九年级英语全册 Unit 7 Where would you like to visit？单元整理教案 人教新目标版.doc

Unit 7 Where would you like to visit?
The First Period
Ⅰ．Teaching Aims and Demands
1．Knowledge Objects
(1) Key Vocabulary
tiring, educational, fascinating, thrilling, peaceful, exotic, trek, jungle, take it easy, explore, historic, site
(2) Target Language
Where would you like to go on vacation?
I'd like to trek through the jungle, because I like exciting vacations.
2．Ability Objects
(1) Train students to talk about places they I 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.
Ⅱ．Teaching Key Points
1．Key Vocabulary
tiring, educational, fascinating, thrilling, peaceful, exotic, trek, jungle, take it easy, explore, historic, site
2．Target Language：Talk about different places with the target language.
Ⅲ．Teaching Difficult Points
1．Describe vacations with different adjectives.
2．Talk about different places with the target language.
Ⅳ．Teaching Methods
1．Teaching by illumination
2．Teaching by doing chain drills
3．Teaching by pairwork
Ⅴ．Teaching Aids
1．A tape recorder and a projector
2．Some pictures of different places with famous views
Ⅵ．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 whom …
Next ask students to practise in pairs.
2．Revise the words and expressions in
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:
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?
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,
The boy is very exciting when he is watching a football match.
Then do the same with these new words in the box:
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.
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.
Step Ⅲ 1b
This activity gives students practice in understanding the target language in spoken conversation. Read instructions to students.
Then play the recording again. Ask them to write their answers this time.
Step Ⅳ 1c
This activity provides guided oral practice using the target language.
Presentation this dialogue, showing some pictures of the places with great interest all over the world
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 1a. 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.
Step Ⅶ Blackboard Design
Unit 7 Where would you like to visit?
Section A
The First Period
Possible answers to Activity 1a:
Vacation 1: relaxing, peaceful, boring
Vacation. 2: exciting, tiring, dangerous, educational, fascinating, interesting, fun, thrilling, exotic
Vacation 3: exciting, educational , peaceful, interesting
教学反思：（二十八） 年 月 日
这节课使我深深感受到：教师具备良好的心理素质、教学组织能力和富有创新精神是多么重要！但美中不足的是：课文内容的拓展准备不足，比较单一；没有让学生所学的知识得到充分升华；在交往能力的培养上尚显不足。
Unit 7 Where would you like to visit?
The Second Period
Ⅰ．Teaching Aims and Demands
1．Knowledge Objects
(1) Key Vocabulary：fa1l, Niagara Falls
(2) Target Language
Where would you like to visit?
I'd like/hope to visit/see …
I'd like/love places where
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.
Ⅱ．Teaching Key Points
1．New words：fall, Niagara Falls
2．Listening practice with target language
3．Make communications with target language
Ⅲ．Teaching Difficult Points
1．Train students' listening practice with target language.
2．Help student; to make communication with target language.
Ⅳ．Teaching Methods：1．Listening 2．Pairwork 3．Explanation
Ⅴ．Teaching Aids
1．A tape recorder
2．Some pictures of Hawaii, Mexico and Niagara Falls
Ⅵ．Teaching Procedures
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?
I'd like/love to … because I like … vacations.
(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, have 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 language.
Read the instructions to the students.
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 front of the fourth sentence. It's a sample answer.
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.
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.
Step 5 Grammar Focus
Presentation the conversation below by saying to the students and writing it on the blackboard .
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.
After that, presentation another pair of sentences. Say to the students and write down on the blackboard.
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
2．Practice the target language orally with the classmates.
Step Ⅷ Blackboard Design
Unit 7 Where would you like to visit?
Section A
The Second Period
1．Answers to Activity 2a: 3 4 2 1
Ⅱ．Answers to Activity 2b: 1．b 2．a 3．c
Ⅲ．Grammar Focus:
1．Where would you like to visit?
I'd like to go somewhere relaxing.
2．Where would you like to visit?
I hope to go to France some day.
Unit 7 Where would you like to visit?
The Third Period
Ⅰ．Teaching Aims and Demands
1．Knowledge Objects
(1) Key Vocabulary
touristy, spotlight, Singapore, beautiful, heavy, private, downtown, get around, pack, light
(2) Target Language
Where would you like to go, Kathy?
I'd like to visit Kunming.
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.
Ⅱ．Teaching Key Points
1．Guide students to read the passage in Activity 3a.
2．The new vocabulary
Ⅲ．Teaching Difficult Point
Help students to talk to their partners about the cities they know.
