英语九年级全册Section B教案

这是一份英语九年级全册Section B教案，共9页。教案主要包含了教材分析，学情分析，教学目标，教学重点，教学难点，教学过程，学生自我评价，板书设计等内容，欢迎下载使用。
人教版九年级（全一册）Unit3Could you please tell me where the restrooms are?Section B 2a-2c 教学设计本节课课时：1课时   课型：阅读课   时间：45分钟一、教材分析：《全日制义务教育英语课程标准》（2011）（以下简称）中强调英语课程具有工具性和人文性双重性质。就其工具性而言，课程标准提到培养学生的英语素养和发展学生的思维能力；就其人文性而言，着重提高学生的综合人文素养。《标准》（2011）五级标准中对阅读所应达到的目标有具体的表述，这也是学生通过学习阅读素材需要培养的基本技能。本节课所学习的文本是一段短文材料，属于Unit3中Section B版块，这一文本主要用于培养学生综合语言运用能力中的阅读能力，是Section A部分（包括：语法和词汇知识以及基础听说）学习的发展与提升。这是一个看似独立，但又为后续写作活动的开展打基础的部分，属于输入型活动。 二、学情分析：虽然经过七年级和八年级的学习，学生已经具有一定的基础知识储备，同时也具备了一定的自主学习能力，但进入九年级，面对即将到来的中考提升阅读能力非常重要。进入九年级，学生的生理处于青春期，其思维能力有了一定程度的发展，尤其是逻辑能力。但他们的阅读能力仍处于较低水平。因此，学生有必要通过对文本的分析与学习学会运用基本的阅读技巧，深入理解文本的内涵，培养其自身的问题解决能力，提高跨文化交际的水平。这也是超文本阅读的价值所在。阅读技能是中考对学生能力检测的一部分，提高阅读技能也是初中毕业生的现实要求。 三、教学目标通过阅读文本全体学生能够识别在问路、请求别人的语境中的礼貌或者不礼貌的表达方式。How can I get to the ……?（直接，不礼貌）或者Could you please tell me how I can get to the …?（委婉、礼貌）2. 全体学生能够根据获得的对方询问或请求信息后推断对方的意愿，并做出回应（包括语言和行为上的）。3. 全体学生能够表述所学的Could you please …?等句式，并能根据模拟英语语境简单口语表达。4. 全体学生能够使用扫读策略找出段落的主题句。5. 通过对模拟语境的理解，形成解决问题的习惯。6. 全体学生能懂得使用礼貌用语与外国人交往，做一个有素养的国人。 四、教学重点学习基本礼貌询问用语和请求用语，并在模拟语境中使用解决实际问题。 五、教学难点：口头使用基本的礼貌询问用语和请求用语，并在模拟语境中解决实际问题。 六、教学过程播放本节课的学习目标，学生认知。1．Pre-reading（7’）Step1 导入新课：师生交流学习新生词。（今天要阅读一篇短文，学习之前请大家先看几幅图片，学习单词）T：PPT展示Parking---park（公园、泊车）+ingDo you know “No parking!” 教师PPT展示地铁图片1，--Could you please tell me what place it is?---parking（Because it is under the ground, it is called an underground parking） PPT展示图片2--What is this, please?--- A letter--What is on the envelope?--Address.（Sometimes we also write address in an e-mail. We call it e-mail address.）E-mail address.(PPT 展示) 展示图片3When you don’t know how to get to a place, you need ask someone the direction politely and correctly, and then you can get there.Politely—you should use some good words or the words that make the other people comfortable, such as could, would, thank and sorry.politely（adv.）← polite（adj.）Correct：If something is correct, it is right or true.correctly（adv.）← correct （adj.）request: If you request something, you ask for it politely or formally(正式的). 学生先齐读标注有音标的所有单词，然后PPT集体呈现含有underground parking, politely, correctly, e-mail address, request等单词的语句，点学新词request，要求学生翻译句子，进一步领会单词的使用环境。 设计理念：根据构词法中的派生法学习单词，扩大词汇量有助于学生学习掌握单词的基本方法。 Step2  Now let’s look at the two pictures under the passage, then please tell me:（2’）PPT呈现图片（取自课本文本下面）What are they doing?Which one do you feel much more comfortable?What ways should we use when we talk with other people in our daily life？ Let’s read the passage to know more about polite ways. 设计理念：阅读之前引领学生充分运用课本下方的两幅图片做猜文义练习, 使图片起到预测的功能，学生学会利用一切可以利用的预测材料，包括图片、零碎的文本信息。这是学习文本的预热（warming-up）阶段，也是训练学生看图猜文、猜意并导入学习内容很重要的方式。通过这种方式进行初级的思维训练。2. While-reading 教学内容教师行动学生行动设计目的及理念Step3（5’） Please have a silent reading  quickly to the whole passage. Find and circle the topic sentence of each paragraph on your books. (3’)     （请注意主题句的位置）（设置的任务面向全体学生）        PPT集中展示右栏中的main ideas。找出各句的关键词。完成下面的选择题。The passage mainly tells us ______.polite questions are longerpolite languagesspeaking politely is more difficultright languages help us communicate better（问题面向全体学生） The students read and find the main idea of each paragraph.   Main idea 1: Asking for help politely is important. Main idea 2: Good speakers change the way they speak in different situations. Main idea 3: Usually polite questions are longer. Main idea 4: To learn how to use the right language in different situations is helpful for people to communicate with each other.