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1、Teaching Plan of Grade_4_Unit _5_ How much is it?l Topic： shopping l Language systems： 1. Lexis： colorful、pretty、cheap、expensive、sneakers、slippers、sandles、boots2. Grammar： the plural forms of nouns3. function： can describe the clothes and shoes in simple words, can talk about the prices, colors and
2、styles.4. phonology： the letter A s two different articulation in wordsl Language skills： 1. Listening： Follow and understand the words in Part A and B. lets do and the sentences in dialogues.2. speaking： can describe the clothes and shoes in simple words, talk about prices and give evaluations 3. r
3、eading： recognize the new words and read the articles about shopping or describing clothes.4. writing： the four- skill words such as apple, banana, pear, orange and the sentence “How much is it/are they?” l Objectives：Ability aim： 1.Can describe the clothes and shoes in simple words, For example： it
4、s pretty.2.Can talk about the prices, colors and styles. For example： How much is it? 3.Can follow and understand the instructions in the text such as Put on your sneakers. Run in the park.Knowledge aim： 1. Can grasp the words in Part A&B and sentences in Read and write2.Can understand the contents
5、in Lets chant, Story time, Good to know.Emotion aim： 1. Be polite when relate to others2. To tell the differences on sizes about clothing from China and other western countries. l Evidence：学生在已经学过衣物，水果等词汇。本单元可利用这些词汇展开去商场购物的活动实行教学。l Procedures：1st Part A lets learn lets chant 2nd Part A lets talk Gro
6、up work C. Task time3rd Part A read and write C. story time4th Part B lets learn lets do C. lets sing5th Part B lets talk Group work C. lets check6th Part B read and write Good to know C. Prounciation First LessonSpecific vocabulary： colorful pretty cheap expensiveSpecific target sentences： Its chea
7、p/pretty/expensive/colourful.Specific functional exponents： able to describe the character of clothingSource of material： 1、本课生词的单词卡片 2、衣服的实物 3、配套的教学课件4、配套的教学录音带 5、课文配套挂图Assumptions: 三年级上册U4 B chant : look at the cat. It is fat. Look at .利用该chant来唤起学生的记忆，练习本课句型Look at that dress, its pretty. Anticip
8、ated problems: expensive 的读音会比较难读。Step 1 Warm-up/Revision1课前播放三年级上册U4 B chant （温故引新）2.Talk about the weather，Whats the weather like today? What do you want to wear?Step 2 Presentation1. 引出shopping: Today is Amys birthday. Lets go to her birthday party, OK? But I dont have a pretty dress. So lets go
9、shopping, OK? Look! This is a clothes shop. 2. 操练单词。1）pretty: A：look at the clothes in the shop. I see a dress. Its pretty. B：幻灯出示chant: Look at that dress, it is pretty. C：T带读 D：boys/ girls chant E：My skirt is pretty. My sweater is pretty, too. How about yours?(引导学生说出My -is-这一句型,用上学生自己带的衣服)2）colour
