人教版七年级上册Unit 7 How much are these socks？SectionB 1a-1e 教案

Unit7 How much are these socks 教学设计
Ⅰ. Teaching materials
Unit 7 How much are these socks Section B (1a-1e) (人教版Go for it七年级上)
Ⅱ.Teaching aims
1. Knowledge aims
(1) Ss will be able to master the following new words about numbers: ten, eleven, twelve, thirteen, fourteen, fifteen, sixteen, seventeen, eighteen, nineteen, twenty, twenty-one, twenty-two, twenty-three, twenty-four, twenty-five, twenty-six, twenty-seven- twenty-eight, twenty-nine, thirty, thirty-one.
(2) Ss will be able to review the words about numbers from one to nine, the words about colors and clothes.
(3) Ss will be able to review the following structures:
---How much is … ---It’s …dollars.
---How much are… ---They’re…dollars.
2. Ability aims
(1) Ss will be able to talk about prices by using the following structures: ---How much is … ---It’s …dollars. ---How much are… ---They’re…dollars.
(2) Ss will be able to buy and sell clothes politely by using the following expressions:
(3)Ss will be able to future improve their listening and speaking skills.
3. Emotion aims
(1)Ss will be able to learn about the differences of shopping in China and in western countries.
(2)Ss will be able to further develop their autonomic learning and cooperative learning.
(3)Ss will be able to learn to be confident and care about others by shopping.
III. Teaching key points and difficulties
1. Teaching key points
(1) New words: numbers from ten to thirty-one.
(2) Structures: ---How much is … ---It’s …
---How much are … ---They’re…
2. Teaching difficulties
To get students be able to read, spell and use the numbers from ten to thirty-one while they are shopping.
IV. Teaching aids
Multimedia, an assistant hat, a VIP card, star notes
V. Teaching strategies
Task-based language teaching method and communicative approach
Ⅵ. Teaching procedures
Before class: Play the “How much” video.
Step 1: Warming up & Lead-in
1. Greet and introduce the rules of competition.
T: Shall we begin our class Hello, everyone Nice to meet you! In this class, I’ll divide all of you into three groups. So you are group1! You are group2. And you are group 3. If you can answer my questions and do well in the job, you will get a star from me! The group that gets the most stars will be the winner. Let’s have a competition, OK
设计意图：引导学生知道教师的英文名字Lucy，为之后到教师的服装店即Lucy’s clothes store 完成各项任务做铺垫。告知学生竞赛规则，为接下来的各种活动与任务明确评价方式，激励学生在课堂上能够主动积极地完成每个环节的任务与活动，同时培养学生的团队合作精神。
2. Enjoy the “how much” video again.
T: Now, would you like to enjoy the “how much” video again OK, but this time you should try to find out four school things in the song and also how much they are. Clear Let’s start!
T: So much for it. Now can you tell me what the four school things are Yes, a pencil. What else Yes, a rubber/an eraser, a ruler and a notebook. Great! So how much is the pencil One dollar. How much is the eraser Two dollars. What about the ruler Three dollars. And the notebook Four dollars. Wow, wonderful.
设计意图：以歌曲的形式开始课堂，有利于活跃课堂气氛，拉近师生关系，同时也引导学生回顾了how much句型，并引出本节课的数字教学。
3. Have number challenges.
T: We know one, two, three and four are all numbers, right Now let’s have number challenges. First, let’s count the numbers from one two nine. Great! Now please write down these numbers on your paper. Who’d like to write them down on the blackboard (Choose one student and let him/her write the numbers down on the blackboard.)
T: Look! Is she/he right Great! What about you Please check them with your partners. Are you right Well done! Let’s come to the third challenge: Chant these numbers. First, let’s listen and try to follow it! Now let’s chant together. Now I think it’s much easier for you, let’s chant loudly again. Wonderful! You really did very well in these number challenges! So here’s your prize! Look! What’s this Yes. It’s a VIP card in my clothes store. Do you like shopping Would you like to go shopping in my clothes store! Great! Please take the VIP card and let’ go shopping together.
