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韶关市第十三中学课程教学教学设计（单元）（2007 ～ 2008学年第一学期）课程名称：English 主备教师：郭燕娟任课教师：教材：义务教育课程标准实验教科书《新目标英语Go for it》九年级（全一册）人教版教学内容：Unit 7 Where would like to visit ? 教材分析：Would and help to for expressing desire. 教学目标：In this unit students learn to talk about places you like to visit. 教学方法和措施：阅读、讲授、讨论、探究教学资源：课件和录音机课时安排：新课、活动的课时本单元教学时间约需8课时，具体分配如下： Section A 1a-1c 1课时 Section A 2a- 4 1课时 Section B 1a-2c 1课时 Section B 3a-4 1课时 Shelf Check 1课时 Reading 1课时 English Weekly 2课时韶关市第十三中学课程教学教学设计（课时）（2007 ～ 2008学年第一学期）课程名称：English 主备教师：郭燕娟任课教师：课题：Unit 7 Where would like to visit ? 课型：New Lesson 课时：Period 1－2（总第 59、60课时）授课班级：三（3）、（6）班授课时间： 2007年 11 月 14 日（第 11 周） Teaching aims 1.Knowledge Objects (1) Key Vocabulary (2) Target Language 2. Ability Objects (1)Train students to talk about places they would like to visit with the target language. (2)Train students to describe vacations with different adjectives. (3)Train students’ listening skill. 3. Moral Object It′s more interesting to go on vacating somewhere instead of staying at home. Target language 1. Teaching Key Points Key Vocabulary tiring, educational, fascinating, thrilling, peaceful, exotic, trek, jungle, take it easy, Target Language Talk about different places with the target language. 2. Teaching Difficult Point Describe vacations with different adjectives. Talk about different places with the target language. Teaching procedures Step Ⅰ Revision 1. Revise the language points in Unit 6. Provides some questions, What kind of music do you like/love/prefer? What kind of clothes/writers/movies/… do you like/love/prefer? Then ask two pairs to make model conversations to the class to make sure they answer, I like/love/prefer music that…I prefer writers who… 2. Revise the words and expressions in Unit 6 by dictating the following: Step Ⅱ 1a This activity trains students to use the new vocabulary to describe the vacations. At first introduce the key vocabulary. Show the new vocabulary words on the screen by a projector: tiring adj．引起疲劳的；累人的 educational adj．教育的；有教育意义的 fascinating adj．迷人的；有极大吸引力的 thrilling adj．令人激动的；令人震颤的 peaceful adj．平静的；宁静的；和平的 exotic adj．外(国)来的；外国产的 trek v．(缓慢或艰难地)旅行；长途跋涉 jungle n．热带丛林；密林 take it easy 从容；轻松；不紧张 explore v.探险；考察 historic adj．历史上著名的；历史上有重大意义的 site n.地方；场所 Point to the words and teach the children to read them several times till they can pronounce the words fluently and correctly. After that, try to let students explain the adjectives and make up sentences with them. For example, exciting, do like this: Let’s try to explain some new adjectives in our own words and make up some sentences now. See exciting first. Who can explain it in your own words in English? What does exciting mean? Help the children to explain it. Exciting means not boring, or means hard to be quiet. Who can make up a sentence with it? Give an example sentence with it, please. Ask several ones to say their sentences to the class. For example, Surfing makes us exciting. The boy is very exciting when he is watching a football match. Then do the same with these new words in the box: tiring, educational, peaceful, fascinating, thrilling, exotic Read the instructions to the students. Be sure that everyone knows what to do. Tell students to look at the posters in the picture and compare them. We can see three posters. Tell me what you can see in each one. Then discuss the three posters with students. For Poster One, help students to say, It is a beach. A man with sunglasses is sleeping, etc. Do the same to the other two posters. Read the words on each poster to students and then let them read together several times. Ask some ones to tell the Chinese meanings of the words to see if they can understand them. Do some explanation if necessary. Call the students’ attention to the chart. Point to vacation 1,2 and 3 in the chart. Say, Let’s choose the adjectives from the box for the three vacations. The adjectives you choose should correspond with the posters. Now let’s use Vacation 1 as a sample. Which adjectives should we choose? Who can tell me? Then ask several students to tell the class the words they’ve chosen. Write down their answers on the blackboard like this: Vacation 1 Take it easy on a Florida beach! Adjectives: relaxing, peaceful, boring Who has got some other adjectives to describe it? Some other adjectives you know, but not in the box? Ask some to say more besides the ones in the box, such as quiet, lazy. Write them on the blackboard, too. Please fill in the chart with the adjectives now. Note to match the posters. Get them to fill in the answers by themselves. As they work, move around the room checking their progress and answering questions they may have. Check the answers. Provide the possible answers on the blackboard. Possible answers