10、ful: A：(课件呈现一条裙)Look at the skirt. Red and yellow and pink and green. So many colours!B： 播chant: Colour, colour, colourful, I have a colourful skirt, you have a colourful skirt.C：句型练习My .is colourful. 3）expensive: A：The skirt is colourful. I like it so much. How much is it? Wow! 500yuan. Its so expe
11、nsive. B:出示 chant: Look at that skirt , its expensive. C：My sweater is expensive. My skirt is expensive. (衣服裙子有标价) Is your dress expensive? (引导学生讲句子)4) cheap: A：The skirt is 500 yuan. Its expensive. But this jacket is 10 yuan. Its cheap.5) 比较cheap和expensive (出示有标价的两种东西，问which is cheap/expensive?)Ste
12、p 3 games 1.Games :listening and saying. 准备本课单词及衣服单词，同位一份。老师读句子，学生抓单词并说句子，如T says “the dress is pretty”, Ss should catch “dress” and “pretty”, and stand up. (举得最快的组要读出整个句子)2Guessing game: Just now I bought a pretty skirt. But I dont have gift for Amy. Lets go to the gift shop. Oh, theyre special. Ca
13、n you guess which one is pretty/expensive? (设置surprise, 古董文物A不好看,但是很贵; 女孩背影B很漂亮但实际脸长满皱纹)(有整个小组来讨论,猜出答案)Step 4 Conclusion1. Its a pity. The gifts are not good. Em-Yes, I have a great idea! I can send Amy some flowers. (实物) Look! The flowers are colourful and pretty. Theyre cheap. They re not expensiv
14、e.2. sing a song: I send the flowers to Amy .She must be very happy. Look! Amy is pretty .(课件)Its her birthday. Lets sing a song for her. (生日歌 + 同样曲子套上本课所学内容)3. Let s chant: 3.Today we learn “ Unit 5 How much is it ”chant 播一次, 用实物来帮助理解, 两组问两组答, 共同完成chant。Step 5 Homework 1.听本课录音3次。2.用本课句子介绍两件自己的衣物。Se
15、cond LessonSpecific vocabulary: colorful ，pretty， cheap ，expensiveSpecific target sentences: Can I help you? How much is this skirt/.? Its colourful/.” Specific functional exponents: 1、听懂会说：Can I help you? How much is this skirt/.? Its colourful/.” 2、能在实际的情景中运用进行实际交际。Source of material: 1、配套的教学课件2、配
16、套的教学录音带 3、课文配套挂图Assumptions: 学生在第一课时已经学了Look at that , it is . 为本课的对话学习做了铺垫。Anticipated problems: can I help ? 在 四年上册U5 B lets learn 出现过但用法与本课不同。部分学生可能会混淆。Step 1 Warm-up/Revision1. Lets chant 2. Sharp eyes: 看中文或英文价格，用英语读出来，如 12yuan / eleven yuan 3. How much is that shirt/.? 出示幻灯练习衣物与价格，先师生对话示范再到生生对话
17、。Step 2 Presentation 1.教师在教室中挂上孩子们带来的衣物（背面有价格），围绕教室挂一圈。教师和孩子们进行对话的交流：T: Look at this shirt. Its colorful.S: Yes, its pretty. T: How much is it?S (请一个孩子走到背面翻出价格)Its one hundred yuan . Its too expensive.2.教师出示教学挂图，让孩子观看图片，预测内容。3.播放课件(没字幕)，边看边听，回答问题： How much is the dress? Amy likes the dress. Yes or n
18、o? Mom likes the dress, Yes or no? why? 看2次，解答三个问题。4. 打开书跟读对话，然后分角色朗读。可增加给课件配音，小组练习、表演等活动。Step 3趣味操练 （Practice）Group work孩子运用自己手中的卡片，进行对话和描述。仿照Lets talk部分中的对话。Step 4扩展性活动（Add-activities） 购物活动 (task time) 教师发给每个孩子100元纸币（孩子自己制作的），把教室分成四部分，组成四个服装店，每个店请一个孩子扮演售货员。 让孩子们仿照课文中的对话，进行购物活动。活动完成后，小组中交流购物收获 。运用H
19、ow much is this skirt/.? Its cheap.等句子进行描述。Step 5 Conclusion and Homework 1. 听本课录音三次2. 同位合编一组对话，自备衣物或卡片。Third LessonSpecific vocabulary: big small long short nice Specific target sentences: The shirt is colourful/, but its too. Specific functional exponents: able to describe the character of clothin
