初中英语人教版（2024）九年级全册Unit 3 Could you please tell me where the restrooms are?Section B教案

这是一份初中英语人教版（2024）九年级全册Unit 3 Could you please tell me where the restrooms are?Section B教案，共7页。


Teaching Aims
1.语言能力：根据当地的文化背景，学会在不同的场合里礼貌地询问。
2.文化意识：学会有礼貌地与他人沟通，做一个有礼貌的人。
3.思维品质：学会有礼貌地与他人沟通。
4.学习能力：在不同场合下礼貌地使用语言。
Teaching Difficulties
学会在不同的场合里礼貌地询问。
Teaching Aids
A tape recrder ,CAI r multimedia curseware
Teaching Prcedures
Tips
Step 1 Lead in
The T can play a series f vides abut asking and shwing the way. After watching them, the T can ask several questins:
What shuld Mr. Smith d?
Hw des Mr. Smith make requests?
Des it sund plite r implite?
The T can elicit mre ways t make requests frm Ss and make a summary:
Where is the Histry Museum?
Hw can I get t the Histry Museum?
Culd yu tell me where the Histry Museum is?
Excuse me, d yu knw where the Histry Museum is?
I’m srry t truble yu, culd yu please tell me hw t get t the
Histry Museum ?
...
Then the T can ask Ss t check if these requests are plite.
Step 2 Presentatin & Reading
2a
The activity is t prepare Ss fr the subsequent reading activity in 2b by prmpting them t think f situatins where they might need t make plite requests. Ss can have a discussin in pairs r grups. Fr sme weaker students, the T can use these prmpts:
yu ask a stranger fr infrmatin
yu ask yur brthers r sisters
yu ask yur teacher abut smething
Suggested answers:
In a freign cuntry.
In public places like a bank, a pst ffice, a library, a shpping
mall, etc.
At schl.
At hme, especially when speaking t yur elders.
2b
Task 1 Skimming
The T can ask Ss t read the passage quickly and find the tpic sentence f each paragraph s that Ss can grasp the main idea f the passage in a shrt time. Then the T can invite sme Ss t share their answers with the class.
Answers:
Para.1: When yu visit a freign cuntry, it is imprtant t knw hw t ask fr help plitely.
Para.2: Gd speakers change the way they speak in different situatins.
Para.3: Usually plite questins are lnger.
Para.4: Hwever, it is imprtant t learn hw t use the right language in different situatins.
Then the T can encurage Ss t find ut the lgical rder f the passage. Then the T can present it.

imprtance f language apprpriacy What’s the language apprpriacy?


features f plite language seems difficult but still imprtant
Task 3 Scanning
The T can ask Ss t read each paragraph carefully and answer the
questins f each paragraph.
Para.1
Q：Is it enugh t speak crrectly?
A：N.It is nt enugh t just ask a questin crrectly. We als need t learn hw t be plite when we ask fr help.
Para.2
Q: Is it necessary t ask all the peple arund yu indirect questins?
A: N.It is all right t ask yur classmates direct questins because yu
knw them well.
Para.3
Q: What are the features f plite language?
A: Usually plite questins are lnger. They include expressins such as “Culd yu please ” r “May I ask ”
Para.4
Q: In the secnd picture, why des the man say “Srry, I can’t help yu.”? Can yu change the questin t a mre plite ne?
A: Because the man is t implite, he asks directly.
I may say…
2c
The activity is t give Ss practice in identifying direct questins and plite requests. The T can make Ss read the passage again carefully and finish the task in 2c. Then the T can ask Ss t check answers in pairs.
Answers:
Direct questins: Where are the restrms?
When is the schl trip?
Where’s the pst ffice?
Plite requests:Culd yu please tell me where the restrms are?
Excuse me, Mr. West. D yu knw when the schl trip is?
Peter, culd yu please tell me yur e-mail address?
Pardn me, culd yu please tell me where t park my car?
2c
After finishing the task, the T can highlight these cmmn ways f making direct questins mre plite:
By adding “excuse me ”r “pardn me”at the beginning f the questin
By using “culd” instead f “can” in questins
By adding “please” at the end f a questin
2d
The activity is t prvide Ss with practice in identifying suitable situatins fr different ways f making requests. The T can make Ss read the sentences in the first clumn and then check whether these questins are plite r nt. Then Ss can wrk in pairs t d the task in 2d and have a discussin if they have different pinins.
Suggested answers:
A; restaurant/hme
B;street
A/B; any public place/hme
B; street
B;mvie theatre/cncert hall
A; hme
B; street
2d
After finishing the task, the T may pint ut that anther factr that is very imprtant when making plite requests is the speaker’s tne f vice. Generally, a higher tne tends t sund mre plite. T illustrate this pint, the T culd encurage Ss t practicing reading the requests using different tnes and give feedback n whether they sund plite r implite in each case. The T culd als remind Ss t smile when making requests.
Step 3 Language pints learning
request 作可数名词，意为“要求；请求”,其后常接“fr +名间”，意为“……的要求/请求”。
request用作及物动词，意为“要求；请求”。 常见用法：
①request sth. ( frm/f sb.) 意为“（向某人）请求某物”。
②request sb. t d sth. 意为“请求某人做某事”。
③request + that从句（从句用虚拟语气，谓语动词用“ shuld +动词原形 shuld可省略）意为“请求/要求……”。
include作及物动词，意为“包括；包含”。
① including用作介词，意为“包括；包含在内”，后接名词、代词或动词-ing形式。
② included形容词，意为“包括在内的”，通常置于名词之后。
lead v. （led, led）领导；带领；过（某种生活） 常用结构：
lead int 引入，导入
lead t 导致
lead sb. t sp. 带领某人到某地
lead a ... life过……的生活
The language pints are fr reference nly.
Step 5 Summary & Hmewrk
The hmewrk
can vary with the specific cnditins.
Summary The T can encurage Ss t summarize the key pints f this class t help Ss cnslidate the knwledge.
Hmewrk:
Read and recite the passage in 2b.
D the exercises in students’ bk.
Teaching Reflectin
In this perid，the mst imprtant thing is reading.And als we learn hw t make apprpriate and plite requests as well as we make a request crrectly.It is a gd time t train the students' ability f reading quickly and efficiently.Tday's reading task is t find the tpic sentences fr the paragraphs.And students shuld learn the culture and hw t make plite requests after they have read the text.
After reading，we can talk abut the reading passage and discuss sme questins t check hw well the students learn frm the passage.Students are given sme written wrk t d after class.