Unit 7 Go Shopping Section B 教学设计 2024-2025学年鲁教版（五四学制）（2024）六年级英语下册

Unit 7 Go Shopping-Section B This section of Unit 7 "Go Shopping" mainly focuses on further enhancing students' language skills related to shopping. It includes new vocabulary about different types of clothes, such as "sweater", "skirt", "pants", etc. The grammar point emphasizes the use of "How much...?" to ask about the price of items and "It's.../They're..." to answer. Through reading materials about shopping in a store, students will practice reading comprehension skills, especially understanding the details of product information and prices. There are also listening and speaking activities to help students simulate real - life shopping scenarios, like asking for prices, bargaining, and expressing preferences. 教学目标 A. Knowledge Objectives Students will be able to master the new vocabulary related to clothes, such as "sweater", "skirt", "pants", "jacket", "T - shirt", "shoes", "hat", etc. They can correctly use the sentence patterns "How much is...?" for singular items and "How much are...?" for plural items to ask about prices, and answer with "It's... yuan." or "They're... yuan." Students will understand the reading passage about shopping, including the types of clothes, their prices, and the shopping process described in it. B. Ability Objectives Develop students' listening skills to understand conversations about shopping, especially catching key information like prices and product names. Improve students' speaking ability to communicate in shopping situations, including asking for prices, making suggestions, and bargaining. Enhance students' reading comprehension skills, enabling them to quickly find specific information in the reading material about shopping. Cultivate students' writing skills by asking them to write a short passage about their shopping experiences or describe a clothing item they like. C. Emotional Objectives Stimulate students' interest in learning English by creating real - life - like shopping scenarios, making them feel the practical use of English in daily life. Foster students' cooperation spirit through pair - work and group - work activities during the class, such as role - playing shopping. 教学重难点 A. Key Points The new vocabulary about clothes, as these words are frequently used in shopping scenarios. The correct usage of "How much...?" sentence patterns to ask about prices and the corresponding answers. Comprehending the reading passage about shopping and extracting useful information from it. B. Difficult Points Differentiating between the singular and plural forms when using "How much...?" sentence patterns, especially for students who may still be confused about noun plurals. Encouraging students to actively participate in speaking activities and express themselves fluently in shopping - related conversations, as some students may be shy or lack confidence. Helping students write a coherent and meaningful short passage about shopping, considering their limited vocabulary and writing skills at this stage. A. Vocabulary Clothes vocabulary: sweater /ˈswetə(r)/n. 毛衣 skirt /skɜːt/n. 裙子 pants /pænts/n. 裤子（常用复数形式） jacket /ˈdʒækɪt/n. 夹克衫 T - shirt /ˈtiː ʃɜːt/n. T 恤衫 shoes /ʃuːz/n. 鞋子（常用复数形式） hat /hæt/n. 帽子 Shopping - related words: store /stɔː(r)/n. 商店 price /praɪs/n. 价格 sale /seɪl/n. 特价销售；出售 buy /baɪ/v. 购买 sell /sel/v. 出售 B. Grammar Asking about prices: Singular form: How much is + 单数名词？ e.g. How much is the sweater? 这件毛衣多少钱？ Answer: It's + price. It's 30 yuan. 它 30 元。 Plural form: How much are + 复数名词？ e.g. How much are the pants? 这条裤子多少钱？ Answer: They're + price. They're 50 yuan. 它们 50 元。 教学过程 A. Warming - up (5 minutes) Greet the students as usual. Show some pictures of famous shopping malls or stores on the PPT, such as Taikoo Li, and ask students: "Do you like going shopping? Where do you usually go shopping?" Encourage several students to answer, which can arouse students' interest and lead to the topic of this unit - shopping. B. Presentation (12 minutes) Vocabulary teaching Show pictures of different clothes one by one on the PPT, and teach the new words at the same time. For example, when showing a picture of a sweater, say: "Look, this is a sweater. S - w - e - a - t - e - r, sweater." Let students repeat the word several times. Do the same for other clothes words like "skirt", "pants", etc. After teaching all the words, play a "Flashcards game". Show the flashcards of the clothes words quickly and ask students to read them out as fast as possible. This can help students reinforce their memory of the new words. Grammar teaching Use the pictures of clothes again. Point to a sweater and say: "Now, I want to know the price of this sweater. How can I ask? Yes, we can say 'How much is the sweater?' " Write the sentence on the blackboard. Then answer: "It's 30 yuan." Write the answer as well. Next, point to a pair of pants and ask a student to come to the front and ask about the price using the new sentence pattern. Guide the student to say: "How much are the pants?" Then let other students answer. Practice this several times with different clothes pictures, changing the roles of asking and answering among students. C. Listening (8 minutes) Tell students: "Now, let's listen to a conversation between a customer and a shop assistant in a clothes store. Listen carefully and see what clothes they are talking about and how much they cost." Play the recording for the first time. Students just listen without taking notes. Play the recording again. This time, ask students to take notes of the clothes names and their prices. Check the answers with the whole class. Write the correct answers on the blackboard, such as: Sweater - 40 yuan Skirt - 35 yuan Shoes - 60 yuan D. Reading (10 minutes) Present a short reading passage about a shopping experience in a store on the PPT. The passage can include information about different clothes in the store, their prices, and what the customer finally buys. Let students read the passage quickly for the first time and answer the question: "What is the main idea of this passage?" This can help students get a general understanding of the passage. Then, ask students to read the passage carefully again and answer some detailed questions, such as: "How much is the T - shirt?", "What does the customer buy at last?" etc. After students finish answering, check the answers together. Explain some difficult words or sentences in the passage, for example, if there is a sentence "The store is on sale today, so the prices are very good.", explain the phrase "on sale" means there is a special offer with lower prices. E. Speaking (8 minutes) Divide students into pairs. Give each pair some cards with information about different clothes and their prices. In each pair, one student acts as a shop assistant and the other acts as a customer. The customer should ask about the prices of different clothes on the cards using "How much...?" sentence patterns, and the shop assistant should answer. They can also bargain a little bit, like the customer says: "It's too expensive. Can you make it cheaper?" and the shop assistant can reply: "OK, I can give you a 10% discount." Walk around the classroom and monitor the pairs' conversations. Offer help if necessary. After a few minutes, ask some pairs to come to the front and act out their conversations for the whole class. F. Summary and Homework (2 minutes) Summary Summarize the new vocabulary and grammar points of this class with the students. Review the clothes words and the "How much...?" sentence patterns together. Homework Ask students to write a short passage about their own shopping experiences. They should include at least three sentences using the "How much...?" sentence patterns. Ask students to make a shopping list of clothes they want to buy in the future and write down the estimated prices. 教学反思 After this class, I need to reflect on the following aspects. Firstly, in vocabulary teaching, although the flashcards game was helpful for students to remember the words, some students still had difficulty pronouncing long words like "sweater" correctly. I should design more pronunciation - focused activities in the future, such as individual pronunciation checks. Secondly, when teaching grammar, some students were still confused about when to use "is" and "are" in "How much...?" sentence patterns. Maybe more drills with different examples are needed. During the listening part, a few students had trouble catching all the information. I could play the recording one more time and ask them to listen for specific details separately. In the speaking activity, some students were a bit shy and didn't actively participate. I should create a more relaxed atmosphere and encourage them more. Overall, through this reflection, I will adjust my teaching methods and strategies in the next class to better meet the needs of students and improve the teaching effect. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $