1、Unit 6 How Much Is It? 其实,任何一门学科都离不开死记硬背,关键是记忆有技巧,“死记”之后会“活用”。不记住那些基础知识,怎么会向高层次进军?尤其是语文学科涉猎的范围很广,要真正提高学生的写作水平,单靠分析文章的写作技巧是远远不够的,必须从基础知识抓起,每天挤一点时间让学生“死记”名篇佳句、名言警句,以及丰富的词语、新颖的材料等。这样,就会在有限的时间、空间里给学生的脑海里注入无限的内容。日积月累,积少成多,从而收到水滴石穿,绳锯木断的功效。 Part B 教案“教书先生”恐怕是市井百姓最为熟悉的一种称呼，从最初的门馆、私塾到晚清的学堂，“教书先生”那一行当怎么说也算是让
2、国人景仰甚或敬畏的一种社会职业。只是更早的“先生”概念并非源于教书，最初出现的“先生”一词也并非有传授知识那般的含义。孟子中的“先生何为出此言也？”；论语中的“有酒食，先生馔”；国策中的“先生坐，何至于此？”等等，均指“先生”为父兄或有学问、有德行的长辈。其实国策中本身就有“先生长者，有德之称”的说法。可见“先生”之原意非真正的“教师”之意，倒是与当今“先生”的称呼更接近。看来，“先生”之本源含义在于礼貌和尊称，并非具学问者的专称。称“老师”为“先生”的记载，首见于礼记?曲礼，有“从于先生，不越礼而与人言”，其中之“先生”意为“年长、资深之传授知识者”，与教师、老师之意基本一致。一、教学内容死
3、记硬背是一种传统的教学方式,在我国有悠久的历史。但随着素质教育的开展,死记硬背被作为一种僵化的、阻碍学生能力发展的教学方式,渐渐为人们所摒弃;而另一方面,老师们又为提高学生的语文素养煞费苦心。其实,只要应用得当,“死记硬背”与提高学生素质并不矛盾。相反,它恰是提高学生语文水平的重要前提和基础。 陕旅版五上Unit 6 Part B二、教学目标1. 通过数字游戏，继续学习数字单词，学生能够利用数字表达价钱。2. 情境呈现顾客营业员买卖过程，学生能够理解句型How much are they? Theyre yuan.3. 能正确地理解并朗读对话内容，在教师的引导和帮助下尝试复述、表演课文。4.
4、能初步运用本课所学的词汇和句型，询问价格，进行购物买卖。 来源:学_科_网Z_X_X_K三、教学重点1. 学生能够理解句型How much are they? Theyre yuan.2. 能正确地理解并朗读对话内容，在教师的引导和帮助下尝试复述、表演课文。3. 能进一步运用本课所学的词汇和句型，询问价格，进行购物买卖。四、教学难点1. 情境呈现顾客营业员买卖过程，学生能够读准单词：one，two，three，four，five。并理解句型How much is it/are they? Its/Theyre yuan.2. 能正确地理解并朗读对话内容，在教师的引导和帮助下尝试复述、表演课文。
5、3. 能运用本课所学的词汇和句型，询问价格，进行购物买卖。五、教学过程Step 1 Warm up1 Review numbersShow some clocks and telephone numbers. Then ask the students to say the numbers.T: We can use numbers to say the time. We can use them to say the phone numbers. What else can we do? Today we will use numbers again. We can use them to
6、buy things. 2. Number games （接龙游戏）来源:学|科|网Play the game in groups3. Review the words about foodAsk the students to say the words about food.The teacher writes down all the words on the blackboard.Step 2 Presentation1. Play a role and teacher the new sentencesThe teacher acts as a guest, one student
7、acts as a shop assistant.T: Id like two glasses of milk and a sandwich.来源:ZXXKS1: OK. Anything else?T: No, thanks. How much are they?教师在菜单上添加价格，让学生计算出总价后再回答。T: How much are they?S1: Its yuan.2. Give the menu and price来源:学_科_网Z_X_X_K先要求学生认知单价，之后进一步要求学生算出两种或两种以后食品的总价，达到操练句型和目标数字词汇的目的。T: Id like two ha
8、mburgers and a cup of coffee. How much are they?Ss: Theyre forty yuan.3. Show the menu on PPT, ask the students make dialogues in pairs.S1: Id like a hamburger and a glass of juice? How much are they?S2: Theyre yuan.4. Teach the texta. Listen to the text and answer the questions.Q1: Who are they?Q2:
9、 What are they talking about?来源:学.科.网Z.X.X.KCheck out the answersT: Who are they?Ss: Theyre .b. Read and find out the price. 自读课文，找到每件物品的价格。PPT显示物品，让学生填上价格。Check out the answers.T: How do you know? Read the sentences in role, then ask and answer.T: How much are the apples?Ss: One yuan for two.T: How
10、 much are the oranges?Ss: Theyre four yuan for three.Step 3 Consolidation1. Read the text after the tape.2. Read the text in groups.3. Act in role.4. 最佳营业员、最佳顾客评比。a. 在教室布置四个商店，分别是食品、服饰、文具和玩具商店，学生分为营业员及顾客小组。b. 在相同时间内进行买卖，买到最多东西，及卖到最多物品者获胜。S1: Hello. Can I help you?S2: Id like How much are they?S1: Theyre yuan.
