Go For It 7A Unit 7 Section A 3a-3c | |||||||||||||||
Analysis of teaching material What: This unit focuses on clothing, and learns some commonly used clothing terms by introducing clothing; Can grasp the sentence pattern of "asking price and color": How much is this T-shirt? lt's seven dollar. How much are these socks? They are two dollars. What color is it? lt is red. What color are they? They are green. ; Master some common language expressions when buying clothes; Can read some simple clothing advertising messages. Use How much to guide questions and answers; Master some adjectives that indicate color, shape, size; Learn numerals 10-30; Review the use of noun singular and plural and the use of the indicative pronouns this, that, these, those. Why: The theme of this unit is to talk about clothing, teaching students how to ask about price and color by learning guided questions such as how much and what color, as well as answers; Learn to talk about clothing preferences and how to shop, etc. Use multimedia courseware to visualize, concretize and visualize the display to cultivate students' image thinking and in-depth understanding of language. Accumulate life experience and improve students' language skills. How: This part uses word selection to form sentences, complete tables and situational dialogues and learn target sentences “How much is / are ...? lt's / ” Practice is the basic way for students to form mental and motor skills, and classroom exercises are designed to enable students to understand and master knowledge, which is an essential part of students' learning activities. Students can use it in daily communication with the target language, asking for prices for different types and colours of clothing. | |||||||||||||||
Teaching objectives By the end of the session, most students will be able to offer help and talk about clothing and prices. This will be achieved by: 1. Review the vocabulary of color and clothing you have learned, and use them proficiently in speaking, reading and writing exercises. 2. teaching students sentence structures “How much is / are ...? lt's / ”to ask and answer clothing prices. Students can understand and correctly use adjectives that indicate pronouns and table colors. 3. Students are proficient in daily communication in the target language, asking for prices for different types and colours of clothing. 4. Students can learn how to shop in English and foster interests in learning English during exercises talking about clothing and asking about prices and colors. | |||||||||||||||
Teaching focus 1. Students can summarize the sentence patterns that ask and answer the prices of different types and colors of clothing. 2. Students can master the target vocabulary, use the target language to ask about prices, talk about clothes, and improve oral communication skills in life through situational experience,. | |||||||||||||||
Anticipated difficulties Students can inquire the price of different types and colours of clothing depending on the scenario provided. | |||||||||||||||
Teaching procedure Objective 1: Review the vocabulary of color and clothing you have learned, and use them proficiently in speaking, reading and writing exercises. Activity 1: Lead-in Through the introduction of the "Double 11" shopping festival, the concept of "Big Sale", a big Christmas sale abroad, is introduced, and words about clothing are reviewed. Students brainstorm "What can we buy?" to recall as many relevant words or phrases as possible. Activity 2: Revision Revise the new words and structures learnt in the last period. 1. Ask students to watch two video about shopping and complete the task as required. In situation 1, How many tomatoes does the boy want? / How much are all the things? In situation 2, Please help Mike to make a list of the things they need. 2. Divide the students into several groups, appoint group leaders, and carry out activities. 3. Report the results. 4. Pay attention to the shopping terms that appear in them. Ask students to use words about colors, size and price with the sentence structure “What colors are they?” “What's this ? ” and “How much is the T-shirt?” Objective 2: teaching students sentence structures “How much is / are ...? lt's / “to ask and answer clothing prices. Activity 1: Grammar focus 1. Read aloud the sentences with the grammar, and review the sentence patterns that ask the price. clothes和clothing-How much is/are ...? 2. Classify five sets of sentences according to singular and plural numbers. Guide students to discover the singular and plural consistency of verbs and nouns in the question, and pay attention to the use of “it” and “them” in the answer. 3.Students identify the noun phrases described in the above dialogue to describe clothing, and let them discover the collocation relationship of indicative pronouns, adjectives and nouns, and analyze the semantic differences of “the/this/that/these/those“. “the“ is an indicative qualifier, equivalent to an adjective, and cannot refer to a noun. (The book is mine.) “this/that/these/those“ are indicative pronoun that can refer to a noun as the subject object. (This is my book.） “the“ can be followed by any noun, ”this“ and “that” followed by the singular countable noun, and “these” and “those” followed by the plural noun. 4. Summary It can also be used to ask for prices. —“What's the ?” “How much” can also be used to ask about the number of uncountable nouns, and “how many” can be used to ask about the number of countable nouns. Objective 3: Students are proficient in daily communication in the target language, asking for prices for different types and colours of clothing. Activity 1: Exercise 1.3a Ask students to construct sentence patterns based on the three types of words provided in the three boxes. Use group competitions to encourage students to complete faster and better. If there is any mistake in the process, the teacher and other students will correct the sentence.
