九年級英語unit3教（學）案

教師備課系統(tǒng)──多媒體教案./Unit3Couldyoupleasetellmewheretherestroomsare?教材解讀本單元的話題為得體禮貌地運用語言索取信息及提供信息.SectionA以購物和去游樂園游玩等日常生活為切入口,通過問路及指路引入語言操練及學習,讓學生通過模擬日常真實場景體會、感受及領悟目標語言內容.SectionB部分突出幫助學生擴充自己的描述性詞匯語庫,訓練他們運用形容詞描述相關場所的品質特征,以及對形容詞句型〔tobe+adj.的正確應用,在學習過程中進一步訓練學生在不同場合用詞用句的禮貌性及得體性.單元目標一、知識與技能1.掌握重點單詞和短語.2.學會禮貌性地詢問信息；能正確使用含有wh-問句的賓語從句.3.培養(yǎng)聽、說、讀、寫四項基本技能.二、過程與方法采用個人獨立思考,兩人或多人小組合作、交流的學習策略,積極創(chuàng)設較真實的語言環(huán)境,利用教學圖片、錄音機或多媒體課件來展開課堂的聽力和口語交際活動.三、情感、態(tài)度與價值觀養(yǎng)成在不同場合下禮貌性地使用語言并能結合不同文化背景得體使用語言.教法導航采用直觀教學法,遵循以學生為主體的原則.學法導航采用Usingcontestguessing和Roleplaying的學習策略,課時支配第1課時：SectionA1a-2d第2課時：SectionA3a第3課時：SectionB1a-2d第4課時：SectionB3a-課時教案教案I第1課時SectionA1a-2d教學目標一、知識與技能1.掌握重點詞匯和短語：restroom,stamp,bookstore,beside,postcard,pardon,bathroom,rush2.理解并掌握重點句型：Excuseme,couldyoutellmewhereIcan…?Excuseme,doyouknowwhereIcan…?3.能聽懂有關問路的對話.二、過程與方法 采用情境教學法,調動學生的積極性,引導他們積極參與課堂.三、情感、態(tài)度與價值觀學會語言使用的禮貌性和得體性.教學重點禮貌地運用句型：Excuseme,couldyoutellmewhereIcan…?Excuseme,doyouknowwhereIcan…?能聽懂有關問路的對話.教學難點能抓住錄音中的關鍵詞.教法導航課上引導學生積極參與課堂活動,老師少講,鼓勵學生多練.學法導航加強小組合作學習,積極回答問題.教學準備圖片,錄音機,多媒體.教學過程Step1GreetingsGreetthestudentsasusual.Step2Presentation1.GuessinggameShowpicturestothewholeclass,onestudentexplainstheplacesinEnglishandanotheronewhodoesn’tlookattheblackboardguesseswhatplaceitis.Forexample,onestudentsays:Wecansavemoneyorexchangemoneyinthisplace,anotheroneguessesitisabank.Getstudentstoguesstheplaceslikebank,postoffice,bookstore,museum,bathroom,washroom,mallandsoon.2.Showsomestampstostudentsandpresentthenewsentences:CouldyoutellmewhereIcanbuysomestamps?CouldyoupleasetellmewhereIcangetadictionary?DoyouknowwhereIcangetsomemagazines?Step3PracticeMatcheachthingwithaplaceinthepicturein1a.Readthephrases.___getsomemoney___getsomemagazines___havedinner___getadictionary___getsomeinformationaboutthetown___buyanewspaper___buysomestamps___getapairofshoesStep4ListeningListenandcompletetheconversationsinthepicturein1a.Thenchecktheanswerswiththewholeclass.Step5PracticeMakeconversationsusingtheinformationin1a.Thentalkaboutyourowncity.Forexample:A:Excuseme,couldyoupleasetellmehowtogettothebookstore?B:Sure,justgoalongMainStreetuntilyoupassCenterStreet.Thebookstoreisonyourright,besidethebank.A:Thanks.Doyouknowwhenthebookstoreclosestoday?B:Itclosesat7:00p.m.today.A:Thankyou!B:You’rewelcome.Step6Listening1.Listenandnumberthedirectionsintheorderthatyouhearthem.2aYouwillhearsomeofthedirectionsbelow.Numberthedirectionsintheorderyouhearthem.2.Listenagain.Showhowtheboywalkstothesupermarket.Drawalineinthepicturein2a.Thengetonestudenttodrawthelineontheblackboard.3.Listenforthethirdtimeandanswerthequestions.1>Excuseme,canyoutellmewhereIcanbuysomemedicine?2>Doyouknowhowtogothere?3>OK,great.Oh,andonemorething.Doyouknowwhenthisshoppingcenterclosestonight?Step7PairworkMakeconversationsabouttheotherplacesinthepicturein2a.A:Excuseme.CanyoutellmewhereIcanbuysomestamps?B:Yes,there’sapostofficeinthisshoppingcenter.A:Doyouknowhowtogothere?B:Yes.Gotothethirdfloorandturnright.Thengopastthebank.Thepostofficeisbetweenthemuseumandthelibrary.Youshouldbeabletogetstamps.A:OK,great.Oh,andonemorething.Doyouknow…B:I’mnotsure,butyou…A:OK,thanksalot.B:You’rewelcome.Step8Reading1.Readtheconversationin2dandanswerthequestions.2.Role–playtheconversation.3.Explainthelanguagepointsin2d.<1>Pardon?Restroom?Youalreadywanttorest?Butwehaven’tevenstartedyet!1>pardon用作動詞,后面既可以跟賓語,也可以跟雙賓語；pardonsb.fordoingsth.意為"原諒/寬恕某人做某事".e.g.Canyoupardonmefornotpassingtheexam,Mom?2>在沒有聽懂對方的話,請對方重復一下時也可說pardon.e.g.Pardon?I’msorryIcan’tfollowyou.<2>I’mexcitedtotrytherides!excited和exciting的區(qū)別:1>excited意為"激動的；興奮的",作表語時,主語通常是人；作定語時,常用來修飾人,說明激動的表情.e.g.Allofuswereexcitedwhenweheardthegoodnews.Theexcitedchildopenedhispresentquickly.2>exciting意為"激動人心的",作表語時,主語通常是物；作定語時,常用來修飾物.e.g.Themovieisveryexciting.Myfathertoldmeanexcitingstory.<3>Imean…youknow,awashroomorbathroom.mean作動詞有以下含義：1>有……的意思,指〔多作及物動詞,其后可跟名詞或代詞,也可跟從句.e.g.Whatdoesthiswordmean?2意味〔著〔及物動詞,常跟名詞,有時可跟動詞-ing形式或從句.e.g.Carlreallycouldnotdothatitwouldmeantheendofhiscareer.3有……意圖,打算,想,常跟名詞、代詞或動詞不定式.跟帶不定式的復合結構時,還可用于被動語態(tài).e.g.Inevermeanttohurtyou.<4>Ninethirty,soyoudon’tneedtorush!

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匆忙e.g.Thenthreepolicemenrushedathim.<rushv.>Theymadearushforthedoor.<rushn.>Step10Summary師生共同總結問路句型.1.Excuseme.WhereisQiaotouMiddleSchool2.Excuseme.CouldyoutellmewhereQiaotouMiddleSchool3.Excuseme.DoyouknowhowIcangettoQiaotouMiddleSchool?=DoyouknowhowtogettoQiaotou4.Excuseme.WhichisthewaytoQiaotouMiddleSchool課堂作業(yè)Makeconversationsaboutyourowntown/city.第2課時SectionA3a-4c教學目標一、知識與技能1.復習、鞏固賓語從句的用法并掌握委婉問路指路的句型.2.培養(yǎng)閱讀理解能力.3.完成相關練習.二、過程與方法 將抽象知識具體化,幫助學生總結規(guī)律,系統(tǒng)地學習語法.調動學生的積極性,引導他們積極參與課堂.三、情感、態(tài)度與價值觀學會禮貌地問路指路.教學重點復習、鞏固賓語從句的用法并掌握委婉問路指路的句型.培養(yǎng)閱讀理解能力.教學難點培養(yǎng)閱讀理解能力.教法導航通過大量練習讓學生主動掌握語法知識.學法導航練習、討論、主動探求規(guī)律.教學準備多媒體.教學過程Step1GreetingsGreetthestudentsasusual.Step2Revision1.TranslatethesentencesintoEnglish.1>請你告訴我怎樣去書店好嗎？2>打擾了,你知道我在哪能買到一些郵票嗎？3>我想知道公園今天什么時候關門.4>銀行和超市之間有一個餐館.2.Role-playtheconversationin2d.Step3Presentation1.Showapictureoffunpark.Askstudents:Areyouexcitedtotrytheseinthefunpark?2.Showaridetothemandsay:Howdoyouthinkoftheride?Isitfunorscary?Doyouwanttohaveatry?Step4Reading1.Readtheconversationin3aquicklyanddotrueorfalse.1>AliceandHeWeiareinWaterWorld.2>Thenewridelooksscary.3>Alicewasscaryatfirst.4>Alicethinksthenewrideisactuallyfun.5>HeWeithinksFunTimes6>ArockbandplaysinWaterWorldRestauranteveryevening.7>AliceandHeWeicangolatertotherestaurant.2.Readtheconversationagainandanswerthequestionsin3a.1>WhydidAlicenotwanttogoonthenewride?Howdidshefeelaftertheride?2>WhatisspecialaboutUncleBob’srestaurant?3>ShouldAliceandHeWeigetthereearlyfordinner?Why?Step5PracticeUnderlinethequestionsorstatementsintheconversationthataskforinformation.Rewritetheminadifferentway.e.g.Iwonderwhereweshouldgonext.Couldyoutellmewherewecouldgonext?Checktheanswerswiththewholeclass.Step6LanguagepointsFindthedifficultpointswiththestudentsandthencheckit.1.Iwasscaredatfirst,butshoutingdidhelp.此句相當于Iwasscaredatfirst,butshoutingreallyhelped.原句是一種表現強調的句式,英語中,可用助動詞do對謂語動詞進行強調,構成強調句.e.g.Pleasedobecareful.請一定小心.Idoagreewithyou.我完全同意你的意見.Hedidwarnyouotherday,remember?他前兩天就告誡過你,還記得嗎？2.IsuggestWaterCityRestaurantinWaterWorld.suggest作動詞,可意為"顯示；間接表明",后可接賓語從句.e.g.Hisbehaviorsuggested<that>hewasakindman.

他的行為顯示他是個好人.suggest作"建議"講時,應注意以下兩點：1>suggestdoingsth.建議做某事.e.g.Isuggestedgoinghome.我建議回家.2>suggest后接從句時,從句常用虛擬語氣,謂語由"should+動詞原形"構成,should可以省略.e.g.Isuggestedthatwe<should>gohome.我建議我們回家.另外,suggestion是suggest的名詞形式,作"建議"講時,是可數名詞.e.g.Doyouhaveanysuggestions?你有什么建議嗎？3.Therestaurantisalwaysbusy,atthattimesocomealittleearliertogetatable.用于"就餐"的語境時,形容詞busy相當于"吃飯人多；餐廳擁擠"的意思；動詞短語togetatable類似于漢語"定餐桌；占位子"等意思.Thengivethestudentsafewminutestolearnthepointsbyheart.Step7GrammarFocusLetstudentscompletethesentences.1.打擾了,你知道我能在哪買到一些藥?Excuseme,doyouknowwhere_________buysomemedicine?2.當然,順著這條街有個超市.Sure.Thereisasupermarket.3.請你告訴我怎樣到郵局好嗎？Couldyoupleasetellme_________gettothepostoffice?4.對不起,我不確定怎樣到那.______,Iam____________howtogetthere.5.你能告訴我們今晚樂隊什么時候開始演奏嗎？Canyoutellus______________________playingthisevening?6.晚上8點開始.Itstartsat.7.我想知道接下來我們該去哪兒.I______wherewe________________.教師巡回指導,查看.然后師生共同核對答案.教師讓學生找出含有的賓語從句,師生共同學習Objectiveclauseswithwh-questions.上一個單元我們已經學習了由that和whether,if引導的賓語從句.這個單元我們繼續(xù)學習由疑問詞引導的賓語從句.疑問詞：疑問代詞〔what、whom、who、whose、which疑問副詞〔when、where、why、how.語序：無論主句是陳述句還是疑問句,也無論主從句間是什么引導詞,賓語從句一律用陳述語序,即"引導詞+主語+謂語+其它".如：CouldyoutellmewhereWeiFanglives?

