第一篇：九年級英語 Unit 3教學設計及評析

九年級英語 Unit 3教學設計

【教學說明】

1.教學內容：Book5 Unit 3 Teenagers should be allowed to choose their own clothes.2.教學方法和目標：通過集體討論的形式，談論一下學校制度或家庭制度，以練習“答應做某事”（allow somebody to do something）“應該被答應做某事”（should be allowed to do something）的用法。

3.情感態度與價值觀目標：通過對學校或其他制度的討論，培養學生自我判定是非的能力，作為學生什么該做、什么不該做，要做到心中有數，同時針對一些社會的不良現象，也應該有極強的判定力和正義感。4.能力目標：能正確使用情態動詞和含有情態動詞的被動語態（should be allowed to do something）結構表達自己對事情的看法和觀點。5.探究活動（任務）：結合班上的實際情況，分小組分別討論，編寫 一份行之有效的、受同學們歡迎和認可的班級規章制度，并與其他小組進行比較和修改，最后將之作為正式的班規張貼起來。【教學過程】 1.導入。

T：Do you love our class？ Ss：Yes.T：Did you do anything bad for our class？Do you have any bad manners？ Ss：Yes.T：Can you say something about it？（學生七嘴八舌地議論起來。）S ：Some students often make noises.S ：Someone sleeps in class.S ：Someone is often late for school.S ：Someone often throws litter on the ground of our classroom.S ：Someone often draws on the wall and make it very dirty.（一些基礎差的學生也談論起來，只不過他們用中文，英語好的學生幫助他們用英語表達。）2.分組討論。

T：What should you do to make our class better？Discuss in groups.（全班分成 9個小組，每組有6 個人，人人參與，各抒己見。小組長主持并作筆錄。教師巡查指導）以下是第一小組的討論情景。Group 1 S ：I think students should keep quiet in class.S ：I agree with you.We should listen to the teacher carefully.Students shouldn't be allowed to make noise in the classroom.Group Leader：Have you ever been sleeping in class？（問一個上課經常睡覺的學生）Do you know “sleep ”？（做睡覺狀）S ：（不好意思地說）：Yes.yes，sometimes? Group Leader ：What should you do from now on？ S ：No sleep.（其他組員幫他糾正。）

Ss：Are you sure you will not sleep in class？We don't think you should be allowed to sleep in class from now on.（大家鼓掌認可，那位同學紅著臉表示接受。）

Group Leader ：Do you know who often throws the rubbish in the classroom or from the window？（隨手做扔垃圾狀。）

Ss：He--（大家都指著一位男生）You shouldn't be allowed to throw the rubbish anywhere.you will be a good student if you don't do that again！

S ；Sorry，anyone is not allowed to litter anywhere and I want to be a good student！（鼓掌通過）?

我巡視了整個教室，各個小組都討論得非常熱烈，連那些平時英語學得差的學生也跟著議論起來，有時用英語，有時用漢語，其他成員有時幫他們翻譯。3.制定班規。

為了操練句型 should be allowed to do something，我讓6個小組做計時游戲比賽，規則是每個小組分別說出幾條班規，由組長先說，然后傳給另外一個成員，依次傳下去，每個成員必須小聲傳話，最后一個成員到事先預備好的記錄員處陳述本小組制定的班規。規定時間為兩分鐘。最后以制定的班規條數多而且句型運用正確的小組獲勝。游戲一公布開始，6個小組群情激昂，不甘落后。課堂氣氛達到高潮，然后6個小組在黑板上呈現本組制定的班規。有些小組竟然說出6條班規來，而且每句都正確運用了句型。我非常驚奇，我知道剛才的小組討論起了很大的作用。我心里非常開心，我的預期目標達到了。最后經過對比篩選出了十條班規。我讓班長大聲公布，每一條都讓全班同學舉手表決通過，制定出正式的班規，張貼公布，最后全班朗讀班規。

Students shouldn't be allowed to sleep in class.Students shouldn't be allowed to make noises.Students shouldn't be allowed to throw the rubbish in the classroom.Students should be allowed to speak English loudly.Classmates shouldn't be allowed to get to class late.?

（分析：根據班級實際通過學生自己制定的班規，學生輕易接受。這樣既嚴明了班級紀律，也鍛煉了學生運用英語交際的能力。）

九年級英語

教學設計及評析

向陽川鎮中學

白長龍

Unit 3

第二篇：新目標九年級英語Unit3教案

Unit 3 Could you please tell me where the restrooms are?

