Unit 7 Being a Smart Shopper-Wrapping up the Topic-Review教学设计 2024-2025学年仁爱科普版英语七年级下册

Unit 7 Being a Smart Shopper-Wrapping up the Topic-Review Unit 7 of the Ren’ai Science Edition (2024) English textbook for Grade 7 focuses on the theme of "Being a Smart Shopper". This unit aims to help students master the language knowledge and skills related to shopping, such as vocabulary about shopping places, goods, and shopping expressions. Through a series of listening, speaking, reading, and writing activities, students will be able to communicate in shopping situations, express their needs, preferences, and make comparisons. The review in this unit is crucial as it helps students consolidate the learned knowledge, strengthen their language skills, and enhance their ability to use English in real - life shopping scenarios. 教学目标 Students can review and master the key vocabulary related to shopping, including words like "supermarket", "department store", "clothes shop", "price", "discount", "size", "color", etc. Review and be proficient in using shopping - related expressions, such as "Can I help you?", "I'm looking for...", "How much is it?", "Do you have... in...?", "It's too expensive. Do you have a cheaper one?", etc. Consolidate the grammar knowledge used in this unit, such as the use of adjectives for comparison (e.g., cheaper, more expensive, bigger, smaller) and the simple present tense in shopping conversations. 教学重难点 A. Key Points The review and consolidation of shopping - related vocabulary and expressions to ensure students can use them accurately in different shopping scenarios. Mastering the grammar of adjective comparison and its correct application in shopping - related descriptions and conversations. Improving students' comprehensive language skills through various review activities, especially the integration of listening, speaking, reading, and writing skills. B. Difficult Points Helping students use shopping - related expressions flexibly and appropriately according to different shopping contexts, such as bargaining in a more natural way. Guiding students to understand and analyze more complex shopping - related texts, including understanding implicit information and making inferences. Cultivating students' ability to write coherent and logical shopping - related compositions, with correct grammar and rich content. A. Vocabulary Shopping places: supermarket, department store, clothes shop, bookstore, grocery store, convenience store, etc. Goods: clothes (T - shirt, dress, jeans, sweater, etc.), food (fruit, vegetables, bread, milk, etc.), school supplies (pen, pencil, notebook, eraser, etc.), daily necessities (toothbrush, soap, towel, etc.) Related words: price, discount, size (S, M, L, XL), color (red, blue, green, yellow, etc.), brand, quality B. Expressions Inquiries: Can I help you? / What can I do for you? I'm looking for... Do you have... in...? How much is it / are they? How much does it / do they cost? Responses: Here you are. It's / They're... yuan. We have... in different colors / sizes. It's a bit expensive. But it's of good quality. We have a discount today. It's... off. Bargaining: It's too expensive. Do you have a cheaper one? Can you make it a little cheaper? How about... yuan? I'll take it if you give me a discount. C. Grammar Adjective comparison: Regular adjectives: add - er for the comparative form (e.g., cheap - cheaper, big - bigger) and - est for the superlative form (e.g., cheap - cheapest, big - biggest). Irregular adjectives: good - better - best, bad - worse - worst, many / much - more - most Structure: A + be + adj. - er + than + B; A + be + the + adj. - est + in / of... Simple present tense: used to describe current shopping actions and states. For example, "I want to buy a new book." "The shop assistant shows me different products." 教学过程 A. Lead - in (5 minutes) Greet the students and show some pictures of different shopping places on the PPT, such as a supermarket full of various goods, a crowded clothes shop, and a quiet bookstore. Ask students: "Do you like shopping? Where do you usually go shopping?" Encourage several students to answer the questions, and then start the review of this unit about shopping. Brainstorming: Write the word "shopping" on the blackboard and ask students to call out as many shopping - related words as they can think of. Write down their answers on the blackboard, which can help activate students' prior knowledge. B. Vocabulary Review (10 minutes) Word - guessing game: Divide the class into groups. Describe a shopping - related word without saying the word itself. For example, for the word "supermarket", you can say "It's a big place where you can buy a lot of different things, like food, daily necessities, and sometimes clothes. You can push a cart there." The first group to guess the word correctly gets a point. Review words like "department store", "discount", "size", etc. in this way. Vocabulary matching: Present a list of words on the left side of the PPT and their definitions or pictures on the right side. Let students match the words with the corresponding meanings or pictures. After they finish, check the answers