時態(tài)：1>如果主句是一般現在時或一般將來時,賓語從句的時態(tài)不受限制,可根據實際表達的需要來確定.如：Jennyknowsthemanwasflyingakiteatthattime.珍妮知道當時那人正在放風箏.YouwillunderstandwhyIdiditoneday.總有一天你會明白我為什么那樣做.2>如果主句是一般過去時,賓語從句用過去時態(tài)的某種形式.如：Ithoughthehadgonetotownthatday.我以為他那天進城去了.3>如果賓語從句敘述的是客觀事實、自然現象或科學真理等,從句不受主句時態(tài)的限制,用一般現在時.如：Hesaidtimeismoney.他說時間就是金錢.Step8Practice1.Rewritethequestionsin4atomakethemmorepolite.1>WherecanIbuysomegrapesorotherfruit?2>HowdoesthisCDplayerwork?3>HowdoIgettotheCentralLibrary?4>IstheItalianrestaurantnearbyopenonMondays?Getstudentswritedowntheiranswersintheirbooks.2.Whatshouldeachpersonaskinthefollowingsituations?Letstudentswritedowntheiranswersandthensaytheiranswersonebyone.1>Timisveryhungry.Hewonderswheretogetsomethingtoeat?Excuseme,wouldyoumindtellingmehowIcangettoanearbyrestaurant?Pardonme,doyouknowifthere’sarestaurantaroundhere?2>Sallyneedstomailaletter.3>Helenneedstoknowwhenthebikeshopcloses.4>Beniswonderingifthere’sabankintheshoppingcenter.3.Askstudentstowritefourquestionsthatatouristmightaskaboutyourcity/town.Thenrole-playconversationswithyourpartner.課堂作業(yè)1.Heasked________forthecomputer.A.didIpayhowmuchB.IpaidhowmuchC.howmuchdidIpayD.howmuchIpaid2."Haveyouseenthefilm?"heaskedme.Heaskedme_______.A.hadIseenthefilmB.haveIseenthefilmC.ifIhaveseenthefilmD.whetherIhadseenthefilm3."You’vealreadygotwell,haven’tyou?"sheasked.Sheasked______.A.ifIhavealreadygotwell,hadn’tyouB.whetherIhadalreadygotwellC.haveIalreadygotwellD.hadIalreadygotwell4.Heasked,"Howareyougettingalong?"Heasked_______.A.howamIgettingalongB.howareyougettingalongC.howIwasgettingalongD.howwasIgettingalong5.Heaskedme_____toldmetheaccident.A.whomB.whichC.whoD.whose6.SheaskedmeifIknew______.A.whosepenisitB.whosepenitwasC.whosepenitisD.whosepenwasit參考答案：1.D2.D3.B4.C5.C6.B第3課時SectionB1a-2e教學目標一、知識與技能1.掌握新單詞和短語.2.在不同的情境中正確、熟練地使用表示委婉指路問路的句型.3.培養(yǎng)聽、說、讀、寫四項基本技能.二、過程與方法觀看,感受,模仿,實踐. 三、情感、態(tài)度與價值觀訓練在不同的場合下語言使用的得體性和禮貌性.教學重點在不同的情境中正確、熟練地使用表示委婉指路問路的句型.培養(yǎng)聽、說、讀、寫四項基本技能.教學難點培養(yǎng)聽、說、讀、寫四項基本技能.教法導航創(chuàng)設情境,實踐演練.學法導航通過聽、說、讀、寫,獨立思考,小組合作完成學習任務,提高各項能力.教學準備圖片,多媒體.教學過程Step1GreetingsGreetthestudentsasusual.Step2RevisionYouareatouristinacity,youwanttoknowsomethingaboutthecity.Makeaconversationaboutaskinginformationpolitely.A:Couldyoupleasetellmewherethenearestbankis?B:Sure,goeastalongthisstreet,thenyou’llseeit.A:Canyoutellmeifthereisadeliciousrestaurantnearhere?B:Sure.Walkalongthisstreet,therestaurantisonyouright.A:Anddoyouknowwherethebiggesthospitalis?B:Godownthisstreet,turnleftatthefirstcrossing,youwillseeit.A:Afterdinner,Iwanttobuyapairofshoes,wouldyoumindtellingmewherethenearestsupermarketis?B:It’soverthere,justacrossfromyou.A:Haha!Iseeit.Thankyouverymuch!B:Youarewelcome.Step3Leadin1.Talkaboutplacesinyourcity.2.Showsomepicturesofplacesanddiscusswhatqualitiesareimportantforeachplace.Step41a&Pairwork1aWhatqualitiesareimportantforeachplace?Writethewordsfromtheboxnexttoeachplacebelow.Writethemostimportantwordseresting,fascinating,inexpensive,quietuncrowded,big,beautiful,convenient,safe,cleanPlacesqualitiesrestroomclean,uncrowded,convenientmuseuminteresting,quiet,uncrowdedrestaurantclean,inexpensive,quietparkbeautiful,safe,bigsubwayuncrowded,safe,convenientmallinexpensive,big,interesting,convenient,safePairwork：1bTalkaboutplacesinyourcityusingthewordsin1a.A:TheFunArtsB:Yes,andit’squiet,too.A:….Step5ListeningListenandcheckthesentencesyouhear.Playtherecording,studentsonlylisten.Playtherecordingasecondtime.Studentslistenandchecktheitems.Checktheanswerswiththewholeclass.Step6PairworkRole-playtheconversationbetweentheclerkandthetourist.A:Canyoutellmewherethere’sgoodplacetoeat?B:Ofcourse.Whatkindoffooddoyoulike?A:I’dlikefreshvegetables.B:YoucangotoGreenLandA:…Step72aWheredoyouneedtomakepoliterequests?Thinkofsomepossiblesituations.Discussthemwithyourpartner.Inaforeigncountry.Inpublicplaceslikeabank,apostoffice,alibrary,ashoppingmall,etc.Atschool.Athome,especiallywhenspeakingtoyourelders.ZhangMingistravelingintheUSA.Hewantstogotoasmalltownbuthedoesn'tknowthewaynow.Whatshouldhedo?Step8DiscussionDiscussthelanguageyouusedtomakethisrequest<要求,請求>.Wasitthesameeachtime?Ifnot,discusswhynot.Step9Reading1.Readthearticleandmatchparagraphwithitsmainidea.2dReadthearticleandunderlinethetopicsentenceforeachparagraph.Paragraph1Whenyouvisitaforeigncountry,itisimportanttoknowhowtoaskforhelppolitely<adv.禮貌地>….Paragraph2Goodspeakerschangethewaytheyspeakindifferentsituations.…Paragraph3Usuallypolitequestionsarelonger.Paragraph4However,itisimportanttolearnhowtousetherightlanguageindifferentsituations.…2.Readthearticleagainandanswerthequestions.Readparagraph1andanswerthequestion.Whatelsedoweneedtolearnbesidesaskingaquestioncorrectlywhenyouaskforhelp?Weneedtolearnhowtobepolitewhenweaskforhelp.Readparagraph2andanswerthequestion.Whatdoweneedtothinkaboutwhenyoutalktodifferentpeople?Weneedtothinkaboutwhomwespeaktoorhowwellweknowthem.Readparagraph3andanswerthequestion.Whatcanleadintoarequestwithastrangeronthestreet?"Excuseme,Iwonderifyoucanhelpme"or"I’msorrytotroubleyou,but…"beforeaskingforhelp.2cFindallthedirectquestionsandpoliterequestsfromthepassage.DirectquestionsPoliterequests1.Wherearetherestrooms?2.Whenistheschooltrip?3.Peter,tellmeyoure-mailaddress.4.Where’sthepostoffice?1.Couldyoutellmewheretherestroomsare?2.Excuseme,Mr.West.Doyouknowwhentheschooltripis?3.Peter,couldyoupleasetellmeyoure-mailaddress?4.Pardonme,couldyoupleasetellmewheretoparkmycar?2dReadtherequestsbelow.Inthesecondcolumn,writeAifyouwouldsayittosomeoneyouknowandBifyouwouldsayittoastranger.Inthelastcolumn,writewhereyouthinkthesepeopleare.Readthelettersagainandtrytofindoutthephrasesin2d.Asksomestudentstotranslatethephrasesfirstandthenaskthemtoworkinpairstowriteonesentencewitheachphrasefromtheletters.Thenasksomestudentstoreporttheirsentences.Step10Languagepoints1.Botharecorrect,butthefirstonesoundslesspolite.less+形容詞或副詞,構成降級比較形式,相當于中文"不那么；稍許不……"之意.e.g.Hissecondmovieislessinteresting.