Unit 7 Being a Smart Shopper Preparing for the Topic Listening & Speaking教学设计2024-2025学年仁爱科普版（2024）七年级英语下册

Unit 7 Being a Smart Shopper-Preparing for the Topic-Listening & Speaking This lesson is from Unit 7 "Being a Smart Shopper" of Ren'ai Science Edition (2024) for Grade 7. It focuses on developing students' listening and speaking skills related to shopping. Through various activities, students will be exposed to vocabulary, phrases, and sentence patterns commonly used in shopping scenarios. They will listen to dialogues about shopping, learn to understand key information, and then practice speaking to express their own shopping experiences and needs. This lesson serves as a foundation for further exploration of the unit's theme, helping students build confidence in using English in real - life shopping situations. 教学目标 1. Knowledge Objectives Students will be able to master the following shopping - related vocabulary: supermarket, grocery, price, discount, bargain, size, color, style, etc. Students will learn common sentence patterns for shopping, such as "How much is/are...?", "Do you have... in...?", "I'd like...", "What size/color/style do you want?", "It's too expensive. Is there a discount?", etc. 2. Ability Objectives Students can understand short dialogues about shopping in listening materials, and be able to extract key information like the items to buy, prices, and customer preferences. Students are able to create and carry out conversations about shopping with their partners, expressing their needs and making inquiries in a clear and fluent way. 3. Emotional Objectives Cultivate students' interest in learning English by connecting the learning content with real - life shopping experiences. Encourage students to be brave in communicating in English in group work and class activities, enhancing their confidence in using the language. 教学重难点 1. Key Points The mastery of shopping - related vocabulary and sentence patterns. Training students' listening skills to accurately understand shopping - themed dialogues. Guiding students to use learned language knowledge to conduct shopping - related conversations. 2. Difficult Points Helping students use the correct intonation and stress when speaking in shopping scenarios, making their language more natural and native - like. Teaching students how to handle unexpected situations in shopping conversations, such as negotiating prices or dealing with unavailable items, by using appropriate expressions. 1. Vocabulary Supermarket: a large self - service shop selling food, drinks, and household goods. Example: We often go to the supermarket on weekends to buy groceries. Grocery: food and other goods sold in a grocery store or supermarket. Example: I need to buy some groceries like bread, milk, and eggs. Price: the amount of money that you have to pay for something. Example: What's the price of this shirt? Discount: a reduction in the usual price of something. Example: They offer a 20% discount on all shoes this week. Bargain: something that is bought for less than the usual price. Example: I got this coat at a bargain. It was on sale. Size: the measurements of something, especially how big or small it is. Example: I wear size M. Do you have this dress in my size? Color: the quality of an object that makes it appear to be red, blue, green, etc. Example: I like the color of this bag. It's very bright. Style: a particular design of a product. Example: This new style of shoes is very popular among young people. 2. Sentence Patterns How much is/are...?: used to ask about the price of something. Example: How much is this book? / How much are these apples? Do you have... in...?: used to ask if a certain item is available in a particular size, color, etc. Example: Do you have this T - shirt in blue? I'd like...: used to express one's want or desire. Example: I'd like a pair of black shoes. What size/color/style do you want?: used to ask about the specific preference of the customer. Example: What size do you want? It's too expensive. Is there a discount?: used to express that the price is high and ask for a discount. Example: This computer is too expensive. Is there a discount? 教学过程 1. Warming - up (5 minutes) Greet the students as usual. Then, show some pictures of different shopping places, such as supermarkets, department stores, and street markets on the PPT. Ask students: "Do you like shopping? Where do you usually go shopping?" Encourage students to share their shopping experiences briefly. This activity can arouse students' interest and lead in the topic of shopping. 2. Presentation (10 minutes) Vocabulary Teaching: Present the new shopping - related vocabulary one by one on the PPT. For each word, show a corresponding picture and give an example sentence. For example, when teaching "supermarket", show a picture of a big supermarket and say "We often go to the supermarket on weekends to buy groceries." Let students repeat the words after the teacher several times, paying attention to the pronunciation. After teaching all the words, play a vocabulary - matching game. Divide the words into two columns on the PPT, one column with the words and the other column with the pictures. Ask students to match the words with the correct pictures quickly. Sentence Pattern Teaching: Write some common shopping - related sentence patterns on the blackboard, such as "How much is/are...?", "Do you have... in...?", "I'd like...". Explain the meaning and usage of each sentence pattern with examples. For example, for "How much is/are...?", write "How much is this pen? It's 5 yuan." on the blackboard. Let students practice making sentences using these patterns with the new vocabulary they just learned. 3. Listening (10 minutes) Activity 1: Play a short dialogue recording for the first time. The dialogue is about a customer buying a pair of shoes in a shoe store. Before playing, ask students to listen carefully and answer the question: "What does the customer want to buy?" After playing the recording, invite some students to answer the question. Activity 2: Play the dialogue recording again. This time, ask students to listen more carefully and fill in a simple form on the handout. The form includes columns like "Item", "Size", "Color", "Price". After playing, check the answers with the whole class. 4. Speaking (15 minutes) Pair Work: Divide the students into pairs. Give each pair a shopping - related situation card. For example, one card may say "Student A is in a clothes store. He/She wants to buy a T - shirt. Student B is the shop assistant." Each pair needs to create a conversation based on the situation, using the vocabulary and sentence patterns they have learned. Walk around the classroom to monitor and offer help if necessary. Role - play: Select several pairs to come to the front of the classroom and perform their conversations for the whole class. After each performance, ask the other students to give some comments, such as what they did well and what could be improved. 5. Summary and Homework (5 minutes) Summary: Summarize the key vocabulary and sentence patterns learned in this class with the students. Ask students to recall the main points by themselves first, and then the teacher supplements and emphasizes. Homework: Ask students to write a short passage about their last shopping experience, using at least five new words and three sentence patterns learned in this class. Let students go shopping with their parents or friends this weekend and try to use English to communicate in the shopping process. They can record their shopping conversations if possible and share them in the next class. 教学反思 After this class, I think the following aspects went well. The warming - up activity successfully attracted students' attention and engaged them in the topic. The vocabulary and sentence pattern teaching was relatively clear, and the matching game and sentence - making practice helped students better master the new knowledge. The listening activities gradually increased the difficulty, which was beneficial for training students' listening skills. In the speaking part, pair work and role - play provided students with enough opportunities to practice speaking English. However, there are also some areas that need improvement. Some students still had problems with the pronunciation of certain words, especially "discount" and "bargain". In the future, more time should be spent on individual pronunciation correction. During the pair work, a few students were a bit shy and did not fully participate. I need to find more ways to encourage these students to be more active in class. Also, in the role - play feedback, the comments from students were a bit simple. Next time, I will guide students to give more detailed and constructive comments to help their classmates improve. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$