人教版新目标七年级上册英语全册教案集

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Fruit        Food        Vegetable
               

Step Two:Grammar.
①        Present the countable nouns and the uncountable nouns.
Took!What are these?     (Show a picture.)
S1:They are oranges.
T:How many oranges are there?Let’s count. One,two.
S1:Two.
T:And what are these?    (Show another picture.)
S2:They are apples.
T:How many apples are there? Let’s count them. One,two,three.
S2:Three.
T:What’s this?
S3:It’s broccoli.
T:Can we count it”Can we say a broccoli?
S3:Sorry, I don’t know.
T:We can’t say a broccoli because it is the uncountable noun. Nouns contain the countable nouns and the uncountable nouns. Countable nouns can be counted with number ,and we add –s or –es to make the blural. For example,we can say an apple, two apples,three eggs. Uncountable nouns can’t be counted with number,and they don’t have plurals. For example, we can say salad, broccoli,but we can’t say salads,broccolis.
Took at the pictures. Fill in the chart.(Show some pictures of fruits and vegetables.)
Countble nouns         Uncountable nouns
       
T:Check the answers.
②        Present the rules of noun plural forms.
T:look at the pictures,can you say them?
S:Yes,three tomatoes,two oranges, three strawberries.
T:Look at the three rules of plural forms. Are they the same?
S:Of course not.
Step Three: Drills.
①        Present the new drills “Do you like…? Yes, I do/ No, I don’t.”
T:Oh,we have lots of delicious fruit. I like apples best.
(Holding apples)
Do you like them?
S1:Yes, I do.
S2:No, I don’t. I like salad.
To you like salad?
S3:Yes, I do./No, I don’t.
(Ask some more students to practice like this.)
②        Practice the drill.
T:Work in pairs.Ask and answer with your pictures.
(Before class the students have drawn some pictures of the food.)
Sao you like…?
Sb: …
(Then ask more pairs to practice.)
T:Let’s open your books and do 1b.Listen and number1-3.
(The students listen and then check the answers.)
Step Four: Task.
T:Let’s make a survey.You can ask eight friends what they like and dislike. Then fill in the chart.
        Tom        Kate        Li Lei        …
Apples                               
Bananas                               
…                               

(Then ask some students to report.)
S1:Five of the students like…, two of them like…
S2:…
Step Five :Summary.
   In this class,we’ve learnt the names of foods, fruit and vegetables and practiced asking and answering questions about likes and dislikes. Please remember the rules of noun plurals.
Homework.
Make a survey about your parent’s likes and dislikes using Do you like…?

Unit 6 Do you like bananas?
Period Two

课前准备
教师：搜集关于食物的图片，制作表格（见教学步骤）。
学生：准备上一节课的调查表格，作好对话和调查的准备。
教学设计
Step One: Review the drill.
②        Review the drill “Do you like…”?
③        The girl and the boy are talking about their likes and dislike.Let’s open your books and listen. Try to finish 2a and 2b as quickly as you can.
Ss:…
Step Two: New drills.
①        Present the new drills “Does she/ he like…? Yes, she / he does./ No, she / he doesn’t”using the chart above.
T:Kate, do you like tomatoes?
S1:Yes, I do.
T:Do you like ice cream?
S1:No, I don’t.
(The teacher points at Kate and asks the class.)
T:Does Kate like tomatoes?
Ss:Yes, she does.
T:Does Kate like ice cream?
Ss:No,she doesn’t.
(The teacher goes on asking Kate using the chart.)
T:Does your best friend Sue like tomatoes?
S1:Yes, she does.(Kate looks at her chart in her hand.)
T:Who is your best friend?
(The teacher points at Jane.)
S1:Sally is.
T:Does she like tomatoes?
S1:Sally is.
(The teacher points at Tony and Maria.)
T:Do your best friends like tomatoes?
S1:Yes, they do./No, they don’t.
(The teacher asks two more students to answer his/ her questions according to the chart in their hands. Then the teacher writes down the drills “Does she/he like… ?Do they like…?” on the blackboard.)
T:Work in pairs and practice the drill “Does he/she…? Do they…?”according to the chart.
(Then the teacher asks some pairs of the students to practice one by one.)
②        Practice the drills.
T:Let’s work in pairs .
(Student A looks at Page 33.Student B looks at Page 83.Try to find out what Bob and Bill and don’t like.)
Sa:Does

