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Unit 2 ShoppingReading 教学重难点教学设计I. Students analysisThe students are the Senior Two students. Their ability of cognizance has a deeper development and they form the ability to gain and handle information, analyze and solve the questions in English. So it is very important to improve the ability to think and express their opinions. Their method of learning is from remembering simply to communicating freely. They have their learning methods and can relate the language study to their interests and life. Their learning ability can be improved by task-based activities and learning. This can make them take part in the activities and improve the ability of communication. II. Teaching materials analysisThe reading part is the main part of the unit. Because there are many unknown words, they had a preview of the text especially the new words before class. This part is about go shopping so I looked up some information on the Internet to know more about that.Ⅲ.Teaching aims:1.Knowledge aims:Learning the key words and the useful expressions.2.Ability aims:To improve the students’reading abilities.3.Emotion aims:Overcome the difficulties and challenge yourselves.IV.Important and Difficult language Points:To improve the students’reading abilities.V.Self---StudyRead the text “going shopping”and answer the questions Of the Reading comprehension.VI.Group workRead the text aloud with your group members .Pay attention to your pronunciation .After your reading .Discuss your answers to decide whether your answers are true or false. VII.DisplayEvery group displays the achievements by self---study and Learning cooperation.You are excellent to corporate with your group members. However,Please pay more attention to your speed in your reading.VIII.Summing upYou have done well in this class and after class,you hadbetter do more reading practice to master more reading skills.IX.Homework:Recite the key words and the useful expressions.。
Teaching Plan for Oxford English (Shanghai Edition)3AM3U2 ShoppingTeacher: Xi Zhuojing（奚卓菁）& Wang Yu（汪宇）from Zhoupu Experimental School （周浦实验学校）Book: Oxford English 3ATeaching aids: Multi-media, word cards, flash, picture cards, etc.教学设计说明学情分析：三年级的学生经过两年的英语学习之后，已经逐步具备了英语学习的能力并养成了较好的学习习惯，他们在听、说、读、写等方面有了很大的进步。
他们不仅能对老师的语音语调进行模仿，还能够用英语进行简单的日常交流。
在学习本单元之前，他们已经接触过有关水果类词汇，如：an apple, an orange, a banana, a peach等（包括复数形式）；能简单运用May I have..., please? How many...? Here you are.等句型进行简单对话。
同时，也能运用I’m … I can … I like...等句型进行自我描述。
模块教学任务分析：3AM3的模块主题是Places and activities （地方和活动），分别围绕My school（我的学校）、Shopping（购物）以及In the park（在公园里）这三个与孩子学习、生活息息相关的话题而展开，涉及不同的地方与所实施的活动，尝试能在不同的地方、运用不同的句型来表达自己的想法与意愿，在感受学习与生活的同时，能体验学习生活、增长生活经验。
此外，学习字母o, u在单词中的发音，能举一反三。
单元教学任务分析：3AM3U2 的单元主题是Shopping（购物）。
通过单元学习，能进一步操练与运用常见的水果名称，如：apple, orange, banana和peach，注意其单复数；能在购物过程中运用May I have ..., please?等进行购物对话，逐步学会与超市（商场）店员、与父母长辈之间的购物交流；在此过程中，学会独立购物过程、学会礼貌购物，积累一定的生活经验。
三起五年级Module2Shopping教案一、教学目标1.让学生掌握本课的生词和短语，如：shop,buy,sell,expensive,cheap,howmuch等。
2.让学生学会用英语询问价格和购物，能熟练运用句型"Howmuchis/are?"和"It's/They'reyuan."进行交际。
3.培养学生的观察、分析和表达能力，激发他们对英语学习的兴趣。
二、教学重难点1.重点：生词和短语的掌握，句型的运用。
2.难点：询问价格和购物时的交际策略。
三、教学准备1.教学课件2.生词卡片3.情景图片四、教学过程Step1:导入1.利用课件展示一幅商店的图片，引导学生谈论商店里的物品。
2.学生自由发言，教师选取部分答案进行板书。
Step2:生词学习1.教师展示生词卡片，引导学生学习本课的生词。
2.学生跟读生词，教师纠正发音。
3.学生进行小组讨论，用生词造句。
Step3:对话学习1.教师播放本课对话，学生听后回答问题。
2.教师引导学生分角色朗读对话，注意语音语调。
3.学生进行小组对话练习，教师巡回指导。
