Unit 3 How much is it(第3课时)教学设计——2024-2025学年中职《英语1 基础模块》（高教版）

Unit 3 How much is it (第三课时) 一、教材分析 1. 教学内容 本课时系教材《英语1 (基础模块) 》第三单元的第三课时，授课内容为课本Reading and writing部分，具体包括：一张关于超市商品打折信息的海报，以及和海报信息相关的读写 训练。 本课内容承接前一课时关于购物的对话，进一步呈现了商品的具体信息，要求学生能够读 懂商品折扣海报，并用简单句表述商品折扣信息，是本单元Reading and speaking部分购物 话题的拓展和深化。同时，本课时的教学内容为学生完成单元任务———运用本单元所学知 识举办一次旧书展卖会提供了具体的操作方案。 2. 教学重点、难点 1) 教学重点 学生能准确地提取相关海报信息，通过写作的方式操练阅读中获得的信息并应用展示 2) 教学难点 学生通过阅读海报，选择数字，快速查找细节信息并加以整合运用； 学生在真实环境中筹备旧书展卖会的书籍，商定旧书价格并做出陈述 二、教学目标 1. 知识目标 学生能理解超市海报中关于商品信息的词汇，如：original price, 30% off, surprise, on sale, save等。 2. 能力目标 1) 学生能读懂商品折扣海报； 2) 学生能用简单句表述商品折扣信息和填写旧书展卖会书籍信息； 3) 通过统计展卖会的旧书，学生培养组织策划能力。 3. 情感目标 学生树立珍惜资源，合理利用旧物的意识。 三、教学步骤 Step One Lead-in. (6m) 1. That’s my new dress! (3m) Teacher enters the classroom in a new dress, shows the tag of the dress and describes her shopping experience, “I went shopping last week. It’s a nice dress, isn’t it The original price is 500 yuan, but it was on sale, 30% off. I saved 150 yuan, so I bought it for 350 yuan. It was really a big surprise!” While talking, teacher writes down the following expressions on the blackboard, then makes an explanation to impress the students. (设计意图：该步骤有助于清除学生在海报中可能碰到的词汇障碍。教师以穿的新衣服 为契机，介绍购物经历，自然地引出以上词汇，易于学生记住以上表达。) 2. Tell us your shopping experience. (3m) Teacher asks, “Do you sometimes go to the supermarket with your mother What do you usually buy in the supermarket ” Students may discuss the questions with partners, then three or more students tell others their shopping experience. Teacher says, ‘Happy Mall often provides goods on sale. Let’s have a look at the poster and catch the right time to buy the goods at the lowest price. (设计意图：该步骤联系学生的生活经历，易于激发他们对阅读活动的兴趣。教师联系 本地大型超市，引出Activity 12 中的海报，并把海报中的超市名称改为本地的超市，为 后面的阅读活动设置了真实的情境。) Step Two Reading. (Activity 12, 13, 19) (9m) 1. Activity 19. Read and group. (3m) Teacher says, “There are many goods on sale in Happy Mall. Can we put the same kind of goods in the following baskets Please think about it with your partner, and find the right goods for each basket.” Then students check answers together. (设计意图：该步骤能使学生熟悉海报上的所有商品，为后面寻找海报细节信息的活动 做铺垫。同时商品归类的活动有助于培养学生对词汇分类记忆的词汇学习策略。) 2. Activity 12. Have you got a quick mind (3m) Teacher asks, “Read the poster carefully and try to find out answers to the following questions.” 1) How many items are on sale on Monday What ... ...