Unit 7 How much are these socks Section B (1a-1e) 教学设计 2024-2025学年人教版七年级英语上册

Lesson plan for Unit7 How much are these socks? Section B 1a-1e 授课教师：抚顺市第二十七中学 朱南 Teaching background analysis Teaching materials analysis The lesson is from Unit 7 of PEP English Go for it, the first semester of Grade 7. The topic of this unit is shopping. This lesson is the listening and speaking part of this unit. In this lesson, students will learn about how different stress, tones and interjections work in a conversation. At the same time the How much sentence is also reviewed. Besides, it teaches the proper structure and content of a conversation about shopping. The content of this unit is so related to students’ daily life that it will be easy for them to master. Students analysis Students have learned the vocabulary of clothes from section A. They are familiar with numbers. So it won’t be a big challenge for them to learn this unit. In the process of learning, students will learn to get the target information from the way people speak, and will be able to use different stress, tones and interjections to express themselves properly. Teaching objectives Knowledge and skill: ①By guessing numbers and asking about prices, students will review the following sentences: -How much is this/ that... -It is ...  -How much are these/ those... -They are... ②To use different stress, tones and interjections to express different feelings. Process and method: ①Students will learn about the numbers and the rules of spelling. ②Students will be able to get the hidden information(which words cannot carry) from the way people talk (using different stress, tones and interjections). Emotion, attitude and value: When sharing opinions, different stress, tones and interjections can be used to express feelings properly. Key points &Difficulties ①To get the target information from the tape scripts and to express oneself using different stress, tones and interjections.                   ②To make one’s own conversation under the structure learning form this class. Teaching methods Teacher’s teaching methods Game-teaching method Communicative teaching method Students’ learning methods Task-based learning Pair work Group work Teaching aids seewoo and hand-made teaching materials. Teaching Process Teaching steps Teacher’s activities Students’ activities Design purpose Number guessing Show students some numbers and pictures, ask them to guess the numbers about the teacher. Look at the picture and ask questions about the teacher using the sentences: Are you..?/ Do you... To warm up the class and pre-teach some of the target knowledge of this class. Ask and answer Ask students to work in pairs, ask about and answer the prices of the items shown on the screen. Work in pairs, make conversation using the sentences: -How much is/ are...? -It’s/They’re... To create a real-life situation for students to practice the sentences. Rules & Challenge 1. Guide students to find out the rules of spelling the numbers by themselves. 2. Challenge the students to pronounce the number thirty-one and fifty. 1. Find the rules to spell the numbers. Pay attention to the stress of the words. 2. Pronounce the new words following the rules they found. 1. Encourage the students to think independently. 2. Immediately provide a chance for students to practice. Free talk Explain the reason why the teacher bought these things and ask students’ opinions about the things. Guide students to express their preferences and feelings. And help them to know what need to be considered when shopping (price, color, size, preference, personal need, etc). Prepare the students for the following process of learning. Listening & Analyze 1. Play the audio and ask students to finish Task One. 2. Play the audio again and ask students to finish Task Two . 3. Check answers, meanwhile focusing on the the way Kate and her mother talk (their stress, tones and the interjections they use). 1. Listen and circle the things Kate and her mother talk about and check the thing Kate buys. 2. Listen again and fill in the chart. 3. Pay attention to the way Kate and her mother talk, feel their emotions and try to imitate the conversation. 1. Illustrate students to locate the target information by focusing on the speaker’s stress, tones and the interjections they use. 2. Teach students how to give opinions properly by using different stress, tones and interjections. Role play Summarize the speaking tips to help students make conversations. Work in pairs and make a conversation using proper stress, tones and interjections. To provide the students with a real-life situation for them to practice, meanwhile to enhance what they just learned. Brainstorming Summarize the structure of the shopping conversation, review the language people use when shopping. 1. Discuss in groups, and think of as many expressions as they can to make a better version of this conversation. 2. Write the expressions on the students’ worksheet. 1. Encourage students to build the spirit of team work. 2. Different ideas may sparkle into something even more brilliant. Make a conversation Give comments to students’ work and encourage them to use these expressions to make their own conversations. Work in groups, make a shopping conversation following the structure they’ve learned. 1. To further enhance the knowledge of this class. 2. To see how well the students have mastered the essence of this class. 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. The homework of this class is designed for different levels, and students can either do the homework of their own level or pick the higher one to do. 2. In this way, the homework can cover the need of students of all levels and also the initiative lies in the hold of the students. Blackboard design 学科网（北京）股份有限公司 $$