九年级英语下册 Unit 3 Going places教案 (新版)牛津上海版

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牛津上海版英语九下Unit3《Goingplaces》word单元英文教案

Unit3 going places1st periodTeaching aims1.Help the students to learn to talk about traveling.2.Help the students to learn to talk about means of transportation3.Encourage the students to learn how to express good wishes.4.Learn and master the following: consider, means transportation, have a good trip,good luck to youImportant points in teaching1.Listening and speaking practice2.Talk about travel in English3.Learn the expressions of means of transportation4.Learn to express good wishesDifficult points in teachingTalk about travel in EnglishTeaching aidsa slide projector or computera tape recorderTeaching proceduresStep1.greeting and revisionStep2.lead-in1.Ask some students what activities they did during the summer vacation.2.Do …warming up‟Ask the Ss to look at four pics on page 153.Get the Ss to understand the questions given, Get their opinions about safety, comfort,quickness, convenience, etc.4.Deal with the four situations:Form Shanghai to LondonFrom Chongqing to ChengduFrom Beijing to GuangzhouFrom Dalian to QingdaoAsk the students to give their reasons for choosing their means of transportation.Step 3. Listening1.Pre-listeningNow we know something about different means of transportation, we can travel by ship or by air, imagine now we were in the waiting room at an airport. And we‟ll listen to some boarding calls. 2.ListeningAsk the students to concentrate on comprehension of the boarding cal l.Play the tape again. Get the students to focus their attention on the specific information check in pairs. Then discuss the answers with the whole class.Step 4. Speaking1.Lead-inTalk to the students about their travel experiences in the past. Questions:Where did you travel?When did you do that?How did you travel?2.Deal with the tableAsk three or more students about the year and the place they want to travel to ask one to write the information on the form on the blackboard, and the others in the form on page 16.3.Do the exampleDemonstrate the example with a good student.Then ask the students to make a dialogue with their partners on pairs according to the completed form.4.Consolidation practice(1)Ask the students to create their own dialogues according to their own imagination of travelingto the past or the future in different machines.(2)Show the traveling of a spaceship in space and ask the students to make a dialogue aboutit. .Step 5 SummarySum up what has been taught and what they have learned in this part.Step 6 Assignment1.Revise the contents of this class2.Get ready to act out a dialogue about traveling2nd periodTeaching aims1.Words and expressions:Experience, simply, get away from, vacation, nature, basic, equipment, tip cell, phone, watch out, poison, poisonous, paddle, stream, normal, excitement, adventurous, handle, similarity. 2.Improve the students‟ reading comprehension.Important Points in TeachingTrain the students to improve their reading comprehensionDifficult Points in Teaching1.Question and Answer for inducing2.Fast reading to find out some general information3.Careful reading to find out the details in the passages4.Pair-work/ Group-work activitiesTeaching Aids1.A tape recorder2. A slide projectorMain Procedures in TeachingStep1 Greeting and Revision as usualStep 2 Pre-ReadingLead-inDo you like traveling?Why do you like traveling? And why not?Where would you most like to travel? Why is that?Have you ever tried any adventure travel in your life?Please discuss these questions with your partner.Step 3 While-reading1.Fast readingWhat‟s the basic equipment you need for hiking?2.more question sWhere can you go hiking?How can you go hiking?Why is hiking a great way to travel?What do you think of hiking?3.Do the same with RAFTINGWhere can you go rafting?How can you do that?Why is rafting another exciting adventure?What do you think of a normal rafting trip?What‟s your opinion about whitewater rafting?Why is rafting a good way to experience nature?What is it like when you go on a normal rafting trip?What is it like when you go on a white-water rafting trip?Can you think of some other words like “whitewater”?Step 4 Post-reading1.Ask the students to choose their answers for the questions according to the passages.2.Ask them to check in pairs.3.Check the answers with the whole class.4.Ask the students to fill in the table individually.5.Check with the whole class.Step 5 ConsolidationTell me about hiking/rafting.Step 6 Play the record of the first paragraph for each passage for the students to listen and follow. Ask them to pay attention to the pronunciation and intonation.Step 7 Summary1.Help the students to compare/contrast hiking and rafting to have a clear picture of theirsimilarities and differences.2.Help the students to make a list of useful words. Expressions and patterns in the passages. Step 8 AssignmentRevise the contents of the passages.Outline the two passages.3rd period。

