Unit6第1课时WarmingUpListeningandSpeaking教案中职外研版基础模块2

1、课 堂 教 学 设 计课题名称Unit 6 Lets Go Shopping 授课教师授课内容Warming Up & Listening and Speaking授课班级课 时第1课时授课时间单 元 主 题 分 析本单元的主题范围是“人与自我”，涉及的主题内容是购物。本单元包括超市布局、购物过程、网络购物、促销海报等学习内容，旨在帮助学生了解购物的各个方面，并通过介绍各种支付方式，引导学生感受时代的变化。此外，本单元还介绍了中美的促销季和购物场所的分布情况，丰富学生对各地购物活动的认知。教 学 内 容 分 析“导入”板块由两个活动组成，旨在激活学生已掌握的有关购物的语言知识和背景知识，为整个单元的学习活动做好铺垫和预热。活动一通过词语、音频和图片呈现了一些购物场所。活动二通过让学生选择自己会在网上购买的物品，引导学生回顾自己的网络购物经历。“听说”板块包括两段发生在顾客和购物场所工作人员之间的对话。第一段是顾客向超市售货员问路的对话;第二段是顾客在买衣服时和售货员的对话。本板块旨在培养学生在真实语境中获取关键信息、用简单的英语进行交流的能力。学 习 目 标1 学生通过看图片、听录音、

2、做匹配练习，能够介绍不同的购物场所。2 学生通过选择自己会在网上购买的物品，能够总结自己的购物习惯，并了解网络购物的特点。3 学生通过听录音，能够获取有关超市问路的对话主题及大意。4 学生通过听录音，能够获取超市布局、购买衣服时要考虑的因素等关键息，并完成听力任务。5 学生能够结合真实语境，仿照听力脚本编演对话，介绍超市的不同区域。6 学生能够结合自身经验，与同伴表演有关购物过程的对话。7 思政目标：能够了解购物场所的多样性、商品的丰富性，感受经济的快速发展；能够从职场人员视角，思考如何为顾客提供专业服务，提升服务意识与职业素养。学 习 重 难 点学习重点1. 能听懂与购物地点、区域、物品相关的词句表达，如shopping mall, grocery, bakery, stationery, electronic products, section, swimming goggles, kitchenware, mug等。2. 能运用目标词句谈论与购物相关的话题，如购物区域，购物考虑因素。学习难点能结合所学，联系自身实际，恰当运用size，color，price, material,

3、fashion, gift 等购物考虑的因素，和同伴进行角色扮演，描述自己的购物经历。 资 源 与 工 具PPT课件、多媒体设备、语音素材、拓展资源包等教 学 方 法小组讨论法、任务教学法、情境教学法教 学 过 程 结 构 设 计教学环节教 学 活 动 设 计设计意图Step 1OrganizationGreet the students and divide them into four groups. Good morning, boys and girls. Its nice to see you again. How are you doing today ?通过问候，尽快让学生进入课堂。Step 2Lead - in1 Ss learn the new words.2 Ss recall their shopping experiences and list shopping places and items in English as many as possible. T helps Ss with more difficult words. e.g. I always

4、buy fruits and vegetable in the supermarket.There are various kinds of books and magazines in a bookstore.从学生已有生活情境入手，调动学生参与的积极性。Step 3New LessonPre-listening1 Ss listen to the recording and catch the words about places. Match pictures in Activity One with certain words.2 Ss look at the pictures in Activity Two and tick the things they bought in the Internet.3 Ss list more things they like to buy online and group the items.While-listening1 T shows the picture on Page 55 and ask the following que

5、stions.(1)Where is the young woman?(2) What is she doing?2 Ss listen to the dialogue between Lyn and Shop assistant and choose the right place . the bakery the sports section the electronic section the kitchenware section3 Ss listen to the dialogue between Lyn and Shop assistant and choose the right place in Activity One.4 Ss listen to the dialogue between Lyn and Shop assistant and choose T or F.(1) Lyn wanted to buy a pair of swimming goggles.(2) The shop assistant told Lyn how to find the per

6、sonal section.(3) At last, Lyn bought a smart phone.(4) There arent any phones or laptops at the electronic section.(5) The electronic section is just next to the sports section.5 Ss listen to the dialogue and fill in the blanks.1) Lyn went to _ _ _ the sports section. / supermarket2) Lyn also would like to have a look at _ electron oducts.3) Its very convenience to buy anything at the_ . supermarket6 Ss listen again and complete the blanks in Activity Two.7 T shows the dialogue text. Ss underli

7、ne the key words to check answers. 8 According to the given text, Ss work in pairs to role play on Lyn and Shop assistant. Ss retell the dialogue.9 Based on the dialogue and given information, Ss work in pairs to act out the dialogues in Activity Three. 10 T shows a picture of Wang Lin. Ss guess what kind of dress she will buy. 11 Ss listen to the dialogue and choose the information.12 Ss listen to the dialogue and choose T or F.1)Wang Li wanted to buy a green dress.2)At last year, Wang Li paid

8、180 yuan for this dress.3) The leather belt is given as a gift for customer.13 Ss listen again and fill in the blanks in Activity Four according to the notes.通过图、词、音、义的对应，帮助学生回顾旧知。观看物品图片，紧密联系学生真实生活，激活与主题相关的背景知识，拓展新知。列举网购物品，进行相关的分类。培养学生分析、归纳的能力。在贴近学生生活实际的情境中，自然铺垫与听力任务相关的预备知识。通过听力任务，训练学生把握大意、理解细节的听力策略。反复精听材料内容，夯实重点词句，加深文本理解，为后续的语言输出铺垫。采取角色扮演的复述活动，以新颖的练习方式达到“以听促说”的目的，为下一阶段的仿说奠定基础。培养学生理解细节的听力策略，通过有效的记笔记策略，提升学生信息判断和关键信息的提取能力。Step 4Practice1 T helps Ss list more factors, especially the factors that are different in countries and regions, such as sizes and materials, to describe their goods and show more useful sentence patterns2 Ss review and work in pairs to choose the things in Activity Five. Ss are encouraged to make a dialogue with the help of some given information.3 Some groups are invited to perform their dialogues on stage. According to their performance, T gives some comments and suggestions to hel

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