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课题 7A Unit 7 Be wise with money Welcome to the unit
课型 新授 课时 1
教学设计
教学目标 1. With the help of pictures, through identification and matching, gain a preliminary understanding of common knowledge information such as the names, units, and symbols of major currencies in the world. 2. Sort out and obtain Millie and Simon's favorite gifts and gift characteristics through audio and conversation, express and describe their favorite gifts and reasons. 3. Enhance awareness of comprehensive consideration of preferences, prices, and other factors during shopping through daily communication and dialogue.
重点难点 Teaching focus: 1. Understand the names, units, and symbols of major currencies in the world. 2. Express and describe your favorite gifts and their reasons. Teaching difficulties: Express and describe your favorite gifts and reasons through daily communication and conversations during shopping.
教学流程 1. Lead-in (1) Present the picture of the unit on page 80 and Lead in the topic with two questions: ① What can you see in the picture ② What can we do with money in our life (2) Interpret the themes of this unit. What shall we do in this unit 2. Presentation (1) Present money from different countries or areas with its symbol and main unit. (2) Present the pictures of gifts around the world on page 81 and ask: ① What are these gifts from ② How much are they 3. Practice Have students finish A on page 81 and check the answers. 4. Listening Listen to Simon and Millie’s conversation in B on page 81 and complete the table below. 5. Practice (1) Read the conversation of B on page 81 and pay attention to the expressions of reasons someone likes the gifts. (2) Make a conversation to talk about one’s favourite gift around the world. 6. Extended learning Encourage students to learn more about other countries’ money. 7. Sum up In this lesson, we have learned: (1) the symbol and the main unit of different countries’ money; (2) to talk about something special about popular gifts from different countries; (3) the basic function of money to buy and sell and have a good sense of considering money when paying. Homework: (Compulsory homework:) (1) Distinguish money from different countries with the pictures on Page 81, especially the symbols. (2) Talk about something special of your favourite gift around the world with your classmates. (Optional homework:) Search some more money in the world and share them with your friends. 二次备课
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课题 7A Unit7 Be wise with money Reading 1
课型 新授 课时 1
教学设计
教学目标 After the end of this lesson, students will be able to: Understand the structure and features of the text, summarize the general idea, and grasp factual information, such as the concepts and strategies of Simon's family's financial management (learning comprehension); Master the principles of balancing "necessity" and "desire", thinking and obtaining correct consumption (applied practice); Reasonably plan household living expenses for January 2025 (migration innovation).
重点难点 Teaching focus: 1. Obtain and organize the financial expenditure proportion and annual budget plan of Simon's family through reading. 2. Develop and describe personal and family financial management plans. Teaching difficulties: By comparing and analyzing the reasonableness of other people's family financial budgets, develop and describe one's own personal and family financial management plan.
教学流程 Step1. Lead-in Have students watch a video of Warren Buffet and discuss some relevant questions; T leads in the subject of this lesson: money and budget. And then introduce some relevant words and phrases 「Share, spend, save, budget, manage money, expensive…」 Step 2. Presentation (Pre-reading) Have the students skim the passage quickly and answer two following questions. In this way, the teacher can emphasize the importance of subtitles. What type of article is it What are they talking about Have the students read the conversation again, and locate the headings in the lines of the dialogue. Step 3. Presentation(While reading) Have students read for details about how Simon’s family spends money, and then answer 3 questions: What do they plan to buy What is the price Do they have enough money Why or why not After students have a general idea of the conversation, the teacher has students think about the following 2 questions: 1）How does mum feel when saying “I manage money well” 2）What is Simon’s attitude towards family money management 【The teacher can provide some options for students as hints.】 Have students read the conversation again and finish Part A on page 83. Guess the meaning “to save for a rainy day”. Step 4.practise ( Post-reading) In order to have a deeper understanding of money and budget, T can help students distinguish between “needs” and “wants”. And then have the students put different words into different categories. T emphasizes when making a budget, we should always check needs first. And then introduce one famous saying of Warren Buffet, “if you buy things you do not need, soon you will have to sell things you need.” Have students finish Part C on page 84. Have students compare Simon’s and John’s families, and answer the following question: What do Simon’s and John’s family both do when making a budget Have the students make a summary: How to make a budget Are there any important rules to follow Step 5. Production Have students make a family budget plan for Juanuary in 2025. Students should take New Year’s day and the Spring Festival into consideration. Meanwhile, they should also show their love and care to friends and family members. So we may prepare a big dinner, some gifts for our family, and a short trip can also be considered. 二次备课
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课题 7A Unit 7 Be wise with money Reading 2
课型 新授 课时 1
教学设计
教学目标 After the end of this lesson, students will be able to: 1. By comparing and analyzing the financial budgets of others' families, activating the memory of the previous class content in the student union, guiding them to think and discuss, and establishing a preliminary understanding of the core vocabulary expression in this class, laying a foundation for the next learning. 2. By studying key sentences and related vocabulary in the text, students are able to accurately develop and describe personal and family financial management plans, engage in meaningful conversations and expressions, thereby consolidating vocabulary and grammar knowledge and improving oral skills. 3. Develop a sense of participation and planning in personal and family finances, and use relevant discourse knowledge to describe and evaluate personal or family consumption plans and financial management methods
重点难点 1. By studying key sentences and related vocabulary in the text, students are able to accurately develop and describe personal and family financial management plans, engage in meaningful conversations and expressions, thereby consolidating vocabulary and grammar knowledge and improving oral skills. 2. Develop a sense of participation and planning in personal and family finances, and use relevant discourse knowledge to describe and evaluate personal or family consumption plans and financial management methods.
