教学设计
课题 Unit 3：Could you please tell me where the restrooms are Section A (1a- 2c)
课型 新授课 复习课□ 试卷讲评课□ 其它课□
教学内容分析 本节课选自九年级英语课本《Go For It》 Unit 3, Section A，是一节听说课，主要围绕“如何礼貌地询问信息和指路”这一话题展开，深入探讨了如何有礼貌地询问信息和指路的不同方式以及在不同场合如何使用恰当的语言。该话题与学生生活密切相关，能够引起学生的共鸣，易于理解，且之前学生已经学习过类似句型，学习难度不大。因此本节课重在结合不同的语境，让学习练习如何礼貌地询问信息和指路，尤其是陈述语序的运用，并体味如何在不同场合下使用礼貌用语，教会学生以礼待人。
学情分析 通过前期七八年级的英语学习，九年级的学生已经具备了一定的英语听说能力，词汇量较大；且学生已经接触过与本单元话题“礼貌的询问信息和指路”这一话题相关的知识，因此学生处理各项任务的难度不大。本节课重在培养学生如何正确运用宾语从句，恰当礼貌地询问信息并作出回答。
学习目标 1. Read and tell the new words and expressions fluently and correctly by reading and answering. 2. Get the key information about how to ask for information and give directions politely by listening to the material. 3. Ask for information and give directions politely in different situations with the target language through pair work and group work.
重点和难点 1. Students are able to get the key information about how to ask for information and give directions politely by listening to the material. 2. Students are able to ask for information and give directions politely in different situations with the target language through pair work and group work.
评价任务 1. Design “ask and answer, guessing game ” to check if students can read and tell the new words and expressions fluently and correctly; 2. Design “complete the conversation, number the directions, answer the questions” to check if students can get the key information about how to ask for information and give directions politely by listening to the material; 3. Design “pair work, group work and self-check” to check if students can ask for information and give directions politely in different situations with the target language
教学评活动过程 教师活动学生活动环节一：Warming-up 1. Show learning goals. Show the learning goals and explain some difficult words. 2. Leading in. First show a picture in which there is a girl named Alexandra who is traveling in the USA.She wants to go to 46 Linden Street Riverdale, but she doesn't know the way now.What should she say to ask the way Let students watch the video.After watching the video, choose students to answer the question.The students may answer the question like this :Excuse me, officer. Can you help me Can you tell me how to get to 46 Linden Street Tell the students to know how to ask the way politely. Yes, there are other expressions to ask the way politely. Today we’ll learn Unit 3 to find more expressions.1.出示学习目标； 2.师进一步解读学习目标（尤其是目标中的重难点词汇）。 结合视频和场景，让学生回顾以前所学的如何问路的句型，进一步引出本节课话题。 设计意图:出示学习目标，让学生了解本节课的学习任务，有目的地学习，也便于学生最后检测自己本节课是否达成了学习目标 通过设置场景，提出问题，引发学生思考，不仅自然地导入了本节课话题， 也为接下来的学习做好铺垫。 环节二：Presentation1. Present the new expressions and key structures. (1). Show some pictures, and ask students to read and tell the expressions according to the pictures. Eg: get some money get a dictionary get some information about the town … (2). Match each thing with a place in the picture in 1a on page 17; (3). Two students ask for information and give directions politely with the key structures politely: ----Could you tell me where I can… Do you know where I can… ---- Sure/ Yes. There is a … on…street. 