九年级英语Unit 7 集体备课
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反思及体会
Unit 7 Where would you like to visit?
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 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 At first introduce the key vocabulary． 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．
汀祖中学九年级集体备课
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． Step Ⅲ 1b 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． Step Ⅳ 1c 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 vacationount 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? S 3… 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．
人教版九年级全册课时教案 Unit 7
Unit 7 Teenagers should be allowed to choose their ownclothes.类别课程标准要求掌握的项目单元话题Rules重点单词1.license(n.)2.safety(n.)3.smoke(n.)(v.)4.cry(n.)(v.)5.field(n.)6.hug(n.)(v.)7.lift(n.)(v.)8.regret(n.)(v.)9.poem(n.)munity(n.)11.chance(n.)12.society(n.)13.support(n.)(v.)14.choice(n.)cate(v.)16.manage(v.)17.enter(v.)18.tiny(adj.)19.awful(adj.)20.badly(adv.)重点词组1.driver’slicense2.take photos3.make sure4.talk back5.think back6.stay out8.make one’sdecision9.get to class late10.fail a test11.take the testlater12.strict rules15.grow up16.achieve one’sdream17.have nothingagainst18.end up19.be serious about7.keep …away from 13.get in the way of 14.worry about 20.care about 21.make one ’s choice 22.keep off 重点句式 1.Sixteen-year-olds should be allowed to drive. 2.Anna wants to get her ears pierced. 3.He should stop wearing that silly earring. 4.I ’m really eous paintings by Picasso. 5.I think they just want to protect the paintings. 6.She made sure I was safe and kept me from danger. 7.She said it ’d give me awful dreams. 8.Please be back by ten! 9.I should not be told what to do!10.I was late for school from staying out past ten.11.I regret talking back,not listening to Mom.12.Parents should not be too strict with teenagers.13.But sometimes these can get in the way of theirschoolwork.14.Teenagers often think they should be allowed to practice their hobbies as much as they want.15.However,his parents won’t allow him to train so much.16.We know how much he loves running.17.But we think our son needs to think about other possiblejobs.18.I think I should be allowed to decide for myself.19.I understand this,but I’m serious about running.20.Maybe he thinks it’s too strict or unfair.21.He needs to spend more time on his homework because itis difficult to become a professional sports star.22.They always talk about what will happen if I don’tsucceed.23.I think I should be allowed to make this choice myself. 单元语法含有情态动词should的被动语态的用法第一课时Section A(1a~2d)重点单词license (n.)证;证件safety (n.)安全;安全性smoke (v.)吸烟;冒烟 (n.) 烟重点词组driver ’s license 驾照take photos 拍照重点句式 Sixteen-year-olds should be allowedto drive.十六岁的孩子应当被允许开车。
最新人教版初中九年级英语全一册集体备课第七单元Unit 7 教学课件PPT
Do you agree or disagree?
Students should be allowed to do homework with their friends.
Do you agree or disagree?
Students should not be allowed to go out at night.
Anna: I agree, but it’s fun to watch. Can I take the bus then?
Mom: Well, OK.
Anna: Great! I want to buy a new skirt, too. Mom: What kind of skirt? Maybe I should go with you. Anna: Aww, Mom. I’m not a child. I think teenagers
1. Who has just got the driver’s license?
John.
2. Why does Anna’s mother want to go shopping with her? She just wants to make sure Anna gets something nice.
1. Anna can go to the shopping center by bus. T F
2. Anna wants to get her ears pierced.
TF
3. Anna wants to choose her own clothes.
TF
Listen and fill in the blanks below.
Unit 7
人教版新目标九年级英语Unit7单元集体备课教案
5.I should not be told what to do!我不应当被告诉要做什么。
6.I regret talking back,not listening to Mom.我很后悔顶嘴而没有听妈妈的话。
3.完成教材2c的任务，要求学生模仿听力内容，使用“should be allowed to”进行对话练习。并邀请2-3对同学当堂进行演示。(3分钟)
4.小结训练。要求学生在规定的时间内完成一个小练习。并请若干学生给出自己的答案。有错误的话及时纠正。(2分钟)
汉译英，每空一词。
1)青少年应该允许选择他们自己的衣服。
______________________________________
2.How does your mother care about you?
