新目标九年级英语Unit7说课稿

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人教版九年级英语全Unit7SectionA3a—3c(阅读课)说课稿

人教版九年级英语全Unit7SectionA3a—3c(阅读课)说课稿
一、教材分析
（一）内容概述
本节课为“人教版九年级英语全Unit7SectionA3a—3c(阅读课)”，在整个课程体系中，本节课属于阅读理解部分，旨在通过阅读实践提高学生的阅读技能和理解能力。本节课的主要知识点包括：
1.阅读文本：一篇关于不同国家文化差异的短文，介绍了不同国家的饮食习惯、节日习俗等。
这些互动方式旨在促进学生积极参与课堂活动，增强合作学习的能力，同时提高学生的语言表达和思维品质。
四、教学过程设计
（一）导入新课
新课导入是激发学生学习兴趣的关键环节。我将采用以下方式导入新课：
1.利用图片或视频：在课程开始时，我会展示一张与课文内容相关的图片或播放一段简短的视频，引发学生的好奇心和兴趣。
4.应用写作：让学生根据所学内容写一篇短文，描述一个过去的经历，以巩固语言知识。
（四）总结反馈
在总结反馈阶段，我将采取以下方式引导学生自我评价，并提供有效的反馈和建议：
1.学生自我评价：让学生回顾本节课的学习内容，自我评价对知识点的掌握情况。
2.教师反馈：针对学生在巩固练习中的表现，给予具体的反馈和建议，指出他们的进步和需要改进的地方。
（三）巩固练习
为了帮助学生巩固所学知识并提升应用能力，我将设计以下巩固练习或实践活动：
1.小组讨论：让学生在小组内讨论课文中的问题，共同寻找答案，并在全班分享。
2.角色扮演：根据课文内容设计角色扮演活动，让学生在模拟情境中运用所学知识。
3.填空和改写句子：设计一些填空和改写句子的练习，让学生练习过去进行时和一般过去时的用法。
1.明确目标：在开始新知识点的讲解前，我会告诉学生本节课的学习目标，让他们有所期待。

九年级英语unit7复习课说课稿

九年级上册英语说课稿说课人：解亚娟Unit 7 Teenagers should be allowed to choose their own clothes.各位老师，大家好：今天我所说课的内容选自人教版初中英语新目标九年级Unit 7 Teenagers should beallowed to choose their own clothes.的一节单元总复习课，从语法到本单元语言功能训练。

下面我将从说教材、说教法、说学法、说教学过程以及说板书设计五个方面来说说本节课的教学设计。

一、说教材：a. 教材的地位及作用：本节课是整个单元的语法训练和口语及其作文练习课，其主要内容是练习用情态动词的被动语态谈论规则以及个人的看法。

通过本节课的学习学生要能对情态动词被动语态这一结构进行熟练运用，并能按要求完成相关的作文训练。

是整个单元学习内容的深化，同时强化整个单元的语言点和写作基本技能的训练。

是整个单元语言点和语法知识学习的总结。

本堂课所练习的内容与学生的实际生活密切相关，易于提高学生的学习兴趣。

结合第七单元的教材内容，我制定如下的教学目标：b、教学目标：1）知识目标：句型: ─What rules do you have in your family?─How about you?_ I agree / I disagree…语法：情态动词被动语态2）能力目标：会熟练运用情态动词的被动语态，能用情态动词谈论规则并发表自己的见解。

3）情感目标：青少年总是容易和父母发生思想和言语冲突，通过这节课希望学生了解父母是最爱自己的人，应该互相理解多沟通。

c、教学重、难点：1）重点：情态动词被动语态的用法；能对于规则谈论自己的想法和见解。

2) 难点：情态动词被动语态在实际操作中的正确运用二、说教法为了顺利地完成教学目标，更好地突出重点、突破难点，我重点采用任务型教学法，说与写相结合的方法，在教学过程中，我注意创设情境，采用多种教法通过说、写的训练巩固本单元教学目标。

