初三英语unit7教案

Unit 7 Where would you like to visitI. Analysis of the Teaching Material1. Status and FunctionIn 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 ObjectIn this unit, students learn to talk about places they would like to visit. (2) Ability ObjectsTo train the students’ listening, speaking and writing skills using the target language.(3) Moral ObjectWherever you travel in the world, you are able to use English.3. Teaching Key PointTo 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 WayGet the students to know more about the world and be interested in travelling.Ⅱ. Language FunctionTalk about places you would like to visit.Ⅲ. Target Language1. Where would you like to go on vacationI’d love to visit Mexico.2. I hope to go to France some day.Ⅳ. StructureSecond conditional without if clauseHope toⅤ. Vocabularyjungle, historic site, botanical garden，exotic, thrilling, fascinating, peaceful, take it easy, tiring, educational, trek, explore, Singapore, touristy, customer, pack, light, heavy, downtown, provide, offerⅥ.RecyclingFrance, Brazil, Japan, vacation, zoo, mountain, dangerous, fun, relaxing, entertainment, shopping, hiking, visitⅦ. Learning Strategies1. Classifying2. Role playingⅧ.Teaching TimeSeven periodsNo. 32 The First PeriodⅠ.Teaching Aims and Demands（教学目的和要求）Knowledge Objects(1) Key Vocabularytiring, educational, fascinating, thrilling, peaceful, exotic, trek, jungle, take it easy, explore, historic, site(2) Target LanguageWhere would you like to go on vacationI’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（教学重点）1. Key Vocabularytiring, educational, fascinating, thrilling, peaceful, exotic, trek, jungle, take it easy, explore, historic, site2. Terget LanguageTalk about different places with the target language.Ⅲ. Teaching Difficult Point（教学难点）1. Describe vacations with different adjectives.2. Talk about different places with the target language.Ⅳ. Teaching Methods（教学方法）1. Teaching by illumination2. Teaching by doing chain drills3. Teaching by pairworkⅤ. Teaching Aid（教学手段）1. A tape recorder and a projector2. Some pictures of different places with famous viewsⅥ. Teaching procedures（教学过程）Step Ⅰ Revision1. 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/preferThen 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, suitStep Ⅱ 1aThis 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 EnglishWhat does exciting meanHelp the children to explain it. Exciting means not boring, or means hard to be quiet. Who can make up a sentence with itGive 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: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 meThen 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, boringWho has got some other adjectives to describe it Some other adjectives you know, but not in the boxAsk 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 includeVacation 1: relaxing, peaceful, boringVacation 2: exciting, tiring, dangerous. educational, fascinating, interesting, fun, thrilling, exoticVacation 3: exciting, educational, peaceful, interestingStep Ⅲ 1bThis 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.Answers1. Sam, Brazil, likes exciting vacations2. Gina, Japan, has been bored lately3. Lydia, Florida, has been stressed outTapescriptBoy 1: Look at those travel posters. I’d love to go on a vacation.Girl 1: Where would you like to go, SamBoy 1: I’d love to go trekking in the Amazon jungle in Brazil.Girl 1: You wouldBoy 1: Sure. I like exciting vacations.Girl 1: Wouldn’t that be dangerousBoy 1: No, not really. How about you,Gina Where would you like to goGirl 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, LydiaGirl 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 1cThis 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, SamAsk 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, S1S1:I’d like to climb Mount Emei, because I like dangerous vacations. Where would you like to go on vacation, S2S s :I prefer to travel to the USA, because I like exotic vacations. Where would you like to go on vacation, S3S3…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 themto 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 SummaryIn 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 Homework1. 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（板书设计）VII. Teaching procedures（教学后记）No. 33 The Second PeriodⅠ.Teaching Aims and Demands（教学目的和要求）1. Knowledge Objects(1) Key Vocabularyfall, Niagara Falls(2) Target LanguageWhere would you like to visitI’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 ObjectIt can make you know more about the world to travel much.Ⅱ. Teaching Key Points（教学重点）1. New words fall, Niagara Falls2. Listening practice with target language3. Make communications with target languageⅢ. Teaching Difficult Point（教学难点）1. Train students’ listening practice with target language.2. Help students to make communications with target language.