Unit7 Where would you like to visit讲课用的调查问卷

Go for it!Unit 7 Where would you like to visit?Date :Oct.30，2014Teacher: YangruiPart 1 Unit analysisThis unit is about the topic of "vacation", through these cities and scenic spots around us to broaden students‟ horizons, enrich their experience and enable them to develop their own ability in thinking and summing up.Part 2 Teaching objectives and demands ◆Knowledge objectives:To learn and master the useful words and phrases and sentenceTo learn to use Would and Hope t o for expressing desiresTo listen, speak and read about traveling◆Ability objectives:Classifying information by filling in formsRole playing◆Culture objectives: Scenery spots around the worldPart 3 Teaching Important Points/Teaching Difficult Points◆Teaching Important Points:To learn and master the useful words and phrases and SentenceTo learn to use Would and Hope t o for expressing desiresTo listen, speak and read about traveling◆Teaching Difficult Points:Make the students understand the following words, phrases, sentences, and grammar :Words:educational, fall, lively, church, wine, translate, light, wonderful, provide, sail, consider, Eiffel Tower,Dame Cathedral, convenient, underground, general, unless, pack, firm, spot,Phrases: would like 想要go on vacation 去度假trek through the jungle 徒步穿过热带雨林go / walk through the park 穿过公园Sentences: Where would you like to visit?Where would you like to go on vacation?I‟d love to visit Mexico .Grammar: would like 的用法；由关系副词where引导的定语从句。

Unit 7 Where would you like to visit全英文说课稿Good afternoon, ladies and gentlemen! I am , from . I’ll talk about my teaching plan for Unit 7 Section A, Grade9.I. Analysis of the Teaching MaterialThis is a lesson of listening, speaking and reading. Ss have learned the drill” would like to …”The topic is very close to daily life. It can stimulate students’interests. So I focus on the development of the material.II. Teaching aims1. Knowledge aims:(1)Different adjectives to describe vacations.(2)Pattern drill: would like to….2. Ability aims: Enable the students to organize the material and give a brief introduction of a place or a country.3. Emotion aims: Have further study of a place and encourage everyone to love our city.III. Difficulties:Firstly, students have difficulties in leaning so many multi-syllable words like educational. Secondly, It is a challenging task for Ss to organize the material and finishthe brief introduction of a place.IV. Teaching and studying methods:I use student-centered, task-based, audio-visual teaching approach and co-operation study teaching methods to deal with the material.V. Teaching procedure: (It includes 6 steps)Step 1: Warming-up Let’s Get Moving (1 minute)Show the video Let’s Get Moving on the screen. Ss and T read the slogan loudly while doing the actions. For example, learning English, open your mouth,move your body, clap your hands, stamp your feet,…Let’s get moving. Warming-up is very important because Ss will concentrate on English studying and prepare for the new lesson. After doing them together, I will divide the whole class into four groups. Now the competition begins.Step 2: Leading in Video Time (5 minutes)(1) I’ll play a video recorded by me in Canada. Ss will watch the beautiful scenery as well as the famous spotlights. Let Ss watch for the missing information in the chart. During the video time, I work as a tour guide. I will say like this: “ Hello, my dear friends. Today let’s go into a fascinating country. It is located in NorthernAmerica. It is the second largest country in the world. Its capital city is Ottawa. Now follow me to look at the famous spotlights. Look! We are on the boat. You may be surprised why I am wearing a raincoat. Have you got the answer? Yes, now I am at Niagara Falls. It’s amazing. I can't believe my eyes! OK! Look at this one. I can see the whole city from here. Where am I standing? Yes, I’m standing in CN Tower, the tallest free-standing （无支撑物的，独立的）structure in the world. Next, it is a place where children like best. It’s an amusement park, just like Disneyland. Now I’m on the roller coaster. It’s exciting. What do you think? Come and join us! After watching the video, students get general ideas of Canada. Information gap activity can arouse Ss’interest and practise their listening skills..Name of country CanadaLocation Northern AmericaSize the second largest country in the worldCapital city OttawaFamous spotlights 1. Niagara Falls2. CN Tower3. Amusement park(2)Free talk: I lead in the topic: Would you like to go to Canada? Why? Ss do pair work. They may use the information they saw to talk about their feeling. It will lay the foundation for 1a.The purpose of Step One is to let Ss know how to introduce a place. It is for the Ss’ final task as well as a good example. The more input Ss get, the more output they give.Step 3:New Lesson (28 minutes)Part one: words (1a)(1) Brainstorming: I will show more pictures on the screen and let Ss brainstorm the adjectives.