九年级unit7全英教案
九年级英语Unit7TeenagersshouldbeallowedtochoosetheirownclothesSectionB(3a_SelfCheck)教案(新版)人
3）熟练使用重点句型进行对话
a. Areyou allowed to make your own decisions at home?
你在家被允许自己作决定吗？
b I think I should be allowed to decide for myself.我认为我应当被允许为自己作决定。
课题
Unit 7 Teenagers should be allowed to choose their own clothes.
Section B 2 (3a-Self Check)
教学目标
知识与技能
1）掌握重点单词supportv&n.支持；enterv.进来；进去；
choicen.选择，挑选；
他需要在功课上花更多的时间因为成为一名职业的运动明星是很困难的
明确目标
3、出示自学提纲
1）Discussion3a.With a partner, discuss at least one rule at home that you do not agree with. Why do you not agree with it? Make some notes in the chart.
【备课例句】
All of use should know the importance of having a balanced diet.我们都应当知道均衡饮食的重要性。
achieve one’s dream实现梦想have nothing against running没理由反对赛跑
other possible jobs其他可能的工作
初三英语unit7教案
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 vacationI’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 periodsNo. 32 The 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 vacationI’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. Terget 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 pairworkⅤ. 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/preferThen 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 practise 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 EnglishWhat does exciting meanHelp the children to explain it. Exciting means not boring, or means hard to be quiet. Who can make up a sentence with itGive 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: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 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 meThen 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 boxAsk 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, SamBoy 1: I’d love to go trekking in the Amazon jungle in Brazil.Girl 1: You wouldBoy 1: Sure. I like exciting vacations.Girl 1: Wouldn’t that be dangerousBoy 1: No, not really. How about you,Gina Where would you like to goGirl 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, LydiaGirl 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, SamAsk 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, S1S1:I’d like to climb Mount Emei, because I like dangerous vacations. Where would you like to go on vacation, S2S s :I prefer to travel to the USA, because I like exotic vacations. Where would you like to go on vacation, S3S3…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 themto 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）No. 33 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 visitI’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 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 vacationI’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 1TapescriptBoy 1: Wouldn’t it be great if we could go on a vacation togetherGirl 1: Yeah. That would be wonderful!Boy 1: Where would we goGirl 1: Well, I hope to visit Hawaii one day. Would you be interested in going there Boy 2: Sure! I like places where the weather is always warm.Boy 1: But Hawaii is too touristy. Maybe we could go to Mexico. I love places where the people are really friendly.Boy 2: Well, Mexico would be nice, but we don’t know the language. I hope to see Niagara Falls some day. What about going thereGirl 1: Niagara Falls would be beautiful, but there’s not much to do there. Why don’t we all go to San Francisco together It has everything—beautiful views, friendly people, exciting things to do…Boy 2: That’s not a bad idea…if you pay for it.Step 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 visitI’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 visitI 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 visitI’d like to go somewhere relaxing.Where would you like to visitI 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）No. 34 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 goI’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 Methods（教学方法）1. Brainstorm2. Listening method3. PairworkⅤ. Teaching Aid（教学手段）A tape recorderⅥ. 