2. Guessing game. Show some pictures, and ask students to guess what people in the pictures will do in such places and how they can ask the way with the structure “Could you tell me where I can… / Do you know where I can…” 学生根据图片和老师的描述，准确说出相应短语； 在规定时间内（1分钟）把1a中的有关事件和对应的地点搭配起来； 3. 随机选取几位同学说出 他们搭配的结果，余生核对答案，订正错误，总结错因，并根据所犯错误做出恰当的自评； 4. 评价方式：自我评价 5. 评价标准： You can get A, if you make no mistakes; B, if you make 1-2 mistakes; C, if you make more than 2 mistakes. Revision: 1.___________why:_______ 2.___________why:_______ 6. 根据图片，试着用关键 句型有礼貌的询问信息并作出回答，在此过程中，老师及时提醒并纠正学生表达中的错误，尤其是语序问题。 7. 通过guessing game,让生结合语境练习如何礼貌地询问信息，进一步巩固关键句型。设计意图1. 通过呈现图片，让生尝试说出相关短语，并通过匹配任务进一步巩固所学短语，为下面的对话做好铺垫； 2. 结合图片，设置不同场景，让生尝试使用礼貌用语询问信息，在不断地练习和纠错中习得其用法，并通过guessing game进一步巩固关键句型，在轻松有趣的氛围中快乐学习。 3. 通过自我评价，及时发现并纠正错误，分析错因，避免重犯类似错误。 环节三：Listening1. Listen and finish 1b. Ask students to listen to the tape and complete the conversations in 1a, then ask individuals to check the answers. Ask how many students got the right answers 2. Listen to the tape and finish 2a and 2b. Ask students to listen to the conversation and number the directions in the order they hear them, then ask one student to tell the answer. Then listen again. After listening, ask one student to describe how the boy walks to the supermarket in their own words. Ask how many students got the right answers to check whether they get the key information or not, and adjust my teaching any time. 3. Answer two questions according to the listening material. Questions: (1). What does the boy want to buy (2). Where can he buy it 1. Listen and finish 1b. Ask students to listen to the tape and complete the conversations in 1a, then ask individuals to check the answers. Ask how many students got the right answers. 2. Listen to the tape and finish 2a and 2b. Ask students to listen to the conversation and number the directions in the order they hear them, then ask one student to tell the answer. Then listen again. After listening, ask one student to describe how the boy walks to the supermarket in their own words. Ask how many students got the right answers to check whether they get the key information or not, and adjust my teaching any time. 3. Answer two questions according to the listening material. Questions: (1). What does the boy want to buy (2). Where can he buy it 速读获取前后关键信息；搭配填句。 认真精读，核准读音； 任务型阅读技巧的核实。 设计意图： 听录音前，给生明确的指令，并教给学生一些听力练习的做题方法和技巧，完成相关听力练习后，随机抽取同学核对答案，并及时分析出错原因，以此提高学生听得能力。 2. 在每个听力任务核对答案后及时询问有多少学生全部做对，及时反馈，以便于对自己 的教学做出适当调整。 3. 在课本听力任务的基础上，针对听力材料设置2个问题，进一步考察学生获取听力关键信息的能力，同时利用听力材料过渡到对话环节。 