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Bill like French fries?
Sb: … Does Bob like French fries?
Sa: …
Step Three: Task.
To you love your parents?
S:Yes.
T:How do you show your love to them?
S1:I’ll do as they say.
S2:I’ll buy something for them when their birthday is coming.
S3:I’ll study better and better.
S4:I’ll make a big meal for them.
T:Oh, I think it’s a good idea. Now let’s try to know what they like and dislike. First take out yesterday’s homework,exchange the information in pairs.
(The teacher have asked the students to have a survey last class.)
Parents        like        dislike
Mother               
Father               
(Give a sample to the students)
Toes your father like chicken?(Point to a student)
S1: No, he doesn’t.
T:Does your mother like eggs?
S1:Yes, she does.
T:Do they like bananas?
S1: Yes, they do.
T:Now work in groups and make a food survey.
Parents        like        dislike
Jim’s father               
Jim’s mother               
Kate’s father               
Kate’s mother               
(The students work in groups.)
S2:Jim’s father likes… He doesn’t like… Jim’s mother likes…very much. She doesn’t like…And they both don’t like…
(Then ask more students to report.)
Step Four:Summary.
   In this class, we’ve learnt the Simple Present Tense,including of the third person singular form as subject.
Homework.
Rewrite your conversation in the form of a passage.
Unit 6 Do you like bananas?
Period Three

课前准备
教师：搜集关于食物的图片，多媒体教学课件，制作表格（见教学步骤）。
学生：准备上一节课的家庭作业。
教学设计
Step One: Check the homework.
T:Now let’s cxchange your exercise books and help each other. Try to correct it.(Ask different students to report his/her conversation.)
Step Twp: Review the words.
T:You know we have learnt so much delicious food. Now Let’s play a game with the food. Let’s see who will say the names of the food as many as possible during a minute.
(The teacher will give the students a minute to prepare it.Then ask someone to say.)
S: Salad, apples, bananas, ice cream…
(Choose the three students who said the most and give some food as presents.)
Step Three: New words.
①        Present the new words.
T:How many meals do you have every day?
Ss:Three.
T:What are they?(The students can answer them in Chinese.)
Ss:They are “早餐、中餐和晚餐 ”.
T:Oh, yes. In English “早餐”we can say “breakfast”.
(Show a picture of the breakfast)
Read after me, “breakfast”.
B-R-E-A-K-F-A-S-T,breakfast.
Ss: B-R-E-A-K-F-A-S-T,breakfast.
T:Do you have your breakfast every day?
S1:No, sometimes I get up late, I have no time to eat.
   T:I think it’s not good for your health.
(Teach the other two words lunch, dinner in the same way.)
②        Practice the words.
T:Which meal do you like best?(Point to a student.)
S:I like breakfast best.
T:Why?
S:Because I like drinking milk.
T:Who also likes breakfast in our class? Please put up your hands.
T:Oh, so many students.You can sit in this team.
(Ask all the students who like breakfast, lunch or dinner to come to the same team. They can talk easily.)
T:We have divided all the class into three groups. One group likes breakfast, the other two like lunch and dinner. But what do you like for your three meals?
(Show a picture of three dinners.)
T:I have three meal plates. What do you want to put on it?
Let’s talk about it. Try to find the food what your group like most and tell us the reason.
(When each group is talking about it, the teacher goes around among the students and helps them if they need. Then ask each group to report.)
S:In our group, we like breakfast best. We all like oranges, eggs, milk and an apple.Because they are good for our health, we choose them.
(When the student is saying, the teacher puts the food onto the plate for breakfast.)
(Do it for lunch and dinner in the same way.)
Took at 1a, and write the number in the box next to the correct food.
(Then the students finish off 1a.)
T:How many other food words can you add to the chart?
  Try to write them down in the chart.
Fruits:

Vegetables:

(The students write them down as soon as possible and then read them. See who will add most.)
Step Four: Practice the listening.
T: Look! There are so many foods.

