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课题 Unit 7 How much are these socks 听说能力培养——询问及回答商品价格
学习目标
By the end of this lesson, you will be able to: 1. identify clothing and colors and spell the words of their names correctly; 2. get specific information while listening; 3. talk about clothing and ask about prices.
课前学习任务
Preview the new words in Unit 7.
课上学习任务
【学习任务一】Lily goes to Mr. Black’s Store. 1. She tries to write down the clothing. ★ Accessories: ★ Tops: ★ Bottoms: ★ Shoes and Socks 2. She hears a girl wants to buy… (Listen and circle the things you hear.)
socks sweater trousers T-shirt bag shoes shorts hat jacket skirt
(
How much is the / this / th
at…
It
is /
It’s
…
) (
How much are the / these / thos
e…
They are / They’re… dollars.
) 3. She hears the prices, too. (Listen and write down the prices beside the names of the clothes.) 【学习任务二】Tomand I go to Ms. Color’s Store. 1. We see clothes in different colors. (Please write down the colors.) _________ _________ _________ _________ _________ _________ _________ _________ _________ _________
2. We hear students like... (Listen and circle the things you hear) 3. We also hear the prices. (Listen and write down the prices in the pictures above.) 4. We check the prices and make a list. ClothingPricebig purple hat$5brown sweater$8green T-shirt$7
ClothingPricered shorts$6black trousers$9blue and yellow socks$2
【学习任务三】Mary goes to Miss Nice’s Store. 1.A shopping guide walks to her. (Listen and answer the questions.) . What does she buy . How much money does she spend 2. Mary learns to talk about the goods.
★ Start a conversation. ★ Develop a conversation. ★ End a conversation.
【学习任务四】We meet and make a summary. Students want to buy , , , , , . Students may like , , . Prices are different. , , .
Shop assistants always say…
【学习任务五】We discuss the mode of payment. We decide to use and . 【学习任务六】We try to practice shopping. W: Can I help you M: Yes, please. I need . W: Ok. What color do you want M: . W: How about M: It looks nice. How much …
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Unit 7 Section A 1a-2e课题 Unit 7 How much are the socks Period 6 “商品价格 ”主题下的单元 复习
指导教师 朱莹 清华大学附属中学
教学目标
教学目标： By the end of the lesson, the students will be able to 1. introduce about clothing; 2. make up conversations to sell things; 3. read an ad aloud correctly and fluently. 教学重点： 通过各项培训测试，能够熟练运用基本句型介绍售卖的衣物。 教学难点： 在真实场景中准确、熟练运用购物交际用语（例如：Sorry, it’s sold out. ）。
教学过程
时间 教学环节 主要师生活动
15 mins 1. Review and use Teacher ’s activities: The teacher asks students to memorize basic information of clothes and do tests to check whether they can communicate with
correct language to talk about clothing others successfully when shopping. Instruction: Do you have a good memory To be a good salesperson, we need to remember althe information of our clothes. So first, let’s memorize information. Student’s activities: Students try to memorize as much information as they can and use learnt expressions to do tests, like answering questions, describing pictures and making up conversations. For instance, they need to complete a dialog between a salesperson and ashopper, which can check their language use.
6 mins 2. Make a video of their ad step by step Teacher ’s activities: 1. The teacher guides students to choose one music as the background music for the ad. Instruction: As for the music, we need an exciting and beautiful one. Here are three pieces of music, let’s choose one together. 2. The teacher asks students to practice reading the ad with emotions. Instruction: Then, we need to practice reading our ad. We need to read it with emotions and try our best to atract others. 3. The teacher guides students to choose one picture as the cover for the video. Instruction: The last step, choose a beautiful picture for our ad. Student’s activities:
1. Students listen to three pieces of music and choose one as the background music for the ad. 2. Students practice reading the ad with emotions. 3. Students choose one among three pictures as the cover for the video.课题 Unit 7 How much are the socks Period 4 “商品价格 ”主题下的补充 阅读
教学目标
教学目标： By the end of the lesson, the students will be able to 1. get the main idea by skimming subtitles; 2. find the topic sentence of a paragraph; 3. use information learned in the article to solve problems. 教学重点： 通过浏览小标题来快速获取信息，猜测各部分主要内容。 教学难点： 基于小标题和对文本的理解找出各部分主题句。
教学过程
时间 教学环节 主要师生活动
10 mins 1. Read an article Teacher ’s activities: 1.The teacher asks students to read and find out the subtitles in the article by skimming.
