全英文小學(xué)英語口語教學(xué)設(shè)計范例Abstract1.BasicTeachingInformation**Item****Details****Grade**Grade3**LessonType**OralEnglish(DialogueTeaching)**Topic**Unit5:GoingShopping(Sub-topic:BuyingFruits)**Duration**40minutes**LanguageObjectives**-**Vocabulary**:Masterfruits(*apple,banana,orange,pear*)andprices(*yuan*).

-**Sentences**:Usefunctionalexpressionsforshopping:

?Customer:*Iwant...*,*Howmuchisit?*

?Seller:*CanIhelpyou?*,*It’s...yuan.*

-**Pronunciation**:Correctlypronouncepluralforms(e.g.,*apples*)andquestionintonation.**AffectiveObjectives**-StimulateinterestinlearningEnglishthroughgamesandrole-plays.

-CultivateconfidenceinspeakingEnglishbyprovidingpositivefeedback.

-ConnectEnglishlearningtoreallife(e.g.,helpingparentsbuyfruits).2.TeachingKeyPoints&Difficulties**KeyPoints****Difficulties**3.TeachingMethods&TheoreticalBasis3.1TeachingMethodsTask-BasedLanguageTeaching(TBLT):Designreal-lifetasks(e.g.,"BuyingFruitsforMom")tomotivatestudentstouseEnglishforspecificpurposes.Game-BasedTeaching:Useinteractivegames(e.g.,*FruitGuessing*,*PriceMatching*)toreduceanxietyandenhanceengagement.CooperativeLearning:Arrangepairworkandgroupworktopromotepeerinteractionandcollaborativeproblem-solving.3.2TheoreticalBasisAffectiveFilterHypothesis(Krashen):Createalow-anxietyclassroomenvironmentthroughpositivefeedbackandencouragementtofacilitatelanguageacquisition.4.TeachingPreparation4.1Materials&ToolsMultimedia:PPT(withfruitpictures,dialogues,andmusic),audioclipsofshoppingdialogues.Props:Fruitmodels(apple,banana,orange,pear),pricetags(e.g.,*3yuan*,*5yuan*),shoppingbaskets,nametags(e.g.,*Seller*,*Customer*).Worksheets:Dialoguetemplates(withblanksforvocabularyreplacement),evaluationchecklists.RewardSystem:Stickerstars(forpositivefeedback),"BestSeller/Customer"certificates.4.2Pre-ClassPreparationStudents:Reviewfruitvocabularylearnedinpreviouslessons(e.g.,*apple,banana*).Teacher:Setupa"classroomsupermarket"(withatable,fruitprops,andpricetags)beforeclass.5.TeachingProcessThelessonisdividedinto5stages:Warm-up&Lead-in→Presentation&Practice→Consolidation&Application→Extension&Creation→Summary&Evaluation.Stage1:Warm-up&Lead-in(5minutes)Objective:Activatepriorknowledge,arouseinterest,andprepareforthenewtopic.TeacherActivities1.ChantwithActions:Playafamiliarchantaboutfruits(e.g.,*"Apple,apple,roundandred;Banana,banana,longandyellow..."*)andinvitestudentstosingalongwithgestures(e.g.,makinga"round"shapefor*apple*,a"long"shapefor*banana*).2.GuessingGame:Showacoveredfruitpropandask:*"What’sthis?Guess!"*(Studentsraisehandstoanswer:*"It’sanapple!"*).Uncovertheproptoconfirmandpraise:*"Great!It’sanapple."*Repeatwith*banana,orange,pear*.3.TopicIntroduction:Displayapictureofasupermarketandask:*"Whereisthis?Haveyoubeentoasupermarket?Whatdoyoubuythere?"*(Studentsrespond:*"Supermarket!Ibuyfruits/snacks/toys."*).Introducethetopic:*"Today,we’lllearnhowtobuyfruitsinEnglish.Let’sgotothe‘classroomsupermarket’!"*StudentActivitiesSingthechantenthusiasticallywithactions.Participateintheguessinggameandanswerquestionsactively.Sharetheirexperiencesofgoingshopping.Design意圖(DesignIntent)Thechantandguessinggameactivatestudents’existingvocabularyandcreatearelaxedlearningatmosphere.Thetopicintroductionconnectsthelessontostudents’reallives,increasingtheirmotivationtolearn.Stage2:Presentation&Practice(15minutes)Objective:Introducenewvocabularyandsentencesthroughauthenticscenarios,andconductmechanicalandmeaningfulpractice.TeacherActivities1.ScenarioCreation:Inviteastudenttothe"classroomsupermarket"toactasa*customer*(withashoppingbasket).Theteacheractsasa*seller*(standingbehindthetablewithfruitprops).Teacher(Seller):*"CanIhelpyou?"*(Smilesandlooksatthestudent.)Student(Customer):*"Iwantanapple."*(Picksupanappleprop.)Teacher(Seller):*"Hereyouare.Howmuchisit?Lookatthepricetag."*(Pointstothepricetagontheapple:*3yuan*.)Teacher(Seller):*"It’s3yuan."*(Handstheappletothestudent.)Student(Customer):*"Thankyou."*Teacher:Praisethestudent:*"Youdidagreatjob!Let’ssaythedialoguetogether."*2.SentenceDrilling:RepeatAfterTeacher:Playtheaudioofthedialogue(slowpace)andaskstudentstorepeat:*"CanIhelpyou?—Iwantanapple.—Howmuchisit?—It’s3yuan."