20、gSource of material: 1、本课生词的单词卡片 2、衣服的实物 3、配套的教学课件4、配套的教学录音带 5、课文配套挂图 6. 句子卡片Assumptions: 学生已经学过big small long short nice这5个单词，本课只要开展一点游戏来促进学生对单词的记忆。 Anticipated problems: nice 的读音与nine的区别。Step 1 Warm-up/Revision1、检查上节课作业：同位编对话2、播放三年级下册U6 A lets do ：tall ， tall，tall. make yourself tall.Step 2 Presen
21、tation1、教师准备好一些大小不一的衣服。说：“I like this skirt . it is pretty.”然后教师穿一下，说：“But its too big.”然后再拿起一件，说：“This one is nice. Its fits me well.”2、教师请一个孩子上来选衣服，指导孩子运用句子：This is , but its too.3、然后多请上几个孩子上来说。4、小组活动: 孩子每人带一件家里人的衣服来，在小组中每个孩子轮流挑选衣服，在这一过程中运用This shirt is ,but its too.5、打开书，初读课文 ，判断对错： Five animals
22、go shopping together. The shirt is pretty, but its too big for Rabbit. The shirt is good , but its too small for Giraffe. The shirt is nice and fits Zoom well. 6、小组认读句子，让孩子逐句认读。找出疑问。7、两人一小组，一个拼，一个写。单词的抄写练习。8、出示句子的句卡，然后孩子试读，教师提示学生注意句子第一个单词的第一个字母大写，提示孩子注意标点和占格。Step 3 games and practice1、拼一拼，猜一猜教师读一个单词
23、，让孩子迅速拼出字母，小组竞赛。2、把单词排列成句子：教师将对话中的句子打印出来，一句话一行，剪开每句话。准备若干份。学生以小组为单位，每组一份对话，重新排列对话顺序并读出来。然后教师仿写句子并指导学生在活动手册上练习。3、教师请几个孩子穿上不同大小的衣服（有的服装不合适），然后大家一起来评论一下。运用句子This shirt is ,but its too.Step 4 Conclusion 句子书写的注意要点。Step 5 Homework 1.听本课录音3次，读3次。 2. 抄写一个单词一行，一个句子两遍。并自己默写单词和句子。Fourth LessonSpecific vocabula
24、ry: boots, slippers, sandals, sneakers, a pair of.Specific target sentences: Can I help you? Yes, I want a pair of sneakers.Specific functional exponents: 能听懂并发出简单指令，如：Put on your sneakers. Run in the parkSource of material: B Lets learn. Lets do Lets sing.Assumptions: Anticipated problems:学生分析：学生已经
25、在能够简单描述衣服的大小和评论价格，本节课学习鞋子的名称，这节课的词以复数的形式出现，在读音上可能对学生有点难，特别是slippers与sneakers，用a pair of描述鞋的数量，并在实际情境中运用,这对学生来说也是个难点。Step 1: warm-up1、Let chant P582、学生角色表演A Lets talk复习购物用语。3、Guessing game教师将各种标有价钱的衣服放到一个大储物袋中，让学生猜一猜里面有什么，学生猜对后，取出并描述一下大小、价钱等。（设计意图：首先通过Lets chant,guessing game活跃课堂气氛，再通过对话复习学过的句型为教授部分做
26、好铺垫。A）Step 2: presentation1、教师出示大挂图，让孩子结合图说一说What can you see? 引出新的各种鞋的单词，让学生整体认识单词。2、通过设置去鞋店买鞋的情景，描述图中的各种鞋，引出a pair of并教学新单词。boots,slippers, sandles, sneakers.在教学单词同时结合Lets do.(设计意图：创设情境，引入课文的学习。A)3、学生进行情景表演练习，并熟悉新的单词及a pair of的用法。4、听录音，跟读单词。5、播放课件，理解Can I help you? Yes. I want a a pair of sneakers
27、.6、孩子分角色跟读。小组表演、各小组展示。7、播放Lets do. 边读边做动作。 分小组练习。老师发指令，学生做动作。(设计意图：充分利用多媒体手段，展现教学内容，引入入胜，并设计听音答问，跟读，表演等教学内容，使学生进一步了解、掌握课文内容，从而降低学习难度，增强学习效果，提高学习兴趣。R)Step 3: Practice教师出示各种鞋的图片，然后将一图片藏起，并询问：What are they? 学生猜到后，找到该图片，用学过的知识描述被藏起来的鞋子。（设计意图：通过游戏，使学生轻松愉快地接受，掌握新知，巩固所学。A）Step 4: add-activities1 学生运用学过的知识描
28、述自己的鞋或其他同学的鞋。2 同步练习册。Step 5: Homework1. 向家长听、读录音三次。2. 描述自己的鞋或其他同学的鞋。Fifth LessonSpecific vocabulary: size, take, a pair of,son.Specific target sentences: A pair of for.What size? How much are they? Well take them.Specific functional exponents: 能询问价格并简略评价。Source of material: B Lets talk Group work C
