(共22张PPT)
Unit 3
Could you please tell me where the restrooms are
Section B 2a-2d
“Could you please...”
Where do we need to make polite requests
Let’s think.
In public places
Are they polite in public places
Could you please not talk loudly
Could you please not smoke here
impolite
Could you please stand in line
Of the two conversations, which one is the more polite
indirect question
polite
direct question
impolite
Although both requests are c_______, it’s not e________ to just make a request correctly.
When we are in public places , we need to make requests p______.
orrect
nough
olitely
make a request
提出请求
1. Underline the topic sentences
of each paragraph.
The topic sentence is usually the first or the second sentence
of each paragraph. Sometimes it is also in the middle of a paragraph.
阅读策略：文章段落的中心句通常位于每段的第一句或第二句，有时也会在段落中间。
Let’s read.
Read Para1 carefully and finish the tasks.
Two requests :
1.______________________________
2.______________________________
Where are the restrooms
Could you please tell me where the restrooms are
They are similar requests for ________. The first one is a________question. It sounds less polite. If we want to ask politely, we need to use _________questions.
directions
direct
indirect
阅读策略：阅读细节题要根据问题中的关键词找到原文中的对应答案。
The two questions are _______ requests.
similar
What can we get from this paragraph
A ______ question is __________ than an indirect one.
We should not only ask a question _________, but also learn to be _______ when asking for help.
direct
less polite
correctly
polite
direct
directions
indirect
Para. 2
Read Paragraph 2 carefully and answer the questions.
If you ask “When is the school trip ”, it is all right for ________.
A your teacher
B your classmates
×
√
“Excuse me, Mr. West. Do you know when the school trip is ”, this will sound much more polite.
What should you say to the teacher
1. Should we always use polite questions
2. When can we use direct questions
The expressions they use might depend on whom they are speaking to or how well they know each other.
When we ask our classmates for help, because we know them well.
2d
Request Person Place
1. Will you pass the salt
2. Do you know where I can change some money, please
3. Could you tell me what just happened
A
home
B
street
B
any public place/home
4. Can you please tell me where the nearest station is
5. Excuse me, do you know what time it begins, please
6. Let me know when you’re ready, OK
7. Could you possibly tell me the way to the village school
B
street
B
movie theater
A
home
B
street
In the 2nd column, write A if you would say it to someone you know and B if you would say it to a stranger. In the 3rd column, write where you think these people are.
Para. 3
What are long questions usually like
Polite questions are usually ________ than common questions.
Polite questions include more ___________ than common questions.
Sometimes we need to spend more time ______________ a polite request.
longer
expressions
leading into
“Could you please ----- ”
“May I ask------ ”
“Excuse me, I wonder if you can help me…”
“I’m sorry to trouble you, but ...”
Some expressions:
4 It might seem more difficult to speak politely than directly. However, it is important to learn how to use the right language in different situations. This will help you communicae better with other people.
Read para4 carefully and finish the tasks.
1.In the sentence,“This will help you communicate better with other people.”,What does “this” refer to(指的是)
2.Why is it important to learn how to use the right language in different situations
In this paragraph, we know the _______ for the __________ of using the right language in different situations.
reason
importance
proper
language
Direct
questions
Indirect
questions
Example: _________________
Features: _________________
To whom: ________________
Example: _________________
Features: _________________
To whom: ________________
Where are the restrooms
short, impolite
people you know well
Could you tell me where-
longer, more polite, more difficult
strangers, older people
Both of them are correct.
Different people, different situations
Different ways of speaking
Find the direct questions and polite requests from the passage.
Direct questions Polite requests
Could you please tell me where the restrooms are
Excuse me, Mr West, do you know when the school trip is
Pardon me, could you please tell me where to park my car
2c
1. Where are the restrooms
2. When is the school trip
3. Where’s the post office
Let’s think.
What's the writer's purpose(目的)
It's important to learn how to use the right language in different situations.
The right language depends on the situation and the relationship between the speakers.
You can communicate better with other people.
Discussion
Could You Please ...
When you visit a foreign country, it is important to know how to ask for help politely. For example, you may ask“ Where are the restrooms ” or “Could you please tell me where the restrooms are ” These are similar requests for directions. Both are correct, but the first one sounds less polite. That is because
it is a very direct question. It is not enough to just ask a question correctly. We also need to learn how to be polite when we ask for help.
形容词：polite 有礼貌的，有教养的
impolite 不礼貌的，粗鲁的
副 词：politely , impolitely
polite --- more polite --- most polite
polite --- less polite --- least polite
有礼貌地求助
Could You Please ...
When you visit a foreign country, it is important to know how to ask for help politely. For example, you may ask“ Where are the restrooms ” or “Could you please tell me where the restrooms are ” These are similar requests for directions. Both are correct, but the first one sounds less polite. That is because
it is a very direct question. It is not enough to just ask a question correctly. We also need to learn how to be polite when we ask for help.
关于问路的类似的请求
request “ 要求，请求”
名词：make a request 发出请求，提出要求
2. 动词：request (sb) to do sth 要求(做某事)
Could You Please ...
