九年级英语全册 Unit 7 Where would you like to visit？The S

Unit 7 Where would you like to visit?

The Second Period

Ⅰ．Teaching Aims and Demands

1．Knowledge Objects

(1) Key Vocabulary：fa1l, 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' communicative competence.

3．Moral Object：It can make you know more about the world to travel much.

Ⅱ．Teaching Key Points

1．New words：fall, Niagara Falls

2．Listening practice with target language

3．Make communications with target language

Ⅲ．Teaching Difficult Points

1．Train students' listening practice with target language.

2．Help student; to make communication with target language.

Ⅳ．Teaching Methods：1．Listening 2．Pairwork 3．Explanation

Ⅴ．Teaching Aids

1．A tape recorder

2．Some pictures of Hawaii, Mexico and Niagara Falls

Ⅵ．Teaching Procedures

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, have 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 front

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.： 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：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

Presentation 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: