Where would you like to visit說課稿8篇

Where would you like to visit? 第一課時說課稿

尊敬的各位領導、老師，您們好！我叫向清華，來自保靖縣普戎九年一貫制學校。

我說課的內(nèi)容是新目標英語九年級第七單元Where would you like to visit？的第一課時Section A(1a-1c)。說課的內(nèi)容包括四部分：一、分析教材；二、說教法與學法;三、說教學設計與設計理念；四、說教學程序。

一.分析教材

（一）教材的地位和作用

本單元的學習目標是Talk about places you would like to visit.目標語言是:Where wouldyou like to visit (go on vacation)?—I’d like to visit Florida. I hope to visit Hawaii one day.這是本單元的重點也是難點。

本節(jié)課作為本單元的第一課時，要向?qū)W生展示新的語言目標,著重訓練聽,說和寫。

（二）教學目標:

1、知識目標：

句型：—Where would you like to visit (go on vacation)?

—I’d like to visit Florida.

—Why ?

—I like exciting vacations.

詞匯:tiring ,educational,fascinating,peaceful,historic,

thrilling,take it easy,trek , jungle.

2、能力目標：

首先，學生會使用以下基本句型：

—Where would you like to visit(go on vacation) ?

—I would like to visit France.

第二、學生學會談論自己想去的地方。

第三、訓練聽說能力.

3、情感目標：

通過本節(jié)課的學習，增強學生的實際交際能力，開闊視野，加深對世界各地的地理環(huán)境,風土人情,人文教育的了解，自覺地保護地球，保護環(huán)境。并讓學生了解一些著名的風景名勝，讓學生喜歡旅游，向往旅游，

（三）、重點和難點：

1.重點：根據(jù)新目標對口語會話能力的要求，本課重點為：掌握有關國家或地點的詞匯和描繪景點的形容詞，能比較流利地描述一個自己想去的地方，靈活地運用句型—Where would you like to visit（go on vacation）?—I would like to visit

2.難點：根據(jù)實際情況，我認為本節(jié)課的難點有兩方面：第一、學生用自己的話描述自己喜歡的一個景點。第二、提高學生的口語水平。

二說教法與學法

1、中學生抽象思維能力較低，形象思維能力強，注意力易分散。本節(jié)課采用多媒體教學，以風景名勝的圖片、音樂或動畫等形式展示,配以豐富的色彩，從而增強學生的興趣、提高學生的注意力。

2、中學生對英語感興趣，但不穩(wěn)定，機械記憶強,理解記憶弱發(fā)，缺乏概括分析能力。到了九年級，一部分學生幾乎沒有了學習的興趣。因此，在本節(jié)課教學過程中，教師注重啟發(fā)引導，培養(yǎng)學生分析、概括能力的同時，更注重教學方法的靈活性，通過任務型教學，情景交際，角色表演,采訪調(diào)查等方法，激發(fā)學生學習興趣，讓學生樂于接受，易于接受。

3、經(jīng)過兩年的新課程理念的熏陶及實踐，九年級學生有了一定的英語基礎知識和聽說能力和初步的自主、合作、探究、實驗的能力。因此采用活動教學法和Role playing的學習策略，讓學生在活動中自主地學習新詞匯、重點句型;自主地完成任務,提高解決問題的能力及綜合運用語言能力。

三.說教學設計與設計理念

九年級的學生對英語語言知識有了一定的積累。確定了本節(jié)課的教學目標后，我將本課分成六個步驟：(一)導入與熱身。即世界名景點欣賞;(二)目標語言呈現(xiàn);(三)目標語言操練Pair work;(四)聽力訓練;(五)小組任務Make a survey;(六)課后練習homework。

本節(jié)課的教學活動始終遵循任務型教學理念，以學生為學習主體，以任務為中心，在運用語言完成任務的過程中學習，體會和掌握語言。在教學過程中，關注學生的實際和體驗，讓其貼近實際、貼近生活，樹立以學生為本的思想，提倡學生參與、體驗、獨立思考、合作探究，從而實現(xiàn)教學目標.