and try to get useful informatio n from it Instruction: Okay, first let’s find out how many subtitles are there in this article. 2. Then, the teacher guides students to find out the useful parts to read for details by predicting the main idea with the help of subtitles. Instruction: We need to learn how to atract shoppers. So please read the subtitles and guess which parts can be useful to us. 3. Next, the teacher guides students to read and find out the topic sentence of each part to get the key information. Instruction: Now, let’s find more details in each part. Please read and try to find out the topic sentence in each part. 4. Last, the teacher asks students to read for useful information on how to attract shoppers by analyzing each part carefully. Instruction: Wel, now, we have found out the key information in each part. But what can we get from these parts to atract more shoppers Let’s read and analyze these four parts carefuly. Student’s activities: 1. Students first read and find out the subtitles in the article by skimming. 2.Then, students try to find out the useful parts to read for
details by predicting the main idea with the help of subtitles. For instance, “Think over the ofers ofers can be something selers should know. 3. Next, students read for the key information of each part by finding out the topic sentence. 4. Last, students read and analyze those four parts carefully to get useful information on how to attract shoppers. For instance, from “Think over the ofers students can learn that special ofers can atract more students to buy things.
8 mins 2. Think up ways to attract shoppers based on informatio n in the article. Teacher ’s activities: 1. The teacher guides students to use what they get from the article to try to attract their schoolmates at the stall sale. Instruction: With these above, what can we do next How can we use these in ourseling 2. The teacher guides students to think and decide ways to attract shoppers. Student’s activities: Students think up ways to attract their schoolmates at the stall sale based on what they learnt from the article. For instance, students may plan to play popular songs of some idols so that their fans wilcome and buy clothes.
2 mins 3. Summariz Teacher ’s activities: The teacher guides students to review what will attract
e things and ways to attract shoppers shoppers and ways they choose to attract their schoolmates. Student’s activities: Students review what they learnt from the article and how they plan to do to attract their schoolmates.Unit 7 How much are these socks (第三课时)教学设计
课题 Unit 7 How much are these socks 阅读能力培养——提取并分析广告信息
指导教师 朱莹 清华大学附属中学
教学目标
教学目标：By the end of this lesson, students will be able to 1. get specific information from ads and summarize elements that attract shoppers in ads; 2. analyze the language features of ads. 教学重点：Students can analyze and summarize the language features of ads. 教学难点：Students summarize elements that attract shoppers in ads.
教学过程
时间 教学环节 主要师生活动
1 min Lead in Teacher’s activities: The teacher encourages students to think about what attracts shoppers and assign students another market research task. Students’ activities: Students discuss and think about what attract shoppers.
8 mins We go to Mr. Cool’s Store. Teacher’s activities: 1. The teacher plays the recording and asks students to answer the questions. 2. The teacher plays the recording again and ask students to read after it. 3. The teacher guides students to think about and summarize what shoppers care about while shopping. Instructions: From the sentences, “Oh, I like these socks. ”
“Oh, no. I don’t like red.” We know likes is the most important element. If shoppers don’t like the clothes, they won’t have a simple look at the good. Students’ activities: 1. Students listen to the recording and answer the questions. 2. Student listen and read after the recording. 3. Students try to find out what shoppers care about while shopping.
