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视频标签：How much,are these
所属栏目：初中英语优质课视频
视频课题：初中英语人教版七年级上册Unit 7 How much are these Section A 1a—2e广东省优课
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初中英语人教版七年级上册Unit 7 How much are these Section A 1a—2e广东省优课
新目标英语七年级上Unit 7 How much are these socks?
Period 1 Listening and speaking
一、教材分析
本节课的内容是人教版《义务教育教科书》英语新目标”Go For It” 七年级上册Unit7 How much are these socks? 第一课时，本部分主要围绕“购物”这一主题展开，让学生灵活运用已学知识进行口语交际，从中学习如何谈论服装的颜色、询问价格、对服装的喜好，以及买卖东西时的礼貌用语。学生在小学已经学过有关于购物的日常用语，有了语言基础，因此在本节课的设计中加入一些趣味性较强的活动，调动学生的积极性，使学生很容易融入课堂，参与购物过程，从而把英语语言运用到实际中。 二、学情分析
初一的学生有着学习英语的浓厚兴趣和愿望，他们的智力活动和情感活动方面都处于质的变化阶 段，十分喜欢表现自己，乐于参与各种实践活动（调查、表演等），有较为明确的学习动机和积极主动的学习态度，能积极和他人合作，共同完成学习任务。但这个年龄的学生活泼好动，注意力容易分散，记忆的持续时间不长，所以在进行课程设计时会选取学生感兴趣的活动，吸引他们的注意力。本节课的内容贴近学生生活，小学时已经积累了一些有关服装的知识，并能用“Can I help you?” “I want ....” “Here you are.” 等进行简单的交流，因此学生对本节课接受起来不难。 三、教学目标
（一）Target language 知识目标
(1) New words：shirt, T-shirt, sweater, bag, hat, dress, skirt, coat, jacket, vest, belt, tie, bowtie, scarf, trousers, socks, shorts, shoes, gloves, sunglasses (2) New sentences： -- How much is/are ...?
-- It’s/ They are…dollars.
（二）Ability goals能力目标
Train the students’ skills of listening and speaking about asking about prices. （三）Emotional ability情感目标
Help the students to know we should buy the right things, not the expensive ones. 四、教学重难点
重点：(1)通过听说读使学生学会重点词汇
(2)通过对话表演使学生掌握询问价钱的句型
难点：(1)区分表示服装的词汇的单复数，例如：shorts, shoes, trousers，以及dollar的用法
(2)在询问价钱时注意is/are的提问及回答
(3)让学生在较为真实的语境下运用所学知识进行购物 五、教具准备
PPT演示文稿，实物（各种衣服）
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六、教学过程与方式
Step I Lead-in
(Listen to the song of the show Where are we going, Dad?) T: Do you like the song? Do you like the show? Let’s join in the show Where are we going, Dad? Are you excited? Who’s he? His English name is Jerry. Say hello to Jerry. Jerry likes shopping very much. And on November 11th, he bought a lot of clothes. What are in Jerry’s bags? Can you guess?
Ss: a dress, a shirt, a coat ....
（设计意图：通过《爸爸去哪儿》节目组邀请我们参加节目创设真实情景，导入新课。主持人Jerry喜欢购物，在整节课中设置一系列的任务要求学生完成，以此来激发学生的学习兴趣，为学生营造轻松的学习氛围。恰好上本节课时刚刚过完双十一购物节，Jerry在淘宝上买了很多东西，要求学生完成第一个任务：猜猜Jerry的购物袋里都有什么，巧妙设疑，引起学生的好奇心，从而引出本节课重点单词及句型。）
Step II Presentation
1. Show some pictures of clothes T: What’s this in English? Ss: It’s a shirt. T: What color is it? Ss: Blue.
T: So it’s a blue shirt.
T: What’s this in English? Ss: It’s a T-shirt. T: What color is it? Ss: Red.
T&Ss: It’s a red T-shirt. ….
T: What are these in English? Ss: They’re trousers.
T: We can also say “It’s a pair of trousers.” Ss: It’s a pair of trousers.
T: What are these in English? Ss: They’re shorts.
T&Ss: It’s a pair of shorts. ….
（设计意图：利用以前所学句型：What’s this? What are these?来呈现新单词，What color is it?来复习有关颜色的单词。同时使学生区别be动词与名词的搭配：单数名词用is，复数名词用are，并拓展a pair of的用法。通过老师问、学生答，全班齐读、单个提问的形式巩固并检测服饰、颜色等词汇，为下面操练重点句型打下基础。）
2. T: He bought so many cheap clothes. How much are they? We use money to buy clothes. So I’ll show you some money.
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Show some pictures of money, and ask students guess the names and teach them: 1 dollar, 5 dollars, 1 yuan, 5 yuan.
