冀教版（一起）六下-Unit 4 Li Ming Comes Home-Lesson 19 Buying Gifts-ppt课件-(含教案)--(编号：c140a).zip

Lesson 19 Buying Gifts Sing a Sing a SongSong Whats the song about? This is a /an How much is a/an ? Its _____ dollar(s). A: How much is the ___ ? B: Its ____ dollar(s). A: How many___ will Li Ming take? B: He will take ____. A: How much are they / is it? B: Theyre / Its_____ dollars. GiftsTotal How many? 311 How much? 3 4 20 3 27 1 1060 Who will Li Ming give the toy to? What is the surprise gift for Jenny? What is the gift for Danny? Buying Gifts May I help you? / How can I help you? Here are some What about this? Look at these Good idea. Ill take Heres the money(给你钱). Heres your change.(找你的钱). What do you want to buy? I want to buy a for Can you come down a little?(能便宜点吗) What do you want to buy? How many do you need? Who will you give the to? How much are they? You have 100 yuan, and you want to buy some gifts. You should work hard to get what you want. 只有努力才会得到自己想要的。 Homework: Write a short passage about Exercise 2: I have 100 yuan____________________ _______________________设计理念：设计理念： 现代外语教育注重语言学习的过程，强调语言学习的实践性，主张学生在 语境中接触、体验和理解真实语言，并在此基础上学习和运用语言。英语课程 提倡采用既强调语言学习过程又有利于提高学生学习成效的语言教学途径和方 法，尽可能多地为学生创造在真实语境中运用语言的机会。鼓励学生在教师的 指导下，通过体验、实践、参与、探究和合作等方式，发现语言规律，逐步掌 握语言知识和技能，不断调整情感态度，形成有效的学习策略，发展自主学习 能力。 教材分析教材分析： 本单元是冀教版六年级下册第四单元，主题是 Li Ming Comes Home。本单 元是小学阶段最后一个单元的学习，围绕着李明回家前的各项准备展开学习： buying gifts, looking at photos, a party for Li Ming, surprise, goodbye, Dannys surprise cake。这些话题中一些语言点在之前的学习过程中学习过，本单元再现 这些与生活，与情境相贴近的话题，便于教师在教学活动中真实情景的创设。 本课是第四单元的第一课时，围绕着李明回家前去给家人买礼物这个话题开展， 复习 how many, how much 在语境中的使用。在这个过程中，还学习了重点词 汇 gift，flag, cap, T-shirt, toy 以及 surprise。相对于“购物”这个在三年级和五 年级都出现的话题，学生较感兴趣，且容易操练。本着以“语用的最大化”为 目的，重在训练学生对语言的使用，在本课教学中将大量创设情境来让学生在 语境中实践运用英语。更体现了学习中重过程，重实践的理念。 学情分析学情分析： Buying Gifts 这一话题是学生感兴趣，并且非常熟悉的语言知识，教学中采 用情境创设组织课堂活动，在游戏、比赛中让学生体会通过积极参与课堂活动 可以“挣钱”本课要用的“奖励币” ，为在 Flea Market 活动时能进行购物 而“攒钱” 。在 Flea Market 这个环节中学生可以自由使用购物语言进行操练。 这些活动的设计都有助于鼓励学生们积极参与课堂活动，充分运用语言进行操 练，达到学习的目的。 教学目标教学目标： 1. 知识目标：学生能听说读写词汇 gift，cap, flag, T-shirt, toy, surprise，并能够 在情境中正确理解，运用 how many, how much 句型。 2. 能力目标：学生能正确流利地朗读课文，能正确运用购物用语完成听、说、 读、写各项活动。 3. 情感目标：在游戏和评价中激励学生学习的兴趣，培养学习英语和使用英语 的能力。体会只有努力才会有收获。 4. 教学重难点教学重难点：重点：学生在情境中正确理解，运用 how many, how much 句 型。 难点：通过积累，学生能够用丰富的语言来进行有关购物的交 流。 教教 法法：情景创设法，评价激励法， 歌曲教学法，任务驱动法，游戏教学法 学学 法法：小组合作与展示法，小组竞争法 教学程序教学程序 Step1. Greeting Step2. Warming up Students sing along with the song to know the main idea. T: (After singing) Whats the song about? Ss: Li Ming will say goodbye to Danny and Jenny. （设计意图：利用简单的歌曲进行热身，可以自然将学生们的思绪带入本课话 题中，李明要回家。也就自然引出他要为家人买礼物的话题了。 ） Step3. Lead-in 1. A guessing game T: I think, before going home, Li Ming needs to buy some gifts for his family. Please guess what will he buy? (Teacher shows a box) Guess what are these gifts in my box. Students try to speak what they guess the things are . When they give the right answer, teacher can take out the gift one by one. (设计意图：通过猜测游戏再次热身，激发学生的好奇心和求知欲，同时也 可以将词汇教学在游戏中轻松完成，避免枯燥。) 