新课改单元整体教学设计人教版九年级Unit 3 Could you please tell me where the restrooms are表格式（6课时）

中小学教育资源及组卷应用平台
单元设计
单元名称 Unit 3 Could you please tell me where the restrooms are
单元教学设计说明 本单元围绕游览出行这一话题展开学习。Section A以购物和去游乐园游玩等日常活动为切入点，通过问路、指路的话语进行语言的操练和学习，学生可以通过模拟日常生活的场景来体会、感受和领悟本单元的语言目标内容。在Section A部分，要求学生重点掌握并能熟练、正确地运用以下内容：一、在语言功能和结构方面：(1)得体地运用礼貌语句问路及咨询信息，例如：Excuse me，do you know where I can… /Could you please tell me how to get to… /Can you tell me… /I wonder where we should…；(2)礼貌地、得体地指路或提供信息，例如：Sure…或得体地给予否定回答，如：Sorry，I'm not sure how to get there.二、在词汇方面：学会教材里呈现的日常活动的短语和相关处所的名词，以及问路、指路及咨询、提供相关信息的短语等；(3)在语法方面：学会带有wh－疑问词的宾语从句。 培养学生用英语有礼貌地询问信息,很好的树立中国友好形象，增强国内外中国人民的民族自豪感.
2.学情分析 对于九年级的学生来说,部分学生已经有了一定的英语学习基础,掌握了一点英,美国家日常生活中的不同传统特点,但总体上来说,还比较少.夏季课程安排与学生的生活紧密相连,也是他们很感兴趣的话题,如有机会,他们也很想出国亲身体验一些英国/美国与中国不同的旅游胜地,风土人情和传统生活.基于现实生活,只能引导学生在课堂上发挥丰富的想象力,把课堂模拟成生活,置身于英语学习中,提高语言交际能力.但大部分学生对于西方国家的旅游胜地,风土人情和传统生活所知甚少,因而词汇量和信息量可能会偏大,加之学生英语成绩的分化比较严重,所以要求学生能课前认真做好预习,借助网络和书籍,了解中英/美传统生活的特点和差异,培养自学能力;教师在预设的任务中,注意引导学生在交际中动态生成,学生有话可说,乐于合作分享.这样就有利于他们更好的运用课本知识,达到提高综合运用语言能力的目的。
单元目标与重点难点 ①语言能力： Ask for information politely；Follow directions Develop listening，speaking，reading and writing skills by using the target languages ②学习能力： Learn to ask for information politely. Be able to give and follow directions. Can put what one has learned into one ’ s practical use in daily communication ③思维品质 Be able to use different expressions to talk with people in different places based on the learning of this unit. ④文化意识 To realize the cultural difference of items used to refer places between English speaking countries ;It ’ s important to be polite wherever we go 教学重点 To grasp the usage of asking for information politely. To master the usage of following directions Be proficient use of objective clauses with wh-question。 To write the topic composition. 教学难点 Be proficient use of objective clauses with wh-question Write a polite letter to the school asking for the information, such as the course, the time of the course, the activities etc.