人教新目标九年级英语全一册Unit7period3说课稿

为确保板书清晰、简洁且有助于学生把握知识结构，我将遵循以下原则：1.事先规划好板书内容，避免课堂上随意添加；2.使用大号字体，确保学生看得清楚；3.重要知识点用不同颜色粉笔标注，突出重பைடு நூலகம்；4.适时擦除或更新板书内容，保持板书的整洁性。
（二）教学反思
在教学过程中，我预见到以下可能出现的问题或挑战：
1.学生对抽象概念的理解可能存在困难；
3.电子白板：方便师生互动，实时展示学生讨论成果，提高课堂效率；
4.网络资源：提供丰富的拓展阅读材料，帮助学生深入理解话题。
这些媒体资源在教学中的作用主要是激发学生兴趣，提高课堂氛围，以及丰富教学手段，提高教学效果。
（三）互动方式
为促进学生的参与和合作，我计划设计以下师生互动和生生互动环节：
1.小组讨论：将学生分成小组，针对特定话题进行讨论，培养他们的合作精神和批判性思维；
2.角色扮演：让学生模拟实际情境，扮演不同角色，进行口语表达练习，提高语言运用能力；
3.案例分析：组织学生分析案例，引导他们学会尊重他人意见，达成共识；
4.问答环节：教师提问，学生回答，鼓励学生主动思考，积极参与课堂；
5.学生互评：让学生相互评价，提高他们的自我评价和评价他人的能力。
四、教学过程设计
（四）总结反馈
在总结反馈阶段，我将采取以下措施：
1.引导学生进行自我评价，反思本节课的学习成果和不足之处；
2.组织学生互相评价，培养他们的批判性思维和评价能力；
3.教师针对学生的表现，给予积极的评价和鼓励，指出需改进的地方，并提供具体的建议；
4.总结本节课的知识点，强调青少年权益的重要性，引导学生树立正确的价值观。
5.定期举办英语角活动，让学生在轻松的氛围中交流，降低学习焦虑感。

英语九年级人教新课标unit7说课稿

Unit 7 Where would you like to visit?说课稿问候语------今天我说课的内容是新目标英语九年级第七单元Where would you like to visit ? 的第一课时。

说课包括四部分：一说教材；二说教法与学法；三说教学设计与设计理念；四说教学程序。

一、说教材一) 教材的地位和作用本单元围绕“Vacations”展开教学活动。

让学生学习用“I’d like to ---/ I’d love to----”和“I hope to ---”等句型谈论各自喜欢的旅游胜地，以期拓展学生的知识面。

核心语言目标是“Talk about places you would like to visit” ，核心问答是:---Where would you like to visit (go on vacation)?/ ---I’d like (love) to visit ---./ I hope to visit Hawaii one day. 这是本单元的重点也是难点。

本节课为第一课时，要向学生展示新的语言目标，着重训练听、说和写。

二) 教学目标：1、知识目标：A.词汇：tiring ,educational,fascinating, peaceful,thrilling,take it easy,trek , jungle，fall ,some day .B.句型---Where would you like to visit (go on vacation)? ---I’d like to visit---.2．能力目标：A、学会谈论自己想去的地方。

B、会使用基本句型。

----Where would you like to visit ? ----I’d like to visit---C、训练听说能力.3．情感目标：通过对本课时的学习，增强实际交际能力，开阔视野，加深对世界各地的地理环境,风土人情,人文教育的了解，自觉地保护地球，保护环境并让学生向往旅游，并逐步培养他们爱祖国、爱世界以及爱和平的世界观。

初中英语九年级Unit7SectionB1a-1e说课稿

初中英语九年级 Unit 7 Section B 1a-1e 说课稿一. 教材分析本次说课的教材是《新目标》初中英语九年级Unit 7 Section B 1a-1e。

