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課 題 7A Unit 7 Be Wise with Money Welcome to the Unit 備課時間 上課時間
主備教師 復備教師 第　　課時
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I. Teaching aims and learning objectives By the end of the class, students will be able to 1.Enable students to understand and use the key vocabulary and expressions related to money and financial management 2.Help students gain a basic understanding of the concept of being wise with money 3.Cultivate students' awareness of financial management and the importance of making wise decisions with money II. Teaching main points 1.Encouraging students to express their own opinions and ideas about being wise with money 2. Vocabulary related to money and financial concepts III. Teaching procedures Step 1: Lead-in 1. Begin the class by showing some pictures of different shopping scenarios, such as people buying expensive clothes, electronic devices, or saving money in a piggy bank. 2. Ask students to describe what they see in the pictures and think about whether the actions in the pictures are wise when it comes to dealing with money. Step 2: Vocabulary Presentation 1. Present the key vocabulary related to money and finance on the screen, such as budget, savings, income, expense, investment, etc. 2. Explain the meanings of these words using simple and clear language and provide examples to help students understand. 3. Encourage students to repeat the words after the teacher and try to use them in simple sentences. Step 3: Discussion 1. Divide the students into groups of four or five.
2. Give each group a set of questions related to money management, for example: How do you usually spend your pocket money Do you have a savings plan Why or why not What do you think is the most important thing when it comes to handling money 3. Ask students to have a discussion within their groups and take notes of their group members' ideas. Step 4: Group Presentation 1. Invite each group to send a representative to present their group's discussion results to the whole class. 2. Encourage other groups to ask questions or add their own opinions after each presentation. Step 5: Reading and Comprehension 1. Show the pictures and dialogues in the "Welcome to the Unit" section on the textbook. 2. Ask students to read the dialogues silently and try to understand the main idea. 3. After reading, ask some comprehension questions to check students' understanding, such as: What is the main topic of the dialogues What suggestions are given for being wise with money Step 6: Language Analysis 1. Analyze some key sentences and expressions from the dialogues, explaining the grammar and usage. 2. For example, explain the structure and usage of phrases like "be wise with", "make a budget", and "save for a rainy day". Step 7: Extension and Application 1. Present some real-life scenarios related to money management, such as planning a family vacation within a limited budget or deciding whether to
buy a new car or save the money for future needs. 2. Ask students to apply the knowledge and ideas they have learned to analyze and offer solutions to these scenarios. Step 8: Summary 1. Summarize the main points of this lesson, including the key vocabulary, important concepts of money management, and students' ideas and suggestions. 2. Reinforce the importance of being wise with money in our daily lives. Step 9: Homework Assignment 1. Ask students to write a short passage about their own understanding of being wise with money and how they plan to manage their money in the future. 2. Ask students to collect some tips or advice on money management from the Internet or books and share them in the next class.
