英语八年级上册（2013秋审查）Unit 3 Computers课文ppt课件

课题名

Lesson 3 - Listening and Speaking

教学目标

- Ss will sense the importance of focusing.

- Background information is critical to help us improve listening comprehension.

- Ask relevant questions will help us get a big picture of the material.

- Ss will be able to get key information based on prediction.

- Ss will practice to use handy phrases and do shopping.

教学重点

- Listening skill: focusing. Ss get significant information based on prediction.

- Speaking: Ss use convenient phrases to finish tasks.

教学难点

- Ss learn to get vital information by predicting and asking questions.

- Ss can use handy phrases freely.

教学准备

- PPT

- Prepare shopping lists. Put them in different envelopes.

- Set up a real flea market at the corner of the classroom. Or use  flashcards to represent goods.

教学过程

1. Warm up (3-5 mins)

Play “I Spy” game to get students attention, and focus on the instruction.

Teacher may ask question like:
”I spy with my little eyes, I see something ..... (blue, round, sweet, sharp, fast ......)”

Let Ss guess what you see in the picture ( in PPT P4)

The student who guesses correctly will ask the class to guess.

Can play a few rounds.

2. Listening (15 - 20 mins)

A. Listening Skill: Focus (PPT 6)

- While listening, we should focus on important information which helps us quickly grasp the facts and improve our comprehension.

- Before listening, we need to know what information we should focus on:

- Background information (environment/ situation) can help us understand what the conversion will be about, which helps us to predict the content.

- Questions: In a certain situation, a conversion sometimes needs to get problem solved. So, based on the situation, we may come out with questions.

Example: (PPT7)

Nowadays, we are more and more likely to shop online. Imagine that you are going to buy a set of personal computer, if we have to shop online.

We may have these questions:

- What should we buy?

- How much are they?

Then, we should focus on these kinds of information.

B. Practice listening to the key information in a sentence (PPT 11-15)

Play the audio in the PPT, get the most important information of a sentence and pick the image which matches the sentence.

C. Practice listening to a whole conversation under guidance (PPT 17-22)

a. Take the IKEA shopping as an example. T introduces a real shopping case. Elaborate key information Ss may not be familiar with. For instance, Ss may not know what product number is, or why a product needs a product number. And, price is a critical information.

Use PPT 17, it shows the detail of a product label.

b. Explain what information is important in a shopping list when we are going to place an order.(PPT 18)

c. Explain the background of the passage we are going to listen to. This passage is the one that on our text book. Importantly, Ss didn’t have experience in work places. It’s a must to explain how people place an order in a company. Comparing to IKEA shopping, the product, product No., and price are also the most important information in the conversation.

d. Brainstorm what question might be covered in the conversation. We may conclude that product name, product No, price, and amount are the most important information. We are going to listen to the conversation twice.

e. With an order sheet, we will focus on product name for the first try. When Ss listen, ensure that Ss hear all the products mentioned in the audio.

f. Again, we will use the order sheet. This time, we will focus on numbers: product No. , unit price, and amount.

3. Speaking (PPT 24-25)(20-25 mins)

T sets up a real flea market at a corner or a part in the classroom. The objective of this activity is that Ss will be able to practice in their real shopping scenario. (T can use attached flash card, and shopping lists. Also can make your own shopping lists.)

1. T introduce useful expressions, and phrases.
2. Introduce the activity

1. Separate Ss in groups. (sales groups and buyer groups)
2. T distributes envelops with different shopping lists to buyer groups. Each group should buy all the items based on the assigned shopping list.
3. T gives the price to sales groups. Each product has its purchase price and a retail price.
4. Buyers can bargain for a lower price. Sales can decide the final price. We can try to use comparative adj and superlative adj.
5. The activity finishes when buyers decide to close a deal.
6. T can let buyers share how much they spent. And sales share how much they earned. They also can compare between groups.
7. T can consider a real flea market activity. Ss will surely have fun if they can buy real snacks.

4. Summary (5 mins)

1. In today’s the class, we learned that focusing.
2. We found that background is essential for us to identify important information. We should pay attention to it while listening.
3. We can use more phrases in bargaining. 

板书设计

- Note down what Ss say while brainstorming.

- Draw the shopping order sheet on board.

- Post shopping phrases in the classroom.

- Stick booth/stands on board if the classroom is not sufficient for a real activity. Stick goods into each stand.

- Draw the shopping list on board, if T wants the whole class to make the shop together.

课后作业

- Ss can listen to the audio of this unit.

- Ss can try to help parents to shop in a supermarket or online during weekend. Try to use phrases we’ve learned in the class.

教学反思

        Before listening, Ss should learn to get more background information. Most of the students don’t read the background information when listening.

        Ss may be afraid to use English in their live. T should generate more opportunities for them.