*(Emphasizequestionintonationfor*Howmuchisit?*).替換練習(xí)(SubstitutionDrill):UsePPTtoshowdifferentfruitsandprices(e.g.,*banana:2yuan*,*orange:4yuan*)andguidestudentstoreplacekeywordsinthedialogue:*"Iwantabanana."*→*"Howmuchisit?"*→*"It’s2yuan."**"Iwantanorange."*→*"Howmuchisit?"*→*"It’s4yuan."*3.PairPractice:Askstudentstopracticethedialogueinpairs(oneas*seller*,oneas*customer*)usingthefruitpropsandpricetagsontheirdesks.Theteacherwalksaroundtoprovidehelp(e.g.,correctingpronunciation:*"Remember,‘a(chǎn)pples’hasan‘s’soundattheend."*).StudentActivitiesWatchtheteacher-studentdemonstrationcarefully.Repeatsentencesaftertheaudioandteacher,focusingonintonation.Practicethedialogueinpairs,usingpropstosimulateshopping.DesignIntentTheteacher-studentdemonstrationpresentsnewlanguageinanauthenticscenario,makingiteasierforstudentstounderstandthemeaningandusageofthesentences.Substitutiondrillshelpstudentsmasterthestructureofthedialogueandexpandtheirvocabulary.Stage3:Consolidation&Application(10minutes)TeacherActivities1.InformationGapGame:Distributetwotypesofworksheetstostudentsinpairs:WorksheetA(Customer):Hasalistoffruitstobuy(e.g.,*1apple,2bananas*)butnoprices.WorksheetB(Seller):Hasapricelist(e.g.,*apple:3yuan,banana:2yuan*)butnofruitquantities.Instruct:*"Customer,asktheselleraboutthepriceofeachfruit.Seller,tellthecustomertheprice.Thencalculatethetotalcosttogether."*Example:Customer:*"Howmuchisanapple?"*Seller:*"It’s3yuan."*Customer:*"Iwant1apple.Howmuchisthat?"*Seller:*"It’s3yuan."*StudentActivitiesPerformrole-playsconfidentlyandlistentoothers’performances.DesignIntentStage4:Extension&Creation(8minutes)Objective:Applylanguagetoreal-lifescenariosanddevelopcreativethinking.TeacherActivities1.Real-LifeTask:Assignatask:*"TomorrowisMom’sbirthday.Let’sbuysomefruitsforher.WhatfruitsdoesMomlike?Howmucharethey?Let’smakeashoppinglistandadialogue."*2.GroupWork:Dividestudentsintogroupsof3–4.Eachgroupdiscusses:*"WhatfruitsdoesMomlike?"*(e.g.,*Momlikesoranges.*)*"Howmucharethey?"*(e.g.,*Orangesare5yuaneach.*)*"Whatdialoguewillyouuse?"*(e.g.,*"CanIhelpyou?—Iwantthreeoranges.—Howmucharethey?—They’re15yuan.—Thankyou."*)3.GroupPresentation:Invite1–2groupstosharetheirshoppinglistsanddialogues.Theteachergivespositivefeedback(e.g.,*"Greatidea!Momwilllovetheoranges."*).StudentActivitiesDiscussingroupsandcreatetheirownshoppingdialogues.Presenttheirworktotheclass.DesignIntentThereal-lifetaskconnectsEnglishlearningtostudents’dailylives,makingitmeaningfulandrelevant.Groupworkfosterscollaborativelearningandcreativethinking.Stage5:Summary&Evaluation(2minutes)TeacherActivities1.Summary:UsePPTtoreviewthekeyvocabulary(e.g.,*apple,banana*)andsentences(e.g.,*CanIhelpyou?*,*Howmuchisit?*).Askstudentstorepeattogether.2.Evaluation:TeacherEvaluation:Givestickerstarstostudentswhoperformedwell(e.g.,*"Youspokeclearly!Here’sastar."*).PeerEvaluation:Askstudentstogivea"thumbsup"totheirpartnerswhohelpedthempractice.Self-Evaluation:Distributeevaluationchecklists(withitemslike"Icansayfruitwords","Icanuseshoppingsentences")andaskstudentstoticktheboxes.3.Homework:Assignafunhomeworktask:*"Gotothesupermarketwithyourparentsthisweekend.TrytouseEnglishtobuyfruits(e.g.,*‘CanIhelpyou?—Iwantapples.’*).Takeaphotoandshareitwiththeclassnextweek!"*StudentActivitiesReviewthekeypointswiththeteacher.Receivefeedbackandreflectontheirlearning.Recordtheirhomeworktask.DesignIntentThesummaryhelpsstudentsconsolidatewhattheyhavelearned.Themulti-dimensionalevaluation(teacher,peer,self)promotesreflectivelearningandbuildsconfidence.Thehomeworktaskextendslearningbeyondtheclassroomandencouragesreal-worldapplication.6.TeachingReflection6.1HighlightsAuthenticScenarios:The"classroomsupermarket"andreal-lifetasks(e.g.,buyingfruitsforMom)createdimmersiveenvironmentsthatmotivatedstudentstouseEnglishnaturally.InteractiveActivities:Games(e.g.,guessinggame,informationgap)androle-playsincreasedstudentengagementandparticipation.DifferentiatedInstruction:Thesubstitutiondrill(mechanicalpractice)andgroupcreation(creativepractice)cateredtostudentswithdifferentlanguageabilities.6.2AreasforImprovementTimeManagement:Thegrouppresentationstagetookabitlongerthanplanned;nexttime,Iwillalloca