一、教學目標： 1.語言知識目標

基本詞匯：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.There’s a supermarket down the street.Could you please tell me how to get to the post office? Sorry, I’m not sure how to get there.I wonder where we should go next.Could you tell us when the band starts playing this evening? You should try that new ride over there.2.技能目標:（1）能用賓語從句禮貌的尋求幫助。（2）能用正確的方法指路。

3.情感目標: 培養學生尊重他人，對人有禮貌，熱愛生活。

二、教學重難點： 1.教學重點：（1）禮貌的向他人尋求幫助。（2）正確使用賓語從句。

2.教學難點：運用賓語從句禮貌的尋求幫助。

三、教學步驟: 第一課時Section A 1(1a-2d)Step 1 Warming –up Greeting Step 2 Presentation（1）Guessing game Show pictures to the whole class, one student explains the places in English and another one who doesn’t look at the blackboard guesses what place it is.For example, one student say: We can save money or exchange money in this place, another one guess it is a bank.Get students to guess the places like bank, post office, bookstore, museum, bathroom, washroom, mall and so on.（2）Show some stamps to students and present the new sentences: Could you tell me where I can buy some stamps? Could you please tell me where I can get a dictionary? Do you know where I can get some magazines? Step 3 Practice 1)Match each thing with a place in the picture in 1a.2)Read the phrases.___ get some money ___ get some magazines ___ have dinner ___ get a dictionary ___ get some information about the town ___ buy a newspaper ___ buy some stamps ___ get a pair of shoes Step 4 Listening Listen and complete the conversations in the picture in 1a.Then check the answers with the whole class.Step 5 Practice Make conversations using the information in 1a.Then talk about your own city.For example: A: Excuse me, could you please tell me how to get to the bookstore? B: Sure, just go along Main Street until you pass Center Street.The bookstore is on your right, beside the bank.A: Thanks.Do you know when the bookstore closes today? B: It closes at 7:00 p.m.today.A: Thank you!B: You’re welcome.Step 6 Listening 1.Listen and number the directions in the order that you hear them.2a You will hear some of the directions below.Number the directions in the order you hear them.___ Go to the bird floor.___ Turn left.___ Go to the second floor.___ Turn right.___ The supermarket is between the flower store and the bookstore.___ Go past the bookstore.2.Listen again.Show how the boy walks to the supermarket.Draw a line in the picture in 2a.Then get one student draw the line on the blackboard.3.Listen the third time and answer the questions.1)Excuse me, can you tell me where I can buy some medicine? 2)Do you know how to go there? 3)Ok, great.Oh, and one more thing.Do you know when this shopping center closes tonight? 4)Ok, thanks a lot.Step 7 Pairwork Make conversations about the other places in the picture in 2a.A: Excuse me.Can you tell me where I can buy some stamps? B: Yes, there’s a post office in this shopping center.A: Do you know how to go there? B: Yes.Go to the third floor and turn right.Then go past the bank.The post office is between museum and library.You should be able to get stamps.A: Ok, great.Oh, and one more thing.Do you know … B: I’m not sure, but you … A: Ok, thanks a lot.B: You’re welcome.Step 8 Reading 1.Read the conversation in 2d and answer the questions.2.Role – play the conversation.3.Explain the language pints in 2d.(1)Go along Main Street until you pass Center Street.1)until和 till同義為―直到……‖，till多用于口語，until可以放在句首，till則不能放在句首。2)not...until―直到……才‖，表示直到某一時間, 某一行為才發生, 之前該行為并沒有發生。e.g.I did not study English until 9 o'clock last night.(2)Pardon? Restroom? You already want to rest? But we haven’t even started yet!

1)pardon用作動詞，后面既可以跟賓語，也可以跟雙賓語；pardon sb.for doing sth.意為―原諒/寬恕某人做某事‖

e.g.Can you pardon me for not passing the exam, 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’m sorry I can’t follow you.(3)I’m excited to try the rides!

excited和 exciting的區別: 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.All of us were excited when we heard the good news.The excited child opened his present quickly.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.The movie is very exciting.My father told me an exciting story.(4)I mean … you know, a washroom or bathroom.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.What does this word mean? 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.Carl really could not do that — it would mean the end of his career.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。e.g.I never meant to hurt you.(5)We normally say ―toilets‖ or ―washrooms‖.normally adv.正常地;通常地，一般地 e.g.August is normally a slow month.(6)Nine thirty, so you don’t need to rush!

rush v.倉促;匆忙 n.倉促;匆忙

e.g.Then three policemen rushed at him.(rush v.)They made a rush for the door.(rush n.)Step 9 Summary 1)Excuse me.Where is Qiaotou Middle School? 2)Excuse me.Could you tell me where Qiaotou Middle School is? 3)Excuse me.Do you know how I can get to Qiaotou Middle School?=Do you know how to get to Qiaotou Middle School? 4)Excuse me.Which is the way to Qiaotou Middle School? Step 10 Homework Make conversations about your own town/city.第二課時Section A 2(3a-3b)Step 1 Revision 1)Translate the sentences into English.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-play the conversation in 2d.Step 2 Presentation 1)Show a picture of fun park.Ask students: Are you excited to try these in the fun park? 2)Show a ride to them and say: How do you think the ride? Is it fun or scary? Do you want to have a try? Step 3 Reading 1)Read the conversation in 3a quickly and true or false the sentences.① Alice and He Wei are in Water World.② The new ride looks scary.③ Alice was scary at first.④ Alice thinks the new ride is actually fun.⑤ He Wei thinks Fun Times Park restaurant severs delicious food.⑥ A rock band plays in Water World Restaurant every evening.⑦ Alice and He Wei can go later to the restaurant.2)Read the conversation again and answer the questions in 3a.1.Why did Alice not want to go on the new ride? How did she feel after the ride? 2.What is special about Uncle Bob’s restaurant?