2. Learn new words by phonics Learn the words: cap, flag, T-shirt, toy, Show the new words on the flashcards, and teach them one by one by phonics. (Put these cards on the blackboard) To make the students to read the new words , check them by showing the real objects. 3. Sentence structure This is a/ an. How much is? (设计意图：通过出示实物及实物上的价钱标签，让学生在情境中操练简单 的句型，降低学习的难度，同时先把 how much 的学习放在这里，有助于学 生区分 how much 与 how many, 避免混淆。) Step4. Listen and read 1. Listen and fill in the form T: Among so many gifts, what will Li Ming buy for his family? How many gifts does Li Ming need? (板书 how many) Students listen to the text and try to finish the numbers in Part2(1) Read the text and check the answers. 2. Check together. Step5. Practice 1. A: How much is the ___ ? B: Its ____ dollar(s). A: How many___ will Li Ming take? B: He will take ____. A: How much are they / is it? B: Theyre / Its_____ dollars. （设计意图：将文本中的信息进行听力和熟读的感知后，再从文本中提炼 主要信息，结合表格内容再充分操练 how much 与 how man，体会这两个 短语的区别，在对比运用中进行学习，为学生的操练降低了难度，也扎实 了这两个主要词语的正确运用。 ） 2. More guessing and listening After answering the questions in Part 2(1): Who will Li Ming give the toy to? More guessing: What is the surprise gift for Jenny? (Teach surprise by phonics, 做到词不离句) What is the gift for Danny? （设计意图：再次利用猜测游戏激发学生的求知欲，利用自己剪辑合成的音频 供学生进行听力训练，并完成活动。对文本内容进行了拓展，也增加了趣味性。 ） Step5. Flea Market 1. T：Li Ming bought so many gifts for his family and friends. You also can buy things in our class. Now Lets go to our Flea Market. ( The group who wins can buy things from the other group, they can buy anything they want and they can talk with more sentences about buying with the money they get as awards. ) （设计意图：为学生创造更真实的语境，让学生在更真实的语境中操练运用购 物的交际用语。在这个活动中，学生可以更自由地使用他们的语言并展示自己 的学习成果。 ） 2. Check several students what did they buy and what did they sell? Step6. Exercise 1. Part 2(2): you have 100 yuan, and you want to buy some gifts: What do you want to buy? How many do you need? Who will you give the to? How much are they? (Students try to make a list what they want to buy ,and talk about these questions above. The students who answer very well can get gifts.) （设计意图：这个练习可以增加趣味性，同时也可以检测学生对所学习知识的 掌握情况，汇报内容的全面与否和长短都可以检测学生对重点语句的运用是否 正确，熟练。 ） 2. Exercise on the paper (Check in front.) Step7. Class closing and Homework 1. T: Everyone did a good job in our class. But I want to say: You should work hard to get what you want. 2. Write a short passage about Exercise 2: I have 100 yuan ,_______________ 3. Sing the song again: Its time to say goodbye Blackboard Design: Lesson19 Buying Gifts How much? gift How many? cap toy T-shirt flag surprise 教学反思：教学反思： 优点优点： 1.教学目标明确，层次清晰，目标的设定从词到句，层层深入，循序渐进， 符合学生的认知规律和发展水平。教学目标的制定充分考虑到学情，有助于课 堂活动的开展实施。教学活动充分考虑到语言学习的实践性和应用性，因此还 课堂于学生，让学生进行大量的练习，实现“学习活动化，活动交际化” 。 2.教学方法多样化。情景创设，游戏教学，小组比拼等。爱玩是孩子的天 性，在玩中学，玩中练，能让孩子们更积极，更主动地去体验探究课堂知识， 让学生保持持久的学习兴趣，这些良好的因素都是成就有效课堂的必备条件。 3.重难点的突破方法有效，将 how much 与 how many 的教学在真实的语 境中分开与对比项结合着学习，让学生在开始时就准确掌握运用。围绕买礼物 的大情景的设计让学生在更真实的语境中体会，运用语言。 待提高待提高： Flea Market 环节应鼓励学生更大胆地进行交流，比比看谁用到的交际用语 最多，或者教师现场采访几组正在交流的学生，效果会更好一些。