Step4:语法学习1.教师引导学生观察对话中的句型"Howmuchis/are?"和"It's/They'reyuan."，让学生了解其用法。
2.学生进行句型练习，教师纠正错误。
3.学生用所学句型进行购物场景的模拟对话。
Step5:情景练习1.教师出示情景图片，学生分组进行购物对话练习。
2.学生自由选择角色，进行购物场景的模拟对话。
3.教师选取几组学生进行展示，给予评价和指导。
Step6:小组活动1.教师提出任务：设计一个购物场景，用所学句型进行对话。
2.学生分组讨论，完成购物场景的设计。
3.各组学生进行展示，其他学生认真倾听，给予评价。
2.学生进行拓展活动：用英语编写购物对话，进行角色扮演。
English 3A (Oxford Shanghai Edition)Module 3 Unit 2 ShoppingI、单元教学目标A. Language knowledge (语言知识) ：1、能学习和掌握Miss, Mr, Mrs这类表示称谓的单词，做到音、形、义的统一；2. 能够用Good evening./ Good night./ How are you?/ Goodbye.问候他人和与他人告别。
3、能用Fine/Very well, thanks. / I’m fine too来回答别人的问候；4. 能用This is …简单地介绍他人。
5、能学习和掌握字母a发音，如：cake, table等。
B. Language skills (语言技能) ：Listening:1、能够听懂表示称谓的单词，Miss, Mr, Mrs。
2、能够听懂Good evening./ Good night./ How are you?/ Goodbye.问候他人和与他人告别。
3、能够听懂Fine/ Very well, thanks. / I’m fine too的问候回答。
4、能够听懂This is …的介绍。
5、够了解字母a的发音，如：cake，table等。
Speaking:1、能够正确发音表示称呼的单词并能够较熟练地在语境中表达。
2、能够熟练地运用句型Good evening./ Good night./ How are you?/ Goodbye.来问候他人和与他人告别；3、能够用Fine/ Very well, thanks. / I’m fine too进行回答；4、能够运用This is …进行介绍他人。
Reading:1、能够朗读各课时儿歌及文本。
2、能够通过感知文本内容了解内容大意。
Writing:1、能够正确抄写核心词句。
2、能够以填空的形式完成对话。
C. Language use (语言应用)：1、能够在一定的情境中，运用所学的称谓类单词和问候语进行对话。
Oxford English 3BModule 3 Unit 2 (3rd period)ShoppingSchool: Loujing Central Primary School（宝山区罗泾中心校）2012.9单元目标➢知识目标1. Grammar:Wh-questions: How many …? How much?indefinite articles: a, ancountable nouns (plural)Yes/no question: Do you like…?verb ‘to be’: There are …2. The pronunciation of the letter ‘o’ in words such as dog and shop.3. V ocabulary: apple, orange, flower, kite, red, orange, yellow4. Daily expressions: Can I help you?--May I have..., please? – Sure.OK. Let’s go. Goodbye. / Bye-bye.➢能力目标ing nouns to identify fruit2. Using formulaic expressions to request something3. Using wh-questions to find out quantity4. Using yes/no questions to ask about one’s likes5. Using wh-questions to find out the price6. Using modeled sentences with ‘there be’ to identify existence7. Using the key words and patterns to make a shopping list and make a dialogue8. Identifying the pronunciations of the letter ‘o’ in words such as dog and shop Teaching approaches: Look and say, say and act, read a story, listen and enjoy, group dialogues, making working, pair talk.➢情感目标1. 要求学生在生活实际中帮助家长做些力所能及的家务如购物2. 鼓励学生能独立购物，及懂得购物中的礼貌Oxford English Book 3A (Shanghai Edition)Module3 Unit2 Shopping(Period 1)Teaching materials:I am Bonnie. I like shopping with my dog. We are in the shop now. Wow, there are many kinds（种类）of fruit in the shop. Such as apples, oranges, pears, peaches and so on. I want some apples, peaches and plums. I like plums best. They are red. They are cute. They are healthy（健康的）.课堂练习：1.Make a shopping list2.Give a reportHello，I am ____ I have_____. I like shopping. Now I am in the shop. There are many_____ in it. I like ______. They are _____.They are______ . I want _____. I want _________. …Now Let’s go shopping.第二课时单元文本Today is Sunday. There is a party in Kitty’s family. Kitty and her father want to buy some things. They go to the fruit shop first. There are many fruits in it. Kitty buys four apples and five bananas. Then they go to the supermarket (超市). The supermarket is very big. Kitty sees ice creams, flowers and any other things in the supermarket. The flowers are beautiful. Kitty buys six ice creams and ten flowers. They are very happy.