T: Let's see the prices of Jerry’s clothes. How much is this green sweater?
Ss: It’s seven dollars.
T: How much is this yellow skirt? Ss: It’s ten yuan. ….
T: How much are these shoes? Ss: They’re twelve dollars.
T: How much is this pair of shoes? Ss: It’s twelve dollars. ….
（设计意图：完成第二个任务：Jerry买了这么多衣服，花了多少钱呢？以此问题引出dollar/yuan，同时引导学生运用小学已学知识询问衣服价格。并通过男生问女生
答、女生问男生答、小组之间互相问答的形式来巩固本节课重点单词及句型。）
Step III. Listening
T: Where did Jerry buy these beautiful clothes? He bought them in Fashion Clothes Store. What can you see in Fashion Clothes Store? Ss: ....
(Ask the students to look at the picture on P37 and match the words with the things in the picture. Check the answers by asking some students to read the words and the letters.)
T: Next we’ll listen to a conversation about the clothes in Fashion Clothes Store. Listen carefully and circle the things in the picture you hear. Ss: ....
T: How many things do you circle? What are they? Ss: ....
T: How much are they? Listen again. Pay attention to the numbers. Write down your answers. Ss: ....
T: How much is the hat? Ss: It’s six dollars. ….
（设计意图: Jerry的衣服在哪里买的呢？以此为问题进入第三个任务：完成课本练习及听力任务，在听的过程中，有的放矢，培养学生有效捕捉信息的能力，调动学生的思维积极性，为后面的语言实践做准备。）
Step IV Game
T: What do you think of the clothes here? Are they beautiful? Are they cool? Can you dress them up? (Show a picture of a family and ask students to choose the right clothes for each of them.)
T: They’re the son, Eric, the mother, Alice and grandma, Linda. Now, let's play a game. What does Eric want?
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Ss: He wants a T-shirt, a pair of shorts and shoes, and a pair of sunglasses.
T: You should remember the prices, OK? Are you ready? How much is this blue T-shirt? S1: It’s 5 dollars.
T: How much are these yellow shorts? S2: They’re 4 dollars.
T: How much are these shoes? S3: They’re 10 dollars.
T: How much are these sunglasses? S4: They’re 2 dollars.
T: So how much does Eric need? S5: He needs 21 dollars.
(A student asks a question, and another student answers the question.)
T: What does Alice want? Ss: She wants .... S1: How much is ...? S2: It’s ....
S3: How much are ...? S4: They’re .... ….
T: Now, we can see that they look beautiful and cool. You have done a very good job. But there are some mistakes. Can you find them?
（设计意图：通过完成第四个任务：为一家人打扮小活动，本环节设计了一个家庭中三个不同年龄段的人物，让学生为他们分别挑选合适的服装，反复机械性、半机械性地操练本节课的重点单词及句型，通过老师问学生答、学生问学生答的形式进行巩固，找出学生语言操练过程中的小错误并予以指正，进而总结询问价格的句型—How much is ...? —It’s ....和—How much are ...? —They’re ....同时调动学生的积极性，增强课堂的趣味性，培养学生的竞争意识，为后面的Shopping的对话和实地购物奠定了语言基础。）
Step V Pair-work
T: It’s your time to buy some new clothes for yourself. Two students a pair. A is a shop assistant and B wants to buy some clothes. When you want to buy some clothes, how to ask about prces? Ss: How much is/ are ...?
T: You can also talk about the color. What color do you want?You can begin the conversation like this: Can I help you?.... Remember to say “Thank you”. Ss: ....
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(The teacher asks some students to do pair-work in the front)
（设计意图：设置真实的情景进行结对训练，课前学生以小组为单位组织自带了不同的衣服，培养了学生的团结协作精神，为学生自主、合作学习奠定了基础。教师和一名同学做示范，呈现完整的购物对话，使学生从视听两方面感受目标语言，易于接受也便于模仿，通过实物教学，提高学生的积极性，买到自己喜欢的东西，亲身参与shopping的过程，所有同学在扮演顾客和销售员的交际活动中锻炼了语言技能，抛开了胆怯心理，培养了他们的生活能力和礼仪意识，体味英语课堂生活化带来的乐趣。）
Step VI Survey and report
T: Christmas Day is coming and we’re going to have a dressing party. Jerry will give each of you 100 yuan. You can buy any clothes you want here. Three students a group. Let’s see who can buy the most clothes. You can ask and answer like this: What do you want to buy? How much is/ are ...? And then fill in the chart like this.