单元整体教学思路 本单元教学内容与学生的实际生活密切相关，易于引发学生运用简单的英语进行交际和交流。在学习过程中，通过小组活动、独立练习、调查、讨论、游戏等方式教学听、说、读、写等各种训练，帮助学生进一步掌握问路和指路的表达方式，熟练掌握带有特殊疑问词的宾语从句；同时通过询问地点位置和指引方向，促进学生之间和师生之间的情感交流，增进情谊，培养学生乐于助人的优良品质；另外通过描述某地环境，提高学生保护公共场所卫生环境的意识。单元教学分为6个课时：
第一课时：section A（1a-2d）
第二课时：section A（3a-3c）
第三课时：section A grammar focus
第四课时：section B（1a-1e）
第五课时：section B(2a-2d)
第六课时：section B 3a-3b
课时教学设计
课题 Unit 3 Could you please tell me where the restrooms are Section A (1a-2d)
授课时间 课型 听说 课时 1
1.教学目标 ①语言能力： Be able to understand the new words , phrases and sentences in this period , Be able to use the new expressions to take part in the listening and speaking practice ②学习能力： Be able to put what is learned in Period One into ones real life communication . ③思维品质 Be able to use different expressions to talk with people in different places based on the learning of this period. ④文化意识 To realize the culture difference of items used to refer places between English speaking countries
2.学习重难点 重点： 能够掌握本节课的重点词汇、短语和句型。 能够听懂日常生活中有关礼貌问路和指路的对话。 难点： 熟练运用目标语言礼貌地进行问路或咨询信息，并能礼貌、得体地指路及提供信息。
3.教学准备 听力材料，PPT
4.学习活动设计
Step1 Warming-up
教师活动 教师与学生打招呼并创设情景（Lisa最近才搬到我们镇上，她想去火车站。）教师播放视频，引导学生观看视频后回答Where is the train station 学生活动 学生观看视频并回答问题。
活动意图 通过看视频回答问题，活跃课堂气氛，提高学生的学习积极性，同时导入本课话题。
Step2 Pre-listening
教师活动 1. 教师承接上一环节，创设情景（Lisa想了解周边的一些信息），教师呈现图片，引导学生看图回答问题。同时引导学生学习新词。 2.教师呈现课本主题图，引导学生看图说出图中的地点，并与同桌进行自由讨论，复习表示各场所位置关系的方位介词。 3. 教师引导学生完成1a的匹配题。 4. 教师播放1b的听力，引导学生完成1b的填空题。 5.教师引导学生两人一组进行对话练习。 6. 教师创设情景（Brain正在逛商场，但是他不认识路，他正在向Jerry寻求帮助。），教师引导学生看图片回答问题。 学生活动 学生看图回答问题。 学生看图说出图中的地点，并与同桌进行自由讨论。 学生完成1a的匹配题。 学生听录音完成听力任务。 学生两人一组进行对话练习。 学生看图回答问题。
活动意图 通过短语与地点图片相匹配的活动，进一步巩固本节课的核心词汇。 通过听力活动，培养学生提取关键信息的能力。 通过组队进行对话练习，锻炼学生的口语输出能力。 通过看图片，进行问答练习的活动，帮助学生进行听前预测，减低听力难度。
Step3 While-listening
教师活动 1.教师播放2a的录音，引导学生回答问题。 2.教师播放2a录音，引导学生完成2a的听力活动。 3. 教师播放2b录音，引导学生完成2b的听力活动。 学生活动 学生读题后听录音回答问题。 学生听录音完成排序题。 学生听录音画出线路图。
活动意图 通过听录音回答问题的活动，培养学生把握对话大意的能力。 通过不同的听力活动，训练学生获取细节信息的能力，同时伟后面的口语输出活动积累素材。
Step4 Post-listening
教师活动 1. 教师呈现2a部分的对话内容，让学生阅读对话，圈出礼貌地问路、指路、询问及提供信息的句子。 2. 教师引导学生读对话，回答问题。 3. 教师引导根据平面图，进行口语问答练习并画出路线图。 4.教师创设情景（假设你是一名导游，游客正在向你询问信息。），教师引导学生4~5人一组进行问答活动并做记录，然后进行汇报。 学生活动 学生阅读对话圈句子。 学生读对话回答问题。 学生根据平面图与同桌进行对话练习并画出路线图。 学生以小组为单位，进行问答活动并作记录，然后进行汇报。
活动意图 通过读对话圈句子的活动，帮助学生归纳总结目标语言。 通过读对话回答问题的活动，锻炼学生运用目标语言的能力，同时培养学生运用礼貌用语的意识。 通过与同桌进行对话练习和画路线图的活动，锻炼学生的口语输出能力。 通过问答、记录，并进行汇报的活动，锻炼学生的口语输出能力。
Step5 Summary
教师活动 老师呈现本节课学习内容的思维导图。 学生活动 学生根据思维导图回顾总结本节课的学习内容。
活动意图 总结回顾本节课所学内容。
5.作业设计 角色扮演2d。
6.板书设计 Unit 3 Could you please tell me where the restrooms are Section A (1a—2c) Key words:restroom, stamp, beside, postcard, go along, walk past, turn left/right, go down Key sentences: 1. —Excuse me, do you know where I can buy some stamps —Yes. There’s a post office on Center Street. 2. —Could you please tell me how to get to the supermarket —Yes. Go to the second floor and then turn left. The supermarket is between the flower store and the bookstore.