______________________________________
3.What bad things did you do to against your mother？
参考案例
Teacher:I don’t think students should be allowed to go to Net Bar.
Students:I agree.
3.要求学生听第一遍录音，并完成课本上1b的听力任务。(1分钟)
4.要求学生听第二遍录音，并逐句进行跟读。(2分钟)
5.完成教材1c的任务，要求学生根据1a中的陈述，利用方框内的短语编写对话，进行练习，然后要求2-3位学生当堂进行演示。(3分钟)
新目标九年级英语上册Unit7集体备课教案
新目标九年级英语上册Unit7集体备课教案【课题】Unit7 Where would you like to go?【课时序】第一课时【课型】——新授课【双向细目表】——本节课学生达到的知识能力水平等级，如：知识板块学习内容学习目标知识性考试水平技能性考试水平体验性考试水平abcabcabcUnit71.重点词汇beautiful , relaxingg, dangerous, educational, peacefulg, boring thrilling ,exciting√√√2.重点句型Where would you like to go on vacation ?I’d lugh the jungle, because I like exciting vaca√√√【教学目标】——掌握新的词汇和短语极其相关用法，并能灵活运用。
渗透德育教育，引导学生无论到何处旅游都要保护好环境！【教学重难点】——使学生能口头、笔头熟练地运用新学的词汇、短语和句型来描述一个地方【教学方法】——mind map,3Ps(presentaaduction)teaching, task-based learning teaching【学习方法】——individual work, pair work, group work(discuss, make a conversa)【教学准备】——multi-media , tader, students’ b【教学过程】教学内容及教师活动学生活动设计意图I Lead-w the maworld .T: What kind of countries do you knowap?T: What kind ddo you know?T: What do you think abouuntries and cities?II Presenta(1)T: Where would you like to visit? I would like to visit U.S.A Becaubeautiful.T: Where would you like to visit?T: Why would you like to visit U.S.A.(2)Showures and lactice:Ⅲ Listening(1) Show two pictures of Florida Beach and Amazon Jungle and lbest to describ(2)Where would Sam and Gina like to go on vacation?Listen and filla(3) Listen and read aa(4) Lll the listening materialⅣ Survake a survey: let Ss work in group:Where would you like to visit?Why would you like to visit it?Who would you like to go with?How would you like to go there?What would you like to d?Report:…would like to visit…Becau…Ⅴ SummaryWhat do we learn today?They talk about couaw. S: China, the U.S.A, the U.K, Canada, Australian, France, Ger many, Mexico…They talk abouaw.S: Beijing, New York, London, Tdney, Paris… They talk about some ad： thrilling, fascinating, peaceful, tiring， educational, exotic, boring fun,S: I would like to visit….S: Becau…..A: What would you like to visit?B: I’d like to visit…A: Why would you like to v?B: Because…best to describe them by using some adjs thaave learnt.Let Ss listen and fillaAaad aaRetell the listening material.Make a survey and do aabouaum uwords and通过世界地图让学生复习以前曾经学过的国家和地名，并教授相关的新单词, 本环节对学生的自学作出了检测,同时也复习了旧的知识，达到温故而知新的目的。
英语九年级上册Unit 7教案
2. Read the phrases and try to fill in the blanks.
break down out of service jump in
the day before yesterday text message
1.I wasn’t very busy _______________.
Some difficult sentences.
教学方法与手段
Teaching methods
Practicing method Listening method Speaking method
教学准备
PPt ,A tape recorder, some pictures
第一课时
课
时
数
1课时
课堂教学实施设计（教师活动、学生活动）
1.Have you ever had a quarrel\fight with others?
