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Unit 3 How much is it？

一、学情分析

根据调查，本班学生英语基础非常薄弱，部分学生由于学习兴趣不浓，学习主动性不够。更多学生的学习惰性较强，所以，当务之急是要激发全体学生学习兴趣，唤起他们的自尊、自信，培养他们的语言综合运用能力。为了调动课堂气氛，吸引学生，在教学设计中我充分利用直观教具和电化教学手段，利用多媒体课件教学，创设真实情境，力求帮助学生在真实语境中掌握词汇，培养他们运用并解决实际问题的能力，从而在课堂上体现出英语教学的实用性的特点。 二、教材分析

本课时系教材《英语1》（基础模块 高教版）第三单元的第二课时，是 Listening and speaking中的Dialogue B，内容包括：部分常用商品和常见购物场所的词汇、买卖商品活动中展开的对话，以及关于商品信息的词汇。这些内容是整个单元学听说课的重点，为学生学以致用的语言表达活动提供了语言铺垫。因为购物是一个与我们生活密切相关的话题，这有助于吸引学生的学习兴趣，帮助学生积极开展英语日常会话。 三、教学目标 1. 知识目标

⑴帮助学生复习并运用上节课学的商品及购物场所的单词。如bakery，supermarket。

⑵学生能掌握购物双方所使用的基本句型，如： What can I do for you? I’d like to buy…. How much is the cake? Two yuan a kilo. I’ll take….

（3）使学生理解关于商品信息的词汇，如：quality，unit price，amount，signiture。 2. 能力目标

⑴通过听力与朗读提高学生听说能力；

⑵通过学习购物常用句型提高学生英语交际口语能力。 3. 情感目标

引导学生热爱生活，积极投入社会，享受沟通乐趣。同时有意地培养学生团队合作意识。

4．教学重点、难点 ⑴教学重点

通过学习顾客与售货员之间的对话，学生能顺利进行商品买卖活动，并理解商品基本信息。 ⑵教学难点

学生运用提高听力效果的策略——以表格形式记录关键信息，理解购物发票各项目的含义。 四、教学步骤 Step One Lead-in 1.qustions

Teacher shows a short movie about shopping in a big shopping mall. Then the teacher ask students to answer these questions: What is she doing? Where is she now? What did she buy just now?

Do you think all the goods she bought is useful or not? 2. Brainstorming

Teacher says, “Yes, most of the goods she bought is useless and it’s really a waste of money. So before buying something, what information of the goods will you always pay attention to? That means what items should you consider？”

Studens give different opinions（Chinese is ok.）, such as: 价格、质量、生产日期。。。。

Step Two Listening (Activity 7, 8) 1. Activity 7. Listen and tick.

Teacher says, “Jerry is my friend, she always goes to the supermarket to buy something. Usually she will buy the goods.(Showing pictures) Can you name them?”

Then the teacher asks the students to read the words together, paying attention to the pronunciation.

The the teacher says, “Unluckily, some goods is sold out. What’s it? Listen to the tape carefully and tick the goods that is sold out. 2. Activity 8. Listen and complete.

Teacher says, “Now Jerry can only buy pizza and cake, right? But she is very busy now, can you help her?”

Students listen to the dialogue and finish the invoice individually. Then the whole class check the answers together.

Teacher introduces a tip on how to make the listening activity more efficient: Write down the key words of a dialogue in a form. Listen again if necessary.

Step Three Speaking (Activity 9 , 10, 11) 1. Read and filling the blanks. (3 min)

Students read the dialogue in Activity 9 individually, then ask the students to devide the dialogue into 2 groups, and the teacher writes down the sentences on the blackboard: Customer( ) 2.Read the dialogue.

Students read the dialogue aloud together.

Students practice reading the dialogue with their deskmates. Then ask several pairs to read the dialogue. 3. Game: Role-play

(1)Teacher give students several minutes to think about more sentences which can be used in buying and selling goods.

(2)Teacher asks students to close their books and writes some important sentences used by customers on the blackboard to help the students. (3)Then the teacher acts as a salesperson, stuedents are made to be customers. (teacher had better prepare some goods before class, and the teacher’s desk can be used as a counter.) The whole class are asked to vote a best customer who will get a small gift.

(4)Volunteer students asked to be a salesperson. Then let stuendents to choose the best salespeson, and also he will receive a small gift. 4. Group Discussion: How to successfully sell your goods? (4 min)

Salesperson