29、Lets checkAssumptions: Anticipated problems:学生分析：学生在上一课时已经学习了鞋子的名称，这节课在句型中继续巩固词组a pair of.在这节课中A pair of for是难点，在教学法中要注意。What size? Size ftve.注意英美两国与我国的衣物尺码标记的差异。Step 1：Warm-up/Revision1、Lets do教师发出口令，孩子听到口令后出示图片并做出相应的动作。2、学生说唱本单元的歌谣。（设计意图：用chant调节课堂气氛，让学生在轻松的节奏中感知本单元的知识点。A）3、出示一些实物复习句型：How much is
30、it? Itsyuan.再出示一些复数的物品，教学How much are they? Theyre.（设计意图：通过复习学过的内容,为新授课作准备。A）Step 2：Presentation : 1、教师出示Lets learn部分的挂图，让孩子表演图中的情景，教师与学生共同表演对话。教师挑出两双鞋，一双适合自己的脚，另一双或大或小，然后让学生猜哪一双是自己的鞋。学生猜过两三次后，教师告诉学生：I take size 38 sneakers. Which pair is mine? Please guess! 学生猜出后，教师问学生：What size do you wear？指导学生回答：
31、Size 。教学What size？Size 。教学再用句型问两、三个同学：T：What size do you wear？Ss: Size T: How much are they ?Ss: Theyreyuan.2、教师指导学生做以上的问答练习，进行小组汇报。3、出示挂图让学生猜图意。4、观看课件并回答问题。What size does John wear? How much are they?(设计意图：通过让学生装猜图意，培养学生的猜测能力，通过让学生带着问题听对话，师生问答自然引出新句型，培养学生的听力。R)5、学生跟录音朗读课文，教师指导学生朗读。学生分角色朗读对话。进行Pair
32、work，分组表演。(设计意图：通过跟读，小组练习，让学生表演，提高学生学习的兴趣。A)6、Group work：教师为学生布置任务，完成书中的表格。学生通过询问小组成员：How much are your jeans/?的交流活动，在实际的生活中运用语言。学生完成表格后，再以对话的方式向同学们汇报。(设计意图：通过调查完成表格，对本节课的重点句型进行有效复习，并鼓励学生把听到的对话用自己的语言来转述，对本课的内容进行拓展。R）Step 3 Practice :活动：买鞋教师为学生准备写有各种要求的卡片，如：50yuan sandals size 36.活动时，学生两人一组进行，其中一个抽卡片
33、决定要买的鞋，让后运用学过的语言知识进行交际，并买到要求的鞋。描述买到的鞋向大家汇报，买对、并汇报正确的加两分，最后评出优胜组，奖励。（设计意图：通过这个活动巩固所学的新句型，同时激发学生的学习兴趣。R）Step 4:Add-activities1、Lets check2同步练习册(设计意图：用Lets check训练学生的听力，并检测学生对这个单元的掌握情况。C）Step 5: Homework:1、 向家长听、读录音三次。2、 跟你的好朋友表演对话。Sixth LessonSpecific vocabulary: apple, banana, orange, pear, watermelo
34、n Specific target sentences: How much are they? Theyre three yuan .Specific functional exponents: 使用购物基本用语并能询问价格。Source of material: B Read and write C Task time PronunciationAssumptions:Anticipated problems:学生分析：学生在听、读、说单词、句子的基础上，这节课要求学生正确书写单词和句子，强调学生注意“Theyre”写法。 Step 1：Warm-up/Revision1、Listen an
35、d show：教师说单词或相关事物，孩子看想一想，举出相应的单词卡片并重复单词。孩子在小组中做游戏。2、小组比赛表演Lets talk.3、Guessing game：教师准备许多物品，学生猜一猜物品的价钱？复习How much is it ? Its . How much are they? Theyre.(设计意图：通过游戏比赛，结合已学句型，操练新学的单词。通过学生间的合作交流，使学生体验到交流的成就感和快乐感。R) Step 2：Presentation1、教师出示Read and write课文挂图，问：What can you see in the picture? 学生说一说所看
36、到的东西。教师出示学生所说的单词卡片apple, banana, orange, pear,watermalon,并让学生拼写单词。（设计意图：看图或根据实际进行描述，复习上节课词汇和句型，有图作为依托学生就有话可说，比凭空说好。R）2、听录音并回答问题：How many apples does Zoom want to buy? How much are they?3、学生同桌试读对话。4、听录音，跟读，纠正语音语调。5、为录像配音，小组操练熟悉后进行对话表演。（设计意图：让学生一一认读新句型，逐步让学生掌握正确的读音。通过扮演角色，让学生进一步熟悉对话。R）6、教师让学生不看书回忆书中要求
37、书写的单词和句子，学生说一个，教师带领书写一个，注意讲解。7、学生在活动手册中书写，老师指导。(设计意图：在课堂上完成书写练习，并逐渐培养他们良好的书写习惯。R）Step 3： PracticeListen and order 教师说一些单词或句子，学生迅速按顺序排列单词卡片，并大声朗读单词。(设计意图：通过游戏活动，进一步巩固单词。R)Step 4： Add-activities买水果：教师准备一些水果或学生自己画一些水果, 学生根据实物或水果图片编排购物的场景进行现场交际表演。评出优胜组给予奖励。（设计意图：让学生进一步运用所学知识，实现真正的语言交流，从而使学生初步体验用英语交流的成就感。A）Step 5：Homework1. 抄写单词每个两行，句子两句。2. 听、读课文三次。备注：教学步骤请注明设计目的/理论支撑,教学活动注明ARC类型。