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Unit 3 Could you please tell me where the restrooms are设计思路 本单元主要采用情境引导法与直观的多媒体结合，更能激发学生的兴趣，充分调动学生的积极性，发挥学生的主体作用。问路和指路有许多固定表达方式，在小对话中培养学生对问路语境的敏感性，并通过pair work, group work等口语交际活动使学生对该话题的反映达到“机械化”程度。本课时从知识上，从用where做引导词来引导宾语从句，拓展到用其他特殊疑问词作引导词，从技能上，延伸到询问多种信息和用多种提问方法表达自己的思想。为此，要充分复习前一课，并结合教材上提供的相关问题对长对话进行充分理解，在此基础上，完成本课时的教学目标。材料分析 教材以“Ask for information politely”为话题，以“礼貌地咨询信息（重点是问路）”展开交际，重点在语境中学习和运用了wh-疑问词引导的宾语从句。本课时从地点和外出活动相关的词汇入手，开展了简单的问路和指路会话活动，并在问路的表达中穿插了宾语从句。主要复习已学过的问路的表达方式，并学会从更广泛的领域礼貌地询问信息，例如：询问时间、方法等。并学习用更礼貌的方法表达自己的疑问，把特殊疑问句转换为宾语从句。Section A 从地点和外出活动相关的词汇入手，开展了简单的问路和指路会话活动，并在问路的表达中穿插了宾语从句。之后，又把话题扩展到其他信息，从更广泛的领域操练宾语从句。学情分析教学目标1.语言知识目标 基本词汇：restroom, stamp, bookstore, postcard, pardon, washroom, bathroom, normal, rush, suggest, staff, grape, central, mail, east, fascinating, convenient ,mall, clerk, corner, polite, politely, speaker, request, direction, correct, direct, whom, address, underground基本句型：Excuse me, do you know where I can buy some medicine? Sure. Theres a supermarket down the street. Could you please tell me how to get to the post office? Sorry, Im not sure how to get there. I wonder where we should go next. Could you tell us when the band starts playing this evening?2.技能目标: （1）能用宾语从句礼貌的寻求帮助。 （2）能用正确的方法指路。3.情感目标:培养学生尊重他人，对人有礼貌，热爱生活。重难点：1.教学重点：（1）礼貌的向他人寻求帮助。 （2）正确使用宾语从句。2.教学难点：运用宾语从句礼貌的寻求帮助。教学方法根据本课教学目标和重点内容，教师可采用听，读，小组讨论，角色扮演等活动来引导学生进行学习。教学资源PPT, handouts, MP3, video 教学过程教学环节教师活动学生活动设计意图Step 1情景导入Teacher: Youre new to this school. You need to know where the main office is. How can you ask where the main office is?S1: Wheres the main office?Teacher: Thats one way to ask. But there are more polite ways you can ask. Can you say some of them?Students:_Can you tell me where the main office is?Could you tell me how to get to the main office?学生口头交流导入话题通过提问激发学生的表达欲望，使学生体验到了掌握知识的个人意义。Step 2完成教材1a-1c的任务1.要求学生翻开课本P17，要求学生查看1a下方的图片并与图片下方所给动词短语的描述搭配起来。2.检查答案，要求全班一起给出答案并检查讨论。3.要求学生听第一遍录音，并完成课本上1a中图片上的对话内容，完成1b的任务。4.要求学生听第二遍录音，并逐句进行跟读。5.要求学生模仿听力内容，使用1c方框中所给的对话介绍自己居住的城市。并邀请2-3对同学当堂进行演示。6.小结训练。要求学生在规定的时间内完成一个小练习。并请若干学生给出自己的答案。有错误的话及时纠正。听力训练并进行模仿对话练习, 对目标语言进行初步操练.通过学习1a，使学生对宾语从句有所了解；通过1b，锻炼学生的听力及抓取关键信息的能力；通过1c的训练锻炼学生的口头表达能力 Step 3完成教材2a-2d的任务1.要求学生翻开课本P18。要求学生听第一遍录音并给出所听到的指示方位的正确顺序。2.要求学生听第二遍录音，在2a图片中画出男孩到超市的路线并逐句进行跟读，完成2b的任务。3.放下听力材料，要求学生模仿2c的内容，利用2a的信息分角色练习对话并编造自己的对话。然后邀请2-3对同学当堂演示。看哪一对的表现最佳。4.播放2d的对话录音，让学生跟读，模仿并理解大意。然后让学生分角色朗读并表演2d的对话。5.对话内容巩固训练。要求学生根据2d的对话内容完成下列各句。完成后要求若干学生给出自己的答案。以巩固对对话内容的了解。根据课文内容完成句子。1.The Fun Times Park is the biggest amusement park in my city.2.Alice wants to know where the restrooms are at first.3.In fact, Alice wants to find the toilets.4.In China, “restroom” is not commonly used as the “toilet” or “washroom”.5.The Fun Times Park closes at nine thirty today.听力和模仿性对话训练,进一步操练目标语言.学生分角色朗读并表演并进行对话巩固训练.让学生运用目标语言进行交流，提高其语用能力，以及与他人合作交往的能力。Step 4完成教材3a-3b的任务1.要求学生快速默读对话，熟知大意，并回答课本3a的问题。然后邀请几位同学给出自己的答案，全班一起检查讨论。2.先邀请几位同学阅读对话，要注意语音，及时纠正。然后播放录音，全班同学一起跟读。3.短文内容巩固练习。教师可给出一篇改写了的短文，将一些重点的表达方式空出。让学生在规定的时间内补全短文。然后邀请若干同学给出自己的答案。Alice and He Wei visited the Fun Times Park yesterday. They first visited the Space World. They went to the new ride. Alice was scared at first, He Wei told her to just shout or hold his hand. He thinks you never know until you try something. Alice found that wasnt so bad, she was glad to try it. After the ride, Alice felt hungry, so He Wei suggested Water City Restaurant in Water World. It served delicious hamburgers and hot dogs. On the way they found that a rock band plays at Uncle Bobs every evening. So they decided to come here for dinner later.4.