Unit 3 How much is it教学设计-2024-2025学年高一上学期 中职英语高教版基础模块第一册

基础板块1 Unit 3 How much is i?教学设计 一、文本分析 本单元主题为“购物”（Shopping），核心是培养学生在中英双语环境下进行基本购物交流的能力。教材文本通常围绕购物场景展开，涉及询问价格、商品描述、购物计划、货币计算等实用内容。文本语言突出功能性和交际性，重点句型包括：“How much is it/are they?”、“Can I help you?”、“I’d like to buy...”、“It’s too expensive.”等。词汇主要包括常见商品名称（如 clothes, food, daily necessities）、购物场所（如 supermarket, department store, bakery）以及描述性形容词（如 cheap, expensive, colorful, pretty）。 文本的深层价值在于： 帮助学生掌握实际生活场景中的语言应用，增强英语实用能力； 通过购物情境培养学生的基础计算能力、消费意识和跨文化交际意识； 结合中职学生的专业特点（如电子商务、旅游服务、市场营销等），文本可延伸至职业场景（如顾客接待、商品推销、价格谈判等），提升职业英语素养。 二、Teaching Objectives Language Knowledge Objectives: 1、Students will be able to master and use key sentence patterns: "How much is it/are they?", "Can I help you?", "I want to buy...", "It's ... yuan." and their responses. 2、Students will be able to recognize, understand, and use vocabulary related to shopping, including common goods (e.g., clothes, books, food, daily necessities), shopping places (e.g., supermarket, mall, grocery), and descriptive adjectives (e.g., cheap, expensive, colorful, pretty)23. Language Skill Objectives: 1、Listening: Students will be able to understand short dialogues about shopping, such as asking about prices and making purchases35. 2、Speaking: Students will be able to ask and answer questions about prices, make simple purchases, and describe goods in both daily and simple professional contexts35. 3、Reading: Students will be able to grasp the main idea of short passages or dialogues related to shopping scenarios. 4、Writing: Students will be able to write a simple shopping list or short sentences to describe goods and their prices. Emotional & Attitudinal Objectives: 1、To build students' confidence in using English for daily tasks like shopping. 2、To foster basic financial awareness and polite communication manners in commercial contexts59. 3、To enhance teamwork spirit through pair work and group activities, such as role-playing shopping scenarios13. 三、Key and Difficult Points Key Points: 1、The mastery and accurate use of the "How much is it/are they?" structure for inquiring about prices. 2、The acquisition and application of topic-related shopping vocabulary (e.g., names of goods, adjectives for description). 3、Using simple shopping dialogues fluently23. Difficult Points: 1、The correct use of "is it" (singular) and "are they" (plural) when asking about prices of different items. 2、Applying the sentence patterns in real-life and vocational scenarios (e.g., bargaining, describing products professionally) requiring creative thinking. 3、The pronunciation and intonation of price expressions (e.g., distinguishing between teen and ty numbers) and polite expressions in conversations29. 四、Teaching Procedure Step 1: Warm-up & Lead-in (approx. 10 mins) Activity: Show a short video clip or pictures of people shopping in a supermarket or market. Ask students: "Where are they? What are they doing? What do you often buy?" Use real objects (e.g., a pen, a book, a bottle of water) or pictures to ask: "How much is it?". Purpose: To activate students' prior knowledge and interest, and to naturally introduce the topic of "shopping". Elicit some simple vocabulary and sentences from students. Step 2: Presentation (approx. 20 mins) 1. Introduce Key Vocabulary: Use pictures, real objects, or multimedia课件 (PPT) to present new words about goods (e.g., dress, shirt, apple, book), shopping places (e.g., supermarket, department store, bakery), and adjectives (e.g., cheap, expensive, colorful)23. Use chorus and individual repetition for drilling. 2. Introduce the Target Language: Write the sentence patterns on the board or show with PPT: How much is it? → It's ... yuan. How much are they? → They're ... yuan. Can I help you? → Yes, I want to buy.../I'd like some... Provide clear examples and model the conversations. Use exaggerated gestures and tone to emphasize meaning (e.g., show a big price tag and say "It's expensive!"). Step 3: Practice (approx. 25 mins) Activity 1: Controlled Practice (Mechanical) Drill: Use flashcards or real objects. Teacher holds up an item (single or multiple) and asks "How much is it/are they?" Students answer accordingly. Chain Game: Students ask the person next to them about the price of an item they have or see in a picture. Activity 2: Semi-controlled Practice (Meaningful) "Look and Say" or "Match the Price" activity. Students work in pairs with picture cards of items and price tags. They ask and answer about the prices. Listening Exercise: Play a short recording of shopping dialogues (e.g., from the textbook or pre-recorded). Students listen and note down the prices they hear35. Purpose: To practice the target language in a more communicative and interactive way. Step 4: Production (approx. 20 mins) Activity: Role-play - "Let's Go Shopping!" Set up a simple "shop" in the classroom (some students can act as sellers, others as buyers). Sellers have some goods (real objects or pictures with price tags). Buyers need to ask about prices and make purchases359. Encourage students to use learned sentences and vocabulary. They can also use pretend money. Teacher walks around to provide help and encouragement. Purpose: This is a personalized output activity that allows students to use the language in a simulated real-life context, enhancing their communicative competence and confidence. Step 5: Summary & Homework (approx. 5 mins) Summary: Briefly review the key sentence patterns and vocabulary with the whole class. Ask students: "What did we learn today?" Homework: (For all) Write a short shopping list for your family and write 3-5 sentences about the items and their estimated prices (e.g., "The milk is 5 yuan."). (Optional challenge) Practice the dialogue learned today with a family member or classmate. 五、Blackboard Design Unit 3 How much is it? Key Words: Goods: book, pen, dress, apple, milk... Places: supermarket, department store, bakery... Adjectives: cheap, expensive, colorful, pretty... Sentence Patterns: — How much is it? → It's ... yuan. — How much are they? → They're ... yuan. — Can I help you? → Yes, I want to buy... 六、Teaching Resources/Materials Multimedia equipment (e.g., computer, projector) Pictures or flashcards of various goods Real objects (e.g., stationery, daily necessities) Pretend money Textbook and audio recordings 学科网（北京）股份有限公司 $$