(2) Game: ConcentrationThe multi-syllable adjectives are the difficulty in this lesson. So I choose the game concentration. Ss will follow the teacher and do it like this: Concentration. Concentration. Now begins. Keep the rhythm. Keep the beat. Beautiful. Educational. Interesting… Ss say the words while clapping their hands.Learning multi-syllable words in this way focuses on the rhythm. Physical movement is helpful to memorize English according to the Theory of Multiple Intelligence.It’s very interesting and efficient.Part Two: Pattern drillsLead in the target language: Where would you like to visit? First, practice reading the sentence “Where would you like to visit? “after the teacher. They often make mistakes in the pronounciation would you/wuʤəjәu/. Ask more Ss to repeat the sentence one by one. Secondly, Ss have a sentence making competition. Eg: I would like to visit ….because….. In this way, Ss can practice the new words in the sentence.Part Three: 1b&1c(1)Picture Description: Look at the two posters. Q:Where would you like to visit? Why?(2)Listen and fill in the chart.(3) Moving dialogue: I make a shorter conversation according to 1b. First, Ss repeat after the teacher. Then Ss practice the conversation by themselves. Next, practice it with different Ss according to teacher’s demands without looking at it.(deskmate, the front student, the back student…) For weaker Ss, they can look at the key phrases on the Bb.Moving dialogue can provide more chances to practisethe dialogue with different Ss. They change the role each time. It’s interesting. For the small class in my school, Ss can use onion ring and “Look up and say” technique to practice it. (Ss stand in two circles. Student B changes each time.)Part Four: 3a(1)Look at the picture and try to finish the first two questions in KWL chart.What do I know?What do I want to know?What did I learn?This task focuses on what Ss have learned and what Ss want to learn. This makes teacher teach easily and effectively.(2)Read for the first time. Circle the things you like and underline the things you don’t like.(3)Read for the second time. Finish the fishbone by working with the partner.ParisFishbone is very clear for Ss to get the main idea of the passage and is helpful for Ss to retell.(4)Read after the tape.(5)Remember the information according to the chart for 1 minute.(6)Finish the information “What did I learn” in KWL chart without looking at thebooks.Step 4: Tasks Which group is the best travel agency?(9 minutes)According to Ss’ level, they choose different tasks which are suitable for them. Four Ss are in a group. Suppose they work at a travel agency.Task 1(easy) Rearrange the material of 3a. Give a brief introduction of Paris.Task 2(difficult) According to the information of Canada, give a brief introduction of Canada. They may add some information they know.Task 3(challenging) National Games will be held in Jinan. First, list the information of Jinan according to the chart of Canada. Then give a brief introduction of Jinan.After their performance, Ss vote for their favorite travel agency by using “I would like to go to….”.This will be the climax of the lesson. Teaching must be student-centered. So different levels different tasks. To learn is to use. The aim for the final tasks is to cultivate an environment for creative thinking.Step 5: Summary (1 minute)Let Ss summarize what they learned and evaluate four teams’ performances. A chart for Ss to do self-evaluation.Step 6: Homework Design a poster: a brief introduction of….(1 minute)Let Ss search the internet. Find the material related to the topic. Then rearrange the material and design a poster to give a brief introduction of a place or a country with pictures.After collecting the posters, I will put them on the wall. Let Ss give comments on them. Ss will benefit from the various evaluation and consolidate their gains.That’s all for my teaching design. Thanks for your attention!。

