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課題 Unit 3：Could you please tell me where the restrooms are Section A (1a- 2c)
課型 新授課 復習課□ 試卷講評課□ 其它課□
教學內容分析 本節課選自九年級英語課本《Go For It》 Unit 3, Section A，是一節聽說課，主要圍繞“如何禮貌地詢問信息和指路”這一話題展開，深入探討了如何有禮貌地詢問信息和指路的不同方式以及在不同場合如何使用恰當的語言。該話題與學生生活密切相關，能夠引起學生的共鳴，易于理解，且之前學生已經學習過類似句型，學習難度不大。因此本節課重在結合不同的語境，讓學習練習如何禮貌地詢問信息和指路，尤其是陳述語序的運用，并體味如何在不同場合下使用禮貌用語，教會學生以禮待人。
學情分析 通過前期七八年級的英語學習，九年級的學生已經具備了一定的英語聽說能力，詞匯量較大；且學生已經接觸過與本單元話題“禮貌的詢問信息和指路”這一話題相關的知識，因此學生處理各項任務的難度不大。本節課重在培養學生如何正確運用賓語從句，恰當禮貌地詢問信息并作出回答。
學習目標 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.
重點和難點 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.
評價任務 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
教學評活動過程 教師活動學生活動環節一：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.出示學習目標； 2.師進一步解讀學習目標（尤其是目標中的重難點詞匯）。 結合視頻和場景，讓學生回顧以前所學的如何問路的句型，進一步引出本節課話題。 設計意圖:出示學習目標，讓學生了解本節課的學習任務，有目的地學習，也便于學生最后檢測自己本節課是否達成了學習目標 通過設置場景，提出問題，引發學生思考，不僅自然地導入了本節課話題， 也為接下來的學習做好鋪墊。 環節二：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…” 學生根據圖片和老師的描述，準確說出相應短語； 在規定時間內（1分鐘）把1a中的有關事件和對應的地點搭配起來； 3. 隨機選取幾位同學說出 他們搭配的結果，余生核對答案，訂正錯誤，總結錯因，并根據所犯錯誤做出恰當的自評； 4. 評價方式：自我評價 5. 評價標準： 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. 根據圖片，試著用關鍵 句型有禮貌的詢問信息并作出回答，在此過程中，老師及時提醒并糾正學生表達中的錯誤，尤其是語序問題。 7. 通過guessing game,讓生結合語境練習如何禮貌地詢問信息，進一步鞏固關鍵句型。設計意圖1. 通過呈現圖片，讓生嘗試說出相關短語，并通過匹配任務進一步鞏固所學短語，為下面的對話做好鋪墊； 2. 結合圖片，設置不同場景，讓生嘗試使用禮貌用語詢問信息，在不斷地練習和糾錯中習得其用法，并通過guessing game進一步鞏固關鍵句型，在輕松有趣的氛圍中快樂學習。 3. 通過自我評價，及時發現并糾正錯誤，分析錯因，避免重犯類似錯誤。 環節三：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 速讀獲取前后關鍵信息；搭配填句。 認真精讀，核準讀音； 任務型閱讀技巧的核實。 設計意圖： 聽錄音前，給生明確的指令，并教給學生一些聽力練習的做題方法和技巧，完成相關聽力練習后，隨機抽取同學核對答案，并及時分析出錯原因，以此提高學生聽得能力。 2. 在每個聽力任務核對答案后及時詢問有多少學生全部做對，及時反饋，以便于對自己 的教學做出適當調整。 3. 在課本聽力任務的基礎上，針對聽力材料設置2個問題，進一步考察學生獲取聽力關鍵信息的能力，同時利用聽力材料過渡到對話環節。 環節四：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. 學生在規定時間內（2分鐘）用所學關鍵句型編造自己的對話。 2. 隨機抽取4組展示他們 的對話，其他學生根據評價標準進行評價。 3. 評價方式：生生互評 4. 評價標準： 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 ________________. 設計意圖通過兩人對話練習，讓生學會在不同情境下靈活運用本節課所學句型，不僅鞏固了關鍵句型的用法，而且提高了學生的語言表達能力。 2.通過生生互評，培養學生及時發現錯誤，糾正錯誤的能力和評判能力。學生活動 1. Finish 1b and 1c. 抓住“如何做”關鍵詞信息 2. 核對答案句型，自讀，然后再次跟聽跟讀。 環節五：Group work. 準確模仿，進行書寫核實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. 在規定時間內（4分鐘）， 各小組組員在組長帶領下根據要求設置場景，積極準備； 2. 隨機抽取2組上臺表演，其他組的組員根據評價標準對其表演做出評價。 3. 評價方式：生生互評 4評價標準： Assessment Standards： （total：5 points） 1. Everyone uses the target structures during the play (2 points); （使用了目標語言） 2. Correct, fluent, creative and good cooperation (2 points); (準確，流利，新穎，團隊合作默契） 3. Good body language and facial expression (1 point) (臺風，表情優美) I think Group ____can get _____points, because_____. 設計意圖 1.通過小組表演活動，培養學生的小組合作能力，語言表達能力，創造能力和綜合運用本節課所學知識的能力。 2.通過生生互評，培養學生及時發現錯誤，糾正錯誤的能力和評判能力。