教学流程 Step1. Lead in Show Tan’s travel spending & My family spending for the National Holiday to students. Pay attention to the total money and money left. Do you think it is important to make a budget Possible answer: Yes. It can help manage money well. Step2: Part one (shopping plans) Yesterday we have learned Simon’s family budget.Do you still remember The conversation can be divided into two parts. Part one talks about their shopping plans. Who are they Where are they What are they going to buy Possible answers: Simon and his mom are planning to go shopping in the mall. It is across the street. Note: across用法 Possible answer: Simon wants to buy a new pair of shoes and his mom needs to buy a computer. It costs a lot of money. Note: a pair of, cost, expensive用法 Can they buy the things they want Possible answer: Yes, they can. Because they make plans for using money. They manage money well because they make a family budget. Note: manage用法 Step3: Part two (Simon’s family budget) According to the pile chart, we can see daily needs cost about 50 per cent of the budget. They need to cover the education first and have to pay for flat, car, food and other daily needs. Note: cover用法 They also spend about 30 per cent of the budget on special things like holidays. Holidays can be expensive. Note: 表示花费cost, pay for, spend, take的用法区别及练习 For Simon’s family, they leave about 20 per cent of the budget in their bank account. Do you know why Possible answer: They save money because money matters in every family. It is a good idea to save for a rainy day. Note: matter, save, per cent用法 Step4: Further thinking （pair work） Compare Tan’s, teacher’s and Simon’s spending, which one is better Can you give me some advice Possible answer: I think teacher should manage money well and make a family budget first in the future. Step5: Group work Share your pocket money budget with others. Try to use expressions we have learned as much as possible. Teacher sum up: be wise with money and get your money’s worth! 二次备课
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课题 7A Unit7 Be wise with money Grammar
课型 新授 课时 1
教学设计
教学目标 After this lesson, students will be able to: 1. By observing and exploring the semantic features and usage of some/any in discourse to discuss quantity, and using pictures and tables to explore the sentence structure characteristics and meanings of affirmative sentences, negative sentences, general questions, and their answers in the 'there be' sentence pattern. 2. In specific contexts such as shopping, use some/any to discuss the quantity of items and use the 'there be' sentence structure to discuss the existence of things. 3. Use grammar items to describe the importance and necessity of reasonable planning and use of pocket money through dialogue and other means.
重点难点 Teaching focus: 1. Obtain basic information about currency exhibitions through listening and discuss with each other the ways to obtain and dispose of personal New Year's money. 2. Use the language and cultural knowledge learned in this unit to complete an article introducing how to properly manage and use New Year's money. Teaching difficulties: Use the language and cultural knowledge acquired in this unit to complete an article introducing how to properly manage and use New Year's money.