Unit 7 Where would you like to visit?教案设计方案》《山西省灵石县梁家焉中学
修改说明单词的学习放在句中或短语中或是某个情境:在学习过程中，曾有一
位老师讲到中要比单独记单词效果要好，我修订的这部分就是本节课单词新授的环节，原先只是把单词单独放在屏幕上学，修改后是出示图片让学生感受这个单词的意思，教了单词的发音后，就让学生根据图片用这一新单词来说话，因为学生是在用的基础上记单词，这样的效果要比单独教单词好的多。

校本研修过程
4 / 4。

练习8 照明线路负荷计算（答案）日期班级姓名学号1.如图所示为某房间照明配电箱系统图，根据图中所给数据进行水平干线的负荷计算。

（需要系数Kd=1）2.如图所示为某建筑照明层配电箱系统图，根据图中所给数据进行垂直干线的负荷计算。

（需要系数Kd=0.8）解：每盏荧光灯 P x1=40×1.2=48 W ，cos φ=0.5，tan φ=1.732，Q x1=P ·tan φ=48×1.732=83.14 Var每盏白炽灯 P x2=40 W ，cos φ=1，tan φ=0，Q x2=P ·tan φ=0每把风扇 P x3=80 W ，cos φ=0.6，tan φ=1.33，Q x3=P ·tan φ=80×1.33=106.4 Var每个插座 P x4=100 W ，cos φ=1，tan φ=0，Q x4=P ·tan φ=0计算各相有功、无功的设备功率：A 相：P x(A) =10×48+6×40+6×80+4×100=1600 W ，Q X(A) =10×83.14+6×106.4=1469.8 VarB 相：P X(B) =12×48+6×40+4×80+4×100=1536 W ，Q X(B) =12×83.14+4×106.4=1423.28 VarC 相：P X(C) =8×48+5×40+6×80+5×100=1564 W ，Q X(C) =8×83.14+6×106.4=1303.52 Var因A 相的P X(A)最大，故以A 相计算层配电箱的计算负荷K d =0.8Pc=3 K d P c(A) =3×0.8×1.6=3.84 KWQc=3 K d Q c(A) =3×0.8×1.4698=3.528 KVarKVA 215.5528.384.3Q P Sc 222C 2C =+=+=A9.738031000215.5U 31000Sc Ic L =⨯⨯=⨯=74.05.2153.84S P C C C ===ϕOS3.某住宅区照明供电干线如图所示，各建筑物均采用三相四线制进线，额定电压为380V ，且灯具容量已由单相负荷换算为等效三相负荷，试计算该住宅区各幢楼的照明计算负荷及低压母线的总计算负荷。

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 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 Vocabularytiring, 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 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/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, 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 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 t wo 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 canunderstand 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, 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, 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, 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 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, 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 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）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 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 Ⅰ Revision(1) Revise the target language by askingquestion, Where would you l ike 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 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 1Step 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 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 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 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（板书设计）VII. Teaching procedures（教学后记）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 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 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 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 d iscuss 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 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 Ⅳ 2bThis activity gives students practice in understanding and writing the targetlanguage.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.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, and we’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）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 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 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 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 pai rs.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.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 witha 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 Ⅲ 3bThis 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 from S.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 coast on 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.。

Unit 7 Where would you like to visit?Section A (1a – 1c) Period onePart 1：Analysis of the Teaching MaterialⅠ Status and Function•The topic of this unit is talking about places people would like to visit.It is helpful to practice using the target language. All the students can make great progress in expressing the places which they would like to visit.Period one mainly provides some new vocabulary to describe different kinds of vacations. And it offers students chance to practice listening and speaking English with the target language. It plays an important role in this unit.Ⅱ Teaching aimsⅠ> knowledge and skills1. Enable Ss to master the key words, they can write the words correctly.2. Students can use the target language to describe places they would liketo visit.Where would you like to go on vacation?I’d li ke to trek through the jungle, because I like exciting vacations.3. students can introduce a place.Ⅱ> processes and methodsWith the learning strategies of listening for specific information and role playing, get the students to do pair wok to ask and talk about places they would like to visit by using the teaching courseware, pictures. Find the reasons why people would like to visit somewhere by listening and discussing.Ⅲ>emotion , attitudes and valueThe topic is about vacations. It is close to students’life. It can catch students’ attention. So it is helpful for students to learn English better.Students can know more about different interesting places by learning this unit.It will make students feel relaxed and happy in class. And they will love nature and china more.Ⅲ Difficulties and focus• 1. Train Ss to master the new words, they can use the words to make sentences.• 2. Train Ss to use the words to describe the places they would like to visit.• 3. Train Ss to master the target language.• 4. train Ss to write an short article to introduce the place they are familiar with.Part 2： Analysis of the students•The gap of the Ss’ knowledge level is quite wide. The students don’t have large vocabulary. They seldom communicate with each other in English after class. They are lacking of listening and speaking skills. But some Ss are hard working, they respect teaches and obey the class rules. According tothe paper they have done, they have trouble in writing the words correctly.And they need to improve their reading comprehension, and writing abilities. Part 3: The Teaching Methods and learning strategiesThe task based teachingCommunicative teachingStudent centered teaching.Part 4：Teaching ProcedureIt contains seven steps in this part.Step1. Warming up1. Greeting. (teacher and students)2. Play a game called “brain storming”get them to think up adjectives with the first letter given. “what kind of vacations do you like?”“I like vacations that are interesting.”(ask and answer between Ss and teacher)Purpose: in order to lead the words in this lesson. Beautiful , fascinating , peaceful, educational ect.Step2. Presentation of new vocabularyUse different ways to read and memorize the new words.(read ,repeat, between teacher and Ss , competition and games, between Ss and Ss)Purpose: using different ways to present the words can make Ss to remember the words and enhance their vocabulary.Step3. Practicing•Activity 1a. Review what they learnt; showing pictures, get students to think what words can be used to describe the vacations.Purpose: checking the words can give some Ss chance to show their abilities in remember and using the words they learned.••Activity 2. Show Ss pictures and the target language “where would you like to visit”to practice speaking English. Then practice speaking English with the words they learned.Purpose: this activity can help Ss to speaking English.Step4. Listening and tasks 1bIn this part get students to listen and speak according the tasks. Play the tape and the first time, just listen and read silently to get the main idea. The second time, get Ss to finish the task in 1b. The third time, check the answers. Then read the dialogue together.Purpose: this step mainly to train Ss’ listening abilities.Step5. Practicing 1cShow Ss a conversation and ask Ss to talk about the places using the target language. Then have some pairs to show their own dialogues.Purpose: this step can not only practice the target language, but enable Ss to use the target language to describe the things they know.Step6. Free talkShow Ss a map of china and give students time to discus the places they would like to visit in groups. Ss should take notes, or Ss can write their dialogues down, if necessary. And then have some groups to show their discussion.Purpose: give Ss enough time to communicate with other Ss. It can help Ss to improve their speaking ability and writing ability.Step7. Home workDo a survey. Find out the sights of interest in china and ask their friends and family where they would like to visit. Make a chart. They can search information from the inernet.Part 5：Blackboard workUnit 7 where would you like to visit?tiring educational peaceful fascinatingthrillingtake it easytrekWhere would you like to visit \go\go onvacation?I ’d like\love to goto . Because I like relaxing vacations. I’d like to go somewhere interesting. 1.Would like 想要 1>.would like ＋名词(或代词), 意为“想要”。

