2021-2022學年高教版英語1（基礎模塊）電子教案B1U3-4

1、獨家文檔請勿盜版感謝支持Unit 3 How much is it?（第四課時教學設計）一、教材分析.教學內(nèi)容本課時系教材英語1（基礎模塊高教版）第三單元的第四課時，授課內(nèi)容為課本 Language in use & Unit task 局部， 具體包括：Grammar focus, Vocabulary consolidation and Pronunciation practice（本課時內(nèi)容是對本單元所學知識的總結(jié)和回顧，有助于學生理清思路，對單元知識及 其運用情境有清晰的認識。由于在前三個課時的教學中，教師已經(jīng)涉及和滲透Vocabulary consolidation局部內(nèi)容，因此教師

2、可以刪略已經(jīng)呈現(xiàn)過的活動安排，更側(cè)重訓練學生對所 學知識的綜合運用能力。.教學重點、難點教學重點學生總結(jié)本單元關于購物的關鍵句型及其運用情境，并能理解和運用There be句型。教學難點音標/au/,/ou/以及相關的字母、字母組合。學生能在具體情境中運用本單元所學知識.二、教學目標.知識目標學生能理解并掌握There be句型及其疑問、否認形式的用法。學生能掌握音標/au/, /oW以及相關的字母、字母組合。.能力目標學生具備總結(jié)分析本單元關于購物的句型及其運用情境的能力。學生能用There be句型描述各種生活場景。(3)學生掌握正確的音標學習策略。.情感目標學生掌握銷售員及顧客的禮儀。三

3、、教學步驟Step One Revision: Dubbing performance (10 min)Teacher plays two parts of short soundless movies about dialogues between two friends, a customer and a salesperson. Students watch it, think about what they are talking, and add dialogues for the movie with partners together.Students act the short

4、 movie in a group with 4 members. After 5 minutes, preparation, they perform it on the stage. The best performer is praised by teacher orally.(設計意圖：該步驟有助于學生對本單元知識進行總結(jié)回顧，并在真實情境中運用。 無聲電影導入的形式新鮮有趣。為電影配音有難度，但前三個課時的學習為學生完成任務 奠定了基礎。)Step Two Grammar focus (Activity 16,17,18) ( 25 min)Thats our beautiful s

5、chool! (3 min)Teacher shows a picture of the school, and describes it with the following sentences:“This is our school. There is a garden in our school. There are many flowers in the garden. ”Meanwhile, teacher writes down the useful sentences on the blackboard.Then students read the sentences toget

6、her.（設計意圖:該步驟有助于學生理解There be句型的含義及肯定形式的用法。通過校園圖片的形式介紹句型，學生較感興趣且易于理解，）Whats our classroom like? (6 min)Teacher says, Whats our classroom like? Please describe it with the sentences on the blackboard. You may talk about it with your partner first. Then everybody gives me a sentence one by one.”Student

7、s describe the classroom with partners first, then stand up and cycle the sentences on the blackboard one by one quickly.(設計意圖:該步驟有助于學生掌握黑板上的關鍵句型。大量的實際情境中的操練，能 使學生對句型的運用場合有更加深刻的認識。接龍回答的形式賦予活動適當?shù)木o張度，更 能抓住學生的注意力。)Activity 16. Look and write. (3 min)Students look at the pictures in this part first, the

8、n finish the exercises individually. Answers are checked together.Three students come to the stage and write down the sentences on the blackboard as a model.(設計意圖:該步驟有助于學生進一步掌握和運用There be句型。書寫的過程中，教 師更容易發(fā)現(xiàn)學生關于該知識點存在的問題并予以糾正。)Memory game: Whats on the picture? (8 min)Teacher puts a picture on the bla

9、ckboard for 10 seconds, then asks students: Is there a river in the picture? Are there any trees in the picture?Students just answer yes or no at first. Teacher guides them and makes the answers more specific. Students remember the way to answer questions and then answer teachers questions one by on

10、e.Teacher writes down the useful sentences on the blackboard.After the game, teacher puts up the picture again and describes the picture with all the sentence forms on the blackboard.At last, students read the sentences together.(設計意圖:該步驟有助于學生掌握There be句型疑問形式及否認形式的用法?？焖?記憶圖片，然后回憶圖片內(nèi)容，使得活動更加緊張刺激，有助于學

11、生集中注意力，迅速掌 握句型及其用法。)Activity 17. Talk and guess. (3 min)Students put something in their schoolbags, then the partners guess the stuff with each other in the following way:Whats in your bag?Guess.A: Is / Are there a pen / any pens in your bag? After 3 minute/s practice, teacher invites 3 or 4 groups

12、to show their dialogues.(設計意圖:該步驟有助于鍛煉學生將本句型運用于實際生活中。猜想的形式增加了活 動的趣味性。前一環(huán)節(jié)的學習保證了學生能順利完成該任務。)Activity 18. Talk and find. (2 min)Teacher says something about Picture A, then students tell the difference in Picture B.The dialogue can also go between the girls and the boys, or between partners.(設計意圖:該步驟有

13、助于學生鞏固和復習There be句型。)Step Three Pronunciation practice (8 min)Listen and repeat. (3 min)Students murmur the chant after the tape in the first time. In the second time students read after the tape loudly and pay special attention to the words with the pronunciation of /au/z /ou/.Then students find ou

14、t the words with the pronunciation of /au/, /su/ in the chant. Teacher writes them down on the blackboard.(設計意圖:該步驟有助于學生通過跟讀，掌握正確的音標發(fā)音。同時，通過朗讀找到 和該音標相關的字母及字母組合，為學生提供了正確的音標學習策略和詞匯記憶策略。)Let/s find out more words with the pronunciation of /au/z /au/.Students are divided into four groups. They compete a

15、gainst each other and try to find more words with the pronunciation of /au/, /ou/. The winner is praised by teacher orally.(設計意圖:該步驟有助于鍛煉學生的分析推理能力。該任務屬于本課的教學難點學 生分組競賽的形式既能活躍課堂氣氛，降低任務難度，也易于活躍學生思維，提高他們的 參與熱情。)Step Four Self check (1 min)Students check what they have learnt by ticking the items on Page

16、 49.（設計意圖:該步驟有助于學生自主檢測其本單元知識的掌握情況，在腦海中就單元知 識及其運用情境形成系統(tǒng)的概念。）Step Five Homework (1 min)Students finish all exercises in workbook and get ready for dictation.（設計意圖:該步驟有助于學生拓展單元知識，提高綜合語言運用能力。）四、板書設計Useful sentencesPronunciation practiceThere is a garden in our school./au/There are many flowers in the ga

17、rden.cow, how.Is there a river in the picture?/ou/Yes, there is. / No, there isnt.coke, you, know,Are there any trees in the picture?Yes, there are. / No, there arent.Word competitionGroup 1There isnt a house in the picture.Group 2There arent any birds in the picture.Group 3Group 4五、教學反思本單元講述的是購物的話題，要求學生能夠運用于購物相關的詞匯、句型，開展購物 計劃和買賣商品的對話，了解售貨員及顧客的禮儀，并運用所學語言舉辦一次舊書展賣會， 同時正確使用There be句型和音標/au/, /ou/。根據(jù)本單元的教學目的，教師遵循“穩(wěn)、實、練”的原那么，通過真實的情境導入、形 象的圖片啟發(fā)、多樣化的練習手段，加深和鞏固學生對基礎語言知識的理解，并通過模擬真 實的場景，來檢驗學生對語言知以的運用能力。最后，教師將學生的視角從課內(nèi)延伸到課外，將shopping話題和學生的專業(yè)相結(jié)合， 通過以