初中英语人教新目标 (Go for it) 版九年级全册Unit 3 Could you please tell me where the restrooms are?Section B优质课课件pp

Teaching Procedures

Tips

Step 1 Warm-up

       The T can present some pictures of different places and elicit the English names from Ss so that they can have a revision of nouns of places. The T may use the prompt:

Do you often go to these public places?

       The T can present some adjectives and guide Ss to think about what adjectives can be used to describe those public places. The T may invite Ss to list more adjectives to describe.

       The T can make Ss have a free talk in pairs. For example:

    I think /an... should be ....

Step 2 Presentation & Practice

       1a

This activity is to enrich Ss’ vocabulary by introducing adjectives to describe the qualities of places. At first, the T can make Ss read the words in the blue box in 1a and pay attention to their pronunciation. And then ask Ss to identify the part of speech these words belong to (They are all adjectives). At last make sure Ss understand the meanings of these words.

       1a

   Have Ss work in pairs to do the activity, then elicit responses from different pairs. Where answers are different, encourage Ss to give reasons for their choices of adjectives and their ranking of the adjectives based on importance.

 Suggested answers:

1. clean, uncrowded, convenient
2. uncrowded, interesting, fascinating, quiet
3. quiet, clean, inexpensive, uncrowded
4. beautiful, safe, clean, big
5. uncrowded, safe, convenient
6. convenient, interesting, inexpensive, safe, big

       1b 

  This activity is to give Ss practice in using the words they learned in the previous activity. The T can guide Ss to talk about their familiar places and check if they use these adjectives properly.   To extend Ss’ vocabulary, the T may get Ss to brainstorm more adjectives for describing places.In addition, the T may introduce antonym pairs. For example:

       1c 

Before-listening, the T can ask Ss to look through the pictures and the context in 1c to predict. The T may use these prompts:

What is the name of the place shown in the picture?

What are these people doing there?

What is the man from Sunville Tourist Information doing ?

    How many conversations are we going to listen?

       1c

    This activity is to give Ss practice in listening for details and taking simple notes. The T can play recording of the three conversations

    once a time to make it easier. When the first conversation recording is done , the Ss fill in the blanks in Conversation 1 and so on. For weaker classes, the T may write the answers in a jumbled order on the board and have Ss choose the appropriate answer to fill in each blank.

 Answers:

Conversation 1: a good place to eat 

Conversation 2 : public restrooms

Conversation 3: a good museum, history, science, children’s, art,

computer.

       1d 

This activity is to give Ss the opportunity to listen to the same conversation again to confirm the information they heard earlier. Before playing the recording again, the T can have Ss work in pairs to discuss their answers. If they have blanks they have not yet filled in, they can try to recall what they heard in activity 1c or make guesses using contextual clues.

       1d

The T can play the recording again and ask more questions to help Ss to understand more details. For example:

 Conversation 1

  1.Are there many restaurants in Sunville?

2.What kind of restaurant is the boy looking for?

3.What food does Green Land serve?

Conversation 2

1.Where are the public restrooms?

2.Are they clean?

Conversation 3

1. Do they often go to science museum?
2. What museum does the family finally decide to go?

       1e 

To provide Ss with speaking practice using the target language, the T can invite Ss to role-play the conversations between the clerk and the tourists. Or make them work in closed pairs. The T can observe the Ss’ performance and make assessments.

Other options:

The T may want to have Ss work in groups to write their own conversations and then present them to the class. Alternatively, the T may print the tapescript and have Ss read the conversations in pairs or groups.

Step 4 Language points learning

       fascinating作形容词，常在句中作表语或定语。作表语时，主语通常为物。其名词形式是fascination，意为“魅力；入迷”；动词形式fascinate，意为“迷住，深深吸引”；fascinated也是形容词形式，意为“入迷的，极感兴趣的”。

       convenient形容词，意为“便利的；方便的”，其主语不能是表示人的词，常用于句型：

It’s convenient for sb. to do sth.意为“对于某人来说做某事是方便的”。

convenience是convenient的名词形式，既可作可数名词，意为“便利的设施”，也可作不可数名词，意为“方便，便利”。

       前缀以否定前缀（negative prefixes）un-, in-, im-, il-, ir-, non-, dis-, mis-, mal-等为主，使延伸出来的派生词变成反义词。

形容词派生词： accurate → inaccurate；patient → impatient； regular→ irregular；legal → illegal；native → non-native；orderly→ disorderly；common → uncommon.

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 the passage in Section B 2b.

Do the exercises in students’ book.    

Teaching Reflection

In this period，the students review and learn more adjectives to describe the places.They should practice the adjective sentence pattern——to be＋adj. Listening and oral practice are important in this period.Students should develop a good listening habit and they need to take notes when they have heard something.The teacher should give them some written work to do after they do the listening practice and make conversations.