一．教學(xué)背景分析（Analysis of teaching background）
（一）教學(xué)目標(biāo)和要求（Teaching aims and demands）
根據(jù)《新課程標(biāo)準(zhǔn)》關(guān)于英語課程總目標(biāo)的具體描述，結(jié)合初一學(xué)生的實(shí)際和教材內(nèi)容，本單元的教學(xué)目標(biāo)確定為：語言知識(shí)目標(biāo)、語言技能目標(biāo)、情感態(tài)度目標(biāo)、學(xué)習(xí)策略目標(biāo)和文化意識(shí)目標(biāo)五個(gè)方面。
<1> 語言知識(shí)目標(biāo)：（Knowledge）
掌握一些服裝類詞匯，表示顏色的大小，形狀的形容詞，以及數(shù)字的表達(dá)，并學(xué)會(huì)詢問價(jià)格、談?wù)撘挛铮硎靖兄x的一些基本句型。
<2> 語言技能目標(biāo)：（Skills）
①聽：能捕捉特定信息，抓住關(guān)鍵詞，獲得理解、識(shí)別和處理與購物相關(guān)信息的能力。
②說：具備較熟練的運(yùn)用所學(xué)語言來進(jìn)行購物的能力。如：熟練運(yùn)用英語來詢問價(jià)格、談?wù)摲b，以及作導(dǎo)購廣告等。
③讀：引導(dǎo)同步閱讀，使學(xué)生能獲取有關(guān)購物的相關(guān)信息，且進(jìn)行一些閱讀技能的訓(xùn)練，增強(qiáng)學(xué)生運(yùn)用語言獲取更多信息的能力。
④寫：能根據(jù)自己身邊的實(shí)際生活寫一個(gè)有關(guān)購物方面的導(dǎo)購廣告，使學(xué)生具備初步的綜合運(yùn)用語言的能力。
<3> 情感態(tài)度目標(biāo)：（Affect）
通過情景的設(shè)置和活動(dòng)的開展，引導(dǎo)學(xué)生在積極的實(shí)踐參與中體會(huì)到學(xué)英語的喜悅，以及培養(yǎng)學(xué)生合作和共享的學(xué)習(xí)態(tài)度。
<4> 學(xué)習(xí)策略目標(biāo)：（Strategy）
學(xué)生在一定程度上形成自主學(xué)習(xí)、有效交際，用英語思維的能力。
<5> 文化意識(shí)目標(biāo)：（Cultural awareness）
了解美元和人民幣的不同表達(dá)法以及英語國家中購物的一些常用表達(dá)法。
二、教材內(nèi)容分析（Analysis of the teaching materials）
本單元的中心話題是購物，主要語言功能項(xiàng)目是談?wù)摲b, 詢問價(jià)格和表示感謝，語法結(jié)構(gòu)為：How much 引導(dǎo)的問句以及回答，名詞單, 復(fù)數(shù)的使用和指示代詞這, 那，這些，那些的用法。語言技能和語言知識(shí)幾乎都是圍繞著中心話題來展開的。
①Section A先從呈現(xiàn)服裝詞匯開始，通過看和聽的方式來輸入信息，并引出本單元的語法重點(diǎn)：How much is…? It’s…. How much are…? They’re…. 接著出現(xiàn)顏色、形狀、大小的形容詞，來描繪服裝的特點(diǎn)。然后教材又設(shè)計(jì)了一個(gè)pairwork 用來進(jìn)行循環(huán)操練詢問價(jià)格的主要句型，并突出本單元的重要語法重點(diǎn)和難點(diǎn)：How much is the red sweater? How much are these blue pants? 之后又通過一段購物對(duì)話引導(dǎo)學(xué)生初步綜合運(yùn)用所學(xué)語言,最后教材設(shè)計(jì)了一個(gè)Memory Game，以游戲的形式使學(xué)生在富有挑戰(zhàn)性的游戲中主動(dòng)運(yùn)用語言，落實(shí)新知。
②Section B 是在Section A基礎(chǔ)上的知識(shí)的擴(kuò)展和綜合運(yùn)用。在Section B中先是以聽說讀寫的形式展開了數(shù)字的學(xué)習(xí)，并設(shè)計(jì)了聽對(duì)話找物品和pairwork等活動(dòng)，以實(shí)現(xiàn)新舊知識(shí)的綜合運(yùn)用。導(dǎo)購廣告引出了同步閱讀，之后的寫導(dǎo)購廣告和小組活動(dòng)，使學(xué)生從完成半真實(shí)的任務(wù)過度到了完成真實(shí)的任務(wù)，從而達(dá)到了創(chuàng)造性地使用語言的目的。
③Self check的主要內(nèi)容是學(xué)生對(duì)本單元的重要詞匯以及語言運(yùn)用能力的自我評(píng)價(jià)。
綜上所述，本單元主要是以購物話題為主線，圍繞著談?wù)摲b、詢問價(jià)格和表示感謝等語言功能展開了一系列的任務(wù)活動(dòng)。
（三）教學(xué)重點(diǎn)和難點(diǎn)
教學(xué)重點(diǎn)：1．掌握一些服裝類、顏色形狀大小的詞匯以及有關(guān)數(shù)字的表達(dá)。
2．熟練運(yùn)用數(shù)字.正確表示價(jià)格
3．在購物的情景中,熟練并正確使用句型:How much is…? It’s… How much are they? They are….