4 mins We notice something outside Mr. Cool’s. Teacher’s activities: 1. The teacher asks students to read a short passage and tell what it is. 2. The teacher asks students to read the ad again and try to figure out what may attract shoppers 3. The teacher leads students to work out the elements that attract shoppers in the ad. Instructions: After reading the ad, it strikes us that it might be a good idea to make an ad for our stall. Let read the ad again and find out what we can learnfrom the ad. Students’ activities: 1. Students read the passage and tell what it is. 2. Students read the passage again and think about what attracts shoppers in the ad 3. Students analyze the elements with the teacher’s guidance. For example, we can see a lot of numbers and before the numbers we have the word only, which tells us the prices are very low here. Besides, we see there are different kinds of clothes mentioned in the ad, which tells us that the store has most of the things we need …
10 mins An ad from Mr. Blue’s attracts us most. Teacher’s activities: 1. The teacher guides students to discuss and summarize what attracts them most in the ad. Instructions: Ok. Let work together tofind out what attracts us in the ad. The first thing that catches our eyes are the numbers. …only $13, only $15, only $20... 2. The teacher guides students to discuss and summarize the language features of the ad. Instructions: On the other hand, the language in the ad is quite interesting. We notice there are sentences like “Do you like … ” “Do you need … ” “How much is/ are … ” Why do
ads employ questions Very good. To draw shoppers ’ attention. Students’ activities: 1. Students first think independently about how the ad attracts them. Then, they discuss and exchange ideas with their group members. In the end, they share and summarize what attracts them in the ad. 2. Students first think over how the language attracts them and have a discussion with their member. Then, they tell the class what they find out. In the end, they summarize the language features of ads with the instructions from the teacher.
1 min We find out how to attract shoppers. Teacher’s activities: The teacher guides students to summarize what they have learned in the class. Instructions: Now, we have a clear idea of how to attract shoppers. One way is to make an ad. And in our ad, on one hand, we should include some important elements like … On the other hand, we shouldpay attention to the language features of ads. We can employ …Hope we can make an attractive ad. Students’ activities: Students summarize what they have learned and write down the points on their handouts.Unit 7 How much are these socks (第一课时)教学设计
课题 Unit 7 How much are these socks 听说能力培养——询问及回答商品价格
教学目标
教学目标：By the end of this lesson, students will be able to 1. identify clothing and colors and spell the words of their names correctly; 2. get specific information while listening; 3. talk about clothing and ask about prices. 教学重点：Students can talk about clothing and ask about prices correctly. 教学难点：Students make a conversation to ask about prices politely.
教学过程
时间 教学环节 主要师生活动
1 min Lead in the topic Teacher ’s activities: The teacher announces the opening of the English Festival-Model Market, and informs students that the class is going to sell clothes. Instructions: How can we get prepared for the Model Market Student’s activities: Students think about how to make preparations.
8 mins Lily goes to Mr. Black’s Store. Teacher ’s activities: 1. The teacher shows a picture and asks students to tell what clothes Lily sees in Mr. Black’s Store. Instructions: First, let find out what Lily gets in Mr. Black
Store. In the store, she sees different clothes. For accessories (配饰), she sees … 2. The teacher reads the names of the clothes and asks students to read after her and write down the words. 3. The teacher plays the recording and asks students to circle the names of the clothes they hear. 4. The teacher plays the recording again and asks students to write down the prices beside the names of the clothes. 5. The teacher asks about the prices of the clothes with the sentence structure How much … Student’s activities: 1. Students look at the picture and try to tell the clothes they see. For accessories (配饰), she sees … 2. Students read after the teacher and try to remember both the pronunciations and spellings of the names of the clothes. 3. Students listen carefully to the recording and circle the names of clothes they hear. 4. Students listen carefully and write down the prices beside the names of the clothes. 5. Students answer the prices with the sentence structure It ... / They’re …
8 mins Tom and I go to Ms. Color’s Store. Teacher ’s activities: 1. The teacher shows the clothes in different colors and asks students to tell the colors. 2. The teacher reads the colors and students read after the teacher. 3. The teacher plays the recording and asks students to circle the clothes they hear and write down their prices on the price tags. 4. The teacher guides students to ask about and answer the prices according to the list. Instructions: Shoppers often use How much … to ask about prices. I ask about the prices and Tom answers the prices. Can you be Tom and make conversations with me Student’s activities: 1. Students look at the pictures and tell the colors one by one. 2. Students read the colors and try to remember both the pronunciations and spellings of colors.