2.3b According to the picture, give students five minutes to write the 3B’s question or answer. After completion, ask students to check the answer and communicate with the partner. 3.3c Students A, look at the pictures in 3b for a minute and then close the book. Students B, ask questions. A: How much are the…? B: Um, they're/it is….. Objective 4:Students can learn how to shop in English and foster interests in learning English during exercises talking about clothing and asking about prices and colors. Activity 1: Group work 1.Contextual dialogue: Ask students to first observe the pictures of the shopping festival on the screen, to practice the actual situation of shopping in groups of four, and then ask several groups to perform their conversations. 2. Summarize the purchases and complete the form
| Introductions Evaluation: Objective 1: 1. Introduce new lessons by reviewing phrases and sentence structures in 1a-2d, get close to life, and create a familiar living environment. Review the words and sentence patterns learned in the previous lesson by describing the clothes in the picture and the price of the quiz. Use questions and answers to enliven the classroom atmosphere, mobilize students as much as possible, attract students' interest, and quickly adjust to the state of class. 2. Through the description and arrangement of tasks, students are guided to cooperate purposefully to complete tasks and apply the knowledge flexibly. After the warm-up task is completed, use the review time to encourage students to actively participate in class activities and review old knowledge through cooperative feedback. Consciously help students consolidate the target language through context in cooperative learning. Objective 2: 3. Use the courseware to explain in detail how much asks the price sentence pattern, the difference between noun pronouns in singular sentences and plural sentences, indicate the different uses of pronouns “the/this/that/these/those“, review old knowledge, consolidate new knowledge, and make each grammar point covered detailed and accurate. Summarizing the difficult points and extracts typical example sentences, which is both brainy and hands-on, which can not only deepen memory, but also facilitate students' review and consolidation after class. Objective 3: 4. Classroom exercises are designed to enable students to understand and acquire knowledge and are an essential part of student learning activities. Objective 4: 5.Let students actively cooperate with others in group activities, help each other, complete learning tasks together, improve students' spirit of cooperative learning, and use the learned sentences at the end to summarize and report. | ||||||||||||||
Homework Must-do: practice the conversations with your partner with sentence structure “How much is/are ...?” “They're/It is…” Choose-to-do: Write down one of the conversations you had with your partner. | |||||||||||||||
Blackboard design Unit 7 How much are these socks?
Tips：1. the/this/that/these/those 2.“the” can be followed by any noun, 3. “this” and “that” followed by the singular countable noun, 4.“these” and “those” followed by the plural noun. | |||||||||||||||
Reflection The content of this lesson is about shopping, focusing on the reality of students' lives, and the content is relatively simple, so students learn easily and show great interest, indicating that language comes from life. This lesson learns several words that represent color, further exercises how to describe clothes, asks for prices, and students are of great interest. In the actual classroom teaching process, create dialogue scenarios that meet the actual situation for students, so that students can learn English in a strong English atmosphere and get twice the effect with half the effort. Through the consolidation exercises in this lesson, students master the key points of this unit. | |||||||||||||||
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