Unit7GoShoppingOvertoyoue.g.e.g.e.g.is/are...?re...like...gradeEnglishtextbookofLuJiaoBan(FiveFourSchoolSystem,2024)focusesonthetopicofshopping.Throughthisunit,studentswillbeexposedtovariousshoppingrelatedvocabulary,suchasnamesofdifferentkindsofclothes(e.g.,Tshirt,skirt,trousers),colors(e.g.,red,blue,green),andsizes(e.g.,small,medium,large).Theywillalsolearnmonsentencepatternsusedinshoppingscenarios,like“Howmuchis/are...?”,“It’s/They’re...yuan/dollars.”,“CanIhelpyou?”,and“I’dlike...”.Theunitisposedofseveralparts,includinglisteningmaterialsthatpresentreallifeshoppingdialogues,readingpassagesaboutshoppingexperiencesorproductdescriptions,andspeakingandwritingactivities.Thesematerialsaredesignedtohelpstudentsdeveloptheirlanguageskillsinthecontextofshopping,andalsoenhancetheirunderstandingofculturaldifferencesinshoppingbehavior.教學(xué)目標(biāo)A.KnowledgeObjectivesStudentswillbeabletomastertheshoppingrelatedvocabulary,includingatleast15newwordsandphrasesrelatedtoclothes,colors,sizes,andshoppingterms.Studentswillbeabletounderstandandusethekeysentencepatternsforshopping,andbeabletomakecorrectsentencesusingthesepatterns.Studentswillbeabletoreadandunderstandsimpleshoppingrelatedtexts,andextractkeyinformationsuchasproductprices,sizes,andcustomerneeds.B.AbilityObjectivesListeningAbility:Studentswillbeabletounderstandshortshoppingdialogues,andcatchimportantinformationsuchastheitemsbeingbought,theprice,andthesizeorcolorpreference.SpeakingAbility:Studentswillbeabletoroleplayshoppingsituations,usingthelearnedvocabularyandsentencepatternstomunicatewitheachotherfluently.Theyshouldbeabletoaskaboutprices,expresstheirneeds,andbargainappropriately.ReadingAbility:Studentswillbeabletoreadshoppingads,productreviews,andsimpleshoppingstories,andunderstandthemainideaanddetails.Theywillalsobeabletoinfermeaningsofnewwordsfromthecontext.WritingAbility:Studentswillbeabletowriteashortshoppinglist,asimpleshoppingdescription,orareviewofashoppingexperience,usingcorrectgrammarandvocabulary.C.EmotionalObjectivesCultivatestudents'interestinlearningEnglishbyconnectingthelearningcontentwithreallifeshoppingexperiences,makingthemfeelthatEnglishisusefulindailylife.Developstudents'cooperationspiritthroughgroupworkinroleplayinganddiscussionactivities.Raisestudents'awarenessofreasonableconsumptionandvalueofmoney,astheylearnaboutpricesandmakingchoicesinshopping.教學(xué)重難點(diǎn)A.TeachingKeyPointsVocabulary:Makesurestudentscanaccuratelypronounce,spell,andunderstandtheshoppingrelatedwords,especiallythewordsforclothes,colors,andsizes.is/are...?atterns:Enablestudentstomasterandusethekeysentencepatternsforshopping,suchas“Howmuchis/are...?”and“CanIhelpyou?”correctlyandfluentlyinreallifesituations.municativepetence:Guidestudentstousethelearnedlanguageknowledgetoconductshoppingrelatedconversations,andimprovetheiroralmunicationability.B.TeachingDifficultPointsis/are...?correctformof“is”and“are”inthesentencepattern“Howmuchis/are...?”accordingtothesingularorpluralofthesubject.Helpingstudentsexpresstheiropinionsandneedsclearlyandappropriatelyinshoppingroleplays,especiallywhendealingwithsomeunexpectedsituationsornegotiations.Trainingstudentstoreadbetweenthelinesandunderstandtheimplicitinformationinshoppingrelatedtexts,suchasproductqualityhintsinareview.A.VocabularyClothes:Tshirt,skirt,dress,trousers,shorts,sweater,jacket,coat,hat,cap,scarf,glovesColors:red,blue,green,yellow,black,white,purple,pink,orange,brownSizes:small(S),medium(M),large(L),extralarge(XL)Shoppingterms:shop,store,supermarket,mall,price,dollar,yuan,sale,discount,bargain,cashier,customer,help,want,need,likeB.SentencePatternsCanIhelpyou?like...ease.I’dlike...Howmuchisthis/that...?It’s...yuan/dollars.Howmucharethese/those...?They’re...yuan/dollars.Whatsizedoyouwant?Iwantasmall/medium/large...Whatcolordoyoulike?Ilike...C.GrammarFocusUsing“is”withsingularnounsand“are”withpluralnounsinquestionsandanswersaboutprices.Simplepresenttenseforexpressingcurrentshoppingneedsandpreferences.