Unit 3 Could you please tell me where the restrooms are Section B 教案（3课时，表格式）

（ 英语 ）学科课时教案设计
课题 Unit3 Could you please tell me where the restrooms are ？(Section B 1a—1c) 课型 新授课
主备人 授课人 授课时间 第4课时
教 学 目 标 1.Target Language: The Fine Arts Museum is really interesting. Can you tell me where there’s a good place to eat Of course. What kind of food do you like 2.To ask for information politely by using Objective clause with wh-questions 3.To train students' ability to understand the target language in spoken conversation and improve students’ ability of listening and speaking.
教学重点 ⑴ Learn and master how to describe places with some adjectives and how to talk about traveling information by using Objective clause with wh-questions. ⑵To improve students’ ability of listening and speaking
教学难点 Enable students to talk about traveling information with target language. Learn and master how to describe places with some adjectives.
教法学法 The Situational Teaching Approach, Task-based language teaching method, The Cooperative Learning Method, The Communicative Approach.
教学过程（教学环节、教师活动、学生活动、设计意图） 个性化补充
Step 1 Review（About 4 minutes） Greet the class as usual. Have a free talk with students about their school. T: Could you tell me where the gym is Ss: … T: Excuse me, could you tell me how I can get to the library Ss: … Have students read the example in Self Check 2. Tell them to ask for information politely using Objective clause with wh-questions and reply according to the words given. Ask students to finish Self Check 2 individually. Then call different students to report the answers. Encourage them to ask questions politely in different ways. Step 2 Presentation（About 9 minutes） Lead-in and learn the adjectives in 1a. T: What do you think of our school Think of some adjectives to describe it. Any volunteer S1: I think our school is beautiful, clean and lively. S2: I think our school is noisy, especially after school. T: What about our library What do you think of it S3: It is quiet and bright. I enjoy reading there. T: The three students used some adjectives to describe our school and the library. What are these words List the words on the blackboard: clean, beautiful, noisy, quiet, bright, lively T: Do you know more such adjectives Let’s play a word game. Boys will be in one group and girls in another. Try to think of as many adjectives as possible and write them down on the blackboard. Let’s see which group will win. Divide the class into two groups and play a word game. Praise the group that writes the more adjectives. T: These words can be used to describe places. There are such a few adjectives in 1a. Do you know the meanings of them Have a student read the words in the box in 1a. Then call some students to explain the meanings of these words. If the students have any difficulties, help to explain them. Step 3 Look and say（About 7 minutes） Show the pictures of the places in the chart in 1a, have students describe them by using the adjectives like this: A: What do you think of the restroom B: It’s clean. C: I think it’s big. Have students read the instruction in 1a and fill in the chart individually. Then discuss and check the answers in class. Step 4 Oral practice（About 7 minutes） T: Our city has many places. What do you think of them Now work in pairs and make conversations, using the adjectives we’ve just learned to describe places in our city. Have two students read the example in 1b, then work with their partners. Call some pairs to act out their conversations. Sample conversations: 1. S1: The foods in that restaurant are very delicious. S2: Yes, they are clean, too. 2. S1: The subway is very convenient. S2: Yes, it is uncrowded, too. Step 5 Listen and complete（About 7 minutes） Point to the picture and ask students what is happening. (The family is on vacation. They are asking the man for information about various things to do in Sunville.) Call the students to read the sentences in 1c individually. Then ask them to try guessing the answers. Tell students that their task is to complete the sentences in 1c while they are listening to the three conversations. Play the recording the first time. Students only listen. Then tell them that the tourists are asking for information about some places. Have them listen again and write down the places the tourists should go. Play the recording for the third time and check the answers. Say congratulations to the students who had a good guess before listening. Encourage some students to role play the three conversations in the listening materials with their partners. Step 6 Pairwork（About 6 minutes） Invite two students read the example in 1e. Then ask students to work in pairs and role play the conversations in the listening materials. Have students make up their own conversations using the information from activity 1c. Remind them to pay attention to use the polite expressions to ask for information. A sample conversation: S1: Can you tell me where there is a good place to eat S2: Of course. What kind of food do you like S1: I like fast food. S2: Well, there is a MacDonald’s around the corner. You can go there. S1: Thank you. Step 7 Practice（About 6 minutes） T: From the listening, we know making requests politely can help us communicate better. Please read the incomplete sentences in Self check 1 and complete them with the words given. Have students to read the words in the box in Self Check 1. Have students explain their meanings. The teacher can add some contents if necessary. Ask students to finish Self Check 1 individually. If students have any difficulties, teacher can give them some help. Check the answers in class. Step 8 Summary（About 3 minutes） In this class, we’ve mainly learned key vocabulary, such as safe, convenient and so on. We've also learned the target language by listening and speaking and practiced asking for information politely using the objective clause. Step 9 Homework（About 1 minutes） 分层作业 布置
板书设计 教学反思
(英语 ）学科课时教案设计
课题 Unit3 Could you please tell me Where the restrooms are Section B (2a-2c) 课型 阅读课
主备人 授课人 授课时间 第5课时
教 学 目 标 1. Students will be able to read the article and answer the questions. 2. Students will be able to improve some reading skills. 3. Students can be able to respect others, be polite to others, be kind to others, be positive and love life
教学重点 1. Students will be able to read the article and answer the questions. 2. Students will be able to improve some reading skills.
