(共21张PPT)
SectionA 3a~3c
What’s in the Fun Times Park
There is Space World, Water World, Animal World and so on.
rides
scary
scared
excited
interested
surprised
What do you think of the ride
It looks _____ . If I try, I’ll feel ________.
scared
scary
I promise it will be ________. If you try, I’m sure you’ll be _________.
bored
tired
exciting
interesting
surprising
boring
tiring
touching
touched
How many scenes (场景) are there
Alice and He Wei are in ____________.
After the ______ …
On their way to __________________,
Alice and He Wei ________ Uncle Bob’s.
Alice and He Wei walk up to a _______ at the door.
Space world
ride
Water City Restaurant
pass by
staff person
1.Why did Alice not want to go on the new ride
2. How did she feel after the ride
3. Where would they go after the ride
After the ride, she felt that was fun. She was glad she tried it.
Because it looks pretty scary.
Read Scene 1 & Scene 2 [ In the Space World & After the ride ]
He Wei suggested Water City Restaurant in Water World.
1. What is special about Uncle Bob’s restaurant
2. What time does the bank starts play
3. Should they get there early for dinner Why
The restaurant looks interesting.
A rock band plays there every evening.
Yes. It’s always busy, so they should get there a little earlier to get a table.
Read Scene 3& Scene 4 [Pass by Uncle Bob’s& Walk up to a staff person]
At 8 o’clock.
e.g. I wonder where we should go next.
Do you know where we can get some good food quickly
Let’s ask what time the band starts playing.
Excuse me, could you tell us when the band starts playing this evening
3b Underline the questions or statements that ask for information.
e.g. I wonder where we should go next.
Do you know where we can get some good food quickly
Excuse me, could you tell us when the band starts playing this evening
3b Rewrite them in a different way.
Could you tell me where we should go next
Could you tell me where we can get some good food quickly
I wonder when the band starts playing this evening.
He Wei and I had a great time today in Fun Times Park, the ______ park in the city. We tried the ____ ____ there. I felt ______ at first because it looked ______, but He Wei _______ me it would be __________. He asked me to ____ or _____ his hand. To my surprise, _______ really _____ help. You never know ______ you try something.
After that, I felt hungry. He Wei _________ Water City Restaurant in Water World because it ______ _________ food. ____ our way there, we _____ _____ Uncle Bob’s. It looked _________. The ____person at the door told us to come a little earlier ___ ____ ___ ____ because it was always busy. He told us the band ______ ______ at 8. ______ the beautiful music, we enjoyed our dinner.
biggest
new ride
scared
scary
promised
fun/interesting
shout
hold
shouting
did
until
suggested
served
delicious
On
staff
interesting
passed by
to get a table
started playing
With
Fun Times Park — Always a Fun Time!
[Alice and He Wei are in Space World.]
Alice: I wonder where we should go next.
He Wei: How about that new ride over there
Alice: Well ... it looks scary.
He Wei: Come on! I promise it’ll be exciting! If you’re afraid, just
shout or hold my hand.
[After the ride…]
Alice: You were right! That was fun! I was scared at first, but
shouting did help.
He Wei: See, that wasn’t so bad, right You never know until you
try something.
Alice: Yes, I’m so glad I tried it.
He Wei: Do you want to go to Water World now
Alice: Sure, but I’m getting hungry. Do you know where we can
get some good food quickly
看上去很恐怖
hold one’s hand 抓住某人的手
大声喊叫确实管用。
任何事，你只有尝试过，才能对它有所了解。
[After the ride…]
Alice: You were right! That was fun! I was scared at
first, but shouting did help.
He Wei: See, that wasn’t so bad, right You never know
until you try something.
Alice: Yes, I’m so glad I tried it.
He Wei: Do you want to go to Water World now
Alice: Sure, but I’m getting hungry. Do you know
where we can get some good food quickly
He Wei: Of course! I suggest Water City Restaurant
in Water World. It serves delicious food.
Alice: Great! Let’s go!
suggest 动词：“建议”
suggest + that sb should do sth从句，
（should 可省略: suggest that sb do sth )
例： I suggest that he (should) start early.
2. suggest doing sth
例： I suggest watching TV at home .
名词：suggestion - - suggestions
[ On their way to Water City Restaurant, Alice and He Wei pass by Uncle Bob’s.]
Alice: Look! This restaurant looks interesting. The sign
says a rock band plays here every evening.