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 intoyour 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 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 ridesand 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:1,2,3TapescriptWoman 1: Jeff, I have to go out for half an hour. Could you please answer the phone Just take messages and I’ll call people back.Jeff: Sure. Hello, Ace Travel. Jeff Marino speaking. How may I help youWoman 2: I’d like some information on vacation packages, please.Jeff: My boss is out of the office for half an hour. Could she call you back Woman 2: Actually, I’d like to get some information now, if you wouldn’t mind…Jeff: Well, I guess it would be OK. So, where would you like to goWoman 2: Oh, I don’t know. Somewhere warm.Jeff: Somewhere warm… How about HawaiiWoman 2: Oh,…no…I…I don’t like flying.Jeff: Ok. Well, there’s always…Jeff: Hi, Ace Travel. Jeff Marino speaking.Man: Hello. I’d like to find out about your vacation packages.Jeff: Sure. What kind of vacation are you looking forMan: Well, I hope to go on a nature tour.Jeff: Well, we have a great whale watch tour. You might like that.Man: Hmmmm…It depends on where it is. I don’t want to go anywhere cold.Jeff: Hmmmm…Let’s see. Yes, we have a great summer whale watch tour…Jeff: Hi, Ace Travel. May I help youWoman 3: I hope so. I saw your advertisement for vacations in California. We’d like to go somewhere that’s fun for kids.Jeff: Fun for kids…hmmmm …How about Los Angeles Kids love visiting Hollywood. Woman 3 Oh, but we don’t really like big cities.Jeff: I see. Then maybe you’d enjoy…Step Ⅳ 2bThis activity gives students practice in understanding and writing the target language.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.S A: Where would you like to goS B: I’d like to go somewhere warm.S A: Where else can you tell meS B: I don’t want to go to a place which is too far away.Then ask them to continue it. Offer some help if necessary. For example, they may say like this,S A: Where would you like to goS B: I’d like to go somewhere warm.S A: What else can you tell meS B: I don’t want to go anywhere too hot.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, andwe’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）No. 35 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 summerWrite 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 Methods（教学方法）1. Scanning the e-mail to find out the answers2. Writing3. GroupworkⅤ. Teaching Aid（教学手段）1. Some pictures of Qufu, the Great Wall and the Forest of Steles in Xi’an2. A projectorⅥ. 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 goS s: I’d like to go somewhere relaxing.T: What else can you tell meS: I don’t want to go to big noisy cities.After that, ask them to practice in pairs.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.。
Unit7SectionA3a~3c教案-2023-2024学年人教版英语九年级全册
科目
授课时间节次
--年—月—日（星期——）第—节
指导教师
授课班级、授课课时
授课题目
（包括教材及章节名称）
Unit 7 Section A 3a~3c教案-2023-2024学年人教版英语九年级全册
教学内容分析
教学资源拓展
1.拓展资源：
为了帮助学生更深入地理解和掌握本节课的内容，我为他们推荐了一些与环保主题相关的拓展资源。这些资源包括：
-环保杂志和期刊：如《环境科学与技术》、《环境保护》等，这些杂志和期刊提供了大量的环保知识和案例分析，有助于学生了解环保领域的最新动态。
-环保网站和博客：如环保局官方网站、绿色和平组织网站等，这些网站提供了丰富的环保信息和活动资讯，有助于学生了解环保组织和公益活动。
-视频资源：推荐学生观看一些关于环保的英文纪录片，如《Before the Flood》、《The 11th Hour》等。这些纪录片通过生动的影像，让学生更直观地了解环保的重要性和紧迫性。
2.拓展要求：
鼓励学生利用课后时间进行自主学习和拓展。在阅读材料方面，学生可以选择自己感兴趣的文章进行阅读，并撰写读后感或摘要，以加深对文章内容的理解。在观看视频资源方面，学生可以观看纪录片，并记录下自己的观后感或总结，以培养自己的批判性思维和环保意识。
本节课的主要教学内容为Unit 7 Section A 3a~3c，涉及人教版英语九年级全册。本部分内容主要讲述了一篇关于环保的文章，文章介绍了环境问题的严重性以及我们应该如何保护环境。在3a部分，学生需要阅读并理解文章内容；3b部分则是对文章的词汇和短语进行练习；而3c部分则是针对文章内容进行听力训练。
人教新目标九年级全册英语教案Unit 7 Teenagers should be allowed to choose their own clothes
Unit 7 Teenagers should be allowed tochoose their own clothes.教学目标：1语言目标：理解并正确运用本单元的重点词汇2 技能目标：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。