3.Should Alice and He Wei get there early for dinner? Why? Step 4 Practice Rewrite them in a different way.e.g.I wonder where we should go next.Could you tell me where we could go next? Check the answers with the whole class.Step 6 Language points 1.I was scared at first, but shouting did help.此句相當于I was scared at first, but shouting really helped.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.Please do be careful.請一定小心。I do agree with you.我完全同意你的意見。

He did warn you other day, remember? 他前兩天就告誡過你，還記得嗎？ 2.You never know until you try something.try的用法

1)做名詞 have a try 試一試

e.g.Why not have a try? 為什么不試一試？ 2)做動詞

(1)try to do sth.努力做某事 e.g.Well, we’ll try to finish the homework in time.那好。我們爭取及時完成作業。

(2)try doing sth.表示嘗試著去做某事

e.g.--I usually go there by train.我通常乘火車去那兒。

--Why not try going by boat for a change? 為什么不換乘船呢?(3)try one’s best 盡某人最大的努力 e.g.Thank you.I will try my best.謝謝你。我會盡力而為的。

3.I suggest Water City Restaurant in Water World.suggest作動詞，可意為―顯示；間接表明‖，后可接賓語從句。e.g.His behavior suggested(that)he was a kind man.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)suggest doing sth.建議做某事 e.g.I suggested going home.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.I suggested that we should go home.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.Do you have any suggestions? 你有什么建議嗎？

4.The restaurant is always busy, at that time so come a little earlier to get a table.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to get a table類似于漢語―定餐桌；占位子‖等意思。Step 7 Homework 1.背誦3a。

2.用―Could you tell me … ?‖寫三個問路的句子。

第三課時Section A 3(Grammar focus-4c)Step 1 Revision 1.How did Alice and He Wei think of the new ride？Students say the sentences together? Alice thought that it looked pretty scary.He Wei thought that it would be fun.2.After the ride, Alice and He Wei talked about their feeling.Alice thought that was fun!She was scared at first, but shouting really did help.He Wei told Alice that ―You never know until you try something.‖ 3.Alice and He Wei talked about Uncle Bob’s.Alice thought this restaurant looked interesting.It seemed a rock band plays there every evening.He Wei suggested that they could have dinner there.Step 2 Grammar Focus 1)Let students complete the sentences.1.打擾了，你知道我能在哪買到一些藥? Excuse me, do you know where ____ _____ buy some medicine? 2.當然，順著這條街有個超市。

Sure.There is a supermarket down the street.3.請你告訴我怎樣到郵局好嗎？ Could you please tell me _____ ____ get to the post office? 4.對不起，我不確定怎樣到那。

______, I am ______ ______ how to get there.5.你能告訴我們今晚樂隊什么時候開始演奏嗎？

Can you tell us ______ ____ ______ ______ playing this evening? 6.晚上8點開始。It starts at 8:00 p.m.7.我想知道接下來我們該去哪兒。I ______ where we ______ _____ _____.8.你應該試試那個新的乘騎設施。You should try that new ride over there.2）Objective clauses with wh-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：Could you tell me where Wei Fang lives? 時態

1.如果主句是一般現在時或一般將來時，賓語從句的時態不受限制，可根據實際表達的需要來確定。如：

Jenny knows the man was flying a kite at that time.You will understand why I did it one day.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的某種形式。如： I thought he had gone to town that day.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，從句不受主句時態的限制，用一般現在時。如： He said time is money.他說時間就是金錢。3）Practice 1.He asked ________ for the computer.A.did I pay how much B.I paid how much C.how much did I pay D.how much I paid 2.―Have you seen the film?‖ he asked me.He asked me _______.A.had I seen the film B.have I seen the film C.if I have seen the film D.whether I had seen the film 3.―You’ve already got well, haven’t you?‖ she asked.She asked ______.A.if I have already got well, hadn’t you B.whether I had already got well C.have I already got well D.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 along C.how I was getting along D.how was I getting along 5.He asked me _____ told me the accident.A.whom B.which C.who D.whose 6.She asked me if I knew ______.A.whose pen is it B.whose pen it was C.whose pen it is D.whose pen was it Keys: DDBCCB Step 3 Function: Ask for information politely and follow directions 1)問路時應注意

① 問路時應首先說一聲：―Excuse me.‖這樣可以引起對方的注意，又不失禮貌。

② 當你沒聽清時，你可以說一聲―Excuse me, would you please say it again?‖(對不起，請您再說一遍好嗎?)或―I beg your pardon?‖(對不起，請再說一遍好嗎?)等，禮貌地要求對方重復一遍。

③ 問完路后，千萬不要忘記向對方說句―Thank you for helping me.‖ 或―Thank you.‖

④ 問路時經常會用到―向左(右)拐‖這樣的表達，英語對此有兩種常見的說法，即turn left(right)或turn to the left(right)。表示 ―在左(右)邊‖，英語用介詞on或at均可。2）用英語問路及其回答

① Excuse me, can you tell me where the railway station is? 打擾一下，請問火車站在哪兒? ② Excuse me, but can you tell me the way to the train station?

勞駕，請問去火車站怎么走? ③ Excuse me, could you tell me which is the way to the nearest hospital? 勞駕，請問去最近的醫院怎么走? ④ Excuse me, would you please show me the way to the post office? 請告訴我去郵局怎么走好嗎? ⑤ Excuse me, would you mind telling me the way to the police station? 勞駕，請告訴我去警察局怎么走好嗎？

⑥ Excuse me, how can I get to No.1 Middle School? 勞駕，請問去一中怎么走? ⑦ Excuse me, is this the right way to the People’s Park?

