一、教材内容分析

Shopping is the central topic of this unit. The main language items are talking about clothes, asking prices and showing thanks. How much questions and answers and demonstrative pronouns this, that, these and that. Language skills and language knowledge almost always revolve around the central topic. Section A begins with the presentation of clothing vocabulary, input information by looking and listening, and leads to the key grammatical points of this unit: How much is...? It's... how much are ... they're...Adjectives of color, shape, and size followed to describe the characteristics of the garment. Then, a Pair of work is designed to drill the main sentence patterns of asking about the price, and to emphasize the key points and difficulties of this unit's sentence method. How much is the brown sweater? Section B is an extensive and comprehensive application of knowledge based on Section A. In Section B, the author first starts to learn numbers in the form of listening, speaking, reading and writing, and designs activities such as listening to dialogues and finding objects and pair work, so as to realize the comprehensive application of new and old knowledge. The advertising guide leads to simultaneous reading, and then the writing of the advertising guide enables students to transit from the semi-real task to the real task, thus achieving the purpose of creative use of language. The main content of Self Check is students' self-evaluation of important vocabulary and language use ability of this unit.

 

二、学习者特征分析

The seventh grade students, lively and active, like to take the initiative to try. From the perspective of cognition, their specific image thinking occupies an important position, has a strong ability to imitate, dare to express themselves, so to create a specific situation that students like, sound and picture, to attract students' attention; In Section A and Section B, I will learn some names and colors of clothes, as well as the numbers between 1 and 10, which will create better conditions for this class. Therefore, I leave them room for free expression when setting tasks. On the other hand, they are not mature and flexible enough. Therefore, when designing teaching activities, I particularly consider incorporating the idea of teamwork into them, so as to strengthen emotional education.

 

课时教学设计

一、教材内容分析

二、学习者特征分析

三、单元教学目标

四、单元重点、难点

五、单元教学安排

六、教学环境及资源准备

七、单元教学过程

八、教学反思