Step 1 Revision
1． 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 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, suit
Step 2 1a
At first introduce the key vocabulary．
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．
Then do the same with these new words in the box:
tiring, educational, peaceful, fascinating, thrilling, exotic
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 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, boring
Who 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．
Step 3 1b
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．
Step Ⅴ Summary
In 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 Homework
1． Try to remember the new key vocabulary．
2． Write out three similar conversations to the example in the picture in Activity 1a．
课堂反思:
通过本次课堂实践 ，我作了以下反思。
1、学生对英语学习缺乏自信心和学习动力；在英语课堂上不积极参与，缺少主动发言的热情或根本不愿意发言；另外，相当一部分学生在听新课时跟不上老师的节奏或不能理解教师相对较快的指示语。
2. 学生对英语课堂知识的掌握不实在、理解不全面，课外花的冤枉时间多；而大部分学生对书本知识不够重视，找不到英语学科复习的有效载体，不能有效的利用课本，适时地回归课本，英语复习缺乏系统性，英语学习缺乏主动性。
3. 部分学生在复习时缺乏系统安排和科学计划，或者学习和复习没有个性化特点, 导致学习效果不明显。
针对以上问题，我认为可以从以下几个方面进行提高：
一、在教学的设计中要充分为学而教，以学生如何有效获取知识，提高能力的标准来设计教学。其实在教学中，备课是一个必不可少，十分重要的环节，备学生，又要备教法。备课不充分或者备得不好，会严重影响课堂气氛和积极性，记得一位优秀的老师曾说过：“备课备不好，倒不如不上课，否则就是白费心机。”我明白到备课的重要性，因此，每天我都花费大量的时间在备课之上，认认真真钻研教材和教法，不满意就不收工。虽然辛苦，但事实证明是值得的。
二、多鼓励后进生开口说英语，并能及时地表扬他们。每天做好后进生的补差工作，绝不把今天的事情拖到明天来做。
三、在复习过程中，还要采取一些必要的措施来巩固和增强复习效果。如做到：（一）根据复习内容，布置适量的难度适中的练习；（二）循环考试，即每学完一部分后，进行阶段性测试，对试卷进行评分登记，以充分调动学生的学习积极性和自觉性。 www.59wj.com
如果觉得《初三英语 Unit 7 Where would you like to visit? lt;lesson 1 gt;教学案例与反思》英语教学反思,英语教学反思不错，可以推荐给好友哦。