1、1st Unit 6 Shopping for a School Party (Story) Teaching aims: 1. Ss can use the sentence structure“ How much.?”for communication； 2. Ss can read, understand and act the story and understand the words “do magic, one hundred dollars, expensive”； 3. Ss can be developing their thinking ability by studyi
2、ng the story; 4. Ss can understand different countries use different money; 5. Ss can be interested in reading story;cooperate with their classmates, learn in pairs or groups, and care about others feeling. Difficult and key points: 1. Ss can use the sentence structure“ How much.?”for communication；
3、 2. Ss can read and understand the story and words “do magic, one hundred dollars, expensive”. Teaching Procedures： Before the class 1. Review the numbers Show the numbers by PPT, ask the Ss to say the numbers 2. Activate the Ss calculation ability. (设计意图设计意图：复习与数字和计算相关的知识，激活学生的背景知识，帮助在购物场景 下运用这部分知识
4、进行对话) . Pre-story 1. Talk about the picture. Ask the Ss to guess “Who is in the story? Where is the main character? Whats he doing there and why?” (设计意图设计意图：讨论与故事相关的人物与场景，让学生对故事进行预测，培养学生的观 察力。) 2. Lead in the Story. Ask the Ss“What does Gogo want to buy?” 2nd (设计意图设计意图：让学生猜测 Gogo 想买些什么东西，培养学生根据情景进行想
5、像猜测的 能力，帮助学生进入故事的学习。) . While-story 1. Watch the story and answer the Question above. Ask the Ss to watch the story carefully and get the answer. “Gogo wants to buy a hat.” (设计意图：设计意图：让学生从看故事动画中找出 Gogo 想买些什么东西的答案，培养学生获取 信息能力。) 2. Read the story and find the answer of “ How much is the hat?” Ask the
6、Ss to read the story loudly and underline the answer. Answer the question (设计意图：设计意图：让学生从看故事动画中找出 Gogo 想买些什么东西的答案，培养学生获取 信息能力。) Let the Ss understand “Different countries use different money.” (设计意图：设计意图：通过中美使用不同货币的例子，培养学生的世界文化意识。) 3. Read and act about the story. Let the Ss think about “Is the hat
7、expensive?” and understand the word “expensive”. Act the situation of “Wow, thats expensive!” (设计意图设计意图：让学生从货币的转换对比中理解 Expensive 的含义，培养学生的思维能力， 让学生进一步演读故事中的句子，培养学生的语感。) 4. Lead in “magic”. Think that “Why the hat is so expensive?” “Why does Gogo want a magic hat?” Do magic and let the student unders
8、tand the word. (设计意图：设计意图：提出开放性的问题，为什么一顶帽子会那么贵？果果为什么想要一顶魔 术帽？让学生跳出故事进行思考，拓展学生的思维能力，并通过瓶中水变色的小魔术， 让学生进一步理解 do magic 的含义。) 5. Read the story and answer question. Ask the Ss to think “What does Gogo conjure up？” and furthermore understand of magic. 3rd (设计意图：设计意图：通过阅读故事，让学生进一步理解故事的内容，以及 Magic 的含义，培 养学生
9、的良好的阅读提取信息的能力。) 6. Lead the Ss to care about others. Ask the Ss to fucus on the picture, tone and feeling of Tony“How does Tony feel?” (设计意图：设计意图：引导学生关注故事人物的情感，培养学生关注他人的情感意识。) 7. Read the story after the video. (设计意图：设计意图：通过跟读故事，让学生进一步理解故事的内容，培养学生的良好的朗读 能力以及语音语调。) 8. Role play. (设计意图：设计意图：通过四人小组表演故事
10、，让学生进一步理解故事的内容，培养学生的听说 演的能力。) . Post-story 1. Discuss in group. Discuss in 4 people group and Share the opinion of “ Will Gogo buy the hat and why?” (设计意图：设计意图：通过四人小组讨论果果会否买这顶帽子并说明原因这种开放性问题，培养 学生的思维能力。) 2. Retell the story. (设计意图：设计意图：通过两人小组讨根据框架进行复述故事，培养学生的的理解、表达与思维 能力。) 3. Lead in Tonys Story. Ask
11、 the Ss “What will Tony say when being conjured up by Gogo?” (设计意图设计意图：通过在充分理解故事后引导学生进行猜测续说 Tony 的语言，培养学生的理 解与想象的思维能力。) Ask the Ss to construct the dialogue between Tony and the Clerk in pairs Share the dialogue. (设计意图设计意图：通过续编故事对话，引导学生进一步运用所学的购物场景“How much.?” 等语言，培养学生语言应用能力。) IV. Homework 1. Act the story in group or in your family. (设计意图：设计意图：通过进一步的组演和家演故事，巩固所学的知识，并培养学生课后的自主 学习以及与家人融洽沟通的能力。) 4th 2. Shop for the Potluck Dinner. (设计意图：设计意图：通过用购物场景的语言进行组编对话，引导学生进一步运用所学的购物场 景“How much.?”等语言，培养学生在实际生产中的应用语言的能力。) 板书板书
