U2L1 Let's Go Shopping!-Shopping（教学设计）-《新模式英语1》(劳保版第三版）《上好课》

版 本 《新模式英语1》(劳保版第三版） 课 题 Unit 2 Let’s Go Shopping! ( Lesson 1 Shopping) 课 型 新授课 课 时 授课班级 授课时间 授课教师 教材分析 本课是《新模式英语1》（劳保版第三版）第二单元的第一节课，主题为“购物（Shopping）”。教材内容紧密围绕“识别不同类型的零售商店（Identify types of retail stores）”这一目标展开。通过主人公Van为新学期做准备需要购买一系列物品（a dictionary, sneakers, blouses, a computer, food）的情境，自然引出各类零售商店，如书店、鞋店、服装店、百货商店、便利店、网上商店等。 教材结构层次分明，从认知输入（看图识词、听力理解）、到语言内化（分类练习、句型操练、语法讲解）、再到实践输出（对话练习、调查汇报），遵循了语言学习的规律。活动设计兼具实用性与交际性，如比较价格、汇报调查结果等任务，不仅能巩固语言知识，更能培养学生在实际生活中运用英语解决实际问题的能力，与中职教育注重实践技能培养的目标高度契合。 学情分析 本次授课对象为中职一年级学生。他们普遍英语基础较为薄弱，词汇量有限，语法概念模糊，尤其是对第三人称单数这一语法点掌握不牢，在口头和书面表达中容易出错。他们的学习动机和自信心有待提高，但思维活跃，对与日常生活紧密相关的内容（如购物、手机、网络）有较强的兴趣。学生在此之前已经接触过一般现在时态和一些基本动词，为本课学习“shop”的用法奠定了基础。他们喜欢互动性、参与感强的教学活动，如游戏、小组合作、角色扮演等，但对纯语法讲解和机械抄写容易感到厌烦。因此，教学设计需注重创设真实、有趣的情境，提供丰富的视觉支持和语言支架，让学生在“做中学”，在完成任务的过程中逐步掌握语言知识，获得成就感。 学习目标 知识目标： 掌握词汇：能听懂、会说、认读零售商店名称以及核心购物词汇。 掌握句型：Where do you/they shop for...? Where does he/she shop for...? I/They shop for... at... He/She shops for... at... 掌握语法：理解并掌握在一般现在时态中，当主语为第三人称单数（he, she, it）时，动词需加“-s”的规则（如：shop → shops）。 能力目标： 能听懂关于购物场所的简短对话，并提取关键信息（如物品和对应的商店）。 能使用所学句型就购物习惯进行简单的同伴对话和小组调查汇报。 能读懂简单的商店分类表格和物品清单。 能完成简单的商品价格调查任务，并比较不同购物渠道的价格差异。 情感目标： 通过学习常见的购物场所和方式，增进对现代消费社会的了解，培养理性的消费观和初步的财务意识。 在小组调查和汇报活动中，培养团队协作精神和信息整合能力。 通过课堂活动和任务，增强英语学习的自信心和兴趣。 教学重难点 1.学习各类零售商店的名称及其所售商品的特征。掌握核心句型“Where do/does... shop for...?”及其回答“...shop(s) for... at...”的理解和运用。 2.主语为第三人称单数时动词形式“shops”的正确使用，学生容易遗漏“-s”。强化学习在真实或模拟的交际情境中，综合运用所学词汇和句型进行流畅、准确的表达。让学生从听力材料中准确筛选并记录关键信息。 教学方法 情境教学法、任务教学法、直观演示法、小组讨论法 课前准备 PPT课件，语音素材，学生活动任务单 教学媒体 PPT课件、多媒体设备、语音素材、拓展资源包等 教学过程 教学环节 教师活动设计 学生活动设计 设计意图 Step 1: Warming-up “Mystery Box” Guessing Game Show a "Mystery Box" and take out one item at a time either as physical objects or pictures (dictionary, sneakers, a blouse, an apple, a laptop model), and only display a part of them each time for the students to guess. Collectively or individually, guess the name of the object。 The teacher further asked, "Where can I buy it?" and encouraged the students to express the name of the store in Chinese or the known English. 利用猜谜游戏迅速吸引学生注意力，激活已有英语词汇和关于购物的背景知识，营造轻松愉快的课堂氛围，自然导入本课主题——购物场所。 Step 2: Presentation and Interpretation 1.Visual Learning. Present various stores and their internal product displays using PPT pictures. Introduce the words and ask questions such as “What can you buy in a...?” Guide students to name the products and establish the connection between the store and the goods. 2.Example Analysis. Return to the textbooks and guide students to read Van's shopping list (Exercise A). Play the listening material (Exercise D) and let students listen to the conversation between Van and his brother, complete the multiple-choice questions (Circle the best place). Then check the answers and correctly categorize the items Van needs to buy under the appropriate store types in the textbooks. 1.Repeat the words, observe the pictures, and try to answer the teacher's questions. 2.Listen to the recording, complete the listening task, and do the classification exercises in the textbook. 通过多模态输入（视觉、听觉）强化新词汇的记忆。利用教材范例进行案例分析，让学生在有意义的语境中理解目标语言的应用，为后续输出做准备。 Step 3: Practice and Interaction 1.Patterns practice Explain the core sentence structure: "Where do/does + person + shop for + item?" "Person + shop(s) + for + item + at + location." Guide students to do substitution exercises, transitioning from first-person and second-person to third-person singular. 2.Role-Play. Organize students to conduct pair dialogue practice. Provide a dialogue framework: A: Where do you shop for ...? B: I shop for ... at .... Where does your mother shop for ...? A: She shops for ... at .... 1.Imitation and substitution exercises of sentence patterns are conducted in various forms such as the whole class, small groups, and individually. 2.Based on the framework and vocabulary list provided by the teacher, conduct role-play dialogue practice. 从概念解释到机械性操练，再到有意义的互动练习，层层递进，帮助学生巩固句型结构。小组活动增加学生开口机会，降低焦虑感。 Step 4: Language Expansion 1.Comparison and Analysis. Present the verb "shop" usage for "I", "You", "We", "They", "He", "She", and "It" through a PPT table comparison. Highlight "-s" with colored fonts and animations. Provide typical error examples to allow students to "mistake" and correct them. 2.Group activity: Price Hunter. Assign group tasks: Each group selects a learning tool and investigates its prices in two different channels. Use the sentence pattern "We shop for..." at... It's ... "Yuan." Record and prepare for the report. 1.Observe, summarize the rules, and participate in error correction exercises. 2.Group collaboration, discussion, inquiry (which can be completed after class), recording, and electing a representative to present the results in one sentence. 1.通过直观对比和辨析改错，引导学生主动发现和归纳语法规则，深化对第三人称单数用法的理解，突破教学难点。 2.将语言学习延伸到真实生活中，强化语言的实际运用能力。调查任务培养学生的合作、探究和信息处理能力。 Step 5: Learn and practice immediately Design 7 questions related to what was learned in this lesson, including fill-in-the-blanks, multiple-choice, matching, and other exercise types, to allow students to practice immediately. Step 6: Summary and Homework 1.Summary. Guide the students to summarize together the names of the stores, the key sentence patterns and grammar points learned in this class. Use the PPT for review. 2.Homework. Copy down the new vocabulary and sentence patterns of this lesson, and make sentences with them. 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