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Maybe they are very delicious. Which food do you like? Do you like apples? (Show the picture.)
S1: …
T: How about chicken? Do you like it ?
S1: …
T: Can you guess what food I like?
S1: Do you like…?
T: No, I don’t.
S2: Do you like…?
S3: Do you like…?
T: Yes, you are right. I think you are very lucky. But I have two friends. They are Sandra and Tom. Do you know what food they like? Now, let’s listen and find out the food you hear.
(Play the recording 2a in Section B. The students find out each food mentioned in the conversation on the recording. Then check the answers.)
T: Now open your books and listen again. Fill in the chart.
(Play the recording the first time. Students listen to the conversation and write in the answers on their charts. Play the recording the second time and then the students can check their answers to be sure they are correct.)
T: Does Sandra like salad?
S: Yes, she does.
T: Work in pairs about the chart.
Step Five: Task.
Go on a picnic with a group of friends and make a list of food to buy.
①        Divide the students into six groups.
②        Talk about what the students in your group like and dislike and make a list.
③        The leader in each group reports to the class.
Step Six: Summary and homework.
Make a survey about “What do your parents like for three meals?” after class.

Unit 6 Do you like bananas?
Period Four

课前准备
教师：搜集关于食物和人物图片，制作表格（见教学步骤）。
学生：准备表格。
教学设计
Step One: New words.
T: Do you like sports?
S: Yes, I do. / Of course.
T: What sport do you like best?
S1:I like playing football/ baskball /table tennis …
S2:I like 跑步.
T: Oh, Look! What is he doing?
(Show the students a picture of Liu Xiang.)
Ss: He is 跑步.
T: Yes, he is running. Now, read after me, run.
S: Run.
T: R-U-N, run.
S: R-U-N, run.
T: Do you know him?
S: Yes, he is Liu Xiang.
T: You are very clever. He is Liu Xiang. He’s a runner.
  R-U-N-N-E-R,runner.
S: R-U-N-N-E-R,runner.
T: Now he is very famous in China. Maybe everyone knows him. He is a sport star. S-T-A-R,star.
S: S-T-A-R,star.
T: Liu Xiang likes sports. He runs every day. He is healthy and he doesn’t like dessert. Do you know Healthy and dessert? Healthy means “健康的”. Can you guess the meaning of unhealthy?
Ss: “不健康的”.
T: Yes, you are clever. Read after me, healthy, unhealthy.
Ss: Healthy, unhealthy.
T: Look at these pictures. (Show these pictures of dessert.)
They are all dessert. In Chinese it means “甜食”.We often eat it after the important dishes.
T: Read after me, dessert, D-E-S-S-E-R-T, dessert.
Ss: D-E-S-S-E-R-T, dessert.
Step Two: Task.
T: Now look at the pictures of these foods. (Show some food pictures.) What kind of food do you think are healthy or unhealthy?  Discuss in four people and fill in the chart. (Each group will have a chart)
Healthy food        Unhealthy food
       
(Ask some groups to report.)
S: … are healthy food, … are unhealthy food.
T: So we eat more healthy food and less unhealthy food. Healthy food is good for our health, but unhealthy food is bad for our health.
Step Three: Learn to write about what somebody likes for three meals.
①        Read the passage.
T: Look at Liu Xiang ! Do you know why he is very healthy?
S1: Maybe he runs every day.
S2: He takes good care of his health.
S3: Maybe he eats very well.
T: Yes, he really eats very well. Every player just eats healthy food. Three is another running star. Her name is Sandra Dlark. Let’s see what she likes eating for three meals. Open your books and read 3a in Section B. First try to fill in the chart.
        breakfast        lunch        dinner
Fruit                       
Vegetables                       
Dessert                       
(The students read the passage and fill in the chart, then check the answers.)
S: Fruits…
T: Sandra Clark has a brother, Tom. He is very clever, but a little naughty. Look at 3b and find out what Tom likes for breakfast, lunch and dinner. Complete the following passage.
(The students do 3b and check the answers.)
S: Four lunch …
②        Practice.
T: I like eggs and milk for breakfast. What do you like eating for breakfast?(Point to a student.)
S: I like apples and bread.
T: What about

