Presentation 3
G.study the chart with your classmates and teacher.
Remember that at this stage some students will have trouble understanding a chart like this one. Go over it together carefully.
B.Write what Van needs under the correct stores below.
Do this activity as a class. Ask students if they can think of similar stores in their community. Ask them to give the names of the stores.
Identify places to shop.
Listen for place names.
Use the simple present.
Make a bar graph.
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Objective: make purchases
Grammar: how much is…..? how much are…?
Now ask students to open their books and look at Exercise A. tell them that Van is preparing to start school.
A.Read about Van.
Read the paragraph as a class. Make sure students understand all of the vocabulary. Ask students to help you list other things Van might need. Write to what you have already asked them to say about themselves.
ⅡIntroduction（10分）
Ask students to open their books and look over the goals for the unit. Tell them that by the end of the unit, they will be able to do each of the skills listed. Statedthe objective: today we will identify places to make purchased.
Presentation 3
E. Practice asking about prices. Look at Exercise D on page 24 for information.
江门市新会高级技工学校
理 论课教案
编号：QD—19—06流水号：04
共4页
科
目
新模式英语1
Unit2章第1节
课题：let’s go shopping!
(1)
授课日期
课时
2
班级
16W7/1610授Fra bibliotek课方
式
讲授与讨论
作业
题数
2
拟用
时间
0.5
教
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目
的
Identify stores to purchase items.
ⅢLesson One（25分）
Presentation 1
With books closed, ask students what items they need at school. Strat them off by saying they need a pencil or a pen. Show them your pencil or pen. Ask what else they need.
难
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Academic Strategies: stress and rhythm
Academic Strategies: focused listening. Categorizing, bar graphs
教
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回
顾
说
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本节课主要学习Unit2
授课教师：审阅签名：
教 学 过 程
第一节（45分）
ⅠWarm-up and Review（10分）
教 学 过 程
question before they begin a list. To expand its list, a group might visit the other groups in the class and add one item from each group’s list to their own.
H. complete the sentences with the correct form of shop.
Ask students to complete the sentences and then to copy them into a notebook. Show students how look for might work in place of shop for in these sentences.
Show students how to substitute information in the conversation for Exercise E. this activity can also be expanded to include the items on the receipts in Exercise A.
C. What other things can you buy at each store? Make a list with a group.
Ask students to form groups or assign groups. Then, ask them to discuss the
江门市新会高级技工学校第2页
Write $ 1，000,000 on the board. Ask students what they would buy with that much money. Tell them what you would buy. Write shopping on the board. Ask students what their favorite store is and write the stores on the board.
Have students complete this activity individually.
Practice 1
C. listen and circle the amounts you hear.
D. listen and write the prices.
Go over the grammar box with students ,reminding them of the singular and plural forms of the BE verb. Say one of the objects from page 24, Exercise D. ask students to form a question with how much and is or are. Help them with the pronunciation of dollars and make sure they pronounce the final’s
第二节（45分钟）
ⅤLesson 2（30分钟）
Presentation 1
Write item, price, tax and total on the board. Ask students what each word means. They might not be able to explain the words well , but allow them to try. Draw a receipt on the board. Ask the students to help you fill it out. Then , ask students to open their books and read the receipts.
Write the names of several local stores o the board. Use high-end and lower-end department stores. Ask students which are more expensive. Use a money gesture or take out some bills to make the point. Then, ask students which store is their favorite.
D.listen to Van and her husband. Circle the best places to get each item.
This is still part of the presentation, so stop and start the recording often. Help students hear what they are expected to hear.
Presentation 2
Remind students that different stores sometimes sell the same items, make a cluster on the board of the items they came up with in Exercise C. the principle circle should be labeled Stores. The secondary circles are types of stores. You may also make copies of the cluster template from the Activity Bank CD-Rom for students to create their won cluster diagram.