教后記：
課 題 7A Unit 7 Be Wise with Money -Reading 1 備課時間 上課時間
主備教師 復備教師 第　　課時
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I. Teaching aims and learning objectives By the end of this class, students will be able to 1. Obtain and organize the basic composition and proportion of each item in the annual financial budget of the Simon family 2. Construct a structured awareness of consumption and financial management. By comparing and analyzing the financial budgets of others' families 3. Develop and describe personal and family financial management plans, forming awareness of participation and planning for personal and family finances II. Teaching main points 1 Learn the words and phrase to describe the daily shopping. 2. Describe how to arrange the money wisely III. Teaching procedures Step1 Lead-in Have students discuss the following question: Are you willing to spend 2300 yuan on a lucky cat. Maybe not. Although the lucky cat is cute, it is a little expensive for me. If I really like it, it will ask the shopkeeper for a better price. Step 2 Presentation Have students answer the two questions on page eighty two before reading the conversation. Does your family make plans for using money What do you think your family spend the most money on every year Possible answer: Yes, my family usually makes plans for using money. For example, my parents always make a list before going shopping. I think my family spend the most money on the daily needs like the house and food. Have students read the conversation and finish part A on page eighty three. Have students read the conversation again and finish part B on page eighty three. Possible answer: Simon's mom needs to buy a new pair for sports shoes and new computer. Sam's parents make a budget every year to manage their money. Education comes first in Sam's family budget. Taking holiday is an example of a special thing in Sam's family. (5) She means you should save money before a time when you will need it. Step 3 Fast reading Have students complete the outline of the conversation Manage money well. --How Make a ______
(1) Cover _________ first. (2)Pay for ________ __________/_________/_____________/others (3) Spend some on ________ (4)_________ some in the bank Step 4 Read for details 1.Have students answer question one in part D on page eighty-four. 2.Have students finish part C on page eighty-four how students compare Simon and John's family budgets and answer the following questions: What do you think of John's family budget What are the differences between Simons and Jones family budgets 3.Have students answer the following questions: How can we manage money Do you have any other ideas for making a budget 4.Have students answer question two in part D on page eighty-four. 5.Have students answer questions three in part D on page eighty-four Step 5 Practise Have students retell Ms LI's advice on choosing the right color to wear according to the following chart. Have students finish part C on page seventy two. Have students find expressions often used to have interview. Have students discuss the first two questions on part D on page seventy two in groups and take notes if necessary. Then have students report the result of their group discussion to the whole class, Have students work in groups. Discuss the last question in part D on page seventy two and take notes if necessary. Step6 Homework 1. Recite the new words and phrases. 2. Finish the Workbook exercises. 教后記：
課 題 7A Unit 7 Be Wise with Money -Reading 2 備課時間 上課時間
主備教師 復備教師 第　　課時
主 備 欄 復 備 欄
I. Teaching aims and learning objectives By the end of this class, students will be able to 1. Can learn to use the words and key phrases in this lesson 2.Learn to use the main vocabulary and sentence structures to introduce their family’s money arrangement II. Teaching main points 1 Grasp the new words and the key phrases 2. Learn how to use the words to introduce the money arrangement III. Teaching procedures Step 1 Revision T: Lets’ review Simon’s family budget. Step 2 Language points 1.That will cost a lot of money. (page 82, line 4) Here “cost" means “to have a certain price". e.g. A full day's activities will cost you 45. 全天的活動要花費你45英鎊。 2.Your dad and I manage money well. (page 82, line 5) Here "manage" means “to use your time, money, etc. in a good way, without wasting it". e.g. You need to manage your time more effectively. 你得更有效地利用時間。 3. We make a budget every year. (page 82, lines 5-6) Here “budget" means "a plan of how money will be spent". e.g. We had a really tight budget. 我們的預算很緊。 4. Well ... we need to cover your education first. (page 82, line 8) (1) Here “cover” means “to provide enough money for sth.". e.g. Your parents have to cover your tuition fees. 你的父母得支付你的學費。 (2) Here “education" means “the process of teaching and learning, usually at school, college or university". e.g. She also hopes her children will get a good education.她也希望她的孩子可以受到良好的教育。 5. Then we have to pay for our flat, car, food and other daily needs every month. (page 82, lines 8-9) (1) Here“pay”means “to give sb. money for sth. you buy or for a service". e.g. Mum paid for my driving lessons. 媽媽支付了我駕駛課的學費。 Tip: pay通常與介詞for連用。具有“花費”意思的詞還有cost 和 spend。 spend
