2021学年Unit 1 What did you buy?教学设计

这是一份2021学年Unit 1 What did you buy?教学设计，共6页。教案主要包含了知识目标，能力目标，情感目标，学情分析，教学重难点，课前准备，教学过程，教学反思等内容，欢迎下载使用。

Unit 1
What did yu buy?
【知识目标】
能听说读need, fd, shpping list, cheese, hw much, egg。
理解学习句型:Hw many/Hw much did she say?
【能力目标】
能在实际情景中运用“Hw many …did yu buy? Hw much…did yu buy?”谈论购买物品的数量。
【情感目标】
通过对话感受西方文化,同时培养学生良好的生活习惯,做一个文明礼貌的学生。
【学情分析】
一、存在的问题
1、学习兴趣不是很高,部分学生甚至有厌恶感,同时,许多学生还是为学习而学习,谈不上兴趣问题;
2、回家不会学习,无正确的学习方法,不知如何看书.学习态度谈不上十分端正,回家以后巩固时间很少,且缺乏有效的巩固手段,练的机会明显不足。
3、部分学生学习的目的性不是很强,导致学习习惯不好,学习无明确的计划,有作业就写,无作业就玩。老师布置的作业不能按时完成。作为语言性学科,听与读是非常关键的环节,而大多数学生这一点做的不好,这在听力测试时表现的尤为明显。
二、影响学情的阻抗因素
1、家庭原因:部分家庭的家长在子女的教育方面缺乏有效的方法,有的只是简单的满足;有些家长本身的素质不是很高,同时一些思想给子女的学习造成了负面影响;父母的教育尺度不统一,他们当中没几个会说英语的,自己都不会,就更无从怎么去教自己的孩子了.这样就让孩子有空可钻,或者让他们无所适从;一些家长简单粗暴的教育方法让子女学会了撒谎,抵赖等不良习惯。
2、自身原因:学习习惯不佳,无合理的学习计划,不会合理安排时间;学习的自觉性不够,作业不能很好完成甚至有偷工减料的情况,学习任务只是局限于书面作业,不会自学;有些学生有较强的自卑心理,课堂上参与活动不积极或者干脆只做听众或观众;学习的心态调整不到位,合理有效的学习方法没找到,学习效率不高。课程难度增加以后,学生的方法没能及时跟上,心理压力较大,但没有合适的途径解压;自信心明显不足而且学习动力不足的迹象也已经显现,学生的攀比不是表现在学习上争先,而是落在了其他方面。
【教学重难点】
重点：
新学单词和句型的教学。
难点：
会运用句型“Hw many/Hw much ... did yu buy? ”在实际生活中学会如何用英语进行购物。
【课前准备】
1. 单词卡片/时间展示图；
2. 教学光盘或其他录音机设备；
3. 教学课件。
【教学过程】
Step 1： Warmer 
1. Sing a sng : Hw many d yu want?
2. Yesterday Sam had a stmach. Let’s see what happened.
3. Review sme wrds.
T: Yesterday, I went shpping. D yu knw what I bught?
Shw sme pictures f fd.
Let students read the wrds f fd.
Fish and chips、dumplings、ndles、eggs、bananas、pears、ranges、apples、sandwiches、hamburgers、meat、milk、bread、rice
Divide the wrds int tw grups: cuntable nun and uncuntable nun.
Step 2： Leading in
Tell students: Ms Smart’s hme and Lingling are ging t have a picnic.
Watch and find the answer: What d they need?
Ss: They need fd fr picnic.
Learn the wrd: need
ee [i:]
Practice the wrds with “ee” : feet meet need cheese
Learn the wrd: cheese, list
Step 3：Presentatin
Listen and circle the answer.
What fd d they want t buy?
Wrk in pairs and write a shpping list.
First, we need six bananas.
Learn the new wrds: first
ir
Find sme wrds with “ir” : bird girl first
Read and answer the questins.
Read the text. Wrk in pairs t find the answers t these questins.
Where are Mr Smart and Amy?
What des Lingling like?
What did they buy?
Hw much cheese did they buy?
Hw many apples did they buy?
Hw many bananas did they buy?
Teach the difference between “hw many ” and “hw much”
Practice the key sentence patterns.
Hw many _____ did yu buy?
Hw much _____ did yu buy?
Step 4：Exercise
1.①.—Hw many ___can yu see?
—I can see nly ne___.
A.bird,bird B.birds,bird C.birds,birds
②—Hw much___did yu buy?
—Tw kils.
A.apples B.meat C.ranges
2.Write dwn the sentences.
hw many hw much
______apples d they want? Tw.
______ meat d yu want? Half a kil.
______ eggs des she want? Tw bxes.
______ water d yu want? Tw bttles.
3.Read and draw tick(√) r crss(×).
(1)Lingling likes bananas. ( )
(2)Mr Smart and Amy lst the list. ( )
(3)Mr Smart and Amy bught fur pears.( )
(4)They bught sme bananas. ( )
(5) They bught 12 eggs. ( )
Step 5：Practice
Read the text with partners and then play the text .
Make a new dialgue.
Shw sme fd and make a new dialgue.
A:What d we need t buy?
B:The first thing is______.
A:Hw many /Hw much___ d yu want?
B:Five please.
A:D yu like________?
B:Yes, I d./N, I dn’t.
A: What’s next?
B:____ Hw many/much____ d yu want?
A: Half a kil. D yu like____?
B:Yes, I d./N, I dn’t.
A:Great! Let’s g hme.
Step 6：Hmewrk
Yu are ging t have a picnic with yur friends. What are yu ging t take? Nw make a survey and then make a shpping list.
What d we want t buy?
Hw many/much d we need?
【教学反思】
教师在单词或词组的教学中，不能只是教读单词或词组。要循序渐进的插入本单元的重点句子，让学生在记单词或词组的过程中熟悉句子。这样能满足不同学习水平的学生的学习要求。根据学生的个人素质、性格特点、记忆力、反应速度等，因材施教，分层要求，以求通过最有效的激励机制促进学生进步。最后，在今后的每一节课中都要灵活运用所学句型，请学生造句，培养学生的创新意识。