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

该初中英语教学设计聚焦“购物”主题，涵盖衣物、颜色、尺寸等词汇及“How much is/are...?”等核心句型，通过听、说、读、写综合技能训练构建语言能力。课堂导入采用购物场景图片展示与真实购物视频观看，连接学生生活经验，搭建从已知到未知的学习支架，梳理语言知识脉络。 资料以真实情境任务为特色，如角色扮演活动使用价格标签、购物篮等道具模拟购物对话，提升语言运用能力；小组合作完成听力填空、写作互评等分层练习，培养学习策略与合作意识；融入合理消费教育，通过价格讨论与购物选择引导文化意识。实例丰富，流程清晰，助力教师高效开展教学，帮助学生将英语学习与生活实践结合，提升综合素养。

Unit 7 Go Shopping-Over to you Unit 7 “Go Shopping” in the sixth - grade English textbook of Lu Jiao Ban (Five - Four School System, 2024) focuses on the topic of shopping. Through this unit, students will be exposed to various shopping - related vocabulary, such as names of different kinds of clothes (e.g., T - shirt, skirt, trousers), colors (e.g., red, blue, green), and sizes (e.g., small, medium, large). They will also learn common sentence patterns used in shopping scenarios, like “How much is/are...?”, “It’s/They’re... yuan/dollars.”, “Can I help you?”, and “I’d like...”. The unit is composed of several parts, including listening materials that present real - life shopping dialogues, reading passages about shopping experiences or product descriptions, and speaking and writing activities. These materials are designed to help students develop their language skills in the context of shopping, and also enhance their understanding of cultural differences in shopping behavior. 教学目标 A. Knowledge Objectives Students will be able to master the shopping - related vocabulary, including at least 15 new words and phrases related to clothes, colors, sizes, and shopping terms. Students will be able to understand and use the key sentence patterns for shopping, and be able to make correct sentences using these patterns. Students will be able to read and understand simple shopping - related texts, and extract key information such as product prices, sizes, and customer needs. B. Ability Objectives Listening Ability: Students will be able to understand short shopping dialogues, and catch important information such as the items being bought, the price, and the size or color preference. Speaking Ability: Students will be able to role - play shopping situations, using the learned vocabulary and sentence patterns to communicate with each other fluently. They should be able to ask about prices, express their needs, and bargain appropriately. Reading Ability: Students will be able to read shopping ads, product reviews, and simple shopping stories, and understand the main idea and details. They will also be able to infer meanings of new words from the context. Writing Ability: Students will be able to write a short shopping list, a simple shopping description, or a review of a shopping experience, using correct grammar and vocabulary. C. Emotional Objectives Cultivate students' interest in learning English by connecting the learning content with real - life shopping experiences, making them feel that English is useful in daily life. Develop students' cooperation spirit through group work in role - playing and discussion activities. Raise students' awareness of reasonable consumption and value of money, as they learn about prices and making choices in shopping. 教学重难点 A. Teaching Key Points Vocabulary: Make sure students can accurately pronounce, spell, and understand the shopping - related words, especially the words for clothes, colors, and sizes. Sentence Patterns: Enable students to master and use the key sentence patterns for shopping, such as “How much is/are...?” and “Can I help you?” correctly and fluently in real - life situations. Communicative Competence: Guide students to use the learned language knowledge to conduct shopping - related conversations, and improve their oral communication ability. B. Teaching Difficult Points Using the correct form of “is” and “are” in the sentence pattern “How much is/are...?” according to the singular or plural of the subject. Helping students express their opinions and needs clearly and appropriately in shopping role - plays, especially when dealing with some unexpected situations or negotiations. Training students to read between the lines and understand the implicit information in shopping - related texts, such as product quality hints in a review. A. Vocabulary Clothes: T - shirt, skirt, dress, trousers, shorts, sweater, jacket, coat, hat, cap, scarf, gloves Colors: red, blue, green, yellow, black, white, purple, pink, orange, brown Sizes: small (S), medium (M), large (L), extra - large (XL) Shopping terms: shop, store, supermarket, mall, price, dollar, yuan, sale, discount, bargain, cashier, customer, help, want, need, like B. Sentence Patterns Can I help you? Yes, please. I’d like... How much is this/that...? It’s... yuan/dollars. How much are these/those...? They’re... yuan/dollars. What size do you want? I want a small/medium/large... What color do you like? I like... C. Grammar Focus Using “is” with singular nouns and “are” with plural nouns in questions and answers about prices. Simple present tense for expressing current shopping needs and preferences. 教学过程 A. Warming - up (5 minutes) Greet the students as usual. Then, show some pictures of different shopping places, such as a supermarket, a clothing store, and a shopping mall on the PPT. Ask students: “Do you like shopping? Where do you usually go shopping?” Encourage students to share their shopping experiences briefly. Play a short video about a shopping scene in English. Let students watch and listen carefully, and then ask them to describe what they have seen and heard in the video. This activity can arouse students' interest in the topic of shopping and create a good language - learning atmosphere. B. Presentation (12 minutes) Vocabulary Teaching Use the PPT to show pictures of different clothes one by one. For each picture, say the word clearly and ask students to repeat after you several times. For example, show a picture of a T - shirt and say “T - shirt”. Then, write the word on the blackboard and teach students how to spell it. Do the same for other clothes, colors, and sizes. After teaching all the words, play a word - matching