人民教育出版社 七年級(jí)英語(yǔ)上冊(cè)
Unit 7 How much are these pants?
Zhanjiang Normal University
Foreign Language School
EE0903
Huang Xueying (黃雪瑩)
1. Background information：
A: Students：38 Junior high school students, Grade 1
B: Lesson duration: 45mins
2. Teaching content：Unit7 How much are these pants? Section A (1a-2c).
3. Teaching Methods: Task-based approach, Communicative-based approach
4. Teaching Aims:
[Knowledge Aims]
A: New words: socks, T-shirt, shorts, sweater, bag, hat, pants, shoes, skirt.
B: New language: “How much is/are ……? It’s/ They are…….dollars.”
C: Learn to use descriptive adjective to describe your own or others’ clothing
[Ability Aims]
A: Through a series of dialogues between teachers and students or among students to improve students’ practical ability of using English
B: Obtain the competence to talk about prices and clothing, improve communicative skills
[Emotion Aims]
A: Set up the right view on money and learn to consume reasonably
B: Cultivate their team sprit in the pair work
5. Teaching important points：
A：Learn the pronunciation of the important words, master the plurality form
B: Learn to how to ask prices in English and answer them.
6. Teaching difficult points:
A: how to accurately modify a noun with the adjectives of the size and color together.
B: Students’ speaking ability
7. Teaching procedures
Step 1 Lead in (Greetings and Warm-up) (4 minutes)
1. Greeting:
Greet the Students, using the questions they have learned so far. E.g. “Hello, everyone! How are you?” etc.
2. Warming-up: teach students to sing English song < color song >
Colour Song-Twins
Who is wearing yellow today? yellow today, yellow today
Who is wearing yellow today? yellow today.
Who is wearing red today? red today, red today
Who is wearing red today? red today
Who is wearing green today? green today, green today
Who is wearing green today? green today
Who is wearing blue today? blue today, blue today
Who is wearing blue today? blue today……….
Step 2 Words Study (8 minutes)
1. Use pictures to teach students new words:
Socks T-shirt shorts
Sweater bag hat
pants shoes skirt.
And then finish the activity (1a) in P41
2. Finish 1b in P41: Listen and circle the things in the picture you hear.
3. Play a matching game: At first, every group chooses a representative to stand on the platform, his back towards the blackboard. And then, I will write down several words on the blackboard and put some pictures on the desk. Let the students speak the words; the representative find the corresponding pictures and post them on the blackboard…….
Step 3 Presentation (25 minutes)
1. Design a virtual scene in a clothes shop, teach students to ask prices with sentences “How much is/are ……?” And answer with “It’s/ They are…….dollars.” Let students do pair works according to the new words.
2. Grammar focus: A. socks, pants, shoes, shorts, always appear in plural form.
B. How much is + singular? Answer: It’s……
How much are +plurality? Answer: They’re…..
3. Practice the conversation in 1c, P41. Then make your own conversations according to the picture in P41.
4. Use cards to learn colors: red, green, yellow, orange, white, black, blue……
5. Use pictures to teach the adjectives [sharp contrast]: long short
big small [sharp contrast]
6. Finish 2a in P42: Listen to the conversations and circle the things you hear.
7. Introduce something about the difference between the RMB and the dollar
8. Summary
Ask and answer questions about the things in 2a. And then use a little story to summarize the grammars they have learned in 1c, and teach them “How much is/are…..” =”What’s the price of…..”
Step 4 Consolidations (5 minutes) ------- Role play:
(1) Divide students into some groups of four. Do conversations about their clothing colors and price.
(2) Fill in the form according to your partners’ answers.
(3) Choose several students to report what they record in the platform.
Name Clothes Color Price
Step5 Homework (3 minutes): Everyone finds a partner to make up a conversation in the shopping store. Next class I will choose several pairs to show their conversations.
8.Teaching Reflection：
1. Whether the students’ reaction is consistent with my expected effect.
2. What are the points that students find difficult/easy to comprehend
3. What should I improve in teaching this class?
4. How to make the whole teaching procedure more effective?
Blackboard design
Socks [sks]
T-shirt ['ti::t]
Shorts [:ts]
Sweater ['swet]
Bag [bɡ]
Hat [ht]
Pants [pnts]
Shoes [u:s]
Skirt [sk:t]
How much is the bag? It’s …. dollars.
How much are the shorts? They are …..dollars?