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you? (Point to another student.)
S: I like hamburgers and bananas.( Ask two more students to answer his/her questions for lunch and dinner.)
T: Who can ask and answer like this?
Sa: What do you like to eat for lunch?
Sb: I like …
Sa: What do you like to eat for dinner?
Sb: I like …
(Then ask the students to work in pairs one by one.)
Step Four: Task.
①        Write a passage about you like for three meals.
T: Can you introduce yourself for three meals according to what you talked about just now? Maybe many friends want to know you. (The students write about themselves as quickly as they can. When they are ready, ask them to introduce.)
②        Make a survey about your classmates for three meals.
T: Do you have any friends? (Ask a student.)
S: Yes, I do./ Of course.
T: Do you know what they like eating for each meal?
S: No/ Sorry, I don’t know.
T: OK. Let’s ask our friends and try to know what they like. Then fill in the chart.
Name                breakfast        lunch        dinner
        food                       
        drind                       
        dessert                       
(Then ask some students to report to the class.)
Homework.
Write a passage about your best friend for three meals.
Unit 7 How much are these pants?

单元整体说明
  单元教材分析
   本单元主要学习使用How much引导的问句以及回答；学习一些表示颜色、形状、大小的形容词；学习数词10-3l；复习名词单、复数的使用和指示代词this, that，these，those的用法。本单元以谈论服装为主题，设计了三个活动：一是通过介绍服装，学习一些常用的服装名词；二是通过介绍服装，学习“询问价格和颜色”的句型：How much is this T-shirt? It’s seven dollar．How much are these socks? They are two dollars．What color is it? It is red．What color are they? They are green．三是作价格报告。
    单元知识系统(树)
    How much is this T-shirt?  It’s seven dollars．
    How much are these socks? They are two dollars．
     单元总体目标
     本单元通过学习使用How much引导的问句以及回答，让学生学会谈论物品的颜色和价格、对服装的喜好和购物时使用的礼貌用语等。
  单元重难点一览
重点        难点
1.复习词汇：bag, hat
2.词汇：pant, sock, T-shirt, sweater, shoes, color, black, white, red, green, blue, big, short, long, Number 10-31
3. 句型: How much is this T-shirt?  It’s seven dollars.
        How much are these socks? They are two dollars.        语法重点：使用how much引导的问句及回答。

单元学情分析
  本单元的主题是谈论服装，通过学习how much和what color等引导的问句以及回答，教授学生如何询问价格和颜色；学会谈论对服装的喜好和如何购物等。同时引导学生采用Repeating和Cooperating的学习策略，学习一些新词汇，掌握一些重点句型，在小组合作学习的过程中，培养他们团队合作精神并学会感谢人。
单元教学建议
     采用Repeating和Cooperation的学习策略，利用教学图片和制作多媒体课件来展开课堂Pairwork问答式的口语交际活动，谈论服装的价格和各自对服装的喜好。本单元的教学法建议：
语音教学：模仿操练；词汇教学：演示讲解、情景操练、反复使用；
口语教学: 互相操练、对话练习、交际活动；阅读教学：补充对话和填写价格标签；
听力教学：图文配对和听写；写作教学：听写词句、模仿写作；
语法教学：总结规律、模仿操练。
单元课时分配
  本单元用3课时教学
Section A部分用l课时
Section B部分用l课时
Self Check用1课时