设计意图：引导学生通过挑战三个任务复习数字1-9，并以奖励的形式把学生带入本节课教授数字10—31的情境。
Step 2: Presentation and practice
1. Talk about the clothes in Lucy’s Clothes Store.
T: Welcome to my store! Wow, what can you see in my store What’s this/that What else can you see Try to guide Ss to say like this: a red bag, a pair of blue socks.
2. Present the numbers from ten to thirty-one.
T: You can see many clothes in my store, right Now look at their prices! Can you read them Let’s have a try!
T: How much is this red bag Yes. It’s ten dollars. Follow me! Ten. Ten.
(Present the words from ten to fourteen in this way.)
T: Let’s ask … about the blue T-shirt. Ss: How much is this blue T-shirt One student: Its fourteen dollars. Yes. It’s fourteen dollars. Fourteen. Fourteen.
(Present the numbers from fifteen to nineteen in this way.).
T: How much is this pink sweater Great. It’s twenty dollars. Twenty. Twenty.
(Present the words from twenty to thirty-one like this.)
T: Pay attention to the pronunciations. Here “e” is pronounced as /e/. “–teen” is pronounced as
/t i n /. And “–ty” is pronounced as / ti /.
设计意图：通过学生闲逛老师的服装店复习已学的表示颜色和衣物的单词，并在此情境中呈现数字10-31的教学，使学生愿意并且快速地接受新的数字教学。通过总结发音规律，使学生更易于掌握数字10-31的读音和拼写，为后面使用这些数字打下基础。
3. Practice the numbers from ten to thirty-one.
(1) Listen and repeat the numbers in 1a.
T: Now let’s listen and repeat the numbers one by one.
设计意图：通过模仿朗读，引导学生更正自己的发音，同时复习巩固新学的数字，为学生参与数字游戏降低难度。
(2) Play a number game.
T: Now I want to know if you can say these numbers well, so let’s play a number game and have fun together. Look carefully! If you can say the number, stand up and say the number loudly! Ready Go!
T: Great! You can say these numbers so well!
设计意图：通过数字游戏操练已学数字，吸引学生的注意力，激发他们的学习兴趣，体现任务型教学在“玩中学”和在“做中学”的理念。
(3) Write the numbers in 1a next to the correct words in 1b.
T: Now please write these numbers next to the English words in 1b. Look at Row1! Are you right Great! Group 1, read Row 1, please! What about Row 2 Right Nice. Group 2, read Row 2, please! Let’s come to Row 3. Are you right Well done! Group 3, read Row 3, please! Row 4, right Let’s read Row 4 together! And Row 5 Thirty. Thirty-one. (Read with students.) Wow, wonderful. Look at these five rows! Can you find out which two rows of numbers are in the wrong places Well done! You really have sharp eyes. Let’s change their places and read these numbers. Girls read ten. Boys read eleven. And then go on like this. OK So girls, be ready! Ten, Go!
设计意图：再次操练数字，让学生关注这些数字形和义的对应关系。通过男女接龙读数，增强朗读的挑战性和趣味性，进一步巩固新授单词。
(4)Work in Pairs and talk about the clothes in Lucy’s clothes store.
T: Now work in pairs and talk about the clothes in my store. OK. Let’s stop here!
(Ask Ss to stand by the screen.)
S1:--- How much is …
S2: ---It’s …. How much are…
S1: ---They’re…
设计意图：在模拟真实的情境下谈论衣物及其价格，复习之前所学句型和使用刚学的数字10-31，让学生学以致用，同时为下文的听力练习做好准备。
Step 3: Listening
1. Listen and circle the numbers you hear in 1a.
T: Look at these people in my store! Who are they
T: Yes. Kate and her mom are also shopping here. Let’s listen to their conversation and circle the numbers you hear in 1a. Have you got the numbers
设计意图：在模拟真实情景中来训练学生的听力技能，同时进一步检测并巩固关于数字的单词。
2. Circle the clothes Kate and her mom talk about and check the clothes Kate buys at last.
T: Let’s shop with Kate and her mom. Listen again. Circle. What clothes do Kate and her mom talk about Check. What does Kate buy at last Maybe the numbers of prices can help you find your answers.
