Lesson 23 Shopping Online(教案2)

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课题冀教版三年级起始版 Lesson 23 Shopping Online 名称知识[来源:学#科#网]1. 学生能听懂、会说、认读并口头运用：How much is it? It’s _____. Do you like shopping online? Let’s take it.[来源:1ZXXK] 与技能[来源:学&科&网]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。 [来源:1]目标教学目标 [来源:1ZXXK] 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意义。情感目标学习策略用How much is it? It’s _____. Do you like shopping online? Let’s take it.来讨论shopping online这一话题. 教学重点教学难点理解和认读Shopping online is fun and easy. 和Let’s take it. 教学准备教学光盘、多媒体课件、一个快递包裹。运用口头评价和神态、肢体语言等。评价方式第1页/共5页

教学过程教学时间教师活动环节 Step 1: Warm Up and review Step 2: New concepts: 教学学生活动设计意图预设 Hello， boys and girls. Hello， Miss 轻松交谈周末计划，复习本 Zhang. 单元句型I want to…，引出Saturday and Sunday are coming. shopping online这一话题。 It’s 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? S1: I want to go （ppt shows the pictures of the to the park to places） fly a kite. S2: I want to go to the supermarket to buy some fruits. I like shopping， too. On Sunday， I want to go shopping. Where do I want to go? Can you guess? ppt : Guessing (猜一猜) 学生猜测老师的购物方式，师生在真实情景中使用英You want to go to the _____. 语进行交际。 a. tea shop b. book shop c. clothes shop d. toy shop I don’t want to go to these places. I like shopping online.(write down the title.) What’s shopping online? Look here.(ppt shows a woman sitting in front of a computer) S: Oh， Yes! You are so clever! shopping online 安排 2’ ’ ’ 5’ 第2页/共5页

Step 3: Practice. 2’ 3’ 4’ I use my computer to go online. 是网购 And I want to buy a pencil case. (ppt 出示一系列网购页面.) How much is it? It’s beautiful .I like it. Let’s take it. Ok? Do you like shopping online? Shopping online is fun and easy. Ⅰ.shopping online S: It’s 15 yuan. Great! The students read after the teacher. S: Yes. The students read after the teacher 通过对一系列网购页面的截取，尽力创设比较真实的网络购物的语境，帮助学生理解Shopping online is fun and easy. 和Let’s 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。 Listening for the first time. Jenny and Danny go shopping S: Online. ________. A. online B. at the book shop Read 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. S1: A story book. S2: It’s 40 yuan. Ss listen and follow to read the dialogue. Then do the exercise. F b. Jenny goes to the book shop. F c. Jenny’s mother helps shop online. T d. Danny and Jenny like 第3页/共5页

7’ 16’ shopping online. e. Danny wants to buy ice T cream online. Act out ? Read the dialogue again. Then act out. ? What do you want to buy? Please make a new dialogue in your group.编新对话 T Students practice and show their dialogue in front of the class. 角色表演，将本课购物用语在口语中理解并加以运用。 Ⅱ.Letters and sounds (teacher takes out a parcel) I shopped online for a disk ， and let’s see what’s in it. (ppt ) Ss follow the 举 teacher to 了解字母组合发音规律，T：Can you read these words? read “donuts” 一反三。 Read after me：donuts and try to read cats and hats by themselves. S1: shirts S2: shorts Who knows other words with S3: coats “ts”? … 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。 (Ds wh wr 同上。) … Let’s chant Ts， ts， /ts/ /ts/ /ts/， donuts， cats， coats， shirts and skirts. 第4页/共5页

Step 4: homework 1’ Ds， ds， /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. What’s wrong? What’s wrong? The writing’s too long! Homework: ? Please listen and read the text(课文) to your family. ? Make a new dialogue with your friends. ? Make a survey. name supermarket Book Shop ShoppingOnline 板书设计： Lesson 23 Shopping Online How much is it? It’s ___ yuan.. Let’s 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。

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