3 情感目标：通过了解和反思自己的言行举止是否符合中学生日常行为准则、规范自己的言行，养成自觉遵守规则的良好习惯和优良品德；正确看待“家规”“班规”“校规”等，并能认真遵守；明白父母、教师的合理建议对自己成长的重要性4文化意识目标: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：被动语态重点词汇：smoke, pierce, license, safety, earring, cry, field, hug, lift, awful, teen, regret, poem, bedroom , community, chance, manage, society, unit, educate, professional, enter, supporttalk about, keep away from, make one’s o wn decision, get in the way of重点句型：I don’t think sixteen-year-olds should be allowed to drive.I agree./ I disagree. I think sixteen is too young.Do you think teenagers should be allowed to work at night?Yes, I do. / No, I don’t.教学难点：含情态动词should的被动语态结构“should be allowed to”课时划分：Period One: Section A 1 (1a-2d)Period Two: Section A 2 (3a-3c)Period Three: Section A 3 (Grammar Focus-4c)Period Four: Section B 1 (1a-2e)Period Five: Section B 2 (3a-Self Check)Section A 1 (1a-2d)I. PresentationAsk students: Do your parents allow you to watch TV? Yes, they do.Present the sentence: You are allowed to watch TV.Teach “allow sb to do sth ““be (not) allowed to do sth”“should (not)be allowed to do sth”Present more sentence.Do your parents allow you to exercise?Yes, they do.You are allowed to exercise.Do your parents allow you to smoke?No, they don’t.You are not allowed to smoke.Do your parents allow you to drive?No, they don’t.You are not allowed to drive.Do your parents allow you to choose your own clothes?No, they don’t.You should be allowed to choose your own clothes.Do your parents allow you to get your ear pierced?No, they don’t.You should not be allowed to get your ear pierced.II. Warming upObey the school rules!As a teenager, you have a lot of rules at school. Can you write down some of them?Students should be allowed to speak English loudly.Students shouldn’t be allowed to sleep in class.Students shouldn’t be allowed to make noises.Students shouldn’t be allowed to throw the rubbish in the classroom. Students s houldn’t be allowed to get to class late.Explain:allow sb to do sth允许某人做某事be allowed to do sth被允许做某事should be allowed to do sth应该被允许做某事1a. Read the statements below. Circle A for agree or D for disagree.1. Teenagers should not be allowed to smoke. A D2. Sixteen-year-olds should be allowed to drive. A D3. Students should not be allowed to have part-time jobs. A D4. Sixteen-year-olds should be allowed to get their ears pierced. A D5. Teenagers should be allowed to choose their own clothes. A D III. Listening1b Listen and circle T for true or F for false.1. Anna can go to the shopping center by bus. T F2. Anna wants to get her ears pierced. T F3. Anna wants to choose her own clothes. T F IV. Practice1c Look at the statements in la and make conversations.A: I don't think sixteen-year-olds should be allowed to drive.B: I agree. They aren't serious enough.V. Key phrases1. be allowed to do 被允许去做2. the shopping center 购物中心3. driver’s license 驾驶执照4. sixteen-year-olds 16岁的孩子5. be worried about your safety 担心你们的安全6. part-time jobs 兼职工作7. get their ears pierced 穿他们的耳朵8. their own clothes 他们自己的衣服9. serious enough 足够严肃VI. Listening2a What do es Molly think of Kathy’s statements? Listen and circle A for Agree,D for Disagree or DK for Doesn’t Know.2b Listen again. What are Kathy’s and Molly’s reason s? Number their reasons in the correct order._____ It looks cool._____ Young people need to sleep._____ He needs to spend time with friends._____ He needs time to do homework._____ It doesn't look clean.VII. Practice1. 2c Make a list of things teenagers should and should not be allowed to do. Discussyour list with your partner.A: Do you think teenagers should...?B: Yes, I .../No, I...2. 2d Read the conversation and answer the questions.1) Where do they go for school trip?2) Does Mr. Smith allow students to take photos?3) How to take photos?3. Role-play the conversation.VIII. Summary1. Language pointsallow的用法1) Teenagers should be allowed to choose their own clothes.2) Teenagers should not be allowed to smoke.3) It is not allowed in the museum.4) Do you think we may be allowed to take photos if we don't use a flash?以上四句都含有重要的句型be allowed to do sth.，其中第三句是此句型的一般现在时，一二四句是情态动词与此句型的混合使用。