Ⅳ．Teaching Methods
1．Teaching by illumination.
2．Teaching by asking questions.
Ⅴ．Teaching Aids
1．A projector
2．A video tape on Singapore or some photos, some photos of Dalian
Ⅵ．Teaching Procedures
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
This activity provides reading practice using the target language.
At first introduce the key vocabulary words. Show the key vocabulary words on the screen by a projector.
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.
A few minutes later(maybe two or three minutes) , ask different students to answer the questions.
Step Ⅲ 3b
This activity provides reading, listening and speaking practice using the target language.
Note to correct any pronunciation errors to make sure the students are providing a good model for the rest of the class.
Step Ⅳ Part 4
This activity provides reading, writing and speaking practice using the target language.
Read the instructions to the children. Make sure that they understand it.
Ask two or three to say something about their cities.
Ask some to say something on that to the class. Then tell them to fill in the box for things you don't like. Let them talk to their partners about it.
Step Ⅵ Summary
In this class, we've learned something about Singapore, and we've talked about some other places all over the world. We've done a lot of listening, speaking, reading and writing practice using the target language.
Step Ⅶ Homework
1．Write a short passage on the city you talked about in class.
2．Try to remember the new words on page 54.
Step Ⅷ Blackboard Design
Unit 7 Where would you like to visit?
Section A
The Third Period
Questions to Activity 3a:
1．What doesn't Singapore have?
2．What does Singapore have?
3．Is Singapore also a wonderful place for shopping?
4．What don't you plan on doing in Singapore? Why?
5．What is easiest to do in Singapore?
6．What is suggested to bring if you decide to go there? Why?
Sample answers to Activity 4:
Dalian
Things you like
1．wonderful beaches
2．long coast
3．big and nice parks
4．the big museum of different kinds of sea animals
Things you don't like
1．things are too expensive
2．too many cars running in the streets
Unit 7 Where would you like to visit?
The Fourth Period
Ⅰ．Teaching Aims and Demands
1．Knowledge Objects
(1) Key Vocabulary：customer, save money, pool, culture, dream vacation, travel agency
(2) Target Language
Where would you like to go?
I'd like to go somewhere warm.
2．Ability Objects
(1) Train students' listening ability.
(2) Train students to use the target language in oral English properly.
3．Moral Object
To role play the conversations you've heard is a very good way to improve your oral English.
Ⅱ．Teaching Key Point
Train students' listening skill by listening to the conversations with the target language.
Ⅲ．Teaching Difficult Point：Help students to role play the conversations.
Ⅳ．Teaching Methods：1．Brainstorm 2．Listening method 3．Pairwork
Ⅴ．Teaching Aid：A tape recorder
Ⅵ．Teaching Procedures
Step Ⅰ Revision
1．Revise the passage about Singapore by asking two or three students to read it to the class. Make sure that they pronounce each word correctly.
Then let students read it aloud once by themselves.
2．Check the short compositions they have written at home. First let several ones read theirs to the class. Second, get them to work in pairs to check the compositions. At last, collect all students' compositions. Go over them carefully after class.
Step Ⅱ Part 1
This activity reviews the target language and introduces new vocabulary.
Read the instructions to students. Explain brainstorm like this:
Brainstorm a list of things means you should write down all the ideas that come into your minds.
Ask them to have a look at the two model phrases the book provides before they begin. Move around the room offering language support as needed.
After about three minutes, tell them to stop writing and thinking.
Let's review the ideas you've thought of together. We will correct spelling and find the correct English words for any words you don't know.
Step Ⅲ 2a
This activity gives students practice in understanding the target language in spoken conversation.
Read the instructions to students. Tell them to guess the meaning of travel agency first. Check the answers：1, 2, 3
Step Ⅳ 2b
This activity gives students practice in understanding and writing the target language.
Read the instructions to the children.
The play the recording again. Students fill in the blanks with the words they hear. Pause the tape several times to give students time to fill out the chart. Correct the answers.
Step Ⅴ 2c
This activity provides guided oral practice using the target language.
Read the instructions to the children.
Ask a pair of students to read the sample conversation to the class.
Then ask students to practice in pairs. Move around the room checking the progress of the pairs and offering help as needed. Ask one or two pairs to say their conversations to the class. Correct any mistakes they may have made.
Step Ⅵ Summary
Say, In this class, we've done lots of listening practice on target language, and we've also written and spoken some.
Step Ⅶ Homework
1．Write out the phrases you have brainstormed in Activity 1.
2．