打擾了，請問去人民公園走這條路對嗎? ⑧ Excuse me.Could you tell me if there is a Qiaotou Middle School near here? 打擾了，請問橋頭中學是否在這附近? ⑨ Excuse me.Do you know how I can get to Qiaotou Middle School? = Excuse me.Do you know how to get to Qiaotou Middle School? 請問，你知道怎樣去橋頭中學嗎? 3）指路的方法

① Take along with this street, and … is on you left.② Go down this way, and turn left at the first crossing, and you’ll find … is right there, on your left.③… is behind(near, next to, on the left of)…

④ You can just take NO.111 bus, and get off at the second station.And you’ll see it.⑤ Look!… is in front of us far away, right there!Step 4 Practice 1)Rewrite the questions in 4a to make them more polite.① Where can I buy some grapes or other fruit? ② How does this CD player work? ③ How do I get to the Central Library?

④ Is the Italian restaurant nearby open on Mondays? Get students write down their answers in their books.2)What should each person ask in the following situations? Let students write down their answers and them say their answers one by one.① Tim is very hungry.Could you tell me where I can get something to eat? Excuse me, would you mind telling me how I can get to a nearby restaurant? Pardon me, do you know if there’s a restaurant around here? ② Sally needs to mail a letter.③ Helen needs to know when the bike shop closes.④ Ben is wondering if there’s a bank in the shopping center.3)Ask students to write four questions that a tourist might ask about your city/ town.Then role-play conversations with your partner.Step 5 Exercises Translate the sentences into Chinese.① 請你到那后給我打個電話好嗎？ ② 請在這條路的盡頭向右轉。

③ 你能告訴我在哪里可以買到一些郵票嗎？ ④ 你可否告訴我火車什么時候到達武漢？ Step 6 Homework 假如你到一個陌生的城市去旅游，你想向當地人了解一些關于那個城市的 東西，請編寫一個你和當地人的小對話。

第四課時Section B1(1a-2d)Step 1 Revision You are a tourist in a city, you want to know something about the city.Make a conversation about asking information politely.A: Could you please tell me where the nearest bank is? B: Sure, go east along this street, then you’ll see it.A: Can you tell me if there is a delicious restaurant near here? B: Sure.Walk along this street, the restaurant is on you right.A: And do you know where the biggest hospital is? B: Go down this street, turn left at the first crossing, you will see it.A: After dinner, I want to buy a pair of shoes, would you mind telling me where the nearest supermarket is? B: It’s over there, just across from you.A: Haha!I see it.Thank you very much!B: You are welcome.Step 2 Lead in 1)Talk about places in your city.2)Show some pictures of places and discuss what qualities are important for each place.Step 3 1a & Pairwork 1a What qualities are important for each place? Write the words from the box next to each place below.Write the most important words first.Pair work 1b Talk about places in your city using the words in 1a.A: The Fun Arts Museum is really interesting.B: Yes, and it’s beautiful, too.A: ….Step 4 Listening(1c)1)Listen and check the sentences you hear.Conversation 1 ______ You can go to Green Land.Conversation 2 _____ Could you tell me where the bookstore is? 2)Listen to the conversations and complete the sentences.(1c)Conversation 1 The boy asks about ___________, and the clerk tells him to go to Green Land.Conversation 2 The girl asks about _________, and the clerk tells her to go to the corner of Market and Middle Streets.Conversation 3 The mother asks about ________.The father wants to go to a ________ museum.The younger girl wants to go to a _______ museum.The boy wants to go to a __________ museum.The older girl wants to go to an ______ museum.The clerk suggests they go to the _________ museum.3)Listen again and answer the questions(1d)Conversation 1 The boy asks about restaurants, the clerk suggests him go to Green Land, they have delicious salad.…

Step 5 Practice Role-play the conversations between the clerk and the tourist.A: Can you tell me where there’s good place to eat? B: Of course.What kind of food do you like? A: I’d like fresh vegetables.B: You can go to Green Land, they have delicious salad.A: ….Step 6 Presentation 2a Where do you need to make polite requests? Think of some possible situations.Discuss them with your partner.1)If you need help with your homework, what would you ask.① Your mother or father

Mom, Can you help me with my homework? ② Your best friend

Can you help me with my homework? ③ A teacher.Excuse me, Sir? Could you please help me with my homework? 2)Zhang Ming is traveling in the USA.He wants to go to a small town but he doesn't know the way now.What should he do? Step 7 Discussion Discuss the language you used to make this request(要求，請求).Was it the same each time? If not, discuss why not.Step 8 Reading 1)Read the article and match paragraph with its main idea.Paragraph 1(adv.禮貌地)….Paragraph 2.… Paragraph 3 2)Read the article again and answer the questions.Read paragraph 1 and answer the question.What else do we need to learn besides asking a question correctly when you ask for help? We need to learn how to be polite when we ask for help.Read paragraph 2 and answer the question.What do we need to think about when you talk to different people? We need to think about whom we speak to or how well we know them.Read paragraph 3 and answer the question.What can lead in to a request with a stranger on the street? ―Excuse me, I wonder if you can help me‖ or ―I’m sorry to trouble you, but …‖ before asking for help.2c Find all the direct questions and polite requests from the passage.1.2d Read the requests below.In the second column, write A if you would say it to someone you know and B if you would say it to a stranger.In the last column, write where you think these people are.Step 9 Language points 1.Both are correct, but the first one sounds less polite.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.His second movie is less interesting.他的第二部電影就沒那么有趣。