完成教材3b的任务，要求学生再次阅读对话内容，画出对话中询问信息的问题或句子并依照3b的例句用不同的方式改写。如：I wonder where we should go next.Could you tell me where we could go next?要求学生最少写三个以上,并写在黑板上。细读文章，完成任务改写句子学生在教师的帮助下运用不同的阅读策略完成对文本的学习，逐步养成良好的阅读习惯，并提升其独立思考和分析、解决问题的能力.Step 5畅通Grammar Focus回顾语法重点要求学生分角色问答并翻译表格中的句子。并说出它们分别代表什么句式和语法内容。并能造出相仿的句子。简要归纳特殊疑问词引导的宾语从句的用法。分析背诵了解单元语法重点Step 6完成教材4a-4c的任务1.要求学生翻开课本P20，改写4a中所给的句子，使他们听起来更礼貌，客气。要求四位同学分别把答案写在黑板上。2.先要求学生分组讨论在4b部分所给的情景中，应当如何正确，礼貌地打听信息。然后邀请几名同学把讨论的结果在班上交流。3.要求学生分组讨论根据4c方框中所提示的对话，写出外国游客到你所居住的城市旅游可能会问你的四个问题，并编成对话，与同伴表演出来。4.小结训练。要求学生在规定的时间内完成一个小练习。并请若干学生给出自己的答案。有错误的话及时纠正。句型转换，每空一词。1）Could you tell me how I can get to Tibet?(改为同义句) Could you tell me the way to Tibet?2）Is Chen Shuibian is still in the prison?(改为宾语从句)Could you please tell me if/whether Chen Shuibian is still in the prison?3）Where can I buy any stamps? Do you know?(合并句子)Do you know where I can buy any stamps?4）He likes going to Watertown. I like going to Watertown, too.(改为同义句) Both he and I like going to Watertown.5）Could you tell me where I can get something to eat?(改为同义句)Could you tell me where to get something to eat?分组讨论，相互采访，写出报告,当堂展示.基础知识练习将听、说、读、写的任务结合起来不仅锻炼了学生的语言综合运用能力，还巩固了学生对目标语言的学习、识记和运用。Homework1.工整抄写并熟读Grammar Focus中的句子2.熟记下列句型：Excuse me, do you know where I can.?could you please tell me how to .?could you tell me when.?I wonder where.?Excuse me, would you mind telling me.?板书设计Unit 3 Could you please tell me where the restrooms are?（Section A 1a-2d） be excited to do sth need to rush Excuse me, do you know where I can ? Excuse me, could you tell me how to get to ? What are you excited to do when you go to an amusement park? I wonder when the park closes every day?教学反思背景材料的补充课堂达标一. 根据句意及首字母提示完成句子。1.Excuse me, is there a r_ near here? I want to wash my hands.2.Go p_ the bank, you can go into a hall to see Liu Qians magic show.3.Its interesting that all the s_ in this shop dressed up as a duck.4.The teacher s_ that we should listen to the tape to improve our English.5.Could you please get me some s_ when you pass the post office?二. Translate the sentences into Chinese. 请你到那后给我打个电话好吗？ 请在这条路的尽头向右转。 你能告诉我在哪里可以买到一些邮票吗？ 你可否告诉我火车什么时候到达武汉？三. Choose the right answer:1. He asked _ for the computer.A. did I pay how much B. I paid how muchC. how much did I pay D. how much I paid2. “Have you seen the film?” he asked me. He asked me _.A. had I seen the film B. have I seen the filmC. if I have seen the film D. whether I had seen the film3. “Youve already got well, havent you?” she asked. She asked _.A. if I have already got well, hadnt youB. whether I had already got wellC. have I already got wellD. had I already got well.4. He asked, “How are you getting along?” He asked _.A. how am I getting along B. how are you getting alongC. how I was getting along D. how was I getting along5. He asked me _ told me the accident.A. whom B. which C. who D. whose6. She asked me if I knew _.A. whose pen is it B. whose pen it wasC. whose pen it is D. whose pen was it达标情况6EDBC3191F2351DD815FF33D4435F3756EDBC3191F2351DD815FF33D4435F3756EDBC3191F2351DD815FF33D4435F3756EDBC3191F2351DD815FF33D4435F3756EDBC3191F2351DD815FF33D4435F3756EDBC3191F2351DD815FF33D4435F375
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