Unit3Lesson7ShoppingforFood（第二课时）教学设计北师大版七年级英语下册

Unit3Lesson7ShoppingforFood（第二课时）

LessonFocus

•Prices/weights,moneywords,expressionsforshopping

•Talkingaboutpricesoffood

•Wordswiththesound/eɪ/

Exercise7

Purpose:tohelpstudentspletesentenceswithmuchormany

RevisethequestionsintheKeyExpressions.Writethefirsttwoquestionsontheboard.Pointtothequestionsandask"What'sthedifference?"Elicitorprovidemuchandmany.Underlinethesewords.Writethissentencewiththeothersontheboard:Howmuchisthebeef?ShowthepictureofbeefyouusedtoteachtheKeyWordfromtheGettingReadypage,Exercise1,ordrawapictureofapieceofbeefontheboard.Showthepictureoftomatoesinthephotoonpage29.Ask"Whichfoodisonebigthingandwhichfoodismanythingsyoucancount?"ElicitorprovideBeefisonebigthingandthetomatoesaremanythingsyoucancount.Explainthattomatoesisanexampleofacountablenoun,andbeefisanexampleofanuncountablenoun.Writecountablenounsanduncountablenounsontheboardintwocolumns.DirectstudentstotheKeyWordsonpage29.Ask"Whicharecountablenounsandwhichareuncountablenouns?"Elicitsomeanswersfromstudents,pointingoutthatdrinksarealwaysuncountable.(Youcountthecontainer,nottheactualdrink.)Explainthatmeatsarealmostalwaysuncountable.Haveindividualstudentsetotheboardandwritethefoodanddrinksinthecorrectcolumns:countable:apple,banana,carrot,grape,orange,pear,potato,tomato,watermelon;uncountable:beef,chicken,ham,juice,milk,water.Pointoutthatweuseanarticlewithcountablenouns.Wouldyoulikeanappleorabanana?Pointoutthatwecanmakecountablenounsplural;justaddansorestotheendofthem.Ilikeapples,butIdon'tlikebananas.Explainthatsincewecan'tcountuncountablenouns,thereisnopluralform.Ilikechicken,butIdon'tlikeham.(NotethatanativespeakerofEnglishoftenuseswatermelonasanuncountablenoun,too.Wouldyoulikesomewatermelon?NOTWouldyoulikeawatermelon?Thatwouldmeanyou'deatawholewatermelon!Similarly,anativespeakerofEnglishwouldusuallyusegrapesintheplural.Wouldyoulikesomegrapes?NOTWouldyoulikeagrape?)

Directstudentstothesentences.Say"pletethesentenceswithmuchormany".Monitorasstudentspletethesentences,offeringhelpasneeded.Ifstudentsneedsupport,havethemworkinpairs.

Goovertheanswers,havingindividualstudentsreadthesentencesaloud.Challengestudentstotellyouwhytheychosemuchormany.Forexample,Hamisanuncountablenoun,soIchosemuch.

Answers

1.much;2.much;3.many;4.much

Exercise8

Purpose:tohelpstudentspletesentencesusingcountableanduncountablenounswithisandare

DirectstudentstotheKeyExpressionsinExercise6again.Havestudentsidentifyhowmuchandhowmanyinthefirsttwoquestions.Havestudentsidentifythepronounsinthefirsttwoanswersandsaywhattheyrefertointhequestions(It=thebeef;They=thetomatoes).Thenaskthemtoidentifytheverbsusedinthequestionsandanswers.Studentsshouldidentifyisandare.Ask"Whydowesay"Howmuchisthebeef?'but"Howmucharethetomatoes?*?"Elicitorprovidethatbeefisanuncountablenoun,soweusethesingularformofbe,is.Tomatoesisaplural,countablenoun,soweusethepluralformofbe,are.

Directstudentstothesentences.Say"pletethesentenceswithisorare".Monitor,offeringhelpasneeded.Ifstudentsneedsupport,havethemworkinpairs.

