1、教学目标 The main listening material is taken from Students Book 1 of Project English. This unit mainly talks about clothes shopping, and the language goals are making dialogues about buying clothes by themselves. The main text is a conversation about Maria and her mother in the first person. The conver
2、sation is between them and salesman and saleswoman in a clothing shop . The other supplementary material is created by me and offered to my students as a scaffold for the objectives and better understanding how to organize the conversation about buying things. Whats more, in the process of study, le
3、t the students perceive the difference between China and western countries. With an illustration and little new vocabulary, the textbook listening material is easy for students to understand. However, how to organize the conversation logically is difficult for students. In view of the text features
4、and the English proficiency and characteristics of my students, the focal points lie in how to help them to buy clothes logically and politely. The difficult points rest on how to lead students to use some expressions and sentence structures to buy clothes and how to provide the scaffold for student
5、s to act out the dialogue. The textbook listening material is the focus because it is the foundation. The vocabulary in the last period (page 84) is reviewed, and only the vocabulary about this listening material is presented and practiced (page 83) in the listening process and the authentic context
6、. For the supplementary material, students only need to put sentences in a right order and do substitution drills in pairs. Teaching objectives: According to the National English Curriculum (2011) for compulsory education, the following listening skills are required: listening for gist; drawing infe
7、rences; listening selectively; listening for details; cooperating with others; making predictions; Based on the requirements above, for developing students core competences- language ability, thinking quality, cultural character and learning ability, the features of the listening materials, and the
8、characteristics of my students, both product success objectives and process success objectives are supposed to be achieved through this lesson. In the learning process, students can: 1. view the pictures in the textbook ; 2. predict who the persons are in the pictures and what they want to do; 3. th
9、rough prediction, they can listen for details more easily; 4. monitor and evaluate their own study. By the end of the class, students will be able to: role-play the dialogue ; make a short dialogue about my clothes shopping and know about the structure of such a text; understand different culture ab
10、out buying things in China and America; be aware of shopping etiquette. 2学情分析 These students can be categorized into fast learners and less faster learners and they are used to previewing and reviewing, and many of them have a good level of English proficiency compared with other classes in Grade 7.
11、 This lesson is the second period of section A in Unit 4. In the first period, they have learned numbers and new sentence structures, such as “How much ?” and the answers. They are highly motivated English learners who are willing to express their own ideas and interested in foreign cultures. In gen
12、eral, they are active, imaginative and creative when carrying out English activities in class. 3重点难点 Focal points: words about clothes and colors; useful expressions and sentence structures; listening for details and speculating the individual likes and dislikes; learning about shopping etiquette. D
13、ifficult points: how to facilitate the students to organize the conversation logically , and how to role play the dialogue. In order to help students know about text better and organize the conversation logically, the text will be transferred into the graphic form(blackboard design). 4教学过程 4.1 第一学时
14、4.1.1教学活动 活动 1【导入】Grade7 Unit4 Topic1 SectionA Stage 1 Getting ready for learning Specifically speaking, the first stage is to get students prepared for learning and motivate the students. A clothes chant I created is used. In this chant, there are some words about clothes and colors. The students r
15、ead the chant together with rhythm. After that, they are warming up. Then, lead them call back what other words about clothes and color they have knows, and they speak them out. They are also prepared for words. 活动 2【讲授】Grade7 Unit4 Topic1 SectionA Stage 2 Pre-listening Students review words they le
16、arned before, and these words will be used in this stage. At the same time, this stage can recycle and consolidate the vocabulary and activate the background knowledge. Students are encouraged to predict the two pictures given in the textbook. About the first picture, questions are these: Who are th
17、ey in the picture? Where are they? What do they want to do there? These questions can lead in the topic, cultivate students ability of viewing pictures and activate the background knowledge. About the second picture, questions are like these: What kind of clothes do they want to buy? What color do t
