Unit7 Section B 1a～1d教学设计 2025-2026学年人教版（2024）七年级英语上册

本文围绕Unit 7 Section B 1a - 1d展开，聚焦数字10到31及购物价格句型教学。承接基础数字学习，为购物交流奠基，呼应购物主题。通过词汇讲解、听力等环节，渗透语言、文化、思维及学习能力等核心素养。 该设计创新点在于创设真实购物情境，采用交际、任务等特色教法，借助多媒体等教具。从学生层面提升语言运用能力，为教师提供清晰授课路径，有效增强课堂互动，突破数字发音等教学难点。

Unit 7 Section B 1a - 1d 教学设计 1. Teaching Aims 1.1 Knowledge Aims Students can master the English words of numbers from ten to thirty - one, including “ten, eleven, twelve, thirteen, fourteen, fifteen, sixteen, seventeen, eighteen, nineteen, twenty, twenty - one... thirty, thirty - one”. Students can further practice the sentence patterns for asking about prices “How much is...? It’s... ” and “How much are...? They’re... ”, and use the newly - learned numbers to talk about the prices of clothes accurately. 1.2 Ability Aims Improve students' listening ability to catch key information about numbers and clothing items in conversations. Develop students' speaking ability to have natural and fluent conversations about shopping, expressing their preferences and making purchases. Cultivate students' ability to cooperate with their peers in pair - work and group - work activities. 1.3 Emotional Aims Arouse students' interest in learning English by creating real - life shopping situations. Guide students to form a rational consumption concept and learn to compare prices when shopping. 2. Teaching Key Points and Difficult Points 2.1 Teaching Key Points The correct pronunciation, spelling, and usage of numbers from ten to thirty - one. Using the “how much” sentence patterns skillfully with the newly - learned numbers in shopping conversations. 2.2 Teaching Difficult Points Distinguishing the pronunciation of numbers ending with “-teen” and “-ty” (e.g., thirteen and thirty). Applying the learned knowledge flexibly in different shopping scenarios. 3. Teaching Methods Communicative Teaching Method: Create various shopping - related communication situations to enable students to practice English in real - life - like contexts. Task - based Teaching Method: Arrange tasks such as pair - work dialogues and group - work role - plays to let students complete tasks through cooperation. Audio - visual Teaching Method: Utilize pictures, videos, and real objects to make the teaching more vivid and intuitive. 4. Teaching Aids Pictures of different numbers and clothes. Real - life items like a T - shirt, socks with price tags. Multimedia courseware. Tape recorder or MP3 player. 5. Teaching Procedures 5.1 Warming - up (5 minutes) Play a short English number - singing video, such as “Ten Little Indians”. Encourage students to sing along and do some simple actions according to the lyrics. This can review the basic numbers they have learned before and create a lively English - learning atmosphere. After the video, have a quick review. Ask students to count from zero to nine together loudly. Then, randomly point to a number on the PPT and ask individual students to read it. 5.2 Lead - in (5 minutes) Show some pictures of clothes on the PPT, each with a price tag marked with numbers from ten to thirty - one. For example, show a picture of a pair of trousers with a price tag of “$25”. Point to it and ask students “What are these? How much are they?” Try to guide students to answer with the sentence pattern they learned in Section A. If they have difficulty, give them some hints. After several examples, tell students that in this class, they will learn how to read these numbers correctly in English, which will help them better talk about the prices of clothes when shopping. 5.3 Presentation (10 minutes) Present the numbers from ten to thirty - one in 1a. Write them on the blackboard one by one while reading them aloud clearly, emphasizing the pronunciation. For example, when writing “thirteen”, say “thirteen, /ˈθɜːtiːn/ ”. Then, play the recording for students to listen and repeat several times. Explain the rules of forming these numbers: For numbers from thirteen to nineteen, they are generally formed by adding “-teen” to the digit of one to nine, but pay attention to the special spellings of “thirteen, fifteen, eighteen”. For numbers like twenty, thirty, they are specific forms. And numbers from twenty - one to twenty - nine, thirty - one are formed by combining “twenty/thirty” with the digit of one to nine, separated by a hyphen (e.g., twenty - one, thirty - one). Do 1b. Let students write the numbers in 1a next to the correct words in 1b. Walk around the classroom to check their work. Then, ask a few students to come to the blackboard and write the answers. Discuss as a class which rows of numbers might be in the wrong places and correct them together. 5.4 Listening (10 minutes) For 1c, tell students they will hear a conversation. Before playing the recording, let them look at the numbers in 1a and predict which numbers they might hear. Then, play the recording for the first time. Students just listen. Play the recording again. This time, students listen carefully and circle the numbers they hear in 1a. After that, check the answers with the whole class. For 1d, first, let students look at the picture and describe what they see briefly. Then, tell them they will listen to a conversation between Kate and her mom in a clothes store. Play the recording for the first time. Students listen and try to figure out what items they are talking about. Play the recording again. Students listen and circle the things in the picture that Kate and her mom talk about. And then, check (√) the things Kate buys. Check the answers step by step and ask students to explain their choices if there are any differences. 5.5 Pair - work (10 minutes) Ask students to work in pairs. They can use the picture in 1d or their own imagination to create a shopping conversation. One student acts as a shop assistant, and the other acts as a customer. The customer asks about the prices, colors, and sizes of the clothes, and the shop assistant answers. They should use the sentence patterns “How much is...? / How much are...? ”, “I like... / I don't like... ”, and the newly - learned numbers. Walk around the classroom to monitor their conversations. Offer help if students have difficulties in grammar, pronunciation, or vocabulary. After a few minutes, invite some pairs to act out their conversations in front of the class. Give them praise and specific feedback, such as “Your pronunciation of the numbers is very clear, but you can use more polite expressions like 'Can I help you?' at the beginning.” 5.6 Group - work (10 minutes) Divide students into groups of four. Each group is given a task: create a short skit about a big sale in a clothes store. There should be at least three customers and one shop assistant. The skit should include conversations about asking for prices, bargaining (if possible), expressing preferences, and making decisions to buy or not. Provide some useful expressions on the PPT, such as “What can I do for you? ”, “Do you have any... in...? ”, “It's a little expensive. Can you give me a discount? ”, “OK, I'll take it.” Each group prepares for a few minutes. Then, ask some groups to perform their skits. After each performance, let other students give comments, for example, “I think your group's skit was very interesting, and you used the new numbers correctly. But next time, you can add more emotions when you act.” The teacher also gives a summary and evaluation, emphasizing the correct usage of the language and the performance skills. 5.7 Summary (3 minutes) Summarize the key points of this lesson with students. Write the important numbers and sentence patterns on the blackboard again. Review the pronunciation rules of numbers from ten to thirty - one, and how to use them in shopping - related conversations. Ask students to share what they have learned in this class, such as new words, sentence patterns, or something interesting from the group - work skits. Encourage students to use these English expressions in their daily life when they talk about shopping or prices. 5.8 Homework (2 minutes) Ask students to make a list of at least five clothes they want to buy in the future and write down their imagined prices in English using the numbers they learned today. Tell students to practice the shopping conversations with their family members at home. They can also try to bargain in English when they go shopping with their parents next time. 1 学科网（北京）股份有限公司 $$