四.說教學程序

第一步：導入與熱身。這一環(huán)節(jié)老師首先問學生是否想去周游世界？（學生回答），再問學生知道哪些風景名勝？（學生可以自由發(fā)言）。。接下來通過多媒體讓學生欣賞并描繪國內(nèi)外的旅游勝地。教師適當?shù)丶右蕴崾狙a充,同時引入新單詞tiring、 educational、fascinating 、peaceful、thrilling、trek、jungle 、take it easy等，從而創(chuàng)設語言的運用環(huán)境，為Section A activity1a and 1b做一個熱身和鋪墊。這一步中描述景點是學生主動運用語言的平臺，學生以此為新課做準備，老師則在學生的描述中教會學生本節(jié)課的新詞匯。之后完成活動1a。(10分鐘)

第二步：目標語言呈現(xiàn)。給學生展示世界地圖,并提問Where would you like to visit? Why? 讓學生回答I’d like to visit…,并幫助學生用剛學的單詞講述理由(Because Iwant a peaceful trip)。這是對第一環(huán)節(jié)所學的單詞進一步鞏固,并學習了本單元的主要句型,為下一步作準備。( 10分鐘)

第三步：目標語言操練即Pair work。讓學生適時操練目標語言Where would you like to visit /go on vacation?—I’d like/love to visit France. Why? —Because I likefascinating vacations.并設置“比一比誰說得又對又快”的小競賽，競賽在小組之間進行，要求每組學生前一個學生問，后一個學生答，看哪組先完成，費時最少的一組獲勝。這個競賽利用本課的主要句型和詞匯來練習說的技能，將聽說結(jié)合，這使學生對目標語言的運用和操練又向前邁進一步。(5分鐘)

第四步：聽力練習。這一步覆蓋課本Section A 1b的內(nèi)容。有了前面幾個步驟的準備,為學生聽懂這段對話掃清了障礙.(5分鐘)

第五步：小組任務Make a survey。這一環(huán)節(jié)覆蓋課本Section A1a—1c的內(nèi)容，讓學生在本小組內(nèi)展開調(diào)查,就Where would you like to visit ? Why? 等句型詢問本小組成員想去哪個國家或地方旅游,并記錄相關的信息,根據(jù)記錄的信息寫一個report.這就把本單元的目標語言知識和旅游這一話題很好的結(jié)合起來了，寫調(diào)查報告充分訓練了學生寫的技能。 (15分鐘)

環(huán)節(jié)六:課后練習homework.要求每個學生寫一篇小短文，介紹自己想去的國家或景點，并說明原因。

本堂課通過一系列活動，學生的四大語言技能已有較大的提高，對本節(jié)課的詞匯、句型、語法等語言知識也有較扎實的掌握。

Where would you like tovisit? 第一課時 英文說課稿

Good morning,ladies and gentlemen. Im glad to interpreter my lesson here today. The lessonplan Im going to talk about is from BookⅢ—Where wouldyou like to visit?the first period. Id like to explain my teaching methods andthe reasons from the following five aspects:

I.Understanding of the teaching material

II. Teachingaids and methods

III. Learningstrategies

IV. Teachingprocedures

V. Blackboardwork

I.Understanding of the teaching material

1. Status andfunction of this period in the teaching material:

This period isthe first one of Unit7, it mainly provides some new vocabulary to the studentsto describe different kinds of vacations. And it gives students practice inlistening and speaking on the target language "Where would you like to goon vacation? I’d love to visit Mexico."

students learn to talk about places they wouldlike to visit.I’ll teach section A 1a---grammar focus.

2. Teachinggoals:

(1) Knowledgegoal:

1) KeyVocabulary

tiring,educational, fascinating, thrilling, peaceful, exotic, trek, jungle, take iteasy, explore, historic, site

2) TargetLanguage

Where would youlike to go on vacation?

I’d like totrek through the jungle, because I like exciting vacations.

students learnto talk about places they would like to visit.

New language:

[1]. Wherewould you like to go on vacation?

I’d love tovisit Mexico.

[2]. I hope togo to France some day.

Enable thestudents to master new words, phrases and syntactic structures, to talk aboutplaces they would like to visit.

freely andfluently

(2) Abilitygoal:

improve the students listening, speaking, reading and writing skills. especially thespeaking skill. Provide the students with chances of cooperation .Encourage thestudents to think and talk in English through communicative tasks. Cultivatethe students research ability after class

1)Trainstudents to talk about places they would like to visit with the targetlanguage.

2)Trainstudents to describe vacations with different adjectives.

3)Train students listening skill.

(3) Moral goal:

It′s moreinteresting to go on vacating somewhere instead of staying at home.get thestudents to learn to love the nature, love life , love themselves , loveothers. learn to arrange their own lives and enjoy their lives..

3 .Teachingimportant points and difficult points:

Importantpoints:

To help students learn and grasp the keyvocabulary words and the target language.

Difficultpoints:

(1) To train students listening, speaking, reading and writing skills.

(2) To train students communicative competence.

II. Teachingaids and methods:

The content ofthis period is not so difficult. As a everyday teaching , I choose a taperecorder , a blackboard , wall pictures as my teaching aids. What method do Iuse? How can students learn happily and quickly? I think interest is the bestteacher. I think we should use text to teach, but not teach the text. So duringthe course of teaching. I design the task-based teaching. For example, thepoints of unit2 are talk about health and give advice. so I use the “healthysong” sung by Fan Xiaoxuan to start the lesson. It starts an easy , happy andactive atmosphere.. and then design a task for the students to have abrainstorm to give advice about keeping healthy.