7.教学反思与改进
课时教学设计
课题Unit 3 Could you please tell me where the restroom Section A (3a-3c)
授课时间 课型 Reading 课时 2
1.教学目标 ①语言能力： Be able to use the new expressions learned at the beginning of this period to beter understand the article ②学习能力： Can put what one has learned into one ’ s practical use in daily communication . ③思维品质 Be able to distinguish polite and impolite expressions for diferent situations ④文化意识 To realize the cultural difference of items used to refer places between English speaking countries ;It ’ s important to be polite wherever we go
2.学习重难点 Words and expressions of this section. Ask politely for directions and give directions by using object clause with wh- questions.
3.教学准备 PPT
4.学习活动设计
Step 1　Lead in
教师活动 T: Do you know Fun Times Park T: Where do you want to go first if you go there … T: We can go to different places to have fun. Today, let's read the conversation to see where Alice and He Wei want to go. Let's come to 3a. 学生活动 S1: Yes. It is an amusement park. S2: The new ride. S3: The water slide.
活动意图 由Fun Times Park引入话题，导入新课
Step 2　Skim reading
教师活动 Read for the general idea of 3a. (略读，快速浏览，了解对话大意) The general idea of the conversation is about ________． A. some interesting places　　B. some delicious food　　C. some good bands [答案] A 学生活动 Read for the general idea of 3a.
活动意图 略读，让学生了解大意
Step 3　Careful reading
教师活动 1. Read for the specific ideas of 3a.(精读，明确关键信息点) Read the conversation again and check (√) the things that happened in the story. (　　)(1)The new ride is very fun for both Alice and He Wei at the beginning. (　　)(2)They want to get some good food after they go to Water World. (　　)(3)They will go to Uncle Bob's this evening. [答案] (1) × (2) × (3) √ 2. Read the passage again and answer the following questions. (精读，明确关键信息点) (1)Why didn't Alice want to go on the new ride (2)How did she feel after the ride (3)What is special about Uncle Bob's restaurant (4)Should Alice and He Wei get there early for dinner Why [答案] 3. Retell the conversation according to the key words.(检查学生对课文的理解能力及口头表达能力) Fun Times Park—Always a Fun Time！ Before the ride Alice wonders where…when … they are in the … He Wei thinks they can go to …If Alice is…， she can … or … After the ride Alice thought it was… Though she was… at first, shouting really… Then He Wei suggested they go … to get … The restaurant serves … and … On the way to the restaurant They pass by… It seems… plays there at… this evening. They have to come… to get a…， because it's always… 学生活动 Read and answer the questions. Read aloud and answer the questions. (1)Because she was scared./Because the ride looks scary. (2)She felt it was fun. (3)There is a rock band plays there every night. (4)Yes. Because it's always busy at that time.
