrythemon.Ss:Tryon,tryon,tryon!S4:Oh,It’stoobig/small.S:She’styingtheshoeson,right?S:Howmuchisit?/Howmucharethey?S:I’lltakeit.I’lltakethem.Topics:①One’sbirthday②Festivals③ProjectHope④.…G1:Wewanttouseitfor…G2:Wewouldliketogiveitto…问题整体呈现，将学生们带入故事情景。渗透阅读方法1—Skimming，同时教会学生学会阅读绘本。以“藏书”的形式来激发学生们的阅读兴趣。介绍故事主要人物和人物关系。为之后的板书梳理做铺垫。通过与学生之间的问答，来扩展文中核心句型的同义句。同时，启发学生树立故事框架。阅读训练方法2–Scanning。通过快问快答游戏的形式，集中学生们的注意力，学会提取文中重要的信息点。针对…pairof…这个难点，结合着学生们目前已掌握的知识情况，来进行相应的扩展。层1：看图进行表达；层2：加入物品adj.；层3：整体加入adj.进行练习。承接上一个环节的学习之后，教师顺势将难点再一次提升。在规定的时间内，由学生自主进行填空，通过句式的判断来拼读并且填空。锻炼了学生的反应，巩固所学内容。教师将准备好的衣服道具呈现给学生们。由学生们自主选择试穿的衣服，进行描述。同时练习了try...on短语在句型中的应用和单复数的变化。故事的结尾开放，到底是怎样的结尾，由学生们自主选择并创编新的对话进行表演。故事的精彩之处在学生们的精彩创编中诞生。呈现故事结尾，整