According tothe teaching schedule , when I teach this lesson ,the date is aboutSeptemper20. it’s near national Day. I design a real task for the students tomake a vacation plans. It not only lets the students t communicate in Englishbravely and fluently, provide the students with chances of cooperation , butalso leads out the title of the period “What are you doing for vacation ?”andlearn some new language:

Teaching Aids

1. A taperecorder and a projector

2. Somepictures of different places with famous views

TeachingMethods

1. Teaching byillumination

2. Teaching bydoing chain drills

3. Teaching bypairwork

III. Learningstrategies:

Guided by theidea to “s Listening

Pair work andgroup work

Discussing andReporting

Strengthen the psychological ability, and lighten thepsychological burden of the students”, begin with the desire to cultivate agood relation between the teacher and students, inspire their interest tolearn, and lead them to actively explore, discover and solve the problems bythemselves. Students are centered as the principal part in the teachingprocedure with the leading of the teacher. In the procedure of the teachingpractice, learning guides of the following aspects should be paid attention to:guiding the students to do preparation and revision, encouraging the studentsto think and talk in English through communicative tasks. to attend the tasksand take notes, and to summarize and do exercises. All these will facilitatethe students to know how to learn.

IV. Teachingprocedures:

Step Ⅰ Revision

1. Revise thelanguage points in Unit 6.

Provides somequestions, What kind of music do you like/love/prefer? What kind ofclothes/writers/movies/… do you like/love/prefer?

Then ask twopairs to make model conversations to the class to make sure they answer, Ilike/love/prefer music that…I prefer writers who…

Next askstudents to practise in pairs.

Walk around theclassroom listening to them, correct some errors they may make and be sure theyare answering with sentences with relative clauses.

2. Revise thewords and expressions in by dictating the following:

lyric, remindof, entertainment, exhibition, gallary, on display, energy, suggest,photograph, suit

Step Ⅱ 1a

This activitytrains students to use the new vocabulary to describe the vacations.

At firstintroduce the key vocabulary.

Show the newvocabulary words on the screen by a projector:

tiring adj．引起疲勞的；累人的

educational adj．教育的；有教育意義的

fascinating adj．迷人的；有極大吸引力的

thrilling adj．令人激動的；令人震顫的

peaceful adj．平靜的；寧靜的；和平的

exotic adj．外(國)來的；外國產(chǎn)的

trek v．(緩慢或艱難地)旅行；長途跋涉

jungle n．熱帶叢林；密林

take it easy 從容；輕松；不緊張

explore v.探險；考察

historic adj．歷史上著名的；歷史上有重大意義的

site n.地方；場所

Point to thewords and teach the children to read them several times till they can pronouncethe words fluently and correctly.

After that, tryto let students explain the adjectives and make up sentences with them. Forexample, exciting, do like this:

Let’s try toexplain 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 doesexciting mean?

Help thechildren to explain it. Exciting means not boring, or means hard to bequiet.Who can make up a sentence with it?

Give an examplesentence with it, please.

Ask severalones to say their sentences to the class. For example,Surfing makes usexciting.

The boy is veryexciting when he is watching a football match.

Then do thesame with these new words in the box:

tiring,educational, peaceful, fascinating, thrilling, exotic

Read theinstructions to the students. Be sure that everyone knows what to do.

Tell studentsto look at the posters in the picture and compare them.We can see threeposters. Tell me what you can see in each one.Then discuss the three posterswith students. For Poster One, help students to say, It is a beach. A man withsunglasses is sleeping, etc.

Do the same tothe other two posters.

Read the wordson each poster to students and then let them read together several times. Asksome ones to tell the Chinese meanings of the words to see if they canunderstand them. Do some explanation if necessary.

Call the students attention to the chart.

Point tovacation 1,2 and 3 in the chart.

Say, Let’schoose the adjectives from the box for the three vacations. The adjectives youchoose should correspond with the posters. Now let’s use Vacation 1 as asample. Which adjectives should we choose? Who can tell me?

Then askseveral students to tell the class the words they’ve chosen. Write down theiranswers on the blackboard like this:

Vacation 1 Takeit easy on a Florida beach!

Adjectives:relaxing, peaceful, boring

Who has gotsome other adjectives to describe it? Some other adjectives you know, but notin the box?

Ask some to saymore besides the ones in the box, such as quiet, lazy.Write them on theblackboard, too.Please fill in the chart with the adjectives now. Note to matchthe posters.