2022年九年级英语下册Unit7WorkforPeace(全单元)教案
Unit 7 Work for PeaceLesson 37: Don’t Fight!Learning aims:1. Master words and expressions.2. Master the using way of sentences:What if you could combine other animals or plants to make something new3. Train the speaking and listening abilities.--------------------Language points:1.service【用法】作可数名词，意为“效劳、效劳业〞，复数形式是services。
【举例】Britain boasts the cheapest postal services. 英国拥有最廉价的邮政效劳。
【用法】作及物动词，意为“向……提供效劳或保养〞，后加名词或代词作宾语。
【举例】They serviced us in a special way. 他们用一种特殊的方式为我们进行效劳。
2.check作及物动词，意为“检查、核对〞，后加名词或代词作宾语。
如：Please check your answers bef ore handing in the paper. 在交卷之前核对一下你的答案。
作可数名词，意为“支票〞，复数形式是checks。
如：He got a pen and wrote the check. 他拿起了笔便填写了支票单。
3. I tried calling you, but your phone was out of service. 我试着给你打，但你的不在效劳区。
【用法】句式try doing something 意为“尝试做某事〞，类似句式 try to do something 那么表示“尽力做某事〞。
【举例】We will try to finish the work on time. 我们将尽力按时完成工作。
九年级英语unit7教案
九年级英语unit7教案教案标题：九年级英语 Unit 7 教案教案目标：1. 通过本单元的学习，学生将能够掌握有关科技和未来的词汇和表达方式。
2. 学生将能够运用所学知识，描述科技对人们生活的影响，并提出自己的观点和建议。
3. 学生将能够通过听、说、读、写等多种方式，提高他们的英语语言技能。
教学重点：1. 掌握本单元的词汇和短语，如technology, invention, virtual reality等。
2. 能够运用所学知识，描述科技对人们生活的影响，并提出自己的观点和建议。
3. 提高听、说、读、写等多种语言技能。
教学准备：1. 教材：九年级英语教科书 Unit 7 的教材和练习册。
2. 多媒体设备和投影仪。
3. 单词卡片、图片、实物等教具。
4. 学生练习册、笔和纸。
教学过程：Step 1: 导入新课（5分钟）1. 利用多媒体展示一些现代科技产品的图片，引起学生对科技的兴趣。
2. 引导学生讨论这些科技产品对人们生活的影响，并提出自己的观点。
Step 2: 新知讲解与学习（15分钟）1. 基于学生的讨论，教师介绍本单元的新词汇和短语，并板书在黑板上。
2. 教师逐一解释新词汇的意思，并示范正确的发音和用法。
3. 学生跟读新词汇，并进行词汇练习，如配对、填空等。
Step 3: 听说训练（20分钟）1. 教师播放一段与科技相关的对话或短文，并要求学生仔细听。
2. 学生在听完后，回答与听力内容相关的问题。
3. 学生分组进行对话练习，模拟对话中的情境，运用所学词汇和短语进行交流。
Step 4: 阅读训练（15分钟）1. 学生阅读本单元的阅读材料，并回答相关的问题。
2. 学生在小组内进行讨论，分享自己的理解和观点。
3. 教师引导学生总结文章的主要内容，并帮助学生理解生词和短语。
Step 5: 写作练习（15分钟）1. 学生根据所学知识，以“科技对人们生活的影响”为主题，撰写一篇短文。
2. 教师提供写作指导和范文，帮助学生组织思路和提高写作水平。
英语人教版九年级全册Unit7《Mom knows best》教学设计
英语人教版九年级全册Unit7《Momknows best》教学设计Step 1: Lead-inGood morning。
Grade 9 (85)。
Today。
we will be studying Unit 7 n A of the New Standard English textbook。
The main focus will be on the poem "Mom Knows Best." Through us activities。
we will learn to appreciate the XXX.Step 2: Understanding the XXXOur learning objectives for this class are:1.XXX.2.To learn to read the poem with XXX.3.XXX.Step 3: XXXIn this lesson。
we will focus on the following:1.XXX.2.XXX.3.Reflecting on our own family XXX.Step 4: XXXXXX and a video clip from the movie "Brave" to help us XXX.Step 5: Lead-in ActivityLet's start the class by discussing the two key words fortoday's lesson: "poem" and "mom." Do you love your mom。
How do you deal with disagreements with your parents。
Let's share our ns.Step 6: Watch and Learn (Part 1)Now。
人教版九年级英语Unit 7教案
Unit 7Teenagers should be allowed to choose their own clothes.类别课程标准要求掌握的项目单元话题In this unit, students learn to talk aboutrules.单元语法should ＋be allowed to教学目标 1.理解并正确运用本单元的重点词汇。
2.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“I agree / disagree.”或“ I don'tagree.”表达自己的观点。
3.通过了解和反思自己的言行举止是否符合中学生日常行为准则、规范自己的言行，养成自觉遵守规则的良好习惯和优良品德；正确看待“家规”“班规”“校规”等，并能认真遵守、明白父母、教师的合理建议对自己成长的重要性，树立理解他人的交际能力素养。
4.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。
学情分析经过两年多的英语学习，学生有了一定的英语基础和语言学习的能力，也有学生在英语学习上出现了分压现象，本单元以“规则”为话题，引导学生用目标语言谈论学生该做和不该做的事，为了让学生积极参与到课堂讨论中，应当让学生进行必要的交流互动，鼓励他们对某一件事阐述各自的观点。
第一课时Section A(1a～2d)教学设计知识目标类别课时要点重点单词1.safety n. 安全 2.smokev. 吸烟3.earring n. 耳环；耳朵重点词组 1.the driver's license 驾照2.no way 休想3.have part-time jobs 有兼职工作课堂环节§自主学习案翻译下列词组。
1．穿耳孔get__one's__ears__pierced2．驾驶证the__driver's__license3．足够严肃、谨慎serious__enough4．担心他们的安全be__worried__about__their__safety5．做兼职工作have__part-time__jobs6．停止做某事stop__doing__sth.7．理发cut__one's__hair8．使用闪光灯use__a__flash9．保护这些画作protect__the__paintings§课堂导学案Step 1 准备与热身(Preparation)每个青少年在生活中都会碰到允许或者不允许做的事，例如在商场购物时，我们应该允许选择自己的衣服，而作为父母却不允许我们选择自己的衣服，你们有这样的经历吗？你们是赞同还是不赞同呢，请大家说出自己的观点。
人教版九年级英语全一册第七单元Unit7教案
1. ---我认为16岁的青少年不应被允许开车。---我同意。他们不够严肃认真。
---I don’t think sixteen-year-olds should be allowed to drive. ---I agree they aren’t serious enough.
