资源简介

Unit 7 How much are these socks 2e & Grammar focus-3c （教学设计）
教材分析 What：The text is a dialogue between Mary( a customer) and a woman ( a saleswoman). It is mainly about that Mary wants to buy a sweater for school. Why：The dialogue provides context for grammar learning of “How much” question which can help students deepen their understanding of how to take about the price of clothes. At the same time, Ss establish a correct consumption concept. How：The context talks about some clothes which provide a good review of clothes words. At the same time, it includes some language point such as “Can I help you ”, “Here are you are.” and “I’ll take it.” which can help Ss learn them in a context.
教学目标 By the end of this lesson, students will be able to: 语言能力：(1) have key vocabulary :woman, need, look, pair, take，need, look, pair, take have key sentence patterns: A: How much is this T-shirt B: It’s seven dollars. A: How much are these socks B: They’re two dollars. (3) master rules for pluralizing countable nouns. 2. 学习能力: learn how to use “How much” sentence structure to talk about the price of goods and actively cooperate with classmates to participate in dialogue exercises in part 3c to improve Ss’ listening and speaking ability. 3. 文化意识： realize how to have a polite and decent conversation with a salesman in English in real life and establish a correct consumption concept. 4. 思维品质： find out how much sentence structure of interrogative sentences and their answers can be summarized, and exercise our ability of observation and discrimination through careful observation and comparison.
教学重与 难点 Teaching important points: (1) have key vocabulary :woman, need, look, pair, take，need, look, pair, take have key sentence patterns: A: How much is this T-shirt B: It’s seven dollars. A: How much are these socks B: They’re two dollars. (3) master rules for pluralizing countable nouns. Predicted parts of difficult points: learn how to use “How much” sentence structure to talk about the price of goods and actively cooperate with classmates to participate in dialogue exercises in part 3c to improve Ss’ listening and speaking ability.
教学资源 Textbook, multimedia courseware, blackboard, and chalk.
教学方法 1. Communicative teaching method 2. Activity-based approach to English learning
教学步骤
Steps Teacher Activity Student Activity Purpose
Lead in (3’)
Step 1 T greets students. Then T invites students to play a game of puzzles to review the words that have been learned in last class. Ss play a game of puzzles to review the words. The form of game can arose students’ scheme and create an active classroom atmosphere.
效果评价 学生是否能认真并且无误的回忆所学的新单词。
Presentation (15’)
Step 2 T asks Ss to look at the picture and answer these two questions: >Who are they > What are they doing？ Ss look at the picture and answer questions. It can practice the ability of viewing and prediction.
Step 3 T asks Ss to think about the question: What do we say when shopping Ss think about the question. It can help introduce the conversation.
Step 4 T asks Ss to read conversation and lets them answer the following questions: What does Mary need How much is the sweater How much are those yellow socks How many socks does Mary buy What does Mary buy finally Ss read conversation and answer the questions. Conversations in 2d provides a good context for grammar learning so reading them can help Ss firstly know the grammar rules or phenomena and also improve their reading ability.
Step 5 T asks Ss to read the sentences in grammar focus part and discuss and conclude the sentence pattern with classmates. 结构 1： How much+ is +主语？ 回答：It is +数字+dollars. 结构 2： How much+ are +主语？ 回答：It is +数字+dollars. Ss read the sentences in grammar focus part and discuss and conclude the sentence pattern with classmates. Observing and analyzing can practice their thinking ability.
Step 6 T plays the tape and asks them to read the conversation after the tape. Ss read the conversation after the tape. It can improve Ss’ listening and speaking ability.
效果评价 学生是否能认真阅读文章，并回答问题; 学生是否能与同学探讨并积极思考how much的句型结构；学生在跟读录音时语法和发音是否标准。
Practice (10’)
Step 7 T asks Ss to finish the exercises in textbook-3a & 3b and then ask Ss to practice the conversations with the desk mates and invites some of Ss to show their results. Ss finish the exercises and then practice the conversations with the desk mates and actively show their results in front of the whole class. Exercise can help test students' knowledge of this class. Then Practicing conversation can strengthen their ability of speaking and listening. Showing can improve Ss’ confidence in speaking English
效果汇总 学生是否能准确无误的完成练习。
Production (8’)
Step 8 T asks Ss to finish the task in 3c with partner by using the the words and sentences in 3b. Ss finish the task in 3c in groups and show their results in front of the whole class. It can enhance Ss’ controlling of today’s knowledge. And the group work can help Ss to improve their communicating ability and their cooperative spirit of group.
效果汇总 学生是否能在积极主动地在组内进行对话练习；学生在进行小组活动的过程中发音和语调是否正确。
Exercise (5’)
Step 9 T asks Ss to finish the exercises on ppt. Ss finish the exercises on ppt. Practice in time can help test students' knowledge of this class.
效果汇总 学生是否能够高效且正确的完成练习。
Conclusion (3’)
Step 10 T gives a mind map about what are learned today. Ss recall the learned knowledge of today. Mind map and summary of new knowledge can help students further understand and remember them.
效果汇总 学生是否能与老师一起总结出今日所学知识。
Homework (1’) 1. Review grammar points. 2. Recite the sentences from the Grammar focus section. Homework can help students strengthen the knowledge which they have learned.
Unit 7 How much are these socks 2e & Grammar focus-3c
板书

展开更多......

收起↑