教學(xué)過程A.Warmingup(5minutes)Greetthestudentsasusual.Then,showsomepicturesofdifferentshoppingplaces,suchasasupermarket,aclothingstore,andashoppingmallonthePPT.Askstudents:“Doyoulikeshopping?Wheredoyouusuallygoshopping?”Encouragestudentstosharetheirshoppingexperiencesbriefly.PlayashortvideoaboutashoppingsceneinEnglish.Letstudentswatchandlistencarefully,andthenaskthemtodescribewhattheyhaveseenandheardinthevideo.Thisactivitycanarousestudents'interestinthetopicofshoppingandcreateagoodlanguagelearningatmosphere.B.Presentation(12minutes)VocabularyTeachingUsethePPTtoshowpicturesofdifferentclothesonebyone.Foreachpicture,saythewordclearlyandaskstudentstorepeatafteryouseveraltimes.Forexample,showapictureofaTshirtandsay“Tshirt”.Then,writethewordontheblackboardandteachstudentshowtospellit.Dothesameforotherclothes,colors,andsizes.Afterteachingallthewords,playawordmatchinggame.Dividetheclassintogroups.ShowpicturesononesideofthePPTandwordsontheotherside.Askstudentsineachgrouptomatchthepictureswiththecorrectwordsasquicklyaspossible.Thegroupthatfinishesfirstandgetsthemostcorrectanswerswins.SentencePatternTeachingCreateashoppinglikesituationintheclassroom.Pretendtobeashopassistantandaskastudent:“CanIhelpyou?”Teachthestudenttoanswer:“Yes,please.I’dlikeaTshirt.”Then,changerolesandletthestudentaskyou.Practicethisdialogueseveraltimeswithdifferentstudents.Next,pickupapieceofclothingwithapricetagandask:“HowmuchisthisTshirt?”Answer:“It’s30yuan.”Teachstudentsthissentencepattern.Then,letstudentspracticeaskingandansweringaboutthepricesofdifferentitemsinpairs.Walkaroundtheclassroomtomonitorandofferhelpifnecessary.C.Practice(15minutes)ListeningPracticePlayalisteningmaterialonthetextbookCD.Thedialogueisaboutacustomerbuyingapairoftrousersinaclothingstore.Beforeplaying,askstudentstolookatthequestionsonthetextbookandpredictwhattheymighthear.Playthedialogueforthefirsttime.Letstudentslistencarefullyandgetageneralidea.Then,playitagain.Thistime,askstudentstolistenandanswerthequestions.Afterthat,checktheanswerstogether.Doafollowupactivity.Playthedialogueonemoretime,butpauseatsomekeypoints.Askstudentstofillintheblankswiththemissingwords.Thiscanhelpstudentsimprovetheirlisteningaccuracy.SpeakingPracticeDividestudentsintogroupsoffour.Eachgroupisassignedaroleplaytask.Onestudentistheshopassistant,andtheotherthreearecustomers.Eachcustomerwantstobuydifferentitems,suchasaskirt,asweater,andapairofshoes.Providesomeprops,suchaspicturesofclothes,pricetags,andshoppingbaskets.Letstudentsusethelearnedvocabularyandsentencepatternstocreatetheirownshoppingdialogues.Encouragethemtoaddsomecreativeelements,likebargaining.Askeachgrouptoetothefrontoftheclassroomandperformtheirroleplays.Therestoftheclasswatchesandlistens.Aftereachperformance,givesomebriefmentsandpraise.D.Production(8minutes)ReadingActivityGiveeachstudentashortreadingpassageaboutashoppingexperience.Thepassagecanbeasimplestoryaboutapersonbuyingabirthdaygiftinamall.Askstudentstoreadthepassagesilentlyforthefirsttimeandfindoutthemainidea.Then,askthemtoreaditagainandanswersomedetailedquestions,suchas“Whatdidthepersonbuy?”,“Howmuchdiditcost?”,and“Whydidthepersonchoosethatgift?”.Letstudentsworkinpairstodiscusstheanswers.Aftercheckingtheanswers,askstudentstosummarizethepassageintheirownwords.Thiscanimprovetheirreadingprehensionandsummaryability.WritingActivityBasedonthereadingpassage,askstudentstowriteashortshoppingreview.Theycanwriteabouttheirownshoppingexperiences,includingwhattheybought,howtheyfeltaboutthepriceandquality,andwhethertheywouldremendthestoretoothers.Givestudentssomewritingtips,suchasusingcorrectgrammar,connectingsentenceswithappropriateconjunctions,andorganizingtheirideasclearly.Walkaroundtheclassroomtoprovideguidanceandanswerstudents'questionsduringtheirwritingprocess.E.SummaryandHomework(5minutes)SummarySummarizethekeypointsofthisclasswithstudents.Reviewtheimportantvocabulary,sentencepatterns,andgrammarknowledge.Askstudentstosharewhattheyhavelearnedinthisclass.EmphasizetheimportanceofusingEnglishinreallifeshoppingsituationsandencouragestudentstopracticespeakingEnglishwhenevertheyhaveachance.HomeworkAskstudentstomakeashoppinglistfortheirnextfamilyshopping.Theyshouldwritedownatleastfiveitemstheywanttobuy,includingthenamesoftheitems,theirestimatedprices,andthereasonsforbuyingthem.Letstudentspracticereadingtheshoppingrelatedwordsandsentencestheylearnedinclassaloudfor10minutes.Theycanrecordtheirvoicesontheirmobilephonesandsendthemtotheclassgroupchatifpossible.教學(xué)反思Afterteachingthisunit,Ihavethefollowingreflections:Intheteachingprocess,thewarmingupactivitiessuccessfullyattractedstudents'attentionandarousedtheirinterestinthetopicofshopping.However,inthefuture,Icouldaddmoreinteractiveelements,suchasaskingstudentstosharemoredetailedandvividshoppingstoriestomaketheintroductionmoreengaging.Forvocabularyteaching,thewordmatchinggamewasveryeffectiveinhelpingstudentsremembernewwords.Butsomestudentsstillhaddiffic