活动意图 精读，提示学生掌握细节关键信息点
Step 4　Language points
教师活动 (详见PPT) get to, pass by, a little Grammar focus 学生活动 Take notes
活动意图 重要语法知识点讲解
Step 5　Exercises
教师活动 1. Rewrite the questions in 4a to make them more polite. 2. What should each person ask in the situations in 4b 3. Write four questions that a tourist might ask about your town/city. Then role play conversations with your partner. 学生活动 Make conversations and role play. A: Excuse me, could you please tell me where… is B: Sure. You go… along…
活动意图 将所学目标语言运用到实际生活之中。
5.作业设计 完成同步练习
6.板书设计 Unit 3 Could you please tell me where the restroom Section A (3a-3c) 1.suggest sth doing that+sb (should ) do sth 2.pass by 3walk up to… 4.a little earlier
7.教学反思与改进
课时教学设计
课题 Unit 3 Could you please tell me where the restroom Grammar
授课时间 课型 Grammar 课时 3
1.教学目标 ①语言能力： Be able to understand the key language points and master the usage of them . ②学习能力： Be able to put what is learned into practical use actively so as to promote one ’ s learning efficiency . ③思维品质 Be able to work out the problems n the practice after learning the language points ④文化意识 To realize the cultural difference of items used to refer places between English speaking countries
2.学习重难点 教学重点： 1. Key vocabulary: grape, central, nearby, pardon me, mail, east... start doing sth., need to do sth., in the shopping center... 2. Key sentences: a. Excuse me, do you know where I can buy some medicine b. Could you please tell me how to get tothe post office c. Could you tell us when the band starts playing this evening d. I wonder where we should go next. 3.Structures: Objective clauses with wh-questions 教学难点： Learn to use Objective clauses with wh- questions.
3.教学准备 ppt
4.学习活动设计
Step1 Lead-in
教师活动 1. Review Alice’s and He Wei’s ideas about Fun Times Park. 2.Ask Ss to complete sentences to lead in the Objective clauses. 学生活动 Complete sentences
活动意图 通过表达Alice’s和 He Wei’s 对于Fun Times娱乐公园的许多观点，导入宾语从句
Step2 Presentation
教师活动 (PPT 9-16) 1. Explain the Objective clauses and do some exercises. 2. Show the Grammar Focus and do some exercises. 学生活动 Take notes. Do some exercise.
活动意图 解释宾语从句的构成、时态和人称等，然后做一下练习。让学生概括本单元的宾语从句用法。
Step3 Practice
教师活动 Ask Ss to make some conversations to practice the grammar. 学生活动 Use the grammar points to make some conversations
活动意图 利用所学的委婉语气练习恢复方法，巩固对语法的掌握。
Step4 Presentation
教师活动 Explain the sentences about asking for information politely and following directions. 学生活动 Summarize the sentence patterns for asking for directions and giving directions
活动意图 设计该作业主要使学生们对于本课内容的熟练运用，并从中学会如何礼貌询问。
Step 5 Pair work
教师活动 Work on 4a. 1.Ask Ss to read the four questions ,and ask “Are these questions polite or impolite ” 2.Then let them rewrite the questions to make them more polite. 3.Check answers. Work on 4b. “What should each person ask in the following situations ”Ask Ss to write their answers first ,then call some to say out in class. Work on 4c. Ask Ss to write four questions that a tourist might ask about your town/city. Then role-play conversations with partners. Call some pairs to present in class. 学生活动 Ask the questions and answer them. Write the questions to make them more plete 4b /4c as required by the teacher.
活动意图 学习委婉语气寻求帮助后,将直接的问句改写成委婉语气， 在特定的场合运用委婉语气求助，设计一个分角色表演的对话， 外地游客来求助， 以练习求助的句型。
Step 6 Exercises
教师活动 Show some exercises for Ss to practice the key words, the target language and key sentences. 学生活动 Do some exercise.
活动意图 通过单选、合并句子、汉译英等形式练习所学的语法点
5.作业设计 1.Master what you have learned in this lesson. 2. Learn to ask for information politely.
6.板书设计 Unit 3 Could you please tell me where the restrooms are Section A (Grammar Focus-4c) Excuse me, do you know where I can buy some medicine Could you please tell me how to get tothe post office Could you tell us when the band starts playing this evening I wonder where we should go next.
