Unit 7 How much are these pantsSection A 七年级英语说课稿

英文原创说课稿（新目标英语）

Unit 7 How much are these pants?

Section A

1) Material & aims

The material I am dealing with today is Unit 7 Section A. The main topic of this unit is shopping. Functions are “asking about prices and talking about clothing and thanking someone”. We know, according to the current syllabus, one of the main aims of English teaching in junior middle school is to improve students’ communicating ability in English. Then how can we develop students’ communicating ability? As teachers, we should carry out the spirit of the syllabus in handling the teaching materials. And one more thing is that in Section A, there is only one sentence pattern: how much… It is very hard to carry out the real shopping activity. What’s more, most students have learned English in primary schools. We should prepare something for these students. Therefore, I include other sentences like: here is the money, we spent… we get…

These are the teaching materials in this class, and above is why I add more sentence patterns to this class.

Because of the characteristics of the teaching materials and current level of Junior One students, I focus on these teaching aims.

(1)  Learn and grasp the vocabulary and the sentence pattern: how much …

(2)  Use the sentences they’ve learned to communicate.

(3)  Describe the clothing items by using adjectives like red yellow big small and so on.

(4)  Arouse the interest and confidence of learning English.

(5)  Train the students’ team spirit and gain appreciation from the experience of team work.

Among these aims, Aim 1 is set to increase and consolidate students’ language knowledge. Aim2 is set to students’ language competence. Aim 3 is to improve students’ language skills. Aim 4 and 5 are to let students help each other, know one of the ways to teach themselves, or in other words, for the purpose of morality.

2) Teaching main points and difficult ones.

a. Learn and grasp the vocabulary and sentence patterns.

b. Learn and understand the function of asking and answering “how much” through communicative activities.

c. Arouse the interest and confidence of English learning.

I have mentioned the main points in the above step and the difficult one is to enable the students to ask and answer about the prices.

How can we solve this problem?

3) Teaching procedures

For the whole class, “Super Student Contest” is just a clue to go through it. I use the clue because of the following reasons:

a.      The students are very interested in the TV show “Super girl”.

b.     The courage of super girls is worth owning.

c.     It’s a contest. So it can train the students’ competitive spirit also team spirit.

d.     I want them to know if they work hard step by step, they are sure to get something.

They have many passes to go. If they do well in one pass, they can get an apple.

The aims can be achieved only by carrying out the carefully designed teaching procedures. So the teaching procedure is arranged in the following way.

Task1: Warming up

The first step is to use a song to warm up. A good presentation plays an important part in accomplishing the teaching aims of a class. It can warm up the class atmosphere and make it lively. It can activate the students. In this way, the students can be “open” to the input. So at the beginning of the class, I will let them listen to a song: Ten little Indian boys.

This song is very funny. While listening to the song, I will let students stand up one by one to make it more interesting. Also it’s a good way to revise numbers. Then say “Welcome to ‘Super Student Contest’” to lead in the class.

Task 2: Pass 1 Memory challenge

Show the students some pictures for a few seconds, then cover them. Let them guess what is in the picture. The purpose of this task is to check students’ preview work. The students are asked to learn how to pronounce and spell words by themselves. In the traditional way, students were asked to follow the teachers many times to read the new words. I am sure this method is far more popular with students. Then the students read the words. Pointing to the picture and ask: what color is it? They may answer like this: the hat is yellow. Write on the blackboard: it’s a yellow hat. Then train with plural nouns. Then show two hats and two sweaters. Teach big, small, long and short. Make sure the students can say like this: it is a long green shirt. In this part, I will take real objects as teaching items as students usually like this way.

Task3: Pass 2 Suit matching

   Let one student whose clothes look very nice stand up. Say “it is a yellow shirt. These are long blue pants. They match well.” Then let them do group work. Each group offer the coolest suit matching. Show their suit in front of the whole class. The students use their own clothes to do group work. It will enhance their initiative to study. The real purpose of this task is to develop the students’ ability to describe something when they see it. By doing that, at the same time, I think it offers an opportunity to tell what is beauty.

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