3. Students listen carefully to circle the clothes they hear and write down the prices on the price tags. 4. Students ask about and answer prices according to the list. For instance, How much is the big purple hat It 5 dollars.
5 mins Mary goes to Miss Nice’s Store. Teacher ’s activities: 1. The teacher plays the recording and asks students to answer the questions. 2. The teacher guides students to summarize how to make up a conversation while shopping. Instructions: Form the conversation, Mary learns to talk about goods. To start a conversation, we can say … Student’s activities: 1. Students listen carefully to the recording and answer the questions. 2. Students think and learn how to make up a conversation while shopping.
1 min We make a summary. Teacher ’s activities: The teacher guides students to summarize what they have learned. Instructions: After the separate researches, we meet and make a summary. Student shoppers want to buy … They may like … Student’s activities: Students recall and review what they have learned according to the teacher’s instructions.
1 min We discuss the mode of payment. Teacher ’s activities: The teacher shows the three modes of e-payments and ask students to discuss what kind of payment they want to choose. Instructions: There are three kinds of e-payments we can choose from, UnionPay, WeChat Pay and Alipay. And for UnionPay, we can either use bank card or credit card. Which will you choose Student’s activities: Students discuss and decide on the mode of payment.
1 min We try to practice shopping. Teacher ’s activities: The teacher encourages students to role-play the conversation.
Instructions: In the end, We try to practice shopping. Can you find a partner to practice this conversation One is Woman, W. The other one is Me, M. Try to complete the conversation and add more to make it longer. For example, we can do it just like this. Student’s activities: Students find a partner and practice the conversation.Unit 7 How much are these socks (第二课时)教学设计
课题 Unit 7 How much are these socks 情境中的语法学习——关联数字与价格
教学目标
教学目标：By the end of this lesson, students will be able to 1. pronounce and spell numbers from one to thirty-one; 2. make up conversations to ask about prices with the proper language. 教学重点：Students can ask about prices with the proper language. 教学难点：Students pronounce and spell numbers from one to thirty-one correctly.
教学过程
时间 教学环节 主要师生活动
5 mins We have a discussion. Teacher ’s activities: 1. The teacher guides students to recall and review names of clothes according to their classification. 2. The teacher shows pictures of colors and asks students to review and write down the colors. 3. The teacher shows pictures and teaches students words of sizes. 4. The teacher shows students the research notes from the previous class to help students recall the relevant language points of clothes, color and prices. Students’ activities: 1. Students review and write down the names of clothes on their handouts. 2. Students review and write down colors on their handouts. 3. Students learn to tell the sizes of the clothes.
4. Students review the research notes think about what they should order.
2 mins Lily makes a list of things to buy. Teacher ’s activities: The teacher shows the list and ask students to remember the goods they are to order. Instructions: In the end, we decide to order clothes that are popular among student shoppers. We will order purple and black hats … For size, we will mainly order small, medium and large items. Students’ activities: Students remember the goods they are to order.
3 mins Tom and Mary go to order clothes. Teacher ’s activities: 1. The teacher guides students to recall and summarize what shop assistants always say while serving shoppers. 2. The teacher guides students to recall and summarize what shoppers always say while shopping. Students’ activities: 1. Students recall what shop assistants always say while serving shoppers. 2. Students recall what shoppers always say while shopping.
5 mins Tom and Mary tells me prices when they come back. Teacher ’s activities: 1. The teacher plays the recording and asks students to write down the numbers they hear. 2. The teacher guides students to ask about and answer prices by using the sentence structures How much … and It / They’re … 3. The teacher shows students a list and leads them to practice saying the numbers and talking about prices. 4. The teacher shows another list and encourages students to ask about and answer prices correctly. Students’ activities: 1. Students listen and write down the numbers they hear. 2. Students ask about and answer prices by using the sentence structures How much … and It/ They’re … 3. Students review the numbers and meanwhile practice talking about prices. 4. Students practice asking about and answering prices according to the list.