2.What do you usually do when you are angry?
Let’s guess： How do Steven and Danny feel?
Learn the new words in the passage.
5为穷人提供食物__________
nguage points
1.I'm president of the student council at my school.
be president of......的主席......的总统
2.In December, we decided to raise money for an organization that provides food for poor people.
人教版新目标九年级英语Unit7单元集体备课教案
人教版新目标九年级英语Unit7单元集体备课教案Step 1情景导入参考案例每个青少年在生活中都会碰到允许或者不允许做某事，例如在商场购物时，我们应该允许选择自己的衣服，而作为父母却不允许我们选择自己的衣服，你们有这样的经历吗？你们是赞同还是不赞同呢，请大家说出自己的观点。
（4分钟）Teacher: Could you tell me what students should be allowed to do or shouldn't beallowed lo do?Students: __________________________________©Students should be allowed to have part-time jobs.②Students shouldn't be allowed to get their ears pierced.环节说明:通过课前的一个师生问答互动，让学生对自己感兴趣的话题产生共呜，能训劫学生学习的积极性，何时be 疝owcdtod。
的应用，为学习新课埋下了伏笔。
教学过程Step 2完成教材la-lc的任务【操作案例】1.要求学生解开课本P49,迅速阅读la部分的内容。
然后自己判断赞同还是不赞同la的内容° （1分钟）2.检查答案，先要求全班一起给出答案并检查讨论。
然后要求小组就should be allowed to do sth.的用法进行讨论，并通过以下问题对青少年应该做什么或者不允许做什么进行反馈，与学生互动。
（3分钟）参考案例Teacher:! don't think students should be allowed to go to Net Bar.Students:! agree.3.要求学生听第一遍录音，并完成课本上1b的听力任务。
（1分钟）4.要求学生听第二遍录音，并逐句进行跟读。
人教版九年级英语全Unit7SectionB2a2e)教学设计
7.拓展阅读：推荐学生阅读一本关于培养兴趣爱好、提升生活品质的英文书籍或文章，让学生在阅读中感受英语的魅力，同时丰富自己的生活。
作业布置要求：
1.学生认真完成作业，注意书写规范，保持作业整洁。
5.设计形式多样的课后作业，巩固所学知识，提高学生的自主学习能力。
6.关注学生的情感需求，创设轻松愉快的课堂氛围，激发学生的学习兴趣。
7.针对教学重难点，采取以下措施：
（1）词汇教学：通过实物、图片、例句等形式，帮助学生理解和记忆词汇，同时注重词汇的拓展和运用。
（2）语法教学：结合语境，设计丰富多样的语法练习，让学生在实际语境中感受和运用一般现在时态。
（3）阅读教学：引导学生运用阅读策略，提高阅读效率，同时关注文章结构和主旨，培养学生良好的阅读习惯。
四、教学内容与过程
（一）导入新课（字）
1.教师通过向学生展示一组关于不同爱好的图片，如硬币收藏、集邮、绘画等，引导学生讨论各自的兴趣爱好。
2.学生在小组内分享自己的爱好，并尝试用英语进行简单描述。
2.利用多媒体教学资源，如图片、视频等，激发学生的学习兴趣，帮助学生更好地理解和记忆词汇。
3.设计各种听说活动，如角色扮演、小组讨论等，让学生在实际语境中运用所学知识，提高听说能力。
4.引导学生通过阅读课文，分析文章结构，培养阅读策略，提高阅读理解能力。
5.鼓励学生进行自主学习和合作学习，培养学生的自主学习能力和团队协作精神。
3.教师邀请几名学生上台展示并介绍自己的爱好，激发学生的学习兴趣。
4.教师根据学生的展示，引入本节课的主题：“谈论个人喜好”，从而导入新课。
英语组集体备课活动记录表
九年级英语集体备课活动记录表项目名称九年级英语集体备课负责人唐理欢活动时间 2016-3-15 活动地址九年级办公室九年级 Unit 5 How do you活动主题 make a banana milk shake? 主讲人郑金燕集体备课参加对象英语组全体成员为响应学校的呼吁，睁开校本培训，本教研组于13 月 15 日进行了本学期集体备课活动。
第一，组员议论，确立本次备课主题为七年级英语的 unit 5 How do you make a banana milk shake?第二课时，接着，即是各组员针对本次课题，提出自己的建议。
活动内容李少琴：课的引入将播放一首优美悦耳的英文歌，简要让学生轻松快乐地进入讲堂。
本节课的要点是学说水果沙拉的过程，会说本课的句型first ,then ,next finally , 并能在实质情形中运用。
所以，本节课应环绕着此点睁开教课。
黄丽珠：板书的设计也相当重要，应当要点突出，而且简短、了然。
部署作业设计 : 学生简单又不陌生—怎样煎荷包蛋，利用多媒体课件把步骤展现出来。
（这一设计新奇）唐理欢：何不以学生最喜爱着手实践—做水果沙拉这一活动主题来睁开。
( 这个建议好 )朱殷梅：板书的设计也相当重要，应当要点突出，而且简短、了然。
部署作业设计 : 学生简单又不陌生—怎样煎荷包蛋，利用多媒体课件把步骤展现出来。
（这一设计新奇）此次活动是一次教科研活动，也是一次经验沟通和培训，经过集体的备课，让本节课尽如人意，也在必定程度上提高了教师的专业素质，更表现了作为活动反省教师的本职。
资源共用。
与建议英语组集体备课活动记录表项目名称英语集体备课活动时间 2012-5-12 负责人活动地址火高录英语办公室Unit8 Why don ’ t you get活动主题her a scarf八年级集体备课参加对象英语组全体成员？主讲人苏雪箐本教研组于 5 月 12 日进行了本学期集体备课活动。
新课标九年级英语Unit7单元教案
Unit 7 Where would you like to visit?I. 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 vacation?I’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 periodsThe First PeriodⅠ.Teaching Aims and Demands（教学目的和要求）Knowledge Objects(1) Key V ocabularytiring, educational, fascinating, thrilling, peaceful, exotic, trek, jungle, take it easy, explore, historic, site(2) Target LanguageWhere 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（教学重点）1. Key Vocabularytiring, educational, fascinating, thrilling, peaceful, exotic, trek, jungle, take it easy, explore, historic, site2. Target 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 pair-workⅤ. 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 ⅠRevision1. 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 practice 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 Ⅱ1aThis 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?