Section A
教学内容
  Section A(教材P37～39)
教学目标
    知识与能力
    Section A主要是通过介绍服装，学习谈论服装的价格和颜色；学会谈论对服装的喜好和购物时使用的礼貌用语。
    过程与方法：
    采用Repeating和Cooperation的学习策略，利用课件或教学图片来展开课堂Pair－work问答式的口语交际活动，谈论服装并学习询问服装的价格与颜色；同时进行听力训练。
情感态度价值观
该部分学习内容涉及学生的穿着，是爱美的中学生们最为关心的话题，比较贴近学生的生活，极易于激发学生的主动性和学习兴趣；同时通过购物的对话练习教学生学会如何感谢人。
教学重、难点及教学突破
    重点
学习运用重点句型和语法点：How much is this T-shirt? It’s seven dollars．How much are these socks? They are two dollars．。
     教学突破
     Section A重在培养学生口语交际能力，谈论如何询问服装的价格和颜色，并学会如何购物。让学生进行情景操练，重复使用是一个可行的方法。
教学准备
     教师准备
     设计课文中所涉及的服装图片或教学幻灯片或实物；设计课后巩固练习的幻灯片；制作la、3a部分的插图和人物对话的课件，将听力部分的内容插入，谈论服装的价格和如何购物。
     学生准备
     

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收集一些常见的服装名词，并经过调查，弄清常见服装的价格。

教学步骤
    (1课时)
一、        第一教学环节：情景创设。导入新课
教师活动        学生活动
Section A主要是通过介绍服装，学习谈论服装的价格和颜色。可采取情境导入法：
1. 先教学一些服装名词，教师拿出一个书包或放映幻灯片或出示图片(帖有价格标签)进行演示：I have a bag. I like it very much. (指着标签)自己回答：It’s ten dollars.教师再使用其它服装或图片、幻灯片进行类似的演示(从学过的单词到生词)；然后询问：What’s this? What are these?再问学生：How much is/are…?
2. 引导学生进行pairwork对话练习，运用所学知识进行互相交流。       

1.仔细观察老师的演示和描述，注意跟读和模仿，并回答老师的提问：It’s a/an … They’re …; 回答老师的提问：It’s/They’re ….



2. 进行pairwork对话练习，运用所学知识进行互相交流。

二、第二教学环节：师生互动，学习探究
教师活动        学生活动
1．播放1b部分的录音让学生听，引导学生在图画中圈出所听到的服装，完成1b部分的教学任务。
2．引导学生展开Pairwork活动，完成1c部分口语交际的教学任务，运用how much进行询问价格与应答，可采用师生互动带动生生互动的交流方式： How much is／are…? It’s／They’re…; 再让学生自编对话进行操练，巩固所学词汇和句型。
3．播放2a部分的录音让学生听，引导学生圈出他们所听到的服装图画教学一些表示颜色、长短和大小的形容词，完成2a部分的教学任务。
4．重新播放2a部分的录音，要求学生根据所听到的内容填写价格标签，完成2b部分中的听力训练任务并掌握how much问句的构成和应答。
5．引导学生展开Pairwork活动，完成2c 部分口语交际的教学任务。让学生就1a部分中的服装进行对话练习，巩固how much问句的构成和应答。可采用师生互动带动生生互动的交流方式：How much is／are…? It’s／Ihey’re…(学生根据自己所调查的实际情况作出回答)。

6．引导学生进行对话填空的练习，完成3a部分书面表达的教学任务。可先播放该部分的课件(购物场面)让学生一边看一边听，然后再填空，既练习了听力，又锻炼了写作能力。
7．引导学生操练3a部分的对话，熟悉并掌握购物的对话，学会如何购物；再让学生就3b部分的图画内容进行对话练习，运用所学的目标句型。        1．听lb部分的录音，在图画中圈出所听到的服装，完成lb部分的学习任务。
2．Pairwork活动，完成1c部分口语交际的学习任务，学会运用how much进行询问价格与应答，自编对话进行操练，巩固所学词汇和句型。

3．听2a部分的录音，圈出所听到的服装图画并学习一些表示颜色、长短和大小的形容词，完成2a部分的学习任务。
4．重听2a部分的录音，根据所听到的内容填写价格标签，完成2b部分中的听力训练任务并掌握how much问句的构成和应答。
5．Pairwork活动，完成2c部分口语交际的学习任务。就1a部分中的服装进行对话练习，巩固how much问句的构成和应答。可采用师生互动带动生生互动的交流方式：How much is／am…?It’s／They’re…(可根据自己调查的实际情况作出回答)。
6．对话填空的练习，完成3a部分书面表达的学习任务。先观看该部分的课件(购物场面)，一边看一边听，然后再填空。
7．操练3a部分的对话，熟悉并掌握购物的对话，学会如何购物；再就3b部分的图画内容进行对话练习，运用所学的目标句型。