教學(xué)難點(diǎn)：
1．指示代詞this, that, these, those的適當(dāng)使用。
2．How much引導(dǎo)的問句以及回答，以及句中主謂數(shù)的一致
（四）單元學(xué)情分析
學(xué)生在前面預(yù)備單元的第3單元里已經(jīng)學(xué)過了詢問顏色的句型What colour is it?和一些基本的表示顏色的單詞：red, yellow, green, blue, black, white；而在Unit 5和Unit 6里學(xué)生學(xué)會(huì)了如何談?wù)摵脨旱木湫停篒 like… , I don’t like… , She likes… She doesn’t like… , They like… They don’t like…等。學(xué)生已經(jīng)學(xué)會(huì)的這些知識(shí)對(duì)我們本單元學(xué)習(xí)“詢問價(jià)格和顏色”的句型和談?wù)搶?duì)服裝的喜好和如何購物等都大有好處，有利于學(xué)生隨心表達(dá)出自己心里所想要表達(dá)的內(nèi)容。
二、教學(xué)設(shè)計(jì)和實(shí)施
1．單元課時(shí)分配
本單元用4課時(shí)教學(xué)
第一課時(shí):：Section A 1a-1c的Pairwork的部分。
第二課時(shí)：Section A 1c的colours 部分,2a-3b, 4
第三課時(shí)：Section B 1a-2c ,Self Check 3
第四課時(shí)：3a, 3b, 4,
2．教學(xué)步驟
The First Period
Teaching aims and demands:
1. Learn the new words and expressions: sock, shirt, T-shirt, shorts, shorts, sweater, shoe, skirt, sale, dollar, pants, buy, sell, clothes, store, how much
2. Learn how to ask about the prices.
Important points:
1. New words and expressions: sock, shirt, T-shirt, shorts, shorts, sweater, shoe, skirt, sale, dollar, pants, buy, sell, clothes, store, how much
2. Learn how to ask about the prices: How much is …? It’s…/ How much are …? They’re…
Difficult Points: Learn how to ask about the prices.
Step One: Warming-up and Revision
1. Greeting
2. A Guessing game
Show a box to the students and let the students guess: “What’s in the box?”. The teacher can say like this: It’s your good friend. It’s not too big. You can put many books and your pencil-box in it. Every day you go to school with it on your back. （A bag）. Yes, It’s a bag. And what colour is it? Can you guess? You can ask like this: Is it red? Is it black?…
Step Two: Presentation
Teacher: I like this bag very much. I buy it from a clothes store. It’s my friend, Betty’s clothes store. They sell many other clothes. What other clothes do they sell? They sell….
Show the pictures and present the new words: sock, T-shirt, shorts, sweater, pants, shoes, skirts, sweater
Step Three: Practice
1. Match the words with the pictures on the blackboard.
2. Match the words with the things in the pictures. （1a）
3. Listen and circle the things in the pictures you hear. （1b）
Step Four: Presentation
Teacher: Show the bag and tell the students: Look at this red and yellow bag, How much is it? Do you know? It’s 5 dollars.
Show a pair of shoes with the price: Are these bags? No, they’re shoes.
How much are they? They are 10 dollars. Show other things and ask the students: How much is it? How much are they?
Step Five: Pairwork
Show the picture of the clothes and practice the conversation like this:
A: How much is this T-shirt? B: It’s seven dollars.
A: How much are these socks? B: They’re two dollars.
Then make their own conversations.
Step Five: Memory Challenge
Take away the prices from clothes, and ask the students: Do you remember the prices of the clothes in the picture? Let’s see who has the best memory.
One student asks: How much is/are…? He or She can ask any student in the classroom to answer the question.
Step Six: Interview
Ask the students to make a survey to their friends and get the information about the prices, the colours of their clothes they are wearing today, write down the information. Then report to the others like this: My best friend is Lucy. Lucy’s bag is red. It’s 20 yuan. Her shoes are ….