2.青少年不应被允许吸烟。Teenagers should not be allowed to smoke.
Both Jim and Li Ming ________my good friends.
20.learn (sth.) from sb.向谁学习(什么)如：
Jimlearnt English from his English teacher.吉姆向他的英语老师学习英语
21.have an opportunity to do sth.有机会做某事
25.have +时间段+off放假，休息如：have 2 days off
26. reply to答复某人如：She replayed to MrGreen.
stop to do sth.停止下来去做某事Pleasestop to speak.请停下来说话。
Hearing the doorbell, she stopped _____________（wash）the dishes.
Hearing the doorbell, she stopped _____________(open) the door.
6.看起来好像…sb. seem to do sth.
it seems that +从句
He seems to feelvery sad.
It seems thathe feels very sad.他看起来好像很伤心。
Unit7SectionA(3a3b)教学设计人教版九年级英语全册
设计说明：
1.理念：基于课程标准，追求目标—教学—评价的一致性，以评价驱动教学，有效落实国家课程、实现有效教学。
2.内涵：1）既定教学目标、课中学习目标及评估目标三者内容上的同一性2）教学目标、学习方法、评估工具三者本质上的同一性
3.基本程序与原则：以“教学效益”为纬线，“教师的教学哲学、智慧与能力”为经线，遵循教学评的一致性，处理好三个程序：
制定学习目标（回答：什么最值得学习）——设计课堂评价（回答：如何证明实现了目标）——选择教学策略（回答：怎样安排教学活动帮助达标）
4.构成：包括四部分：（一）学习目标的设置（二）评价任务的设计（三）教学设计（四）作业/拓展设计。
5.操作方法：
首先，确立清晰的学科目标体系。
依据制定目标的三个依据:课标在哪里？——回答：学生需要学什么？文本在哪里？——回答：学什么最有价值？学生在哪里？——回答：学生学习的起点是什么？通过一系列的目标具体化技术,制定出准确、清晰、可测量的学习目标。
其次，设计基于目标的评价任务。
明确目标之后，教师就应该设想“我用什么样的检测工具可以检测学生目标达成的程度”，了解学生已经学习到了什么，离预设的目标还有多远，以便于自己。
英语人教版九年级全册Unit7教学设计
英语人教版九年级全册Unit7教学设计
Unit 7 Teenagers should be allowed to choose their own clothes. Section A(1a-1c)
1.教学方法和目标：通过集体讨论的形式，谈论一下学校制度或家庭制度，以练习“允许做某事”（allow somebody to do something ）“应该被允许做某事”（should be allowed to do something ）的用法。
2.情感态度与价值观目标：通过对学校或其他制度的讨论，培养学生自我判断是非的能力，作为学生什么该做、什么不该做，要做到心中有数，同时针对一些社会的不良现象，也应该有极强的判断力和正义感。
3.能力目标：能正确使用情态动词和含有情态动词的被动语态（should be allowed to do something ）结构表达自己对事情的看法和观点。
4.探究活动（任务）：结合班上的实际情况，分小组分别讨论，编写一份行之有效的、受同学们欢迎和认可的班级规章制度，并与其他小组进行比较和修改，最后将之作为正式的班规张贴起来。
新目标九年级英语UNIT7分课时教案
Unit 7Teenagers should be allowed to choose their own clothes.类别课程标准要求掌握的项目话题In this unit, students learn to talk about rules.重点单词Section A1．license n．证；证件2．safety n．安全；安全性3．smoke v．冒烟；吸烟n．烟4．tiny adj.极小的；微小的5．cry v．& n．哭；叫喊6．field n．田野；场地7．hug n．& v．拥抱；搂抱8．lift v．举起；抬高n．电梯；搭便车9．awful adj.很坏的；讨厌的10．regret v．& n．感到遗憾；懊悔Section B11．poem n．诗；韵文12．community n．社区；社团13．chance n．机会；可能性14．educate v．教育；教导15．manage v．完成；应付16．society n．社会17．avoid v．避免；回避18．product n．产品；制品19．handbag n．小手提包20．mobile adj.可移动的；非固定的重点短语1.the driver's license 驾照2．no way 休想3．have part-time jobs 有兼职工作4．get their ears pierced 穿耳洞5．stay by my side 陪伴在我身边6．lift …up 把……举起来7．talk back 顶嘴8．think back to…回想起……9．make one's own decision 自己做决定10．keep … away from 避免接近，远离11．manage their own lives 应对自己的生活12.take the test later 补考13．be strict with 对……严格要求14．get in the way of 挡……的路；妨碍15．have nothing againstrunning 没理由反对赛跑16．enter university 进入大学17．be serious about(doing)sth.对(做)某事认真18．make a choice做出一个选择19．keep off the mobilephones 屏蔽手机20．be put first 放在首位重点句型1.—I don't think sixteen-year-olds should be allowed to drive.我认为16岁的青少年不应被允许开车。
人教版九年级英语全册教案：Unit7Teenagersshouldbeallowedto
⼈教版九年级英语全册教案：Unit7Teenagersshouldbeallowedto年级九年级科⽬English 任课教师刘⼦艳[来源:学优⾼考⽹gkstk]授课时间2015.11.课题Unit 7 Section A Grammar 授课类型New⼀.教材分析本单元Grammar Focus列出了should，may ⽤语被动语态的例句以及表⽰同意或不同意的表达⽤语。