本节课的主要内容是关于描述过去发生的事情。

通过本节课的学习，学生能够掌握一般过去时的用法，并能够运用所学知识进行情景交际。

教材内容丰富，贴近生活，有利于激发学生的学习兴趣。

二. 学情分析九年级的学生已经掌握了基本的英语语法知识，具备一定的听说读写能力。

但一部分学生在实际运用英语进行交流时，仍存在一定的困难。

因此，在教学过程中，需要关注学生的个体差异，因材施教，提高他们的语言运用能力。

三. 说教学目标1.知识目标：学生能够掌握一般过去时的构成和用法，理解课文内容，并能运用所学知识进行情景交际。

2.能力目标：通过听力、口语、阅读和写作活动，提高学生的英语综合运用能力。

3.情感目标：培养学生的团队合作意识，激发他们对英语学习的兴趣。

四. 说教学重难点1.教学重点：一般过去时的构成和用法，以及如何运用一般过去时进行情景交际。

2.教学难点：一般过去时的句子结构，以及如何准确地运用一般过去时描述过去发生的事情。

五. 说教学方法与手段1.教学方法：采用任务型教学法，让学生在完成任务的过程中，自然地学习和掌握一般过去时的用法。

2.教学手段：利用多媒体课件、图片、卡片等辅助教学，提高学生的学习兴趣和参与度。

六. 说教学过程1.导入：通过展示一组照片，引导学生谈论过去的事情，自然引入一般过去时的学习。

2.呈现：教师通过PPT展示一般过去时的句子结构，让学生初步感知一般过去时的用法。

3.操练：学生分组进行角色扮演，运用一般过去时描述过去发生的事情。

4.巩固：学生完成一组练习题，检测对一般过去时的掌握程度。

5.拓展：学生分组讨论，用一般过去时编写一个小故事。

6.总结：教师对本节课的内容进行总结，强调一般过去时的用法。

七. 说板书设计板书设计如下：构成：主语 + 动词过去式 + 其他用法：描述过去发生的事情八. 说教学评价1.课堂参与度：观察学生在课堂上的积极性、主动性。

人教版九年级英语全Unit7(SectionB2b2e)说课稿

2.角色扮演：学生模拟文章中的情境，运用被动语态进行对话，提高口语表达能力；
3.课后写作任务：要求学生运用所学词汇和语法，写一篇关于青春期影响的小短文；
4.互评互改：学生相互批改作文，并提出修改意见，以提高写作水平。
（四）总结反馈
在总结反馈阶段，我将采取以下措施：
1.引导学生自我评价：让学生回顾本节课的学习过程，反思自己的学习方法和效果；
2.互动讨论：组织学生进行小组讨论，让他们在互动中学习，提高学习积极性；
3.激励评价：对学生的每一次进步给予肯定和鼓励，增强他们的自信心；
4.任务驱动：设计有趣的任务和活动，让学生在实践中运用所学知识，提高实际运用能力；
5.拓展延伸：引导学生关注青春期话题的社会现象，提高他们的社会责任感。
三、教学方法与手段
（一）教学策略
我将采用以下主要教学方法：任务型教学法、情境教学法和合作学习法。
1.任务型教学法：通过设计真实有趣的任务，让学生在完成过程中自然地运用目标语言，提高他们的语言实际运用能力。这种方法的理论依据是交际语言教学法，强调语言学习应注重实际交流。
2.情境教学法：通过创设与青春期相关的情境，让学生在情境中感知、体验和运用目标知识。这种方法的理论依据是认知心理学，认为情境有助于知识的意义建构。
（2）一般现在时和一般过去时的被动语态的运用；
（3）阅读理解能力的提高。
2.教学难点：
（1）新词汇和短语的理解和运用；
（2）被动语态的掌握，尤其是与主动语态的区别；
（3）阅读理解中，对文章细节的把握和推理能力的培养。
二、学情分析导
（一）学生特点
本节课面向的是九年级学生，他们正处于青春期，具有较强的好奇心和求知欲。在认知水平上，他们已经具备了一定的英语基础，能够进行简单的阅读理解和语言表达。此外，学生对与自身生活相关的话题有较高的学习兴趣，喜欢通过互动和讨论的方式进行学习。

人教版新目标九年级英语Unit7单元集体备课教案

4.When I was a teen going out with friends,she said,“please be back by ten!”当我是青少年要和朋友外出时，她说“请在10点前回来！”
5.I should not be told what to do!我不应当被告诉要做什么。
6.I regret talking back,not listening to Mom.我很后悔顶嘴而没有听妈妈的话。
3.完成教材2c的任务，要求学生模仿听力内容，使用“should be allowed to”进行对话练习。并邀请2-3对同学当堂进行演示。(3分钟)
4.小结训练。要求学生在规定的时间内完成一个小练习。并请若干学生给出自己的答案。有错误的话及时纠正。(2分钟)
汉译英，每空一词。
1)青少年应该允许选择他们自己的衣服。
______________________________________
2.How does your mother care about you?
______________________________________
3.What bad things did you do to against your mother？
参考案例
Teacher:I don’t think students should be allowed to go to Net Bar.
Students:I agree.
3.要求学生听第一遍录音，并完成课本上1b的听力任务。(1分钟)
4.要求学生听第二遍录音，并逐句进行跟读。(2分钟)
5.完成教材1c的任务，要求学生根据1a中的陈述，利用方框内的短语编写对话，进行练习，然后要求2-3位学生当堂进行演示。(3分钟)

Unit 7说课稿

Unit 7 Where would you like to visit ?说课稿一. 教材分析1．教材的地位和作用我说课的内容是新目标九年级第七单元的单元教学，本单元以Vacations 为话题，让学生搜集并了解一些世界名胜，并谈论喜欢去旅游的地方，以便更进一步运用形容词和定语从句。