三、第三教学环节：合作交流，巩固提高
教师活动        学生活动
引导学生展开The Memory Game游戏活动，完成第4部分口语交际和听力训练的教学任务。要求学生通过重复前面同学所说的句子(谈论服装的价格)来复习、巩固所学的目标词汇并锻炼学生的听力和记忆力。        The Memory Game游戏活动，完成第4部分口语交际和听力训练的教学任务。通过重复前面同学所说的句子(谈论服装的价格)来复习、巩固所学的目标词汇并锻炼听力和记忆力。

本课总结
    本课采用Repeating和Cooperation的学习策略，利用课件或教学图片、幻灯片来展开课堂Pairwork问答式或对话式的口语交际活动，谈论服装并学习询问服装的价格与颜色，学会如何购物，本课重在对学生进行听力和口语交际能力的训练。

板书设计
Unit 7 How much are these pants?
Section A
Words: pant, sock, T-shirt, sweater, shoes, color, black, white, red, green, blue, big, short, long
Sentences: How much is the red sweater? How much are these black pants?
         It’s eight dollars.           They’re ten dollars.
Grammars: How much引导的特殊疑问句的构成以及回答

问题探究与拓展活动
    How much和how many的用法区别：how much与how many的意思基本相同，但前者用来修饰不可数名词，也可单独使-用，意思是“多少钱”；后者用来修饰可数名词复数。如：How much ale the pants??这裤子多少钱?How much bread d0 you want??你要多少面包?How many apples d0 you want??你要多少苹果?

练习设计
随堂练习设计
用how much和how many完成下列表格。
    Ask            Answer
l. _______  __________ is the red sweater?        It’s $30．
2.

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________  _________ are the pants?        They’re $50．
3. _________  _________is the T-shirt?        _______ $30．
4. How much_______ the green shoes?        _______ $60．
5. _________  __________ hats are black??        Two hats．
6. _________  _________ meat do you want?         A kilo．
KEY：1．How much   2．How much   3．How much  It’s  4．are；They’re  5．How     many  6．How much

  个性练习设计
   去商店买一些学习用品：去商店给自己买一些学习用品，是学生经常做的事情。在商店里选好东西后，必须要询问价格，常用的句型是：How much is it? How much are they? It’s…They’re…，这也是本单元的重点句型。让学生表演商店里购物的情景, 可以帮助学生更好地掌握所学知识，又能增加实践经验。
Section B
教学内容
Section B(教材P40—41)
教学目标
    知识与能力
    Section B主要内容是学习数字10-3l，练习“询问价格”，并学会如何作价格报告。
    过程与方法
  用Repeating和Cooperation的学习策略，利用课件或教学图片来展开课堂Pairwork问答式的口语交际活动和小组调查活动，谈论服装并学习询问服装的价格与颜色；同时进行听力训练。
情感态度价值观
    该部分学习内容主要是谈论对服装的喜好，涉及学生的穿着，极易于激发学生的主动性和学习兴趣；同时通过购物的对话练习教学生学会购物时使用的礼貌用语和如何感谢人。
教学重、难点及教学突破
    重点
    学习一些膳食名词：breakfast，lunch，dinner，egg，apple，chicken，fruit，vegetable；复习行为动词like一般现在时的肯定句、否定句和一般疑问句的用法以及肯定与否定的回答；复习名词的复数形式。
  语法难点
   行为动词一般现在时的肯定句、否定句和一般疑问句的结构，尤其是三单形式的变化。
   教学突破
  Section B的主要内容是复习并总结所学内容，通过总结、归类复习词汇；通过pairwork活动进行口语练习；通过调查、填表和阅读进行笔头练习，强化所学知识的灵活运用能力。
教学准备
    教师准备
    准备本课所要教授的食物或制作本课所要教授的食物图片或幻灯片；设计课后巩固练习的幻灯片。
   学生准备
   复习总结所学的食物名词并进行归类，看看哪些食物分别适合于早餐、午餐或晚餐，并通过询问老师、同学或上网查询的方式了解各种食物的营养成分和营养价值。

