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所屬欄目：初中英語優質課視頻
視頻課題：人教版新目標英語九年級Unit 3Could you please tell me where the restrooms are Section A (1a- 2c)鄭州
教學設計、課堂實錄及教案：人教版新目標英語九年級Unit 3Could you please tell me where the restrooms are Section A (1a- 2c)鄭州中學
nit 3：Could you please tell me where the restrooms are?
Section A (1a- 2c)
課型/課時
聽說課 第一課時 學
習 目 標 確 定 的 依 據
1.課程標準相關內容及解讀:
（1）聽：能聽懂相關熟悉話題的談話，并能從中提取信息和觀點；
能在聽的過程中用適當方式做出反應； 能針對所聽語段的內容記錄簡單信息；
（2）說：能就簡單的話題提供給信息，表達簡單的觀點和意見，參與討論； 能有效地詢問信息和請求幫助；能在口頭表達中進行適當的自我修正；
能與他人溝通信息，合作完成任務；能根據話題進行情景對話；能用英語表演短��；
能在以上活動中做到語音，語調自然，語氣恰當。
2.教材分析:
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。
3.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。
Learning goals
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.
Important
& difficult points 重、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..
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Teaching methods 教學方法
Task –based language teaching method;
Guessing game; Pictures (ask and answer);
Classroom activities (pair-work, group work)
Learning methods 學習方法
Learn by using and for using; Cooperate;
Compare, analyze and summarize
Assessment Tasks 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.
教學設計
學習活動
課堂評價
設計意圖
學習環節
學習任務
評價方式
評價標準
Step One:
Leading in. （2 mins）
1. Show learning goals.
Show the learning goals and explain some difficult words.
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）。
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。
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
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。
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。
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Step Three: Listening. (7mins) （目標二） 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?
1. 聽力練習前，給生明確
的指令和聽力方法的指導；
2. 聽錄音，在生完成1a/ 1b /2b中的練習后，分別隨機抽取個別同學核對答案，并詢問有多少學生全部正確以了解學生聽力理解的情況。 3. 核對答案的同時，學生
及時訂正錯誤，分析錯因，并對自己的聽力做出恰當評價。 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 1-3 mistakes; C, if you make more than 3 mistakes.
Revision:
1.___________why:_______
2.___________why:_______
6. 在課本聽力的基礎上，我又設置了2個問題以
檢測學生對于聽力材料
中關鍵信息的獲取情
況，同時自然引出下面要進行的兩人對話。
1. 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。
Step Four:
Pair work.
(5 mins)
（目標三）
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:
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
1.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。
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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.
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 ________________.
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。
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Step Five：
Group work.
(10 minutes)
（目標三）
Work in groups of 6. Perform a short play, asking for information and giving directions with the
key structures we learned today. 1. 4 minutes for each group to prepare; 2. 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_____.
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。
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