在上一单元运用定语从句谈论自己喜好的基础上，进一步学习和运用定语从句谈论所喜欢去旅游的地方，学好这一单元对后面的学习有很大的帮助，起着承上启下的作用。

本单元通过听、说、读、写的全面训练能力，进一步提高学生听、说、读、写的综合素质能力。

2．教学目标（1）知识目标学生学会谈论他们想要参观的地方。

词汇：学习并掌握本单元单词。

功能句：Where would you like to go on vacation?（2）能力目标培养学生用功能句进行听、说、读、写的能力。

（3）情感目标无论你去哪旅行，你能用英语，指出学习英语的重要性。

（4）教学重点学会并掌握重点词汇和功能句。

（5）教学难点结合功能句进行听、说、读、写的训练。

确定教学目标的根据：根据新课程标准的规定，通过听、说、读、写的训练，使学生获得英语基础知识和初步运用英语进行交际的能力，激发学生的学习兴趣，为进一步的学习打好初步基础。

此外，根据我国国情、新课程标准的要求，现阶段英语教学的素质主要包括思想素质教育、潜在英语能力的培养、非智力因素的培养等几个方面。

二．学生学情分析根据我校的教学实际，9年级毕业班的英语教学要在教学教材新内容的同时，注意兼顾对以前所学内容的归纳和复习。

在教学中，教师一定要处理好新课教学与复习之间的关系。

我校学生的基本情况较差，部分学生已经对英语失去了信心，还有一部分学生觉得英语越来越难，渐渐力不从心了，不感兴趣了，上课的注意力也不集中了，发言也不是很活跃。

针对这种情况，教学的时候需要注意在备课中增加趣味性，以此来提高学生对英语学习的兴趣。

三．教学方法和教学手段1．词汇教学时，采用图片幻灯直观教学法。

新目标英语九年级unit7 Section A(1a-1c)说课稿

新目标英语九年级unit7 Section A（1a-1c）说课稿一、教材分析1、教学内容的地位、作用和意义本单元的教学主要内容是：学会“谈论喜欢去旅游的地方”的常用表达方式，该话题与学生的日常生活紧密联系在一起，容易唤起学生的学习兴趣，这对于提高学生的综合能力很有帮助，特别是说的能力。

本单元学习想去某地参观的常用句型，这是一个生活中离不开的句法。

在英语中使用频率很高，学好这一用法对日常交际有很大的帮助。

2. 教材的编排特点、重点和难点特点：（一）图文并茂。

翻开课本，你都能够在每一页上看到一幅副充满情趣，幽默生动的画面，令你眼睛一亮。

（二）实用性强。

选材都来源于学生的学习和生活。

紧紧地与学生的年龄特征、认知结构、生活经验联系在一起。

（三）注重交际。

针对中国学生学英语普遍存在的“聋哑病”，教材设计了大量的听说读写材料。

（四）词汇量大。

本课重点：（1）掌握谈论想去的地点的基本表达方式：Where would you like to visit?I’d like to visit......（2）谈论去某地的理由的基本表达方式：Why would you like to go there?Because......本课难点：陈述理由的方式以及所用到的词汇：tiring, educational, peaceful, fascinating, thrilling, take it easy, Florida, trek, Amazon, jungle......3. 课时建议：一课时二、教学目标1. 知识与技能1)、词汇：tiring, educational, peaceful, fascinating, thrilling, take it easy, Florida, trek, Amazon, jungle2)、语言结构：A、Where would you like tovisit?B. I’d like to visit......C、ask reasons (why)D、answer questions of reasons (because)3) 语言技能（1）、学会谈论喜欢去旅游的地方；（2）、学会用形容词和定语从句介绍一些著名的旅游胜地；（3）、学会表达自己对某事物的好恶。

