人教版英语九年级全一册：Unit 3 Could you please tell me where the restrooms are? Section A （1a-2c）表格式教案

初中英语教学设计
初中九年级英语(上册)
课题：Unit
3：Could
you
please
tell
me
where
the
restrooms
are?
Section
A
(1a-
2c)
课
型：听说课
课时安排：第1课时
授课对象：九年级学生
设
计
者：
教材来源：义务教育课程标准试验教科书《英语》/人民教育出版社2013年版
内容来源：初中
九年级英语（上册）Unit
3
主题：Unit
3:
Could
you
please
tell
me
where
the
restrooms
are?
Section
A
(1a-
2c)
课题
Unit
3：Could
you
please
tell
me
where
the
restrooms
are?Section
A
(1a-
2c)
课型/课时
听说课
第一课时
学习目标确定的依据
1.课程标准相关内容及解读:
（1）听：能听懂相关熟悉话题的谈话，并能从中提取信息和观点；能在听的过程中用适当方式做出反应；能针对所听语段的内容记录简单信息；（2）说：能就简单的话题提供给信息，表达简单的观点和意见，参与讨论；
能有效地询问信息和请求帮助；能在口头表达中进行适当的自我修正；
能与他人沟通信息，合作完成任务；能根据话题进行情景对话；能用英语表演短剧；
能在以上活动中做到语音，语调自然，语气恰当。2.教材分析:
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。3.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。
Learning
goals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.
Important&difficultpoints重、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..
Teaching
methods教学方法
Task
–based
language
teaching
method;
Guessing
game;
Pictures
(ask
and
answer);
Classroom
activities
(pair-work,
group
work)
Learning
methods学习方法
Learn
by
using
and
for
using;
Cooperate;
Compare,
analyze
and
summarize
AssessmentTasks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.
教学设计
学习活动
课堂评价
设计意图
学习环节
学习任务
评价方式
评价标准
Step
One:Leading
in.（2
mins）
1.
Show
learning
goals.
Show
the
learning
goals
and
explain
some
difficult
words.
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）。
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。
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
Riverdale?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.
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。
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。
Step
Two:Presentation
and
practice.
(10
mins)（目标一）
1.
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；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；评价方式：自我评价评价标准：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:_______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。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。
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；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。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。
Step
Three:Listening.(7mins)（目标二）
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.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.Answer
two
questions
according
to
the
listening
material.Questions:(1).
What
does
the
boy
want
to
buy?
(2).
Where
can
he
buy
it?
听力练习前，给生明确的指令和听力方法的指导；听录音，在生完成1a/
1b
/2b中的练习后，分别随机抽取个别同学核对答案，并询问有多少学生全部正确以了解学生听力理解的情况。核对答案的同时，学生及时订正错误，分析错因，并对自己的听力做出恰当评价。评价方式：自我评价评价标准：You
can
get
A,
if
you
make
no
mistakes;B,
if
you
make
1-3
mistakes;C,
if
you
make
more
than
3
mistakes.Revision:1.___________why:_______2.___________why:_______在课本听力的基础上，我又设置了2个问题以检测学生对于听力材料中关键信息的获取情况，同时自然引出下面要进行的两人对话。
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。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。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。
Step
Four:Pair
work.(5
mins)（目标三）
Suppose
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:
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。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。评价方式：生生互评
1.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。
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.2
minutes
for
students
to
prepare;2
minutes
later,
ask
3
or
4
pairs
to
present
their
conversation;After
each
pair
present
their
conversation,
ask
other
students
to
give
a
comment
on
theirconversation
according
to
the
standards
given.
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
________________.
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。
Step
Five：Group
work.(10
minutes)（目标三）
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.
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；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。评价方式：生生互评评价标准：Assessment
Standards：
（total：5
points）Everyone
uses
thetarget
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
andfacial
expression
(1
point)(台风，表情优美)I
think
Group
____can
get
_____points,
because_____.
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。
Step
Six:Summary.(2
mins)
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…
学生能够总结出有礼貌地询问信息和指示方向的主要句型。
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。
Homework
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
)
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。
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；分层作业的布置，兼顾了学情，更为有效。
Teachingreflection课后反思
本节课为Unit
3:
Could
you
please
tell
me
where
the
restrooms
are?
的第一课时，是一节听说课。本节课中，我通过设置与学生生活联系密切的场景，导入新课。通过图片，引导学生说出相关的短语和关键句型，并设计了”guessing
game”
让学生进一步练习目标语言。随后引入听力，并对听力材料进行整合，从方法和技巧等方面指导学生有效获取关键信息。通过听力的对话引出pair
work.
在“pair
work,
group
work”
活动中，学生的创造力，小组合作能力，口头表达能力以及知识的综合运用能力得到了进一步的展示和提升，每项活动后的自评或互评及时反馈了目标的达成情况，根据评价结果我及时调整自己的教学，真正体现了教学评的一致性。最后的
“summary”
进一步帮助学生回顾本节课所学主要内容，及时反馈了学情，也为下节课的教学指明方向。而分层布置作业照顾到不同学生的实际水平，能够更有效的巩固本节课所学内容。
针对本节课，我认为做的较好的是：1.
经过多次改动，对课标的解读和目标的续写较为准确、具体、可操作性强，自己还比较满意。2．课堂设计由浅入深，始终围绕本节课所设置的三个目标，从短语到句子，从对话到语篇，层层递进，最终使得学生能够在不同场合中准确、恰当地运用关键句型礼貌地询问信息。3.
根据学习目标制定课堂评价标准，根据评价结果及时调整教学以更好地达成目标，体现了“教、学、评的一致性”。每项课堂活动后都有相应的评价任务和评价标准，及时反馈了目标达成的情况，有效地指导了教学过程的调整。4.
课堂活动以生为主，给学生大量练习和表达的机会，课堂提问面大，教学过程中及时兼顾学情。5.
进一步挖掘，整合了听力素材，并给予了学生有效的听力方法和技巧的指导。6.
作业的综合性和分层布置更能有效地帮助学生巩固本节课所学知识。
有待于进一步提高之处：在“Pair
work
&
group
work”
活动中，时间的把握做得不好。个别同学的英语发音还不够标准，在平时的教学中还需注重提高学生的语音素养。
板书设计：
Unit
3：Could
you
please
tell
me
where
the
restrooms
are?
Asking
for
information
Giving
directions