2.It might seem more difficult to speak politely than directly.情態動詞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.He might come, but it’s very unlikely.他也許會來，但非常靠不住。

3.However, it is important to learn how to use the right language in different situations.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)It is + adj.(+ for + sb.)+ to do sth.。常用于此句型的形容詞有important, difficult, dangerous, necessary, useful, possible等，用來對to do sth.進行說明。如： It’s difficult for us to finish the work in an hour.2)It is + adj.+ of + sb.+ to do sth.。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’s kind of you to say so.Step 10 Exercises 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’s very hard ____ him ____ _______ that question.2.你這樣說真是太好了。

It’s very kind ____ you ____ ____ so.3.我們在閱覽室里保持安靜是十分必要的。

It’s necessary ______ ______(should)keep quiet in the reading room.It’s necessary for us _______ ______ ______ in the reading room.Keys: 1.for;to answer 2.of, to say 3.that we, to keep quiet Step 11 Homework Write a guide to a place that you know well.第五課時Section B 2(3a—Self check)Step 1 Revision 1)Write down the phrases ① 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）Fill in the blanks according to 2b.When you visit a _______ country, it is _________ to know how to ask for help ______.For example, ―Where are the restrooms?‖ or ―Could you _____ tell me where the ________ ___?‖ these are similar ________ for _________ you may ask.Both are _______ English, but the first one sounds _____ polite.That is because it is a very ______ question.It is not enough to just ask a question ________.We also need to learn how to be polite — when we ask for _____.In English, ___ in Chinese, we change the way we ______ in different _________.The expressions you use might _______ ___ whom you are speaking to ___ how well you know them.If you say to your teacher, ―When is the school trip?‖ this might sound ________.But if you say, ―Excuse me, Mr.West, do you know when the school trip ___?‖, this will sound _____ more polite.However, it is all right to ask direct questions to your classmates because you know them ____.It might seem more _______ to speak politely than _______.It is important to learn how to use _____ ________ in different situations.This will also help you ___________ better with other people.Step 2 Presentation Imagine you are going on a short study vacation at a school in an English-speaking country.What would you like to know before you go? Write some polite, indirect questions about the following topics.The topics are: ① The course you will study ② The time of the course ③ Where and what you can eat ④ Where you will stay ⑤ What activities you can do ⑥ Travel to the school

Keys: 1.Q: Excuse me, can you tell me what course I will study? 2.Q: Pardon me, could you please tell me when the course will start? 3.Q: Excuse me, would you mind telling me where and what I can eat? 4.Q: Excuse me, do you know where I will stay? 5.Q: Excuse me, can you tell me what activities I can do? 6.Q: Pardon me, could you please tell me how to get to school? Step 3 Practice Make conversations according to the information in 3a.Step 4 Writing 1)Write a polite letter to the school asking for the information you want to know.Use your notes in 3a.In your letter, you should: introduce yourself say when you are coming politely ask for information thank the person for helping you 2)Use the following expressions to help you: My name is … and I’m from … I’ll be coming to your school for … I’d like to know about …

I would like to thank you for… I’m looking forward to your reply.3）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環節中所問到的 問題來禮貌的詢問你想知道的信息。One possible version: Dear Sir or Madam, I’ll be coming to your school soon for a short study vacation.I will leave your school on July 10th.I am a boy from China.I am in Grade Nine.I like English, I also like doing sports.I am glad that I can study in your school.I’d like to know more information about the school.Could you tell me what course I will study in your school? And I also want to know when the course will start.I want to know where I will stay.Can you tell me? Would you mind telling me where and what I can eat in your school? I like all kinds of activities.Could you please tell me what activities I can do in your school? The last question, can you tell me how I can get to your school? I would like to thank you for helping me and I look forward to your reply.Yours faithfully student He Wei Step 5 Self Check 1)Fill in the blanks with the words in the box.2)Write questions and answers using the words given.Step 6 Language points 1.I’m looking forward to your reply.look forward to期待，盼望。后面接名詞或者動名詞。e.g.I look forward to your good news.我等待你的好消息。Look forward to hearing from you.期待你的來信。2.I would like to thank you for…

thanks for―因……而感謝‖，是客套用語，thanks相當于thank you，for強調為何而感謝，其后可接名詞或V-ing。

e.g.Thanks for lending me the money.多謝您借錢給我。

Thanks for reminding.I’d forgotten all about his coming this afternoon.謝謝你提醒我，我完全忘了他今天下午要來。

3.I need to plan my time better.1)plan sth.計劃某事，后接名詞。

e.g.I want to plan my summer vacation.我想要計劃我的暑假。2)plan to do sth.計劃去做某事，to是動詞不定式。

e.g.They plan to have a sports meeting.他們計劃開運動會。3)plan for sth.關于……的計劃，plan是名詞。Step 7 Homework 根據3b的內容寫一封回信。

