初中英语Section B试讲课课件ppt

Teaching Procedures

Tips

Step 1 Revision

       The T can guide Ss to review the ways to ask for information politely by offering several situations. The T may use the prompt:

What would you say in this situation?

       Then the T can guide Ss to make a summary like this:

    Excuse me, do you know...

Pardon me, can you tell me …

Could you please tell me …

May I ask …

I wonder if there is a …

I’m sorry to trouble you, but …

Step 2 Presentation & Writing

       3a 

This activity is to prepare Ss for the subsequent writing activity by providing them with practice in writing polite, indirect questions.

  At first, the T can set a context for the task. For example: 

 You’re going on a short vacation to a school in an English-speaking country, and you want to choose something to study. There are certain topics that you’re interested in and want to get some information about.

       3a

Then the T can guide Ss to read the topics in the column to make sure they understand the meaning. For high level Ss, the T can ask Ss to set their own topics without looking at the textbook. After that, they can compare the topics they write with those on the book. Ss finish the task in 3a individually. At the same time, the T can offer help to Ss in need and provide them with some sentence patterns.

Suggested answers:

1.Excuse me, can you tell me what course I will study?

2. Pardon me, could you please tell me when the course will start?

3. Excuse me, would you mind telling me where and what I can eat?

4.Excuse me, do you know where I will stay?

5.Excuse me, can you tell me what activities I can do?

6.Pardon me, could you please tell me how to get to school?

       3b     

The T make Ss read the expressions in 3b at first and then finish the writing task. Then the T can invite some Ss to share their writings and make the assessments.

Suggested answer:

Dear Sir/Madam,

My name is Li Jie and I’m from Beijing, China. I’ll be coming to your school for a short study vacation this year. I’d like to know more about your school and the course I would like to take.

First, I would like to find out exactly how long the course is and when it will begin. I wonder if you could send me the course online and some information about the course fees.Could you please also send me some information about student housing and transport to your school? In addition, it would be interesting for me to know about the activities that students can take part in and the places where they can hang out and have their meals after school.

I would like to thank you for your help and I’m looking forward to your reply.

Yours faithfully,

Li Jie

Step 3 Self Check

       1 

   This part is to check Ss’ understanding to the key expressions and functions of this unit. It can also practice the Ss’ comprehensive skills . The T can ask Ss to read these words first and make sure all of them can understand these expressions. Then Ss can be asked to finish the task on their own. At last, the T present the correct answer.

 Answers:

   1.corner  2.rush, plan  3.suggest   4.polite, direct

       2

    The T can ask Ss to read the expressions and make sure they understand them and then finish the task individually. Then Ss can work in pairs and role-play their conversations to check if their answers are right.

Suggested answers:

2.Q: Do you know where I can get some stamps?

 A:You can get them at the post office on Green Street.

3.Q:Could you tell me what time the shopping center opens?

A:It opens at 10:00 a.m..

4. Q:May I ask how to get to the Japanese restaurant?

A:Just go along Main Street and turn right on Lake street.

Step 4 Language points learning

       look forward to  意为“期待；期盼”  其中的to为介词，其后接名词、代词、动名词（动词-ing）作宾语。

       reply用作名词，意为“答复”，相当于answer，表示“……的答复”时，reply与answer都需要与to连用。

       reply用作不及物动词，意为“回答，回复”，

reply to sb./sth.表示“对某人/某事作 出回答”。用作及物动词，其后可接宾语从句。

answer作及物动词，其后可直接跟名词或代词作宾语。 

The language points are for reference only.

Step 5   Summary & Homework

The homework can vary with the specific conditions.

       Summary  The T can encourage Ss to summarize the key points of this class to help Ss consolidate the knowledge.

       Homework:

    Preview Unit 4 Section A (1A-1C).

Do the exercises in students’ book.    

Teaching Reflection

In the writing task chain, textbook activities aim to guide students to ask questions through topics, then design the writing with questions as clues, and then write. This is a writing conception strategy commonly used in writing. When we encounter problems that need to be solved, we will put forward a series of relevant problems in the context of the environment at that time, and then sort out our ideas, find out the answers to these problems one by one, and implement them. When we need to seek solutions to these problems and consult relevant information, or enter the solutions to these problems one by one in the form of text, we will have writing needs and start writing. Therefore, in the teaching process of these two exercises, teachers should highlight the three links of "situation setting", "question asking" and "looking for answers" as much as possible, so that students can understand and try to use the writing conception skill and strategy.