Uint 7.docx
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Uint7
教学设计
题目
Howmucharethesepants?
总课时
4
年级
七年级
学科
英语
教学时间
11月7日-----11月14日
设计来源
集体备课
学校
长岗中学
教
材
分
析
本单元主要学习使用Howmuch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。
学情分析
通过本单元的教学，要让学生可以利用简单的英语进行购物，从而进一步培养学生运用英语的能力，激发学生学习英语的兴趣，获得学习英语的快乐。
教
学
目
标
本单元通过学习使用Howmuch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。
重
点
1.词汇：
pant,sock,T-shirt,sweater,shoes,color,black,white,red,green,blue,big,short,long,Number10-31
2.句型:
HowmuchisthisT-shirt?
It’ssevendollars.
Howmucharethesesocks?
Theyaretwodollars.
难
点
使用howmuch引导的问句及回答。
课前准备
黑板，板擦，粉笔，图片。
总体要求：
1.“统一”设计“分段”教学；2.围绕“三维”落实“三问”；3.充实“心案”活化“文案”。
教学流程
分课时
环节
与时间
师生活动
△设计意图
◇资源准备
□评价○反思
第一课时
Step1
Step2
Step3
Greetings:
LetSslistentoanEnglishsongandsingit.
Presentation:
SectionA
T:
WhataretheseinEnglish?
S:
Theyarebags,hats,pants,socks,shorts,sweaters,shoes,pandas,cars,andbasketball…
T:
Whatdoyoulike?
S:
Ilikeredhats,greensweaters…
T:
Howmucharethey?
S:
Theyare…
Practice;
1.Playtherecordingpart1bsothatthestudentslisten,toguidestudentsinthecircleinthepicturehaveheardofclothing,partoftheteachingtaskcompletion1b.
2.ExpandPairworkactivitiesguidestudentstocompletePart1ctaskofteachingoralcommunication,usinghowmuchtheaskingpriceandtheresponsecanbedrivenInteractionsbetweenteacher-studentinteractionmodesofcommunication:
Howmuchis/are...?
It's/They're...;allowstudentstopracticeselfdialogue,consolidatethevocabularyandsentencepatterns.
3.Playgames:
forstudentstodoadoguessthecolorofthegame.
4.Playaudiosection2aforstudentstolisten,toguidestudentstocirclethepictureoftheirteachinghaveheardsomeofthatclothingcolor,lengthandsizeoftheadjectivestocompletepartoftheteachingtask2a.
活跃课堂气氛
创设情景，激发他们的兴趣
锻炼学生听力
提高学生素质
总体要求：
1.“统一”设计“分段”教学；2.围绕“三维”落实“三问”；3.充实“心案”活化“文案”。
教学流程
分课时
环节
与时间
师生活动
△设计意图
◇资源准备
□评价○反思
第一课时
Step4
Homework
5.2areplaypartoftherecording,askstudentstofilloutaccordingtothepricetagtohearthecontentsofthecompletedpartoftheListeningTraining2btasksandquestionshowmuchcontrolthecompositionandresponse.
6.ExpandPairworkactivitiesguidestudentstocompletePart2ctaskofteachingoralcommunication.Studentstotheclothingsection1adialogueexercises,questionshowmuchtoconsolidatethestructureandresponse.Interactionsbetweenteacher-studentinteractioncanbedrivenmodesofcommunication:
Howmuchis/are...?
It's/they're...（studentsaccordingtotheiractualsituationunderinvestigationtoanswer.）
7.Fillintheblanksofadialoguetoguidestudentstopractice,completePart3ataskofteachingwriting.Bethefirsttoplaythepartofthecourseware（shoppingscene）whilelisteningtostudentswhilewatching,andthenfillintheblank,boththelisteningexercises,butalsoawritingexercise.
8.Guidethestudentstopracticesomeofthedialogue3a,familiarwithandmastertheshoppingdialogue,learnhowtoshop;allowstudentsto3bdialoguepartofthepicturecontenttopractice,applythetargetsentence.