第三篇：九年級英語上冊Unit3教案

Unit3 Teenagers should be allowed to choose their clothes.------艷陽學校-張曉丹

Learning objectives(教學目標): 1：Language goals(語言目標)a，學習并掌握本課時的單詞、短語和句子。

b，掌握含情態動詞的被動語態的結構：should / shouldn’t + be + done 2.Ability goals(能力目標)：

靈活運用should / shouldn’t + be + done，來談論本課時的話題。3.Emotion & attitude goals(情感目標)：

靈活運用should / shouldn’t + be + done，來談論本課時的話題.Teaching key points and difficult points(教學重點和難點)： 1.Talk about what they are allowed to do;agree and disagree.2.understanding the listening Teaching aids（教具）：

computer, tape recorder

Teaching procedures（教學過程）： Step 1 Lead-in：

1.Show the ppt and ask the students what’s the meaning of “No rules, no games”.______________________________ 2.Give an sample sentence to students: What are some of the rules you should obey in my class?(哪些規則需要在我課堂上遵守)1)You should be allowed to---

answer my questions

take notes

ask the teacher for help

study with a group 2)You shouldn’t be allowed to--

eat in class

read story books

use mobile phones

laugh at others Step 2.Presentation Make a survey and ask the students write down what you are allowed to do

and what you aren’t allowed to do at home.T: Look at the pictures, and discuss “Do you think teenagers should be allowed to get their ears pierced? Then finish the information in the chart.Step3.Reading and circling(1a)For practice of the “should ﹢ be allowed to” read the statements in the box on book and circle A for agree or D disagree.Step4.Pairwork(1c)Have the Ss read the instruction aloud, and look at the picture in 1a.Ask two Ss read the sample conversation in 1c.Let’s play games: choose the number and make conversations.Step5.Listening practice(1b)Listen to the tape and finish the box in 1b.Check the answer.Step6.Exercise Step7.Homework 1.Should students be allowed to use mobile phones? Find out more reasons to support your idea.2.Look up the word “allow” in your dictionary, make more sentences.3.Preview THE PASSIVE VOICE(被動語態)Blackboard Design（板書設計）：

Unit3 Teenagers should be allowed to choose their clothes.1.allow sb.to do sth 2.get sth done 3.sixteen-year-olds sixteen-year-old

4.enough to do sth

第四篇：仁愛版九年級英語上冊Unit3 Topic3 SectionA 教學設計

仁愛版九年級英語上冊Unit3 Topic3 SectionA 教學設計

發布者： 施紹秒

一、教材分析

1、教材的內容、地位與作用

Project English 是根據《英語課程標準》編寫的教材，這套教材通過不斷出現的任務和活動，使學生能夠用多種手段與他人交流。

Unit 3的主題是English Around the world。本單元圍繞著世界語言——英語展開。談到了英語的廣泛應用，英語學習的重要性，不同國家應用英語的差異，英語的發展，手勢語及英語學習策略等問題。這些話題與學生的英語學習息息相關，讓人興趣說的一個主題。本節課是這個單元中的第三個話題Could you give us some advice on how to learn English well?圍繞著英語學習策略展開，由王俊峰學英語有困難引出話題。本課的學習任務源自真實的學習生活，語言學習（Language learning）的談論也是《課程標準》要求學生達到的功能意念項目之一。本課的學習也為之后的三個section英語學習策略的談論打下了學習基礎。

2、教學目標

初三的學生在英語學習上是有一定基礎的，根據《英語課程標準》的五級目標，能就日常生活的各種話題與他人交換信息并陳述自己的意見；能與他人合作，解決問題并報告結果，共同完成學習任務；能對自己的學習進行評價，總結學習方法。結合本課的教學內容，我特制定本課教學目標如下：

（1）知識目標

A.課文中出現的新單詞：

dare, grammar, copy, notebook, diary, repeat

B.課文中出現的新詞組

At times, feel like doing, keep a diary

C.語法

疑問詞加不定式的表達方式（Wh-+to do）

D.主要句型

Could you make yourself understood in the U.S.A? I don’t know what to do.You’d better not.I dare not speak English in public.（2）能力目標

學生學習并掌握談論自己在學習英語的困難，熟練并運用疑問詞加不定式做賓語這個語言結構來表達自己的想法，在聽的過程中進行說的能力訓練。

（3）情感目標

A．有學好英語的信心，大膽用英語進行交流。

B．樂于參加課堂中的活動，在小組活動中積極與他人合作，互相幫助，共同完成學習任務。C.對英語有更深的了解，能體會英語學習的樂趣。

（4）德育目標

樹立正確的人生觀，熱愛學習英語。

3、教學重難點

（1）重點：

A．學習Wh-+to do 作賓語。

B．談論語言學習的策略。

（2）難點：談論自己在學習英語中遇到的困難，并向別人提出建議。

二、教法闡述

依據課程改革，英語教學內容轉變成為從學生所熟悉和喜愛的話題和場景導入語言在真實生活中運用的知識和技能。因而在教法上提倡由學生親身體驗、實踐，通過交流與合作，師生共同參與構建知識過程的探索與發現式教學模式。這一節課，我采取以下的教學方法：