Goovertheanswers,havingstudentssaythesentencesaloud.

Answers

1.are;2.is;3.are;4.is

Iftimeallows,doWorkbookpage88,Exercises2and3.Alternately,assignforhomework.

Speaking

Exercise9

Purpose:tohelpstudentsfillinthetablesandroleplayadialogue

Askamoreproficientstudent"Howmuchistheham?"Elicitanappropriateresponse,forexample,It's$3.50akilo.Thendirectstudentstothetables.Say"Thisisyourshop!Fillinyourtableswithpricesforthefood".Monitorasstudentspletetheirtables,offeringassistanceasneeded.Whenthey'vefinished,readtheExampledialoguealoud,orhaveapairofstudentsreadit.Youmayalsoaskafewstudentstosayaquestionandanswer,forexample,Howmuchistheham?It's$3.50akilo.Thenhavestudentsgetintopairs.Say"Nowroleplayadialogueinpairs.Askandanswerquestionsaboutthepricesoffood".Monitorasstudentsaskandanswerquestions,offeringassistanceasneeded.Makenoteofanymistakesinarticleusage,howmuch/howmanyandKeyWordsorKeyExpressions.Haveananonymousfeedbacksessionattheendoftheactivity.

Iftimeallows,doWorkbookpage88,Exercise4.Alternately,assignforhomework.

Expansion:KeepTalking!

Note:Usethisactivitywithmoreproficientstudents.IfyoudidtheExpansionactivityforExercise4,havestudentstakeouttheirreceiptsandgivethemthepicturesoffoodorplayfood.Ifnot,havestudentsdotheExpansionactivitynow.Thenhavestudentsgetintopairsandroleplayasalespersonandcustomer.Youmaywishtohavestudentsprepareaheadoftimebybringinginwalletswithrealorplaymoney.Letthembecreativesettinguptheir"shops"Youcanevenhaveafewstudentsworkineachshop.TeachthemthenamesofshopsinEnglish:Abutcher'sshopsellsmeat.Agrocersellsfruitsandvegetables,aswellasmilk.Abakerysellsbreadandcakes.Monitorandoffercorrectivefeedbackasneeded.

Pronunciation:/eɪ/

Exercise10

Purpose:tohelpstudentsidentifywordswiththe/eɪ/sound

Say"Listentotherecording.Listenforwordswiththelongasound".Playtherecordingthefirsttime,havingstudentslistenforwordswiththelongasound.Thenask"Whichwordsdidyouhearthathavethelongasound?"Elicitorprovidesomeofthewords,forexample,play,day,eight.

Directstudentstothetext.Say"Listenagain.Underlinethewordswiththelongasound".Playtherecordingagain,monitoringasstudentsunderlinethewords.Ifnecessary,playtherecordingathirdtime.

Goovertheanswers,havingindividualstudentssaythewordsaloud.Pointoutthatthelongasoundhasseveraldifferentspellings.Ask"Whatarethedifferentspellingsofthelongasound?"Elicitorprovideay,eigh,ai,a___e.Havestudentsgroupthewordswiththelongasoundintothefourdifferentspellinggroups:ay:play,day;eigh:eight;ai:wait;a___e:late,make,cake.

Answers

play,day,eight,wait,eight,late,make,cake

Exercise11

Purpose:tohelpstudentspractisesayingwordswiththe/el/sound

Say"Listenagain.Clapyourhandswhenyouhearthe/el/sound".Playtherecording,clappingalongwithyourstudentswhentheunderlinedwordsareheard.

Say"Nowreadalongwiththerecording"Playtherecordingagain,havingstudentsreadaloud.Ifnecessary,playtherecordingseveralmoretimes.

Challengemoreproficientstudentstoreadthetextwithouttherecording.

Expansion:Don'tStop!

Note:Usetheseactivitiestogivestudentsmorepractice.

Activity1:Havestudentsbrainstormmorelongawordsandputthemincorrectgroupsaccordingtotheirspelling,fo