Where would you like to visit?一、教材分析：本案例选材为九年级新目标英语的unit7的section a部分。

在八年级第九单元的基础上，要教会学生使用句型“---where would you like to visit?---I would like to visit brazil.”来讨论参观旅游。

同时扩充学生知识面，了解更多关于当地的风土人情，地理环境，人文教育等社会情况，渐渐达到胸中有世界的宽广胸怀!二、学生分析：本案例所教育对象为普通中学的初三学生。

他们淳朴自然真实，有着强烈的求知欲望，希望能有更多的机会了解并体验外面社会的出色。

但由于所处环境而使其知识面相对较窄。

希望能通过本案例的实施引导学生帮助学生获取更多的知识。

三、教学目标：1、language goal: 1) to master the description words;2) sentence pattern2、ability goal: can use the words and patterns to talk about the places to visit freely and get information from others.3、emotional goal:1) to get more happiness from life and keep an active attitude to life;2) to learn more advantages from others and do more for the society四、教学过程：a，课前任务：让学生收集感爱好国家的地理概况、风土人情、人文教育、社会经济等方面的资料(书面或视频)b，课堂任务：task1视频欣赏让学生欣赏并用英语描述关于旅行的视频。

教师适时地加以提示和补充，同时引入新单词。

task2目标语呈现给学生展示世界地图，提问学生where would you like to visit? why?让学生回答i would like to visit…，并帮助学生用刚学的单词讲述理由(because i want a peaceful trip.)task3目标语操练pair work,适时操练目标语。

初三英语公开课教案Unit 7 Where would you like to visit?Teaching steps:Step 1 Lead-in老师通过照片介绍自己曾经去过的地方，并且叙述自己对曾经旅游的地方的看法，来导入这节新课。

Teacher: I want to share some photos with you which I took during my visit to Meizhou, I think this vacation is exciting, and I know you also want to visit some places. Now, we will begin unit7 and learn how to talk about the places we want to visit.Step2 TeachingFirst, through some vivid pictures, teacher introduces the new words of this unit to the whole class.T: Please look at this picture, what are they doing?Ss: Sleeping.T: Maybe they are tired. So, please read this word after me, Tired, Tired….(tiring, peaceful, fascinating, thrilling, educational, jungle, trek)Then, ask Ss to read the new words.Second, review some words they learnt before.(beautiful, interesting, fun, boring, London, Paris, Tokyo, Hong Kong, Singapore)Step3 Exercise of 1AAsk Ss to use 1-2 adjective words to describe the pictures in 1A, then ask a few of them to give out their answers.Step4 Introduce of the new sentencesT: I have a new traveling plan, I want to visit the old town of Lijiang, where do you want to visit? First write these two sentences down on the black board, and then ask a few Ss to answer this question.Ss: I want to visit…..T: Why do you want to visit……?Try to make Ss answer this question like this: Because I like exciting vacations.T: We could also express this sentence in another way, please look at the Bb.Where would you like to visit? / go on vacation?I would /I’d like to visit…Why would you like to visit….?Step5 Group workAsk Ss to practice the new sentences one by one, the group who is the most quick and fluent will be the winner.Step 6 ListeningAsk Ss to listen to the tapes and then finish 1b, then check the answers with them.Step7 Pair workAsk Ss to work in pairs to practice the key sentences, and ask a few pairs to act theirconversations.Step8 Home workMake a small survey of its own family about the places they want to visit.。