人教版英语九年级全一册教案：Unit3 SectionA（3a-3b）.doc

1、Unit3 SectionA（3a-3b） 教案【教材版本与册数】新目标人教版九年级全一册 【单元名称】Unit 3 Could you please tell me where the restrooms are?【课时】Section A 3a-3c （第2课时）【课型】intensive reading（精读课）教材分析【本单元话题】本单元话题为游览出行，通过问路及指路引入语言操练及学习，教会学生在不同场合和背景下礼貌得体地使用语言。 【本单元重点掌握目标】能正确使用含有wh-问句的宾语从句（Objective clauses with wh-questions）。【教材内容拆分分析】基

2、于本课内容和学生的实际水平，本课时完成Section A的3a-3c部分的教学内容。根据本篇阅读分为读前，读中，读后三部分：读前，展示图片，引出主题。读中，根据3a部分的问题整体把握文章大意；再分段阅读文章，细读文章内容，完成3b部分内容。读后，根据3a,3b对故事的了解，再关上书本，完成3c,进一步加深对文章的理解和记忆。 【通过本单元的学习学生需掌握哪些综合技能】1. 在不同场合下礼貌的使用语言。2. 结合不同文化背景得体的使用语言。教学目标语言知识目标：1.通过教师自身的情景式导入和与学生互动的问答形式，学习和巩固该话题下的词汇句型，激发调动学生的求知欲，熟练使用以下词汇、短语和句型：单

3、词：suggest, staff熟练掌握短语：come on, fun times, sound perfect句型： I wonder where we should go next. How about that new ride over there?2.阅读训练：阅读一篇小短文，在搜集和处理基本信息、训练基础阅读技能的基础上，引导和帮助学生进一步积累语言知识、训练语言技能。情感态度价值观目标： 通过对本部分的学习，使学生能够了解英语中的礼貌用语。教学重难点教学重点：运用宾语从句，从更广泛的领域礼貌地询问信息。教学难点：用多种提问方法表达自己的思想。建议教法在不断激发学生兴趣的情况下，利

4、用多种教学手段，充分开动学生感官和大脑，循序渐近、有针对性的训练，培养良好的阅读习惯，发散思维。运用skimming and scanning,让学生在遇到阅读时,在最短时间搞清作者意图，清晰把握文章重点，在做题时能轻松准确运用的各种技巧，快速锁定答案。教学流程（详见相应教学设计） 教学评价1.充分复习第一课时，并结合教材上提供的相关问题对长对话进行充分理解。2.用宾语从句问路，教师要提供充分的语境让学生进行语言体验和归纳，再在长对话的语境中促进学生的理解和运用。附：教学活动设计步骤过程措施（教师活动与学生活动） 目的 持续性评价DELC41预备与激活先期知识Step 1Greeting an

5、d Leading in (2mins ) Greet the class, show some pictures and ask: Where is the ?Lead Ss answer the questions. (use this method to review what we learned.T: What do you often do with your friend at the weekend? (at the same time, show some pictures to guide them answer.)Ss: We often .Then lead in th

6、e free talk: Have you ever been to an amusement park? What did you do there?利用图片回顾已学知识，复习旧知。利用：你周末都跟朋友做什么引出话题：“你有去过游乐场么？你去哪儿都做了什么？”从而激发学生的学习乐趣。培养学生的复习习惯。学生利用老师提供的信息对问题进行发散DELC52获取新知识Step2Pre-Reading（读前） (2 mins)Step 3While-reading（读中）(15mins)Read the title and subtitles and write correct order with

7、numbers. _ On their way to Water City Restaurant, Alice and He Wei pass by Uncle Bobs._ They decided to go to Water City Restaurant._ Alice and He Wei are in Space World._ They asked a staff person and would have dinner at Uncle Bobs restaurant.Answers: 3214Look at the photo, the title and the subti

8、tle to the story on page 19. Then answer the questions below.Who went to the Fun Times Park?What does the dialogue talk about?Where did they go to have dinner?1. Alice and He Wei.2. It talks about a fun time in fun Times Park.3. At the Uncle Bobs.Let Ss read the conversation and answer the questions

9、 below.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 Bobs restaurant?3. Should Alice and He Wei get there early for dinner? Why?Answers:1. Because she thought the ride looked pretty scary. She was glad that she tried it, and she found

10、 the ride fun.2. A rock band plays there every evening. 3. Yes. The restaurant is always busy at eight oclock, so they should get there early to get a table.Read the first part and fill in the blanks. He Wei suggested a _ to Alice. But it _ Alice. “It was exciting. If youre scared, just _ or _. ” He

11、 Wei said. Answers: new ride, scared, shout, hold my hand Read the second part and fill in the chart.AliceHe WeiThough I was scared at first,I found its fun!You never know until you try something.I was hungry and I want to get some food quickly.I suggested Water City Restaurant. We can have hamburge