教学流程 1. Lead-in Have a revision: What were Simon and his mum going to buy in the new mall 2. Presentation Present the picture on page 85 and read the conversation to learn the usage of some/any. (1) Ask and answer: What are they going to buy in the supermarket Some meat./ Some fruit and vegetables./ Some bananas. → We use some to talk about the amount of something. Some can be followed with both countable nouns and uncountable nouns. (2) Ask and answer: Do they need any other things What about salt They don’t have any drinks./ No.They don’t need any salt. → We use any to talk about the amount of something. Any can be followed with both countable nouns and uncountable nouns. (3) Compare and sum up Sentence 1: They need to buy some meat, fruit and vegetables. Sentence 2: Do they need any other things Sentence 3: They don’t have any drinks. → We often use some with positive sentences while often use any with negative sentences and questions. (4) Read and think ① Can we use some in any questions ② Can we use any in positive sentences → Tip on page 85: We can use some in questions when we are making offers or requests. We use it when we expect the answer to be “yes”. eg: Would you like some tea Can I have some oranges Why not / Why don’t you buy some milk What/ How about buying some drinks → We can use any in some positive sentences to refer to a person or thing of a particular type. eg: I can see you any time on Monday. If I can help in any way, let me know. 3. Practice (1) Complete A1 on page 85 with some and any. (2) Talk with your partner about what you usually do with your pocket money, using some and any. A: Excuse me, what do you usually do with your pocket money B: I usually use some pocket money to ... A: Do you often spend any on ... B: Yes, I often spend some on ... / No, I don’t spend any on ... A: What else do you want to do with the rest of your money B: I may save some ... 4. Presentation Look at the picture of B on page 86 and learn the usage of there be. (1) Ask and answer: What can you see on the table There is a watermelon. / There is some milk. / There are some carrots. → Positive sentence: There is / are ... We can use is before a singular noun or an uncountable noun. We use are before a plural noun. (2) Ask and answer: Do they buy any bread / Do they buy any oranges No. There isn’t any bread./ No. There aren’t any oranges. → Negative sentence: There isn’t / aren’t ... (3) Ask and answer: Is there any juice on the table / Are there any snacks on the table Yes, there is./ No, there aren’t. → Yes-no question: Is there ... / Are there ... Answer: Yes, there is/are. No, there isn’t/aren’t. (4) Consolidation: Positive sentence: There is ... / There are ... Negative sentence：There isn’t ... /There aren’t ... Yes-no question: Is there ... / Are there ... Answer: Yes, there is/are. No, there isn’t/aren’t. 5. Practice (1) Complete B1 on page 86 and check the answers. (2) Talk about things in shops or supermarkets around the home or school, using there be, some or any. 6. Sum up In this lesson, we have learned: (1) the usage of some/any, and to use them to talk about the amount of something, especially in money management. (2) the usage of there be, and to use it to show something exits. 二次备课
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课题 7A Unit 7 Be wise with money Pronunciation
课型 新授 课时 1
教学设计
教学目标 After this lesson, students will be able to: 1. By listening to recordings and verbally imitating, perceive the different pronunciation rules of consonant letter combinations at the beginning and end of words. 2. Use pronunciation rules to correctly distinguish and read new words and sentences, internalize phonetic knowledge, and deepen understanding and consolidation of consonant letter combination pronunciation rules. 3. Use vocabulary and sentences containing consonant letter combinations to accurately express and communicate in topics such as shopping, and cultivate a good consumption concept.
重难点 Teaching focus: 1. Distinguish and read new words and sentences aloud, internalize phonetic knowledge, deepen understanding and consolidation of consonant letter combination pronunciation rules. 2. Use vocabulary and sentences containing consonant letter combinations to accurately express and communicate on topics such as shopping. Teaching difficulties: Accurately express and communicate on topics such as shopping by comprehensively using vocabulary and sentences containing consonant letter combinations
