Unit7Wherewouldyouliketovisit?(3)P56Ⅰ.Teachingaims:1.RememberthewordsonP56,suchas:AceTravel,eastern,provide,firm,spot,Confuciusandsoon.2.Understand3aandbeabletochoosethegoodplaceforpeoplewhowanttogoonvacation.3.Lovenature,lovelife.Ⅱ.Teachingkeypoint:Aim1,2,3Ⅲ.Teachingdifficultpoint:Aim2Ⅳ.Teachingtools:Taperecorder,pictures,slide,etc.Ⅴ.Teachingprocess:Step1Warmingup(5’)Onestudentmakesadutyreportabouttheplaceshewouldliketovisit.Otherstudentsanswerfivethequestionsaboutit.理论依据：古希腊伟大学者柏拉图最早指出：“良好的开端是成功的一半”。设计意图：报告的内容和本课题相关，一败涂地方面加强知识的学习和运用，另一方面，提高学生的口语和听力水平。Step2Aimsshowing(1’)Teachershowstheaimstothestudentsafteraskingsomequestions,letthemknowwhattheywilllearn.理论依据：叶圣陶先生指出：语言文学的学习，出发点在“知”，而终极点在“行”。设计意图：明确学习目标，使课堂学习更具目的性。Step3Wordsandphrasesstudy(8’)1.TheteachershowsthemapofChina,studentstrytofindouttheplacesofinterestintheprovinceandlearnthenewwordsandthephrasesin3a.2.Thestudentstrytoreadthenewphrasesandsentences.理论依据：苏霍姆林斯基说：让学生带着一种高涨的激动情绪，从事学习和思考，对目前所展示的真理感到震惊。设计意图：在学习新课前就解决将会遇到的新单词和新句子，或新句型，有助解决文章学习的障碍。Step4Presentationsandpractise(10’)1.TheteachershowsthepicturesofQufu,theGreatWallandtheStoneForestandasks:“Wherewouldyouliketogo?”“Why?”2.Thestudentsanswerthequestionsandlearnsomesayingsabouttheplacesofinterest.3.Studentsshowthereasonsfortheplacestheychooseusingtheadjectivewords.理论依据：夸美纽斯说过“寻找并找出一种教学方法，使得教师因此可以少教，但是学生却可以因此多学。”设计意图：用图片加上重点的句型，反复操练几次，解决重点句子的表达。Step5Reading(10’)1.Studentsreadthepassage,thenfindouttheanswersforthechart:What,where,who,when,why,how.2.Listeningpractise.Teachershowsthepassage,studentslistentothetape,trytofillintheblanks.3.Teachershowssixsenteces,studentstelltrueorfalse.(1)Thepersonhasalotofmoneytospendonthevacation.(2)Thepersonwantstorelaxanddonothingonvacation.(3)Thepersonisaman.(4)Thepersonhaschildren.(5)Thepersonlikestoswim.(6)Thepersonwantstogotoanothercountry.4.Teachershowsachart,studentsfinishthechartabout3a:whereWhatRequests(要求)HowlongEasternChina1.anexcitingplace2.3.4.5.6.Foraboutthreeweeks理论依据：《初中英语课程标准》明确指出：教材的“二次开发”，主要是指教师和学生在实施课程过程中，依据课程标准对既定的教材内容进行适度增删、调整和加工，合理选用和开发其他与教学有关的材料，从而使之更好地适应具体的教育教学情景和学生的学习需求。设计意图：对于文章的理解，要讲究理解的方法，二次开发文章，用图表分解整篇文章，结构很清晰明了，也有助于学生学习这种写作方法。Step6Oralpractice(5’)1.Teachershowsasituation,Studentsanswer3questionsandasktwoquestions.角色：Mary和Mr.Smith情景：Mr.Smith想带他太太和儿子去一个轻松的地方玩1天。有沙滩更好，他儿子很喜欢户外活动，尤其是在海边玩。坐汽车也行。价钱在1千元以内。要求：请你充当菊城假期的接待员Mary(M)与Mr.Smith(S)进行交谈.Question:(1)M:Wherewouldyouliketogoonvacation?(2)M:Whoareyougoingwith?(3)M:Howlongwouldyouliketobeaway?Answer:(4)S:Mysonlikestodooutdooractivities.(5)S:Yes,wecan.2.Studentssaysomethingaboutthemainideasaboutthesituation,like:DearMr.Smith,Thanksforyourcalling.Nextvacation,youwanttogosomewhererelaxing.Youliketheplacewheretherearebeaches,Becauseyoursonlikesoutdooractivities....
