7A Unit5 Going shopping 全部教案[上学期]

Unit 5 Going shopping
Teaching aims and demands:
Knowledge aims:
1. Use “these is ”/ “there are” in questions and statements
2. Use the present continuous tense
3. Use personal pronouns
4. Write an article about shopping mall
Difficulty aims:
1. Communicative ability
2. Cooperative ability
The first lesson
(Welcome to the unit)
Objectives:
1. To introduce vocabulary about common presents for teenagers
2. To guess meanings from pictures
3. To sort vocabulary
Teaching Steps:
Step 1: Revision
1. Talk about food and lifestyles
2. To recognize and use countable and uncountable nouns:
Ask: What is your favorite food
How to keep fit
Step 2: Warm-up
1. Present some comic strips and teach :go shopping, free, shopping mall
2. Listen and answer the question:
What does Hobo want to do
Does he have any money
3. Explain and read:
want (sb) to do sth, be free, come with me,
go shopping, need (sb) to do sth
4. Practice and act
Step3:Presentation
1. Ask students to look at the picture in Part A, on page 71 and gusting the meanings from pictures.
2. Learn the new words: sticker, teddy bear, walkman
3. Ask students to look at the pictures again and report which presents are suitable for girls and which ones are suitable for boys
4. Tell students to write down the suitable presents for Simon and Sandy in Part AI. Point out to them that some presents are suitable for both.
5. Ask students to check their lists in pairs.
Step 4: Homework
The Second lesson
(Reading A)
Objectives:
1. To guess the meanings of new words by working at pictures.
2. To identify specific information about shopping from reading the conversations.
3. To use “wh –”words to do a survey.
Knowledge aims:
1. Use “there is”/ “there are” in questions and statements.
2. Use the present continuous tense.
3. Use the personal pronouns.
4. Write an article about shopping mall.
Difficulty aims:
1. Communicative ability
2. Cooperative ability
Teaching Procedures:
Step 1: Revision
Divide the students into groups of 2. Ask several groups to come to the front to act out the dialogue (Page 70). Using the pictures of the power point as a background.
Step 2: Presentation
Use some pictures to teach the new words: pretty, prefer, match, expensive, cost and discount.
Step3: Fill in the table
Ask the Ss to skim the dialogue fast, then fill in the table about the prices of things which Amy wants to buy for her friends. Ask for volunteers to tell the answers.
Step 4: Reading
1. Ask the Ss to read the dialogues. With their partners, then choose several groups to act it out.
2. Tell them to underline sth important or they don’t know. Explain the difficulties if necessary.
3. Ask the Ss the following questions as a consolidation.
1) How much do the last year’s cards cost
2) What present does Amy buy for Simon
3) Does Amy buy a CD for Sandy Why
4) How much money can Amy spend
5) What present does Amy buy for Sandy
Step 5: fill in the blanks. (PPT)
Fill in the blanks according the dialogues.
The Third Lesson
(Read B)
Objectives:
1. To increase awareness of different registers.
2. To guess general meanings of new words by looking at pictures and keywords.
3. To use “wh-” words to do a survey.
Teaching Procedures:
Step 1: Revision
Ask Ss do Part B1. Individually. Encourage Ss to guess the meanings of words frok the context and the given definitions.
Step 2: Fill in the blanks
Ask Ss to look at the table in Part B2. Ask questions to check for understanding.
Step3: Presentation
The volunteers ask questions about all the items in the table and mark down the number of Ss who put their hands up for each item.
Step 4: Presentation
Ask Ss to present the surrey results in a bar chart. Display the results on the class notice board. Ask Ss to use their creativity to make the bar chart look interesting by adding colors & illustration.
Step 5: Consolidation
Relate this exercise to the students’ own experience.
Step 6: Excises
Allow sufficient time for the Ss to check details on Page72.
Step 7: Discussion
Divide the class into pairs. Walk around the class and provide help in terms of vocabulary but not the actual problem.
Go through the answers with the whole class.
The Fourth Lesson
(Vocabulary) PPT
Objectives:
To guess the meanings of words by recognizing shopping items and relating them to typical shops.
Teaching Procedures:
Step 1: Fill in the blanks
Kitty is buying Christmas presents for her family members in the star shopping mall. Help her find the best presents.
Step 2: Presentation
1. Show the Ss some pictures of the shops then ask them what shops they are.
2. Show the Ss the picture of star shopping mall, ask them “What else can we buy in this shopping mall ”
Step3: Listening
Here is a dialogue between a shopkeeper and a young mother. Please listen to the tape and fill in the blanks.
Step 4: Presentation
Show the Ss different kinds of shops’ photos. Ask them to imagine, if they have a shop, what shop do they want to have Why
Step 5: Make a dialogue
Choose one shop and suppose you are the owner of this shop. Please make their own dialogues in groups. They can use those phrases and sentences to help, which are given on the screen.
Step 6: The use of phrases in concrete situations
Suppose now you are in a supermarket and have ￥50 . Please so some shopping in it.