学会通过运用扫读策略整体阅读文本，从宏观角度理解文本的大体内涵。这是阅读理解的关键所在。 （全体学生的主体参与活动。培养学生的主题与细节区分能力） 整体理解Step4Read the 1st paragraph（5’）Read para1 aloud carefully, circle the answers on your books. (2’) 显性问题1.What are the ways you ask someone the way to the restroom  2.Which one is more polite?Why？  Why do we use the polite ways?   The teacher gives the students some impolite ways and polite ways in their daily life and ask them to tell them from each other.（问题面向中下等学生）结合文本进行适当转换Can you throw away the rubbish?Where is the post office?Could you please close the door? 隐性问题How to ask for help if you want to know where the People’s Park is?（问题面向优等学生）   The students read the 1st paragraph and answer the questions.Possible answers: Answer：A: Where are the restrooms?B: Could you please tell me where the restroom is? Answer: The second one   Because when we visit a foreign country, it is important and helpful to know how to ask for help politely.          The last one.  Could you please tell me  where the People’s Park is?    此环节基于问题链理念而设计。首先使学生通过阅读，了解文本的表层信息。然后将所获得的信息进行整合，回答较深层次的问题。Step5Read the 2nd paragraph（6’）Read the second paragraph with the following questions silently and carefully and fill in the chart.(2’)显性问题: （此处以表格的形式完成）1.How do you ask your classmates about the school trip?2.How do you ask your teacher, Mr. West about your school trip?（问题面向中下等学生）隐性问题：You as a studentHow do you ask your headmaster, Mr. Smith when the school trip is?   T: Why do you ask your classmates or your teacher in different ways?The students read the 2nd paragraph.    Answers:When is our school trip?  Excuse me, Mr. West. Do you know when our school trip is?  Excuse me, Mr. Smith. Can you tell me when our school trip is? ORExcuse me, Mr. Smith. Do you know when our school trip is?  Good speakers change the way they speak in different situations.这一步骤的设计理念与上面的步骤相同。学生通过获得的信息转换询问对象，发生信息应用的迁移。划线部分引起学生的注意，由比较熟悉的同学到自己的老师，再到自己学校的校长，步步深入，渗透理解并实际应用。Step6Read the 3rd paragraph（7’）A. Please read the 3rd paragraph silently and carefully, write down the answers on your note-books.(2’)显性问题: （Please take some notes）How many kinds of polite ways do you find in this paragraph?  Try to change the following short ways into a longer polite ways using one of the above four kinds.（以上问题面向中下等学生）Close the window.Where is David’s office?Move the car!（问题面向中下等学生）      隐性问题：If you ask somebody to pass on something to you, what do you say?（问题面向优等学生） Can you make ask and answer?  T: Compare the two column questions or request. What is a polite question or request like? The students read the 3rd para. and then make a list of the polite ways.     1. Four.2. Could you please?  May I ask …?     -----------------------------------------May I ask you to close the window?Could you please close the window?Please tell me where David’s office  is.Excuse me, I wonder if you can move the car.I’m sorry to trouble you, but could you please move you car?学生同时进行抄写的随手练习。Could you please pass on the … to me?Excuse me, if you can pass on the … to me?…The students make ask and answer exercise with their partner. A polite question or request is much longer.问题链的形成有助于学生有条不紊地对文本进行理解。由表及里，由浅入深。由简单的信息获取到信息的转换和归纳与整理。再到逻辑推理能力的培养与发展。    面向不同层次的学生群体。Step 7Read the 4th paragraph（3’）Read the fourth paragraph aloud, then fill in the blank.(1’) 隐性问题Why is it important to learn how to use the right language in different situations.