12、rs and hot dogs there.Read the last two parts and fill in the chart.The restaurantlooks interesting. A rock bank plays thereevery thing They come earlierto get a table. It was always busy at eight oclock 通过阅读标题和副标题，对文章整体进行把握。通过对标题副标题的阅读，把握文章时间，地点，人物等。通过快速通读课文，找出问题的答案,对文章梗概有一定的把握。通过一段一段的阅读，首先在全班朗读的过程

13、中，教师获取反馈，发现学生朗读中的不足以及生疏之处，进行针对性指导，讲解。同时对文章细节进行理解。提醒学生抓住关键词，培养学生Skimming 的技巧。学生是否能整体把握文章并理清先后顺序和主要人物地点等。部分学生应该能利用此策略获取有效信息.1.学生是否能看懂目标词汇与基本句型。2.学生是否能用skimming和 scanning 解决问题。3.学生是否能朗读课文DELC63深度加工知识Step 4Post-reading（读后） (10 mins)Try to use following words and sentences to retell this dialogue. scare;

14、 fun; hungry; Water City restaurant; Uncle Bobs restaurant; a rock band;They come a little earlier to get a table.You never know until you try something. Underline the questions or statements in the conversation that ask for information. Rewrite them in a different way.e.g. I wonder where we should

15、go next.Could you tell me where we could go next?Check the answers with the whole class.对学生综合能力的训练，给出关键词，引导学生记忆文章内容。培养学生的概括能力。通过3a，巩固训练本节课重要句型结构。学生是否读懂本文。是否能根据提示词记忆背诵本文。Step 5Language points(10 mins ) 1. I was scared at first, but shouting really did help.* I was scared at first, but shouting really

16、 helped. * I was scared at first, but shouting really did help. （强调句）2. You never know until you try something.(1) 做名词 have a try 试一试 e.g. Why not have a try? 为什么不试一试？ 2) 做动词 (1) try to do sth. 努力做某事 e.g. Well, well try to finish the homework in time. 那好, 我们争取及时完成作业。(2) try doing sth. 表示尝试着做某事 e.g.

17、- I usually go there by train. 我通常乘火车去那儿。 - Why not try going by boat for a change? 为什么不换乘船呢? (3) try ones best 尽某人最大的努力 e.g. Thank you. I will try my best. 谢谢你。我会尽力而为的。3. I suggest Water City Restaurant in Water World. suggest作动词, 可意为“显示; 间接表明”, 后可接宾语从句。 e.g. His behavior suggested (that) he was a

18、kind man. 他的行为显示他是个好人。suggest作“建议”讲时, 应注意以下两点：1) suggest doing sth. 建议做某事 e.g. I suggested going home. 我建议回家。 2) suggest后接从句时, 从句常用虚拟语 气, 谓语由“should + 动词原形”构成, should可以省略。 e.g. I suggested that we should go home. 我建议我们回家。4. Its always busy, so come a little earlier to get a table. 在就餐语境，busy : 吃饭人多；

19、就餐 拥挤；get a table : 定餐桌；占位子根据文章中的句子，引申出相关知识点，帮助学生理解，记忆。通过讲解，进一步巩固所学的目标语言。学生是否能掌握目标词汇及句型DELC74评价学生学习Step 6Exercise and Summary (2 mins)Do some excises together. 一、单选1.- How about _ soccer? - Good idea. A. to play B. play C. playing D. played2.- How about _ in the river with us? - Sorry I cant. My par

20、ents often tell me _that. A. swim, dont do B. swim, to do C. swimming, not do D. swimming, not to do 3.- I dont know where to go this summer vacation. - Why not _ visiting Huanggang? There are many places of interest there. A. suggest B. wonder C. consider D. regard4.That restaurant _ very nice food

21、, and the waiters there _ their guests well. A. serves; serve for B. serves with; serve C. serves; serve D. serves with; serve for(CDCC)二、根据汉语提示完成句子，一空一词。 我喜欢北京的秋天，你呢？ I like the autumn in Beijing, and _ _ you？ 喝杯咖啡怎么样? _ _ drinking a cup of coffee? (what/how about; What/How about)Summary 1.where作引导

22、词来引导宾语从句，再拓展到其他特殊疑问词作引导词。e.g.I wonder where we should go next.Lets ask what time the band starts playing.2.通过本节课的学习，能用skimming和 scanning 解决问题。3.通过给出关键词的方法，能记忆文章内容。培养概括能力。Homework Try to retell the story to your parents.Preview the new words and expressions.通过习题检测学生是否掌握本节课重要知识。通过本节课的学习，总结本节课所学内容以及阅读技巧。培养学生学会复述文章内容和提前预习的习惯。通过简单习题，检测学生是否掌握本堂课内容，体现对学生的可持续性评价。