7.教学反思与改进
课时教学设计
课题Unit 3　Could you please tell me where the restrooms are Section B(1a－1e)
授课时间 课型 听说 课时 4
1.教学目标 ①语言能力 To understand the new words , phrases and sentences in this period ;
Be able to use the new expressions and sentence patterns , especially object clauses to take
part in the listening and speaking practice ②学习能力 Be actively to use diferent methods and materials to help one to leam more about the festivals . Key words :
haunted , ghost , trick , treat , spider , Halloween ③思维品质 There are both advantages and disadvantages in western culture or festival. To be aware that learning Western festivals or culture is only a good way to know more about westem world , and be able to use western culture to better one ＇ s own development . ④文化意识 With the development of internationalization , we should learn more about westem culture so as
to better one ’ s own development ,
Halloween is a kind of religious festival , so it ’ s OK to learn some knowledge about it but not
good to follow it
2.学习重难点 重点 Key words & phrases： 　convenient，corner，a good place to eat 　Key sentences： 　1.—Can you tell me where there's a good place to eat —Of course.What kind of food do you like 　2.The clerk tells him to go to Green Land. 　Key structure： 　Practice the target structure： —Can you tell me where there's a good place to eat —Of course.… 难点 Use proper expressions to ask for information.
3.教学准备 听力材料、PPT
4.学习活动设计
Step 1 Revision
教师活动 You are a tourist in a city, you want to know something about the city. Make a conversation about asking information politely. 学生活动 Review eg. A: Could you please tell me where the nearest bank is B: Sure, go east along this street, then you’ll see it. A: Can you tell me if there is a delicious restaurant near here B: Sure. Walk along this street, the restaurant is on you right.
活动意图 Review and arouse ss’ attention
Step 2 Lead in
教师活动 1) Talk about places in your city. 2) Show some pictures of places and discuss what qualities are important for each place. 学生活动 Free talking. Think and answer the questions the teacher asked. Finish 1a. Places/ Qualities Restroom: clean, uncrowded, convenient Museum: interesting, quiet, uncrowded Restaurant: clean, inexpensive, quiet Park: beautiful, safe, big Subway: uncrowded, safe, convenient Mall: inexpensive, big, interesting, convenient, safe
活动意图 Practice speaking
Step 3 1a & Pair work
教师活动 1a What qualities are important for each place Write the words from the box next to each place below. Write the most important words first. Pair work 1b Talk about places in your city using the words in 1a. 学生活动 1b. Pair work: A: The Fun Arts Museum is really interesting. B: Yes, and it’s beautiful, too. A: ….
活动意图 Practice listening and speaking
Step 4 Listening
教师活动 Get students to know the listening tasks and explain the sentences in 1c. Play the listening and check the answers. 学生活动 Listening Listen and check the sentences you hear. 1c. Listen to the conversations and complete the sentences.(1c) 1d. Listen again and check the answer.
活动意图 Practice listening
Step 5 Practice
教师活动 Get students to role-play the conversations between the clerk and the tourist. 学生活动 4. Practice speaking. Make conversations. E.g. A: Can you tell me where there’s good place to eat B: Of course. What kind of food do you like A: I’d like fresh vegetables. B: You can go to Green Land, they have delicious salad. A: ….
活动意图 consolidation
5.作业设计 写一段对话
6.板书设计 Unit 3　Could you please tell me where the restrooms are Section B(1a－1e) convenient，corner in－words：inexpensive，indirect，informal… un－words：uncrowded，unhappy，unfair… a good place to eat，a room to sleep in Can you tell me where there's a good place to eat Of course.
7.教学反思与改进
课时教学设计
课题Unit 3　Could you please tell me where the restrooms are Section B(2a－2d)
授课时间 课型 Reading 课时 5
1.教学目标 ①语言能力： To learn and master some new and useful words and sentences. And be able to use them in the practical exercises correctly.