Homework:
1. Copy and recite the new words
2. Make a survey to your mother and your father about the information of the prices of her clothes.
人物 服裝名稱 顏色 價(jià)格
father
mother
…
The Second Period
Teaching aims and demands:
1. Revise the use of the pronouns: this, that, these, those
2. Learn the news words and expressions
3. Learn how to talk about the clothing, how to shop and how to thank others.
4. The verb（is/are） must agree with its subject in number.
Important points:
1. New words and expressions: big, small, short, long, clerk, help, want, example , Here you are, You’re welcome, I’ll take it, Can I help you?
2. Talk about the clothing and thank someone.
Difficult points:
The verb（is/are）must agree with its subject in number.
Step One: Warming-up and Revision
1. A memory challenge: Show a flash, let the students write down what they see in the flash quickly: Let’s see who has the best memory.
2. A report about the information about their parents’ clothes.
Teacher: Yesterday I asked you to make a survey and get the information about your parents’ clothes. Did you do it? Who can say something about your parents’ clothes?
Step Two: Presentation
1.The teacher tells the students: My friend has a clothes store. There are many things in the store. Here are two bags from her store. Show the two bags with prices and tell the students: Look at these two bags: This bag is red. It’s four dollars. It’s big. And this bag is blue, It’s 3 dollars. It’s small.
Show two pairs of socks. Now look at the socks. This pair of socks is long. It’s six dollars. And this pair is short. It’s only four dollars.
2. Look at the pictures of 1c: Ask the students to compare with the hats, T-shirts.
3. Ask the students to compare with the things on their desks and say some sentences like this: My ruler is long, Mike’s ruler is short….
Step Three: Listening
Tell the students: In my friend’s shop, they sell many clothes in many colours. What things do they sell? Do you want to know?
1. Listen to the conversations. Circle the things you hear. （2a）
2. How much are they? Listen again and write down the price tags.
Step Four: Practice （2c）
1. Pairwork: Check out the answers like this:
A: How much is the black bag? B: It’s nine dollars.
A: How much are the blue socks? B: They’re seven dollars.
2. Groupwork: The memory Game:
Tell the students: This is a memory game. Each person says the name of an item of the clothing and a price. You have to remember all the items and all the prices you hear.
Example: Have the first person say the sentence like one in the book. Then ask the second person to repeat the first sentence and add a sentence about another item of the clothing and price, the third person says the first two sentences and then add one…
Step Five: Presentation
Tell the students: One day, Mary comes to my friend’s store, and she wants to buy some things.
1. Listen and find out:
What does Mary want to buy? What colour is it? How much is it?
2. Try to fill in the blanks in the conversation （3a）
Step Six: Pairwork
1. Talk about these things in the picture according to 3a, then make their own conversation.
Homework:
1. Copy and recite the new words
2. Write down the conversation
The Third period（Section B 1a-2c,Self Check 3）
Teaching aims and demands:
1. Learn the numbers 10-39 and expressions
2. Continue to learn how to talk about the clothing and how to ask about the prices.
Important and difficult points:
1. Learn the numbers 10-39
2. Learn how to talk about the clothing.
Step One: warming-up and Revision
Greet the students and get their personal information: What’s your telephone number? What’s your father’s mobile phone number? What’s your bike number? Revise the numbers 0-9
Step Two: Presentation
Show a big form , let the students count from one…, ask them to try to count from 10-19,then the teacher writes down the numbers on the blackboard.
Let the students try to get the rule by themselves. Then present the numbers: 20-29, 30-39.
Step Three: Practice
1. Listen and repeat（1b）: Play the recording for the first time, students only listen. Then play it again, students listen and repeat.
2. write a number in（1a）next to the correct word below. Which two rows of numbers are in the wrong place?（1b）
3. Listen and circle the numbers.（2a）: Tell the students: I will play a recording of a conversation. You’ll hear Lisa and her mother talking about buying things. First listen carefully, then listen again and circle the numbers.
4. A game: Which group is the best? Divide the students into several big groups, each group count from one to 39, Let’s see which group is quicker and better.
Step Four: Listen and say
You will hear the recording of Lisa and her mother again,
1.Listen to their conversation and circle the things that Lisa and her mother talk about.
2.Listen and check the things Lisa buys.
Step Five: Pairwork
1. In pairs, Suppose one is Lisa, and the other is Lisa’s mother, ask and answer the questions about the clothes in the picture above.
2. Please say something about the things they talk about.
Example: The red socks are 8 dollars. The green sweater is 20 dollars. ….
