Unit 3 Shopping Listening and Speaking 课时教学设计-【中职适用】2024-2025学年高一英语各单元教学设计（高教版2023修订版·基础模块1）

课时教学设计 Listening and speaking 授课类型 新授课 授课课时 2学时 学习目标 素质目标 By the end of the class, students will be able to become a responsible shopper. 知识目标 1. learn some words and expressions about shopping 2. understand dialogues about shopping 能力目标 1. use the vocabularies and sentences to ask and give information about shopping. 2. recommend proper product to customer. 教学重难点及解决方法 教学重点 Vocabulary and expressions that are often used to describe shopping : mall/online/stationery/beverage/snack/sweater/cotton/jeans/material/size/silk/customer/be made of(from) /100% cotton /a pair of /try on /on sale/payment code 教学难点 1. Help students to understand dialogues about shopping. 2. Encourage students to ask for and give information when shopping. 教学方法 讲授法，谈论法，练习法，讨论法 教学过程 教学过程的设计基于最近发展区理论，运用支架式教学策略，在精心设计的各活动环节中学生能够获得充分的协助，以顺利完成活动任务；他们将在这一过程中与老师和同伴进行充分互动，并在互动中建构对本课目标语言的认知。通过教师讲授、师生谈论和小组讨论相关话题、目标语言的练习，设计从语言输入到输出的教学环节，使学生实现本课的学习目标。 教学实施过程 一、课前探究(5分钟） 教学内容 教师活动 学生活动 设计意图及教学资源 教学资源 Think and match. 1. Demonstrate each word and expression personally or through audio. 2. Correct students’ mistakes in pronunciation. Students listen to the recording and match the person in the conversation to their activity or situation. 设计意图： 1. 帮助学生提前熟悉本单元生词的含义和读音，为完成本单元的课堂任务扫清部分障碍； 2. 激发学生对于单元话题的好奇心。 教学资源：Words and Expressions 音频 二、课中教学 环节1：Lead-in (10分钟) 教学内容 教师活动 学生活动 设计意图及教学资源 教学资源 The introduction of the topic shopping : Unit 3 Activity 2&3 1. Lead a whole class discussion by asking Do you enjoy shopping? How often do you go shopping? Where do you usually go shopping? What do you usually buy there? 2.teacher show more words about shopping：fruits:pear,peach,watermelon,apple,orange … beverages:juice,tea,milk,milk tea … Clothes:sweater,jeans,shirt,T-shirt,dress … stationery:pen,pencil,ruler,eraser,marker … 3.Teacher ask students to give more expressions about the material, type of clothes, color, size and price and check the answers: It is made of cotton / silk / wool … It is a (an) small (S) / medium (M) / large (L) / extra large (XL) one. It is more expensive than the sweater. 1) Students express their shopping habits within the group and match the products and the places in activity 1. 2) Students review the basic expressions that they have learned in the form of word link. 3). Students list the required information when shopping, such as the type of clothes, price, size and son on by brainstorming and write down their English. Then they listen to the recording and read after it to match the clothes with the sentence correctly. 设计意图： 1. 帮助学生了解本单元主题； 2. 通过师生问答、词语接龙、头脑风暴等活动，将学生个人生活经验与单元话题相关联，旨在激发学生对单元话题的兴趣；引出购物相关的词汇与句型，为之后的听说活动做准备。 Activity 3 音频，PPT -warming up） 环节2：Listen and tick (5分钟) 教学内容 教师活动 学生活动 设计意图及教学资源教学资源 Unit 3 Activity 3 Step 1: Listen and tick 1) Before playing the listening, ask students to look through the pictures and predict the listening context,then listen and choose the right one. 2) Check the answers. 1. Students look through the pictures before listening then listen to the tape to tick out the picture that fits the dialogue most. A B C 2. Share their answers. 设计意图： 通过图片预测听力内容。然后听录音，捕捉细节，并从整体上把握和判断听力材料内容。 教学资源：课本，Activity 3 音频，PPT（词汇复习及拓展内容） 环节3：Listen and decide（10分钟） 教学内容 教师活动 学生活动 设计意图及教学资源 Unit 3 Activity 4 1) Ask the students to read the sentences and make first decision.Pay attention to the key information in each option. 2) Then play the listening. Give instructions: Listen to the full conversation between a man and a woman, and decide true or false. Let students check answers in groups. 3).Check answers (whole class). 1.Students read the sentences first to make first decision then listen to the recording to get the key words and decide T or F and correct the mistake. 设计意图： 本环节以购物为主题，设计了让学生解读对话发生的情境、判断对话信息的正误，以及将语言学习联系真实生活情境的听力活动，旨在提升提取关键信息的能力和知识迁移的能力。 教学资源：课本，Activity 2 音频，PPT（词汇复习及拓展内容），网络图片 环节4：Listen and complete（10分钟） 教学内容 教师活动 学生活动 设计意图及教学资源 Unit 3 Activity 5 Task1:Reading before listening: Teacher proposes the reading task:students should complete the information on the tag of T-shirt Task 2: play the audit. Task3:complete the blanks. Check the answers.Show the script and explain the key information . Task4: Expansion Add more pictures of clothes tags to guide students to find out other common information on tags. 