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.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 V acation 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, boringWho 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 includeVacation 1: relaxing, peaceful, boringVacation 2: exciting, tiring, dangerous. educational, fascinating, interesting, fun, thrilling, exotic Vacation 3: exciting, educational, peaceful, interestingStep Ⅲ1bThis 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, 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 Ⅳ1cThis 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?S s :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 ⅤSummaryIn 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 ⅥHomework1. Try to remember the new key vocabulary.2. Write out three similar conversations to the example in the picture in Activity 1a.Step ⅦVII. Teaching procedures（教学后记）The Second PeriodⅠ.Teaching Aims and Demands（教学目的和要求）1. Knowledge Objects(1) Key V ocabularyfall, Niagara Falls(2) Target LanguageWhere 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 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 ⅠRevision(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 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, 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 Ⅱ2aThis 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 1Step Ⅲ2bThis 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 Ⅳ2cThis 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 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. 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 ⅥSummaryIn 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 ⅦHomework1. 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.Step ⅧThe 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 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 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 procedures（教学过程）Step ⅠRevision1. 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 ⅡPart 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 into your 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 orphrases 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 Ⅲ2aThis 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 rides and 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:1,2,3Step Ⅳ2bThis 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 Ⅴ2cThis 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.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 ⅥSummarySay, In this class, we’ve done lots of listening practice on target language, and we’ve also written and spoken some.Step ⅦHomework1. Write out the phrases you have brainstormed in Activity 1.2. Write down the conversation in Activity 2c.StepVII. Teaching procedures（教学后记）The Fourth PeriodⅠ.Teaching Aims and Demands（教学目的和要求）1. Knowledge Objects(1) Key V ocabularyprovide, 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 summer?Write 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 procedures（教学过程）Step ⅠRevision1. Revise the conversation in Activity 2c on page 55 by making a conversation with one student like this,T: Where would you like to go?S s: I’d like to go somewhere relaxing.T: What else can you tell me?S: 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 Ⅱ3aThis 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 words and expressions several times. Then ask several to read to the class. Make sure that they can read the words fluently and correctly.Read the instructions to students. Do some explanation. Make sure that each student knows what they will have to do.Go over the statements