include Vacation 1: relaxing, peaceful, boring Vacation 2: exciting, tiring, dangerous. educational, fascinating, interesting, fun, thrilling, exotic Vacation 3: exciting, educational, peaceful, interesting Step Ⅲ 1b This activity gives students practice in understanding the target language in spoken conversation. Read instructions to students. We’ll listen to three students talking about where they would like to go on vacation and why. See the sample answers in the chart. Write your answers like that while you hear. Look at the three posters in Activity la and do this part. Each one of the three students, Sam, Gina and Lydia, wants to go to one of the three places. Play the tape for the first time, and tell the students not to write in a hurry, just try to catch the main idea of the dialogue. Then play the recording again. Ask them to write their answers this time. Check the answers. Answers 1. Sam, Brazil, likes exciting vacations 2. Gina, Japan, has been bored lately 3. Lydia, Florida, has been stressed out Step Ⅳ 1c This activity provides guided oral practice using the target language. Presentate this dialogue, showing some pictures of the places with great interest all over the world and say like this: I’d like to travel to France. I’d love to visit Paris, because I like relaxing vacations. Where would you like to go on vacation, Sam? Ask one student to answer the question. After that let him or her ask another student. Set off a chain drill like this: T: I’d love to visit Paris, because I like relaxing vacations. Where would you like to go on vacation, S1? S1:I’d like to climb Mount Emei, because I like dangerous vacations. Where would you like to go on vacation, S2? Ss :I prefer to travel to the USA, because I like exotic vacations. Where would you like to go on vacation, S3? S3… After a team finished get the children to make their own conversations in pairs. Ask two students to read the example in the speech bubbles in Activity la. Tell them to talk about the posters with their partners this time. As students work together, move around the classroom, offering language support as needed. Ask some pairs to say their conversations to the class. Step Ⅴ Summary In this class, we’ve learned some adjectives that are used to describe vacations and some other words. We have also learned the target language—Where would you like to go on vacation? I’d like to trek through the jungle because I like exciting vacations. Step Ⅵ Homework 1. Try to remember the new key vocabulary. 2. Write out three similar conversations to the example in the picture in Activity 1a. 教学反思韶关市第十三中学课程教学教学设计（课时）（2007 ～ 2008学年第一学期）课程名称：English 主备教师：郭燕娟任课教师：课题：Unit 7 Where would like to visit ? 课型：New Lesson 课时：Period 3（总第 61课时）授课班级：三（3）、（6）班授课时间： 2007年 11月 15日（第 11周） Teaching aims 教学目标 1. Knowledge Objects (1) Key Vocabulary fall, Niagara Falls (2) Target Language 2. Ability Objects (1)Train students’ listening skill. (2) Train students’ communicative competence. 3. Moral Object It can make you know more about the world to travel much. Target language 教材分析 1. Teaching Key Points New words fall, Niagara Falls Listening practice with target language Make communications with target language 2. Teaching Difficult Point Train students’ listening practice with target language. Help students to make communications with target language. Teaching procedures 教学过程设计 Step Ⅰ Revision (1) Revise the target language by asking question, Where would you like to go on vacation? Get several students to give different answers. Then ask them to work in pairs to practise with: Where would you like to go on vacation? (2) Check homework by asking several ones to read their conversations. (3)Check homework by dictating the following words: tiring, educational, fascinating, thrilling, relaxing, dangerous, exotic, trek. jungle, take it easy, explore, historic After dictating, hove students check in pairs. Make a survey by asking them to put up hands to see how many have written out all the words correctly. Step Ⅱ 2a This activity provides listening practice using the target. Look at the four sentences in the box. They are from a conversation, but they are not in the right order. We will listen to a conversation talking about going on a vacation. We can see the number in from of the fourth sentence. It’s a sample answer Please write the right numbers before the first three sentences in the blanks. Then play the tape. Students only listen this time. Try to catch the main idea of the conversation. Next play the tape again. Students listen and write the numbers in the blanks. Check the answers. Answers The sentences should be numbered in this order:3 4 2 1 Step Ⅲ 2b This activity provides listening practice using the target language, too. Read the instructions to students, and