品牌名（name of the brand）、产地（where it was made）、洗涤说明（washing instructions） 1.Students look through the reading task to know that they need to complete the information about the material, price and color of the product. 2.Listen to the recording to fill out the blanks. 3. read more tags to learn about more common information about product. 设计意图： 1. 帮助学生养成做提前认真审题的习惯，并确保学生准确理解题意，为听力练习做好准备； 2. 练习听力，抓取主要细节信息,锻炼判断信息的能力; 同伴核对答案的过程帮助学生积极重述自己听到的信息，并在讨论中增进对对话的理解；锻炼提取关键信息的能力和知识迁移的能力。 教学资源：课本，Activity 5 音频，PPT 环节5：Listen and speak（20分钟） 教学内容 教师活动 学生活动 设计意图及教学资源 Unit 3 Activity 6&7 Step 1 :Listen, read and underline Teacher explains the activity 6 and conduct the following tasks: Task 1:Preparation and requirement before listening: Ask students to read follow the audio while listening, and underline the sentences related to shopping. Task 2: audit playing Play the audit twice and explain the following key phrases and sentences: shop assistant / customer / popular / style / try … on / fitting room / a bit / tight / fit / on sale / pay with / payment code How can I help you? I’d like …, please. How about …? What size are you? Do you have a … size? How much …? I’ll take them. Can I pay with …? Task 3:dialogue practice Teacher invites two student to present the dialogue and make comments. Step 2:Imitate and practice Teacher directs the students to do the dialogue practice with the help of activity 6 and pictures of activity 7; Ask students to do presentation and make comments. 参考答案： A: Hello, how can I help you? B: I’d like a jacket, please. A: How about this one? It’s very popular. B: I like the style. Can I try it on? A: Of course. What size are you? B: M / Medium. A: Here you are. The fitting room is over there. B: I think it’s a bit too big. Do you have a smaller size? A: Yes. Try this one. B: Now it fits well. How much is it? A: 180 yuan. It’s on sale now. B: Good. I’ll take it. Can I pay with my cell phone? A: Sure. Please show me your payment code. B Here. A: Thank you very much. 1.Students imitate and underline the sentences related to shopping while listening to the recording of activity 6. 2. Practice the dialogue with partner with the sentence patterns in activity 6 and do the presentation. 设计意图： 本环节设计了以购物为主题的口语表达活动。通过听、读找出有关购物的语句，分析重点短语和表达，掌握如何在购物时进行交流，为接下来的情境输出做语言准备。 2.在教材 Part 6部分听力对话练习的基础上，Part 7部分设计模仿练习，侧重培养学习迁移能力。 3.教学资源：课本，Activity 6 音频，PPT 环节6：Act and practice（20分钟） 教学内容 教师活动 学生活动 设计意图及教学资源 Unit 3 Activity 8 Role play---Teacher present the dialogue scene and does a demonstration; choose some students to present and ask students to make peer comments. Task 1:guide the students to read the related information(the name of the product, the original price, the current price, and the discount) in the poster, and list the expressions and sentences that might be used. Task 2: Teacher does a demonstration to lead the students to make up dialogues and practice. 参考答案： Shop assistant: Hello, how can I help you? Customer: I’d like a milk tea and a box of cookies, please. Shop assistant: Here you are. Customer: How much are they? Shop assistant: 19 yuan. They’re on sale now. Customer: Good. I’ll take them. Can I pay with my cell phone? Shop assistant: Sure. Please show me your payment code. Customer: Here. Shop assistant: Thank you very much. Task 3:Group Presentation Choose some of the students to do presentation and guide others to make peer comments. 学生仔细阅读Part 8海报中相关信息（包括商品名称、原价、现价、折扣），列举可能用到的语句。根据要求，学生两人一组，选择角色和商品，编排对话，进行练习并展示。学生之间进行互评。 设计意图： 借助拓展情境，进行综合性口语表达活动的练习，侧重培养学生的语言交互能力和思维能力。掌握句型和表达的同时，养成为他人服务意识。 本部分内容在小组编写对话时，尽可能让每位同学都能参与其中，程度较差的同学应得到其他同学的帮助，达到共同进步。 教学资源：课本，黑板 环节7：Summary（10分钟） 教学内容 教师活动 学生活动 设计意图及教学资源 Words and expressions Guide students to create a mind map showing the key vocabulary and expressions about shopping. Review and consolidate the key vocabularies and sentences to carry out language practice so as to promote their communication and interaction. 设计意图： 梳理本课主要内容，巩固核心词汇和表达方式。 教师更全面了解学生本节听说课的学习情况、掌握程度，以便判断如何分层次布置作业，以及是否需要课外辅导，后续课程如何开展等。 教学资源：课本，黑板 三、课后提升 教学内容 教师活动 学生活动 设计意图及教学资源 Scripts of dialogues for Activity 3 and 6; Workbook. Provide scripts text and audio clips. Assign homework. 1. Listen and read the two dialogues aloud at least three times. 2. Recite the key sentences about shopping. 3. Make up a dialogue about buying a gift for your mother to celebrate Mother’s Day. 设计意图： 1. 复习巩固本课目标语言 2.通过编写准备母亲节礼物的购物过程中与店员的对话内容，将所学内容真正应用在生活中，巩固所学话题内容。 教学资源：对话原文文本及录音，练习册 反思与诊改 学科网（北京）股份有限公司 $$