教学步骤
    (1课时)
一、        第一教学环节：情景创设，导入新课
教师活动        学生活动
1.在黑板上写出几个电话号码进行询问，引导学生回答：What’s this telephone number?复习数字0-9。
2. 在黑板上写出数字10-31或出示数字图片，引导学生朗读，再带读，学习数字10-31。        1.看黑板上写出的电话号码，回答老师的提问：It’s…复习数字0-9。
2. 根据黑板上写出的数字10-31或数字图片，读出该数字，再跟老师模仿，学习数字10-31。

二、第二教学环节：师生互动，学习探究
教师活动        学生活动
1．播放la部分的录音，引导学生一边听录音,一边重复所听到的单词(数字10-31)，完成1a部分的教学任务。
2．引导学生给1b部分的英语单词写出对应的数字，并找出位置错误的两行，完成lb部分的教学任务。
3．播放2a部分的录音，引导学生根据所听到的内容在la的方框中圈出数字，完成2a部分的教学任务。
4．再播放2a部分的录音，引导学生在图画中圈出Lisa和her mom谈论的服装，并勾出Lisa买的东西，完成2b部分的教学任务。
5．引导学生展开Pairwork活动，就图画中的服装进行问答练习：How much is／are…? It’s／They’re…，完成2c部分的教学任务。
6．引导学生阅读3a部分的广告，并填写价格标签，理解广告内容，完成3a部分的教学任务。
7．引导学生根据提供的图画，给一家服装店写一则广告，要求学生了解广告的作用和基本写法，注意模仿3a部分的广告内容，完成3b部分教学任务。        1．听la部分的录音，一边听录音，一边重复所听到的单词(数字10-31)．完成la部分的学习任务。
2．给1b部分的英语单词写出对应的数字，并找出位置错误的两行，完成1b部分的学习任务。
3．听2a部分的录音，根据所听到的内容在1a的方框中圈出数字，完成2部分的学习任务。
4．再听2a部分的录音，在图画中圈出Lisa和her mom谈论的服装，并勾出Lisa买的东西，完成2b部分的学习任务。
5．Pairwork活动，就图域中的服装进行问答练习：How much is／are…?It’s／They’re…，完成2c部分的学习任务。
6．阅读3a部分的广告，并填写价格标签，理解广告内容，完成3a部分的学习任务。
7．根据提供的图画，给一家服装店写一则广告，要了解广告的作用和基本写法，注意模仿3a部分的广告内容，完成3b部分学习任务。

三、第三教学环节：合作交流，巩固提高
教师活动        学生活动
引导学生进行Groupwork活动，要求学生分小组表演购物活动，填写买卖清单和价格报告，完成第4部分的教学要求。先引导各个小组写出各自的货物，再把各个小组分成买者和卖者进行购物活动并填写价格报告，最后根据货物价格询问、计算快速准确决定胜者；要求学生运用：How much is／are…?It’s／They’re…等目标句型。       

admin

Gmupwork活动，分小组表演购物活动并填写买卖清单和价格报告，完成第4部分的教学要求。各个小组先写出各自的货物，再把各个小组分成买者和卖者进行购物活动并填写价格报告，最后据货物价格询问、计算快速准确决定胜者；要运用：How much is／are…? It’ s／They’re…等目标句型。

本课总结
    本课采用了Repeating和Cooperation的学习策略，利用课件或教学图片来展开课堂Pairwork问答式的口语交际活动和小组调查活动，谈论服装并学习询问服装的价格与颜色；同时进行听力训练；通过购物的对话练习教学生学会购物时使用的礼貌用语和如何感谢人。
板书设计
Unit 7 How much are these pants?
Section B
Words: Numbers 10-31, clothing, store, sale, time, year, again, fantastic, price, cheap, all, each, or, just, believe, come down, yourself, cool, goods, buy, from, sell, buy…from, sell…to
Sentences: How much is the red sweater?  How much are these black pants?
         It’s eight dollars.             They’re ten dollars.
Ad: Do you like/need …? We have … in (color) at (price) for boys/girls.
    Come down to….