ExpandTheMemoryGameguidestudentstogames,activities,completePart4oralcommunicationandlisteningtraining,teachingtasks.Requirestudentstohavesaidbyrepeatingthesentenceinfrontofthestudents（aboutthepriceofclothing）toreview,consolidatethetargetvocabularyandexercisetheirlisteningandmemory.
1.Recite3a
2.DictateGrammarFocus
3.DoworkbookofUnit7
（1）
增加学生友谊，增进学生合作精神
通过记性游戏，提高学生兴趣
巩固新知识
总体要求：
1.“统一”设计“分段”教学；2.围绕“三维”落实“三问”；3.充实“心案”活化“文案”。
教学流程
分课时
环节
与时间
师生活动
△设计意图
◇资源准备
□评价○反思
第二课时
Step1
Step2
Step3
Presentation:
1.Inafewphonenumberswrittenontheblackboardforquestioningtoguidestudentstoanswer:
What'sthistelephonenumber?
Review0-9.
2.Writenumbers10-31ontheboardortoproducedigitalimages,andguidestudentstoread,andthentaketimetolearnnumbers10-31.
3.Playagame:
designabeautiful,lifelikeimages,toenablestudentstoquiztheprice,toactivatethestudentshavemasteredthevocabularyrelatedtonumerals.Rulesofthegame:
Studentsofeverykindofopportunityonlythreetimestheprice;guesswhopointstothegroup.TheeventFocusonlisteningandspeaking.Studentsscoreontheblackboard,theteacherevaluationofcompetitionresultsinatimelymanner.
Listen
1.Playlapartofthetaperecordingstoguidestudentstolisten,whilerepeatingthewordheard（number10-31）,completedpartoftheteachingtask1a.
2.Guidestudentstowrite1bpartofthecorrespondingnumberofEnglishwordsandfindthelocationoftheerrorofthetwolines,partoftheteachingtasktocompletelb.
3.Play2apartoftherecording,andguidestudentstohearthecontentaccordingtotheboxinthecirclelafigure2apartoftheteachingtasktocomplete.
4.Part2athenplaystherecording,toguidestudentsinthecircleinthepictureLisaandhermomtalkingabouttheclothing,andbuythingstickLisatocompletethepartoftheteachingtask2b.
Pairwork
Howmuchisit?
It'stenyuan.
Howmucharethey?
They'retwentyyuan.
导入引起同学的兴趣，通过游戏的形式来活跃课堂气氛
提高学生
听力水平
增进学生友谊
总体要求：
1.“统一”设计“分段”教学；2.围绕“三维”落实“三问”；3.充实“心案”活化“文案”。
教学流程
分课时
环节
与时间
师生活动
△设计意图
◇资源准备
□评价○反思
第二课时
Step4
Step5
Step6
Homework
2.Howmuchis／are…?
It’s／They’re…，
Advertisements:
1.Toguidestudentstoreadsomeoftheads3aandfilloutthepricetag,understandingad,partoftheteachingtasktocomplete3a.
2.Guidethestudentsaccordingtothepicturesprovided,toaclothingstoretowriteanadvertisement,askstudentstounderstandtheroleofadvertisingandbasicwriting,payattentiontosomeoftheadvertisingcontenttoimitate3a,3boftheteachingtasktocomplete.
Groupwork
Groupworkactivitiestoguidestudents,requirestudentstoperformsub-groupshopping,fillinthesaleofinventoryandpricereporting,completePart4oftheteachingrequirements.Guideeachgroupfirstwritetheirowngoods,theneachgroupisdividedintobuyersandsellerstopriceshoppingandfilloutthereport,thefinalpriceofthegoodsunderinquiry,thedecisionquicklyandaccuratelycalculatethewinner;requiresstudentstouse:
Howmuchis/are...?
It's/They're...andothertargetsentence.