环节四：Pair workSuppose you are a new comer to a city, you want to go to the museum, save money, buy shampoo, get a dictionary…, ask for information and give directions politely with the target structures like this: Example: Alexandra : Excuse me. Could you tell me where I can buy some books Officer: Sure. There is a bookstore on Center Street. Alexandra : Oh, do you know how I can get there Officer: Yes. Go straight and turn left at the first crossing, then you will find one on your left. Alexandra : OK, great. Oh, and one more thing. Do you know when the bookstore closes today Officer: I’m not sure, but you can ask for information over there. Alexandra : Thanks a lot. Officer: You’re welcome. Mary: You’re welcome. 1. 2 minutes for students to prepare; 2. 2 minutes later, ask 3 or 4 pairs to present their conversation; 3. After each pair present their conversation, ask other students to give a comment on their conversation according to the standards given. 1. 学生在规定时间内（2分钟）用所学关键句型编造自己的对话。 2. 随机抽取4组展示他们 的对话，其他学生根据评价标准进行评价。 3. 评价方式：生生互评 4. 评价标准： Assessment standards： A: (1). Fluently, correctly and beautifully; (2).Use the target language very well. B: (1). Quite fluently and beautifully; (2).Make 1--2 mistakes; (3).Use the target language quite well. I think they can get ______, because ________________. 设计意图通过两人对话练习，让生学会在不同情境下灵活运用本节课所学句型，不仅巩固了关键句型的用法，而且提高了学生的语言表达能力。 2.通过生生互评，培养学生及时发现错误，纠正错误的能力和评判能力。学生活动 1. Finish 1b and 1c. 抓住“如何做”关键词信息 2. 核对答案句型，自读，然后再次跟听跟读。 环节五：Group work. 准确模仿，进行书写核实Work in groups of 6. Perform a short play, asking for information and giving directions with the key structures we learned today. 4 minutes for each group to prepare; 4 minutes later, choose 2/ 3 groups to present their performance; 3 .After each group present their show, members in other groups give a comment on their show according to the standards given. 1. 在规定时间内（4分钟）， 各小组组员在组长带领下根据要求设置场景，积极准备； 2. 随机抽取2组上台表演，其他组的组员根据评价标准对其表演做出评价。 3. 评价方式：生生互评 4评价标准： Assessment Standards： （total：5 points） 1. Everyone uses the target structures during the play (2 points); （使用了目标语言） 2. Correct, fluent, creative and good cooperation (2 points); (准确，流利，新颖，团队合作默契） 3. Good body language and facial expression (1 point) (台风，表情优美) I think Group ____can get _____points, because_____. 设计意图 1.通过小组表演活动，培养学生的小组合作能力，语言表达能力，创造能力和综合运用本节课所学知识的能力。 2.通过生生互评，培养学生及时发现错误，纠正错误的能力和评判能力。
环节六:Summary.教师活动 Ask the students to sum up what we have learned today first, then show the key structures: ----Excuse me/ Pardon me. Can you tell me where I can…. Do you know how I can… ----Sure/ Yes. There is a … on street. Go along… Go past/ Pass by… 学生活动 学生能够总结出有礼貌地询问信息和指示方向的主要句型。设计意图 通过让生总结，不仅再次回顾了本节课主要句型，而且培养了学生的归纳总结能力。环节七:Homework教师活动 1.Make up a new conversation with the structures we learned today to ask for information and give directions politely. (For level B students only) 2.Write a new play with the key structures we learned today. (For level A students only ) 学生活动 针对不同层次的学生设置了不同综合性练习作业，在兼顾学情的基础上巩固了本节课所学知识。 设计意图 1. 编对话和写短文都是相对综合性的作业，能有效巩固本节课所学知识； 2. 分层作业的布置，兼顾了学情，更为有效。课题Unit 3：Could you please tell me where the restrooms are Section B (2a- 2c) 课型新授课 复习课□ 试卷讲评课□ 其它课□
教学内容分析 本节课是人教版九年级第三单元第四课时，Unit3 Could you please tell me where the restrooms are Section B(2a---2d)部分。这是一节阅读课，围绕“不同文化下不同的询问技巧”这一话题展开，使学生学会在不同的环境下，使用合适的语言来礼貌地询问和准确地回答。