教学流程 1. Presentation (1) Read Kitty’s and Daniel’s shopping plans to find consonant groups at the beginning of the words. ① Kitty’s school will have a fashion show, so she wants to buy a blue blouse to make herself slim. ② Simon wants to buy a new model plane. Because he can’t repair the old one with some glue. And he wants to fly the new one with his classmates on the playground. blue, blouse, slim, plan, glue, fly, classmates, playground → Notes: /b/, /p/, /g/ , /f/ , /k/, /s/ + /l/ (在词首) (2) Read a poem and focus on the pronunciation of the consonant groups. I don’t want to be slim. I love green food most. I want to lie on the grass freely. I want to wear pretty clothes. I play basketball with friends after breakfast. I won’t cry if I’m hungry. green, grass, freely, pretty, breakfast, cry → Notes:/g/, /p/, /b/, /k/, /f/ +/r/ (在词首) (3) Read the sentence and focus on the pronunciation of the consonant groups. A small snake wears a big smile on a snowy day. small, snake, smile, snowy → Notes: /s/ + /m/, /n/, /k/, /p/, /t/ (在词首) Tip: 当辅音/s/加清辅音/p/, /t/, /k/时，发成相应的浊辅音/b/, /d/, /g/。 (4) Read the sentences and focus on the pronunciation of the consonant groups. Look at the screen. There are some small stars in the sky. It seems that they want to speak to the twenty people in the street. screen, street → Notes: /s/ + /k/, /p/, /t/ + /r/(在词首) Tip: 词首三个辅音组合在口语中的读音技巧: 在发音时，第一个摩擦音/s/读得短而轻，第二个爆破/r/同时进行完成发音。三个辅音之间不能加元音。 (5) Read the sentence and focus on the pronunciation of the consonant groups. Be quiet. There are twenty sweets on the table. quiet, twenty, sweets → Notes: /k/, /s/, /t/ + /w/(在词首) 2. Practice Listen to the tape and read after it about the consonant groups at the beginning of the words on page 87. 3. Presentation (1) Read sentences and focus on consonant groups at the end of the words. My uncle likes purple. He likes eating noodles with vegetables. He puts an apple near a little pencil on the table. He wants to draw a circle on the apple. uncle, purple, noodle,vegetable, apple, little, pencil, table, circle → Notes: /b/, /p/, /k/, /d/, /t/, /s/ + /l/ (在词尾) (2) Read the sentence and focus on the pronunciation of the consonant groups. My seven-year-old cousin often listens to music in the garden. seven, cousin, often, listen, garden → Notes: /v/, /z/, /f/, /s/, /d/ + /n/ (在词尾) 4. Practice Listen to the tape and read after it about the consonant groups at the end of the words on page 87. 5. Consolidation (1) Read and find out: Which stands in a wrong line Line 1 Line 2 Line 3 Line 4 blue plan glue uncle black people glad noodle table plane glass class blouse please giggle little (2) Complete A on page 87 and make some sentences with the given pictures and descriptions and use more consonant groups. eg: a flock of little birds → When the winter comes, a flock of little birds will fly to the south to stay away from the frozen north. (3) Listen to the tape and practise saying the sentences of B on page 87. 6. Sum up In this lesson, we have learned: (1) the rules of some consonant groups at the beginning of a word; (2) the rules of some consonant groups at the end of the a word; (3) to distinguish and read consonant groups correctly. Homework: (Compulsory homework:) (1) Practise reading the consonant groups and saying sentences on page 87. (2) Some exercises on Students’ Worksheet. (3) Preview Integration on page 88. (Optional homework:) Search online for more sentences with consonant groups and try to practise reading them by yourselves. 二次备课
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课题 7AUnit 7 Be wise with money Integration 1
课型 新授 课时 1
教学设计
教学目标 After the end of this lesson, students will be able to: 1. Understand the different forms of currency and changes in payment methods from ancient times to the present; 2. Use audio to obtain basic information about currency exhibitions and further understand the role of currency; 3. Through group collaboration, discuss the ways in which individuals obtain and dispose of their lucky money, and explore how to reasonably manage their lucky money；
重难点 Teaching focus: 1. Obtain basic information about currency exhibitions through listening and discuss with each other the ways to obtain and dispose of personal New Year's money. 2. Use the language and cultural knowledge learned in this unit to complete an article introducing how to properly manage and use New Year's money. Teaching difficulties: Use the language and cultural knowledge acquired in this unit to complete an article introducing how to properly manage and use New Year's money.