When you visit a foreign country, it is important to know how to ask for help politely. For example, you may ask“ Where are the restrooms ” or “Could you please tell me where the restrooms are ” These are similar requests for directions. Both are correct, but the first one sounds less polite. That is because
it is a very direct question. It is not enough to just ask a question correctly. We also need to learn how to be polite when we ask for help.
很直接的 / 直白的问题
direct “直接的,直白的”
indirect “间接的，迂回的”
Could You Please ...
When you visit a foreign country, it is important to know how to ask for help politely. For example, you may ask“ Where are the restrooms ” or “Could you please tell me where the restrooms are ” These are similar requests for directions. Both are correct, but the first one sounds less polite. That is because
it is a very direct question. It is not enough to just ask a question correctly. We also need to learn how to be polite when we ask for help.
正确地提问
correct --- correctly 正确的 / 地
incorrect --- incorrectly 不正确的/ 地
Good speakers change the way they speak
in different situations. The expressions they use might depend on whom they are speaking to or how well they know each other. It is all right to ask your classmates direct questions because
you know them well. However, If you say to your teacher, “When is the school trip ”, this might sound impolite. But if you say, “Excuse me, Mr. West. Do you know when the school trip is ”, this will sound much more polite.
他们讲话的方式
在不同的场合
Good speakers change the way they speak in different situations. The expressions (they use) might depend on whom they are speaking to or how well they know each other. It is all right to ask your classmates direct questions because
you know them well. However, If you say to your teacher, “When is the school trip ”, this might sound impolite. But if you say, “Excuse me, Mr. West. Do you know when the school trip is ”, this will sound much more polite.
他们所使用的表达取决于他们在跟谁说话以及
他们对对方的了解程度。
Usually polite questions are longer. They include expressions such as “Could you please ... ” or “May I ask ... ” It sounds more polite to say, “Peter, could you please tell me your e-mail address ” than “Peter, tell me your e-mail address.” Sometimes we even need to spend time leading in to a request. For example, we might first say to a stranger, “Excuse me, I wonder if you can help me” or “I’m sorry to trouble you, but ...” before asking for help.
包含诸如……的语句
1. include 动词，“包括，包含，算入”
Our plan includes most of your suggestions.
2. including 介词, “包含，包括”
He doesn’t believe anyone including you.
Usually polite questions are longer. They include expressions such as “Could you please ... ” or “May I ask ... ” It sounds more polite to say, “Peter, could you please tell me your e-mail address ” than “Peter, tell me your e-mail address.” Sometimes we even need to spend time leading into a request. For example, we might first say to a stranger, “Excuse me, I wonder if you can help me” or “I’m sorry to trouble you, but ...” before asking for help.
导入一个问题
It might seem more difficult to speak politely than directly. However, it is important to learn how to use the right language in different situations. This will help you communicate better with other people.
看来有礼貌地说话似乎比直白地说更难。
communicate with sb
= have a communication with sb 与……交流