He Wei: Why don’t we come back here for dinner later
Let’s ask what time the band starts playing.
[ Alice and He Wei walk up to a staff person at the door.]
He Wei: Excuse me, could you tell us when the
band starts playing this evening
Staff: Eight o’clock. The restaurant is always
busy, so come a little earlier to get a table.
He Wei: OK. Thank you!
pass by = go past 经过，路过
招牌上写着有一支摇滚乐队每晚在这里演出。
向……走去
工作人员
在门口
on one’s / the way to … 去……的途中
here / there / home 前不用to
Grammar Focus
Objective clauses 宾语从句
You will know that I am gone.
I wonder if you know.
I don’t care
what you are
where you are from
what you did
Excuse me, do you know ____ ____ ____ buy some medicine Sure. There’s a supermarket down the street.
Could you please tell me _____ ______ _____ ______ the post office Sorry, I’m not sure how to get there.
Could you tell us ______ the band starts playing this evening It starts at 8:00 p.m.
I wonder ________ we should go next. You should try that new ride over there.
Grammar Focus
where
I can
how
to get to
when
where
Where can I buy some grapes or other fruit
Excuse me, could you please tell me where
I can buy some grapes or other fruit
How does this CD player work
Excuse me, could you please tell me how this
CD player works
4a Rewrite the questions to make them more polite. (P20)
3. How do I get to the Central Library
Excuse me, could you please tell me how to
get to the Central Library
4. Is the Italian restaurant nearby open on
Mondays
Excuse me, could you please tell me
if/whether the Italian restaurant nearby is
open on Mondays
4b What should each person ask in the following situations
1. Tim is very hungry.
Could you tell me where I can get something to eat
Excuse me, can you tell me how I can get to a nearby restaurant
Pardon me, do you know if there’s a restaurant around here
Sally needs to mail a letter.
Excuse me, could you tell me how I can get to the post office
Excuse me, could you tell me if there’s a post office near here
3. Helen needs to know when the bike shop closes.
Could you tell me when the bike shop closes
Excuse me, do you know when the bike shop closes
4. Ben is wondering if there’s a bank in the shopping center.
Excuse me, could you tell me if there’s a bank in the shopping center
Pardon me, do you know if there’s a bank in the shopping center
___________________________________________
2. ___________________________________________