教学流程 Lead in Free talk Q: What kind of money do you see in this short video T: Here’s a short video about the history of money, let’s have a look and please tell what kind of money you see. Pre-listening Q1: What are they doing in these pictures Q2: How do you know that T summarizes a tip while reading pictures, look closely at the details in the image and read the text to better understand the message. Q3: How many ways to pay are there T guides students to pay attention to the history of money and different payment ways, which suggests that there are the four payment ways showed in the pictures. How to predict Before listening, T encourages Ss to predict possible information needed in each blank. Post-listening What kind of money do they see Which country is the first to use paper money T guides Ss to find some details about the money show. Fun fact about money T shows a short video about lucky money and asks a question. Q: Why do we get lucky money from the elders Listen and answer (Part C) T designs some questions for students for students to strenghten their listening skills. Read and think Q: Why does Daniel say “of course” T guides the students to pay attention to the oral expressions in the conversation in order to learn about useful speaking skills. Q: What other words do you know about “of course” Words and expressions are important in daily conversation. Further thinking Q: Why does Millie say that she usually saves her lucky money Group work-make a conversation 二次备课
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课题 7AUnit 7 Be wise with money Integration 2
课型 新授 课时 1
教学设计
教学目标 Through the study of this section, students can: 1. Understand the different forms of currency and changes in payment methods from ancient times to the present; 2. Through group collaboration, discuss the ways to obtain and dispose of personal New Year's money, and explore how to reasonably dispose of it; Naturalization article framework 3. By using questionnaires and text analysis, construct an article framework and comprehensively apply the vocabulary and discourse knowledge learned in this unit to complete a written expression introducing how to use one's New Year's money
重难点 1. Through group collaboration, discuss the ways to obtain and dispose of personal New Year's money, and explore how to reasonably dispose of it; Naturalization article framework 2. Build an article framework through questionnaires and text analysis, and comprehensively apply the vocabulary and discourse knowledge learned in this unit to complete a written expression introducing how to use one's New Year's money
教学流程 Step 1 Lead-in Students watch a video related to the Spring Festival to acquire knowledge of its relevant customs and introduce the key word of this lesson - lucky money. Step 2 Pre-writing Activity 1: Complete the survey on lucky money. Students compare the questionnaire with the sample essay and find the question corresponding to each paragraph of the sample essay Then,students summarize the general idea of each paragraph and analyze the structure of the passage. Make a detailed analysis of the sample essay Para1:Q:Do you know why we get lucky money at the Spring Festival Para2:Analyze the logic of the paragraph and teach writing skills Tip:1When we write, we can use frequency adverbs to enhance the logic of the article. Tip2：action+reason further thinking：Will you save money Why ？ Para3.Q:Do you have a budget If you do,how do you make the budget Step 3 While-writing 1.The teacher guides the students to make an outline of the essay, and at the end provides tables about structure, content, and useful expressions The teacher provides self-evaluation criteria for the composition Step 4 Post-writing Assessment： Step 5 Homework Must do: 1. Memorize the writing skills; 2. Complete your article and polish it; 3. Exchange your article with your classmates and make it better. Choose to do: 1.Read articles about money culture to broaden your horizons. 2. After class, learn about family money planning from your parents and then plan your own lucky money. 二次备课
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课题 7AUnit 7 Be wise with money Assessment and Further study
课型 新授 课时 1
教学设计
教学目标 1. Knowledge objectives (1) Master the key vocabulary and phrases of this unit, such as budget, save, spend, earn, wise, manage, etc. (2) Understand the content of the article and master some financial advice and methods. (3) Be able to apply the knowledge learned to write a short article on how to manage pocket money wisely. 2. Ability objectives (1) Improve students' reading comprehension ability and enable them to quickly and accurately obtain key information from articles. (2) Develop students' writing ability to express their viewpoints and ideas clearly in English. (3) Enhance students' comprehensive language proficiency, enabling them to apply their learned knowledge in practical situations for communication and expression. 3. Emotional goals (1) Guide students to establish a correct view of money and values, understand how to cherish money, and plan and use money reasonably. (2) Cultivate students' financial awareness and ability, and teach them how to manage their pocket money wisely. (3) Stimulate students' interest and enthusiasm in learning, and improve their ability to learn independently and collaboratively.
重难点 Teaching focus (1) Master the key vocabulary and phrases of this unit, and understand the content of the reading article. (2) Be able to apply the knowledge learned to write a short article on how to manage pocket money wisely. Teaching difficulties (1) How to guide students to use the vocabulary and expression methods they have learned in writing to clearly express their views and ideas. (2) How to cultivate students' financial awareness and ability, so that they truly understand the importance of managing money wisely.