Get them tofill in the answers by themselves. As they work, move around the room checkingtheir progress and answering questions they may have.

Check theanswers. Provide the possible answers on the blackboard.

Possibleanswers include

Vacation 1:relaxing, peaceful, boring

Vacation 2:exciting, tiring, dangerous. educational, fascinating, interesting, fun,thrilling, exotic

Vacation 3:exciting, educational, peaceful, interesting

Step Ⅲ 1b

This activitygives students practice in understanding the target language in spokenconversation. Read instructions to students.

We’ll listen tothree 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 youhear. Look at the three posters in Activity la and do this part. Each one ofthe three students, Sam, Gina and Lydia, wants to go to one of the threeplaces.

Play the tapefor the first time, and tell the students not to write in a hurry, just try tocatch the main idea of the dialogue.

Then play therecording again. Ask them to write their answers this time.

Check theanswers.

Answers

1. Sam, Brazil,likes exciting vacations

2. Gina, Japan,has been bored lately

3. Lydia,Florida, has been stressed out

Step Ⅳ 1c

This activityprovides guided oral practice using the target language.Presentate thisdialogue, showing some pictures of the places with great interest all over theworld and say like this:I’d like to travel to France. I’d love to visit Paris,because I like relaxing vacations.

Where would youlike to go on vacation, Sam?

Ask one studentto answer the question.After that let him or her ask another student. Set off achain drill like this:

T: I’d love tovisit Paris, because I like relaxing vacations. Where would you like to go onvacation, S1?

S1:I’d like toclimb Mount Emei, because I like dangerous vacations. Where would you like togo on vacation, S2?

Ss :I prefer totravel to the USA, because I like exotic vacations. Where would you like to goon vacation, S3?

S3

After a team finishedget the children to make their own conversations in pairs.

Ask twostudents to read the example in the speech bubbles in Activity la. Tell them totalk about the posters with their partners this time.

As studentswork together, move around the classroom, offering language support as needed.Ask some pairs to say their conversations to the class.

2a Thisactivity provides listening practice using the target language.

Read theinstructions and point to the sentences withblanks in front of them. Say, Listen tostudents talking about going on a vacation together. The sentences in your bookare in the wrong order. You will be writing numbers in front of the sentencesto show the correct order.Play the recording. Students only listen the firsttime.Play the recording again. This time ask students to write a number infront of each sentence.Check the answers.

The sentencesshould be numbered in this order:

3 4 2 1

2b Thisactivity provides listening practice using the target language.Read theinstructions and point to the two columns: Place and Reason not to visit theplace. Read the lists to the class or ask different students to do it.

Say, You willhear the same recording again. This time please match each place with thereason for not going there. Write the correct letter next to each place.

Play therecording again. Ask students to fill in their answers.Check the answers.1．b 2．a(chǎn) 3．C

2c This activity provides guided oral practiceusing the target language.

Point to thesample conversation in the box. Ask two students to read it to the class.

Read theinstructions. Say, Make a conversation using information from activities 2a and2b.

Ask students towork in pairs. Move around the room checking the progress of the pairs andoffering help as needed.

Ask one or twopairs to say their conversations to the class.

Grammar Focus

Review thegrammar box. Ask a student to read the question and answers to the class.

Write the firstsentence on the board and draw a box around the last word, relaxing. Id liketo go somewhere relaxing. Ask students to say other words to replace relaxing.Then ask students to say their own sentences. For example, Id like to gosomewhere exciting.

Write thesecond sentence on the board and underline the words some day. I hope to go toFrance some day. Say, I hope to go to France some day, but Im not sure I will.Maybe I will go in the future, and maybe I wont. We often use the word somedaywhen we say we hope to do something, but we arent sure when.

Grammar note

Point out tostudents that in English the adjective usually comes before the noun. We talkabout an exciting vacation or a long trip. But in sentences using the wordsomething or somewhere, the adjective comes after the pronoun. For example: Idlike to go somewhere relaxing. I want to do something exciting. The adjectivecomes after the pronoun in these cases because the adjective is part of alonger clause. The full sentences would read: I want to go somewhere (that is)relaxing or I want to do something (that is) exciting. 3a This activityprovides reading practice using thetarget language.

Step Ⅴ Summary

In this class,we’ve learned some adjectives that are used to describe vacations and someother words. We have also learned the target language—Where would you like togo on vacation? I’d like to trek through the jungle because I like excitingvacations.

Step Ⅵ Homework

1. Try toremember the new key vocabulary.

2. Write outthree similar conversations to the example in the picture in Activity 1a.

V.BlackboardDesign

Where would youlike to visit?

