初中英语人教新目标 (Go for it) 版七年级上册Section B精品表格教案设计

Go For It 7A Unit 7 Section B 2a-3b

Analysis of teaching material

What: This text is about the advertisement of Mr. Cool’s Clothes Store. Clothes in the shop are on sale to attract customers at low prices.

Why: The advertisement of Mr. Cool’s Clothes Store can help students understand the structure of an advertisements generally consist of the title, beginning, body and end. And it always uses questions, imperative sentences, the strategy of big sale and considers different customers’ needs to attract customers. At the same time, in the context of selling goods, students can gain some innovative consciousness and marketing strategies.

How: Lead students to learn some words related to clothes, colors and prices, such as at great sale, at good prices, sweaters, trousers, shorts, jackets, purple and three pairs. And lead students to learn some sentence patterns related to advertisements, such as imperative sentences and questions. For example: Come and buy … at great sale! And some specific marketing strategies, such as give free samples and free delivery.

Teaching objectives

By the end of the session, most students will be able to understand the structure and language features of advertisements and gain some innovative consciousness and marketing strategies.

This will be achieved by:

1. Get the basic information (price, color, clothes) of Mr. Cool’s clothes store and summarize the structure and language features of advertisements by comparing advertisements. (Learning and understanding)

2. Based on structured knowledge, students can talk to customers as staff, serve customers politely and write related clothes stores’ advertisements. (Applying and practicing)

3.Students explore other strategies that are beneficial to sales. With more selling strategies, students conduct a selling competition for their stores. (Transferring and creating)

Teaching focus

1. Vocabulary: at great sale, at good prices, sweaters, trousers, shorts, jackets, purple, three pairs
2. Sentence patterns:

Come and buy … at great sale!  We sell all… at very good prices.

Do you like/ need/want…?     We have/ sell… for only… dollars.

Come to… now.

3. Characteristics of an advertisement: The structure of an advertisement generally consists of the title, beginning, body and end. And it always uses questions, imperative sentences, the strategy of big sale and considers different customers’ needs to attract customers.

Anticipated difficulties

Students may feel it difficult to master the structure of an advertisement and some selling strategies.

Teaching procedure

Teaching objectives

Teaching activities

Introductions

1.Get the basic information (price, color, clothes) of Mr. Cool’s clothes store and summarize the structure and language features of an advertisement by comparing advertisements.

(Learning and understanding) (20minutes)

1. Under the situation that students can get the offer of Li Jiaqi’s assistant after interview, the teacher leads the students to review some words about clothes and some sentence patterns about asking the price through matching each clothing item with a price.

2. Ask students to answer what kind of text it is and its main idea through skimming the passage.
3. Ask students to complete the following table through scanning the passage.

4.By comparing with another advertisement, the teacher leads students to understand the structure of that an advertisement is composed of title, beginning, body and end. And understand that advertisements attract customers through imperative sentences, questions and using the strategy of big sale, thinking about difference customers’ needs. Ask students to construct and present discourse information in the form of mind map.

1.Observe whether students interested in the situation and activate students’ existing schema.

2.Understand students’ ability to obtain information and pay attention to details from the completion of filling out the form.

3.Evaluate the structured knowledge about advertisement formed by students from their completion of mind map.

Design intent：Stimulate student’s curiosity about advertisements and marketing, arouse students’ independent thinking, and stimulate the connection between knowledge and experience. Cultivate students’ skills of skimming and scanning, and logically sorting out the structure and language characteristics of advertisements.

2.Based on structured knowledge, students can talk to customers as staff, serve customers politely and write related clothes stores’ advertisements.   

(Applying and practicing) (15minutes)

1．   Ask students to imagine they work at Mr. Cool’s Clothes Store. Complete the conversation and practice in pairs.

You:      Hello, ________ I help you?

Girl/Boy:  Yes, please. I need a ______.

You:      How about these_________.

Girl/Boy:  Oh, I like this one. How much is it?

You:      It’s only________ dollars.

Girl/Boy:  Oh, good. I’ll________ it.

You:      And what do you need?

Girl/Boy:  Well, I need_______ for school.

You:      What about_______? They’re_______ dollars.

Girl/Boy:  Great. And do you have ____, too?

You:      Yes, our ____ only ____ dollars.

Girl/Boy:  Ok, I’ll take the ______ and the______.

2．   Ask students to write an advertisement for Huaxing Clothes Store based on the structured knowledge. (3a)

1.Observe whether the students use the sentence patterns and words correctly in the dialogue. And whether polite language is used.

2.Observe whether students have mastered the structure of advertisements and language characteristics of advertisements.

Design intent：Guide students to internalize new structured knowledge and key languages and get communicative practice in dialogue and improve their writing ability in write an advertisement for another clothes store.

3.Students explore other strategies that are beneficial to sales. With more sales strategies, students conduct a selling competition for their stores.        

(Transferring and creating) (10minutes)

1.Ask students discuss more about selling strategies in groups of four.

2. Ask students use the selling strategies they have learned to conduct a selling competition in groups of four. Their shops can choose any kind of goods for sale. In five minutes, groups can present their store advertising design. And let students choose the most attractive shops according to the checklist.

Pay attention to whether students’ answers in group discussion and class presentation cover what they have learned and whether there is innovation. And the teacher gives necessary guidance and feedback according to the situation.

Design intent：Guide students to go beyond the passage, think more about selling strategies and promote the development of students’ innovative thinking. And let students conduct the selling competition in the mode of group cooperation, which is conducive to the implementation of their theoretical knowledge.

Homework：

Required homework: Draw a poster for your shop to attract more customers.

Optional homework: Learn more about sales success stories and share them in the next class.

Blackboard design： 

Reflection：

The teaching design of the lesson is based on the teacher’s multi-angle and deep-seated study of the text, which lays the foundation for the teacher to transform the study structure into a series of cyclical and progressive classroom learning activities.

The teacher takes the project-based learning strategy as the starting point, thinking that Li Jiaqi is looking for a sales assistant, which stimulates students' interest in learning. In text reading, the teacher focuses on cultivating students' skills of skimming and scanning, so that students can improve their reading ability in related basic exercises. In learning and understanding activities, the teacher guides students to understand the structure of advertisements and the language characteristics of advertisements, and guides students to structure their knowledge from making mind map. In applying and practicing activities, students can promote their understanding of the text and their oral ability by playing role dialogues in pairs. In the process of writing advertisements for another clothes store, students can activate structured knowledge and improve their mastery rate. In transferring and creating activities, thinking more selling strategies can develop students' innovative ability. Moreover, in the selling competition, students can implement what they have learned and master some selling strategies. In addition, the teacher's blackboard writing design is clear and concise, which embodies the theme of the lesson and presents the writing focus. And the hierarchical homework fully considers the different needs of students.

    The evaluation design of the learning effect of this lesson also revolves around the teaching objectives and activity intentions, which highlights the idea that the teacher adheres to the integrated implementation of "teaching-learning-evaluation". The teacher’s explanation of the design intention of teaching activities is concise, closely connected with teaching objectives. After studying the course, students can comb and internalize structured knowledge and improving their innovative ability.