《Unit 7 Shopping smart》教案（3课时）-2026-2027学年译林版（三起）英语五年级上册

该教案聚焦译林版五年级上册《Unit 7 Shopping smart》，核心知识点涵盖购物词汇（cheap, expensive等）、句型（Why do you choose…? You should…）及情态动词should表建议的语法。课堂导入依托教材插图提问激活生活经验，通过初读圈物品、精读梳逻辑搭建从已知购物基础到理性购物表达的学习支架。 该资料特色在于依托教材文本开展情境化教学，如Story time分角色朗读理解购物选择，Fun time小组创编对话运用句型。通过分析商品优缺点培养思维品质，渗透理性消费观提升文化意识，助力学生提升语言综合输出能力，为教师提供清晰的分课时教学路径与活动设计。

《Unit 7 Shopping smart》教案（3课时）-2026-2027学年译林版（三起）（新版）小学英语五年级上册 一、学情分析 五年级学生已经具备两年多的英语学习基础，掌握购物场景基础词汇与简单交际句型，能够认读商品、价格类基础单词，可以运用“What’s this? How much is it?”等简单句式开展简短对话。学生在日常生活中拥有跟随家长购物的真实生活经历，对挑选商品、对比价格、理性消费有生活感知，但学生用英语完整描述购物选择、表达消费理由的输出能力不足。该阶段学生乐于参与情景扮演、案例对比、小组讨论类课堂活动，形象思维占优势，但是对“smart shopping理性购物”这一主题内涵理解较为浅显，在英语学习中容易出现句型混用、名词单复数使用失误，在长对话输出时逻辑表达不够完整，需要依托教材文本，结合生活实例搭建语言支架，逐步提升语言输出能力。 二、教材分析 本单元主题为Shopping smart，围绕理性购物展开，单元板块分为Story time核心故事、Grammar time语法板块、Fun time对话操练、Sound time语音板块、Checkout time综合运用。教材以学生生活化购物场景为载体，呈现商店选购商品的完整语篇，核心词汇包含shop, budget, cheap, expensive, useful, waste, choose等；重点句型有“How much…? Why do you choose…? It is… I think…”。语法重点为情态动词should表达建议，能够运用句型阐述自己选择或者不选择某件商品的理由。教材将语言学习和生活育人相结合，在语言训练的同时渗透理性消费、拒绝浪费的生活观念。三课时教学划分：第1课时Story time，学习单元核心词汇，读懂故事文本，梳理故事人物购物选择；第2课时Grammar time与Fun time，落实语法知识点，操练购物交际对话；第3课时Sound time与Checkout time，完成语音学习，综合运用单元语言知识完成读、写综合练习。 三、核心素养教学目标 语言能力 能够听懂、认读、会写单元核心词汇，读懂Story time故事文本；掌握情态动词should表示建议的句型，能够运用询问价格、表达选择、阐述理由的句型完成听说对话，读懂简短购物语篇，完成简单书面语句输出。 文化意识 了解中外日常购物的简单交际表达，体会理性购物的生活理念，懂得结合预算、实用性挑选商品，树立不盲目消费、拒绝浪费的意识。 思维品质 通过对比案例、分析故事人物的购物选择，学会分析商品优缺点，能够有理有据表达自己购物选择的理由，锻炼观察、对比、逻辑表达的思维能力。 学习能力 能够借助图片、文本信息获取关键信息，学会在小组合作中开展情景对话练习，掌握阅读故事的基础学习策略，主动联系生活实际运用单元所学语言。 四、教学重难点 教学重点 掌握本单元核心词汇；理解Story time故事内容；掌握句型“Why do you choose…? You should…”，可以在购物情景中进行口头交际；理解should表达建议的语法用法。 教学难点 能够结合实际，用英语完整阐述选择或者放弃一件商品的理由；在真实创设的购物情境中灵活综合运用单元句型；正确区分should在肯定句、否定句中的用法。 五、教学过程 第1课时 Story time 导入 教师出示教材Story time板块的主题插图，插图呈现孩子们在商店选购文具的画面。 师：Look at this picture. Where are the children? 生：They are in the shop. 师：Great. Today we will learn Unit7 Shopping smart. What does “shopping smart” mean? Who can have a try? 生：聪明地购物。 教师板书课题Unit7 Shopping smart，进行简单讲解：Smart shopping means we think carefully before we buy things，购物之前要认真思考，理性挑选商品。 设计意图：依托教材插图，从视觉切入单元主题，借助师生问答激活学生生活经验，初步理解单元主题含义，自然引出新课学习。 教师继续提问：When you go shopping with your parents, what things do you want to buy? 学生自由口头作答，教师收集学生的回答，顺势过渡到教材故事：Today, Su Hai and Su Yang go shopping. Let’s read our textbook and find out what they want to buy。 初读课文，整体感知文本 教师布置教材阅读任务，请学生翻开课本Story time部分，默读教材故事，圈出故事里面出现的物品单词。 师：Please read the story silently. Circle all the goods in this story. You can read word by word. 学生默读课文，完成圈画。之后教师组织集体核对。 师：Who can tell me the words you circled? 生：pen, notebook, pencil‑case… 教师在黑板上呈现这些单词，结合教材插图，带读新单词cheap, expensive, useful，讲解词义，结合图片举例：This pen is cheap. That bag is expensive。 师：Now please look at the text again. Who go shopping in the story? 生：Su Hai and Su Yang. 师：What do they want to buy? Please find the answer from our book. 学生再次浏览教材文本，找出核心信息。 生：They want to buy some school things. 设计意图：两次读教材文本，第一层任务找出物品，第二层任务梳理人物与购物目的，让学生整体把握故事框架，同时落实新词汇的认读，不急于深挖细节，降低阅读入门难度。 精读教材文本，逐段解析课文内容 教师带领学生分段学习教材Story time原文，逐段讲解。 