Section A

Possibleanswers to Activity 1a:

Vacation 1:relaxing, peaceful, boring

Vacation 2:exciting, tiring, dangerous, educational, fascinating, interesting, fun,thrilling, exotic

Vacation 3:exciting, educational, peaceful, interesting

Where would you like tovisit? Section A說課稿

本課時是人教版新目標九年級全冊書中的Unit7 Where wouldyou like to visit? Section A對話部分，以旅游為話題，通過朋友間自由討論希望去旅游的地方引出Where would youlike to go on vocation? I’d like to visit…這一重點句型；通過I like the places where… 和 I hope to …句型來表達個人意愿和希望。因此我把這節(jié)課設計成一節(jié)聽說課，側(cè)重學生聽說技能的培養(yǎng)。本課功能為意愿和希望，話題為旅游，主要語言結(jié)構(gòu)是：Where would youlike to go on vocation? I’d like to visit…和I like the places where…I hope to

本課處于本單元的起始部分，本課的教學對后面課程的順利開展和學生的延伸學習起著很重要的引領作用，因此上好這一堂課就顯得十分重要。

針對此課時，我會提前要求學生完成兩項預習任務，以利于本課時的順利展開。任務一：預習并能夠認讀本課時出現(xiàn)的新詞匯；任務二：多種渠道搜集各國旅游資源的信息，并寫出你認為此旅游地的優(yōu)缺點各一條。

一、教學目標

1.知識目標

詞匯：tiring, educational, fascinating,thrilling and peaceful

重點句型：Where would you like to go on vocation?

I’d like to visit

I hope to

定語從句I like the places where

2. 能力目標

（1）通過學習本課的功能與話題，能夠聽懂有關旅游的對話和簡單文本，并能準確用英語表達自己想去某地旅游的意愿和希望。

（2）能夠熟練運用本課的重點句型，并能在此基礎上擴展話題，發(fā)展自己的綜合語言運用能力。

3. 情感目標

世界真奇妙，不看不知道！使學生通過本課的學習感受到學習英語的樂趣，進而激發(fā)學生走進世界文化的志向和情感。

二．教學重難點

1.教學重點：（1）掌握新詞匯和重點句型。

（2）能夠根據(jù)特定的關旅游話題的素材，完成填寫表格的任務。

2.教學難點：能夠在具體的語言情境中正確運用本課的語言功能來表達自己的意愿和希望，即Talk about placesyou would like to visit,真正做到學以致用。

三．教學策略

興趣導入法，任務型教學，資源共享

四．教學課時

一課時

五．教學媒體

影像資源，圖片，照片，錄音機

六、教學過程

Step One 導入新課

1.北京奧運會和上海世博會的成功舉辦使得農(nóng)村的中學生也對世界文化有了初步的了解，但是由于他們幾乎沒有什么機會旅游過，所以對話中涉及到的旅游勝地對那些知識面較窄的學生來說基本上是聞所未聞，因此針對這樣一個學情我是這樣導入新課的。

以幻燈片的形式播放世界各地名勝，并伴以英文歌曲《would you like totake a trip》，先給學生一個視覺上和聽覺上的沖擊，引出本單元的題目Unit7 Where would you like to visit?這時學生的熱情已經(jīng)調(diào)動起來了，也對本課的話題有了大致了解。

隨后播放六段游覽六個國家名勝古跡的視頻，每段大約40秒左右，類似于《正大綜藝》里的“世界真奇妙”版塊，視頻的播放中伴以教師課前錄好的英文解說，解說中盡量用到本課要學的新單詞。如：Look! This is abig beach. It’s in Australia. It’s called Sandy Beach. It’s fascinating,relaxing and peaceful.

（注：這六段視頻其中兩個是對話1a中涉及到的地方，另一個是關于北京奧運會的鳥巢的，其他三個可以任選。為什么要選鳥巢，稍后解說。）

視頻的播放與解說會給學生一種身臨其境的美感和心靈上的觸動，一下子就讓他們有了真實的語言情境，也給他們空白的大腦提供了豐富的素材。有了具體的語言情境，有了想要表達的欲望，那學起來就輕松多了。

2．視頻播放之后展示視頻中相應旅游地的六幅圖片，有學生發(fā)表自己對旅游地的感覺，問：What do you thinkof the place?有了前面解說的鋪墊學生們幾乎可以把學過的形容詞脫口而出，像beautiful,relaxing, fun, exciting, interesting等。而預習作業(yè)一的完成使學生在談論圖片時自熱仍然地就引出了本課時的新詞匯，如fascinating,tiring等。等學生說完后，這些單詞都出現(xiàn)在所對應的圖片中，給學生以更直觀的理解。其實在這個熱身過程中學生已經(jīng)很輕松地完成了1a中表格填寫的任務。然后由一名發(fā)音較好的學生領讀單詞兩遍，以鞏固學習效果，面向全體學生。

Step Two 創(chuàng)設情境，學習新知。

1.教師指著鳥巢那幅圖畫說：I have been veryhappy that I watched the 29th Olympic Games in Niao Chao in 2008.it’s so great and exciting. Look!(showing two photos of myself in NiaoChao)It’s me. And if I have free time, I’d like to visit there again.