单课教学文本与教学过程Oxford English Book 3A (Shanghai Edition)Module 3 Unit2 Shopping (Period 2)课堂练习设计：Today is Sunday. There is a party in Kitty’s family. Kitty and her father want to buy some things. They go to the fruit shop first. There are many fruits in it. Kitty buys four apples and five bananas. Then they go to the supermarket (超市). The supermarket is very big. Kitty sees ice creams, flowers and any other things in the supermarket. The flowers are beautiful. Kitty buys six ice creams and ten flowers. They are very happy.( ) 1. Kitty and her _____ go to the fruit shop.A motherB fatherC friend( ) 2. Kitty buys _____bananas.A fourB fiveC six( ) 3. The supermarket is ______.A smallB bigC new( ) 4. They buy______.A 6 ice creams and 10 flowersB 5 ice creams and 5 flowersC 2 ice creams and 8 flowers。
Module 3 Places and activitiesUnit 2 ShoppingPeriod OneTeaching contents: Look and sayTeaching Aims:1.知识目标：1) Using formulaic expressions to request something2) Using formulaic expressions to reply requests2.能力目标：1) Open/maintain an interaction by eliciting a response 2) Use modeled sentences to communicate with other learners3.情感目标：要求学生在生活实际中帮助家长做些力所能及的家务如购物Difficult and key points:1) Sentence: ________, please. Here you are. Thank you.2) How to do some shoppingTeaching aids: tape, some pictures, some fruits and some classroom objectsTeaching procedure:Period TwoTeaching contents: Look and learn Say and actTeaching Aims:1.知识目标: 1) Using formulaic expressions to greet people andrespond to greetings2) Using formulaic expressions to reply to requests3) Using plural forms of nouns to refer to more than one objects2.能力目标: 1) Open an interaction by eliciting a response2) Maintain an interaction by using formulaic expressions to ask questions and reply3) Develop short written mote by reproducing words from print in the environment3.情感目标: 鼓励学生能独立购物，及生活中的礼貌Difficult and key points:1) Sentence: ______ ______ , please.Here you are. Thank you.2) Plural forms of nounsTeaching aids: tape, some pictures , some fruits, some biscuits Teaching procedure:Period ThreeTeaching contents: Look and learn Look and say Ask and answer Learn the soundsTeaching Aims:1.知识目标：1) Using nouns to describe shapes2) Asking Wh-questions to find out about a specific thing3) Pronounce correctly words in isolation with initial sounds / і: / / е /2.能力目标：1) Discriminate between words with vowel sound ‘e’ in both open and closed syllable forms2) Open an interaction by eliciting a response3.情感目标：培养学生仔细观察的习惯Difficult and key points:1) New words: square, triangle, circle, starNew sentences: What shape is this? It’s a ____.2) Vowel sound: E e--/ і: / & / е /Teaching aids: tape, some pictures, a piece of paper, colour pencils Teaching procedure:。
教学设计说明3A M3U2 Shopping（第三课时）At the School Fair一、教材分析本课时教材内容是购物的主题，此主题在学生一年级和二年级时都有接触，本课主要新增了用How much进行物品价格的询问。
本课时是本课的第三课时，学生经过第一课时（In the fruit shop）和第二课时（At the supermarket）的学习后，对购物时对话已经颇为熟悉，也能用简单的句子对于人物的购物活动进行描述，第三课时是在前两课的基础上，将购物环境迁移到本学校特色活动义卖会的现场，让学生身临其境地充分运用所学知识进行购物。
二、学生学情本课的执教对象是我任教的三（8）和三（9）的学生，我班学生活泼好动，对英语学习非常有兴趣，很乐意用英语进行交流。
通过与我两年多的接触，他们熟悉我的课堂用语，熟悉我的肢体语言，并且彼此之间建立起了和谐的师生关系。
我班学生能力水平不一，熟练程度还存在差距，大部分同学能用所学英语流利表达，但是还有一小部分学生由于各种原因，能力欠佳。
同时基于三年级孩子这个年龄段的认知水平，学生们对新知的快速掌握能力还不是很强，而且课堂中注意力的持久性相对较低，所以需要老师在课堂中创设更多多样化的活动帮助他们学习，集中精神投入到课堂学习中。
三、教学目标基于本课时教材内容和我执教的学生的情况，并根据《英语课程标准》的要求，我从以下三方面制定了本课时的教学目标： 语言知识与技能1、通过运用May I have the ..., please?句型在购物场景中表达自己想要的物品。
2、能运用How much？...yuan询问物品价格。
3、进一步运用There be句型描述场景里的物品。
4、在语境中学会运用He/She buys…描述购物情况。
◆教学策略通过故事语境带动语言知识学习，借助信息技术，教师本身的支架作用，鼓励学生积极主动参与课堂学习，将所学知识进行内化来表达自己的想法，一步步引导学生进行语言综合运用。
