初中英语人教新目标 (Go for it) 版九年级全册Section A教学设计

课题

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

Section A (1a- 2c)

课型/课时

听说课   第一课时

学

习

目

标

确

定

的

依

据

1.课程标准相关内容及解读:

     （1）听：能听懂相关熟悉话题的谈话，并能从中提取信息和观点；

能在听的过程中用适当方式做出反应；

能针对所听语段的内容记录简单信息；

（2）说：能就简单的话题提供给信息，表达简单的观点和意见，参与讨论；

        能有效地询问信息和请求帮助；能在口头表达中进行适当的自我修正；

        能与他人沟通信息，合作完成任务；能根据话题进行情景对话；能用英语表演短剧；

        能在以上活动中做到语音，语调自然，语气恰当。

2.教材分析:

      本节课选自九年级英语课本《Go For It》 Unit 3, Section A，是一节听说课，主要围绕“如何礼貌地询问信息和指路”这一话题展开，深入探讨了如何有礼貌地询问信息和指路的不同方式以及在不同场合如何使用恰当的语言。该话题与学生生活密切相关，能够引起学生的共鸣，易于理解，且之前学生已经学习过类似句型，学习难度不大。因此本节课重在结合不同的语境，让学习练习如何礼貌地询问信息和指路，尤其是陈述语序的运用，并体味如何在不同场合下使用礼貌用语，教会学生以礼待人。

3.学情分析:

       通过前期七八年级的英语学习，九年级的学生已经具备了一定的英语听说能力，词汇量较大；且学生已经接触过与本单元话题“礼貌的询问信息和指路”这一话题相关的知识，因此学生处理各项任务的难度不大。本节课重在培养学生如何正确运用宾语从句，恰当礼貌地询问信息并作出回答。

Learning goals

学习目标

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、难点

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..

Teaching methods

教学方法

Task –based language teaching method;

Guessing game;

Pictures (ask and answer);

 Classroom activities (pair-work, group work)

Learning methods

学习方法

   Learn by using and for using;

   Cooperate;

   Compare, analyze and summarize

Assessment

Tasks

评价任务

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.

教学设计

学习活动

课堂评价

设计意图

学习环节

学习任务

评价方式

评价标准

Step One:

Leading in.

（2 mins）

1. Show learning goals.

    Show the learning goals and explain some difficult words.

1.出示学习目标；

2.师进一步解读学习目标（尤其是目标中的重难点词汇）。

出示学习目标，让学生了解本节课的学习任务，有目的地学习，也便于学生最后检测自己本节课是否达成了学习目标。

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 the video, choose students to answer the question.The students may answer the question like this :Excuse me, officer. Can you help me? Can you tell me how to get to 46 Linden Street Riverdale?Tell the students to know how to ask the way politely.

Yes, there are other expressions to ask the way politely. Today we’ll learn Unit 3 to find more expressions.

结合视频和场景，让学生回顾以前所学的如何问路的句型，进一步引出本节课话题。

通过设置场景，提出问题，引发学生思考，不仅自然地导入了本节课话题， 也为接下来的学习做好铺垫。

Step Two:

Presentation and practice.   

(10 mins)

（目标一）

1. Present the new expressions and key structures. 

(1). Show some pictures, and ask students to read and tell the expressions according to the pictures.

    Eg: get some money   get a dictionary

       get some information about the town

               …

(2). Match each thing with a place in the picture in 1a on page 17;

(3). Two students ask for information and give directions politely with the key structures politely:

   ----Could you tell me where I can…?

      Do you know where I can…?

   ---- Sure/ Yes. There is a … on…street.

2. Guessing game.

Show some pictures, and ask students to guess what people in the pictures will do in such places and how they can ask the way with the structure “Could you tell me where I can…?/ Do you know where I can…”

1. 学生根据图片和老师的描述，准确说出相应短语；
2. 在规定时间内（1分钟）把1a中的有关事件和对应的地点搭配起来；
3. 随机选取几位同学说出他们搭配的结果，余生核对答案，订正错误，总结错因，并根据所犯错误做出恰当的自评；
4. 评价方式：自我评价
5. 评价标准：

You can get

A, if you make no mistakes;

B, if you make 1-2 mistakes;

C, if you make more than

 2 mistakes.

Revision:

1.___________why:_______

2.___________why:_______

6. 根据图片，试着用关键句型有礼貌的询问信息并作出回答，在此过程中，老师及时提醒并纠正学生表达中的错误，尤其是语序问题。
7. 通过guessing game,让生结合语境练习如何礼貌地询问信息，进一步巩固关键句型。

1. 通过呈现图片，让生尝试说出相关短语，并通过匹配任务进一步巩固所学短语，为下面的对话做好铺垫；
2. 结合图片，设置不同场景，让生尝试使用礼貌用语询问信息，在不断地练习和纠错中习得其用法，并通过guessing game进一步巩固关键句型，在轻松有趣的氛围中快乐学习。
3. 通过自我评价，及时发现并纠正错误，分析错因，避免重犯类似错误。

Step Three:

Listening.