4a是⼀个模仿写句⼦的练习，主要让学⽣观察并熟悉情态动词与被动语态连⽤的结构，学会将主动语态转换为被动语态，其中过去分词的构成仍然是学⽣容易出错的地⽅。
4b是⼀篇短⽂填空练习。
短⽂介绍了中西⽅在教育下⼀代的问题上不同的观念和不同的做法，由于要求填写的动词有被动也有主动，学⽣应根据语境和短⽂内容来判断需填写的动词的语态和时态，具有⼀定难度。
4c是语⾔运⽤活动，要求学⽣为运⽤俱乐部制定规则，这是⼀个开放性的活动，是对本单元⽬标语⾔最好的运⽤。
⼆.学情分析1.两级分化严重，基础知识极差。
听说读写基本技能很差。
2.缺乏学习兴趣、热情、信⼼。
学习中缺乏主动、积极性。
部分学⽣贪玩，懒散。
缺乏刻苦钻研，勤学上进的精神。
3学⽣对各种时态掌握较差，为学习被动语态带来很⼤困难。
编号47三.教学⽬标语⾔知识⽬标：1.学习掌握下列词汇和短语：community,keep…away from, changce, make one’sown decision, educate, manage, society2. 掌握下列句型：You must clean your bedroom every day.Members should be allowed to use dictioanries.3. 能在具体的语境中正确使⽤被动语态。
4. 进⾏⼀步复习巩固学习Section A 部分所学的⽣词和词组。
5．熟练掌握被动语态的⽤法。
过程与⽅法1.通过呈现语料，学⽣⾃主探究找出Section A 部分包含被动语态的句⼦。
Unit 7 Section A 3a-3c教案人教版英语九年级全册
Unit 7Teenagers should be allowed to choosetheir own clothes.Section A (3a—3c)一、教学目标1.能熟练掌握下列词汇及短语：tiny, cry, field, hug, lift, badly, awful, regret, poem, talk back, regret doing sth.等。
2. 掌握重点句型：When I was a tiny baby crying all night, my mom sang to me and stayed by my side.When I was two running through the field, she made sure I was safe and kept me from danger. When I fell and hurt myself, she gave me a hug and lifted me up.Now I’m an adult, thinking back to those times.I regret talking back, not listening to Mom.3. 能够读懂有关描绘孩子成长过程中与母亲的互动交流的诗歌，并能够根据文段中的信息完成相应的阅读任务。
4. 能够掌握并运用含有情态动词的被动语态谈论“家规”和“校规”。
5. 能够理解父母对自己的关爱和教导，明白父母、老师的合理建议对自己成长的重要性。
二、教学重点及难点重点：1. 掌握本课时重点词汇、短语和句型表达。
2. 能够阅读有关描绘孩子成长过程中与母亲的互动交流的诗歌。
难点：能够掌握并运用含有情态动词的被动语态谈论“家规”和“校规”。
三、教学准备教师：教学课件；多媒体设备学生：课前预习四、教学过程Step 1 Warming-upFree talkT: Can you describe your mother in one word?S1: …T: What are you not allowed to do by your mother?S2: …【设计意图】通过讨论引出本节课中有关母亲的话题，活跃课堂气氛，让尽可能多的学生动起来，迅速调整到上课状态。
《Unit7Youaresupposedtoshakehands》教案
《Unit7Youaresupposedtoshakehands》教案《Unit7You are supposed to shake hands》教案一、教材依据山东省教育出版社《义务教育课程标准实验教科书﹒英语》（九年级）为依据，设计的内容是九年级英语课本第七章第一节课You are supposed to shake hands。
二、设计思想根据《英语课程标准》及《英语教学大纲》的要求，在本节课的教学过程中，采用“任务型”的教学途径，借且助多媒体，增强趣味性和直观性，增大课堂容量，提高课堂效率，面向全体同学，让每一个学生都能参与到活动中来，同时，在听说读写协调运用和过程中让学生学会掌握知识、发展能力、陶冶情感、态度、形成正确的价值观。
让学生学会：①、能够描述自己或他人在不同场合应该做什么②、能同他人讨论不同国家的风俗习惯，如初次见面的礼仪、餐桌礼仪等。
③、让学生了解中外文化，避免发生因文化冲突造成的尴尬，同时，弘扬我国优秀的传统文化，提高学生的听、说、读、写的全面能力。
三、教学目标1）Knowledge aims :1.Students can grasp the target language and vocabularies.What are you supposed to do when you meet someone?——You are not supposed to shake hands.——You should have asked what you were supposed to wear?2）Ability aim:(1) Train students’ listening ability.(2) Train students’ integrating skills.(3)Train students’ communicative competence.(4)Improve the four skills of learning English .3）情感目标：培养学生的爱国主义情操，学会比较不同的国家的文化差异。
英语九年级上册Unit 7教案
2. Read the phrases and try to fill in the blanks.
break down out of service jump in
the day before yesterday text message
1.I wasn’t very busy _______________.
Some difficult sentences.
教学方法与手段
Teaching methods
Practicing method Listening method Speaking method
教学准备
PPt ,A tape recorder, some pictures
第一课时
课
时
数
1课时
课堂教学实施设计（教师活动、学生活动）
1.Have you ever had a quarrel\fight with others?
2.What do you usually do when you are angry?