Translate the expressions into English.
request for directions
ask for help
in different situations
depend on
e-mail address
lead into
communicate ... with ...
1. 询问方向
2. 寻求帮助
3. 在不同的情况下
4. 视……而定，取决于……
5. 邮箱地址
6. 引入；导入
7. 与……交流
8. 以...开始
Post-reading
start withUnit 3 Could you please tell me where the restrooms are
Section B 2a-2c
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
学生能够理解并掌握重点词汇和短语，提升词汇量和词汇运用能力。
学会运用礼貌和直接的询问表达方式，熟练掌握 “Could you please... ”“May I ask... ” 等礼貌请求句型，以及直接询问句型，并能在实际情境中准确运用，增强语言表达的准确性和流利度。
通过阅读和口语练习，提高学生的阅读理解能力和口语表达能力，能够准确理解文本中关于礼貌询问的内容，并且能够就不同场景进行礼貌询问和回答的口语交流。
（二）文化意识目标
引导学生了解不同文化背景下礼貌交流的差异，理解在英语国家中如何根据交流对象和场景选择合适的语言表达方式，培养跨文化交际意识。
培养学生尊重不同文化习俗的态度，让学生明白在跨文化交流中，恰当的语言使用是建立良好人际关系的重要基础，拓宽文化视野。
（三）思维品质目标
通过分析文本中直接询问和礼貌请求的表达方式，培养学生的逻辑思维能力，学会归纳总结语言规律，提高语言学习的自主性。
鼓励学生在不同场景中灵活运用所学知识，根据具体情况选择合适的询问方式，培养批判性思维和创新思维，提升语言运用的灵活性。
（四）学习能力目标
指导学生运用对比分析的方法，总结直接询问和礼貌请求的区别，提高自主学习能力，培养学生独立思考和总结归纳的能力。
组织学生开展合作学习，如小组讨论、对话练习等，培养学生的合作意识和团队协作精神，让学生在合作中相互学习、共同进步，提升自主学习和合作学习的能力。
二、教学重难点
（一）教学重点
掌握重点词汇和短语，理解并正确运用礼貌请求和直接询问的句型结构。
提高学生的阅读理解能力，能够准确把握文本中关于礼貌询问的关键信息。
培养学生运用英语进行礼貌询问和交流的能力，能够在实际情境中准确、得体地表达自己的需求。
（二）教学难点
理解不同文化背景下礼貌交流的差异，根据交流对象和场景灵活选择合适的语言表达方式，避免因文化差异导致的交流失误。
运用恰当的语气和措辞进行礼貌询问，使表达自然、流畅，提升学生的语言运用能力和交际能力。
三、教学方法
情境教学法：创设真实的交流情境，如在国外旅游、购物、问路等场景，让学生在情境中感受和运用英语，增强对语言的理解和运用能力，加深对礼貌交流的理解。
合作学习法：组织学生进行小组讨论、对话练习、角色扮演等活动，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，让学生在合作中共同提高语言能力。
任务驱动法：布置阅读任务、口语表达任务、词汇练习任务等，如让学生完成 2b 的阅读任务、2c 的句型归纳任务、2d 的口语练习任务等，让学生在完成任务的过程中提高语言综合运用能力，培养学生的自主学习能力和解决问题的能力。
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. 展示一些不同场景的图片，如机场、餐厅、学校等，引导学生观察图片，提问学生：“What would you like to ask in these situations ” 鼓励学生用英语大胆说出自己的想法，引出询问的话题。2. 呈现一些简单的直接询问和礼貌询问的句子，让学生对比，引导学生思考两种询问方式的区别，从而引出本节课关于礼貌询问的主题。 观察图片，思考并回答问题，对比句子，思考直接询问和礼貌询问的区别。
知识呈现（Presentation） 8 分钟 1. 借助 PPT 呈现重点词汇和短语，结合例句讲解其含义和用法，如通过例句 “He made a request for help.” 讲解 “request” 的用法，通过 “The direction of the wind is changing.” 讲解 “direction” 的用法。2. 详细讲解礼貌请求和直接询问的句型结构，如 “Could you please... ”“May I ask... ” 等礼貌请求句型，以及 “Where is... ”“What is... ” 等直接询问句型，通过举例对比，让学生理解不同句型的语气和适用场景，如 “Give me the book.” 和 “Could you please give me the book ” 的语气差异。3. 让学生进行简单的句型转换练习，巩固所学询问句型。 认真学习词汇和短语，理解询问句型结构，完成句型转换练习。
阅读前（Pre - reading） 5 分钟 1. 引导学生观察 2b 的标题 “Using Suitable Language”，让学生预测文章可能会讨论的内容，如在哪些场景需要使用合适的语言、如何使用合适的语言等。2. 介绍阅读技巧，如快速浏览文章，抓住关键词和关键句，了解文章大意，以及如何通过上下文猜测生词的含义等。 观察标题，预测文章内容，学习阅读技巧。
阅读中（While - reading） 12 分钟 1. 让学生快速阅读文章，验证自己的预测是否正确，了解文章的大致内容，回答简单的问题，如 “What is the main idea of the passage ”2. 让学生仔细阅读文章，完成 2b 的任务，找出每段的主题句并划线，同时思考文章中提到的直接询问和礼貌请求的例子。3. 针对学生在阅读中出现的问题，如对某些词汇或句子的理解困难，进行重点讲解和分析，帮助学生理解文章。 快速阅读文章，回答问题，仔细阅读文章，完成任务，提出疑问，听取讲解。
阅读后（Post - reading） 10 分钟 1. 组织学生进行小组讨论，分享自己找出的主题句，讨论每段的主要内容，如第一段讨论在不同场景中选择合适语言的重要性，第二段讨论根据交流对象选择不同的询问方式等。2. 让学生完成 2c 的任务，找出文章中的直接问题和礼貌请求，并进行分类整理，然后小组内交流答案，互相补充和纠正。3. 邀请部分小组代表展示答案，教师进行点评和总结，强调直接询问和礼貌请求的区别和用法。 参与小组讨论，分享观点，完成任务，交流答案，展示答案，听取点评。
课堂总结（Summary） 5 分钟 1. 引导学生回顾本节课所学的重点词汇、短语、询问句型和阅读内容，如通过提问的方式让学生回顾重点词汇的用法和询问句型的结构。2. 强调在不同场景中运用合适语言进行交流的重要性，鼓励学生在日常生活中积极运用所学知识，提高英语交流能力。 跟随教师回顾知识，思考语言运用的重要性。
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，学生积极参与课堂互动，对重点词汇、询问句型和礼貌交流的知识有了较好的掌握。但教学中也存在一些不足之处，如在口语练习中，部分学生由于紧张或对知识掌握不够熟练，表达不够流畅，出现较多语法错误；在阅读教学中，个别学生对文章中一些复杂句子的理解存在困难。在今后的教学中，我将加强口语训练的强度和频率，设计更多多样化的口语练习活动，如英语角、英语演讲等，让学生有更多机会锻炼口语表达能力；对于阅读理解，加强阅读技巧的指导和专项训练，帮助学生提高阅读能力，提升教学质量。