Homework:
1. Copy and recite the new words
2. Self Check3: Read the ad and fill in the price tags.
3. Write down the passage about what Lisa and her mother talk about.
The Fourth Period（Section B 3a, 3b, 4,）
Teaching aims and demands:
1. Learn the new words and expressions.
2. Learn how to get the information from the reading materials.
3. Learn how to write an ad.
Important points:
1. Words and expressions: come, very, price, each, anybody, afford, our, see, yourself, sorry, buy…from, sell…to
2. Learn how to write an ad
3. Learn how to get the information from the reading material.
Difficult points:
Learn how to write an ad.
Step One: Warming-up and Revision
Show the picture and ask:
What things do Lisa and her mother talk about? What things does Lisa buy from the shop? Do you like the things Lisa buy?
Tell the students: I like the sweater in the shop because it has a good price, only 20 dollars. I think I can afford the price. What about you? What things do you like best? Why?
Step Two: Reading
<1> After Lisa and her mother leave the shop, they come to Huaxing Clothes Store. There they find an ad. Look, here’s the ad about Huaxing Clothes Store.
Ask the students to read it and try to get the information about the Clothes Store. And try to guess the meaning of the new words: each, anybody, very, our, then answer the following questions:
1. How much are the sweaters?
2. How much are the bags for sports?
3. What colours are the T-shirts for girls?
4. How much are the socks for boys?
<2> Read the ad in 3a with the class.
Step Three: Groupwork
Tell the students: You have a chance to be business people. Divide the students into some groups, each group has 6students. And have each group based at a “stall” in the classroom. The group can either provide their own materials to sell or prepare the paper things.（Such as: bike, watches, shoes…）, provide each group 200RMB.
1. First each group writes down an ad according to 3a.
2. Choose several group to read their completed ad to the class.
3. Explain that at the end of the activity, the group with the most value in money and goods is the winner.
$. Give the students a certain time and let them start.
4. Fill in the form, then try to report.
Clothes Buy from Sell to Price
The group can report like this:
Our group sell…to…. They’re ….yuan. And we buy…from…. They’re…yuan. So now we have…yuan.
Homework:
1. Copy and recite the new words
2. Help Mr Cool to finish an ad. （Section B 3b）
關(guān)于教材的處理：
1． 創(chuàng)造性地運(yùn)用和處理教材
（1）在單元內(nèi)容的整體把握上把Section A和Section B分成四個(gè)課時(shí)，把Self Check里的練習(xí)分散穿插在其他的課時(shí)里。
（2）在第一課時(shí)的教學(xué)環(huán)節(jié)中，把Section B中3a部分的一些單詞buy…from, sell, clothes, store的學(xué)習(xí)提前了上來，原因是在前面的第一、二，三課時(shí)中一些情景的創(chuàng)設(shè)都要用到這些詞。
（3）在第二課時(shí)里把 Section A里的4.Game這一步提了上來，放在了2 c的后面，因?yàn)檫@樣既延續(xù)了前面的Pairwork這一環(huán)節(jié)里指示代詞this, that, these, those的操練，又由機(jī)械的運(yùn)用這些指示代詞銜接到讓學(xué)生們?cè)谟螒蛑凶匀欢坏貏?chuàng)造性地使用這些代詞。）
（4）在第四課時(shí)里把Section B中的4 Groupwork這一步內(nèi)容和前面的3a中的導(dǎo)購廣告銜接起來，設(shè)計(jì)了一個(gè)自由市場(chǎng)的買賣活動(dòng)，也就為學(xué)生們提供了一個(gè)運(yùn)用語言的生活基礎(chǔ)，可以促使他們真正創(chuàng)造性地使用語言來進(jìn)行交際活動(dòng)。因?yàn)樵趯W(xué)生們進(jìn)行買賣之前需要先寫出自己小組的導(dǎo)購廣告，已經(jīng)有了導(dǎo)購廣告的筆頭練習(xí)，因此Section B里的3b 部分的內(nèi)容：（假如你在“華興”旁邊有一個(gè)服裝店，給自己的服裝店寫一篇廣告），處理為學(xué)生們的回家作業(yè)，讓每個(gè)同學(xué)都有筆頭練習(xí)寫導(dǎo)購廣告的機(jī)會(huì)。 Self Check里的3（讀廣告寫標(biāo)簽）處理為第3課時(shí)回家后的閱讀材料，以增加學(xué)生們課外的閱讀量。
2．本單元的課堂教學(xué)我始終遵循任務(wù)型教學(xué)的理念，以學(xué)生為學(xué)習(xí)的主體，以任務(wù)為中心，以交際為目的，在運(yùn)用語言完成各種任務(wù)的過程中來學(xué)習(xí)、體會(huì)和掌握語言。每項(xiàng)任務(wù)實(shí)施前，我都創(chuàng)設(shè)相關(guān)的真實(shí)或半真實(shí)的情景，使任務(wù)也具有相應(yīng)的真實(shí)性。