T: So what do they talk about
T: Wow! You really did a good job!
T: What does Kate buy at last
T: Great! You are so clever!
设计意图：在模拟真实情景中来训练学生的听力技能，让学生带着问题以及已有的价签信息，再次听录音材料获取信息，同时培养学生的听力策略，训练良好的听力习惯。
3. Listen again and fill in the blanks.
T: Now listen again and fill in the blanks.
Mom: Oh, look! I like that blue sweater. How much is it
Kate: ______ dollars. Oh, I like these _______.
Mom: Oh, no. I don’t like red.
Kate: Do you like this ________
Mom: Mmm, yes, I do, but it’s _______ dollars.
Kate: Oh. How much is the green _______
Mom: It’s ______ dollars. But you have a green sweater.
Kate: Mmm.
Mom: Oh, do you like these ________
Kate: Oh, yes. How much are they
Mom: Only _______ dollars.
Kate: OK, I’ll take them.
(Check the answers.)
设计意图：将听力材料进行再处理，继续巩固表示衣物和价格的数字，训练学生通过听获取关键词的能力，同时可以更好地理解听力内容。
4. Imitate the conversation.
T: It’s time for us to listen and follow the conversation. Pay attention to your pronunciation and intonation.
设计意图：通过模仿朗读，旨在培养学生的朗读习惯和加强语音语调的训练，作为听后活动也能进一步使得学生巩固理解听力内容。
Step4: Group work.
T: We know Kate buys a pair of blue trousers in my store. Would you like to buy your clothes in my store Very good！ You know it’s very big, right So I really need many assistants to help me. Here I need sixteen assistants. Would you like to be my assistants If you’d like to, please stand up! OK Thank you! So you are all my assistants. The rest of you are all my customers. Please go around my store. Find your assistant, please! It’s time for you to buy your clothes. I’ll give you three minutes. Begin! So wonderful! Now you can buy your clothes by yourself. That means you can do thing by yourself. So in daily life, try to do things by yourself, and then you’ll be better.
设计意图：创设真实的情境，通过角色扮演活动以达到使学生学以致用的目的，训练学生的归纳总结能力和综合语言运用能力，也能为学生在真实生活场景中灵活运用这些知识做好准备。教师也能通过这个活动检测本节课教学目标落实情况。
Step 5: Conclusion of the competition.
T: Great! Now it’s time for you to share your results. Please take out your stars and put them on the blackboard in your group. So group 1, come here and do it now! Group 2, please! And it’s time for you, group3!
T: Let’s count them and see which group got most Group … got most. So you are the winner. Well done! Congratulations! You did so well in class that you are really my stars! Thank you very much!
设计意图：对上课所使用的评价机制以及学生的表现进行总结和反馈，对学生进行鼓励和表扬。在评价的过程中，通过数星星再次复习了数字，同时在此老师对学生进行了一定的情感教育，有利于学生今后的发展。
Ⅶ. Blackboard design：
Unit7 How much are these socks
Section B (1a-1e)
---Hello, can I help you
--- What color do you want
--- How about this one/pair
--- Great, I’ll take it/them.
---Thank you.
---Yes, please. I need a/a pair of _____.
--- I like ______.
--- It looks/They look nice.
--- Here you are.
--- You’re welcome.
/ti/
twenty
twenty-one
twenty-two
twenty-nine
thirty
thirty-one
/ti:n/
thirteen
fourteen
fifteen
sixteen
seventeen
eighteen
nineteen
/e/
ten
eleven
twelve
G1:
G2:
G3:
Lucy’s Clothes Store
How much is ____
It’s ____.
How much are ____
They’re ____.
one
two
three
four
five
six
seven
eight
nine
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