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Instructional Design of How much are these socks
Basic Information
Subject English Grade Seven
Unit Unit 7
Module International perspective
Topic How much are these socks
Instructional Design Explanation The course focuses on how much questions where students’ listening and speaking ability are further developed. Besides, certain sentences on bargaining are also learned to enrich the shopping conversation. A shopping task is assigned to find out whether students reach the learning goals.
Learning Objectives Get information on price while listening; Buy clothing in English; Express the needs clearly and bargain with sellers; Set a good view of money;
Evaluation Design Practice： Divide the class into five groups with four (or five) students in one group. Each group contains one shop assistant and three/four buyers. Practice the conversation in 2e for five minutes. （2） Task-based group activities： Task: Your friend Elsa is going to buy clothing for her friends as a birthday present. She wears middle-sized clothes. You are considering buying a yellow hat, a white T-shirt, a black jacket, a pair of bule trousers and a pair of black shoes. What would you do Please complete this job within your groups. Presentation: A group will be invited to show the buying process in front of the class. Roles： A/B Buyer:Express needs to the shop assistant; find target clothingC Buyer:Record price D Shop Assistant:Sell clothing
Seats: ABCD
GroupClothingPrice1hat$ /￥ 2T-shirt$ /￥ 3jacket$ /￥ 4trousers$ /￥ 5shoes$ /￥
Form of outcome： Evaluation Standards: Outcome-based evaluation (20%) The students bought clothing needed, and less cost is an added bonus. Process-oriented evaluation (80%) Speaking performance will be graded with ESL Speaking Rubric (50%); Source: https://www./rubricshowc.cfm sp=yes&code=KXX6W9& Suitable manner in shopping (15%); Good cooperation among group members (15%). Evaluation sheet: Outcome (20%)Language (50%)Manner (15%)Cooperation (15%)Total
Instructional Design
Course Design
Topic How much are these socks
Type Instruction
Textbook Analysis Teaching content： Section A 1a-2e from Unit 7 How much are these socks (Grade Seven, People’s Education Press) Importance of the lesson： Section A 1a-2e focuses on training students to listen to get specific information and go shopping in English-speaking countries. The text is centered on the conversation between the store assistant and a buyer. In the class, the teacher should guide students to catch important information while listening to the radio. Besides, being able to buy things in English is a major goal, where students are expected to express their needs, ask prices and bargain with the shop assistant. The content of Unit 7 is in line with the “Shopping for Goods” listed in the Compulsory Education: English Curriculum Standards (2017 Edition), in which the practicality and application of English as a language are emphasized. The lesson is set under real situation, expecting students to apply the target language into daily life.
Learning Background General circumstance： Students are experiencing a great transition from primary school where most knowledge are absorbed in a visual way to Middle School where more tasks require logical thinking. Therefore, Grade Seven is an important stage for students who mostly still think in images. And students are interested in going shopping, making an edge for this content. Preliminary preparation： Students have learned the vocabularies on clothing (colors, sizes, plural form and single form of nouns); being able to thank someone in different ways; good motivation for learning. Information literacy： Students can learn to read the words rightly through the teaching assistant app “Yiqi Zhongxue”(Learn together), where some sentences are learned. Difficulties expected： 1. The conversation is repeated by students mechanically while deep understanding of the sentence is missed. For example, the students said “一双鞋”as “a pair of shoes” while not knowing why there should be measure words in front of the nouns. 2. It is possible for students to buy clothing as required while giving a presentation based on the filed form recording shopping items could be a challenge. On the one hand, the whole activities can be time-consuming given that students still need time to think how to say the sentence exactly, taking longer time than planned. On the other hand, students have difficulty in expressing their thought in English even a highly conclusive summary is needed. 3. Poor understanding of grammar may result in failure in conversation and students may give up shopping. Solutions： The lesson focuses on listening to get information and talking to buy things. Therefore, failing to understand the sentence structure or the grammar behind it will not hinder students from expressing needs and buying clothing. The lesson next to it will serve to the goal of grammar understanding. A group of students will be asked to show how to buy things in a shop while the presentation of the task may be performed later when more details are taught. Five minutes are given for practicing the conversation before the assignment.
Key and Difficult Points Key points: Ask about prices; Express needs to the shop assistant; Listen for specific information conversations; Use English to buy clothing; Justification: 1. According to the Compulsory Education: English Curriculum Standards (2017 Edition), students are supposed to know how to buy things in English. And, in this stage, simple questions and replies during the conversation should be mastered by the students. 2. Certain English listening strategy should be learned. 3. Students should use English as a language in real life. Difficult points: Identify the differences between single and plural forms of words; Express the price with “dollars/yuan”; Mind the subject-verb agreement; Justification: Mistakes on the forms of nouns are frequently found in students’ daily homework. Students need time to convert currency from dollar to yuan or vice versa. Lots of practices are needed before the students bear in mind the subject-verb agreement.