他的第二部電影就沒那么有趣.2.Itmightseemmoredifficulttospeakpolitelythandirectly.情態(tài)動詞might表達一種可能性及推測的不確定性,意思與表達可能性的may相當,表示"有可能,也許會",但語氣更加委婉,更不確定.e.g.Hemightcome,butit’sveryunlikely.他也許會來,但非?？坎蛔?3.However,itisimportanttolearnhowtousetherightlanguageindifferentsituations.it作形式主語.梳理：在英語中,如果主語是較長的動詞不定式或一個句子,為了保持句子結構的平衡,避免頭重腳輕,通常用it作形式主語放在句首,而把真正的主語放在句尾.常見的句型有：1>Itis+adj.<+for+sb.>+todosth..常用于此句型的形容詞有important,difficult,dangerous,necessary,useful,possible等,用來對todosth.進行說明.如：It’sdifficultforustofinishtheworkinanhour.2>Itis+adj.+of+sb.+todosth..常用于此句型的形容詞有good,kind,nice,clever,wise等,用來對sb.的性格、品質等進行說明.如：It’skindofyoutosayso.Thengivethestudentsafewminutestoreadaloudthispassageagainandtrytolrearnthelanguagepointsbyheart.課堂作業(yè)請根據漢語意思完成下列英語句子〔每空一詞.1.對他來說,回答那個問題是十分困難的.It’sveryhard____him___________thatquestion.2.你這樣說真是太好了.It’sverykind____you________so.3.我們在閱覽室里保持安靜是十分必要的.It’snecessary____________<should>keepquietinthereadingroom.It’snecessaryforus___________________inthereadingroom.Keys:1.for;toanswer2.of,tosay3.thatwe,tokeepquiet第4課時SectionB3a-SelfC教學目標一、知識與技能1.復習鞏固本單元重點詞匯和句型.2.培養(yǎng)學生的寫作能力.3.完成相關練習.二、過程與方法 思考、探究、討論、小組交流、合作.三、情感、態(tài)度與價值觀進一步提高語言運用的得體性和禮貌性.教學重點復習鞏固本單元重點詞匯和句型.教學難點培養(yǎng)寫作能力.教法導航讓學生動腦思考,動筆寫,動手練.學法導航獨立思考,小組合作.教學準備多媒體,練習.教學過程Step1GreetingsGreetthestudentsasusual.Step2Revision1.Writedownthephrases1>提出禮貌的要求；2>聽起來更禮貌；3>一個很直接的問題；4>請求幫助；5>在不同的情形下；6>取決于；7>你所用的表達方式；8>比如；9>花時間導入；10>變得更擅長2.Fillintheblanksaccordingto2b.Whenyouvisita_______country,itis_________toknowhowtoaskforhelp______.Forexample,"Wherearetherestrooms?"or"Couldyou_____tellmewherethe___________?"thesearesimilar________for_________youmayask.Bothare_______English,butthefirstonesounds_____polite.Thatisbecauseitisavery______question.Itisnotenoughtojustaskaquestion________.Wealsoneedtolearnhowtobepolitewhenweaskfor_____.InEnglish,___inChinese,wechangethewaywe______indifferent_________.Theexpressionsyouusemight__________whomyouarespeakingto___howwellyouknowthem.Ifyousaytoyourteacher,"Whenistheschooltrip?"thismightsound________.Butifyousay,"Excuseme,Mr.West,doyouknowwhentheschooltrip___?",thiswillsound_____morepolite.However,itisallrighttoaskdirectquestionstoyourclassmatesbecauseyouknowthem____.Itmightseemmore_______tospeakpolitelythan_______.Itisimportanttolearnhowtouse_____________indifferentsituations.Thiswillalsohelpyou___________betterwithotherpeople.Step3PresentationImagineyouaregoingonashortstudyvacationataschoolinanEnglish-speakingcountry.Whatwouldyouliketoknowbeforeyougo?Writesomepolite,indirectquestionsaboutthefollowingtopics.1>Thecourseyouwillstudy；2>Thetimeofthecourse；3>Whereandwhatyoucaneat；4>Whereyouwillstay；5