教师出示教材第一段对话文本： Su Hai: We need a new pencil‑case. Look at this one. It’s beautiful. Su Yang: It’s beautiful, but it’s too expensive. Our budget is not much. 师：Please look at these sentences on your book. Who will read Su Hai’s sentence? 请一名学生朗读，教师纠正重音和语调。 师：Su Hai thinks this pencil‑case is beautiful. But what does Su Yang think about it? 生：It’s too expensive. 教师讲解单词expensive，结合教材语境讲解budget，告诉学生budget在这里指购物的预算，就是我们计划用来买东西的钱。 师：So Su Yang says it is too expensive for their budget. That means they don’t have enough money for this beautiful pencil‑case. 接着学习教材第二段文本： Su Yang: What about this blue one? It’s cheap. And it’s very useful. Su Hai: Useful? Why is it useful? Su Yang: It has many pockets. We can put pens, pencils and erasers in it. 师：Now let’s read paragraph two together. 全班齐读段落。 师：Su Yang finds another pencil‑case. What colour is it? 生：It’s blue. 师：Two adjectives for this blue pencil‑case, what are they? 生：cheap and useful. 教师讲解useful，结合课本句子，引导学生看教材插图里蓝色铅笔袋的结构，理解many pockets，put pens, pencils and erasers in it。 师：So Su Yang thinks this blue pencil‑case is useful, because it has many pockets for school things. 继续研读教材第三部分对话： Su Hai: OK. I see. But I also want that colourful notebook. It looks nice. Su Yang: It looks nice, but we don’t really need two notebooks. Don’t waste money. 师：Look at Su Hai’s new wish. What does she want to buy now? 生：She wants the colourful notebook. 师：Does Su Yang agree to buy it? Why? Please find the reason in the book. 生：They don’t really need two notebooks. Don’t waste money. 教师讲解单词waste，结合教材语句解释waste money，就是浪费钱财。 师：Su Hai thinks the notebook looks nice, but they already have notebooks at home. Buying another one will be a waste. This is the idea of shopping smart. 教师把故事完整对话在课件完整呈现，引导学生梳理：Su Hai likes beautiful things at first, Su Yang thinks about their budget and real needs. They choose the cheap and useful pencil‑case, and they will not buy the extra notebook。 设计意图：逐句解析教材原文，所有问题全部来源于课本内容，依托教材对话开展师生问答，把词汇讲解嵌入故事语境，帮助学生读懂文本逻辑，理解故事背后理性购物的主题意义。 跟读模仿，朗读操练 教师播放教材Story time音频，学生看着课本逐句跟读，模仿语音语调。之后分角色朗读教材对话，一组扮演Su Hai，一组扮演Su Yang。 师：Now let’s do role‑reading. Group 1 is Su Hai, Group2 is Su Yang. Please read the dialogue from your textbook. Pay attention to your tone. 学生完成分角色朗读之后，教师设置简单的文本回顾提问，检验学生对教材内容的理解。 师：Why don’t they buy the beautiful pencil‑case? 生：Because it’s too expensive. 师：Why do they choose the blue pencil‑case? 生：Because it is cheap and useful. 师：Why don’t they buy the colourful notebook? 生：Because they don’t need it. Don’t waste money. 课堂小结本课时 教师带领学生回顾本课时所学：今天我们学习Story time故事，认识了新单词cheap, expensive, useful, waste, budget，读懂Su Hai和Su Yang购物的故事，知道购物不能只看外表，要考虑预算和自己真实的需要。 第2课时 Grammar time & Fun time 复习导入 教师快速回顾上一课时教材Story time内容。 师：In last class, Su Hai and Su Yang go shopping. Can you tell me, what do they choose finally? 生：They choose the blue pencil‑case. 师：Why? 生：Because it’s cheap and useful. 教师出示Story time里面的关键句子，学生集体朗读，复习上节课的核心词汇。 师：When we go shopping, we need some good advice. Today we will learn how to give advice in English. And we will look at Grammar time on our textbook. 设计意图：复习第一课时故事内容，自然过渡到本课时语法板块，建立课时之间内容的联系。 