Ⅳ. Teaching Methods（教学方法）1. Listening2. Pairwork3. ExplanationⅤ. Teaching Aid（教学手段）1. A tape recorder2. Some pictures of Hawaii, Mexico and Niagara FallsⅥ. Teaching procedures（教学过程）Step Ⅰ Revision(1) Revise the target language by askingquestion, 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 vacationI’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, historicAfter 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 2aThis 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 from of the fourth sentence. It’s a sample answerPlease 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.AnswersThe sentences should be numbered in this order:3 4 2 1TapescriptBoy 1: Wouldn’t it be great if we could go on a vacation togetherGirl 1: Yeah. That would be wonderful!Boy 1: Where would we goGirl 1: Well, I hope to visit Hawaii one day. Would you be interested in going there Boy 2: Sure! I like places where the weather is always warm.Boy 1: But Hawaii is too touristy. Maybe we could go to Mexico. I love places where the people are really friendly.Boy 2: Well, Mexico would be nice, but we don’t know the language. I hope to see Niagara Falls some day. What about going thereGirl 1: Niagara Falls would be beautiful, but there’s not much to do there. Why don’t we all go to San Francisco together It has everything—beautiful views, friendly people, exciting things to do…Boy 2: That’s not a bad idea…if you pay for it.Step Ⅲ 2bThis 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 answersAnswers1. b2. a3. cStep Ⅳ 2cThis 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 FocusPresentate the conversation below by saying to the students and writing it on the blackboard:Where would you like to visitI’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 visitI 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. MaybeI 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 SummaryIn 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 Homework1. Write out two pairs of sentences like this:Where would you like to visitI’d like to go somewhere relaxing.Where would you like to visitI hope to go to France some day.2. Practice the target language orally with the classmates.Step Ⅷ Blackboard Design（板书设计）VII. Teaching procedures（教学后记）No. 34 The Third PeriodⅠ.Teaching Aims and Demands（教学目的和要求）1. Knowledge Objects(1)Key Vocabularycustomer, save money, pool, culture, dream vacation, travel agency (2)Target LanguageWhere would you like to goI’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 ObjectTo role play the conversations you’ve heard is a very good way to improve your oral English.Ⅱ. Teaching Key Points（教学重点）Train students’listening skill by listening to the conversations with the target language.Ⅲ. Teaching Difficult Point（教学难点）Help students to role play the conversations.Ⅳ. Teaching Methods（教学方法）1. Brainstorm2. Listening method3. PairworkⅤ. Teaching Aid（教学手段）A tape recorderⅥ. Teaching procedures（教学过程）Step Ⅰ Revision1. 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 1This 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 intoyour minds.Now brainstorm a list of things that are important to you when you go on vacation. Write them down in your exercise books. You should not worry if an idea is silly or if a word is spelled wrong. You can even write a word in their first language for the moment.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.Then ask some children to read their lists to the class. Write any new words or phrases they have used on the blackboard. Ask them to discuss the lists in groups of four. Each one reads his or her own list to the other three. Then they discuss the words or phrases together. If there is something that they are not sure, tell them to show me by putting up their hands. Move around the room and solve the problems they may have. Help students find the correct English words to express their ideas. Step Ⅲ 2aThis 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. Then explain it like this:If you plan to have a trip or vacation, you can go to a travel agency. A travel agency is an office that can help you make travel plans. Also they help you get plane tickets and hotel reservations. Then presentate whale watch and amusement park to the class like below. A whale watch tour means you stay in a ship and go out to the oceaning during the time of year when the whales are migrating, then you can see them travelling. Amusement park means a place like disneyland. You can do lots of ridesand play lots of games there.Write the two phrases on the blackboard.Look at the three pictures in Activity 2a now. We know Jeff has a summer job at a travel agency. We will hear him talking on the phone with three different people. Can you see the small box in the corner of each picture Listen to the conversations and number the pictures. Write a proper number in each box to show the right order of the pictures. Then play the tape for the first time. Tell them only to listen. Play the tape a second time. As they listen to the tape this time, have the students number the pictures.Check the answers.AnswersThe pictures should be numbered in the following order:1,2,3TapescriptWoman 1: Jeff, I have to go out for half an hour. Could