18、hey like? Do they like red? Are the pants too long for Maria? How much is it/ are they? In this process, words reviewed just now can be recycled in a real situation. Whats more, sentences structures are not only reviewed, but also are preparation for students for the final task. In the meantime, Stu
19、dents are encouraged to observe the picture carefully, and predict the content by thinking. 活动 3【活动】Grade7 Unit4 Topic1 SectionA Stage 3 While-listening After prediction, students listen for three times, but not the same content. Anyway, the first time, they listen to the whole dialogue; the second
20、time, they listen to the first and second part; the third time, they listen to the final part. Different contents, different tasks, different objectives. The first time, students listen for the two questions: What do they want to buy? How much is it? The two questions can check their prediction. Thi
21、s task is to listen for details. When the students answer the second question, lead them to pay attention to the stress of seventeen and seventy. For the better understanding and imitation, body languages are used. Raising hands means stressed syllable. The second time: Before listening, view the fi
22、rst and second picture again, and predict “Who is the man?” and “Who is the woman?” OF course, they are salesman and saleswoman. Let students imagine if they are salesman or saleswoman what should they say when Maria and her mother come into the shop? Then listen to the first and second part to find
23、 out the answer. This is a listening and speaking lesson, so listening for the useful expressions are necessary. By listening, students get the useful expressions: What can I do for you? May I help you? and the answers: I want to ; Yes, please, I like. (Write these sentences on the blackboard in two
24、 columns.) The third time: encourage students to predict: Does Marias mother like the red coat? Do they buy the coat? Then listen and check. Most importantly, students are required to tell about how do they know it? (It looks very nice on you. Well take it. ) According to the National English Curric
25、ulum (2011), one of the listening skills is to speculate the attitude by listening materials. This is to read between the lines and to interact with the text. And the sentence “Well take it.” is written on the blackboard. One question after another is asked to facilitate students to fully understand
26、 the dialogue. 活动 4【讲授】Grade7 Unit4 Topic1 SectionA After that, on the blackboard, there are some expressions and sentence structures students will use. Lead students to classify these sentences firstlysentences spoken by salespersons and by customers. Then divide the sentences into three partsthe f
27、irst part about how to offer help to customers, the second part about description about clothes, such as color, size and the third part about how to ask the price of the clothes. This form will help the students organize their conversation. 活动 5【活动】Grade7 Unit4 Topic1 Section A Stage 4 Post-reading
28、There are 3 steps in this stage. The first step: to read 1a and imitate it with the record sentence by sentence, and pronunciation and intonation are emphasized. Then practice in group and role-pl ay the dialogue. 活动 6【活动】Grade7 Unit4 Topic1 Section A The second step: to finish supplementary materia
29、lput the sentences in a right order. That is a dialogue about buying trousers. In this dialogue, there are some d ifferences with the main material. For example, there are some other useful expre ssions students have learned. These expressions can be used in their final task. An d next, one student
30、is invited to model the dialogue with another piece of clothes with the teacher. Then, students are asked to practice in pairs with different piece s of clothes and price given. The price of the last one is not given. In this practice p rocess, the text will be hidden more and more. This is also the
31、 step of providing a scaffolding for students learning and using. 活动 7【活动】Grade7 Unit4 Topic1 Section A The third step comes naturally: to help Maria buy some presents for her sister or brother because their birthdays are coming. With the help of the previous examples, students are required to make
32、a dialogue about buying clothes in groups and act it out in class. In this step, task-based learning, communicative learning and cooperative learning are all employed. And this task is based on Situational Language Teaching and Learning. 活动 8【活动】Grade7 Unit4 Topic1 Section A Stage 5 Summing up In or
33、der to find out to what extent my students have achieved the learning objectives, an evaluation table is presented for students to check and monitor their own study. 活动 9【作业】Grade7 Unit4 Topic1 Section A Stage 6 Assigning homework Homework must include written and oral forms. 1. Read 1a and imitate it as much as possible. 2. Maria also wants to buy some other things in for herself, please write a dialogue about her buying.