Step 7: Homework
Design your own shopping mall.
The Fifth Lesson
(Grammar A B)
Objectives:
1. To use ‘there is’/ ‘there are’ in questions and statements.
2. To recognize and use the present continuons tense to talk about things that are happening now.
Teaching Procedures:
Step 1: Revision
Show the picture of Star shopping mall, ask Ss to use “there be ” to introduce the mall: “What’s in the picture There is/are”
Step 2: Fill in the blanks
Ask Ss to fill in the blanks with “there is/are”. Then explain sth important when it’s necessary.
Step3: Presentation
Show the different pictures to the Ss, and ask “What are they doing ”
Step 4: Explanation
Explain and tell the Ss the use and instruction of “Present continuous tense”
Step 5: Describing
Show the Ss 2 nearly the same pictures which have some ting differences.
Ask them to point out where the differences are with the sentence “There is/are”
Step 6: Consolidation
Ask the Ss to complete the conversation as a consolidation.
Step 7: Introduction
Now it’s 7 o’clock in the evening. Your friend is visiting you. Please introduce your room and your family to him/her.
The Sixth Lesson
(Grammar C)
Objectives:
To introduce personal pronouns (object form) to refer to someone / something.
Teaching Procedures:
Step 1: Explanation
Explain to students that we can use personal pronouns to avoid repeating nouns, which have already been mentioned. Work through the sample sentences on Page 79 and show how each pronoun is related to the subject in the first sentence. Write some more sample sentences on the board. Explain the difference.
Step 2: Fill in the blanks
Explain to students that Daniel is talking to his father on the phone. Ask students to read the conversation in pairs. Then tell them to complete the sentences with personal pronouns (object form).
Step3: Presentation
Ask six volunteers to read out a speech bubble each to check answers.
Step 4: Underlining
Ask classes to underline the personal pronouns in subject form and circle the personal pronouns in object form in the conversation.
Step 5: Consolidation
Write these sentences on the board and ask students to fill in the blanks with the correct personal pronouns.
The Seventh Lesson
(Integrated Skills)
Objectives:
1. To recognize familiar words in a conversation about shopping preferences and other shopping issues.
2. To identify specific information in a conversation about different shopping habits.
3. To gather relevant information from listening and reading, and respond in writing.
Teaching Procedures:
Step 1: Presentation
Show the Ss different pictures to teach the new words and expressions: pocket money, the poor area, Project Hope, denate some money, raise some money.
Step 2: Listening
Listen to the tape, then match the columns.
Step 3: Fill in the blank
Listen to the tape, and fill in the blanks.
Step 4: Discussion
Look at the advertisement, and discuss how to help the children from the poor area in groups. Then ask several groups to tell their discussing result.
Step 5: Consolidation
Fill in the blanks as a consolidation.
The Eighth Lesson
(Main task)
Objectives:
1. To write a guide to a shopping mall.
2. To develop an awareness of audience and appropriate register.
3. To develop an understanding of discourse: sentence structure, paragraphing and linking sentence.
4. To describe the layout of a shopping mall.
Teaching Procedures:
Step 1: Revision
Explain the context and instructions carefully. Ask students what they would like to see in a shopping guide, and what kind of people would read it.
Step 2: Writing
Ask students to read the notes in Part A and check for understanding of vocabulary. Tell them that when we write notes, we do not need to write in complete sentences; we just need to write down the key points.
Step3: Working in pairs
Ask students to work in pairs. Talk to students about the context. Explain that Simon wants to write a guide to Sunny side Shopping Mall. Ask them to focus on sentence constructions, linking ideas in paragraphs and identifying clearly the main idea of each paragraph.
Step 4: Completion
Ask students to read through the guide first and underline any words they do not know. Explain these words before doing the exercise. Then in pairs, students complete Simon’s writing using words from the notes in Part A.
Step 5: Group discussion
Walk around the class and give advice and help when necessary.
Step 6: Consolidation
Ask for volunteers to read out different paragraphs of the completed guide. Check for correct answers.
The Ninth Lesson
(Check out)
Objectives:
1. To check the use of ‘there is’/ ‘there are’, the present continuous.
2. To revise vocabulary related to shopping.
Teaching Procedures:
Step 1: Revision
Tell students the Part A gives them an opportunity to check how well they can use ‘there is’/ ‘there are’ constructions, the present continuous tense and the object forms of personal pronouns to complete the text.
Step 2: Presentation
Ask students to look at the pictures in Part A. Encourage them to construct a story based on these pictures.
Step3: Fill in the blanks
Students fill in the blanks on their own. Ask students to check their answers with their partners. Ask for volunteers to read out the description for each picture. If students have made an error, ask them to refer back to the relevant section to find out where they have gone wrong.
Step 4: Ask and answer
Tell students to look at the word search puzzle in Part B. Hidden inside are eight words from this unit. One has been found already. Ask students to look for the other seven words on their own.
Step 5: Explanation
Students check their answer with a partner. Tell them to write any problem words on their flash cards which they have learned how to make in Unit 3.
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