(以自身的實際經(jīng)歷來引出本課時的重點句型，讓學生對教師所創(chuàng)設的語言情境更有真實感)

Say: Now winter holiday is coming. If youhave a chance to go on vacation, where would you like to go?

有了前面的視覺沖擊、單詞引入、熟讀鞏固做鋪墊，在學生想要表達的同時又有真實的語境，本課時的重點句型輕輕松松地就突破了。作為九年級的學生這時幾乎能百分百的動起來，兩人一組自由討論where would youlike to go on vacation? I’d like to go to…這一語言功能。

2．一分鐘的句型練習之后展示書中Sam和Gina聊天的圖片，教師提出問題：They are talking about where they wouldlike to visit, do you want to know why they would like to go there?出示1b中的表格，播放錄音完成任務。

這個問題的提出一是幫助學生把握所聽對話的重點信息，以完成1b中表格的任務，二是為引出另一語言功能，清楚地表達自己的意愿和希望做鋪墊。

3.給學生三分鐘的準備時間來完成對話操練環(huán)節(jié)。即：Where would youlike to go on vocation? I’d like tovisit… I like…預習作業(yè)二的完成會給這項活動帶來更多的內(nèi)容，達到了資源共享的目的，拓展了學用渠道。本環(huán)節(jié)的操練我同樣設計成了1b中表格的形式，人名換成學生的名字，兩人一組在談論的同時，其他人認真聽他們所敘述的地點和理由，完成表格內(nèi)容。這樣可以達到聽說雙練的效果。

Step Three 聽力練習，擴展話題

1.隨意問一名學生：Where would youlike to go on vocation? 生答：I’d like to visit…教師說：I’d, too. I likethe places where…隨意問另一名學生：Where would youlike to go on vocation? 生答：I’d like to visit…教師說：I’d, too. But…Ihope to go to Australia. I love places where have many beaches. I likeswimming.

這一真實話題的討論復習了1b的功能話題，同時也引出了2a的重點句型I hope too…和定語從句I love places where…的表達方式。

之后教師說：Now let’s listento another conversation in groups of three. They also hope to visit somewhere.But they have different ideas. Now let’s listen and finish the two forms.

分別展示2a、2b中的表格，輕松完成聽力任務。

2.三分鐘的準備時間完成Role playconversations活動。預習作業(yè)二的完成也會使本活動更鮮活、內(nèi)容更豐富。這一活動我一改往常結(jié)組練習對話的方式，而是采用隨意點名的游戲方式，使全班學生都能參與體驗。即第一個學生是由老師點的，說：xx. Wouldn’t it begreat if we could go on a vacation together? 生答：Yeah. That would be wonderful. Where wouldyou like to go? 教師：I hope to visitCanada some day.生答：I’d, too .I likeplaces where…或I’d, too. But …這時這位學生再點名叫另一個學生問Where would youlike to go? 繼續(xù)這個話題，以此類推。

這種A學生隨意點名叫B學生的方式會使對話操練成為一種游戲，因為學生不知道下一個要點到的是不是自己，所以所有學生始終都處于高度集中和興奮的狀態(tài)，在這種積極情緒中完成的任務，定會收到事半功倍的效果。相信這一活動會在課下也成為學生們津津樂道的話題。

Step Four 上升文本，課外延伸

由于九年級的學生在綜合語言運用方面已經(jīng)有了一定的基礎，因此在本課的結(jié)尾部分我將本節(jié)課的對話上升到了文本，但所選文本一定要簡單，要讓學生跳一跳就能夠得著的小短文。練習方式有兩種，一是聽短文，判斷正誤；二是讀短文，用所學的新詞匯填空。

最后仍以本課開頭引用的歌曲《Would you like to take a trip》并伴以優(yōu)美動感的畫面結(jié)束本課。

七．評價手段？？？

八．預期效果

本教學預設是以英語新課程標準為依據(jù)進行設計的，縱觀整個教學設計，充分調(diào)動起了學生的積極性，對于農(nóng)村學生來說敢于說英語是最最困難的一關，而這節(jié)課學生可以在完全沒有困難的情況下突破本課的重難點，達到能夠熟練運用語言功能的目的。

九．教學反思

對教學預設的反復推敲就是教學的前反思的體現(xiàn)，通過這種反思發(fā)現(xiàn)本課教學的不足之處就是設計有一定的局限性，如果找不到合適的視頻就要用幻燈片來代替，效果肯定沒有視頻播放的效果好。

十．教學板書

Unit7 Where would you like to visit?