>Whatactivitiesyoucando；6>Traveltotheschool；7>OtherStep4PracticeMakeconversationsaccordingtotheinformationin3a.Step5Writing1.Writeapolitelettertotheschoolaskingfortheinformationyouwanttoknow.Useyournotesin3a.Inyourletter,youshould:introduceyourself；saywhenyouarecoming；politelyaskforinformation；thankthepersonforhelpingyou.2.Usethefollowingexpressionstohelpyou:Mynameis…andI’mfrom…I’llbecomingtoyourschoolfor…I’dliketoknowabout…Iwouldliketothankyoufor…I’mlookingforwardtoyourreply.3.教師給予一定的寫作指導：本次寫作內容是一封書信,信的開頭和結尾已經給出.但我們還是要記住書信的格式,便于今后自己運用.信中首先要介紹自己,然后告訴你去他們學校的時間,然后同學們可根據在3a環(huán)節(jié)中所問到的問題來禮貌地詢問你想知道的信息.Onepossibleversion:DearSirorMadam,MynameisHeWeiandI’mfromBeijing,CouldyoutellmewhatcourseIwillstudyinyourschool?AndIalsowanttoknowwhenthecoursewillstart.IwanttoknowwhereIwillstay.Canyoutellme?WouldyoumindtellingmewhereandwhatIcaneatinyourschool?Ilikeallkindsofactivities.CouldyoupleasetellmewhatactivitiesIcandoinyourschool?Thelastquestion,canyoutellmehowIcangettoyourschool?IwouldliketothankyouforhelpingmeandIlookforwardtoyourreply.Yoursfaithfully,HeWei同伴之間相互交流,更改所寫內容.Step6SelfCheck1.Fillintheblankswiththewordsinthebox.2.Writequestionsandanswersusingthewordsgiven.Step7Languagepoints1.I’mlookingforwardtoyourreply.lookforwardto期待,盼望.后面接名詞或者動名詞.e.g.Ilookforwardtoyourgoodnews.我等待你的好消息.Lookforwardtohearingfromyou.期待你的來信.2.Iwouldliketothankyoufor…thanksfor"因……而感謝",是客套用語,thanks相當于thankyou,for強調為何而感謝,其后可接名詞或V-ing.e.g.Thanks

for

lendingmethemoney.多謝您借錢給我.Thanks

for

reminding.I’dforgottenallabouthiscomingthisafternoon.謝謝你提醒我,我完全忘了他今天下午要來.3.Ineedtoplanmytimebetter.1>plansth.計劃某事,后接名詞.e.g.Iwanttoplanmysummervacation.我想要計劃我的暑假.2>plantodosth.計劃去做某事,to是動詞不定式.e.g.Theyplantohaveasportsmeeting.他們計劃開運動會.3>planforsth.關于……的計劃,plan是名詞.Thengivethestudentsafewminutestoreviewwhatthayhavelearntinthisunit.Step8Homework根據3b的內容寫一封回信.課堂作業(yè)Gooverthewholeunitanddomoreexercisesafterclass.教案II第1課時SectionA1a-2d教學目標一、知識與技能1.掌握重點詞匯,短語和句型：Couldyouplease…?CouldI…?2.培養(yǎng)聽力能力.3.能禮貌委婉地問路指路.二、過程與方法 任務型教學法,同伴,小組互動,聽、說、讀、寫相結合.三、情感、態(tài)度與價值觀提高語言運用的得體性和禮貌性.教學重點掌握重點詞匯,短語和句型.教學難點熟練掌握有關禮貌問路指路的詞匯,短語和句型.教法導航講練結合,聽說結合,以學生為主.學法導航同伴、小組相結合,多聽、多說.教學準備圖片,多媒體.教學過程Step1GreetingsGreetthestudentsasusual.Step2LeadinShowthepicturesin1aandletthemsaythenamesoftheplaces.T:Whatplacecanyouseeinthepicture?S1:Icanseeabookstoreandabank.S2:Icanseearetaurantandapostoffice.在此基礎上可進一步開拓學生的思路,讓他們說出自己身邊更多場所的英文名稱,教師可適當板書.Step31aThenletthestudentsfinishthetaskin1a.學生完成后,可先要求他們大聲讀出1a活動所列的短語,然后讓學生之間相互提問：Wherecanwegetsomemoney?Wecangetsomemoneyatabank.Wherecanwegetsomemagzines?…Step41b-1c首先復習方位介詞,再次讓學生觀察課本主題圖,教師提問,引導學生運用學過的表示各場所的位置關系的方位介詞.Whereisthebank?It’sbetweentheretaurantandthebookstore.Whichstreetisiton?It’sonMainStreet.Thenplaythetapeforthefirsttimeandfinishthetaskin1b.Playthetapeforthesecondtimeandaskthemtochecktheanswers.讓學生分角色朗讀1c活動的對話示范,教師正音指導.