Unit 7 Being a Smart Shopper-Developing the Topic-Oral Communication教学设计 2024-2025学年仁爱科普版（2024）七年级英语下册

本文围绕“Being a Smart Shopper - Developing the Topic - Oral Communication”展开，聚焦购物相关词汇与句式教学。承接购物主题，为学生实际运用英语购物奠基，呼应单元主题。通过词汇、句式教学及多种实践活动，渗透语言、文化、思维、学习能力等核心素养。 该设计亮点在于采用多样活动激发兴趣，如图片导入、角色扮演等。从学生层面看，提升语言运用与思维能力；对教师而言，提供清晰授课流程；课堂效果上，增强互动，突破口语表达及思维转换难点。

Unit 7 Being a Smart Shopper-Developing the Topic-Oral Communication This unit focuses on the theme of "Being a Smart Shopper." In the "Developing the Topic - Oral Communication" section, students will further explore and practice language related to shopping. They will engage in various oral activities, such as role - playing shopping scenarios, discussing product prices, qualities, and making comparisons. Through these activities, students are expected to improve their speaking skills, expand their vocabulary related to shopping, and enhance their ability to communicate in real - life shopping situations. The content mainly includes learning new vocabulary like "discount," "bargain," "brand," etc., and practicing sentence patterns for expressing preferences, asking for prices, and negotiating. For example, "How much is this?" "Do you have any discounts?" "I prefer the one with...". The materials provided in the textbook may include dialogues between shop assistants and customers, pictures of different shopping scenes, and tasks that require students to create their own shopping conversations. 教学目标 Students will be able to master the key vocabulary and expressions related to shopping, such as "discount (n. 折扣)," "bargain (n. 便宜货；v. 讨价还价)," "brand (n. 品牌)," "size (n. 尺寸)," "color (n. 颜色)," "quality (n. 质量)," "price (n. 价格)," "How much is/are...?" "What size/color do you want?" "Do you have...?" "It's on sale." "It's too expensive." etc. Students will understand and be able to use sentence patterns for making comparisons, like "This one is cheaper/more expensive/better than that one." "The quality of this product is higher/lower than that of the other." 教学重难点 A. Key Points Mastery of shopping - related vocabulary and sentence patterns. These are the foundation for students to carry out oral communication in shopping scenarios. Ability to use language flexibly in different shopping situations. For example, being able to change the way of asking questions and expressing opinions according to the response of the other party. Development of students' communicative strategies, such as how to start a conversation, how to keep the conversation going, and how to end the conversation politely. B. Difficult Points Helping students to use appropriate intonation and stress when speaking English in shopping conversations, so as to make their speech more natural and native - like. Training students to think in English during the communication process. They should be able to quickly translate their ideas into English expressions without pausing for a long time to think about grammar and words. Guiding students to make logical and reasonable comparisons between products. They need to consider multiple factors such as price, quality, and personal needs comprehensively. A. Vocabulary Shopping places: supermarket, department store, grocery store, convenience store, online store Products: clothing (T - shirt, dress, jeans, etc.), food (fruit, vegetables, snacks, etc.), daily necessities (toothpaste, soap, towel, etc.), electronics (mobile phone, computer, TV, etc.) Related terms: discount, bargain, brand, size, color, quality, price, on sale, expensive, cheap, affordable B. Sentence Patterns Asking for prices How much is this/that...? How much are these/those...? What's the price of...? Asking about size and color What size do you want? Do you have this in... size? What color do you like? Do you have this in... color? Expressing preferences I like/prefer... I'd rather have... I don't like... Making comparisons This one is... than that one. The... of this product is... than that of the other. Bargaining Can you give me a discount? It's too expensive. How about...? Is there any discount? 教学过程 A. Warming - up (5 minutes) Greet the students as usual. Show some pictures of different shopping places on the PPT, such as a supermarket, a department store, and an online shopping page. Ask students: "Where do you usually go shopping? Why?" Encourage several students to answer the questions. This activity can arouse students' interest and lead them to the topic of shopping. B. New Knowledge Presentation (10 minutes) Vocabulary teaching Present the new vocabulary related to shopping on the PPT one by one. For each word, show its Chinese meaning, pronunciation, and an example sentence. For example, for the word "discount": Write on the blackboard: discount /ˈdɪskaʊnt/n. 