about the e-mail message with the whole class. Make sure that they can understand all the six sentences in the box. And tell them to put the six statements in their minds while they scan the e-mail below.Say, Boys and girls, please scan the e-mail in Activity 3a now. Try to get the main idea of the letter and find out the answers to the statements. Ask them to scan the letter individually, and write T,F or DK before each statement.After they’ve all finished scanning, check the answers with the whole class. Elicit why the false sentences are false at the same time.After checking the answers, tell the children to read the passage more carefully and prepare to answer the questions on the blackboard.Write the questions below on the blackboard:1. Where do S.T. Zhang and the family want to take a trip?(Somewhere in the east of China.)2. What kind of place do they want to go to?(An exciting place where they can do lots of exercise.)3. What exercise do they especially love doing?(They especially love hiking and swimming.)4. What does S. T. Zhang say about the hotel they want to live in?(They need to stay in an inexpensive hotel. And they wish their hotel had rooms with kitchens so that they could save money by cooking their own meals. The room needs to be big enough for three people. And they’d like to stay at a place with a big pool or somewhere near the ocean.)5. What does S. T. Zhang want the travel agency to do?(Give them some suggestions for vacation sports and let them know if it’s best to travel by plane, train or bus.)6. How long would they like to be away?(About three weeks.)After they’ve all finished reading, get some students to answer these questions.Encourage them to ask questions on what they don’t understand about the e-mail.Ask one student to read the letter to the class. Help him or her with the pronunciation. Then let all the students read the passage several times.Answers1. F(the family wants an inexpensive hotel and wants to save money by cooking)2. F(the :family enjoys hiking and swimming)3. DK4. DK5. T6. F (the person wants to go to the east of China)Step Ⅲ3bThis activity provides writing practice using the target language.Read the instructions to students.Ask: Who can explain the instructions in your own language?Choose two or three among those who have put up their hands to explain the instructions in English.They may say like this, Suppose I work for Ace Travel Agency and I have received the letter fromS.T. Zhang. Then it is my duty to reply the e-mail and I have to tell where they should go on vacation.After they all know what to do, get them to begin writing. Move around the classroom as they write, offering help if necessary. Remember whose passage is excellent and prepare to ask them to read theirs to the class.After they’ve all finished writing, ask the students who have written very good passages to read theirs to the class.Let them work in pairs to correct the mistakes in the passage they’ve written.Tell them that they have to rewrite the letters after class and bring them to school tomorrow.A sample writingSubject: Vacation From: Ace TravelDear S.T. Zhang,We are very glad to receive your letter.Thank you for choosing our agency.I think Qingdao is the best place for you and your family to go on vacation based on your e-mail. Qingdao is a very beautiful city with lots of nice scenery. It’s on the east coast of China. The waves of the sea are really wonderful. It’s really an exciting place to visit. And you can also do a lot of exercise there, such as hiking along the coaston the beach, swimming in the great ocean.It will become a more attractive place