Report:
Supposetheteacherspentonly100yuanforeachmemberofthefamilypreparedtogiveagift.Askeachgrouptohelptheteacherplanashoppinglist.Paneldivision,collectivedeliberation,andfinallyputupastudentsexchangebetweenparticipatinggroups,tothepodiumtodoreporting.PanelReportonbehalfofdoing,otherpersonstoreportthecontentsofthevariousgroupstoevaluate
1．Recite3a
2．DoworkbookofUnit7
（2）
3．Writeanad.
通过小组讨论和合作的方式，增进学生自主思考能力
巩固新知识
总体要求：
1.“统一”设计“分段”教学；2.围绕“三维”落实“三问”；3.充实“心案”活化“文案”。
教学流程
分课时
环节
与时间
师生活动
△设计意图
◇资源准备
□评价○反思
第三课时
Step1
Step2
Step3
1.Howmuchdifferencebetweentheusageandhowmany:
howmuchandhowmanyofthesamemeaning,buttheformerisusedtomodifyanuncountablenouncanalsobemadeseparately-with,meaning"howmuch";whichcanbeusedtomodifythenumberofpluralnouns.Suchas:
Howmucharethepants?
Howmucharethesepants?
Howmuchisthebook?
Howmuchisthisbook?
Howmuchbreadd0youwant?
Howmuchbread?
Howmuchmeatisthereonthetable?
Thenumberonthetablemeat?
Howmanyapplesd0youwant?
Youhowmanyapples?
Howmanystudentsarethereinyourclass?
Howmanystudentsinyourclass?
2.CanIhelpyou?
English-speakingcountriesinthestores,salestomeetcustomersoftensay"MayIhelpyou?
"Youtobuyanything?
"CanIhelpyou?
""WhatcanIdoforyou?
"Insteadofsaying"Whatdoyoubuy?
"becauseitseemsunreasonable.
3.10~31basecompositionoftheword.
Englishfiguressimplemnemonic!
Carefulobservation,analysis,theyhavecertainrules.Pleaseobservethefollowingthreegroupsof1）one~twelve;2）thirteen~nineteen:
3）twenty~ninety.
1）one~twelvespellingandpronunciationisdifferent,eachmustwrite2）thirteen~nineteenofthesesevenwordsaretheteentotheend.3）twenty~ninetysevenwordsthatendwithallthety.
Englishinthesefiguresisthatthenumberofwords,referredtoasthebaseword.Scoresofafewdigitsinthetendigitsandthehyphenisusedbetween"-"suchas:
31thirty-one,98ninety-eight.
讲解Howmany与Howmuch的区分
数字的记忆法，通过游戏的方式，让同学们产生兴趣
总体要求：
1.“统一”设计“分段”教学；2.围绕“三维”落实“三问”；3.充实“心案”活化“文案”。
教学流程
分课时
环节
与时间
师生活动
△设计意图
◇资源准备
□评价○反思
第三课时
Step4
Step5
4.Socks,pantsandshoesofexpression:
inEnglish,socks,pantsandshoesareusedtoindicatethepluralform,butintheexpressionofapairofsocks,shoesorapairofpants,youcanuseapair0f（apair;a;a）phrases,whenthisphraseassubject,thepredicateverbinthesingularform.Suchas:
Thewhitesocks/shoes/pantsare$50.Thatsocks/shoes/pantsis50dollars.
Iwantapairofsocks/shoes/pants.Iwantapairofsocks/shoes（apairofpants.）
Thepairofsocks/shoes/pantsisverycheap.Pairofsocks/shoes（thatpants）arecheap.
II.Discriminatemeaningoftheword
1.similaritiesanddifferencesbetweeneachandevery:
eachandeveryadjectivecanbeused,meaning"ofeach;eachofthe"generallyinterchangeable,followedbythesingularcountnouns;buteachcanalsobeusedasapronoun,eitheraloneorwithofphrase,andeverythereisno
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