通常與介詞 on連用，cost的主語通常是物。 e.g. This book costs 20 yuan. 這本書要 20塊錢。 I spend 50 yuan on books every month. 我每個月花50塊錢買書。 He needs to pay 20 yuan for this book. 他需要花20塊錢買這本書。 (2) Here“daily" means “happening or done every day". e.g. Daily flights to Beijing have a lot of people. 每日飛往北京的航班上有許多人。 6. Holidays can be expensive. (page 82, line 14) Here “expensive" means “costing a lot of money". e.g. It is the most expensive restaurant in the town. 它是鎮上最貴的餐館。 7. We leave about 20 per cent in our bank account.(page 82, line 16) Here “account" means "an arrangement that sb has with a bank, etc. to keep money there, take some out, etc.". e.g. My husband and I have a joint account. 我和丈夫有個聯名賬戶。 Step 5 Practice 單詞拼寫 根據括號內的提示或首字母填寫正確的詞（每空一詞）： 1. They live in a __________(公寓) in a city center. 2. You need to open a bank _________(賬戶) to save your money. 3. It’s important for children to get a good __________(教育) 4. You don’t need to wear __________(昂貴的)clothes to look fashion. 5. Parents should teach their kids how to (明智地使用) their money. Step 6 Conclusion Ask Ss to make a conclusion of what we have learned in this period. 教后記：
課 題 7A Unit 7 Be Wise with Money-Grammar 備課時間 上課時間
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I. Teaching aims and learning objectives By the end of the lesson, students should be able to: 1. Observe and explore the semantic features and usage of some/any when discussing quantity, and summarize and generalize the sentence structure characteristics and expressed meanings of affirmative, negative, general interrogative sentences and their answers in the 'there be' sentence pattern with the help of pictures and tables; 2.Correctly use some/any to discuss the quantity of items in specific contexts such as shopping, and use the there be sentence pattern to discuss the existence of things; 3.Correctly apply target grammar in discussing methods of spending pocket money and describing store items, and deeply understand the importance and necessity of reasonable spending of pocket money. II.Focus of the lesson and predicted area of difficulty Some, any are used to talk about quantity, while there be is used to talk about the existence of things, which can help students correctly apply target grammar in real contexts and deeply understand the importance and necessity of rational consumption IV. Teaching procedures Step1.Lead-in Ask questions about Simon’s family budget How does Simon’s family manage their money What’s covered in daily needs Step2 Presentation Show Simon and his mother’s conversation and think about: What does Simon’s mum need to buy at the supermarket What does Simon want to buy Let students work out the rule of some/ any. Pay attention to “Can we buy some, Mum ” Let students know the special use of “some” and give more examples Show another sentence”Take any book you want to read.” Let students know the special way of “any”. Step3 Practise 1.Do exercises. 2.Further thinking :put six items into needs and wants. Cover the needs first andsave for a rainy day. Step4 Production Use some and any to talk about what you usually do with your pocket money. Step5 Presentation Show a picture and ask: What’s on the table
Students will use there be to answer the question. Work out the rule of the positive sentences. Ask more questions and work out the rule of negative and question sentences. Give more examples and work out the rule of Proximity Principle. Step6 Practise Finish an article on P86 Do some sentence pattern transformation. Step7 Production Use some,any,there be to talk about things in shops or supermarkets around your home or school 教后記：
課 題 7A Unit 7 Be Wise with Money- Pronunciation 備課時間 上課時間
主備教師 復備教師 第　　課時
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I. Teaching aims and learning objectives By the end of the lesson, students should be able to: 1. Students will be able to recognize and produce the sounds of the target phonemes accurately. 2. Students will be able to distinguish between similar sounds and apply the correct pronunciation in words and sentences. 3. Students will develop their awareness of the importance of correct pronunciation in communication. II. Focus of the lesson and predicted area of difficulty 1.Master the pronunciation rules of the target phonemes. 2.Practice the pronunciation of words and sentences containing the target phonemes. IV. Teaching procedures Step 1: Warming-up 1. Greet the students and have a brief chat about money to recall the topic of the unit. 2. Play a short audio clip of a conversation related to money with some pronunciation mistakes and ask students to listen carefully and spot the mistakes. Step 2: Presentation 1. Present the target phonemes on the whiteboard, for example, vowels such as / / and /i:/, or consonants such as /θ/ and / /. 2. Use multimedia to show examples of words containing these phonemes and demonstrate the correct pronunciation, emphasizing the mouth position and airflow. 3. Let students listen and repeat after the audio several times to get familiar with the sounds. Step 3: Comparison and Distinction 1. Present pairs of words with similar sounds but different phonemes, such as 'ship' and 'sheep', 'thin' and 'then'. 2. Have students listen to the pronunciation of the pairs and try to identify the differences. 3. Explain the differences in detail and guide students to practice pronouncing them correctly. Step 4: Practice with Words 1. Display a list of words on the screen containing the target phonemes. 2. Students read the words aloud individually, and the teacher corrects their pronunciation if necessary. 3. Group the students and have them take turns to read the words to each other, providing feedback and support.