together. This activity can help students review the meanings of words more clearly. C. Expression Review (10 minutes) Dialogue practice: Pair up the students. Provide them with some shopping - related situations, such as buying clothes, buying school supplies, and buying food. Each pair needs to create a short dialogue using the shopping expressions they have learned. For example, one student acts as a shop assistant and the other as a customer buying a T - shirt. Shop assistant: Can I help you? Customer: Yes, I'm looking for a T - shirt. Do you have any in size M? Shop assistant: Sure. Here you are. What color do you like? Customer: I like blue. How much is it? Shop assistant: It's 50 yuan. Customer: It's a bit expensive. Do you have a cheaper one? Shop assistant: Well, this white one is on sale. It's only 30 yuan. Customer: OK, I'll take it. Shop assistant: Here you are. Thank you. Role - play: Select several pairs of students to come to the front of the class and perform their dialogues. The rest of the students watch and listen carefully. After each performance, ask the class to comment on their pronunciation, intonation, and the use of expressions. D. Grammar Review (8 minutes) Grammar explanation: Use some simple examples on the PPT to review the grammar of adjective comparison and the simple present tense. For adjective comparison, show sentences like "This T - shirt is cheaper than that one." "The red dress is the most beautiful in the shop." Explain the formation and usage of the comparative and superlative forms of adjectives. For the simple present tense, give sentences such as "I often go shopping on weekends." "The shop opens at 9 o'clock every day." Explain how to use the simple present tense to describe habits and regular actions. Grammar exercises: Hand out a worksheet with some grammar - related exercises, including filling in the blanks with the correct form of adjectives (comparative or superlative) and choosing the correct form of the verb in the simple present tense. Let students do the exercises individually first, and then check the answers together. E. Reading and Writing Review (7 minutes) Reading: Show a short shopping - related passage on the PPT, such as an advertisement for a supermarket's weekend sale. Ask students to read it quickly and answer some questions, like "What are on sale in the supermarket?", "What discounts are there?", etc. Then ask them to read it again carefully and find out some specific information. This can improve their reading comprehension ability. Writing: Ask students to write a short shopping list or a description of a product they want to buy. They need to use the vocabulary, expressions, and grammar they have reviewed. For example, "I want to buy a new pair of shoes. I like sports shoes. I hope they are comfortable and not too expensive. The size I need is 38. I prefer black or blue ones." Walk around the classroom to offer help and guidance while students are writing. After they finish, ask some students to read out their writing, and give them feedback. F. Summary and Homework (5 minutes) Summary: Summarize the key points of this review class, including important vocabulary, expressions, grammar, and the skills practiced. Emphasize the importance of being able to use English in shopping situations. Homework: Ask students to write a short shopping diary about their recent shopping experience, at least 5 sentences. Ask them to listen to a shopping - related English dialogue recording at home and try to imitate the pronunciation and intonation. 教学反思 After this 45 - minute review class, overall, most students showed a good understanding of the shopping - related knowledge. The various activities, such as word - guessing games, dialogue practice, and role - play, effectively engaged students and helped them review and consolidate the learned content. However, there are still some areas that need improvement. Some students were a bit shy during the role - play, especially when it came to bargaining expressions. In the future, more encouragement and practice should be provided to make them more confident in using English to communicate in real - life - like situations. Also, in the grammar review part, although most students could do the exercises correctly, a few students still had difficulty in using the comparative and superlative forms of adjectives accurately. Individual tutoring should be arranged for these students to strengthen their understanding. In the reading and writing review, some students had trouble understanding implicit information in the passage, and their writing was a bit monotonous with limited vocabulary and simple sentence structures. More reading materials with different levels of difficulty should be provided in the future, and writing training should focus on guiding students to expand their writing content and use more diverse sentence patterns. To sum up, this review class achieved certain teaching goals, but continuous improvement in teaching methods and more targeted guidance for students are needed to further enhance students' English learning effectiveness. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$