Unit 11 Could you please tell me where the restrooms are?全单元教学设计

教 学 设 计
题 目
Unit 11 Could you please tell me where the restrooms are?
总课时
7
学 校
兰河一中
教 者
彭秀春
年 级
九年级
学 科
英语
设计来源
集体备课
教学时间
教
材
分
析
In this unit, students learn to talk about how to ask for information politely. The topic is very interesting and practical. It is very useful for students to use the topic to communicate with others in their daily life. It’s also helpful for students to improve their speaking ability. All students can learn some spoken English more or less.
学
情
分
析
Teaching middle school students in the countryside is very interesting, but it’s very difficult. Many students are very interested in learning English and they’re sure of themselves. But they are afraid of making mistakes and being laughed at by others. So I must care for all the students in class and encourage them speaking English. Help them solve problems when they’re in trouble. Let them finish tasks together, help each other. I’ll try my best to improve the students’ listening, speaking, reading and writing skills.
教
学
目
标
(1)Knowledge Object: In this unit, students learn to talk bout how to ask for information politely and how to give advice to those who have difficulty in traveling.
(2)Ability Object: Train students’ listening, speaking, reading and writing skills using the target language.
(3)Moral Object: Helping each other is a good quality. If someone asks you how to get to the place he wants to go to, you should tell him the way correctly. Also, if you want to go to a place you don't know, you should ask for the direction politely. After you are given the way, you should say “Thank you”.
重
点
Make students learn and grasp the key vocabulary words and the target language.
难
点
Train students’ listening, speaking, reading and writing skills.
Train students’ communicative competence.
课
前
准
备
A tape recorder.
A projector.
Students learn the new lesson before class.
总体要求：1.“统一”设计“分段”教学；2.围绕“三维”落实“三问”；3.充实“心案”活化“形案”。
教 学 流 程
分
课
时
环 节
与时间
教 师 活 动
学 生 活 动
Δ设计意图
◇资源准备
□评价○反思
T
H
E
F
I
R
S
T
P
E
R
I
O
D
Step 1
Revision
(5’)
Step 2
Presentation
1a (8’)
Step 3
Listening Practice
1b(18’)
Step 4
Pairwork
1c(9’)
Step 5
Summary
(3’)
Step 6
Homework
(2’)
1.Greeting.
2.Ask: Can you say some ways of asking for direction?
Match each thing with a place in the picture.
1.Play the tape recorder.
2.Check their answers.
Let students make up new conversations according to 1c.
In this class, we’ve learned some important words, such as restroom, shampoo and so on. We’ve also learned the target language. Excuse me. Could you please tell me where I can get a dictionary? Sure. There’s a bookstore on River Road.
Review the target language, and make up new conversations in pairs.
1.Greeting.
2.Answer the teacher’s questions orally.
Discuss in groups. And give their own answers.
Listen and complete the conversations.
Make up new dialogs and act out in pairs.
Δ通过师生问答，复习学过的知识。
Δ通过这一步的练习引入新课。
Δ播放听力录音，培养学生的听力。
Δ学生小组编对话、表演对话，培养学生的合作意识和口语表达能力以及运用英语进行日常交际的能力。
Blackboard Design
Unit 11 Could you please tell me where the restrooms are?
1.save money存钱
2.A: Excuse me. Could you please tell me where I can get a dictionary?
B: Sure. There’s a bookstore on River Road.
Teaching Reflection
本课时的主要教学任务是能过听力训练，提高学生的听力，同时借助于对话练习，进一步培养学生的语感，在对话中了解外国人的交流方式和语言技巧。
总体要求：1.“统一”设计“分段”教学；2.围绕“三维”落实“三问”；3.充实“心案”活化“形案”。
教 学 流 程
分
课
时
环 节
与时间
教 师 活 动
学 生 活 动
Δ设计意图
◇资源准备
□评价○反思
T
H
E
S
E
C
O
N
D
P
E
R
I
O
D
Step 1
Revision
(7’))
Step 2
Listening Practice
2a＆2b
(8’)
Step 3
Pairwork
2c
(15’)
Step 4
Grammar Focus
(10’)
Step 5
Summary
(3’)
Step 6
Homework
(2’)
1.Greeting.
2.Ask some pairs to act out their conversations.
1.Play the tape recorder twice.
2.Check their answers.
Let students make conversations using the other places in the picture above.
Help students understand these sentences and learn to use the sentence patterns.
In this class, we’ve learned key vocabulary exchange money, the target language about how to ask for direction.
Review the Grammar Focus.
1.Greeting.
2.Students act out their own conversations in pairs.
