教案课程名称新生代英语基础教程1 课时班级专业教师系部教研室教材《新生代英语基础教程1》Clothes and shoppingShow Time“That’s a good deal.”ReadingBargainingChat TimeYou are in luck.WritingA posterGrammarComparative and superlative adjectives My StoryClothingmain Have students look at the pictures and ask them to tell you as much as they can about it. Review the words about clothes and colors. Then, match the pictures to the words.Have the students listen and repeat the words. Students should be familiar with the words pants, jacket and price. You may need to spend more time on the words discount, manager and sales clerk. Spend a little more time explaining the meaning of these words. For the word discount, you can also show that in Western countries we usually use the word off, for example, “These shirts are 20% off,” means there is a discount of 20%. In some countries, such as Taiwan and Japan, the 20% can mean you pay 20% of the original price (thus it is in fact 80% off).Once students seem comfortable with the vocabulary, have them do the exercises, and correct any errors.Tell the students they will hear two people talking in a clothing store. Make sure they know that Dimitri is the male speaker and Sarah is the female (remember that names can be difficult for ESL learners).Now listen to the conversation and have students complete the sentences. Correct any mistakes and then go through the Useful Expressions. For the Useful Expressions section, you canrole-play a clothing store in the class. Lay out some items and have students come to the front and buythem from you. In addition, you could find pictures of clothing in magazines, cut them up and give them to the class. They can thenrole-play buying and selling the items in pairs.For exercise D, provide some pictures of clothes and ask students to classify these pictures. Encourage them to add more categories.Have students watch the pictures and try to describe them. You can do the first picture, and then have a more confident student try the second one. To make it more fun, you could choose two students, and then have them race to explain what is happening in the picture. The student with the fastest and best explanation wins.Then have them match the sentences to the pictures.First, have the students watch the video in its entirety. Ask basic comprehension questions such as, “Who are the main characters in this video” “Where are they” “What are they doing” “Why are they doing that” “How are they doing it”Watch the video. Point out that a new character (Mr. Sanchez, Hector’s father) is in the video. To make surestudents know, you can pause the video when all three characters are on screen and asking the name of each one.Now look at Exercise B. play the video again and have them finish the exercise. Correct any errors.Next, students can complete the dialogue in exercise C. Have two students read out the dialogue with one student playing the role of Hector and the other as Mateo. Another way to do this is to have half the class (for example all the boys) read Mateo’s lines and half the class (all the girls) read Hector’s lines.Finally, have students put the sentences in order to make a conversation in Exercise D.Have students go through the text quickly. Ask students if they know what “bargain” means. If they are not sure, you can explain the meaning and act out a few examples. Pick a confident student and have him or her bargain with you.Then have them read the text carefully and finish Exercise B. Ask them to explain why some sentences are wrong.Before they do Exercise C, have students read words given. Explain if they cannot understand.For Exercise D and E, divide students into groups of four and discuss strategies when they bargain. Try to express these strategies in English with Exercise D as a reference.Put the students in pairs and have them practice bargaining. One student acts as the customer and the other as the seller.Review the words in the boxes together. Explain when they cannot understand. Students work in pair to find the words in the alphabetic picture. The pair first to finish the task wins.Explain to students that they will hear a conversation between two people discussing the purchase of a suit. Introduce the key vocabulary words for this conversation. Tell the students to listen carefully and write down what they hear in Exercise A. If necessary, pause the recording so that students have time to write.Now have students read through the “Language Note,” teaching the expression “you are in / out of luck.” Ask students if they have been in luck or out of luck recently.Students practice expression in Exercise B in pairHave students read the conversation in Exercise C and explain the UsefulThe teacher brings some sample posters to class. Have students discuss what should be on a poster. Guide the students to recognize the key information on the poster from Exercise A and highlight it. Then have students complete the poster. Check their answers.Divide students into several groups and have them discuss the information on the poster of Sunrise Mall. Exchange what they have found. Complete Exercise B.Have students design a poster for a clothing store in groups with Exercise A as a reference. Conduct a peer evaluation when they finished.Explain to students that we use the comparative adjectives when we want to show how two things are different. Give several examples. For example, you may bring to students of different height to the front of the class asking who is taller / shorter, or who has longer / shorter hair. You could also compare objects such as books, rulers, etc.Next, you should introduce thespelling rules for the comparative. Write er, double consonant er, y ier, more and irregular on the board. Now go through each rule, first putting up an example for each rule yourself and then have students do the same. Remind students that a consonant is any letter that isn’t a vowel (a, e, i, o, u). Also point out that the word “irregular” means “not normal.” This is because irregular words do not follow any of the normal spelling rules. To make this more fun, you can play a game in which you say an adjective and two students race to write the correct comparative form on the whiteboard.Introduce the spelling rules for the superlative in a similar way.When students seem comfortable with the spelling of the comparative form, have them complete the exercises, correcting any mistakes.Have students go through Exercise A and B and predict what they are talking about. Remind them to pay attention to key words, such as “fashion”, “shirt”, “shoes”, “scarf”, and “black”.Now watch the video and have students complete the true or false statements. In some cases, you may need to pause the video to help the students.Now have students tell you the answers, correcting any mistakes. Watch the video again and have students write in the missing words, pausing the video if necessary. Check the students’ answers, correcting any mistakes. Have them read Exercise B.For Exercise C, first give an example “Alejandra’s favorite piece of clothing is the scarf that his grandmother made for him”. Then ask students what are their favorite clothes. Practice next two questions in the same way. Allow students to make conversations in pair or move freely in class to ask their classmates.Finish all the exercises in Unit 4. Read the text in this unit again and summarise its content.Design a poster for a recent class activity.补充教学资源VOCABULARY BUILDER参考译文莎拉：你好，迪米特里，看看这件衬衫如何，只要20美元！迪米特里：实际上我觉得还不到20美元。