Step 5: Practice with Sentences 1. Show sentences with the target phonemes and ask students to read them together. 2. Pay attention to the intonation and stress in the sentences and guide students to pronounce them naturally. 3. Have students make their own sentences using the words with the target phonemes and share them with the class. Step 6: Games and Activities 1. 'Pronunciation Race': Divide the class into teams. Each team takes turns to pronounce a word or sentence correctly. The team that pronounces the most accurately and quickly wins. 2. 'Listening Challenge': Play an audio of a passage with the target phonemes. Students listen carefully and write down the words they hear. Check the answers together and discuss any pronunciation difficulties. Step 7: Summary and Homework 1. Summarize the key points of the pronunciation lesson, emphasizing the importance of correct pronunciation for clear communication. 2. Assign homework such as recording themselves reading a passage with the target phonemes and sharing it in the next class, or finding more words and sentences with the learned phonemes. 教后記：
課 題 7A Unit 7 Be Wise with Money -Integration 備課時間 上課時間
主備教師 復備教師 第　　課時
主 備 欄 復 備 欄
I. Teaching aims and learning objectives By the end of the lesson, students should be able to: 1.Students will be able to review and consolidate the key vocabulary and expressions related to money management. 2.They will be able to improve their reading, writing, speaking and listening skills through various activities. 3.Students will have a deeper understanding of the importance of being wise with money. II.Focus of the lesson and predicted area of difficulty 1. Review and master the key words, phrases and sentence structures in this unit. 2. Understand and discuss the main ideas and viewpoints in the reading materials related to money management. 3. Develop students' ability to express their own opinions and suggestions on being wise with money. III. Teaching procedures Step 1: Warm-up 1. Greet the students and have a brief conversation about their recent spending or saving experiences. 2. Show some pictures or videos related to money and ask students to share their initial thoughts. Step 2: Review 1. Display key words and phrases on the screen and ask students to recall their meanings and usage. 2. Conduct a quick vocabulary quiz or a word game to check students' mastery. Step 3: Reading Comprehension 1. Distribute a reading passage about wise money management and ask students to read it silently. 2. After reading, have students answer some comprehension questions individually or in groups. 3. Discuss the main ideas and key points of the passage together. Step 4: Group Discussion 1. Divide students into groups and provide them with a topic related to money management, such as "How to save money for a big purchase" or "The pros and cons of credit cards". 2. Encourage students to share their opinions and experiences within the group and take notes. 3. Have representatives from each group present their group's discussions to the class. Step 5: Writing Practice
1. Ask students to write a short passage based on the topic they just discussed, expressing their own views and suggestions. 2. Provide some writing tips and sentence patterns to help students organize their thoughts. 3. Circulate around the classroom to offer guidance and feedback. Step 6: Presentation and Feedback 1. Invite some students to present their writings in front of the class. 2. Encourage classmates to give comments and suggestions. 3. Provide positive feedback and corrective advice to improve students' writing skills. Step 7: Summary and Homework 1. Summarize the key points of this lesson and emphasize the importance of being wise with money. 2. Assign homework, such as writing a money management plan for the next month or researching different investment options. 教后記

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