牛津版上海版九年级下册 Unit 3 Going places Language study课件 (共20页)

Homework:
1.Please review the reading task on page 17. 2.Write an article about your travel experience.你将去什么地源自度假吗？Question:
• The Dragon Boat Festival is coming soon. What are you going to do or where are you going during this vacation?
Use the “be going to” form.
the door. the airport?
你怎样去飞机场？ • Is anybody seeing you now. off? 有人去给你送行吗？ • Are you going anywhere for the holiday?
• We
are有人正在敲门。 having class
现在我们正在上课。
Question: Do you like traveling?
Fenghuang Old City
Guilin
Window of the world
Nanre
Mountain Mingyue
Warming Up
Look at the travellers in the pictures. Are they doing anything wrong?
④
80km
30km
He is driving too fast.
Don’t Litter
Dustbin
He is littering.
He is throwing rubbish on the ground.

九年级英语下册 Unit 3 Going places教案 (新版)牛津上海版

Unit 3 Going places1教学目标Teaching aims: By the end of this period, the students are expected to1. get the meaning of some words and expressions2. understand the articles3. practice reading skills4. be aware of the value of educational exchanges2学情分析总体而言，学生阅读量有限，课外几乎没有学生有意识主动在这个方面加强训练，因此，英语阅读技能的指导和阅读理解能力的提高只能靠课堂有限的时间做些必要的强化。

为了更好地引导学生参与阅读活动，突破重难点，达成教学目标，课堂上需设计有坡度的语言活动。

一方面，学生需要注重读的完整过程，因此读前的情境引入，有效利用一些图片资源，可以激活学生已学和已知；对语段进行整体阅读任务后加以多样性检测，并在读的过程中融会词汇教学和理解运用，有助于学生在问题或任务驱动下，逐步深入理解语篇的内容和主旨。

另一方面，在层层递进的阅读任务中，学生能有效地训练和运用扫读、跳读、推断、概括等基本阅读技能。

考虑到语言输入为输出服务的宗旨，不能忽略板书设计的针对性和目的性，呈现重要的语言内容和知识点，为学生语用提供参照，得以当堂巩固，增强记忆。

在读中和读后活动中，鼓励学生小组交流，有助于不同学习水平的学生之家分享到正确的观点，让更多的学生提升了理解能力。

3重点难点Focus on:1. making Ss read and understand the articles2. developing Ss’ reading s killsTeaching difficulties:1. to make Ss find detailed information from the articles2. to enable Ss to express opinions properly in English4教学过程4.1一学时教学活动活动1【讲授】9BU3 More practice－－－－－Educational visitsTeaching procedure:I. Pre-readingPurpose: To elicit the topic and get the students ready for the reading tasksTask 1T: Show students a few pictures and elicit the topic.Ss: Talk about the pictures.Task 2T: Encourage students to judge the statements according to the pictures and the instruction.Ss: Judge the statements.II. While-readingPurpose: To practice and improve students’ reading skills, including skimming for main ideas, scanning for specific information, guessing the meaning of the new words, summarizing, and so onTask 1:T: Ask Ss to skim through the passages and fill in the table.Ss: Take a quick look at the articles and fill in the table.Task 2:T: Give students time to read the first article again and ask more questions fo r students to discuss and answer.Ss: Read the first article carefully and get some specific information. Task 3:T: Ask students read the second article and do some comprehension exercises as well.Ss: Read the second article and get a better understanding of it.III. Post-readingP urpose: To improve students’ ability to express their opinions in English Task 1:T: Make students discuss and express their ideas about educational visits. Ss: Work in groups to share their ideas with each other.IV. AssignmentPurpose: To consolidate what have learnt1. Read the passages fluently and recite the new words and expressions.2. Write at least 60 words about the topic: “Educational visits in my eyes”.WorksheetI. Read the first article and find the detailed information.How did Tammy tell about her own culture?1.2.3.What did Tammy think of her visit? Why?II. Read the second article and list the things Sylvia did during her visitIII. Writing:Educational visits in my eyes Nowadays, we may get the chances to visit other countries as exchange students. In my opinion, it is ... (and) ... to hav e such an educational visit. During the visit, we can ...Besides, it is ... to ...I’m sure (that) the educational visit will be a valuable experie nce for us.百度文库是百度发布的供网友在线分享文档的平台。