Discuss in groups. And give their own answers.
Students make new conversations and act out in pairs.
Students translate these sentences.
Δ学生轮流表演对话，既复习了旧课，又活跃了课堂气氛。
Δ播放听力录音，完成听力练习，培养学生的听力。
Δ学生进行对话表演，巩固了刚学过的知识，也有助于培养学生的合作意识。
Δ这部分练习能帮助学生更好的掌握这一单元的重点语法项目。
Blackboard Design
Unit 11 Could you please tell me where the restrooms are?
1.turn left/ right
2.Go past the bank.
3.Excuse me. Could you tell me how to get to …?
Excuse me. Do you know if there are any restrooms?
Teaching Reflection
这节课的教学内容与上节课大致相同，
总体要求：1.“统一”设计“分段”教学；2.围绕“三维”落实“三问”；3.充实“心案”活化“形案”。
教 学 流 程
分
课
时
环 节
与时间
教 师 活 动
学 生 活 动
Δ设计意图
◇资源准备
□评价○反思
T
H
E
T
H
I
R
D
P
E
R
I
O
D
Step 1
Revision
10’
Step 2
New lesson
3a
20’
Step 3
Pairwork
8’
Step 4
Summary
5’
Step 6
Homework
2’
1.Greeting.
2.Ask some pairs to act out their conversations.
3.Ask some students translate some sentences.
1.Play the tape recorder.
2.Ask Ss to read the dialogue by themselves, then let some pairs read in class.
3.Try to understand the dialogue. Show some sentence patterns.
Let students make up new dialogues.
In this class, we’ve learned some key vocabulary words and the target language. We’ve also done a lot of listening, speaking, reading and writing practice using the target language.
Make sentences with the key vocabulary words and the target language.
1.Greeting.
2.Students act out their own conversations in pairs.
3.Students translate the sentences into English.
1.Ss listen.
2.Read the dialogue in pairs.
3.Students translate the dialogue and make new sentences with the important words and phrases.
Act out their own dialogues in pairs.
Δ表演学生自己熟悉的对话，为学生减轻压力，能快速进入学习状态。翻译句子有助于提高学生的英语运用能力。
Δ播放录音，提高学生的听力。
Δ两人一组编对话，既增长扩大了知识面，也能够使学生乐于合作。
Blackboard Design
Unit 11 Could you please tell me where the restrooms are?
1.hang out
2.I prefer being outside.
3.There’s always something happening.
Teaching Reflection
总体要求：1.“统一”设计“分段”教学；2.围绕“三维”落实“三问”；3.充实“心案”活化“形案”。
教 学 流 程
分
课
时
环 节
与时间
教 师 活 动
学 生 活 动
Δ设计意图
◇资源准备
□评价○反思
T
H
E
F
O
U
R
T
H
P
E
R
I
O
D
Step 1
Revision
10’
Step 2
2a＆2b
15’
Step3
Pairwork
10’
Step 4
Summary
8’
Step5
Homework
2’
1.Greeting.
2.Ask students act their own conversations.
1.Play the tape recorder.
2.Read the instructions. Point out the blank lines under the words Advantages and Disadvantages below the interview.
Then T explains the key structions.
Ask some students to act the conversation in pairs.
T summaries
Ask students to choose two places in the community and write careful directions from the school to each place.
1.Greeting
2.Ss act the conversation in pairs.
Students listen and fill in the chart with the right words and sentences.
Ss read the conversation.
Then finish the table.
Ss take notes.
Ss read and practice the conversation in pairs.
Ss finish .
Δ学生通过对话的表演，既复习了旧知识，也有助于学生口语能力的提高。
Δ设置听力训练，能提高学生的听力技巧。
Δ有助于学生能进一步掌握听力材料内容。
Δ巩固本单元的语法项目，培养学生的英语运用能力。
Blackboard Design
Unit 11 Could you please tell me where the restrooms are?
A: Can you tell me where there’s a good place to eat?
B: Of course. What kind of food do you like?
Teaching Reflection
总体要求：1.“统一”设计“分段”教学；2.围绕“三维”落实“三问”；3.充实“心案”活化“形案”。
教 学 流 程
分
课
时
环 节
与时间
教 师 活 动
学 生 活 动
Δ设计意图
◇资源准备
□评价○反思
T
H
E
F
I
F
T
H
P
E
R
I
O
D
Step 1
Revision
7’
Step 2
Reading Practice
18’
Step 3
Writing Practice
13’
Step 4
Summary
5’
Step 5
Homework
2’
1.Greeting.
2.Ask students to act dialogs.
3.Translate some phrases and let students make sentences.