And finally, you’ll make a report like this: Jim wants to buy a yellow sweater and a pair of blue trousers. They’re 80 yuan. Mary .... Ss: .... ....
T：Look at this dress. Is it beautiful? It's only 69 yuan. How about this one? Is it beautiful? But it's too expensive. Which one do you like? The first one is right for us. So we should buy the right things, not the expensive ones.
（设计意图：本环节是这节课的热点，承接了上面各个环节并将整节课的课堂气氛推向了高潮，课堂交给学生，让学生成为课堂的主人，富满生活化的活动有利于激发学生的潜力，发散学生的思维，在调查与报告的过程中，每小组指派一名同学用英语简单报告调查结果，其他同学做好记录，全部同学以分享的形式进行信息交流，通过自主、合作、探究的学习方式，训练了学生的口语能力，应变能力以及综合运用知识的能力。学生热强高涨，将本节课所学知识灵活运用，达到了学以致用的目的，进而进行情感升华：不买贵的，只买对的。）
Step VII Schoolwork
T: Finish your report and write it on your exercise books. Tomorrow, before class, I will ask 2 students from
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each group and 4 students from the winner who has the most flowers, to read your report.
（设计意图：课后作业设计成简单的笔头练习，将report的内容以书面形式呈现，通过听说读写来巩固本节课的语言知识。）
七、教学反思
本节课较好地体现了《新课程》提出的任务型教学，运用多媒体手段，利用情景教学导入新课，并利用不同的形式进行机械性、半机械性操练，并通过互动交流、听说、游戏等活动来巩固语言知识。让学生联系现实生活，创设真实的购物环境，采用表演的形式进行语言交际。最后学以致用，通过调查与报告将课堂完全交于学生手中，学生的主体地位明显突出，把“舞台”让给学生，从而提高课堂教学效率，学生在轻松、快乐、充满激情的课堂中，完成了本节课的学习任务。
但是设计和实际还是有一些差别的，有几个问题引发我去进一步探索：
1. 关注课堂实际。备课仅仅是停留在设计阶段，难以预测课堂上的实际情况，有些时候学生未必如
老师所预测一样，所以要学会应变课堂的实际情况，关注学生在课堂上的实际表现，对课程进行适度更改，最终目的是使学生真正理解文章，学会分析，能够主动自主学习。
2. 教学要注重因材施教。同样的老师，同样的教学设计，为什么在两个班级上课会有不同的效果？
关键在于我忽视了“备人”，忽略了不同的班级，不同的学生、不同的学情。有的班级学生自控能力差，容易沉浸于活动形式；有的班级课堂纪律较松散，在活动过程中出现混乱局面，给实际教学带来麻烦。我认识到要做到因材施教就要全面深入地研究学生，从学生实际出发进行教学设计，有层次、有深度，面对不同层次的学生，有不同的教学任务，使每个层次的学生都能感觉到自己在本节课中有所收获。
3. 任务型教学课堂设计要围绕教学目标。很多时候，我们为了调动学生的学习积极性，培养学生的
学习兴趣，刻意地设计一些游戏、活动，忽略了设计活动的目的，偏离了教学目标。这要求教师要面向全体学生，同时兼顾每一个个体，教学环节紧扣教学目标而展开，帮助学生从活动中学到知识，加深记忆，寓教于乐，做到教学相长。
4. 加强活动中的即时评价。评价是英语课堂很重要的一个内容。英语活动中的即时评价不仅能够活
跃课堂气氛，还能激发学生对英语的学习热情，学生渴望每次做完活动后，老师能够给予肯定的评价，即使是一个赞美的眼神，都会调动学生学习英语的渴望，特别是一些平时很少参与英语活动的学生，更需要老师多加关注。老师应该使自己的评价语言多样化、有效化，不是简单的“good, very good…”，而是让学生真正感受到对他们的肯定。
因而，在教学设计中，教师应该更加注重每个环节的实际效应的发挥，是否能够真正实现教学目标。在今后的备课过程中，我更应反复斟酌学生学习情况、生活情况、学习兴趣和英语水平，学会因材施教，针对不同的学生采取不同的教学方法，力求满足不同类型和不同层次的学生的需
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求，让每一个学生都能在英语课堂中有所收获，让每一个学生都能在英语学习过程中感受成功，让越来越多的学生感受到学习英语的快乐，从而积极主动地投入到英语学习当中来。
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