in summer.We can help you book an inexpensive room with three beds. Many local people there run that kind of hotels with their own houses. The rooms are very clean and nice and you can cook your meals in the kitchens if you like.I suggest you’d better travel by plane.You can save much time in that way.How do you think of travelling to Qingdao?Please tell us.Best wishes to you and your family.Ace Travel Step ⅣPart 4This activity provides reading, writing, listening and speaking practice using the target language. Read the instructions to students.Say something about the three places in the chart. Showing some pictures of these places to the students, say like this,Qufu is a small city in Shandong Province.It is famous for Confucius. It was Confucius’ hometown. He was born there.The Great Wall is the pride of the Chinese people. It is very long and it is hard to believe that it was built over two thousand years ago.The Forest of Steles in Xi’an is a great place for people who are interested in writing Chinese with brushes.What do you think of the three places?Look at the chart in Activity 4. We can see the sample answer in the box about Qufu in the column of you.Continue saying, Now please fill in the boxes about The Great Wall and The Forest of Steles in。
九年级英语-Unit_7_Where_would_you_like_to_visitAqqqlK
松岙初中九年级英语教研组集体备课主备人：卓丹儿备课内容：Where would you like to visit?备课成员：康吉卓丹儿应张园Unit 7 Where would you like to visit?[教学目标]知识目标：1、掌握本课的生词，巩固句型Where would you like to visit?2、阅读3a能力目标：学会描述景点情感目标：通过谈论世界各地的旅游景点，表达对自然风光的热爱之情，并立志学好英语，周游世界[重点与难点]重点：掌握所学单词，巩固句型及培养学生的阅读能力和写作能力难点：如何熟练地描述一处景点[教学过程]Ⅰ.warm–up1.The slogan before class.Read it aloud.English is the bridge to the knowledge,English will be our wings in the future.We must learn English,speak English,use English.Travel around the world,Fly to the future!One,two,three,four,come on!2.Check the new words on P54.a. Read and correct the prounciation in groups.b. Complete the words without books.①t_ _ r_ sty ; 游客很多的②sp_ tl_ _ _t ; 公众注意的中心③c_ns_ d_ _; 考虑；思考；认为④incl_d_ _ _; 包含；包括⑤ch_ _ch; 教堂⑥c_nv_n_ _nt;便利的；方便的⑦in g_n_r_l；一般而言⑧tr_ nsl_te; 翻译3.Pre-read(预读)Task：Talk about Beijing in groups.参考句型：①What sights would you like to travel/visit?I’ d like /love to…/I hope to …②What kind of transportation would you like to take?I’ d like to take …③What language should you speak?I’ d speak …Ⅱ.While-readTask 1. Read 3a fast , answer the question and fill in the chart.What does every paragragh (段落) talk about?Task 2 .Read 3a again and fill in the chartTask 3 1.Read again, find out the difficult points and places you don ’t understand. Then talk about them in groups.2.Teacher ’s explanation ：consider +名词(动名词);one of +形容词最高级+ 名(复);It’s convenient to do sth;quite+a/an+形容词+名(单);Task 4. Read after the tape,then read by yourself.Ⅲ. Post-ReadRetell 3a according to the chart.Ⅳ. ProductionsTask 1 .Pairwork：Make new conversations.参考句型：A：Where would you like to go/travel/visit?B：I ’d like to go / travel /visit...A：Isn’t supposed to be ...?B：Yes ,it is.But ...is also ...and ...Task 2 . 1.Groupwork：How to describe a city , discuss in groups.参考城市Qingdao：coastal city(海滨城市) / the underwater world / the May 4th place / Qingdao trestle(栈桥) / by bus / taxi / Qingdao dialect(方言) / Putonghua / English / other languages / Shanghai：the largest city / Yangpu Bridge / Shanghai Natural History Museum / by the underground train / bus / taxi / Shanghai dialect(方言) / Putonghua / English / other languages /Beijing/Linyi/ …2.Choose a city you know and Write an article describing the city.—————————————————————————————————————————————————————————————————————————————————————————————————————————————。