学习Grammar time教材板块 教师打开课本Grammar time页面，出示教材上面四组例句： 1. You should buy the useful pencil‑case. 1. You should not buy things you don’t need. 1. We should think about our budget. 1. We shouldn’t waste money. 师：Please look at these sentences in your book. Please read them quietly and find out the same word in every sentence. 学生默读，找出单词should。 生：should。 教师板书should，讲解语法知识点：should是情态动词，用来给出建议，意思是“应该”；否定形式是should not，可以缩写成shouldn’t，意思是“不应该”。should后面直接跟动词原形，不管主语是we, you还是he/she，should的形式不会发生变化。 师：Look at the first sentence on your textbook “You should buy the useful pencil‑case.” Should后面用动词原形buy，我们不能说you should buys。 教师结合教材例句，逐句解析。 师：Sentence two: You should not buy things you don’t need. 你不应该买自己不需要的东西，这就是我们故事里面Su Yang的想法。 师：Sentence three: We should think about our budget.我们应当考虑我们的预算。 师：Sentence four: We shouldn’t waste money.我们不应该浪费钱。 教师出示简单表格板书，展示should肯定句、否定句结构。 肯定：主语 + should + 动词原形 … 否定：主语 + shouldn’t + 动词原形 … 师：Now I will give you some situations, please use should / shouldn’t to give advice. 开展口头操练。 师：When you go shopping, you ____ buy many useless toys. 生：shouldn’t。 师：You ____ think about what you really need. 生：should。 教师再回到Story time教材文本，让学生在故事对话里面寻找可以用should改写的语句。 师：Can we use should to talk about Su Hai and Su Yang’s story? For example: They should choose the blue pencil‑case. Who can make another sentence? 学生尝试口头造句，巩固语法，把语法知识和上一课故事文本结合起来。 设计意图：严格依托教材Grammar time给出的范例进行讲解，先引导学生自主观察发现should，再教师讲解语法规则，再结合旧故事文本进行句型迁移，落实语法知识，避免脱离课本的机械刷题。 Fun time板块教材学习 教师翻到课本Fun time板块，教材呈现购物情景图，提供对话框架： A: I want to buy … B: Why do you choose it? A: Because it’s … B: But it is … You should … 师：Please look at Fun time in your book. This is a shopping dialogue template. Let’s read the dialogue frame together. 全班齐读教材给出的对话支架。 师：In this part, we will make our own shopping talk. We can use school things, toys as our goods. When we talk, we need to answer “Why”, we need to give our reasons, just like Su Hai and Su Yang in our story. 教师结合教材图片，做示范演示。教师扮演A，请一名学生扮演B。 师(A)：I want to buy this toy car. 生(B)：Why do you choose it? 师(A)：Because it’s cool. 生(B)：But it is expensive. You should buy a cheaper one. 示范结束之后，教师向学生说明小组活动要求：参照课本Fun time的对话模板，两人一组，创设购物对话，对话中要用上本单元单词cheap, expensive, useful，还要用上should/shouldn’t表达建议。 学生两人一组，结合课本范例开展对话练习，教师在教室巡回走动，观察学生练习情况，及时纠正学生句型使用的错误。 挑选多组学生上台，参考教材框架展示小组创编的购物对话。 一组学生展示： S1：I want to buy this big notebook. S2：Why do you choose it? S1：Because it looks beautiful. S2：But it is too expensive. You should buy a small one. 另一组学生展示： S1：I want this pencil‑box. S2：Why do you choose it? S1：Because it is useful. S2：OK. It’s not expensive. You can take it. 展示结束，教师进行引导提问：When you make your dialogue, what information do you need to talk about? 生：price, useful or not。 师：Yes, when we shop smart, we talk about price and if we really need it。 本课时小结 教师梳理本节课内容：我们学习情态动词should和shouldn’t表示建议，读懂Grammar time课本例句，借助Fun time课本模板练习购物对话，我们可以用英语表达购物建议，说出选择商品的理由。 第3课时 Sound time & Checkout time 复习回顾 师：Let’s review what we learned in Unit7. First, let’s review the words. 教师出示单元核心词汇：cheap, expensive, useful, waste, budget，学生集体认读。 师：Who can make a sentence with “should”? 学生口头造句，复习语法。 