(7mins)

（目标二）

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. 听力练习前，给生明确的指令和听力方法的指导；
2. 听录音，在生完成1a/ 1b /2b中的练习后，分别随机抽取个别同学核对答案，并询问有多少学生全部正确以了解学生听力理解的情况。
3. 核对答案的同时，学生及时订正错误，分析错因，并对自己的听力做出恰当评价。
4. 评价方式：自我评价
5. 评价标准：

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. 在课本听力的基础上，我又设置了2个问题以检测学生对于听力材料中关键信息的获取情况，同时自然引出下面要进行的两人对话。

1. 听录音前，给生明确的指令，并教给学生一些听力练习的做题方法和技巧，完成相关听力练习后，随机抽取同学核对答案，并及时分析出错原因，以此提高学生听得能力。
2. 在每个听力任务核对答案后及时询问有多少学生全部做对，及时反馈，以便于对自己的教学做出适当调整。
3. 在课本听力任务的基础上，针对听力材料设置2个问题，进一步考察学生获取听力关键信息的能力，同时利用听力材料过渡到对话环节。

Step Four:

Pair work.

(5 mins)

（目标三）

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. 学生在规定时间内（2分钟）用所学关键句型编造自己的对话。
2. 随机抽取4组展示他们的对话，其他学生根据评价标准进行评价。
3. 评价方式：生生互评

1.通过两人对话练习，让生学会在不同情境下灵活运用本节课所学句型，不仅巩固了关键句型的用法，而且提高了学生的语言表达能力。

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. 评价标准：

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.通过生生互评，培养学生及时发现错误，纠正错误的能力和评判能力。

Step Five：

Group work.

(10 minutes)

（目标三）

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. 在规定时间内（4分钟），

各小组组员在组长带领下根据要求设置场景，积极准备；

2. 随机抽取2组上台表演，其他组的组员根据评价标准对其表演做出评价。

3. 评价方式：生生互评
4. 评价标准：

Assessment Standards：

   （total：5 points）

1. Everyone uses the

target structures during the play (2 points);

（使用了目标语言）

2. Correct, fluent, creative and good cooperation (2 points);

   (准确，流利，新颖，团队合作默契）

 3. Good body language and

facial expression (1 point)

(台风，表情优美)

I think Group ____can get _____points, because_____.

1.通过小组表演活动，培养学生的小组合作能力，语言表达能力，创造能力和综合运用本节课所学知识的能力。

2.通过生生互评，培养学生及时发现错误，纠正错误的能力和评判能力。

Step Six:

Summary.

(2 mins)

Ask the students to sum up what we have learned today first, then show the key structures:

----Excuse me/ Pardon me.
Can you tell me where I can….?
Do you know how I can…?

----Sure/ Yes. There is a … on…street.

    Go along…

    Go past/ Pass by…

学生能够总结出有礼貌地询问信息和指示方向的主要句型。

通过让生总结，不仅再次回顾了本节课主要句型，而且培养了学生的归纳总结能力。

Homework

1.Make up a new conversation with the structures we learned today to ask for information and give directions politely.   (For level B students only)

2.Write a new play with the key structures we learned today.  (For level A students only )

针对不同层次的学生设置了不同综合性练习作业，在兼顾学情的基础上巩固了本节课所学知识。

1. 编对话和写短文都是相对综合性的作业，能有效巩固本节课所学知识；
2. 分层作业的布置，兼顾了学情，更为有效。

Teaching

reflection

课后反思

本节课为Unit 3: Could you please tell me where the restrooms are? 的第一课时，是一节听说课。

本节课中，我通过设置与学生生活联系密切的场景，导入新课。通过图片，引导学生说出相关的短语和关键句型，并设计了”guessing game” 让学生进一步练习目标语言。随后引入听力，并对听力材料进行整合，从方法和技巧等方面指导学生有效获取关键信息。通过听力的对话引出pair work. 在“pair work, group work” 活动中，学生的创造力，小组合作能力，口头表达能力以及知识的综合运用能力得到了进一步的展示和提升，每项活动后的自评或互评及时反馈了目标的达成情况，根据评价结果我及时调整自己的教学，真正体现了教学评的一致性。最后的 “summary” 进一步帮助学生回顾本节课所学主要内容，及时反馈了学情，也为下节课的教学指明方向。而分层布置作业照顾到不同学生的实际水平，能够更有效的巩固本节课所学内容。

    针对本节课，我认为做的较好的是：

1. 经过多次改动，对课标的解读和目标的续写较为准确、具体、可操作性强，自己还比较满意。

2．课堂设计由浅入深，始终围绕本节课所设置的三个目标，从短语到句子，从对话到语篇，层层递进，最终使得学生能够在不同场合中准确、恰当地运用关键句型礼貌地询问信息。

3. 根据学习目标制定课堂评价标准，根据评价结果及时调整教学以更好地达成目标，体现了“教、学、评的一致性”。每项课堂活动后都有相应的评价任务和评价标准，及时反馈了目标达成的情况，有效地指导了教学过程的调整。

4. 课堂活动以生为主，给学生大量练习和表达的机会，课堂提问面大，教学过程中及时兼顾学情。

5. 进一步挖掘，整合了听力素材，并给予了学生有效的听力方法和技巧的指导。

6. 作业的综合性和分层布置更能有效地帮助学生巩固本节课所学知识。

   有待于进一步提高之处：

1. 在“Pair work & group work” 活动中，时间的把握做得不好。
2. 个别同学的英语发音还不够标准，在平时的教学中还需注重提高学生的语音素养。