3. _____________________________________________
____________________________________________
4c. Write four questions that a tourist might ask about
our city .
Excuse me, could you tell me where I can get something to eat
Excuse me, do you know where the Leifeng Pagoda is
Excuse me, could you tell me if there is a museum near here
Excuse me, could you tell me where I can buy beautiful silk
summary
1.连接词的选择
陈述句充当宾语从句
一般疑问句充当宾语从句
特殊疑问句充当宾语从句
疑问代词或疑问副词
that （可省略 ）
if/whether
2.语序
陈述句语序(先主语后谓语)
主 句 一般现在时 从句
一般过去时
按实际情况用所需时态
相应的过去的某种时态
3.时态
如果从句表达的是客观现象或真理，无论主句是什么时态，从句都用一般现在时。
4.当主句谓语动词为think，suppose， expect，believe 等时，其后的宾语从句为否定句时，常将否定词not从从句中移到主句中，构成否定前移Unit 3 Could you please tell me where the restrooms are
Section A 3a-3b
一、新课标下的单元内容分析
单元主题：Getting around（出行）。该主题属于“人与社会”范畴，涉及“良好的人际关系与人际交往”，包括礼貌地询问信息，得体有效沟通准确提供信息，正确获取指令等。
本单元内容围绕Getting around这一主题展开，涉及六个语篇，包括4组短对话、一组长对话和一篇说明性阅读语篇。
单元内容框架：
单元教学目标：
本单元围绕Getting around（出行）这一话题展开。以购物和去游乐园游玩等日常活动为切入点，通过咨询和提供信息进行语言输入与输出。学生可以通过聚焦日常生活的真实场景来体验、感受和领悟本单元的语言目标内容，学会有效沟通，体会礼貌用语和得体表达在日常交际中的重要性
二、单元课时内容分析与实施
Section A
1a是听前铺垫。复习先前学过的表示地点的词汇和表示从事什么活动的动词短语，学习新的词汇，并把地点和活动配对，然后导入新的语言功能项目。1b提供理解目标语言在对话中运用的听力训练。听力内容是两对学生问路、指路。1c运用目标语言进行口语对话练习。重点练习使用特殊疑问词how、where和when引导的宾语从句或不定式结构去有礼貌地询问信息，和正确地为他人指引方向。2a-2b是使用目标语言进行的听力练习。要求学生听对话把所给的指令按正确顺序排列。首先让学生读出所给指令，并说出图中的每个事物的名字。2c是使用目标语言进行口语练习。不断练习含有特殊疑问词的宾语从句。2d是针对单元重点话题“问路、指路”提供的角色练习，帮助学生对所学语言功能项目进行练习巩固。掌握单元语法结构“带有特殊疑问词的宾语从句”的用法。3a是阅读理解练习。读前先让学生看图猜测，然后让学生阅读对话，最后回答提出的问题。3b读后的读写练习，进一步训练用含有特殊疑问词的宾语从句有礼貌的询问信息。活动3c是读后的进一步拓展。通过阅读3a 找出意思相近的句子，加强文章句子的阅读理解。Grammar focus对有礼貌的询问信息的含有特殊疑问词的宾语从句，以及指引方向的句型进行总结，让学生掌握它们的用法和构成。4a-4b 是对语法项目的输出性训练。运用宾语从句以更礼貌的方式询问信息，巩固所学语法结构。4c是口语和写的练习。学生进行角色练习，巩固目标语言和语法结构。
Section B
1a要求学生了解方框中表示地点品质的形容词。然后让学生看例子学习使用运用形容词描述某地的环境。1b要求学生能够仿照示例对话，运用1a中的形容词结对谈论一些地点，描述这些地点的品质，练习正确使用这些词语。1c和1d是针对“出行”这一话题运用目标语言的听力练习。主题是几个家庭成员询问去什么地方和职员提供的信息。1e是运用目标语言进行的听说练习。这是听力活动的延伸，帮助学生在听力输入的基础上进行语言输出练习。2a是读前活动，要求学生小组讨论在什么情况之下要做有礼貌的请求，以及如何有礼貌地请求，引出下面阅读部分。2b是阅读活动，要求学生考虑在不同的情形之下，怎样选择以文化知识为基础的合适的语言去表示有礼貌地请求。学会找出每段的主题句，帮助理解短文的主要意思。2c读后的训练。要求学生再次阅读短文，填写表格，找出不同的请求方式，体会如何用合适的语言做请求。2d是读后对文章的进一步深化和拓展。要求学生阅读短文，体会在不同的情形之下，怎样选择合适的语言去表示有礼貌地请求。3a是写作前的铺垫。 让学生写出自己在说英语的国家学习时，如何进行有礼貌地请求。3b是写作训练。要求学生掌握写作要点及要求，根据3a内容，写出表示“有礼貌地请求”的句子，然后根据提供的信中段落概要，给学校写一封信。Self-check 1针对单元语言功能项目的写的练习。用所给词填空，练习有礼貌地询问信息和正确应答。2针对单元语言功能项目的写的练习。要求学生练习运用所给的信息进行有礼貌的询问和准确应答。帮助学生正确使用带有特殊疑问词的宾语从句。
三、课时教学设计案例
一、教学目标
（一）语言能力目标
学生能够理解并准确朗读对话，掌握对话中的重点词汇和短语，如 scary、promise、suggest、pass by 等。