1、任務型教學法

《英語課程標準》倡導“任務型”教學模式，讓學生通過感知、體驗、實踐、參與和合作等方式實現任務目標。因此，我在教學過程中設計了Pre-task，幫助學生了解學習英語的途徑并學習本課新單詞及詞組，為下個任務做準備；While-task，學習1a,獨立完成1b表格，做聽力練習；Post-task提高學生的綜合語言運用能力，共同討論遇到英語學習困難的提示語。讓學生在完成各項任務的過程中獲得知識和運用語言的能力。

2、小組活動

《標準》建議要為學生提供自主學習和相互交流的機會，鼓勵學生通過體驗、實踐、討論、合作、探究等方式，發展學生聽、說、讀、寫的綜合技能。因此，我把全班分為八個學習小組，要求學生積極參加小組中的討論、角色表演等活動。

3、任務評價

在英語教學過程中還要進行形成性評價，培養和激發學生學習積極性和自信心。在教學的各個環節中，都要求學生參與活動，為了鼓勵學生積極參加并對在活動中的表現進行肯定，我為學生設計了如下的評分表格：

Name Class

Date Hands Up Right Answer Total

注：

1、此表格可以在每一節課上使用，請在日期欄上注明上課日期；

2、每次舉手得1分，回答正確得2分，本節課結束后統計出總得分。

要求學生在課堂上根據自我表現打分，得分最高的學生是本節課的“小英語專家”。各組還要把各人的得分相加得出本組的總分，總分最高的小組是本節課的“團體冠軍”。對“小英語專家”和“團體冠軍”都給予表揚。

三、學法指導

在英語課程中幫助學生有效地使用學習策略，不僅有利于他們把握學習的方向、采用科學的途徑、提高學習效率，而且還有助于他們形成自主學習的能力，為終身學習奠定基礎。因此，在教學設計中，我還注意學生學習策略的培養：

1、認知

學生根據需要進行預習，對所學內容能主動復習并加以整理和歸納。

2、交際

學生在真實的情境中，進行交際活動，在完成交際任務的過程中通過感知、體驗、實踐、參與掌握英語基礎知識，發展運用英語進行交際的能力。

3、合作

把班級分成學習小組，在任務活動中，讓各位同學積極參與，互相配合，共同完成學習任務。

4、探究

在語法上，不要求學生死記語法規則，而是讓學生在反復操練、實際運用中發現、了解并掌握。讓學生通過自我評價，看看自己是否積極參與課堂的活動，以及自己回答問題的準確率，促使他們努力爭取進步。

四、教學程序

在這節課的教學過程中，我本著緊抓重點、突破難點的原則，努力為學生創造輕松、活躍的課堂氣氛，設計了如下的教學步驟：

Step 1 Warming-up

1、Free talks

用大屏幕顯示本節課的課題Could you give us some advice on how to learn English well? T: Today we are going to learn English.We can also say “We are learning English today.” T: Are you good at English? Do you have difficulty in learning English? 談到 學生學英語遇到的困難，這個貼近學生學習的問題一下子就通能夠吸引學生的注意力。拉近了師生之間的關系。

Step 2 Pre-task

1、Learn new words 學新單詞

用多媒體屏幕展示一個英語角的圖片，對學生說English corner is a good place to improve our oral English.At times I speak English in public, so I dare speak English in public.Can you make yourself understood in public?..并把新單詞寫在黑板上，反復跟讀幾遍。

2、Learn grammar “Wh-+to do”,學語法并舉例造句。讓學生在反復操練中自己發現語法規律，在實際運用中發現、了解并掌握。

在預備任務中，學生得到了充分的練習，擴大了學生的語言輸入量，掃除了下個環節中的單詞和語法障礙。

Step 3 While-task

1、利用大屏幕放映課文的插圖和問題，播放課文1a部分的錄音，第一遍讓學生合上書本進行聽力訓練，并基本能回答問題；第二遍讓學生并完成1b表格。

2、跟讀1a.Step 4 Post-task

1、Discuss in group “What difficulties do you have?”小組討論并由組長做匯報

2、Give some advice for them.個人發言。

3、T: Can you use these tips to talk about the difficulties.完成part 3.4、評價。讓學生根據自己在課堂上的表現及評分表上的要求為自己打分，小組合計本組總分，評選出課堂的“小英語專家”和“團體冠軍”。

Step 5 Homework

書面完成，寫的訓練。

The result of the survey, write an e-mail/ give him/her some advice on how to learn English well Name Difficulty Kate Not good at oral English Sally Weak in listening Jim Can’t use grammar correctly

第五篇：八年級英語Unit3 Topic1 教學設計

八年級英語Unit3 Topic1 教學設計

教材分析

1教材地位及作用

Unit 3的教學內容主要圍繞談論個人的興趣和愛好，了解音樂知識和談論周末活動展開的。第一話題 I love collecting stamps.的核心內容是談論業余愛好。讓學生學習如何表達自己的興趣和愛好，包括以前的和現在的業余生活，通過二者的對比,引出本話題的主要語法used to。由于這一話題與學生的生活貼近，能較大地提高學生的積極性。通過本單元的學習，鼓勵學生有廣泛的興趣和愛好，并積極參加社會實踐活動，從而培養學生積極向上的情感，活潑開朗的個性，為學生的終身發展奠定基礎。