Unit 3 Going places 教案 2021-2022学年牛津上海版九年级英语下册

9BU3 On holiday (First Period)Teaching Plan一、单元解读本单元选自9B第二模块Recreation and entertainment，属于“人与社会”中“旅游”话题。

在之前的6BU1 Great cities in Asia，7AU1 Relatives in Beijing，7BU1 Writing a travel guide，8BU6 Travel等单元中，学生都接触过此话题。

本单元从单一（阅读中个体对上海的态度）到复杂（听力中不同个体对上海的不同），局部（上海景点）到整体（各地景点），帮助学生从知道，理解并运用相关词汇、短语和语法规则，就“旅游”的话题进行准确描述、表达想法与情感。

二、教学设计说明（一）教材分析本文是一篇以书信形式呈现的游记，作者Wendy向堂妹Connie描述了自己在上海旅游的一天中所见所闻所感。

从内容与结构上来看，游记按照时间顺序，有详略有侧重地介绍了上海的各个景点，并抒发自己的情感。

从语言上看，景点名称以及人们在景点中开展的娱乐休闲活动是文本的核心词汇。

同时，文本包含有宾语从句、时间状语从句、目的状语从句、现在分词表伴随、with+名词做后置定语等多种语言现象以及本单元语法部分将新授的过去完成时态。

（二）学情分析由于是借班授课，对班级学生情况了解有限。

但在授课前听了一节随堂课，发现该班学生思维活跃，语言能力强，乐于交流自己的想法与见解。

同时，九年级学生对于“旅游”话题也有较多生活体验与兴趣。

此外，文本描述的是学生们所生活的上海这一城市，学生在学习过程中能产生共鸣，易于发表观点与看法，能够进行相关的表达与思考。

（三）教学目标1. 学生能运用略读、推断、细读等阅读策略，理解文章结构与内容。

2. 学生能在阅读后用with+n./with+sb. doing的结构，选取一个角度，介绍上海某处地点。

3. 学生能感受上海的魅力，增强文化自信。

牛津上海版英语九下Unit 3《Going places》单元英文教学设计

牛津上海版英语九下Unit 3《Going places》单元英文教学设计一. 教材分析《Going places》是牛津上海版英语九下Unit 3的主题单元，主要讨论旅游和交通的话题。