Let’s guess： How do Steven and Danny feel?
Learn the new words in the passage.
5为穷人提供食物__________
nguage points
1.I'm president of the student council at my school.
be president of......的主席......的总统
2.In December, we decided to raise money for an organization that provides food for poor people.
unit7初中九年级英语教案
unit7初中九年级英语教案教案标题：Unit 7 初中九年级英语教案教学目标：1. 通过本单元的学习，学生能够掌握有关旅行和交通方式的词汇和表达方式。
2. 能够运用所学知识描述和比较不同的旅行方式。
3. 能够运用所学知识写一篇关于旅行经历的短文。
教学重点：1. 旅行和交通方式的词汇和表达方式。
2. 描述和比较不同的旅行方式的能力。
3. 写一篇关于旅行经历的短文的能力。
教学难点：1. 运用所学知识描述和比较不同的旅行方式。
2. 运用所学知识写一篇关于旅行经历的短文。
教学准备：1. 教材：《初中英语九年级上册》Unit 7。
2. 多媒体设备。
3. 单词卡片和图片。
教学步骤：Step 1: 导入新课1. 利用图片和实物引入新课，让学生了解本单元的主题和内容。
2. 利用问题引导学生思考旅行和交通方式的词汇和表达方式。
Step 2: 单词和短语学习1. 教师呈现并教授本单元相关的单词和短语，如travel, destination, accommodation, transportation等。
2. 学生跟读并记忆这些单词和短语。
3. 利用图片和实物帮助学生理解和记忆这些词汇。
Step 3: 语法和句型学习1. 教师介绍并讲解有关比较的句型，如"A is + 形容词 + than B"和"A is not as + 形容词 + as B"。
2. 教师通过例句和练习让学生掌握和运用这些句型。
Step 4: 语言运用1. 学生分组进行对话练习，运用所学词汇和句型描述和比较不同的旅行方式。
2. 教师巡回指导和纠正学生的口语表达。
Step 5: 写作训练1. 教师介绍写一篇关于旅行经历的短文的要求和结构。
2. 学生根据所学知识和个人经历写一篇关于旅行经历的短文。
3. 学生互相交流和修改自己的作文。
Step 6: 小结和评价1. 教师对本节课的重点内容进行小结，并与学生共同总结所学知识和技能。
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A teaching planBy liu YuanfuJunior or Senior Section: Junior SectionTeacher Liu Yuanfu FourGrade Nine Size 59Time 40 minutes Date November 10th Material: Go for it Student’s Book 3 Unit7 Where would you like to visit? Section B 3a- 4Type of lesson: Reading and writingAids: pptContents:1. Topic: About traveling2. Vocabulary: words concerning traveling，names of spotlights，description words and useful phrases3. Structure: Would and hope to for expressing desires4. Functions: Talk about places you would like to visit5. Skill: Four skills, mainly reading and speakingObjectives:1. Instructional objectives (language knowledge and language skills)1) Use some useful expressions to talk about sights2) Promote reading skills2. Educational objectives (affect, learning strategy and cultural awareness)1) know more about some famous cities2) love life ,love traveling3. Personal objectives: try to put the idea taught by professor yang in my classFocal points: lead Ss learn to readDifficult points :too many words to teachProcedures and Time Allotment:Stage1: Getting ready for learning1.A question for revision and getting readyWhat kind of places would you like to visit?I would like to visit… place. (peaceful…)I hope to visit somewhere... (educational…)I like places where the weather/people…Stage2: Pre- reading1: Present and practice new wordsWould you like to visit a lively place?Paris is a lively city .Beijing is a lively city, too.What other places are lively?...Paris is a lively travel spotlight.Amazon is a spotlight.Niagara is a spotlight.Now please list other spotlightsBecause these places are travel spotlights. Many visitors go on vacation in these fascinating spotlights. So they are very touristy.Yi Bin is touristy.What other places are touristy?Every travel spotlight has lots of wonderful or educational sights.Paris has