1、一、教学内容分析一、教学内容分析: : 1、 指导思想与理论基础： 根据义务教育英语课程标准（2011 年版）提出的“鼓励学生在教师的 指导下，通过体验、实践、参与”等要求，结合学生好动、好玩、好表演的心理 特点，通过游戏、歌曲、唱谣、表演等，在真实的语境中、不同任务完成中来实 践和运用语言。 2、教学内容： 本课位于六年级下册第二个综合复习单元，通过本课的学习，对于已经学习 的关于 toys，stationery, clothes, food, colours 等与购物相关话题的词汇和功能句 型按照“话题-功能-结构-任务”为主线进行整体复习与综合应用。唤醒学生已 知，以学生们的能力为圆心展
2、开知识的螺旋上升应用。 3、教学项目： Key patterns: Can I help you? What can I do for you? Which one would you like? How much is it/are they? I want Can I try them on? I/Well take it/them.等相关 购物句型。 Words: Words about food, toys, school things, clothes and so on. 4、 教学方法： 本节课准备了多媒体课件，衣服道具，购物袋，绘本书，拼图，教学卡片， 调查表格，情景道具等。
3、5、 教学手段： 本节课采用了师生、生生间互动、模拟购物场景、掌握相关阅读方法、表演 等活动。落实本节课的重点，突破难点。 6、 教学目标： 本课通过 Kate 一家人在购物中心购物，展示了一个真实的购物交际场景。 通过师生、生生间的互动，激发学生的复习、模仿、学习和体验，从而引导学生 运用目标语言进行交际的目的。 7、 教学重点： A. 复习有关购物话题的单词； B. 复习有关购物话题的句型。 8、 教学难点: A. 能够在真实情景、实际生活中运用与交流句型； B. 能够通过不同的任务要求，锻炼学生使用购物话题语句的综合应用能力。 9、教具准备： 多媒体课件，衣服道具，购物袋，绘本书，拼图，
4、教学卡片，调查表格，情 景道具等。 二、教学过程 Teaching Process Teachers ActivityStudents ActivityPurpose of Design StepStep I. I. Pre-readingPre-reading T: Its time for our English class. Im your new English teacher today. So I want to know more about you. 1 T: Whats your name? Nice to meet you. 2 T: Whats your hobby? C
5、an you ? T:You are really good at it. 3 T: Do you enjoy ? How long have you ? T: I really admire you! 4 T:Are you fond of ? Do you want to be a in the future? T:Wow,youmustbea good in the future. T: Whats my hobby? Can you guess? T: You know, I like going shopping so much! T:Look!LastSundayI boughts
6、omanythings. S1: My name is S2: My hobby is S3: I enjoy S4: Im fond of S1: Is your hobby ? S2: Do you like ? 通过询问学生们的爱 好， 来引出本节课的话题。 同时，激发学生们学习的 积极性。 通过看图读购物袋中的 单词，复习了学生们一至 五年级所学的关于服装、 Whats in my shopping bag? T: Lets look and read! T: Hey, boys and girls. I bring my shopping bag here. T: Do you wa
7、nt to have a look? T: What are these? T: Yes, you can stick the cards on it. T: Today we have four groups here. Group leaders come to the front and choose the one you like. T: Anything else? Come and have a look! T: Do you like them? T: Try your best to get one, OK? T: I bought these things in the t
8、oy shop and stationery shop. Stationery means the school things you use, just like pens, notebooks T: Which shop would you like to go? Why? Ss: (Read the words) Cap, teddy bear, chocolate S: Theyre puzzles. S: Wow! S: Yes! (Food do you want to know what your puzzles are? T:Letsmakethepuzzle together
9、! T: Now let me see, wow its a (balloon, ball, doll, taxi) T: What do you want to do with it? T: How about your group? T: But its not beautiful, right? What can we do? T: Colour can change them, doyouwanttoknow something new about colours? T: Thats what I want to share with you. Topics: Ones birthda
10、y Festivals Project Hope . G1: We want to use it for G2: We would like to give it to 提供范本，在学生们思 想共鸣之处，进行对话的 创编。 以拼图形式的小组评 价，学生们兴趣浓厚。得 到的拼图是集体智慧和团 体合作的结果。 充分锻炼了学生们的合 作和快速反应的能力。 C. Colour video T: You can know some other meanings about colours. T: You can also colour it after class. That is our homewo
11、rk - Task3. Step. IV Product Homework 1. To finish the Task 3; 2. To finish the Task 4; 3. To go on preparing the dialogue. 学生得到的拼图是黑 白的，不是那么的美丽。 那么，我们可以怎么办 呢？ 涂色！ 是的！ 大家都知道颜色 可以改变物品，那么它们 还有其他别的含义吗？ 带给学生们颜色的意 义，来扩展知识的深度和 广度。 三、 板书设计 Blackboard design: Unit 5 General Revision 2 Task 1-4 Saleswoman/Sa
12、lesmanCustomers Can I help you?Yes，I want to buy What can I do for you?Id like to buy Which one would you like?Id like the one/ pair Can I try on? How much is it/are they? Whats the price of 四、教学评价： 本节课主要使用拼图作为评价手段， 与课堂中的小组活动以及作业都前后呼 应。形式新颖，充分调动了学生们的兴趣，培养学生们的团队合作意识以及快速 的反应能力。同时本节课还准备了小礼物，来呈现给学生们“小惊喜”，很好地 激活了本节课的气氛。