通过本单元的学习，学生将了解各种交通方式，学会描述旅行的计划和经历，以及了解不同国家的文化差异。

教材包括阅读理解、听力、口语表达、语法和写作等多个方面，旨在提高学生的综合语言运用能力。

二. 学情分析九年级的学生已经具备了一定的英语基础，能够理解和运用一些基本的英语词汇和句型。

但是，对于一些交通方式的表达和旅行计划的描述，可能还需要进一步的引导和练习。

此外，学生的阅读能力和听力水平也各有差异，需要在教学过程中给予不同的关注和指导。

三. 教学目标1.能够理解并运用本单元的核心词汇和句型，如交通工具的名称、旅行计划的描述等。

2.能够通过阅读和听力材料，获取关于旅行的信息，并能够进行简单的交流和讨论。

3.能够描述自己的旅行经历，并能够编写一篇关于旅行的短文。

4.能够提高自己的跨文化交际能力，了解不同国家的文化差异。

四. 教学重难点1.重点：本单元的重点是各种交通工具的名称和描述旅行计划的句型。

2.难点：对于一些特殊的交通方式，如“热气球”、“游轮”等，学生可能不太熟悉，需要进行额外的解释和练习。

五. 教学方法1.任务型教学法：通过各种任务活动，让学生在实际语境中运用英语，提高学生的语言运用能力。

2.交际型教学法：通过小组讨论、角色扮演等形式，让学生进行真实的交流，提高学生的口语表达能力。

3.合作学习：鼓励学生相互合作，共同完成任务，培养学生的团队协作能力。

六. 教学准备1.教师准备PPT，包括本单元的核心词汇和句型，以及相关的阅读和听力材料。

2.准备一些关于旅行的图片和视频，用于激发学生的兴趣和想象力。

3.准备一些旅行计划的小卡片，用于课堂操练和巩固环节。

七. 教学过程1.导入（5分钟）：教师通过展示一些关于旅行的图片和视频，引导学生谈论自己的旅行经历，激发学生的兴趣和想象力。

广东省深圳中学(牛津上海版 )九年级下学期英语教学设计：Unit 3 going places--G

教学设计9B Unit 3（Period 4 Grammar）深圳中学上海牛津九下9B Unit 3Teaching Design of the Grammar Section (Period 4)Teaching ProceduresReflection on this lessonThis lesson was carried out, in general, quite successfully, but some details in the design should be polished so that the lesson can achieve better teaching effects next time.The most noticeable positive effect of this lesson was that it stirred strong motivation in the students’ to think about and discuss the topics in English, because the topics and materials were closely related to their life and appealing to them. Second, although this is a grammar lesson, it guided students to use target structures in contexts instead of staying around the forms. Third, the multi-media equipments and advanced teaching technology were applied very properly in the class, including the use of micro-lesson, electronic whiteboard, cell phones, and pad, which allowed the teacher to get instant feedback of students’ performance in the task and quiz.What needs improving is how to guide the students to use the target structures more appropriately when they had practice. The students’ output was not quite as the teacher expected because some students forgot to use the target structures. Some of them tried to use other roundabout methods to express their ideas, without using the target structures. Maybe at first the teacher should provide an example presentation to show how to use the target structures appropriately in the context.Blackboard DesignAppendix 1Teaching Material for Step 2 – Micro lesson and practiceAppendix 2Teaching Material for Step 4 - Pair workAppendix 3Teaching Material for Step 5 - Group workStudents’ worksheet(Each student gets an information card with only one sentence from a complete text as follows. They need to work together to organize the information and explain the differences and similarities)Shenzhen Middle School organizes singing competition every year to welcome the arrival of the new year.Last year, the singing competition was held in the junior campus.This year, the singing competition was held in the senior campus.There were five hosts for the show last year.There were four hosts for the show this year.Last year, the final of the competition has two rounds.This year, the final has only one round.Students from the whole school watched the show last year.Only part of the students watched the show this year.The audience was very excited about the show last year.This year, the audience was also very excited about the show. In addition, they use more methods to cheer for their classmates, such as using cell phones’ light.The sound equipments got some problems last year.The sound effect of the show was not satisfying.This year, sound the equipments worked very well.The Students’ Affairs Department held this event last year.This department also held this event this year.So, the sound effect was quite excellent.The most important thing is that, last year, no one from our class got into the final. However, this year one of our classmates got into the final and won a prize.。

牛津上海版英语九年级下册《Unit 3 Going places》教学设计

牛津上海版英语九年级下册《Unit 3 Going places》教学设计一. 教材分析《牛津上海版英语九年级下册》Unit 3的主题是“去各地旅行”，涉及旅游、文化差异、交通工具等内容。

