Unit 3 Could you please tell me where the restrooms are?Section A 2a-2d 教案 人教版九年级英语全册（表格式）

LESSON PLAN OVERVIEW
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【教材版本】 人教版 【教学年级】 初三（上） 【课题名称】 Unit 3 Could you please tell where the restrooms are？Section A 2a-2d 【课 型】 听说课
Teaching material (教学材料)
I. Teaching background (教学背景)
Analysis of teaching Materials (教学内容析): 本单元围绕“问路和指路”这一话题，让学生学会正确使用宾语从句礼貌地询问信息： Could you please tell me how to get to the post office 此部分Section A 2a-2d结合问路和指路，并了解文化差异，引导学生尊重他人。通过本课学习，进一步培养学生礼貌待人，热爱生活关心他人的情感；同时，树立孩子的文化意识，培养学生用英语讲述中华文化，介绍当地景点的能力；另外，在看待事物时，能够学会积极思考，培养积极的生活态度。 主题:问路和指路 知识：能拼,会读理解本单元的重点词汇加句子: postcard, pardon, washroom, bathroom, normal, rush --Excuse me, do you know where I can buy some medicine -- Sure. There’s a supermarket down the street. 能力：能用宾语从句表达自己礼貌地询问地理位置。 情感：让学生学会尊重他人，学会礼貌用语，并尽力帮助需要帮助的人。 语法：能正确使用宾语从句询问他人。 2. Analysis of Learners(学情分析)： 在学习本堂课之前，学生已经学过第一个课时，对宾语从句有了初步的认识，对问路和指路的表达也有了初步的了解，同时，七年级也学过一些指路的方法，但大部分学生对此知识点掌握得不是特别牢固。本堂课是听说课，但宾语从句的表达，很多同学还不够熟悉。课堂上学生积极性不够，语言表达时不够自信，不太愿意举手回答问题和表达自己的观点。
II. Learning objectives (学习目标)
By the end of the class, Students will be able to: （1）Students can ask for directions politely using object clause. （2）Students are able to use the target language to give directions.
III. Teaching methods (教学方法)
Tasked-based teaching methods Cognitive approach
IV. Focal points and difficult points (教学重、难点)
Focal points (教学重点)： Ask for information politely. Learn to use Object clause correctly. 2. Difficult points教学难点： (1) Learn to use Object clause correctly. (2)Improve the listening and speaking skills.
V. Teaching procedures (教学过程)
Stages and Time (步骤和时间) Purposes (设计意图) Teacher’s activities (教师活动) Students’ activities (学生活动) Interaction Patterns (互动模式)
warming-up ( 2 mins) motivate Ss’ interest Ask two questions: 1.How to ask for directions politely 2.How to give the directions. Listen and review Individual work
Review some sentences about asking for information and giving directions by enjoying a video.
Lead-in ( 3 mins) attract Ss’ attention and help Ss to get involved in this topic Ask question: 1.Where are they 2.What are they talking about Individual work: Ss share their own opinions about the ways Individual work presentation
Show a picture and put forward the question.
Pre-listening ( 3 mins) Help Ss to analyze the questions and learn to think about them dependently Three questions: 1.What shops can you see 2.How many floors can you see 3.If you are on the first floor and you want to get some money.So where should you go and how can you get there Explain the instruction. Observe the picture carefully and teach some new words. Individual work to share their own ideas. 3.group work to discuss the reasons. Individual work presentation
Predicting
While-listening( 10 mins) Help students to master the key sentences of asking information and giving directions. Try to improve students’ listening skills . Listen and number the directions in the order that you hear them. Show how the boy walks to the supermarket. Draw a line in the picture in 2a. Then get one student draw the line on the blackboard. Listen and fill in the blanks. Circle the key words. Listen to the tape and finish the exercise. Answer questions one by one. Listen,ask and answer.
Listening
Stages and Time (步骤和时间) Purposes (设计意图) Teacher’s activities (教师活动) Students’ activities (学生活动) Interaction Patterns (互动模式)
Post-listening and Pre-reading ( 5 min) To attract students’ attention on the Fun Times Park. 1.Ask students to think about the question: Excuse me. Could you please tell He Wei how he can get to the Fun Times Park 2.common rides 3.Have you ever tried these rides before？ 4.What do you think of them Learn some new words. 2.Share and express one’s own opinions Individual work presentation
Predicting
Stages and Time (步骤和时间) Purposes (设计意图) Teacher’s activities (教师活动) Students’ activities (学生活动) Interaction Patterns (互动模式)
Reading and speaking ( 10 mins) 1.Where does Alice want to go before they try the rides 2.What does the word "restroom" mean in He Wei’s mind 3.What does the word "restroom" really mean 4.Why would He Wei misunderstand Alice 5.Check the answers and explain the difficult points. Read and answer the questions. Individual work presentation
Reading and speaking
Stages and Time (步骤和时间) Purposes (设计意图) Teacher’s activities (教师活动) Students’ activities (学生活动) Interaction Patterns (互动模式)
pair work (5mins) Improve students’ listening and speaking skills. Explain the instructions and emphasize the Requirements. 2.Offer help when it is necessary. Make conversations with their partner. Pair work presentation.
Pair work
Stages and Time (步骤和时间) Purposes (设计意图) Teacher’s activities (教师活动) Students’ activities (学生活动) Interaction Patterns (互动模式)
Summary(2mins) Let students know what we have learned in this class. summarize Remember Individual work
Summary
VI. Problems and solutions (问题预设及解决途径)
问题预设 解决途径
1.How to ask for directions politely 2.How to give the directions. 通过复习，引入，层层递进，降低难度
2.口头表达能力比较薄弱。 创设环境和问题，引导学生们正确礼貌地询问信息并学会给予帮助。
VII. Blackboard design (板书设计)
Unit 3 Could you please tell me where the restrooms are？ Section A 2a-2d Ask the way： Could you please tell me... Words:postcard, pardon, washroom, bathroom, Excuse me. normal, rush Do you know where I can… Show the way：Go past Turn right/left on Walk/Go along... Go/Walk straight on
VIII. Homework design.
IX. Self-reflection (课后反思)
课堂教学时间有限，教学任务繁重，要在有限的时间内提升课堂质量，必须要抓住重难点，有针对性进行教学。 学生注意力时间持续短，需要科学安排课堂活动时间，设计不同形式的活动引导学生积极参与课堂活动，提高学生参与度。 听说技巧应该在教学中，明确告诉学生，让学生抓住课堂时间。 注重学生听课的反馈，及时纠错。 课堂用语和指令需要更加简洁，明确。 在提出问题之后，应该给与学生一定的时间进行思考，或者小组讨论的形式将问题进一步解决。