2 mins We fix prices for our goods. Teacher ’s activities: The teacher shows students a new list and asks them to practice fixing the prices.
Students’ activities: Students find a partner to practice fixing the prices.
5 min This is our order list. Teacher ’s activities: 1. The teacher shows the order list and guides them to review what they’ve learned. Instructions: Do you agree on the prices Ifyes, please try to practice asking about and answering the prices. If not, pleasefind another partner tofix the prices again. 2. The teacher shows the order list and guides students to practice asking about prices, talking about clothes and making up conversations to sell clothes. Instructions: Our classmates are excited to know that we have an order list. They are eager to remember the information on the list. Students’ activities: 1. Students review what they have learned and think about whether they agree on the prices. If yes, they practice asking about and answering prices again. If not, they practice fixing the prices. 2. Students find partners to practice asking about prices and talking about clothes, and making up conversations to sell clothes. For example, we can make up conversations like this. Can I help you Yes, please. I need a sweater. What color do you want Brown. What size do you want Medium, please. How about this one 课题 Unit 7 How much are the socks Period 5 以读促写——撰写商业广 告
教学目标
教学目标： By the end of the lesson, the students will be able to 1. make an outline for a clothing ad; 2. write about clothes on sale based on the outline and add a catchy slogan to make ads attractive. 教学重点： 通过学习其他广告范例，撰写自己摊位的广告。 教学难点： 基于广告的语言特点，修改润色自己的广告。
教学过程
时间 教学环节 主要师生活动
10 mins 1. Learn how to Teacher ’s activities: 1.The teacher guides students to read two ads and find out the elements a clothing ad should have first.
write a clothing ad from two ads Instruction: Before we write something, we need to know what we can write and its structure. Now let’s read them again and find out what we need to write in our ad. 2. Then, the teacher asks students to find out the structure of a clothing ad, by reading and analyzing the same two ads. Instruction: However, how can we put them together How to develop a clothing ad Let’s find out the answer in these two ads. 3. Last, the teacher helps students to review the language features of clothing ads with some examples. Instruction: With a clear structure, we now need to focus on our language. Do you remember the features of the language in ads Let’s review together. Student’s activities: 1. Students first read and analyze two ads to find out the elements a clothing ad should have. For instance, words like ‘purple, black’ in Mr. Cool’sad show us we should write about colors of clothes in our ad. 2.Then, students try to find out the structure of a clothing ad, by reading and analyzing the same two ads. For instance, “Do you need trousers this is the beginning of Mr. Cool’sad. 3. Last, students review the language features of clothing
ads with some examples. For instance, imperative sentences like “Come and buy your clothes… ” are commonly used at the beginning of a clothing ad.
7 mins 2. Write our own ad step by step Teacher ’s activities: 1. The teacher guides students to write an outline for the later ad writing. Instruction: After learning from other clothing ads. Now let’s write our own ad together. First, we need to write an outline for the ad. 2. The teacher guides students to try writing each point in details with various sentence structures and examples, based on the outline. Student’s activities: Students try to write the outline and each point with the help of sentence structures and example. For instance, they use diferent expressions to describe three kinds of clothes we plan to sel.
6 mins 3. Revise the ad to make it better Teacher ’s activities: 1. The teacher asks students to put each part together and revise it for time. 2. Then, the teacher guides students to read and learn from the version teacher revises. Student’s activities: 1. Students simply put each part together and then revise it by deleting useless sentences.
2. Students learn from the version teacher revises by reading and analyzing its language.
2 mins 4. Summariz e how to write an ad Teacher ’s activities: The teacher leads students to review the structure and features of ad writing. Student’s activities: Students review the structure and features of ad writing.

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