Cultural Awareness :
②学习能力： To reinforce one ’ s reading skills and ability ;
To make full use of the knowledge learned in class and put them into one ’ s practical travelling ③思维品质 Be able to comprehend the using of polite expressions in different situation and for different
reasons. ④文化意识 No mater where we come from, it ’ s important to not only know how to talk politely , but also
when , where and why to talk politely .
2.学习重难点 Words and expressions of this section, object clause with wh- questions Ask politely for directions and give directions politely.
3.教学准备 多媒体
4.学习活动设计
Step 1　Lead in
教师活动 T: Do you often have problems in your life T: Do you know how to ask for help Where do you need to make polite requests Today we will learn how to ask for information politely. Think of some possible situations. Discuss them with your partner. 学生活动 Answer the question.
活动意图 通过提问导入新课
Step 2　Skip the passage and find out the answer
教师活动 1. The general idea of the article is about ________． A. making polite requests in some situations B. visiting a foreign country C. how to be direct [答案] A 2. Read for the general idea of each paragraph. Read the article and underline the topic sentence for each paragraph. Paragraph 1 When you visit a foreign country, it is important to know how to ask for help Paragraph 2 Good speakers change the way they speak in different situations. … Paragraph 3 Usually polite questions are longer. They include expressions such as “Could you please … ” or “May I ask … ” 学生活动 Read and find out the main idea of each paragraph.
活动意图 略读，让学生了解大意
Step 3　Careful reading
教师活动 Ask Ss to read the passage in 2b carefully and find all the direct questions and polite requests from the passage. 学生活动 Read the passage in 2b carefully and find all the direct questions and polite requests from the passage Read and finish 2c
活动意图 精读，提示学生掌握细节关键信息点
Step 4　Retell the story
教师活动 利用表格中关键词的提示，让学生根据提示用自己的话复述课文。 学生活动 用自己的话复述课文
活动意图 加深对短文的理解
Step 5　Language points
polite, direct, spend…doing sth., lead into It might seem more difficult to speak politely than directly. 情态动词might 表达一种可能性及推测的不确定性，意思与表达可能性的may相当，表示“有可能，也许会”，但语气更加委婉，更不确定。 e.g. He might come, but it’s very unlikely. 他也许会来，但非常靠不住。 3. However, it is important to learn how to use the right language in different situations. it作形式主语 1) It is + adj. (+ for + sb.) + to do sth.。常用于此句型的形容词有important, difficult, dangerous, necessary, useful, possible等，用来对to do sth. 进行说明。如： It’s difficult for us to finish the work in an hour. 2) It is + adj. + of + sb. + to do sth.常用于此句型的形容词有good, kind, nice, clever, wise等，用来对sb.的性格、品质等进行说明。 如：It’s kind of you to say so. Take notes and do some exercises.
活动意图 巩固练习重要知识点
5.作业设计 完成同步练习
6.板书设计 Unit 3　Could you please tell me where the restrooms are Section B(2a－2d) polite---politely---impolite correct---correctly direct---indirect direction It is +adj.+ ( for sb.) to do sth. It might seem + adj. + to do sth.