Adjectives:Where would you like to go on vocation?

TiringfascinatingI’dlike to visit

Thrillingpeaceful I hope to

educational定語從句I like the places where

Where would you like tovisit? Section A 2a 英文說課稿

I.Analysis of the Teaching Material

1.Status and Function

Inthis unit, students learn to talk about places they would like to visit. Thisis a topic that students will be very interested in. That will be very helpfulto practice using the target language. All the students can make great progressin expressing the places which they would like to visit.

(1)The first period mainly provides some new vocabulary to the students todescribe different kinds of vacations. And it gives students practice inlistening and speaking on the target language "Where would you like to goon vacation? Id love to visit Mexico."

(2)The activities in the second period give students more listening and oralpractice using more target language. They are helpful to improve students listeningand speaking skills.

(3)Inthe third period, students learn to get detailed information from an article.And they will do some writing and oral practice as well.

Theywill improve their reading, speaking and writing skills and know somethingabout Singapore and some other places all over the world.

(4)The fourth period provides more listening practice to train the students tounderstand the target language in spoken conversation and write the targetlanguage. It also provides some more oral practice using the target language.

(5)Thefifth period is designed to train students reading and writing skills.

(6)Theactivities in the last period are used to train students writing skill.

Ⅰ.Teaching Aims and Demands（教學目的和要求）

1.Knowledge Objects

(1)Key Vocabulary

fall,Niagara Falls

(2)Target Language

Wherewould you like to visit?

Idlike/hope to visit/see

Idlike/love places where

2.Ability Objects

(1)Trainstudents listening skill.

(2)Train students communicative competence.

3.Moral Object

It canmake you know more about the world to travel much.

Ⅱ. Teaching Key Points（教學重點）

1. Newwords fall, Niagara Falls

2.Listening practice with target language

3.Make communications with target language

Ⅲ. Teaching Difficult Point（教學難點）

1.Train students listening practice with target language.

2.Help students to make communications with target language.

Ⅳ. Teaching Methods（教學方法）

1.Listening

2.Pairwork

3.Explanation

Ⅴ. Teaching Aid（教學手段）

1. CIA

2.Some pictures of Hawaii, Mexico and Niagara Falls

Where would you like tovisit? Section A 3a——4說課稿

Section A 3a-4

I. Analysis of the Teaching Material

1. Status and Function

In this unit, students learn to talk about places they would like tovisit. This is a topic that students will be very interested in. That will bevery helpful to practice using the target language. All the students can makegreat progress in expressing the places which they would like to visit.

(1) The first period mainly provides some new vocabulary to the studentsto describe different kinds of vacations. And it gives students practice inlistening and speaking on the target language "Where would you like to goon vacation? I’d love to visit Mexico."

(2) The activities in the second period give students more listening andoral 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 anarticle. And they will do some writing and oral practice as well.

They will improve their reading, speaking and writing skills and knowsomething about Singapore and some other places all over the world.

(4) The fourth period provides more listening practice to train the studentsto understand the target language in spoken conversation and write the targetlanguage. 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.

Ⅰ.Teaching Aimsand Demands（教學目的和要求）

1. Knowledge Objects

(1) Key Vocabulary

fall, Niagara Falls

(2) Target Language

Where would you like to visit?

I’d like/hope to visit/see

I’d like/love places where

2. Ability Objects

(1)Train studentslistening skill.

(2) Train studentscommunicative competence.

3. Moral Object

It can make you know more about the world to travel much.

Ⅱ. Teaching KeyPoints（教學重點）

1. New words fall, Niagara Falls

2. Listening practice with target language

3. Make communications with target language

Ⅲ. TeachingDifficult Point（教學難點）

1. Train studentslistening practice with targetlanguage.

2. Help students to make communications with target language.

Ⅳ. TeachingMethods（教學方法）

1. Listening

2. Pairwork

3. Explanation

Ⅴ. Teaching Aid（教學手段）

1. A tape recorder

2. Some pictures of Hawaii, Mexico and Niagara Falls

Ⅵ. Teachingprocedures（教學過程）

Step Ⅰ Revision

(1) Revise the target language by asking

question, Where would you like to go on vacation? Get several students togive different answers.

Then ask them to work in pairs to practise with:

Where would you like to go on vacation?

I’d like/love to…because I like… vacations.

(2) Check homework by asking several ones to read their conversations.

