湘少版四年级下册-Unit 9 How much is it -ppt课件-(含教案+视频)-公开课-(编号：304f3).zip

How much is it ? Unit9 Part(B& C) Step2.Lets learn. Shopping list(购物清单购物清单) pen crayon ball toy car brush noteboo k knife Game.pat ,pat, pat Round.1 Round.2 Round.3 How much is it? Its___yuan. New sentences. Tips: I want a .,please. Here you are. Thank you. How much is it? Its .yuan . Pair work I want a crayon.Can I help you? Its three yuan.How much is it? Group work I want a notebook. Can I help you? How much is it? Its eight yuan. I want a brush Can I help you? Its six yuan. How much is it? I want a knife Can I help you? Thank you. How much is it? Its two yuan. Here you are. I want a ball Can I help you? Thank you. How much is it? Its eight yuan. Here you are. I want a toy car. Can I help you? Thank you. How much is it? Its twenty yuan. Here you are. Homework Step3 1、Make word cards for new words.（做单词卡）（做单词卡） 2、Make a survey.（问问（问问 家长或者朋友你感兴趣的家长或者朋友你感兴趣的 东西的价格是多少）东西的价格是多少）教学设计标题： 四年级下册.Unit9.How much is it?PartB.PartC 学情分析： 本单元的话题是购物（Shopping）.本单元内容体现了学习与生 活相结合的理念，要求学生通过学习能简单描述并询问价格。学生 已经初步掌握了一些关于物品、颜色和数字的词汇，同时具备购物 的生活经验，因此本课的教学活动侧重于围绕购物情景展开师生对 话、生生对话等活动，提高学生的口语表达能力和交际能力。 在设计教学活动时，以购物清单（Shopping list）为主线，创 设情景，学习新单词和句子，采用小老师和小组合作或角色扮演的 形式，帮助学生理解和掌握本单元的单词和句型。 教学目标： 1.语言能力：词汇:学生能听懂、会说、会读新单词 knife,crayon,brush,notebook,ball,toy car,能听懂会说 how much.句型:能用“How much is it?Its.yuan.”来谈论物品 价格。 2.思维品质：学生能积极思维，在生活中灵活运用所学句型， 能简单描述要购买的物品并询问价格。 3.文化品格：通过对购物活动的参与，引导学生热爱生活，积 极投入社会，享受沟通的乐趣，同时有意识的培养学生团队的合作 意识。 4.学习能力：通过学习购物常用句型提高学生英语交际口语能 力，在落实语言输出任务时，采用小组合作学习方法，学生通过与 同伴交流，在合作中发展学生互助学习和语言交流运用的能力。 教学重难点： 1.能听懂、会说、会读新单词 knife,crayon,brush,notebook,ball、toy car,schoolbag. 2.能在情景中灵活运用句型：“How much is it?”It s.yuan. 3.crayon 的发音较难，要引导学生观察口型，仔细听，模仿读。 教学过程： Step1.Warming up 1.Sing a song Sing the song “Ten Little Indians”with the actions together. (设计意图：营造了轻松快乐的气氛，free talk 中引出话题做 准备。) 2.Free talk. T:What a happy song!Im very happy now.What about you? Ss:I am happy.too T:But.Shopping makes me happier.I want to go shopping with my daughter.so,I made a shopping list. (设计意图：通过自由谈论过渡到本节课主题 shopping。以购 物清单（Shopping list）为主线，创设情景，学习新单词和句子) Step 2 Lets learn 1.Learn new words . (1)Learn word: “crayon”: T：Here is the shopping list,There is the first thing I want to buy.Whats it? Ss: pen T:Next.What do I want to buy? Ss: 蜡笔 or “crayon” Learn word: “crayon”： Read “crayon”after teacher. Read the word one by one. Spell the word together. T:Group1,Can you spell the “crayon” loudly？ Thank you ,So you are “crayon team ” Lets have a match in 6 groups.Let me see which group can get the most picture. (设计意图：评价手段的设计，以单词为每个小组命名，看那一 小组能够通过努力，为本组获得更多的图片。这种方式即激励了学 生努力学习，又很好的呈现和操练了新单词。) (2)Learn words:knife,brush,notebook,ball,toy car. T: There are another five new words.Discuss with your group member how to read them.Then come to the front to teach the classmates. Litter teacher teach the new words. Students follow the little teacher and learn the new words. In the same time,group2,3,4,5,6get their name：Knife team;brush team;notebook team;ball team;toy car team. （设计意图：采用以旧带新的方式引出新单词，老师特别选出 本课 6 个单词中最难的 crayon 作为重点和示范，接下来设计了小老 师的活动来学习新单词，即轻松解决了本课的难点，又给了学生自 主学习的机会。 ） （3）Game: Warm and cold. T:Boys and girls,you are so clever.I want to play a game with you： Warm and cold T；Please look at me.There ara many things on the desk.If you know how to say it in English,say it out loudly. Ss:Students said the words loudly. Teacher explains the game rules:(Lets me hide something.One student faces the blackboard.Then the other students use the warm or cold voice to help the student find something.) （设计意图：游戏开始前以实物展示的形式操练单词，该游戏 使用单词练习中，它改变了枯燥单一的单词操练形式，能更好的集 中学生的注意力，同时也培养了学生的判断力。 ） 2.Learn new sentences. （1）Presentation. T:Oh,your notebook is beautiful.I want this notebook for my daugher.How much is it? (T repeats “How much is it”many times by playing.Then teach the sentences and get students to try to say“Its_____yuan”and guess the measings.) (设计意图：巧妙地利用游戏中出现的实物，将新学的单词拉回 到新学的句型。学生对新知的整体感知得以呈现。) (2) Perform T:I want my daughter to go shopping by herself.Now,she is walking into the shop. T: Sorry,Amy didnt know what to say.Who can help her. （设计意图：本处设计呼应课程导入部分的 shopping list，Amy 不能独立完成购物，请求学生帮助，锻炼了学生的语言 及反应能力，且后面小老板和小 Amy 的情景设计，以表演的模式呈 现，不仅完成了本段的输出，孩子们积累的词句也丰富了表演的内 容，极具趣味性。 ） Step3:Homework. 1、Make word cards for these unit.（制作单词卡片） 2、Make a survey （问问家长或者朋友你感兴趣的东西的价格是多 少） （设计意图：让学生自己制作本单元的单词卡片，既不同于之 前的抄抄写写，提高了学生的兴趣。调查形式的作业，带动了家长 一起进行亲子学习，且复习和巩固了所学知识。 ）