新目标九年级英语Unit 7教案设计

Lesson PlanUnit 7 Teenagers should be allowed to choose their own clothes.(Section A 3a-3b)Jinggu No. 2 Middle School Grade 9 Shi Xiao Teaching aims:1. To learn the new words.2. To understand the poem Mom Knows Best.3. To learn to care about mom, and write a short passage about mom.4. To be able to answer the questions on the passage in 3b.5. To fill in the blanks with given Chinese meanings.Teaching important point and difficult point:1.To understand the poem Mom Knows Best.2. To learn to care about mom, and write a short passage about mom.3. To fill in the blanks with given Chinese means.Preparation before the class:Chalk, textbook, PPT, choose the right pictures for the new words, consolidation’s exercises, two songs: Understand You and Thanks for Mom.Teaching course:Step 1 Greeting and warmerPlay a song named Understand You (Dong Ni) before class.To ask something about mom in class:Who gave us lives?When we have birthday, who is supposed to thank?Who always gives us help when we are in trouble?Who looks after us well when we are feeling not well？【Design aims: To wake up the students’ sense of love for mother, and prepare for understanding the poem.】Step 2 Present the new lesson:1. Lead-in: Look at five pictures that show mother’s love for us.(1)Mom is giving the baby warm arms to sleep.(2)Mom is feeding the baby with her breast.(3)Mom is teaching the baby to learn to walk. Mom always stays with us!(4)Mom is making the baby feel well.(5)Mom is cooking.【Design aims: To make the students recall the children’s memories how our mothers care for us.】2. Look at the pictures in the slides and try to speak, and ask the students to repeat them again and again.tiny, cry, field, hug, regret, lift, teen, awful, poem, badly, talk back 【Design aims: To make sure the students master the relative vocabularies for the following reading.】3. Look at the pictures in the slides and try to express your agreement and disagreement properly. (Look at the pictures and try to make some dialogues according to your own situations.) The answers are vary. (1)Mom says: Teenagers should not be allowed to eat too muchice-cream.I say: I’m sorry to hear that. The ice-cream is really delicious.(2)Mom says: Teenagers should not be allowed to go out with their friends every night.I say: I think we can go out if we can make sure our safety.(3)Mom says: Teenagers should not be allowed to play computer games day and night.I say: I agree with you. It makes the teenagers not sleep well and make them hate learning. (I disagree with you. If we go and play on weekends, we aren’t able to influence our schoolwork. And so on)(4)Mom says: Teenagers should not be allowed to watch scary movies alone.I say: Oh, no. We aren’t babies at all. We are enough bravely to watch them. (Yes, it’s too scary. Maybe it will make us have dreams. And so on.)(5)Mom says: Teenagers should not be allowed to smoke.I say: I don’t think so. When we smoke, it will make us look very cool. (It will make us be like adults. And so on.)【Design aims: To review the Grammar Focus: should be +v-pp, and to show the students, most of the things that parents think is right. In this way, the students will understand the poem Mom Knows Best better.】4. To present the learning aims to the students:(1)To understand the poem Mom Knows Best.(2)To learn to care about mom, and write a short passage about mom.(3)To be able to answer the questions on the passage in 3b.(4) To fill in the blanks with given Chinese means.[Design aims: To make the students know what they should do and how to do it well.]5. 3a Reading tips:1) Read aloud the poem, and underline the sentence patterns, circle the sentences using the passive voice of modal verbs and find out the useful phrases in the poem. Ask a few students to read aloud their answers in class.Important point sentence patterns:I regret talking back, not listen to mom.regret doing sth 对某事感到懊悔，遗憾（已做）(1)I regret taking the medicine. (take)（2）I regret meeting you in my live. (meet)regret to do sth 做某事很遗憾、很抱歉（没做）(1)We regret to tell you that your car isn’t mended. (tell)(2) I regret to tell you that your money isn’t brought. (tell)[Design aims: To make the students be sure how to read a passage and how to accumulate more vocabularies in everyday learning activities. In this way, they can understand more reading materials in the future. Another thing is to learn how to care about our mom. And to master the important sentence patterns and make sentences with the sentence patterns. 】2) Listen to the tape and read aloud the poem again, and discuss with your partners what the title means, and answer the questions in 3b.The title is about a mother always knows what is best for a child, even though the child may disagree with her.(1) What did the mom do when the writer was a small child?1) sang to him and stayed by his side when he cried;(2)gave him food and warm arms to sleep in when he was tired and hungry; 3) keep him safe when he was running through the field; 4)hugged him and lifted him up when he felt.(2)Why do you think the writer talked back to his mom when he was seven and nine years old?He felt that he should be allowed to watch scary movies and eatice-cream.(3)How did the writer feel when he was a teenager and his mom said “Please be back by ten”?He was very upset (angry).(4)After reading the whole poem, how do you think the writer feels about his mom?He loves his mom and feels that his mom knows best.【Design aims: To make the students understand the general idea on the poem, and learn to know about mom more.】Step 3 Summary and consolidation: Play the song GanXie Mom (Thanks for Mom.) and to finish the exercises. Then discuss with the students how to care about our mom.Write down the phrases according to the given Chinese meanings, and pay attention to use the right forms.1. You shouldn’t talk back with your mother.(回嘴，顶嘴)2. I always have scary movies at night. (做噩梦，噩梦连连)3. We mustn’t watch scary movies when we are alone. （恐怖电影）4. He often goes out with his best friend on weekends. （和某人外出）5. When I think back to these old things, I regret talking back with my mother. (回想起)6.“Please come back \be back at 10:30 on time.”says my mom. （回来）【Design aims: To master the important phrases in the poem and learnto use them in the specific situations and learn how to care about our mom in everyday lives. 】Step 4 Homework1. Read aloud the poem again and again, then try to recite it.2.Writing practice: Mom, I’d Like to Tell Y ou【Design aims: To recite the poem and understand mom’s love for mein our daily lives. To be able to tell mom what you think in English. 】Blackboard Design:Mom Knows BestI Momlittle bab y→crying all night: sang to me and stayed with me tired and hungry: gave me food and warm armstwo→running through the field: made sure I was safe felt and hurt: gave me a hug and lifted me up seven→coughing badly: no ice-cream for menine→watching scary movies: would give me awful dreams teen→going out with friends: Please be back by ten (seventeen)We should：understand, love, care about, worry about, respect, help, listen to, patient，get on well with mother for ever.。