教学难点 Students can be able to respect others, be polite to others, be kind to others, be positive and love life.
教法学法 1、自主探究2、小组合作 3、教师点拨 4、直观法
教学过程（教学环节、教师活动、学生活动、设计意图） 个性化补充
Step 1: Pre-class（2mins） Read the words of Unit 3 in the textbook. Step 2: Leading in (4mins) Ask Ss to answer the questions: Where do you need to make polite requests Think of some possible situations. Discuss them with your partner. Step 3: Studying 1(3mins) 1. Ask Ss to read the passage quickly and underline the topic sentence for each paragraph and find out the main idea of each paragraph. 2. Ask Ss to read the passage again and finish exercises 2c and 2d. Step 4: Discussing 1(3mins) (Check answers with your group members) Talk about the main idea of the passage and the answers to 2c together. Check the answers to 2d together. Step 5: Presentation 1(18mins) Ask Ss to share the main ideas id the passage and the three paragraphs. Ask some Ss to share their answers to 2c and 2d in class. Explain the language points: ①request sth. (from/of sb.)意为“（向某人）请求某物”。 He requested some hot water from me. 他向我要了些热水。 ②request sb. to do sth.意为“请求某人做某事”。 They requested him to leave at once. 他们要求他立刻离开。 ③request + that从句（从句用虚拟语气，谓语动词用“should +动词原形”，其中should可省略）意为“请求/要求……”。 Step 6: Summary (3mins) The important words and expressions How to ask requests politely . Step7:Homework 分层作业 布置
板书设计 教学反思
（ 英语 ）学科课时教案设计
课题 Unit3 Could you please tell me where the restrooms are ？(Section B 3a-selfcheck) 课型 写作课
主备人 授课人 授课时间 第6课时
教 学 目 标 Be able to realize and find the writing skills and hints in the passages learned in Unit3 so as to make full use of them in their own writing . Be able to put what has learned into practical writing . Learn to write letters about how to express making requests politely .
教学重点 Be able to learn to use the key words and sentences .
教学难点 How to make the students discover the writing skills and thinking patterns in the passages of this unit and lead students to write a good article of their own .
教法学法 The Situational Teaching Approach, Task-based language teaching method, The Cooperative Learning Method, The Communicative Approach.
教学过程（教学环节、教师活动、学生活动、设计意图） 个性化补充
Step 1 Revision 1. Practice and review some words. 2. Look and talk. T: Where’s the theatre S1: … 【设计意图】通过复习有关本单元话题的词汇，激发学生的学习兴趣。同时通过讨论有关问路及礼貌的问询的话题，提高学生的口语表达能力。 Step 2Pre-writing Think and discuss T：How to ask for information politely S2: … Work on 3a Write some polite, indirect questions about the topics. 【设计意图】通过教材上的提示和同学多角度的回答，为3b写作奠定基础。 Step 3 While-writing Work on 3b 1. Write a polite letter to the school asking for the information they want to know. 2. Learn the writing guide. 3. Show a sample writing to the students. 【设计意图】通过实例分析和构建文章结构的方式，帮助学生快速理清写作方向，同时通过 3b写作活动提高学生的写作水平。 Step 4 Post-writing Self Check Work on 1 Fill in the blanks with the words. Work on 2 Write questions and answers using the words given. Check the answers 【设计意图】由口头到书面，在语境中复习并运用本单元所学习的重点句型。 Language points 1. I would like to thank you for… 我很感谢你，因为…… thanks for 意为“因……而感谢”，是客套用语，thanks相当于thank you for, 强调为何而感谢，其后可接名词或V-ing。thanks to 意为“多亏；由于”。 e.g. Thanks for lending me the money. 2. I’m looking forward to your reply. 我盼着你的回信。 look forward to 意为“期待，盼望”，后面接名词或者动名词。 e.g. I look forward to your good news. 3. You are always in a rush to get to school on time. 你总是急匆匆地准时到达学校。 on time 意为“准时；按时”，相当于at the right time。 e.g. The passengers get on the plane on time. 【拓展】有关time的常见短语有：in time 意为“及时”；at times 意为“有时”；by the time 意为“到……的时候”；at the same time 意为“同时”。 e.g. The man was just in time for the flight. Step 5 Summary Key words and phrases: course, thanks for, look forward to, on time Key sentences: 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. Step 6 Homework 分层作业 布置
板书设计 教学反思