教学流程 Step 1: Warm up by having a brief conversation with students about money topics to begin the class. Ask them questions such as' Do you have pocket money How do you spend it '. This will help activate their existing knowledge and engage them in the topic. Step 2: Vocabulary assessment Vocabulary review and testing: Teachers may check students' mastery of vocabulary related to the topic of the lesson (such as money) through questioning, dictation, fill in the blank, and other methods. For example, write the English spelling or Chinese definitions of words such as "pocket money", "spend", and "save". Vocabulary usage assessment: Provide some sentences or situations for students to choose appropriate vocabulary to fill in the blanks or make sentences, in order to evaluate whether students can correctly use these vocabulary. For example, "I want to ____ some money to buy a new toy. ）”Ask students to fill in the blanks with vocabulary such as "save" or "spend" and explain the reasons. Step 3: Grammar Assessment In this step, students' mastery of grammar knowledge related to the current teaching content is usually tested and evaluated. The specific approach may be as follows: Review and questioning of grammar knowledge The teacher will ask questions about grammar points that have been previously learned and are closely related to the theme of this unit (which may be related to topics such as money). For example, if it comes to the use of the present tense in describing daily spending and saving habits, the teacher may ask, "When you get your pocket money, what do you usually do ）”To test whether students can correctly use the general present tense sentence structure (subject+verb form/third person singular form of verb) to answer questions, such as "I usually save some of it. ）”He usually spends it on toys. ）” II. Grammar Practice and Error Correction Assign some targeted grammar exercises, which can take the form of written fill in the blank, multiple-choice, sentence rewriting, etc. For example: "She buys a new dress every month with her pocket money. ）”Ask students to fill in the correct verb form based on the context of the sentence (here 'buys' should be filled in, and the usage of the third person singular in the present tense should be examined). After students complete the exercises, carefully check their answers, provide detailed explanations and corrections for grammar errors that occur, help students clarify the reasons for errors and apply correct grammar rules, and strengthen their understanding and mastery of grammar knowledge. Evaluation of the Application of Grammar in Context Provide some short passages or dialogue paragraphs related to real-life scenarios, including intentionally set grammar errors, for students to identify and correct these errors, while explaining the reasons for the errors and how correct grammar should be applied. For example, a conversation about how to manage pocket money: A: I usually save my money in the bank. What about you B: I spend them on snakes most of the time. Let students identify the usage errors of "them" (where "it" should refer to uncountable "money"), and be able to correctly explain the reasons and apply relevant grammar knowledge to rewrite sentences. In this way, students are evaluated for their ability to accurately apply grammar knowledge in specific contexts to express meaning accurately. Step 4: Reading Assessment In this step, the main purpose is to test and evaluate students' reading ability and understanding of relevant reading materials. The specific operation is usually as follows: Preparation of reading materials Teachers will select reading materials related to the theme of this lesson, such as an article on how different people manage their finances, the use of pocket money by teenagers, changes in the price of certain commodities, etc., if teaching is focused on the theme of "money". The difficulty of the material will be adapted according to the actual English level of the students, ensuring that it is both challenging and understandable to most students after effort. Reading task assignment 1. Detail comprehension question: After reading the material, students are required to answer some questions about the specific details of the article. For example, in response to the article about the use of pocket money by teenagers mentioned above, one may ask: "How much pocket money does the main character get each month ）”Or 'Where does the boy usually spend his pocket money ' ）”Wait, in order to test whether students can accurately obtain specific information from the text. 2. Main idea question: Have students summarize the central idea or main content of the reading material. For example, asking: "What is the main idea of this article ）”Encourage students to extract their core ideas after reading the entire article, such as' It's about different ways for managers to use their pocket money. '. ）” 3. Reasoning and True/False Questions: Assign some questions that require students to reason and make judgments based on the information provided in the article. For example, “From the article, we can infer that the author thinks...（ From the article, we can infer that the author believes... "or" What might happen next according to the text ）”This type of question aims to test students' deep understanding of the article and their logical reasoning ability. Observation of Reading Skills During the reading process of students, teachers will pay attention to observing the reading skills they use, such as whether they can use skimming to quickly skim through article titles, subheadings, first and last paragraphs to gain a preliminary understanding of the general content of the article; Will you use scanning techniques to quickly locate key information related to the problem in the text; And whether they will try to guess the meaning of unfamiliar words through context when encountering them. By observing the application of these reading skills, teachers can further understand students' reading habits and ability levels, and provide targeted guidance in subsequent teaching. Step 5: Writing Assessment Writing task assignment Assign writing tasks to students based on the theme of money in this lesson. For example, students are required to write a short article describing their pocket money management plan, or to share an unforgettable shopping experience, including the reasons for purchasing items, prices, payment methods, etc., so that the writing is closely related to money related topics Step 6: Feedback and Summary 1. Review the answers to all assessment tasks and provide feedback to students. Highlight common errors and explain the correct answers. 2. Summarize the key points of this unit again and emphasize the importance of wise financial management. Step 7: Assign some additional exercises or have students read an article about financial management and write a summary. 二次备课
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