教學目標

根據《英語課程標準》關于總目標的具體描述和英語教學大綱的規定，結合第三單元第一話題的教材內容，我將本課的教學目標細分為知識目標、能力目標、情感目標三大方面：

知識目標: 談論個人的興趣與愛好。學會表達自己喜歡和不喜歡做的事。熟練使用不同句式談論愛好,如:l like/love/I enjoy/ I prefer/ I am fond of/ I am interested in …掌握used to 句式的變化,提高綜合運用語言的能力.能力目標: 在小組合作、交流過程中提高語言技能，綜合運用語言的能力。著重培養學生英語語言的表達和組織能力，歸納、總結能力及寫作能力。

情感目標：培養學生學習英語的濃厚興趣及良好的興趣愛好和對生活、未來的一種積極態度。在學習中敢于用英語來表達自己的看法，培養大膽實踐的精神。培養學生積極向上的情感，活潑開朗的個性，為學生的終身發展奠定基礎。

3教學重點、難點

重點：鞏固使用談論愛好的句式及used to 句型。

難點：如何把書中有關愛好的信息和同學談論中有用的素材進行加工整理，寫出表達個人愛好方面的文章。二 學情分析

1.經過一年多的英語學習，學生有了一定的英語基礎知識和聽說能力，正逐漸向讀、寫過渡，同時，學生們對英語學習還保持著較濃厚的興趣。經過一年的新課程理念的熏陶及實踐，有了初步的自主、合作、探究、實驗的能力。2.本單元學情剖析：本課課型為綜合課。主要采取任務型教學法和小組合作的學習策略，幫助學生復習重點句型，以便學生能比較好地運用到寫作中。三 教學策略：（1）開放式教學策略。以有限的課堂為載體，帶學生進入廣闊的知識天地。（2）興趣激發策略。只有讓學生真正有了參與的欲望，才能點燃他們的思維火花。（3）任務型活動策略。在做中學，在做中練，在做中鞏固往往有良好的效果。（4）循序漸進和尊重差異策略。由簡到繁，由易及難，為有困難的學生搭好梯子，讓有能力的學生跳起來摘到果子。

學習策略：（1）培養學生有信心，熱情地參與課堂上各種活動（2）合作學習，任務要求要明確。學會思考，學會表達，學會討論，學會傾聽，學會評價。注意學習方法，及時提問并注意傾聽他人意見。在小組合作中，學習他人之長處，學習溝通技巧。（3）課前或課后能作延伸學習。四 教學手段

本課采用任務型教學法，同時輔助多媒體教學。用音樂，圖片使抽象的語言變得直觀，為學生運用英語進行交際創設情景． 五 教學步驟 Step 1 Warming-up 2’

Let the students enjoy the teacher’s photos ,then guess what’s the teacher’s hobby?

(設計說明: 由欣賞照片引入復習課的話題,拉近了師生之間的距離,讓學生對老師有一種親切感.)Step 2 Task 1(The first round)Talk about your own hobbies Get them to talk about their hobbies in groups.(some hints: I love/like…/I enjoy…/I prefer…

I am interested in…../I am fond of…)

(設計說明: 從復習本單元重點的句式入手,任務簡單,可操作性強。讓學生先進行小組討論，給他們留出談論的時間，通過小組之間學生的合作形式幫助表達能力弱的同學。同時伴隨小組競賽,以闖關形式進行比賽。激發他們參與比賽、競爭的意識及用英語表達的能力。)Step 3 Task 2(The second round)Why do you have this hobby? Have them go on talking about why they have these hobbies in groups.They had better make up a short dialog.（設計說明：任務設計較前一個難度增大，不再僅是簡單句式的練習，需要用英語的思維表達自己的想法。小組合作可增強信息的廣度和深度。）Step 4 Task 3(The third round)Make a survey Let them collect their classmates’ information and give a report to the class.names Used to Now Reason A B C I（設計說明：此任務是前一個話題有引申和補充。同時又突出了本話題的另一個重要語法項目。即：used to 的練習和使用。小組合作可鍛煉學生的語言組織能力。）

Step 5 Task 4(The fourth round)Write five sentences Then let them check the work.Show it to the class.Names Hobbies and reasons Li Ming Listen to the rock music and it helps him relax Maria Collect dolls just for happiness Li Tao Read books and it can help him learn knowledge I

…

（設計說明：該項任務是本節復習課的升華部分，在前面幾項任務中，學生鍛煉語言表達能力、組織能力之后，來檢測一下寫的功底。夯實基礎知識，加強語言的準確性。）板書設計：

Revision of Unit3 Topic 1 I like/love… Used to I enjoy… I prefer…

Hobbies I am interested in … now I am fond of …

教學反思 ：本課以談論愛好為主線，采用任務型教學法，設計梯度不同的任務來引導學生對本話題進行系統的復習，并始終伴以闖關比賽的形式進行，讓學生在競賽中完成任務，并在此過程中實現三維目標的整合，即：知識與技能、過程與方法、情感與價值觀。若學生的開口能力強的話，會有熱烈的氣氛。為了讓學生有更多的機會開口，讓學生說的時間會占較多，因此，筆頭練習可能會安排時間較少，練習得不充分。