2019-2020年九年級(jí)英語(yǔ) Unit7單元教案 人教新目標(biāo)版.doc

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2019-2020年九年級(jí)英語(yǔ) Unit7單元教案 人教新目標(biāo)版 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’ municative petence. 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（教學(xué)目的和要求） 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（教學(xué)重點(diǎn)） 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 Point（教學(xué)難點(diǎn)） 1. Describe vacations with different adjectives. 2. Talk about different places with the target language. Ⅳ. Teaching Methods（教學(xué)方法） 1. Teaching by illumination 2. Teaching by doing chain drills 3. Teaching by pair-work Ⅴ. Teaching Aid（教學(xué)手段） 1. A tape recorder and a projector 2. Some pictures of different places with famous views Ⅵ. Teaching procedures（教學(xué)過程） 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 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 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? 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 pare 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（板書設(shè)計(jì)） 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 VII. Teaching procedures（教學(xué)后記） The Second Period Ⅰ.Teaching Aims and Demands（教學(xué)目的和要求） 1. Knowledge Objects (1) Key Vocabulary fall, 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’ municative petence. 3. Moral Object It can make you know more about the world to travel much. Ⅱ. Teaching Key Points（教學(xué)重點(diǎn)） 1. New words fall, Niagara Falls 2. Listening practice with target language 3. Make munications with target language Ⅲ. Teaching Difficult Point（教學(xué)難點(diǎn)） 1. Train students’ listening practice with target language. 2. Help students to make munications with target language. Ⅳ. Teaching Methods（教學(xué)方法） 1. Listening 2. Pairwork 3. Explanation Ⅴ. Teaching Aid（教學(xué)手段） 1. A tape recorder 2. Some pictures of Hawaii, Mexico and Niagara Falls Ⅵ. Teaching procedures（教學(xué)過程） 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, hove students check in pairs. Make a survey by asking them to put up hands to see how many have written out all the words correctly. Step Ⅱ 2a This activity provides listening practice using the target 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 answer Please write the right numbers before the first three sentences in the blanks. Then play the tape. Students only listen this time. Try to catch the main idea of the conversation. Next play the tape again. Students listen and write the numbers in the blanks. Check the answers. Answers The sentences should be numbered in this order:3 4 2 1 Step Ⅲ 2b This activity provides listening practice using the target language, too. Read the instructions to students, and make sure that they know what to do. Look at the first column, "Place". Someone doesn’t like going to these places. Why? Choose the reason for each place from the second column. Write the letters of the reasons in the blanks before the places/Let’s read the contents in the chart first. Get them to read the places and reasons several times. Then say, we’ll listen to the same recording again. Listen and match each place with a reason for not going there. Play the recording again. Ask students to fill in their answers. Check the answers Answers 1. b 2. a 3. c Step Ⅳ 2c This activity provides guided oral practice using the target language. Read the instructions to the students. Tell them to use the information in Activities 2a and 2b to role play conversations. (Holding a picture of Hawaii). I hope to visit Hawaii some day. Get a student to answer, So do I. I like places where the weather is always warm. Showing a picture of Mexico, ask two students to make up similar conversations. Note to use the information in Activities 2a and 2b. Do the same with the third place Niagara Falls. Say, Now please role play the conversations in pairs, using the information in Activities 2a and 2b. Each pair makes one at least. As the students work, move around the room checking progress of the pairs and offering help as needed. Ask one or two move pairs to say their conversations to the class. Step 5 Grammar Focus Presentate the conversation below by saying to the students and writing it on the blackboard: Where would you like to visit? I’d like to go somewhere relaxing. Draw a line under the word relaxing. Then ask the children the same questions and tell them to answer in their own words. For example, I’d like to go somewhere interesting. I’d like to go somewhere exotic. After asking several children to give answers with different adjectives, get them to practice in pairs. Each pair makes two conversations. Next ask several pairs to share their conversations with the class. Then say, the adjectives usually e before the nouns, such as, an educational vacation, a tiring trip. But in the sentences which are using the word something or somewhere, the adjective should be put after the pronouns. For example: I’d like to go somewhere fascinating. I’d love to eat something delicious. After that, presentate another pair of sentences. Say to the students and write down on the blackboard: Where would you like to visit? I hope to go to France some day. Explain sentences with some day in English orally, like this, I hope to go to France some day. This sentence means I hope to go to France some day, but I’m not sure I will. Maybe I will go there in the future and maybe I won’t. The sentences with some day are often used to express that. Then have the children make up more sentences. Step Ⅵ Summary In this class, we’ve done some listening practice with target language. We have also practiced our oral English in pairs. And we’ve discussed something on grammar. Step Ⅶ Homework 1. Write out two pairs of sentences like this: Where would you like to visit? I’d like to go somewhere relaxing. Where would you like to visit? I hope to go to France some day. 2. Practice the target language orally with the classmates. Step Ⅷ Blackboard Design（板書設(shè)計(jì)） Unit 7 Where would you like to visit? Section A The Second Period Ⅰ. 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. VII. Teaching procedures（教學(xué)后記） The Third Period Ⅰ.Teaching Aims and Demands（教學(xué)目的和要求） 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 Points（教學(xué)重點(diǎn)） Train students’ listening skill by listening to the conversations with the target language. Ⅲ. Teaching Difficult Point（教學(xué)難點(diǎn)） Help students to role play the conversations. Ⅳ. Teaching procedures（教學(xué)過程） 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 positions they have written at home. First let several ones read theirs to the class. Second, get them to work in pairs to check the positions. At last, collect all students’ positions. 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 e 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 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 2a This activity gives students practice in unde