you please answer the phone Just take messages and I’ll call people back.Jeff: Sure. Hello, Ace Travel. Jeff Marino speaking. How may I help youWoman 2: I’d like some information on vacation packages, please.Jeff: My boss is out of the office for half an hour. Could she call you back Woman 2: Actually, I’d like to get some information now, if you wouldn’t mind…Jeff: Well, I guess it would be OK. So, where would you like to goWoman 2: Oh, I don’t know. Somewhere warm.Jeff: Somewhere warm… How about HawaiiWoman 2: Oh,…no…I…I don’t like flying.Jeff: Ok. Well, there’s always…Jeff: Hi, Ace Travel. Jeff Marino speaking.Man: Hello. I’d like to find out about your vacation packages.Jeff: Sure. What kind of vacation are you looking forMan: Well, I hope to go on a nature tour.Jeff: Well, we have a great whale watch tour. You might like that.Man: Hmmmm…It depends on where it is. I don’t want to go anywhere cold.Jeff: Hmmmm…Let’s see. Yes, we have a great summer whale watch tour…Jeff: Hi, Ace Travel. May I help youWoman 3: I hope so. I saw your advertisement for vacations in California. We’d like to go somewhere that’s fun for kids.Jeff: Fun for kids…hmmmm …How about Los Angeles Kids love visiting Hollywood. Woman 3 Oh, but we don’t really like big cities.Jeff: I see. Then maybe you’d enjoy…Step Ⅳ 2bThis activity gives students practice in understanding and writing the target language.Read the instructions to the children.Tell them to look at the chart. Then read the headings Customer, Wants, Doesn’t want and point out the blanks under each one. And let them see the sample answer under Wants in the chart. Ask them to read it together. Say, Then first customer wants to go somewhere warm.I’ll play the recording again. Please write down the things the three customers want and don’t want in this chart as you listen to the recording.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.AnswersCustomer 1 wants: to go somewhere warm. doesn’t want to flyCustomer 2 wants: to go on a nature tour, doesn’t want to go anywhere coldCustomer 3 wants: to go somewhere that’s fun for kids, doesn’t want to go to a big cityStep Ⅴ 2cThis activity provides guided oral practice using the target language.Read the instructions to the children.Say, In this activity, you are asked to role play Jeff’s conversation with the information in the chart in Activity 2b.Ask a pair of students to read the sample conversation to the class.S A: Where would you like to goS B: I’d like to go somewhere warm.S A: Where else can you tell meS B: I don’t want to go to a place which is too far away.Then ask them to continue it. Offer some help if necessary. For example, they may say like this,S A: Where would you like to goS B: I’d like to go somewhere warm.S A: What else can you tell meS B: I don’t want to go anywhere too hot.Offer more phrases,…to go to a small town,…to go by ship,…to go to a place which is too crowded, …to travel by plane,…to go to anywhere too far, ect.Write them on the blackboard.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 SummarySay, In this class, we’ve done lots of listening practice on target language, andwe’ve also written and spoken some.Step Ⅶ Homework1. Write out the phrases you have brainstormed in Activity 1.2. Write down the conversation in Activity 2c.Step Ⅷ Blackboard Design（板书设计）VII. Teaching procedures（教学后记）No. 35 The Fourth PeriodⅠ.Teaching Aims and Demands（教学目的和要求）1. Knowledge Objects(1) Key Vocabularyprovide, firm, offer, spot, Confucius, stele, forestThe Forest of Steles(2) Reading practice using the target language(3) Writing practice using the target language2. Ability Objects(1) Train students’ reading skill.(2) Train students’ writing skill.(3) Train students’ listening and speaking skills.3. Moral ObjectAre you planning to take a trip this summerWrite an e-mail to a travel agency in English to get some information on vacations.Ⅱ. Teaching Key Points（教学重点）1. The new vocabulary.2. Read an e-mail.3. Write an e-mail.Ⅲ. Teaching Difficult Point（教学难点）Write an e-mail.Ⅳ. Teaching Methods（教学方法）1. Scanning the e-mail to find out the answers2. Writing3. GroupworkⅤ. Teaching Aid（教学手段）1. Some pictures of Qufu, the Great Wall and the Forest of Steles in Xi’an2. A projectorⅥ. Teaching procedures（教学过程）Step Ⅰ Revision1. Revise the conversation in Activity 2c on page 55 by making a conversation with one student like this,T: Where would you like to goS s: I’d like to go somewhere relaxing.T: What else can you tell meS: I don’t want to go to big noisy cities.After that, ask them to practice in pairs.Ask several pairs to share their conversations with the whole class.2. Check their homework. First, choose some students to read the phrases on Activity 1. Second, ask several ones to read the conversations they wrote to the the class. Correct the mistakes that they may have made with the whole class. Get them to work in pairs to help each other. Tell them to show their homework to each other, and help correct any mistakes they may have made.Step Ⅱ 3aThis 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.。