（问题面向优等学生）    It is important to learn how to use the right language in different situations because it will help you communicate with other people better. 阅读理解中培养学生对句子前后所隐含的逻辑性的理解非常重要，尽管没有逻辑词语的出现。Step8Have a conclusionThe passage mainly tells us:asking for help politely is important good speakers change the way they speak in different    situations usually polite questions are much longer to learn how to use the right languages in different situations is helpful for people to communicate with other people The students read together.将综合的内容要点集中呈现，帮助学生形成综合视角。加深学生对于段落之间逻辑性的理解。符合阅读理解培养学生思维品质的素养要求。Step9Read the whole passage again（7’）Look through the whole passage again quickly(3’), think about the following situations by yourselves and try to write down your own words. Please write down your opinion according to the sentence structure in the right column.  A stranger asks you the way to the People’s Park. He said to you, “How do I get to the People’s Park?”, How do you feel? Would you love to tell him? Why?（问题面向全体学生，视中下等学生对问题的理解程度和上面阅读的进展而确定是否回答。） Can you write down your own opinions according to the sentence structure?The students read the whole passage and then give their opinion.         Possible version:（The students can write down the sentences with the answers.）   When a stranger says to me “How do I get to the People’s Park?”, I feel __________. I would like not to tell him how to get to the People’s Park because__________.   问题为超文本设置。需要学生结合自身的生活经验和经历发表自己的观点。重点在于契合英语课程标准中学科素养的培养与提高。 这是情感态度的体验过程。也是第一次根据所学内容解决实际问题和情感的体验。 以段落的方式呈现，使学生在具体的语境中使用相关的表达方式，增强使用的有效性。向写的过渡。 3. Post-reading（开展小组活动）（5’）Step10  TaskT: Please think it over by yourselves for only 1 minute, and then have a discussion in your group. Make a written report. 任务要求：学生在教师的帮助下边听边思考，小组为单位集体活动，说出本组的解决方案。Please finish the following task.Your friend and you visited a city as a tourist. You didn’t know how to get to the scenic spot（景点）. He asked a stranger the way, but the stranger didn’t tell him. Tell us the possible reasons. And how do you help him? 小组讨论，集中展示部分小组的成果。如果时间不足，则集中收齐各组的答案做课下交流。 设计理念：首先给出学生一分钟的时间进行自我思考，这是学生开展讨论活动的基础，没有足够时间的自我思考，讨论便是空中楼阁。学生的讨论活动是学生交际的基本平台，活动使学生能够参与进来，有利于合作学习的开展。用集体的力量和智慧总结礼貌用语，这是合作的成果。 学生通过讨论得出解决问题的方案。这一教学设置从培养学生根据所学知识结合具体语境解决实际问题的能力出发，也是即将修订的新课程标准中思维品质培养的重要一环。对初中英语阅读教学有方向性的指导意义。4. SummaryStep11T: What have you learned in the class? S1: Some polite requests and ways for help.S2: We should use polite ways in our daily life.…这一环节的设计属于学生的自我反思，自我总结过程。5. HomeworkStep12①Copy some polite languages in the passage and find more polite ways..②Besides these polite languages, do you know other polite expressions? Please find them and then make up a dialogue with your partner. （borrow sth./pass on sth./ get some water from other people, etc. ） 设计理念：分层作业的设计有利于不同层次学生的发展。学生的水平各异，作业的设计也应该更加人性化，有利于学生语言智能的发展。七、学生自我评价 项目措施我学会了哪些内容 我有疑惑的内容 我希望老师如何解决课堂问题  八、板书设计左半栏的单词学习之后的呈现            落实在黑板上的句子（阅读第三段时的答案句） Questions                            Polite expressionsWhat                                 Could you please …?When                                 Pardon me, …?Where                                Excuse me, …?Why                                  May I ask…?How                                  I’m sorry to trouble you, but … 九、教学反思本教学设计基于问题链的教学策略。学生通过对文本的整体和分段阅读分别从宏观和微观角度理解。阅读时沿巡显性问题和隐性问题两条主线，由显性问题开始获取文本的细节信息，由隐性问题入手整合零碎信息并转换应用向能力的提升过渡。教师通过引导学生对文本的学习，加强了对学生学科素养的培养，尤其是思维品质中解决问题能力的培养。在课堂进行过程中板书出现笔误，这是不该出现的问题；另外教师的课堂口语节奏需要根据学生的情况作出进一步的调整。