师：We have learned the story of Su Hai and Su Yang, we learned to give shopping advice. Now let’s go to Sound time on our textbook. Sound time教材板块教学 教师引导学生翻到课本Sound time，教材呈现语音语段，字母组合sh的发音，配有对应的插图shop, shirt, shoe。 师：Please look at Sound time in your book. Listen carefully and find what sound these words share: shop, shirt, shoe. 播放教材音频，学生听读。 师：Who can tell me the sound of “sh”？ 生：/ʃ/。 教师板书字母组合sh，示范发音，提醒学生嘴巴的口型，学生集体模仿跟读单词shop, shirt, shoe，再完整朗读课本上面的小韵文。 课本韵文文本： Shall we shop and buy a shirt? The shoe is short and fresh. 师：Read the rhyme line by line after the audio from our textbook. Pay attention to the /ʃ/ sound. 学生跟随音频逐行跟读，之后全班完整朗读韵文。 教师组织学生头脑风暴，想一想还有哪些单词含有sh字母组合，学生口头说出she, fish, sheep等，巩固语音。 设计意图：依托教材Sound time的语篇、单词开展语音教学，落实本单元语音板块的学习任务，训练学生的拼读意识。 Checkout time板块学习 教师引导学生打开课本Checkout time，本板块分为两个部分，第一部分阅读选择，第二部分完成简短书面语句。 板块一：Read and choose 教材呈现简短三篇小语篇，分别描述三个小朋友的购物想法，搭配选择题。 师：Now let’s work on Checkout time Part one Read and choose on your book. Please read each short passage carefully. Underline the key words, then choose the right answer. 学生独立阅读课本上的三篇小短文，完成书上的选择题。 学生完成之后，教师带领学生逐篇解析教材文本。 师：Let’s look at the first short passage on your book. Tom wants a new football. His old football is broken. His budget is fifty yuan. Which one should he buy? 请学生回答选项，追问学生从课本文本哪一句话找到答案。 生：His old football is broken. So he really needs a football. 师：Good job, you find the key sentence in the textbook. 接着解析第二篇小语篇：Lily likes many colourful hair clips. She already has many at home. Her budget is twenty yuan. 师：Should Lily buy more hair clips? Why? Find the sentence in the book. 生：She already has many at home. She doesn’t need more. 师：Perfect. So she shouldn’t buy more hair‑clips, even if they are cheap. 第三篇短文：Jack wants a storybook. He reads storybooks every day. The book is not too expensive. 师：Why should Jack buy the storybook? 生：Because he reads every day, he really needs it. 教师借助教材这三篇阅读材料，再次强化单元主题：购物要看自己是不是真正需要，结合预算做选择，这就是shopping smart。 板块二：Look and write 教材配有购物图片，要求学生参照提示，补全句子，使用should / shouldn’t。 教材给出示例： 1. The toy robot is very expensive. You ____ buy it if you have little budget. 1. This bag is useful. You ____ buy it. 师：Now look at “Look and write” in your textbook. Read every sentence first, think about should or shouldn’t, write down the words on your book. 学生独立完成课本书面填空练习。 教师带领核对课本习题答案，每一题都请学生说一说理由。 师：Number one: The toy robot is very expensive. You shouldn’t buy it if you have little budget. Why shouldn’t? 生：Because it costs too much money. 师：Number two: This bag is useful. You should buy it. Why should? 生：Because it is useful for us. 完成书面填空之后，教师升级任务，依托课本Checkout time的素材，组织小组口头交流。 师：Suppose you have 60‑yuan budget for shopping. Talk with your partners: what will you buy? What won’t you buy? And tell your reasons, you can use words and sentences from this unit. 学生小组交流，结合本单元全部词汇句型，整合语言输出。教师巡视，观察学生语言运用情况。挑选几组学生进行口头展示。 六、小结 本单元三课时围绕Shopping smart主题层层推进，第一课时借助Story time教材故事，完成核心词汇输入，读懂Su Hai与Su Yang的购物故事，初步感知理性购物的内涵；第二课时依托Grammar time学习情态动词should表示建议的语法规则，借助Fun time课本对话支架，开展购物情景口语操练，实现句型的迁移运用；第三课时落实Sound time语音知识，完成Checkout time教材阅读与书面练习，综合巩固单元全部语言知识点。通过课本语篇、对话、习题的层层学习，学生掌握本单元词汇、句型与语法，既提升英语听说读写综合语言能力，也理解理性消费、按需购物的生活理念，完成单元主题意义的探究。 2 学科网（北京）股份有限公司 $