some fantastic sights.Let’s look at the sights in Paris.Eiffel Tower Notre Dame CathedralStage3: While-readingThe aims of them are:To help Ss know the content and the structure of the textTo improve Ss’ r eading skills, including skimming skills ,scanning skills…Try to fulfill the goal above with the help of the tasksTask 1 Read and answerWhat interests you most about this travel spotlight –Paris? (Help them to catch the main idea )Task 2 Read and circle the things you like about visiting Paris ,underline the things you don’t like.( Reading for detailed information)Task 3: Read and fill in blanks(Help them to locate specific information and consolidate on what words have been learned before) Paris is one of the _______ cities. It doesn’t have any beaches___mountains there. It has some fantastic______, _____ the Eiffel Tower and Notre Dame Cathedral, one of the most ______ in the word. It’s _____ to take the underground train to most places. In _____, France is ____ ____ expensive place. One thing that is not expensive in France, however, is the _____. Unless you speak French yourself, it’s best to travel with someone who can ____ things for you. For your next vacation, why not consider ______ Paris?Stage4: post-readingThe aims of them are:To relate the text to the Ss’ own knowledge, interest views or response to this topicTask 1: Think of a city or a spotlight you know.Task 2: Make a list of things you like and you don’t like abou t this city (for freely talking,oral practice)Stage5:Speaking and writing practicePre - speakingPresent the new words: pack , lightPresent the new structure: Isn’t it supposed to be…?Task 1: Try to make new sentences with the words givenThe aim of this task :Try to help Ss to make conversations easily (preparing for conversation practice)1.I’d like to visit _______.2.Isn’t it supposed to be_______3.I’m going to pack ___ clothes.4.It is also _____, and It has lots of ______.( hot, Kunming, beautiful, wonderful sights, light)I’d like to visit _______.Isn’t it supposed to be_______It is also _____, and It has lots of ______(touristy, expensive, fantastic sights, Paris)Task 2: Try to make new conversations with the information in the box. (3b)(The aim of it : Develop Ss’ listening and speaking skills)Task 3: Write a travel spotlight you know well ( for writing skills)Pre - writingTry to help the Ss write a short passage with the answers to these questions belowWhat kin d of place is it ? ( lively…)Does it have beaches or mountains?Are the beautiful or peaceful?Are there many things to do ? (trek…)What sights does it have? (including some spotlights…)Does it cost a lot of money?Is the traffic convenient or not?In general. It is quite a/an____ placeHomework:1. Practice reading a similar article about sights after class2. Write several sentences or a passage about attractive place Blackboard Designtouristy adj. in general Why not considerlively adj. quite a/an doing sth?convenient adj. … Isn’t supposed tounderground adj. be…?light adj.consider v.translate v.。