通过本单元的学习，学生能够掌握与旅行相关的词汇和表达方式，描述自己的旅行经历和梦想，以及讨论不同文化背景下的旅游习俗。

本单元主要包括以下几个部分：阅读理解、听力练习、口语表达、语法讲解、写作练习等。

二. 学情分析九年级的学生已经具备了一定的英语基础，能够听、说、读、写一些简单的句子。

但是，对于一些与旅行相关的词汇和表达方式可能比较陌生，同时对于不同文化背景下的旅游习俗可能了解不多。

因此，在教学过程中，需要帮助学生掌握相关词汇和表达方式，并引导学生了解和尊重不同文化的旅游习俗。

三. 教学目标1.知识目标：学生能够掌握与旅行相关的词汇和表达方式，理解不同文化背景下的旅游习俗。

2.能力目标：学生能够运用所学知识，描述自己的旅行经历和梦想，以及与他人讨论旅游相关的话题。

3.情感目标：学生能够尊重和理解不同文化，培养跨文化交流的能力。

四. 教学重难点1.重点：与旅行相关的词汇和表达方式的掌握。

2.难点：对不同文化背景下的旅游习俗的理解和运用。

五. 教学方法1.情境教学法：通过设定旅行相关的场景，让学生在实际情境中学习和运用英语。

2.交际教学法：通过小组讨论、角色扮演等方式，培养学生与他人交流和合作的能力。

3.任务型教学法：通过完成旅行计划、介绍旅游景点等任务，提高学生的综合语言运用能力。

六. 教学准备1.教材：《牛津上海版英语九年级下册》Unit 3相关内容。

2.多媒体教学设备：用于展示图片、视频等教学资源。

3.教学资源：与旅行相关的图片、视频、文章等。

七. 教学过程1.导入（5分钟）利用多媒体展示不同国家的旅游景点，引导学生谈论自己最喜欢的旅游目的地，激发学生的学习兴趣。

2.呈现（10分钟）展示本节课的主题“Going Places”，引导学生学习与旅行相关的词汇和表达方式。

Unit 3《Going places》教案

Unit 3《Going places》教案一、教学目标1、知识目标学生能够掌握与旅游相关的词汇和短语，如：destination, adventure, package tour 等。

学生能够理解并运用有关旅游计划和经历的句型，如：I'm planning to go to； The best time to visit is 等。

2、技能目标能够听懂关于旅游的对话和短文，并获取关键信息。

能够用英语流利地谈论自己的旅游计划和经历。

3、情感目标激发学生对旅游的兴趣，培养学生对不同文化和风景的欣赏。

增强学生的跨文化交流意识。

二、教学重难点1、重点掌握本单元的重点词汇和句型。

能够运用所学词汇和句型进行旅游相关的口头和书面表达。

2、难点理解一些与旅游相关的复杂句子结构。

正确运用时态描述旅游计划和经历。

三、教学方法1、情景教学法通过创设旅游的情景，让学生在真实的语境中学习和运用语言。

2、任务驱动法布置各种与旅游相关的任务，如制定旅游计划、分享旅游经历等，促使学生积极参与课堂活动。

3、小组合作法组织学生进行小组讨论和合作，培养学生的合作学习能力和交流能力。

四、教学过程1、导入（5 分钟）播放一段关于世界各地美景的视频，引起学生的兴趣。

提问学生是否喜欢旅游，以及他们最想去的地方是哪里。

2、词汇学习（15 分钟）展示与旅游相关的图片，讲解新单词，如 destination, adventure, package tour 等。

让学生进行单词拼写和造句练习，巩固所学词汇。

3、句型学习（15 分钟）呈现一些有关旅游计划和经历的句子，引导学生分析句子结构和语法。

组织学生进行模仿造句和对话练习，熟练运用句型。

4、听力训练（15 分钟）播放一段关于旅游的听力材料，让学生回答相关问题。

再次播放听力材料，让学生跟读，培养语感。

5、口语表达（15 分钟）让学生分组讨论自己的旅游计划，包括目的地、时间、交通方式等。

每组选派代表进行发言，分享小组的讨论结果。

Unit 3 Going Places说课稿

Unit 3 Going Places（说课稿）Unit 3 Going Places（说课稿）教学内容分析本单元的中心话题是“旅游”，可以说这是一个世界性的时尚话题，随着经济发展、社会进步、人们生活水平的提高，旅游作为现代人的一种生活方式，越来越被更多的人们所接受与喜爱。

文中涵盖了有关这一话题的许多内容，如：“人们在旅游中的交通方式”“旅游点的选择”，还有新兴的旅游方式----“探险旅游”、“生态旅游”等等。

而所有的语言知识和语言技能几乎都是围饶这一中心话题而设计的。

而在上这一单元时，正赶上“十一”长假到哪去的话题，学生应该比较感兴趣。

Warming-up 由三部分组成：第一部分通过图例可以看出人们旅游过程中发生的不文明行为；第二、三部分要求讨论有哪些交通方式。

主要目的在于激活学生已有的相关背景知识，引出话题，为后面几堂课的讨论做好热身准备，是本单元的总动员。

比如：第一部分的图例内容与eco-travel联系比较紧密，我就把它作为这一课（第六课时）的导入。

Listening提供了两部分听力资料。

前面为三则飞机起飞前的广播通知；后面是写在五张明信片上的旅游者的自叙。

目的在于通过输入语言，掌握一些旅游中会碰到的常用表达法。

aking 提供的是关于“时光机器”的资料，幻想人们可以借助于这一神奇的交通工具，在过去、未来的时间长河里随心所欲地畅游，文后设计了表格。

这是一个比较开放性的话题，学生可以展开想象，结合学过的历史、地理知识畅所欲言，能充分调动他们“说”的兴趣。

整个活动涉及了“听、说、写”多个技能，按要求完成一定的表格，使之“说”的时候更言之有物。

Reading 分为三部分：pre-reading, reading,post-reading. pre-reading提供了与阅读材料相关的三个问题，启发学生预测课文内容；reading 是一篇关于探险旅游的材料，其中介绍了hiking 与rafting，话题较新颖；post-reading设计了一些帮助学生检测对课文作浅层、深层理解的巩固练习。