然后讓學生結伴,仿照示范展開對話,完成1c活動,教師巡視指導,讓部分同學到臺前表演對話,為大家做出示范.Step52a首先讓學生看圖,熟悉圖片內容,然后教師利用以下問題引導學生觀察課本插圖.Whatplacedoesthepictureshow?Whatshopscanweseeinthepicture?Howmanyfloorscanweseeinthepicture?讓學生依次讀出2a所列語句,教師確保學生理解句子意思.聽第一遍,抓住對話大意.再聽錄音,抓住細節(jié).播放第三遍錄音,學生按要求完成2b活動,并就近與同伴進行核對,修正并確認答案.讓學生在2a插圖中確定一個自己要去的地方及所做的事情,然后與鄰座結伴,仿照書本中的例子互換角色,開展2c對話活動,教師巡視指導及點評.Step62d學生讀一遍對話,教師借助下列問題與學生展開交流,檢查學生對所讀對話的理解.WhatareHeWeiandAlice?WhatdifferentpartsdoesFunTimesAliceusedawordthatHeWeididn’HowdidAlicehelpHeWeitoundersandher?然后播放對話,讓學生模仿語音語調.播放錄音,學生跟讀.操練對話,表演對話.學生結對分角色演練對話,教師點評活動,并請部分學生給大家進行示范表演.師生共同學習文中的重點語言項目.Thengivethemafewminutestosumupwhattheyhavelearnedinthislesson.Step7HomeworkSumupwhattheyhavelearnedinthislesson.第2課時SectionA3a教學目標一、知識與技能1.掌握重點詞匯和短語.2.復習、鞏固表示禮貌性問路的句型.3.培養(yǎng)閱讀理解能力和口語表達能力.4.進一步理解賓語從句.二、過程與方法以學生為主體調動學生的積極性,通過大量練習感悟、鞏固知識.三、情感、態(tài)度與價值觀進一步提高禮貌性地交際能力.教學重點1.復習、鞏固表示禮貌性問路的句型.2.培養(yǎng)閱讀理解能力和口語表達能力.3.進一步理解賓語從句.教學難點培養(yǎng)閱讀理解能力和口語表達能力.教法導航引導學生積極參與課堂活動,以學生為主體調動學生的積極性,老師少講,鼓勵學生多練.學法導航1.學生認真聽,多訓練以達到學以致用的目的.2.加強小組合作學習,積極回答問題.教學準備多媒體,大量示例及練習.教學過程Step1GreetingsGreetthestudentsasusual.Step2Leadin讀前預測.教師呈現帶有3a插圖和標題的幻燈片以及下列問題:WhatdidHeWeisuggestAlicetodoifAliceisscaredduringtheride?DidAlicetrytheride?Howdoyouknow?Whatwilltheydoaftertheride?Wherewilltheyhavedinner?Why?Askthestudentstoanswerthequestionsandthenchecktheanswers.Step3ReadingAskthestudentstoreadtheconversationinpairs.學生再度自主閱讀對話完成3b活動要求,然后檢測答案.Step4GrammarFocus教師利用多媒體呈現以下例句：WherecanIbuysomemedicine?Excuseme,doyouknowwhereIcanbuysomemedicine?教師按照上述形式將GrammarFocus所列句子都按照上述形式呈現.然后讓學生大聲朗讀GrammarFocus中的句子；引導學生討論哪種句型更禮貌.再次觀察以上例句,教師引入"賓語從句"這一概念,讓學生說出它們的不同,對于語序問題教師要加以講解和強調.Step54a-4c讓學生自主讀4a的例句,確保每個學生理解句子的含義.Thenletthestudentsfinishthetaskin4a,thenletthemchecktheanswerswitheachothertocorrecttheirmistakes.引導學生讀出本活動示范例句,確認學生理解題目要求及各小題場景.學生按照要求完成該項活動,教師巡視指導,獲取反饋.選取部分學生習題樣例板書或朗讀示范,教師點評.要求學生按活動要求書寫問題,教師巡視指導,鼓勵學生在完成草稿后結伴交流,修改完善.學生結伴,按照書本要求開展角色表演活動,就自己所寫問題進行口語操練.師生共同點評,選部分學生登臺進行示范表演.Step6自主復習Givethestudentsafewminutestoreviewwhatthayhavelearnedinthisunit.Theteaherwalksupanddownintheclassroomtohelpthesrtudnets.Step7Homework就4c對話繼續(xù)練習.課堂作業(yè)Writethewordsandphrasesinthisunit.第3課時SectionB1a-2d教學目標一、知識與技能1.掌握重點詞匯和短語.2.進一步復習、鞏固重點句型和答語.3.培養(yǎng)聽、說、讀、寫綜合能力.二、過程與方法兩人小組,多人小組對話,練習.三、情感、態(tài)度與價值觀適時訓練語言運用中不同場合用詞用句的禮貌性及得體性.教學重點進一步復習、鞏固重點句型和答語.培養(yǎng)聽、說、讀、寫綜合能力.教學難點培養(yǎng)聽、說、讀、寫綜合能力.教法導航任務型教學法,聽、說、讀、寫相結合綜合教學法.學法導航兩人小組、多人小組討論,交流,個人獨立思考.教學準備圖片、多媒體.教學過程Step1GreetingsGreetthestudentsasusual.Step21a-1eAskthestudentstoreadthewordsin1a對于學生生疏的詞匯教師加以講解和領讀,然后請不同同學朗讀,糾正他們的發(fā)音,然后讓他們完成1a練習,隨后核對答案.在核對答案的同時要求學生用完整的句子對地點進行描述.聽前預測.學生觀察書本插圖及瀏覽1c活動內容,然后出示以下問題：What’sthenameoftheplaceshowninthepicture?Whatareallthesepeopledoingthere?What’sthemanfromSunvilleTouristInformationdoing?Howmanyconversationsarewegoingtolistento?學生回答問題：Thenplaythetapeforthefirsttimeandletthemfillinthe