问题探究与拓展活动
       袜子、裤子和鞋子的表达方式：在英语中，袜子、裤子和鞋子都用复数形式来表示，但是在表达一双袜子、鞋子或一条裤子时，可运用a pair 0f(一双；一件；一条)词组，当这个短语做主语时，谓语动词用单数形式。如：
   The white socks／shoes／pants are$50．那袜子／鞋子／裤子是50美元。
   I want a pair of socks／shoes／pants．我想要一双袜子／鞋子(一件裤子)。
   The pair of socks／shoes／pants is very cheap．那双袜子／鞋子(那件裤子)很便宜。

练习设计
随堂练习设计
请根据所提供的信息，给一家商店写好广告词。
1．shoes  2．T-shirts   3．pants   4．socks   5．Nice　　6. just   7. like
Liangli Clothing Store
Come to Liangli… _______________________________________________________________
______________________________________________________________________________

KEY：Come to Liangli Clothing Store．These T-shirts are only$25．For boys，the pants in     blue，black，white are only$30．Do you like the shoes? They’re only$45．For girls，these socks are very nice．They are just$10．Come down to the store and see for yourself!
    个性练习设计
    阅读广告：在日常生活中，人们去买东西之前，一般要阅读广告，从广告中获取该商品的一些有用信息，包括价格、性能等。所以给学生提供有些商品的广告或让学生去商店去阅读一些商品的广告，从中获取商品的价格，即可以锻炼学生的阅读能力，又能提高实践能力。

Self Check
教学内容
    Self Check(教材P42)
教学目标
   知识与能力
   复习词汇pant，sock，T-shirt，sweater，shoes，color，black，white，red，green，blue，big，short，long，数字10--31；
学习词汇Zig Zag，clothes，shop，yellow，ask，which；学会谈论服装的价格、颜色、大小和长短；学会填写价格标签。
    过程与方法
    运用Summarizing和Classifying的学习策略。在复习教学中，运用听写、绘画、互相询问调查与检测等手段，促使学生不断地使用所学内容，从而提高他们灵活运用知识的能力。
情感态度价值观
    该部分学习内容主要是复习谈论服装的价格和颜色以及对服装的喜好，能引起学生的共鸣；通过购物的对话练习教学生学会购物时使用的礼貌用语和如何感谢人。

教学重、难点及教学突破
    重点
    复习词汇pant，sock，T-shirt，sweater，shoes，color，black，white，red，green，
blue，big，short，long，数字10---31；
学习词汇Zig Zag，clothes，shop，yellow，ask，which；复习How much引导的特殊疑问句的使用和回答。
     教学突破
     通过各种复习手段的检测促使学生掌握所学知识，并能使用所学知识进行交际活动。
教学准备
    教师准备
    制作能显示本单元重点词汇和句型的课件或单词图片；设计课后巩固练习的幻灯片。
    学生准备
    复习所学词汇、句型和语法内容，并进行适当的总结、归类；准备几张绘画纸和彩色画笔。

教学步骤
一、第一教学环节：情景创设，导入新课
    教师活动            学生活动
播放课件或出示单词图片，引导学生进行关键词自我检测，完成自我评估，复习所学的重点词汇，完成第1部分的教学内容。        观看课件或单词图片，进行关键词自我检测，完成自我评估，复习所学的重点词汇，完成第1部分的学习要求。

二、第二教学环节：师生互动，学习探究
教师活动        学生活动
1．引导学生在筑词表上进行筑词活动，引导学生采用分类、总结等各种有效途径记忆单词，完成第2部分的教学任务。
2．引导学生阅读第3部分中的短文，根据短文内容填写价格标签，完成第3部分的教学任务。        1．在筑词表上进行筑词活动，学会采用分类、总结等有效途径记忆单词，完成第2部分的学习任务。