牛津版上海版九年级下册 Unit 3 Going places reading课件 (共19张PPT)

2.A CCTV-9 reporter and a traveler who has just come back from rafting. The reporter asks the traveler about his trip, such as how does he feel, what tips he wants to give to others and some interesting or dangerous stories during the trip.
Rafting
Careful reading
Hiking Rafting
Similariti es
1.Both are examples of adventure travel.
2.Both take place outdoors. 3.Both are fun and exciting 4.Get close to nature
Camping
Diving
Mountain biking
surfing
1.A child and a parent. The child is planning to go hiking ,but the parent thinks that it is too dangerous ,so he doesn’t want his child to go hiking. How can they persuade each other.
Group discussion:
1.Which kind of adventure travel would you like to choose?
2.where/when/why/with whom/how would you do it?

牛津版上海版九年级下册 Unit 3 Going places reading课件

Rafting
Differences
Possible dangers Places
Equipment
Careful reading
Hiking Rafting
Similariti es
1.Both are examples of adventure travel. 2.Both take place outdoors. 3.Both are fun and exciting 4.Get close to nature 5.Have safety tips
Good shoes Equip- Clothes Backpack Map ment Water Cellphone Hat Sungladventure travel
Rock climbing
skiiing
Bungee jumping
Camping
Homework
1.Try to find out the attributive clause in the text and finish the choices in Post-reading. 2.Review the useful expressions and important sentences. Be very familiar with the whole text.
Group discussion: 1.Which kind of adventure travel would you like to choose? 2.where/when/why/with whom/how would you do it? 3.Safty tips 4.equipment
Place s
Differences

九年级英语下册Unit3Goingplaces教案(新版)牛津上海版

Going places教学目标1、To make students know more about Shanghai2、To practice describing the procedure of a visit3、To have a general idea about Wendy’s letter2学情分析本单元的中心话题是“旅游”,这是一个时尚话题,大部分学生也应该具有不少的旅游经历,而本节课又是关于国外友人参观上海的内容,学生应该对上海相当熟悉,有丰盛的内容可以表达,所以本节课所有的语言知识和语言技能可以都是围饶这一中心话题而设计。

3重点难点1、To know how to describe a place properly.2、To have a report about Wendy’s letter.4教学过程4.1第一学时4.1.1教学活动活动1【活动】Pre–taskStudents listen to a piece of music while enjoying some pictures.Ask students: What do the music and the pictures make you think of?3、Talk about holidaysWhat do you usually do on holiday?How do you go to different places?Ask students to raise some questions about my visit to Beijing.5、Introduce how to write an article about visiting places.活动2【讲授】While－task1、Name some tourist attractions in Shanghai2、ThinkWhy do tourists come to Shanghai? List some reasons.3、A quizHow much do you know about Shanghai?4、Look at the title, the pictures and the first 3 lines and the last 5 lines ofthe letter. Then answerthe questions.5、What do you want to know about her holiday?6、Match the places with the possible description.7、Write the number of visiting order for Wendy.8、Report Wendy’s holiday to class in brief.活动3【活动】Post－taskAskthestudengtstocreate theirowndialoguesaccordingtotheirownimaginationof travelling to the past or the future in diffierent machines.活动4【作业】AssignmentsAssignments:1、Read the text after the recording twice.2、UsetheinternettofindmoreinformationaboutinterestingplacesinChinaandmake a plan for your May Day第二学时4.1.1教学活动活动1【活动】OnholidayStagesTeacher’sactivitiesStudents’activitiesPurposesI. Pre-task preparationsAsk Ss to play the game“Bingo”Guessing game of wordsTo review the different new words and phrases and get warmed upII. While-task procedure1. Review students the new words and phrases with the help of phonetic symbolsAsk Ss to read the new words and the patternRead the new words and phrases.Have a dictation.To consolidate the new words and phrases.2. Play the recording of the text, ask Ss to answer the questions according to thetextListen to the text, answer the questionsTo listen for specific information from the text, and get information .3. Ask Ss to read the text after the tapeRead the textTo practise the new-learnt text4.ProvideSswiththepicturesandahypothesizedsituationtotalkabouttheTrojanWar .Use the extension words to practise whatthey learnedTo practise the structuresIII. Post-task activitiesAsk Ss to retell the story in their own words.(group work)Retell the story in their own wordsTo use the new words and patterns fluently in a real situationIV. AssignmentRead the text again and again after class.Retail the text in your own words.Do the exercises on page 40 and 41.。