人教版九年级英语Unit7SectionA3a4c说课稿

（二）学习障碍
在学习本节课之前，学生可能已经掌握了基本的英语语法知识和一定量的词汇，具备一定的听力理解和口语表达能力。然而，在学习本节课时，他们可能面临以下学习障碍：
1.对情态动词would的用法不够熟悉，可能难以准确运用到句型中；
2.对旅游话题相关的词汇掌握不足，影响听说交流的顺利进行；
3.在听力理解方面，可能对语速、发音和语境的理解存在困难；
教学内容主要包括以下几个知识点：
1.词汇：country, city, place, visit, would like to, travel, go to等；
2.句型：Where would you like to visit? I would like to visit...；
3.语法：情态动词would的用法；
（2）培养学生的跨文化意识，了解不同国家的文化特点；
（3）教育学生热爱生活，关注环境保护。
（三）教学重难点
1.教学重点：
（1）生词和短语的掌握，如country, city, place, visit, would like to, travel, go to等；
（2）情态动词would的用法；
（3）关于旅游计划的听说交流活动。
这些作业的目的是让学生在课后继续练习和应用所学知识，同时也能够激发他们对英语学习的兴趣。
五、板书设计与教学反思
（一）板书设计
我的板书设计注重布局合理、内容精炼和风格清晰。板书布局分为三个部分：左侧为关键词汇和短语，中间为句型和语法点，右侧为课堂活动和作业布置。主要内容将包括本节课的核心词汇、句型结构、语法规则以及示例句子。板书风格简洁明了，使用不同颜色的粉笔区分不同类别的内容，以便学生快速识别和记忆。板书在教学过程中起到提纲挈领的作用，帮助学生把握知识结构。为确保板书清晰、简洁，我会提前规划板书内容，避免过度拥挤，并在书写时保持字体规范、整齐。

初三英语第七单元说课稿

初三英语第七单元说课稿初三英语第七单元的说课稿应该围绕本单元的教学目标、教学内容、教学方法、教学过程、教学评价等方面进行展开。

以下是一份可能的说课稿内容：教学目标：1. 知识与技能：学生能够掌握本单元的核心词汇和语法结构，能够理解并运用这些知识进行基本的英语交流。

2. 过程与方法：通过多种教学活动，培养学生的英语听说读写能力，提高学生的语言运用能力。

3. 情感态度与价值观：激发学生学习英语的兴趣，培养学生跨文化交际的意识和能力。

教学内容：1. 词汇：本单元的词汇包括与日常生活相关的词汇，如家庭成员、日常活动等。

2. 语法：重点介绍现在进行时态的构成和用法。

3. 阅读：选取与单元主题相关的短文，帮助学生理解现在进行时态在实际语境中的应用。

4. 听力：通过听力练习，让学生熟悉现在进行时态的发音和语调。

5. 口语：通过角色扮演和小组讨论，让学生在实际交流中运用现在进行时态。

教学方法：1. 情景教学法：通过创设真实或接近真实的语言使用环境，让学生在特定情境中学习和使用英语。

2. 任务型教学法：设计具体的学习任务，让学生在完成任务的过程中学习语言知识。

3. 合作学习：鼓励学生进行小组合作，通过讨论和交流提高语言能力。

教学过程：1. 导入（Lead-in）：通过图片、视频或问题引入本单元的主题，激发学生的兴趣。

2. 新课呈现（Presentation）：介绍新词汇和语法结构，通过例句和解释帮助学生理解。

3. 练习（Practice）：设计形式多样的练习，如填空、转换句子、角色扮演等，巩固学生对新知识的掌握。

4. 应用（Application）：通过小组讨论、情景对话等活动，让学生将所学知识运用到实际交流中。

5. 总结（Summary）：回顾本节课的重点内容，强调语法结构和词汇的用法。

6. 作业（Homework）：布置相关的练习题和阅读材料，让学生在课后继续巩固和提高。

教学评价：1. 形成性评价：在教学过程中通过观察、提问等方式，了解学生的学习情况。

初中英语九年级Unit7SectionA(1a-2d)说课稿

初中英语九年级 Unit 7 SectionA(1a-2d)说课稿一. 教材分析本文选自人教版初中英语九年级Unit 7 Section A (1a-2d)，本节课主要讲述了一对父子在讨论关于是否应该给老人和小孩让座的问题。