1.Play the tape recorder.
2.Ask students to read the passage by themselves and fill in the chart with the right words.
3.Let some students read the passage aloud in class.
4.Teacher explains some important sentences.
Finish an article.
Teacher sums up this lesson.
Review this passage.
1.Greeting
2.Act out their own dialogs in pairs.
3.Make more sentences with important phrases.
1.Students listen.
2.Finish the task and check their answers.
3.Read aloud.
4.Take notes and try to make sentences with the phrases.
Students write a guide to their city or town.
Δ表演对话以及用词造句可提高学生运用运用的能力和口语表达能力。
Δ通过播放录音，学生自读，然后再进行课堂朗读，同时完成练习任务，可提高学生的阅读能力，并扩大学生的知识面。
Δ通过让学生小组完成短文，介绍自己的城市，有助于提高学生的作文能力。
Blackboard Design
Unit 11 Could you please tell me where the restrooms are?
1.Watertown is a great place for the family to take a vacation.
2.The staff dress up as clowns.
3.If they love good food, they can find it at the Farmer’s Market where the food is both delicious and cheap.
Teaching Reflection
总体要求：1.“统一”设计“分段”教学；2.围绕“三维”落实“三问”；3.充实“心案”活化“形案”。
教 学 流 程
分
课
时
环 节
与时间
教 师 活 动
学 生 活 动
Δ设计意图
◇资源准备
□评价○反思
T
H
E
S
I
X
P
E
R
I
O
D
Step 1
Revision
6’
Step 2
Part 1
18’
Step 3
Part 2
16’
Step 6
Summary
and
Homework
5’
Check homework. Ask a few students to read the article in 3a.
Then ask a few studetns to read their guides.
Ask a student to read them. Make sure students understand the meaning of the words.
Go ghrough the instructions with the class. Look at the example with students . Ask a student to read the question and anwer it .
In this class, we’ve done much writing practice using the key vocabulary words and the target language presented in this unit. After class, please finish the questions in 2 in your exercise books.
Studetns read the article and read their guieds.
Look at the words in the box.
Ss read the question and answer it in pairs.
Ss finish the questions in 2 in their exercise books.
Δ通过阅读文章检查学生预习的效果。
Δ播放录音，提高学生的听力。
Δ两人一组编对话，既增长扩大了知识面，也能够使学生乐于合作。
Δ使学生能够掌握本节所所学内容。
Blackboard Design
Unit 11 Could you please tell me where the restrooms are?
1.Excuse me , could you tell me where the bank is ,please?
2.Could you please tell me if there are any restaurants here?
3.Do you know where I can get a book?
4.Can you please tell me how to get to get to the Movie Theater.
5.Could you tell me where I can buy shampoo?
Teaching Reflection
总体要求：1.“统一”设计“分段”教学；2.围绕“三维”落实“三问”；3.充实“心案”活化“形案”。
教 学 流 程
分
课
时
环 节
与时间
教 师 活 动
学 生 活 动
Δ设计意图
◇资源准备
□评价○反思
T
H
E
S
E
V
E
N
P
E
R
I
O
D
Step 1
Key Vocabulary
7’
Step 2
Section 1
10’
Step 3
Section 2
25’
Step4
Homework
3’
Read the words and have students repeat several times until they can pronouce them fluently and accurateyly.
Ask students ,if you need help with your parent, your best friend,or a teacher? Please wirte them down in Chinese in the blanks.Some time later ,ask, Was the language you used to make this request the same each time?If not ,discuss why not. Allow students some time to discuss the topic.
Invite two pairs of students to read the conversations in the speech bubbles. Write them on the blackboard.
Ask students to finish the exercises in their exercisebook.
Ss read the key vocabulary aloud.
Ss listen to the tape, then students read it one by one. After that Ss learn about this article, and learn the key words. Then take notes.
Ss read the text to get a general idea on how to make requests politely.
Ss finish
Δ通过幻灯片出示本节课的重点词汇，让学生能够把本节的内容熟读。
录音机
Δ通过播放录音机，让学生扫除语音障碍。
Δ通过几组练习让学生懂得在实际生活中，当我们向他人求助时，应怎样礼礼貌地去请求。
Blackboard Design
Unit 11 Could you please tell me where the restrooms are?
1.—Excuse me, could you please tell me where to park my car?
-- Sure . Park it right here, I’ll help you.
2.—Where’s the post office?
--Sorry, I can’t help you.
Teaching Reflection

总体要求：1.“统一”设计“分段”教学；2.围绕“三维”落实“三问”；3.充实“心案”活化“形案”。