人教版九年级全一册英语 Unit 3 Could you please tell me where the restrooms are ？Section B 2a-2e教学设计

人教版九年级全一册英语 Unit 3 Could you please tell me where the restrooms are Section: B 2a-2e教学设计
Core Literacy Goals
1. Language Ability
- To enable students to explain the importance of using appropriate language in various situations.
- To help students grasp the usage of polite expressions in different contexts and for diverse purposes.
2. Cultural Competence
- To foster students’ intercultural awareness and competence, helping them understand how language use varies across cultures when making requests.
3. Thinking Quality
- To develop students’ critical thinking by analyzing the reasons behind using polite or direct language in different scenarios.
4. Learning Ability
- To improve students’ reading skills, including skimming to get the main idea and text structure, and scanning to locate specific information about how to ask for help politely.
Teaching Key and Difficult Points
1. To help students understand the significance of using proper language in different situations.
2. To train students to skim for the main idea and text structure, and scan for specific details about polite requests.
Teaching Methods
Task-based teaching method, situational teaching method
Teaching Aids
PPT, textbook, blackboard, multimedia computer
Teaching Procedures
Step 1: Warming up (5 minutes)
- Activity: The teacher displays two sets of questions about asking for information:
- Set 1: “Where is the library ” vs. “Excuse me, could you please tell me where the library is ”
- Set 2: “When is the bus coming ” vs. “Pardon me, do you know when the bus is coming ”
- Students discuss in pairs which expression in each set is more polite and explain why. Then, several pairs share their ideas with the class.
- Design Intent: This activity activates students’ prior knowledge of polite language. By comparing different request forms, students quickly engage with the topic and recognize the importance of politeness in communication. It also creates an interactive classroom atmosphere.
Step 2: Pre-reading (3 minutes)
- Activity: Show two pictures related to asking for help and the passage title “Polite Requests”. Ask students to guess the main idea of the passage based on the pictures and title. Students share their guesses in small groups.
- Design Intent: Predicting the main idea using pictures and the title develops students’ predictive reading skills. It also sparks their interest in the passage and prepares them for the reading task.
Step 3: While-reading (15 minutes)
1. Skimming Task
- Students read the passage quickly and match each paragraph with its main idea. A list of main ideas is provided. Afterward, check answers as a class.
- Design Intent: Skimming helps students grasp the passage’s general idea and structure, which is vital for comprehensive reading comprehension.
2. Close Reading of Paragraph 1
- Students read Paragraph 1 carefully and answer:
- “What is the writer's opinion about the two questions mentioned at the beginning ”
- “Why isn't using correct language alone enough in communication ”
- “What does the word ‘direct’ mean in this context ”
- “Is it always better to be polite when asking for help ”
- Students discuss answers in groups, then share with the class.
- Design Intent: Close reading of Paragraph 1 helps students analyze detailed information and understand basic concepts about language use in different situations. Group discussion promotes collaborative learning.
3. Mind Map for Paragraph 2
- Students read Paragraph 2 and complete a mind map centered on “Polite Requests”, with branches for elements like “Use of modal verbs (could, would)” and “Indirect questions”. The teacher walks around to offer support. Then, some students present their mind maps.
- Design Intent: Creating a mind map helps students organize Paragraph 2’s information logically, enhancing their summarization and knowledge-structuring skills.
4. True or False for Paragraph 3
- Students read Paragraph 3 and judge statements like:
- “( ) Polite requests are always longer than direct ones.”
- “( ) People only use direct language with friends.”
- After judging, students explain their choices.
- Design Intent: This task trains students to locate specific details and verify information, improving their scanning skills.
5. Questions for Paragraph 4
- Students read Paragraph 4 and answer:
- “In the writer's opinion, is it more important to speak politely or directly ”
- “What is the writer's purpose in writing this passage ”
- A class discussion follows to share answers.
- Design Intent: Analyzing the writer’s opinion and purpose develops students’ critical thinking and helps them grasp the passage’s main message.
Step 4: Post-reading (10 minutes)
1. Retelling the Passage
- Using the mind map from Step 3 (Task 3) as a guide, students retell the passage in pairs. Then, some students retell in front of the class.
- Design Intent: Retelling consolidates students’ learning and improves their oral expression skills.
2. Completing Exercise 2d
- Students work individually to finish Exercise 2d in the textbook. Afterward, check answers together and explain difficult points.
- Design Intent: This exercise reinforces students’ understanding of the passage and provides practice with key language points.
Step 5: Summary (3 minutes)
- With the teacher’s guidance, students summarize the lesson’s main points:
1. The passage’s main idea and structure.
2. How to make polite requests in different situations.
- The teacher highlights key vocabulary and sentence structures.
- Design Intent: Summarizing helps students review and solidify knowledge, ensuring clarity on key points.
Step 6: Homework (4 minutes)
1. Finish related exercises in the exercise book.
2. Recite new words and useful expressions from this lesson.
3. Write a short passage about a time you used polite language to ask for help, explaining your choice.
- Design Intent: Homework reinforces learning through practice, helps memorize key language points, and encourages real-life application.
Blackboard Design
Unit 3 Could you please tell me where the restrooms are
- Key sentence pattern: Could you please...
- Know: What are correct requests
- Learn: How do we make polite requests
- Apply: Why should we use the right language
Teaching Reflection
This reading lesson focused on teaching students to make requests correctly and politely. Students were actively involved in various activities, which helped develop their reading skills and understanding of polite language use. However, when identifying the topic sentence of Paragraph 4, many students mistakenly chose the first sentence instead of the second. This shows students need more guidance in recognizing topic sentences, especially with transition words like “however”. In future lessons, I will spend more time teaching topic-sentence identification strategies and analyzing transition words’ functions. Additionally, some quieter students participated less in group activities. Next time, I will encourage their participation more effectively, perhaps by assigning specific group roles. Overall, the lesson achieved most goals but has room for improvement in guiding reading strategies and promoting inclusive participation.