Unit 3《Going places》教案2

Unit 3《Going places》教案2Perid 2I Teahing Ais:1 Learn and aster the flling rds and expressins: adventure, experiene(v), sipl, rafting, vaatin, basi, equipent spider, paddle, pisnus, get aa fr, instead f, get lse t, ath ut fr, prtet … fr …, be a reful (nt) t d sth2 Train the students’ reading abilitII Iprtant Pints:1 Iprve the students’ reading abilit2 aster the flling phrases:get aa fr, instead f, get lse t, ath ut f, prtet … fr …, tae exerise, be areful (nt) t d sthIII Diffiult Pints:aster the flling sentene strutures:1 et there are ther reasns h peple travel2 It is dne n rivers and streas here the ater ves quil3 …es fr the fat that the ater in these streas and rivers ls hite hen in ves quilIV Teahing ethds:1 Aruse the students’interest b taling abut sth the a interested in2 ixed use f fast reading and areful reading t help the studentsTeahing Predures:Step1 RevisinG ver esterda’s rds ith the studentsStep2 Pre-readingGrup r t disuss these three questins Then llet ansers1 D u lie travel? h / h nt?2 here uld u st lie t travel? h?3 Have u ever tried an adventure travel?Step 3 ReadingBs pen at Page 17 Read the passage quil t get the general idea and anser the questins n the sreen1 h d peple travel?2 H an inds f adventure travel are entined in the passage?3 hat are hiing and rafting?Teaher gives students enugh tie t read the text and llets their ansersSuggested ansers:1 There are an reasns an peple travel t see se beautiful r faus plaes Se peple travel t eet friends t experiene life in ther parts r sipl t get aa fr ld eather an f tda’s travelers ant t have a ne experiene fr their travels r ish t have an adventure2 T inds The are hiing and rafting3 Hiing is ging fr a lng al in the untain, in the frest r in the untr Rafting is traveling n a sall flat flating bat ade f d dn rivers and streasT: N read the passage again and tr t get as uh infratin as u an After a hile, e’ll d an exerise n P18Step Language pintsListen t the tape paragraph b paragraph eanhile, find ut the iprtant phrases and diffiult sentenesget aa fr, instead f, get lse t, tae exerise, g fr a hie, ath ut fr, prt et … fr …, be areful (nt) t d sth(1) et there are ther reasns h peple travel(2) It is dne n rivers and streas here the ater ves quil(3) The nae “hiteater” es fr the fat that the ater in these…Step 6 Listening and nslidatinListen t the tape again As the students t pa attentin t their prnuniatin and intnatinFill in the hart in ur bs pare hiing and rafting and rite their siilarities and differenes Please prepare it in pairs Then I’ll he the ansers(After a fe inutes, teaher ass se students t give their ansers and shs the n the sreen)Hiing RaftingSiilarities 1) The are adventure travel2) The are gd as t experiene nature3) The are fun and exiting but dangerusDifferenes Plaes lse t hein the untainin a frestalng the riverin the it n the riversn the streasEquipent gd sheslthes, a bapa gd lthesa life aetst little ne uh neSillsneeded ath ut fr dangers, suh as spiders, snaes r pisnus plants h t handle the raft; h t paddle, h t get in r ut f the raftBenefits get lse t nature, tae exerise experiene natureHerRead se passages abut ther adventure travel t n sething abut the。