学情分析 1. 九年级的学生对Could you please 句型有了一定的认识和理解（八年级下册3单元），为进一步学习奠定了基础;对that/whether/if 引导的宾语从句有了一定的认识和理解（九上2单元），本单元前三课时对wh引导的宾语从句进行了认识。为本课时进一步巩固wh引导的宾语从句奠定了基础。 2. 九年级的学生已经具备了根据关键信息（关键词，关键句型）理解文章的能力。本课继续巩固根据关键词理解句子的能力，根据上下文关键句型进行猜词、推理的能力。 3. 九年级的学生对于礼貌礼仪有了一定的了解，但不太深入，对于不同文化下不同的礼貌用语了解不多。本课继续学习在不同文化下不同的询问技巧，学会不同的环境下，使用合适的语言来礼貌地询问和准确地回答。 4. 具备网络资源的学生可以上网搜寻有关不同文化背景下不同的礼貌语言和询问技巧。也可以上学校图书馆查询资料了解各个国家的礼仪礼貌用语。尊重学生的优势，保障活动的顺利开展。
学习目标 1.学生在语境中感知、理解以下词汇：request, polite,direct. 2.学生通过阅读谈论礼貌用语的文章，进一步感知、理解含有where,when, how引导的宾语从句。 3.学生运用思维导图理解语篇结构，在语境中体会不同的询问技巧，学会在不同的环境下，使用合适的语言来礼貌地询问和准确地回答。 4.学生学会礼貌待人，学会询问，创建和谐的人际关系。
重点和难点 教学重点: 学生通过预习、总结、归纳,运用一方面明白了如何有效的复习话题,另一方面对中考题型中的完成句子、补全对话、短文填空的做题方法和技巧得到了提高和巩固。 教学难点: 对与这两个话题有关的知识系统地掌握和提高。
评价任务 1. 利用阅读策略提炼阅读文本关键词，文章主旨及段落大意； 2. 读中能准确、无误地朗读文段，并准确记忆关键词汇； 3. 读后能依据文章，发散思维，组织语言表达自己的新年计划。
教学评活动过程 教师活动学生活动环节一：Warming-up Groupwork:小组讨论一下，我们学过哪些提要求的句型，请把他们写下。 教师给予指导和帮助。 充分给学生预热的机会，为课堂学习做好充分的铺垫。 有效训练学生捕捉有效信息的能力。 学生根据要求讨论。 设计意图:充分给学生预热的机会，为课堂学习做好充分的铺垫。环节二：Before Reading1.视频导入：How does Mr.Smith make requests（提出 要求） 出要求） 2.教师展示课件，组织学生展开讨论。 1.教师播放视频，提问学生: How does Mr.Smith make requests（提出要求） 2.教师展示课件，组织学生展开讨论。 学生仔细观看视频，寻求答案。 2.学生小组讨论。What other things does Mr.Smith have of making requests 设计意图有效训练学生捕捉有效信息的能力。 运用Brainstorm充分调动学生的思维，回顾学过的表示请求的句型环节三：While ReadingSkimming: 1.How many paragraphs are there in this passage 2.Please underline the topic sentence of each paragraph. Scanning: 1.Read the first paragraph and choose the right answer. ____sound less polite than ___. (A:Where are the restrooms B:Could you please tell me where the restrooms are ) 2.Guess the Chinese meaning of “direct” 3.引出思维导图： 4.Read Para2 and fill in the table: Requests To whom When is the school trip Excuse me, Mr West. Do you know when the school trip is 5.Read para2 again and fill in the blanks: Good speakers change the depend on____________or________. 6.进一步完善思维导图： 7.Watch a video What polite questions can you hear 8.Read para3 and find out the features(特点) of polite questions 9.Read para4 and fill in the blank. It is very important to learn how to use the ____ language in ______situation. 10.Show a play Watch the pictures carefully and make up a short play. 学生根据阅读提示，划分段落，画出每段的中心句。 学生扫读第一自然段然后选择正确答案。 学生根据教师提示说出答案。 学生理清思维导图的思路。 学生阅读第二自然段填表格。 学生再读第二自段填空。 学生理出思维导图的框架结构。 学生观看视频，从视频中找出答案。 学生总结礼貌用语的特点。 学生读第四自然段，填空。 学生小组活动，分配角色，积极准备。 速读获取前后关键信息；搭配填句。 认真精读，核准读音； 任务型阅读技巧的核实。 设计意图：学生能在思维导图的帮助下更进一步地理解篇章结构。 训练学生找关键信息，抓关键词的能力。同时也从视频中体会怎样用合适的语言来礼貌地询问的技巧。 在总结的过程中，学生体会礼貌用语的特点。 思维导图进一步完善，结构更加清晰。 让学生根据语境，体会不同的询问技巧。 本课的思维导图完全形成，通过本课的框架结构，学生对本课的篇章结构和思路有了清晰的了解。环节四：Group work 1.Group work (任选其一) ①The students want to hand in their homework later than the teacher asked for it. ②Mr .Smith wants to go to Weishan wet land. Homework: ①Write more phrases and sentences of making requests.(必做) ②Please make up a conversation of making requests to your parents, friends or your teachers. （选做） 学生小组活动，分配任务，积极准备。 学生认真领会。设计意图 学生通过小组活动，在设计和表演活动过程中体会如何根据不同的环境，使用合适的语言来礼貌地询问和准确地回答。 分层作业可以让不同层次的学生各有所获。