make sure that they know what to do. Look at the first column, "Place". Someone doesn’t like going to these places. Why? Choose the reason for each place from the second column. Write the letters of the reasons in the blanks before the places/Let’s read the contents in the chart first. Get them to read the places and reasons several times. Then say, we’ll listen to the same recording again. Listen and match each place with a reason for not going there. Play the recording again. Ask students to fill in their answers. Check the answers Answers 1. b 2. a 3. c Step Ⅳ 2c This activity provides guided oral practice using the target language. Read the instructions to the students. Tell them to use the information in Activities 2a and 2b to role play conversations. (Holding a picture of Hawaii). I hope to visit Hawaii some day. Get a student to answer, So do I. I like places where the weather is always warm. Showing a picture of Mexico, ask two students to make up similar conversations. Note to use the information in Activities 2a and 2b. Do the same with the third place Niagara Falls. Say, Now please role play the conversations in pairs, using the information in Activities 2a and 2b. Each pair makes one at least. As the students work, move around the room checking progress of the pairs and offering help as needed. Ask one or two move pairs to say their conversations to the class. Step 5 Grammar Focus Presentate the conversation below by saying to the students and writing it on the blackboard: Where would you like to visit? I’d like to go somewhere relaxing. Draw a line under the word relaxing. Then ask the children the same questions and tell them to answer in their own words. For example, I’d like to go somewhere interesting. I’d like to go somewhere exotic. After asking several children to give answers with different adjectives, get them to practice in pairs. Each pair makes two conversations. Next ask several pairs to share their conversations with the class. Then say, the adjectives usually come before the nouns, such as, an educational vacation, a tiring trip. But in the sentences which are using the word something or somewhere, the adjective should be put after the pronouns. For example: I’d like to go somewhere fascinating. I’d love to eat something delicious. After that, presentate another pair of sentences. Say to the students and write down on the blackboard: Where would you like to visit? I hope to go to France some day. Explain sentences with some day in English orally, like this, I hope to go to France some day. This sentence means I hope to go to France some day, but I’m not sure I will. Maybe I will go there in the future and maybe I won’t. The sentences with some day are often used to express that. Then have the children make up more sentences. Step Ⅵ Summary In this class, we’ve done some listening practice with target language. We have also practiced our oral English in pairs. And we’ve discussed something on grammar. Step Ⅶ Homework 1. Write out two pairs of sentences like this: Where would you like to visit? I’d like to go somewhere relaxing. Where would you like to visit? I hope to go to France some day. 2. Practice the target language orally with the classmates. 教学反思韶关市第十三中学课程教学教学设计（课时）（2007 ～ 2008学年第一学期）课程名称：English 主备教师：郭燕娟任课教师：课题：Unit 7 Where would like to visit ? 课型：New Lesson 课时：Period4（总第 62 课时）授课班级：三（3）、（6）班授课时间： 2007年 11月 16 日（第 11 周） Teaching aims 教学目标 1. Knowledge Objects (1) Key Vocabulary (2)Target Language 2. Ability Objects (1) Train students’ reading skill. (2) Train students’ skill of communication. 3. Moral Object Share your experience on travelling in a city with your classmates and tell them what they should bring if they decide to visit it. Target language 教材分析 1. Teaching Key Points Guide students to read the passage in Activity 3a. The new vocabulary 2. Teaching Difficult Point Help students to talk to their partners about the cities they know. Teaching procedures 教学过程设计 Step Ⅰ Revision 1. Revise the target language they learned last class by asking Where would you like to go on vacation? Get several children to answer I’d like to…because… 2. Check the homework by asking some children to read the conversations they wrote to the class. Step Ⅱ 3a touristy adj．游客很多的；游客常去的；适合游览的 spotlight n．公共注意中心 Singapore n．新加坡 botanical adj．植物的；植物学的 heavy adJ．大量的；多的 private adj．私人的；私有的 downtown n．(城镇的)商业区；中心区 get around 观光；到处走动 pack v.把……打包；把……装箱 light adj．轻的 Teach students to read the vocabulary several times until they can read them out easily and correctly. Read the passage quickly and try to answer the questions on the blackboard. Write these questions on the blackboard: 1. What doesn’t Singapore have? 2. What does Singapore have? 3.

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