八年级英语下册 Unit 6 Where would you like to visit教案5 鲁教版.doc

Unit 6 Where would you like to visit
I. Analysis of the Teaching Material
1. Status and Function
In this unit, students learn to talk about places they would like to visit. This is a topic that students will be very interested in. That will be very helpful to practice using the target language. All the students can make great progress in expressing the places which they would like to visit.
(1) The first period mainly provides some new vocabulary to the students to describe different kinds of vacations. And it gives students practice in listening and speaking on the target language "Where would you like to go on vacation? I”d love to visit Mexico."
(2) The activities in the second period give students more listening and oral practice using more target language. They are helpful to improve students” listening and speaking skills.
(3)In the third period, students learn to get detailed information from an article. And they will do some writing and oral practice as well.
They will improve their reading, speaking and writing skills and know something about Singapore and some other places all over the world.
(4) The fourth period provides more listening practice to train the students to understand the target language in spoken conversation and write the target language. It also provides some more oral practice using the target language.
(5)The fifth period is designed to train students” reading and writing skills.
(6)The activities in the last period are used to train students” writing skill.
2. Teaching Aims and Demands
(1) Knowledge Object
In this unit, students learn to talk about places they would like to visit.
(2) Ability Objects
To train the students” listening, speaking and writing skills using the target language.
(3) Moral Object
Wherever you travel in the world, you are able to use English.
3. Teaching Key Point
To help students learn and grasp the key vocabulary words and the target language.
4. Teaching Difficult Points
(1) To train students” listening, speaking, reading and writing skills.
(2) To train students” communicative competence.
5. Studying Way
Get the students to know more about the world and be interested in travelling.
Ⅱ. Language Function
Talk about places you would like to visit.
Ⅲ. Target Language
1. Where would you like to go on vacation?
I”d love to visit Mexico.
2. I hope to go to France some day.
Ⅳ. Structure
Second conditional without if clause
Hope to
Ⅴ. Vocabulary
jungle, historic site, botanical garden，exotic, thrilling, fascinating, peaceful, take it easy, tiring, educational, trek, explore, Singapore, touristy, customer, pack, light, heavy, downtown, provide, offer
Ⅵ.Recycling
France Brazil, Japan, vacation, zoo, mountain, dangerous, fun, relaxing, entertainment, shopping, hiking, visit
Ⅶ. Learning Strategies
1. Classifying
2. Role playing
Ⅷ.Teaching Time
Seven periods
The First Period
Ⅰ.Teaching Aims and Demands
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 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. Terget 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 who…
Next ask students to practise in pairs.
Walk around the classroom listening to them, correct some errors they may make and be sure they are answering with sentences with relative clauses.
2. Revise the words and expressions in Unit 6 by dictating the following:
lyric, remind of, entertainment, exhibition, gallary, on display, energy, suggest, photograph, suit
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
Tapescript
Boy 1: Look at those travel posters. I”d love to go on a vacation.
Girl 1: Where would you like to go, Sam?
Boy 1: I”d love to go trekking in the Amazon jungle in Brazil.
Girl 1: You would?
Boy 1: Sure. I like exciting vacations.
Girl 1: Wouldn”t that be dangerous?
Boy 1: No, not really. How about you,
Gina? Where would you like to go?
Girl 1: Well, I”ve been kind of bored lately.
I think I”d like to see the historical sites in Japan.
Boy 1: Hmm, that would be fascinating.
What about you, Lydia?
Girl 2: Oh, I”m stressed out. I”d just like to relax on a beach… You know a beautiful beach in Florida.
Boy 1: That sounds peaceful.
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.
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