(3)Check homework by dictating the following words:

tiring, educational, fascinating, thrilling, relaxing, dangerous, exotic,trek. jungle, take it easy, explore, historic

After dictating, hove students check in pairs. Make a survey by askingthem to put up hands to see how many have written out all the words correctly.

Step Ⅱ 2a

This activity provides listening practice using the target language.

Read the instructions to the students.

Look at the four sentences in the box.

They are from a conversation, but they are not in the right order. We willlisten to a conversation talking about going on a vacation. We can see thenumber in from of the fourth sentence. It’s a sample answer

Please write the right numbers before the first three sentences in theblanks.

Then play the tape. Students only listen this time. Try to catch the mainidea of the conversation. Next play the tape again. Students listen and writethe numbers in the blanks.

Check the answers.

Answers

The sentences should be numbered in this order:3 4 2 1

Tape script

Boy 1: Wouldn’t it be great if we could go on a vacation together?

Girl 1: Yeah. That would be wonderful!

Boy 1: Where would we go?

Girl 1: Well, I hope to visit Hawaii one day. Would you be interested ingoing 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 loveplaces where the people are really friendly.

Boy 2: Well, Mexico would be nice, but we don’t know the language. I hopeto see Niagara Falls some day. What about going there?

Girl 1: Niagara Falls would be beautiful, but there’s not much to dothere.

Why don’t we all go to San Francisco together? It has everything—beautifulviews, friendly people, exciting things to do

Boy 2: That’s not a bad idea…if you pay for it.

Step Ⅲ 2b

This activity provides listening practice using the target language, too.

Read the instructions to students, and make sure that they know what todo.

Look at the first column, "Place". Someone doesn’t like going tothese places.

Why? Choose the reason for each place from the second column. Write theletters of the reasons in the blanks before the places/Let’s read the contentsin the chart first. Get them to read the places and reasons several times. Thensay, we’ll listen to the same recording again. Listen and match each place witha reason for not going there. Play the recording again.

Ask students to fill in their answers.

Check the answers

Answers

1. b 2. a 3. c

Step Ⅳ 2c

This activity provides guided oral practice using the target language.

Read the instructions to the students. Tell them to use the information inActivities 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 isalways warm.

Showing a picture of Mexico, ask two students to make up similarconversations. 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 theinformation in Activities 2a and 2b. Each pair makes one at least. As thestudents work, move around the room checking progress of the pairs and offeringhelp as needed. Ask one or two move pairs to say their conversations to theclass.

Step 5 Grammar Focus

Presentate the conversation below by saying to the students and writing iton 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 theirown 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, aneducational vacation, a tiring trip. But in the sentences which are using theword 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 andwrite 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 toFrance some day, but I’m not sure I will. Maybe

I will go there in the future and maybe I won’t. The sentences with someday are often used to express that.

Then have the children make up more sentences.

Step Ⅵ Summary

In this class, we’ve done some listening practice with target language. Wehave also practiced our oral English in pairs.

And we’ve discussed something on grammar.

Step Ⅶ Homework

1. 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 Ⅷ Blackboard Design（板書設計）

Where would you like tovisit?說課稿

各位領導老師：大家好，今天我說課的題目是初中英語人教板九年級unit7 where would you like to visit ?本課的中心話題是旅游。通過熟悉我們周圍的旅游勝地來開闊眼界，豐富自己的閱歷，使自己養(yǎng)成勤于思考，善于總結(jié)的好習慣。整個說課我將分成五個大部分進行講述：即教材分析、教學方法、學習方法、教學環(huán)節(jié)的設計、教學程序。

一、教材分析

（一）教材的地位和作用

本單元的中心話題是Inventions，整個單元的內(nèi)容是圍繞Vacations以生動、活潑的對話，以及個人的自我介紹展開的。而且這些旅游勝地都與我們的生活密切相關，通過本單元的學習，要求學生能夠談論自己想去的地方，并學會介紹旅游景點，同時了解世界各地的一些名勝古跡，從而能自覺地保護地球，保護環(huán)境。因此，國家和旅游景點的介紹，不僅在本單元占據(jù)主導地位，也是訓練學生口語表達能力的良好素材。根據(jù)新目標對學生交際能力的培養(yǎng)，尤其對學生口語及閱讀能力的要求不斷提高，以及農(nóng)村學生的實際情況，我將本課設計為一堂口語會話課。

（二）教學目標的確立和依據(jù)

為了完成正常的教學任務，還要有效地培養(yǎng)學生的創(chuàng)新精神和實踐能力，我確立如下的教學目標：

1．知識目標：

A:掌握would like to 和 hope to 句型，通過練習和運用加以鞏固.

B:掌握詞匯：thrilling peaceful tiring boring