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1、石家庄市小学英语学科教学实录年级： 四年级 设计者：张雪立课题名称 冀教版三年级起始版 Book3 Lesson 23 Shopping Online 知识与技能目标1. 学生能听懂、会说、认读并口头运用：How much is it? Its _. Do you like shopping online? Lets take it.2. 通过歌谣的学习帮助学生掌握 ts ds wh wr 四组字母组合的发音规律， 举一反三。3. 学生能借助视频听懂教材中网购对话。情感目标1. 使学生有兴趣听说网购话题的英语，敢于开口说。2. 在小组角色表演活动中积极参与合作，从而意识到交流对于英语学习的重要
2、意义。教学目标学习策略1积极与同伴合作完成购物角色扮演。2在 letters and sounds 课堂交流中，注意倾听，积极思考，将学过的相关词汇进行归纳积累。教学重点用 How much is it? Its _. Do you like shopping online? Lets take it.来讨论 shopping online 这一话题.教学难点 理解和认读 Shopping online is fun and easy. 和 Lets take it.教学准备 教学光盘、多媒体课件、一个快递包裹。教 学 过 程教学 环节时间安排 教师活动 学生活动 设计意图教学预设Step 1
3、:Warm Up and reviewStep 2: New concepts:25Hello, boys and girls.Saturday and Sunday are coming. Its so great. I want to go to the cinema to see a film on Saturday .Where do you want to go?What do you want to do?（ppt shows the pictures of the places）I like shopping, too.On Sunday, I want to go shoppi
4、ng.Where do I want to go?Can you guess?ppt : Guessing (猜一猜)You want to go to the _. a. tea shopb. book shopc. clothes shopd. toy shopI dont want to go to these places.I like shopping online.(write down the title.)Whats shopping online? Look here.(ppt shows a woman sitting in front of a computer)Hell
5、o, Miss Zhang.S1: I want to go to the park to fly a kite.S2: I want to go to the supermarket to buy some fruits.Ss try to guess.You want to go to the tea shop.You want to go to the book shop.You want to go to the toy shop.The students read after the teacher.轻松交谈周末计划，复习本单元句型 I want to,引出 shopping onl
6、ine 这一话题。学生猜测老师的购物方式，师生在真实情景中使用英语进行交际。评价方式 运用口头评价和神态、肢体语言等。Step 3:Practice. 234Yes! You are so clever!I use my computer to go online. And I want to buy a pencil case.(ppt 出示一系列网购页面.)How much is it? Its beautiful .I like it.Lets take it. Ok?Do you like shopping online?Shopping online is fun and easy.
7、shopping onlineListening for the first time.Jenny and Danny go shopping _.A. onlineB. at the book shopRead it silently. Then answer these questions. What does Jenny want to buy? How much is the book?Listen and follow. Then finish the exercise below.T or F:a. Jenny wants to buy a math(数学 ) book.b. Je
8、nny goes to the book shop.c. Jennys mother helps S: Oh, shopping online 是网购S: Its 15 yuan.Great!The students read after the teacher.S: Yes.The students read after the teacherS: Online.S1: A story book.S2: Its 40 yuan.Ss listen and follow to read the dialogue.Then do the exercise.F通过对一系列网购页面的截取,尽力创设比
9、较真实的网络购物的语境, 帮助学生理解 Shopping online is fun and easy. 和 Lets take it. 从而化解难点。层层深入的听力理解问题设计,训练学生从听力材料中获取信息的能力。默读思考，获得细节信息。跟读课文，帮助学生学习地道的英语发音。716shop online.d. Danny and Jenny like shopping online.e. Danny wants to buy ice cream online.Act out Read the dialogue again. Then act out. What do you want to
10、buy? Please make a new dialogue in your group.编新对话.Letters and sounds(teacher takes out a parcel)I shopped online for a disk , and lets see whats in it. (ppt )T：Can you read these words?Read after me：donutsWho knows other words with “ts”?(Ds wh wr 同上。)Lets chantTs, ts, /ts/ /ts/ /ts/,donuts, cats, c
11、oats, shirts and skirts.FTTTStudents practice and show their dialogue in front of the class.Ss follow the teacher to read “donuts” and try to read cats and hats by themselves.S1: shirtsS2: shortsS3: coats角色表演，将本课购物用语在口语中理解并加以运用。了解字母组合发音规律，举一反三。将语音知识精心编成有韵律的歌谣,学生读来朗朗上口， 有助于学生记忆， Step 4:homework1Ds, d
12、s, /dz/ /dz/ /dz/,Kids, beds, birds,friends and cards.What do you want to buy?A white wheel,a white wheel.Why and where?Why and where?My bike goes everywhere.Writer, writer, writer,Write, write, write,The writer writes a story.Whats wrong? Whats wrong?The writings too long!Homework: Please listen an
13、d read the text(课文 ) to your family. Make a new dialogue with your friends. Make a survey.namesupermarket Book Shop Shopping Online有的学生还可能学会儿歌这种学习策略。板书设计： Lesson23 Shopping OnlineHow much is it? Its _ yuan.Lets take it. Shopping on line is fun and easy.课后反思：优点：第一，网购图片的截取创造了真实的网上购物的语境，直观生动，同时轻松化解难点；第二，层层深入的听力理解问题设计，有效地训练了学生从听力材料中获取信息的能力；第三，将语音知识精心编成有韵律的歌谣,学生读来朗朗上口， 有助于学生记忆， 有的学生还可能学会儿歌这种学习策略。另外，各个环节过度自然。缺点：学生自读课文没让勾画，没起到强化自学学习策略的作用；对学生角色扮演中出现的问题没有进行灵活有效的引导。今后我仍需加强课堂的灵活调控能力。