折扣 Example sentence: There is a 20% discount on this dress. Let students read the word and the sentence after the teacher several times, and correct their pronunciation if necessary. After presenting all the words, play a vocabulary game. The teacher says a word in English, and students quickly say its Chinese meaning, and vice versa. This can help students remember the new words better. Sentence pattern teaching Use the PPT to show some shopping - related dialogues. For example: A: How much is this T - shirt? B: It's 50 yuan. A: Do you have it in a larger size? B: Yes, we do. Analyze the key sentence patterns in the dialogues with the students, explain their meanings and usages. Let students read the dialogues in pairs, and then ask some pairs to come to the front of the class to act out the dialogues. C. Practice (15 minutes) Pair - work Divide students into pairs. Give each pair a shopping - related task card. For example: One student acts as a shop assistant in a clothing store, and the other acts as a customer. The customer wants to buy a pair of jeans. The customer should ask about the price, size, color, and try to bargain. The shop assistant should answer the customer's questions and try to sell the jeans. Let the pairs practice their conversations for about 5 minutes. Walk around the classroom to monitor and offer help if necessary. Then ask several pairs to come to the front of the class to perform their conversations. After each performance, let the other students give some comments, such as what they did well and what they could improve. Group - work Divide students into groups of four. Each group is given a shopping scenario, such as shopping for a birthday gift in a department store. The group members need to create a more complex shopping conversation, including at least three different roles (e.g., customer, shop assistant, friend who gives advice). Let the groups discuss and practice their conversations for about 8 minutes. Then ask each group to perform their conversation in front of the class. After all the groups have finished, the teacher gives comprehensive comments, emphasizing the correct use of vocabulary and sentence patterns, as well as the fluency and naturalness of the performance. D. Consolidation (10 minutes) Listen - and - answer Play a short shopping - related dialogue recording. Before playing, give students some questions, such as "What does the customer want to buy?" "How much is the product at first?" "Does the customer get a discount?" After playing the recording once, let students answer the questions. If necessary, play the recording again. This activity can improve students' listening comprehension ability. Fill - in - the - blanks Show some incomplete shopping - related dialogues on the PPT. The blanks are for key vocabulary or sentence patterns that have been learned. For example: A: ________ is this book? B: It's 30 yuan. A: Do you have ________ discounts? B: Yes, there is a 10% discount. Let students fill in the blanks individually, and then check the answers together. This can help students consolidate the knowledge they have learned. E. Summary and Homework (5 minutes) Summary Summarize the key vocabulary and sentence patterns learned in this class with the students. Ask students to recall what they have learned about shopping - related English. Emphasize the importance of using English in real - life shopping situations and encourage students to practice speaking English whenever possible. Homework Ask students to write a short shopping diary in English, describing a shopping experience they had recently or imagining a shopping experience. They should use at least five new words and three sentence patterns learned in this class. Tell students to practice the shopping conversations they created in class with their parents or friends at home. 教学反思 After this class, it is necessary to reflect on the teaching process and results. Firstly, in terms of teaching methods, the use of pictures, dialogues, pair - work, and group - work activities can effectively arouse students' interest and actively involve them in learning. However, some students may still be a bit shy to speak English in front of the class, so more encouragement and more opportunities for individual practice should be provided in future classes. Secondly, regarding the teaching content, most students seem to have mastered the key vocabulary and sentence patterns, but there are still a few students who have difficulties in using them flexibly. For these students, more targeted tutoring and extra practice should be arranged. In addition, the time control in the teaching process can be further optimized. For example, in the group - work activity, some groups may need more time to prepare and perform, while others may finish earlier. In the future, a more flexible time - management strategy should be adopted to ensure that all students can fully participate in the activities. Overall, continuous improvement of teaching methods and content adjustment according to students' actual learning situations are crucial to improve teaching quality. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$