環節六:Summary.教師活動 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… 學生活動 學生能夠總結出有禮貌地詢問信息和指示方向的主要句型。設計意圖 通過讓生總結，不僅再次回顧了本節課主要句型，而且培養了學生的歸納總結能力。環節七:Homework教師活動 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 ) 學生活動 針對不同層次的學生設置了不同綜合性練習作業，在兼顧學情的基礎上鞏固了本節課所學知識。 設計意圖 1. 編對話和寫短文都是相對綜合性的作業，能有效鞏固本節課所學知識； 2. 分層作業的布置，兼顧了學情，更為有效。課題Unit 3：Could you please tell me where the restrooms are Section B (2a- 2c) 課型新授課 復習課□ 試卷講評課□ 其它課□
教學內容分析 本節課是人教版九年級第三單元第四課時，Unit3 Could you please tell me where the restrooms are Section B(2a---2d)部分。這是一節閱讀課，圍繞“不同文化下不同的詢問技巧”這一話題展開，使學生學會在不同的環境下，使用合適的語言來禮貌地詢問和準確地回答。
學情分析 1. 九年級的學生對Could you please 句型有了一定的認識和理解（八年級下冊3單元），為進一步學習奠定了基礎;對that/whether/if 引導的賓語從句有了一定的認識和理解（九上2單元），本單元前三課時對wh引導的賓語從句進行了認識。為本課時進一步鞏固wh引導的賓語從句奠定了基礎。 2. 九年級的學生已經具備了根據關鍵信息（關鍵詞，關鍵句型）理解文章的能力。本課繼續鞏固根據關鍵詞理解句子的能力，根據上下文關鍵句型進行猜詞、推理的能力。 3. 九年級的學生對于禮貌禮儀有了一定的了解，但不太深入，對于不同文化下不同的禮貌用語了解不多。本課繼續學習在不同文化下不同的詢問技巧，學會不同的環境下，使用合適的語言來禮貌地詢問和準確地回答。 4. 具備網絡資源的學生可以上網搜尋有關不同文化背景下不同的禮貌語言和詢問技巧。也可以上學校圖書館查詢資料了解各個國家的禮儀禮貌用語。尊重學生的優勢，保障活動的順利開展。
學習目標 1.學生在語境中感知、理解以下詞匯：request, polite,direct. 2.學生通過閱讀談論禮貌用語的文章，進一步感知、理解含有where,when, how引導的賓語從句。 3.學生運用思維導圖理解語篇結構，在語境中體會不同的詢問技巧，學會在不同的環境下，使用合適的語言來禮貌地詢問和準確地回答。 4.學生學會禮貌待人，學會詢問，創建和諧的人際關系。
重點和難點 教學重點: 學生通過預習、總結、歸納,運用一方面明白了如何有效的復習話題,另一方面對中考題型中的完成句子、補全對話、短文填空的做題方法和技巧得到了提高和鞏固。 教學難點: 對與這兩個話題有關的知識系統地掌握和提高。
評價任務 1. 利用閱讀策略提煉閱讀文本關鍵詞，文章主旨及段落大意； 2. 讀中能準確、無誤地朗讀文段，并準確記憶關鍵詞匯； 3. 讀后能依據文章，發散思維，組織語言表達自己的新年計劃。
教學評活動過程 教師活動學生活動環節一：Warming-up Groupwork:小組討論一下，我們學過哪些提要求的句型，請把他們寫下。 教師給予指導和幫助。 充分給學生預熱的機會，為課堂學習做好充分的鋪墊。 有效訓練學生捕捉有效信息的能力。 學生根據要求討論。 設計意圖:充分給學生預熱的機會，為課堂學習做好充分的鋪墊。環節二：Before Reading1.視頻導入：How does Mr.Smith make requests（提出 要求） 出要求） 2.教師展示課件，組織學生展開討論。 1.教師播放視頻，提問學生: How does Mr.Smith make requests（提出要求） 2.教師展示課件，組織學生展開討論。 學生仔細觀看視頻，尋求答案。 2.學生小組討論。What other things does Mr.Smith have of making requests 設計意圖有效訓練學生捕捉有效信息的能力。 運用Brainstorm充分調動學生的思維，回顧學過的表示請求的句型環節三：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.引出思維導圖： 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.進一步完善思維導圖： 7.Watch a video What polite questions can you hear 8.Read para3 and find out the features(特點) 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. 學生根據閱讀提示，劃分段落，畫出每段的中心句。 學生掃讀第一自然段然后選擇正確答案。 學生根據教師提示說出答案。 學生理清思維導圖的思路。 學生閱讀第二自然段填表格。 學生再讀第二自段填空。 學生理出思維導圖的框架結構。 學生觀看視頻，從視頻中找出答案。 學生總結禮貌用語的特點。 學生讀第四自然段，填空。 學生小組活動，分配角色，積極準備。 速讀獲取前后關鍵信息；搭配填句。 認真精讀，核準讀音； 任務型閱讀技巧的核實。 設計意圖：學生能在思維導圖的幫助下更進一步地理解篇章結構。 訓練學生找關鍵信息，抓關鍵詞的能力。同時也從視頻中體會怎樣用合適的語言來禮貌地詢問的技巧。 在總結的過程中，學生體會禮貌用語的特點。 思維導圖進一步完善，結構更加清晰。 讓學生根據語境，體會不同的詢問技巧。 本課的思維導圖完全形成，通過本課的框架結構，學生對本課的篇章結構和思路有了清晰的了解。環節四：Group work 1.Group work (任選其一) 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. （選做） 學生小組活動，分配任務，積極準備。 學生認真領會。設計意圖 學生通過小組活動，在設計和表演活動過程中體會如何根據不同的環境，使用合適的語言來禮貌地詢問和準確地回答。 分層作業可以讓不同層次的學生各有所獲。

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