能从对话中提取关键信息，如人物的活动安排、对事物的感受等，并能运用所学知识对信息进行简单的归纳和总结。
学会运用所学的询问信息和表达建议的句型进行交流，如 “I wonder where... ” “How about... ” “Why don't we... ” 等。
（二）文化意识目标
了解在英语国家中，人们在休闲娱乐和外出就餐等场景下的交流方式和文化习惯，培养跨文化交际意识。
通过对不同场景下英语表达的学习，体会英语语言在实际生活中的多样性和实用性，增强对英语语言文化的兴趣。
（三）思维品质目标
通过对对话中人物情感和态度变化的分析，培养学生的逻辑思维能力和批判性思维能力，如分析 Alice 从害怕尝试新游乐设施到感到开心的原因。
在解决问题和完成任务的过程中，鼓励学生积极思考，提出自己的观点和建议，培养创新思维和应变能力。
（四）学习能力目标
引导学生运用阅读技巧，如预测、略读、精读等，提高阅读效率和理解能力，自主获取文本信息。
组织学生进行小组合作和讨论，培养学生的合作学习能力和团队协作精神，促进学生之间的知识共享和交流。
二、教学重难点
（一）教学重点
理解对话内容，掌握重点词汇和短语，以及询问信息和表达建议的句型。
学会从对话中提取关键信息，并能运用所学知识进行口头和书面表达。
（二）教学难点
灵活运用所学句型进行自然流畅的交流，准确表达自己的想法和建议。
理解对话中隐含的文化信息和情感态度，如在不同场景下人们的交流方式和语气。
三、教学方法
情境教学法：创设与课文相关的生活情境，如在公园游玩、在餐厅就餐等场景，让学生在情境中感受和运用英语，增强语言理解和运用能力。
合作学习法：组织学生进行小组讨论、角色扮演和合作完成任务，培养学生的合作意识和团队精神，促进学生之间的交流与互动。
任务驱动法：布置与教学内容相关的任务，如根据对话内容绘制路线图、编写新的对话等，让学生在完成任务的过程中提高语言运用能力和综合素养。
四、教学过程
教学环节 时长 教师活动 学生活动
导入（Lead - in） 5 分钟 1. 展示一些游乐园和餐厅的图片，引导学生谈论自己在这些地方的经历和感受，提问：“Have you ever been to an amusement park What was your favorite ride Have you ever tried a new restaurant How was the food there ”2. 引出本节课的话题 —— 在游乐园游玩和寻找餐厅就餐的英语表达。 观察图片，回忆自己的经历，积极回答老师的问题，分享自己的感受和体验。
阅读前（Pre - reading） 5 分钟 1. 让学生看 3a 的标题和图片，预测对话可能发生的场景和内容，提问：“Where do you think Alice and He Wei are What might they talk about ”2. 讲解对话中可能出现的生词和短语，如 scary、promise、suggest 等，帮助学生扫除阅读障碍。 观察标题和图片，思考并回答老师的问题，对对话内容进行合理的预测。学习生词和短语，掌握其发音和词义。
阅读中（While - reading） 20 分钟 1. 让学生快速阅读对话，回答 3a 中的两个问题，了解对话的大致内容。2. 引导学生进行精读，找出对话中询问信息和表达建议的句子，如 “I wonder where we should go next.” “How about that new ride over there ” 等，分析其结构和用法。3. 组织学生进行小组讨论，讨论问题：“What would you do if you were Alice Would you try the new ride ” 每个小组推选一名代表进行发言。 快速阅读对话，回答问题，获取关键信息。精读对话，找出重点句型，分析其结构和用法，做好笔记。在小组讨论中，积极发表自己的观点，倾听他人的意见，推选代表进行发言。
阅读后（Post - reading） 10 分钟 1. 让学生完成 3b 的练习，将对话中询问信息的句子改写成不同的表达方式，巡视并给予个别指导。2. 请几位学生展示答案，进行集体订正，讲解改写的方法和注意事项。3. 组织学生进行角色扮演，模仿对话中的场景，进行问路、询问信息和表达建议的对话练习，邀请几组学生进行展示，其他学生认真倾听并进行评价。 独立完成 3b 的练习，思考如何改写句子。认真倾听老师的讲解，纠正自己的错误。两人一组进行角色扮演，根据实际情境运用所学句型进行交流。认真倾听其他小组的展示，从语法正确性、语言流畅性和表达自然度等方面进行评价。
课堂总结（Summary） 5 分钟 1. 引导学生回顾本节课所学的内容，包括重点词汇和短语、询问信息和表达建议的句型、对话中的关键信息等。2. 强调在日常生活中运用英语进行交流时，要注意语言的准确性和得体性。 认真听讲，跟随老师回顾本节课内容，思考老师强调的重点和注意事项。
五、教学反思
在本次教学中，通过多种教学方法和丰富的课堂活动，学生对课文内容有了较好的理解，对询问信息和表达建议的句型也有了一定的掌握，课堂参与度较高。然而，在教学过程中也暴露出一些问题。例如，部分学生在改写句子和口语表达时，对句型的运用还不够熟练，存在语法错误。在小组讨论和角色扮演中，个别学生的参与度不够高，存在依赖他人的情况。在今后的教学中，我将加强对句型的专项练习，设计更多有针对性的活动，提高学生的语言运用能力。同时，关注每个学生的学习状态，鼓励更多学生积极参与课堂活动，提升课堂教学效果，促进学生英语综合素养的全面提升。