通过本节课的学习，学生可以进一步掌握日常交际用语，提高语言运用能力。

二. 学情分析九年级的学生已经具备了一定的英语基础，对于日常交际用语也有一定的了解。

但部分学生在实际运用中仍存在困难，如词汇量不足、语法掌握不牢固等。

因此，在教学过程中需要关注学生的个体差异，因材施教。

三. 说教学目标1.知识目标：学生能熟练朗读并理解文章内容，掌握关键词汇和日常交际用语。

2.能力目标：学生能够运用所学知识进行日常英语交际，提高语言运用能力。

3.情感目标：培养学生关爱他人，乐于助人的品质。

四. 说教学重难点1.重点：学生能熟练朗读并理解文章内容，掌握关键词汇和日常交际用语。

2.难点：学生能够运用所学知识进行日常英语交际，提高语言运用能力。

五. 说教学方法与手段本节课采用任务型教学法，通过小组讨论、角色扮演等活动，激发学生的学习兴趣，提高学生的参与度。

同时，利用多媒体教学手段，如图片、视频等，帮助学生更好地理解文章内容。

六. 说教学过程1.导入：教师通过展示一幅关于让座的图片，引导学生思考并讨论生活中让座的问题，激发学生的学习兴趣。

2.读前预测：学生浏览文章标题和图片，预测文章内容。

3.快速阅读：学生快速阅读文章，回答简单问题。

4.精读：学生细读文章，回答细节问题，教师引导学生关注日常交际用语。

5.角色扮演：学生分组进行角色扮演，模拟文章中的场景，进行实际操作。

6.小组讨论：学生分组讨论，如何在生活中运用所学知识进行日常英语交际。

7.总结：教师引导学生总结本节课所学内容，进行知识梳理。

8.作业布置：学生课后编写一个小故事，运用所学知识进行日常英语交际。

七. 说板书设计板书设计分为两部分：一部分是文章主要内容的提纲，另一部分是本节课的重点日常交际用语。

九年级英语第七单元说课稿

4．然后抽同学到黑板上面来进行表演
5．老师对学生表演情况做简单评价
教学片断展示
▪
教学程序第3部分
▪
“句型的教学”
▪ 1.教师拿出一张华清池的图
▪ 2教师在拿出几张长城的图片练习上面句型
3教师出示墨西哥，巴黎的图片,抽同学起来进行练习。
学生分组练习，教师巡回指导。随机检查学生情况 4．然后抽同学到黑板上面来进行表演
5．老师对学生表演情况做简单评价
6,板书上面的句型，
▪
I would like to visit Great Wall?
▪
Why would you like to visit Great Wall?
▪
Because it is great and beautiful。
教学片断展示
▪
教学程序第3部分
▪
“句序第3部分
▪
一教材分析
▪ （一）教材的地位和作用 ▪ （二）教学目标 ▪ 1．知识目标 ▪ 2．能力目标 ▪ 3．情感目标 ▪ （三）重点和难点 ▪ 1.重点
一教材分析
▪ （一）教材的地位和作用 ▪ （二）教学目标 ▪ 1．知识目标 ▪ 2．能力目标 ▪ 3．情感目标 ▪ （三）重点和难点 ▪ 1.重点 ▪ 2.难点
I would like to,
▪
Why would you like to
▪
thrilling peaceful
▪
tiring boring
▪
①Where would you like to visit.
▪
I would like to visit xian
②Where would you like to visit.