7.教学反思与改进
课时教学设计
课题Unit 3 Could you please tell me where the restrooms are Section B(3a－3b)
授课时间 课型 Writing 课时 6
1.教学目标 ①语言能力： To master some useful sentences to put them into the writing practice ②学习能力： Be able to put what has been learned in this Unit into one ’ practical writing ③思维品质 Be able to realize and find the writing skills and hints in the passages learned in Unit 2 so as to
make full use of them in one ’ s own writing . ④文化意识 No matter where we come from , it ’ s important to not only know how to talk politely , but also when , where and why to talk politely
2.学习重难点 重点：能够掌握如何在书信中使用得体语言有礼貌地进行咨询。 难点：能够在不同的场合使用礼貌及得体的语言。
3.教学准备 PPT
4.学习活动设计
Step 1 Warming-up
教师活动 教师为学生播放一则视频，并引导学生思考相关问题。 学生活动 学生看视频，并思考教师所提出的问题。
活动意图 通过观看视频的方式，提高学生的学习兴趣，同时为创设本节课的情境做铺垫
Step2 Pre-writing
教师活动 1. 教师创设情境（你将要去霍格沃兹学校进行短暂的学习，在出发之前，你想要知道哪些方面的问题），引导学生进行头脑风暴的活动。 2. 教师引导学生两人一组进行讨论，将上一步中的问题要点用问句的形式呈现出来。 3. 教师引导学生回顾之前所学过的提出礼貌请求的句型。 4.教师引导学生将表格中的问句用礼貌用语进行改写。 5. 教师引导学生思考，通过上面的内容，可以学到什么。（礼貌在生活中很重要） 6.教师引导学生从上一步中的问题中选出三个最想问的问题，进行填空，并提醒学生注意在罗列问题时，需要使用连接词。 7.教师引导学生讨论，信中除了要写问题，还需要包括哪些要素。 8.教师引导学生将信件的要素进行逻辑排序。 9.教师引导学生归纳询问信的文章要点。 10.教师以思维导图形式呈现文章的要点以及写作的实用表达。 学生活动 学生根据教师创设的情境，思考问题。 学生两人一组，写出问句。 学生回忆并说出前面所学的提出礼貌请求的句型。 学生进行句子改写。 学生思考从上面的内容中可以学到什么。 学生根据自己的偏好，选择三个最想提出的问题。 学生讨论信中还需要包括哪些要素。 学生将信件的要素进行排序。 学生跟随老师思路，一起归纳询问信的文章要点 学生根据思维导图再次以直观形式感知文章的结构，并学习文章的实用表达。
活动意图 通过头脑风暴的方式，激活学生的思维，为下一步的活动积累素材。 通过两人一组列问题写句子的方式，为后面写出礼貌请求做准备。 通过回忆句型的活动，激活学生之前所学，为下面改写句子做准备。 通过改写句子的活动，培养学生在书面语中使用礼貌用语的能力，同时为接下来的篇章写作做准备。 培养学生使用礼貌用语的意识。 通过选问题填空的活动，培养学生的思辨能力。同时引导学生形成使用连接词的意识。 通过讨论信中的其他要素，为接下来的写作做准备。 通过排序的方式，帮助学生构建文章框架，形成语篇意识。 通过归纳总结关于询问信的文章要点，为接下来的写作做准备。 通过思维导图的形式，将文章的框架以直观的形式呈现，同时带领学生归纳重要的写作表达，为接下来的写作做好语言储备。
Step3 While-writing
教师活动 教师引导学生根据刚刚所列出的问题及总结的语言素材，写一篇询问信息的信件。 学生活动 学生写一篇询问信息的信件。
活动意图 学生进行写作练习，培养学生的写作能力。
活动意图
Step 4 Post-writing
老师引导学生以小组为单位，进行写作互评。 学生以小组为单位进行写作互评。
活动意图 通过学生进行写作互评的活动，培养学生的合作精神，同时锻炼学生的自我纠错能力。
5.作业设计 Ask the students to write a polite letter to the school asking for the information they want to know. Use their notes in 3a and the following expressions： My name is …and I'm from… I'll be coming to your school for… I'd like to know about… I would like to thank you for… I'm looking forward to your reply. Get the students to pay attention to the requests. ●introduce yourself ●say when you are coming ●politely ask for information ●thank the person for helping you
6.板书设计 Unit 3 Could you please tell me where the restrooms are Section B(3a－3b) There is a…between…and… …在…与…之间 Go along… until… 沿着……走，直到……。 Go to the… floor. 去第……层。 Go past… 走过……。 There is a… down the street. 街上有一个……
7.教学反思与改进
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