game. Divide the class into groups. Show pictures on one side of the PPT and words on the other side. Ask students in each group to match the pictures with the correct words as quickly as possible. The group that finishes first and gets the most correct answers wins. Sentence Pattern Teaching Create a shopping - like situation in the classroom. Pretend to be a shop assistant and ask a student: “Can I help you?” Teach the student to answer: “Yes, please. I’d like a T - shirt.” Then, change roles and let the student ask you. Practice this dialogue several times with different students. Next, pick up a piece of clothing with a price tag and ask: “How much is this T - shirt?” Answer: “It’s 30 yuan.” Teach students this sentence pattern. Then, let students practice asking and answering about the prices of different items in pairs. Walk around the classroom to monitor and offer help if necessary. C. Practice (15 minutes) Listening Practice Play a listening material on the textbook CD. The dialogue is about a customer buying a pair of trousers in a clothing store. Before playing, ask students to look at the questions on the textbook and predict what they might hear. Play the dialogue for the first time. Let students listen carefully and get a general idea. Then, play it again. This time, ask students to listen and answer the questions. After that, check the answers together. Do a follow - up activity. Play the dialogue one more time, but pause at some key points. Ask students to fill in the blanks with the missing words. This can help students improve their listening accuracy. Speaking Practice Divide students into groups of four. Each group is assigned a role - play task. One student is the shop assistant, and the other three are customers. Each customer wants to buy different items, such as a skirt, a sweater, and a pair of shoes. Provide some props, such as pictures of clothes, price tags, and shopping baskets. Let students use the learned vocabulary and sentence patterns to create their own shopping dialogues. Encourage them to add some creative elements, like bargaining. Ask each group to come to the front of the classroom and perform their role - plays. The rest of the class watches and listens. After each performance, give some brief comments and praise. D. Production (8 minutes) Reading Activity Give each student a short reading passage about a shopping experience. The passage can be a simple story about a person buying a birthday gift in a mall. Ask students to read the passage silently for the first time and find out the main idea. Then, ask them to read it again and answer some detailed questions, such as “What did the person buy?”, “How much did it cost?”, and “Why did the person choose that gift?”. Let students work in pairs to discuss the answers. After checking the answers, ask students to summarize the passage in their own words. This can improve their reading comprehension and summary ability. Writing Activity Based on the reading passage, ask students to write a short shopping review. They can write about their own shopping experiences, including what they bought, how they felt about the price and quality, and whether they would recommend the store to others. Give students some writing tips, such as using correct grammar, connecting sentences with appropriate conjunctions, and organizing their ideas clearly. Walk around the classroom to provide guidance and answer students' questions during their writing process. E. Summary and Homework (5 minutes) Summary Summarize the key points of this class with students. Review the important vocabulary, sentence patterns, and grammar knowledge. Ask students to share what they have learned in this class. Emphasize the importance of using English in real - life shopping situations and encourage students to practice speaking English whenever they have a chance. Homework Ask students to make a shopping list for their next family shopping. They should write down at least five items they want to buy, including the names of the items, their estimated prices, and the reasons for buying them. Let students practice reading the shopping - related words and sentences they learned in class aloud for 10 minutes. They can record their voices on their mobile phones and send them to the class group chat if possible. 教学反思 After teaching this unit, I have the following reflections: In the teaching process, the warming - up activities successfully attracted students' attention and aroused their interest in the topic of shopping. However, in the future, I could add more interactive elements, such as asking students to share more detailed and vivid shopping stories to make the introduction more engaging. For vocabulary teaching, the word - matching game was very effective in helping students remember new words. But some students still had difficulty in pronouncing some words, especially the words with complex vowel combinations. In the next class, I need to spend more time on pronunciation training, perhaps by using more audio materials and individual correction. During the speaking practice, most students actively participated in the role - plays. However, some students were a bit shy and did not fully express themselves. I should provide more encouragement and guidance to these students, and also create more relaxed and friendly group work environments to boost their confidence. In the reading and writing activities, some students had trouble understanding the implicit information in the reading passage and writing organized reviews. I need to design more targeted reading and writing exercises in the future, teaching students reading and writing strategies, such as how to skim, scan, and outline their writing. Overall, the teaching objectives were basically achieved, but there is still room for improvement in teaching methods and student - centeredness. I will continue to adjust and optimize my teaching plan according to students' learning situations to better promote their English learning. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $