人教版九年级英语上册第七单元教学设计
Unit 7 Where would you like to visit
单元分析与提示
教学目标
语言目标：
1、掌握条件句：真实的条件句和虚拟的条件句的用法。
2、学会谈论自己想去的地方，会使用以下基本句子：
Where would you like to visit
I’d like to go somewhere relaxing.
I hope to go to France some day.
I’d love to visit Mexico.
认知目标
掌握“would you to” “hope to”句型，通过练习和运用加以巩固
情感目标
1、通过本单元学习使学生更加了解世界各地。
2、通过对本单元的学习，增强实际交际能力，开阔眼界，加深对世界各地的了解，自觉地保护地球，保护环境。
教学重、难点
1) Would like to do sth. = would love to do sth.
I’d like to go somewhere relaxing = I’d love to go somewhere relaxing.
2) You’d better… = You had better …
You’d better not be late for school.
= You had better not be late for school.
3) hope to do sth. 不能说hope doing sth.
I hope to go to France some day.
不能说hope sb. to do sth. 可以说wish sb. to do sth.
不能说I hope you to see him again.
可以说I hope that you will see him again. 4) I love places where the people are really friendly.
人教版九年级英语上册第七单元教学设计
Unit 7 Where would you like to visit?
单元分析与提示
教学目标
语言目标：
1、掌握条件句：真实的条件句和虚拟的条件句的用法。
2、学会谈论自己想去的地方，会使用以下基本句子：
Where would you like to visit ?
I’d like to go somewhere relaxing.
I hope to go to France some day.
I’d love to visit Mexico.
认知目标
掌握“would you to” “hope to”句型，通过练习和运用加以巩固
情感目标
1、通过本单元学习使学生更加了解世界各地。
2、通过对本单元的学习，增强实际交际能力，开阔眼界，加深对世界各地的了解，自觉地保护地球，保护环境。
教学重、难点
1) Would like to do sth. = would love to do sth.
I’d like to go somewhere relaxing = I’d love to go somewhere relaxing.
2) You’d better… = You had better …
You’d better not be late for school.
= You had better not be late for school.
3) hope to do sth. 不能说hope doing sth.
I hope to go to France some day.
不能说hope sb. to do sth. 可以说wish sb. to do sth.
不能说I hope you to see him again.
可以说I hope that you will see him again. 4) I love places where the people are really friendly.
永登县河桥镇初级中学活页教案
2017——2018学年度第 一 学期
学科 英语 年级 九年级 审批 周次 13 份数 2
课 题 Unit 7 Teenagers should be allowed to
choose their own clothes.
主 备 辅 备
实施教师 苏涛 授课时间
教
学
目
标 知识与
技能 熟练运用 “should (not) be allowed to do”谈论应该被允许和不应该被允许做某事;
熟练运用 “be (not) allowed to do”谈论被允许和不被允许做某事;
熟练运用 “I agree / disagree.”或“ I don’t
agree.”表达自己的观点。
过程与
方法 理解并正确运用本单元的重点词汇
情感态度与价值观 了解中外审美观的差异，形成自己的审美观，展示个性；
了解中西方关于青少年的不同文明准则。
教学重点 重点语法：被动语态
教学难点 含情态动词 should的被动语态结构“should be allowed to” 预习要求 熟记本单元词汇
学法指导 小组合作
教学方法 讲练结合
教具准备 PPT 录音机
教学课时 五课时
第 一 课 时
课 题 Section A 1 (1a-2d)
教
学
目
标 熟练运用 “should (not) be allowed to do”谈论应该被允许和不应该被允许做某事;
熟练运用 “be (not) allowed to do”谈论被允许和不被允许做某事;
熟练运用 “I agree / disagree.”或“ I don’t agree.”表达自己的观点。
教学重点 重点句型：
I don’t think sixteen-year-olds should be allowed to
1 Unit6
单元语法小专题(Grammar Focus)
语法精讲
一般过去时的被动语态
一般过去时的被动语态的结构为“was/were＋及物动词的过去分词(＋by)＋其他”。其否定形式是在was/were后加not；疑问形式是把was/were放到句首。如:
A wonderful film was seen by us yesterday evening.昨天晚上我们看了一场精彩的电影。
Mary didn't go to David's birthday party because she wasn't invited.玛丽没有参加大卫的生日聚会，因为她没有受到邀请。
Were flowers and grass planted by them along the road last year？去年他们沿路种植了一些花草吗？
特殊的被动语态:
1.含有双宾语的被动语态
含有双宾语的主动句变被动句时，可以将其中任何一个宾语变为被动结构的主语。一般是把主动结构中指人的间接宾语变为被动语态的主语，这样句子显得自然；若指物的间接宾语变为被动语态的主语，间接宾语前要加介词to，for等。如:
He lent me a bike.→ I was lent a bike(by him).→A bike was lent to me(by him).他借给了我一辆自行车。
2.复合宾语的被动语态
若主动句为“主语＋谓语＋宾语＋宾补”这种复合宾语结构时，则只能将宾语变为被动结构的主语，宾补变成被动结构的主语补足语。如:
We call him Xiao Wang.我们叫他小王。→He is called Xiao Wang.他叫小王。
注意:若主动语态中的宾补是省略to的不定式，变为被动语态时需把to补上。如:
They heard her sing a song at the party.→She was heard to sing a song at the party.在晚会上他们听她唱了一首歌。
