Unit 3 How much is it?Language in UseI.Teaching aims1.To improve the student’s abilities of listening, speaking, reading and writing.2.To consolidate the key points in this unit in real situation.II.Teaching important points1.To revise the positive, negative and interrogative forms of “therebe…”sentence structure.2.To train the students to memorize words according to their classifications ofmeanings.III. Teaching difficult points1.How to get the students to be able to make a shopping list.2.How to help the students know about the shopping etiquette. IV. Morality Objectives: Make students know about the etiquette between salesmen and customers. V. Teaching Approach task-based approach，audio-lingual method, communicative approach andsituational language teaching VI.Teaching procedureStep 1 Revision and lead-in Ask a pair of students to act out Dialogue B for the whole class on the stage.Play a game with the whole class by showing the video named What’s in Sam’sroom? to check if the students are able to use “there be…”.Step 2 Grammar focusShow the video “What’s in Sam’s room?”. Ask the students to describe Sam’sroom with “there be…” sentence structure. Show another video with the positive example sentences of “there be…”. Ask thestudents to read the video. Teach the students how to use the positive form of “Therebe…” sentence structure by showing the following example sentences on the screen.Ask some individual students to read them aloud. Ask the class to pay attention to therelationship between the noun and the main verb in each sentence There is a house in the picture.There is a clock on the wall.There are many clothes in the shop.There are three books in the bag.Ask the students to change the sentences into the negative form and read aloud.Show a video which shows the interrogative form of “There be…”and ask thestudents to read after the video. Ask the students to change the four examplesentences into the interrogative form. Get some individual students to read theexample sentences. Step3 Looking and writingDescribe Picture 1 as an example, using “There be…” sentence structure.There is a coffee table in the room.第 1 页


There is a sofa in the room.There are two chairs in the room.There are some books on the coffee table.Ask students to follow the example to write down sentences to describe Pictures 2and 3. Students should exchange what they’ve written down with their partners andcorrect the mistakes of each other.Step 4 Talking and thinkingPair work. To get familiar with “There be…” sentence structure and be able to useit, Students ask questions to each other. And then exchange their roles.Class work. Make some pairs show their dialogues to the whole class.Step 5 Talking and findingPair work. Students are asked to compare the two pictures and find out thedifferences between them. They are supposed to tell their partners what they havefound out with “There be…” sentence structure.Suggested answer:abThere is a picture (of round dots) on thewall.There is a picture (of natural scene) on thewall.There are three buildings outside thewindow.There are some trees outside the window.There are two piles of books on thedesk.There is one pile of books on the desk.There isn’t a book near the cup.There is a book near the cup.There is a clock near the screen.There is a clock on the bed.There isn’t a radio on the desk.There is a radio on the desk.There isn’t a basketball on the floor.There is a basketball on the floor.There isn’t a belt on the quilt.There is a belt on the quilt.There are two pillows on the bed.There two pillows on the quilt.There is a cell phone near the pillows.There is a cell phone near the quilt.Step 6 Reading and groupingAsk students: What is sold in Downtown Supermaket? ( Suggested answer: Manythings such as salad sauce and chicken.) Group work. Every 3 or 4 students make agroup and discuss how to sort the goods showed on the poster and put them into thecorrect shopping baskets. Check the answer with the whole class.Suggested answer:apple → pearjuice → tea, ice cream, milkrice → potato, pizzachicken → fishStep 7 Thinking and writingPair work 1. Show the students the picture of Scene 1. Tell them that Jack is goingto hold a birthday party for his classmate Tom and he wants to buy something for theparty. Ask students to follow the example of Activity 14 to make a shopping list for第 2 页


Jack according to what the pictures show.Pair work 2. Show the students the picture of Scene 2. Tell them that Jack wantsto buy some gifts for his family. Ask students to follow the example of Activity 14 tomake a shopping list for Jack according to what the pictures show.Step 8 Looking and talkingPair work. Show pictures in Activity 21 on the screen. Talk about them one byone. Write down the following questions on the blackboard. Ask students to think ofthem:a)Where is it?b)What are they doing?c)What does the man/woman wants to buy?d)How much is it/are they? Is it/Are they on sale?e)How many/much does the customer buy?Step 9 Homework Write down the dialogues in Activity 21.Blackboard Arrangement (I)Blackboard Arrangement (II)第 3 页Unit 3How much is it?There are many things at very attractive prices in Downtown Supermaket.“There be…” sentence structure PositiveNegativeInterrogativeThere is…There isn’t…Is there…?There are…There aren’t…Are there…?Unit 3How much is it?Activity 21a)Where is it?b)What are they doing?c)What does the man/woman wants to buy?d)How much is it/are they? Is it/Are they on sale?e)How many/much does the customer buy?