九年级英语说课稿Unit7

九年级英语说课稿Unit7
学习是劳动，是充满思想的劳动。

为大家整理了九年级英语说课稿Unit7，让我们一起学习，一起进步吧!
一.教材分析
1.教材的地位和作用
我说课的内容是新目标九年级第七单元的单元教学，本单元以Vacations 为话题，让学生搜集并了解一些世界名胜，并谈论喜欢去旅游的地方，以便更进一步运用形容词和定语从句。

本单元通过听、说、读、写的全面训练能力，进一步提高学生听、说、读、写的综合素质能力。

2.教学目标
(1) 知识目标
学生学会谈论他们想要参观的地方。

词汇：学习并掌握本单元单词。

人教新目标九年级英语全一册Unit7period1说课稿

2. 收集一些旅游相关的资料，如景点介绍、旅游攻略等，下节课分享给同学。
3. 完成一些与旅游话题相关的练习题，以检验对课堂知识的掌握程度。
五、板书设计与教学反思
（一）板书设计
我的板书设计将采用清晰、简洁的风格，布局合理，重点突出。板书的主要内容包括课题、学习目标、关键词汇、句型结构以及语法点。板书的布局分为三个部分：顶部为课题和学习目标，中间为课程主要内容，底部为总结和作业布置。在教学过程中，板书的作用是引导学生注意力，突出教学重点，帮助学生构建知识结构。为确保板书清晰、简洁且有助于学生把握知识结构，我会使用大号字体，保持行距和字间距，使用不同颜色的粉笔区分不同类别的内容，并在板书过程中适时回顾和梳理，确保信息一目了然。
开
二、学情分析
（一）学生特点
本节课所面向的学生是九年级的学生，他们正处于青春期，具有以下特点：年龄特征上，他们具有较强的独立性和自我意识，但同时也存在着情绪波动较大的情况；认知水平上，他们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语法和词汇，但对于更复杂的语言结构和高级词汇的掌握还相对有限；学习兴趣上，他们对新鲜事物充满好奇心，对于旅游、探险等主题较为感兴趣，而英语学习与这些兴趣的结合能够激发他们的学习热情；学习习惯上，他们可能已经形成了一定的学习规律，但自主学习能力和时间管理能力仍有待提高，需要教师在教学中进行引导和培养。
三、教学方法与手段
（一）教学策略
本节课我将主要采用任务型教学法、情境教学法和合作学习法。任务型教学法强调通过完成实际任务来学习语言，它能够帮助学生将所学知识应用到真实情境中，提高语言的实用性和交际能力。情境教学法通过创设情境，让学生在特定的语言环境中自然地学习和使用语言，有助于激发学生的学习兴趣和动机。合作学习法则鼓励学生在小组中共同完成任务，通过交流和协作，促进学生之间的互动和思维碰撞。选择这些方法的理论依据是它们能够有效结合学生的认知特点和学习需求，使学生在实践中学习，在互动中进步。

新课标九年级英语Unit7单元教案新目标-人教新目标版九年级全册

Unit 7 Where would you like to visit?I. 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 V ocabularytiring, 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 ⅠRevision1. 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, suit Step Ⅱ1aThis 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 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 V acation 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, exotic Vacation 3: exciting, educational, peaceful, interestingStep Ⅲ1bThis 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 Ⅳ1cThis 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 ⅤSummaryIn 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 ⅥHomework1. Try to remember the new key vocabulary.2. Write out three similar conversations to the example in the picture in Activity 1a.Step ⅦVII. 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 V ocabularyfall, 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 ⅠRevision(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 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 Ⅱ2aThis 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 Ⅲ2bThis 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 Ⅳ2cThis 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 ⅥSummaryIn 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 ⅦHomework1. 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 ⅧThe 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 ⅠRevision1. 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 ⅡPart 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 orphrases 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 Ⅲ2aThis 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 Ⅳ2bThis 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 Ⅴ2cThis 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 ⅥSummarySay, In this class, we’ve done lots of listening practice on target language, and we’ve also written and spoken some.Step ⅦHomework1. Write out the phrases you have brainstormed in Activity 1.2. Write down the conversation in Activity 2c.StepVII. 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 V ocabularyprovide, 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 ⅠRevision1. 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 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 Ⅱ3aThis 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 with a 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 Ⅲ3bThis 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 fromS.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 coaston 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.I suggest you’d better travel by plane.You can save much time in that way.How do you think of travelling to Qingdao?Please tell us.Best wishes to you and your family.Ace Travel Step ⅣPart 4This activity provides reading, writing, listening and speaking practice using the target language. Read the instructions to students.Say something about the three places in the chart. Showing some pictures of these places to the students, say like this,Qufu is a small city in Shandong Province.It is famous for Confucius. It was Confucius’ hometown. He was born there.The Great Wall is the pride of the Chinese people. It is very long and it is hard to believe that it was built over two thousand years ago.The Forest of Steles in Xi’an is a great place for people who are interested in writing Chinese with brushes.What do you think of the three places?Look at the chart in Activity 4. We can see the sample answer in the box about Qufu in the column of you.Continue saying, Now please fill in the boxes about The Great Wall and The Forest of Steles in。