牛津版上海版九年级下册 Unit 3 Going places warming-up-speaking课件

I think he should lower down.
What about Picture 2?
He is littering. I think he shouldn’t throw things everywhere.
Is he doing anything wrong in Picture 3?
Yes, he is smoking where he shouldn’t.
How about Picture 4? His car is parked in the wrong place.
conditions
Shanghai——London Chongqing——Chengdu Beijing——Guangzhou Dalian——Qingdao
they live at that time. 2. T: How about you , Mary? Where
and when would you like to go?
M: I’d like to go to the year 1840 in China?
T: Why? M: If I went there, I could prevent
Examples
1. T: Hi, Jim, which year would you like to go to?
J: I’d like to go to the year 3000. T: Where would you like to go?
J: I’d like to go to Africa. T: Why? J: Because I want to see how
Going places
Come on, let’s enjoy the natural scenery!

牛津版上海版九年级下册 Unit 3 Going places reading课件 (共19张PPT)

Group discussion:
1.Which kind of adventure travel would you like to choose?
2.where/when/why/with whom/how would you do it?
3.Safty tips
4.equipment
Homework
Unit3 Going places
1.Do you like traveling? Why or why not?
2.Where would you like most to travel? Why?
Fast reading
1.How many parts does the text have? 2.What does each part talk about?
Camping
Diving
Mountain biking
surfing
1.A child and a parent. The child is planning to go hiking ,but the parent thinks that it is too dangerous ,so he doesn’t want his child to go hiking. How can they persuade each other.
On the rivers or streams
Possi ble Dang Differ- ers ences
Getting lost Poisonous animals or plants Hunger and thirst
Hitting rocks Falling into water

牛津版上海版九年级下册 Unit 3 Going places reading课件 (共19张PPT)

On the rivers or streams
Possi ble Dang Differ- ers ences
Getting lost Poisonous animals or plants Hunger and thirst
Hitting rock.Try to find out the attributive clause in the text and finish the choices in Postreading.
2.Review the useful expressions and important sentences. Be very familiar with the whole text.
Camping
Diving
Mountain biking
surfing
1.A child and a parent. The child is planning to go hiking ,but the parent thinks that it is too dangerous ,so he doesn’t want his child to go hiking. How can they persuade each other.
2.A CCTV-9 reporter and a traveler who has just come back from rafting. The reporter asks the traveler about his trip, such as how does he feel, what tips he wants to give to others and some interesting or dangerous stories during the trip.

Unit 3 Going Places(上课说课用讲稿)

Unit 3 Going Places（说课稿）Unit3GoingPlaces（说课稿）教学内容分析本单元的中心话题是“旅游”，可以说这是一个世界性的时尚话题，随着经济发展、社会进步、人们生活水平的提高，旅游作为现代人的一种生活方式，越来越被更多的人们所接受与喜爱。

而所有的语言知识和语言技能几乎都是围饶这一中心话题而设计的。

而在上这一单元时，正赶上“十一”长假到哪去的话题，学生应该比较感兴趣。

warming-up由三部分组成：第一部分通过图例可以看出人们旅游过程中发生的不文明行为；第二、三部分要求讨论有哪些交通方式。

主要目的在于激活学生已有的相关背景知识，引出话题，为后面几堂课的讨论做好热身准备，是本单元的总动员。

比如：第一部分的图例内容与eco-travel联系比较紧密，我就把它作为这一课（第六课时）的导入。

Listening提供了两部分听力资料。

前面为三则飞机起飞前的广播通知；后面是写在五张明信片上的旅游者的自叙。

目的在于通过输入语言，掌握一些旅游中会碰到的常用表达法。

Speaking提供的是关于“时光机器”的资料，幻想人们可以借助于这一神奇的交通工具，在过去、未来的时间长河里随心所欲地畅游，文后设计了表格。

这是一个比较开放性的话题，学生可以展开想象，结合学过的历史、地理知识畅所欲言，能充分调动他们“说”的兴趣。

整个活动涉及了“听、说、写”多个技能，按要求完成一定的表格，使之“说”的时候更言之有物。

Reading分为三部分：pre-reading,reading,post-reading.pre-reading提供了与阅读材料相关的三个问题，启发学生预测课文内容；reading是一篇关于探险旅游的材料，其中介绍了hiking与rafting，话题较新颖；post-reading设计了一些帮助学生检测对课文作浅层、深层理解的巩固练习。