Teaching Procedure Teacher’s activities Step 1: Introduction (10 mins)Students’ activitiesTeacher’s activities 【Revision】 a. The teacher guides students to recall and review names of clothes. b. The teacher shows clothes of different colors and sizes and asks students to review words related. 【Q & A】 a. A quick Q & A session on the name of clothing. 【Lead in】 The teacher announces the spring outing and informs students that the class is going to buy uniforms by themselves. Instructions: What should we say when buying clothing Students’ activities a. Students review and tell the names of the clothes, the colors and sizes of the pictures showed. b. Students quickly answer the question of the teacher. c. Students think about how to talk to the shop assistant.Justification: The students have learned the vocabularies on clothing, colors and sizes. Reviewing before new instruction is necessary to wake up students’ memory. And a quick Q & A session helps attract students’ attention, preparing for the teaching of new content. Setting a situation for specific learning can interest students and make them understand the usage of the language in real situation.Step 2: Presentation (20 mins)Teacher’s activities a. The teacher shows a picture and asks students to tell what clothes can be seen in the store. b. The teacher plays the recording and asks students to circle the names of the clothes they hear. c. The teacher plays the recording again and asks students to write down the prices beside the names of the clothes. d. The teacher asks about the prices of the clothes with the sentence structure How much… e. The teacher introduces the currency dollar and yuan. f. The teacher shows how to bargain with the shop assistant with sentences like It’s a little … (expensive/pricey, out of my budget…) Students’ activities a. Students look at the picture and try to tell the clothes they see. b. Students look at pictures and try to remember both the pronunciations and spellings of the names of the clothes. c. Students listen carefully to the recording and circle the names of clothes they hear. d. Students listen carefully and write down the prices beside the names of the clothes. e. Students answer the prices with the sentence structure It’s... / They’re… f. Students try to learn the exchange rate between dollars and yuan. g. Students practice to bargain with their partners.Justification: In this step, the teacher instructs How Much questions to the students. The students already know basic items of clothing. Repeat before listening helps students write down the answer. Also, the extension on currency and bargaining is interesting and can be well-used by students while going shopping.Step 3: Practice (10 mins)Teacher’s activities a. The teacher guides students to summarize how to make up a conversation while shopping. b. The teacher divides the students into five groups and lets them practice on the conversation. d. The teacher gives tips on making conversations on shopping.Students’ activities a. Students think and learn how to make up a conversation while shopping. b. Students practice on buying clothes in groups. Justification: Since the new content is taught in the presentation step, students should have time to practice and use the sentences to buy clothing. This prepares them for the shopping task, which assesses whether students reach the learning objectives. In the whole process, students have to learn to cooperate with others.Step 4: Production (15 mins)Teacher’s activities a. The teacher assigns the shopping task. b. The teacher explains assessment standards specification of students’ performance. b. The teacher invites one or two groups to show their shopping process and gives comments on their performance according to the evaluation standards.Students’ activities a. Students discuss the task and buy clothing required within certain time limit. b. Students listen to one or two groups to buy clothing and give comments. c. A student gives a presentation on the shopping task.Justification: The teacher should give comments on their performance, which helps students understand what sentence is appropriate in specific situation. And students’ opinions implies their understanding of the task which is feedback on the course.Step 5: Summary (5 mins)Teacher’s activities The teacher guides students to summarize what they have learned. The teacher evaluates students’ performance. The teacher assigns homework.Students’ activities Students recall and review what they have learned according to the teacher’s instructions. Students learn to evaluate classmates’ performance. Students make notes on the homework.Justification: A summary helps students review what they have learned in the class. Students can Know whether they have reached the learning objective. A summary also helps the teacher to reflect the teaching procedure and make improvement.
Chalkboard Writing How much are these socks Clothing: accessories, tops, bottoms, shoes and socks, Colors: white, purple, red, blue, brown, … Size: small, medium, big Exchange rate: 1 USD ≈ 6.5 CNY Shopping Can I help you？ How much … It’s/They’re … It’s a little expensive/pricey… Sounds fair. Thanks. / Any time. / …
Featured Teaching Resources/Techniques Pictures of clothing in different colors, sizes and prices are used in the class. Virtual currencies (American dollar and Chinese yuan) are made for the shopping ask.
Reflection and Improvement To be completed…

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