Unit7 How much are these socksSection B (1a-1e)教学设计2023-2024学年人教版英语七年级上册

Lesson plan for Unit 7 How much are these socks? Section B 1a-1e Analysis of the teaching content The lesson is from Unit 7 of PEP English Go for it, the first semester of Grade 7. It is the listening and speaking part of this unit. The topic of the unit is shopping, and the listening material of this lesson is a conversation happens in a clothes store between a girl and her mother. They talked about several items in this conversation, from the perspectives of price, color to personal need, and bought one thing in the end. And also, when Kate and her mother gave each other opinions, they used different stress, tones, and interjections to express different feelings, or to send different information. Analysis of the students Students in Grade 7 are very familiar with and also interested in the topic. And in the previous units, they have learned some ways to express their preferences. And also they have the prior knowledge of vocabulary of colors and numbers. So it won’t be a big challenge for them to talk about prices, colors or express themselves. But for most of the students, their parents may be still choosing clothes for them, so they may be lack of the real-life shopping experiences, so they may not know for sure what to consider about when shopping. Teaching objectives 1. By guessing numbers and asking about prices, students will review the How-much sentence, and summarize the pronunciation and spelling rules of the words 10-31 independently. 2. By focusing on the target information while listening, students will be able to get information from the way people talk(the stress, tones and interjections they use when talking). 3. By analyzing and imitating the conversation, students learn to use different stress, tones and interjections to express their feelings. 4. By working in teams, students learn more expressions from each other to make their own shopping conversation. Important and difficult points 1. Summarize the pronunciation and spelling rules of the number words. 2. Get information from the way people talk, the stress, tone and interjections they use. 3. Express oneself using different stress, tones and interjections. 4. Be able to make a shopping conversation using the language from this lesson. Teaching method Task-based language teaching, student centered and process oriented methods. Teaching aids Multi-media computer and hand-made teaching materials. Teaching procedures Step Activity Purpose of designing Number guessing Students guess some numbers about the teacher using the sentences: Are you..?/ Do you... (Are you 31 years old?/ Do you have 46 students?...etc.) To warm up the class, draw students’ attention on the teacher and get prepared for the lesson. Ask and answer 1. Ask about the prices the items using the sentences: How much is/ are...? And answer the questions using: It’s/ They’re... 2. Work in pairs, ask and answer questions using the sentences: How much is/ are...?It’s/ They’re... To create a situation for students to practice the sentences and vocabulary. Rules & Challenge 1. Summarize the pronunciation and spelling rules of the numbers. 2. Take the challenge to pronounce and spell three numbers using the rules. Encourage the students to think independently so that their thinking ability can be improved. Free talk Share opinions about the things teacher bought using sentence: I (don’t) like...because... (I like...because I think it is useful/ because red is my favorite color./ I don’t like...because it’s expensive..., etc.) Guide students to express their preferences and help them to know what need to be considered when shopping (price, color, size, preference, personal need, etc). Listening & Analyze 1. Look at the picture, listen to the conversation and finish Task 1 on the worksheet (circle the things Kate and her mother talk about and check the thing Kate buys). 2. Listen to the conversation again and fill in the chart (the reasons why Kate buys...and doesn’t buy...). 3. Check answers while analyzing the way Kate and her mother talk( the stress, tones and interjections they use). 1. Build students’ listening strategy. 2. Extract the key information. 3. Guide students to express their feelings properly using different stress, tones and interjections. Role play Work in pairs and make a conversation using proper stress, tones and interjections. 1. To provide the students with a real-life situation for them to practice. 2. Enhance students’ ability to express themselves better. Brainstorming 1. Summarize the structure of the shopping conversation. 2. Discuss in groups, and think of as many expressions as possible to make a better version of the shopping conversation. 3. Write the expressions on the worksheet. 1. Encourage students to build the spirit of team work. 2. Different ideas may sparkle into something even more brilliant. Make a conversation 1. Work in pairs to make a shopping conversation based on the real-life situation. 2. Evaluate each other’s work by the standards. 1. To put the what they’ve learned from this lesson into practice. 2. To improve students core competences. Homework Level A: 1. Read the conversation and try to imitate the audio. 2. Record your pair-work on a video and share it with your classmates. Level B: Search the Internet and find out more about what to say when shopping. 1. To cover the need of students of different levels. 2. To further apply the knowledge they’ve learned from this lesson. Blackboard design