Unit 3 Section B(2a-2c)教学设计 2024-2025学年人教版九年级英语全册

丰南区初中英语教学设计 课 题 Unit 3Section B(2a-2c) 主备教师 李素娟 年级 九 授课教师 李素娟 课 型 阅读课 单元主题 主题范畴："人与自我"和"人与社会"范畴中"做人与做事"、"社会服务与人际沟通"和"历史、社会与文化"主题群 子主题内容："自我认识、自我管理、自我提升","良好的人际关系与人际交往"和"跨文化沟通与交流"。 语篇研读 what 本部分的阅读文本为Section B 2b，延续本单元主题，但侧重点有所不同，进一步介绍礼貌语言结构，明确提出语言使用的得体性与文化知识密切相关，侧重对学生在不同场合用词的礼貌性及得体性进行体验和教育，提升学生依据场合得体运用语言的意识。 why 通过对听力和阅读语篇的深度学习，学生能够在不同场合下礼貌地使用语言，结合不同文化背景得体地使用语言；并能探讨出不同场合下更多礼貌交流的方式。 how 文体：配图说明文 结构：通过分析配图和阅读文本，明确语篇主题和结构，获取正确请求的表达，从了解正确的请求，学习礼貌地请求到使用得体的语言，学生习得说话之道。通过对比和举例，帮助学生体会和理解直接请求和礼貌用语的使用场合。 学情分析 Know Want Learn 本节课是单元学习的第五课时，学生具备良好的语言知识基础，也具备相应的阅读能力、思考能力和表达能力。经过前四个课时的学习，学生能熟练运用礼貌语句问路、指路、询问信息和提供信息等，通过学习 wh﹣疑问词引导的宾语从句掌握礼貌语言的结构。 本节课学生将通过语篇学习进一步运用礼貌语言解决生活中的真实问题，同时意识到不同文化背景和不同场合用词的礼貌性和得体性。 1、举例认识英语阅读中的信号词，引导学生掌握通过搜索信号词定位主题句的方法。2、利用思维导图梳理段落信息，明晰说明文常见的"观点＋解释"的段落模式。 教学目标 基于英语学习活动观，通过本课时的学习，学生能够：： 1、通过看、听、说、读和写等方式，学生能够理解和正确使用request,correct,direct, polite, impolite, politely 等词汇，以及pass by,pardon me等常用表达，能正确使用宾语从句以及表示请求的用语，如Excuse me, I'm sorry to trouble you礼貌地索取信息。（学习理解） 2、通过小组合作，深入语篇探讨更多礼貌请求的方式，并结合不同文化背景在不同场合运用得体的语言。能够梳理出阅读文章的主旨内容和文章的基本框架。（应用实践） 3、通过深入探究，辩证地评价标题的合理性，深度思考作者的写作意图。（迁移创新） 教学重难点 重点：1、学生能够通过运用阅读策略，获取段落主题句和细节信息，多维度理解语篇。 2、学生能够概括礼貌请求的两种方式，并能够正确运用。 难点：1、学生能够在新情境中合理得体地使用语言，创造性地解决问题。 2、学生能够对语篇进行深度挖掘，思考作者的写作意图。 教学过程 教学目标 学习活动 效果评价 1.通过看、听、说、读和写等方式，学生能够理解和正确使用request,correct,direct, polite, impolite, politely 等词汇，以及pass by,pardon me等常用表达，能正确使用宾语从句以及表示请求的用语，如Excuse me, I'm sorry to trouble you礼貌地索取信息。（学习理解） Step 1: Lead in Play a short video about Mr Smith to lead in today’s new lesson. How does Mr. Smith make requests? Show the students the picture from the textbook, ask the students these questions. 1. What’s the difference between their requests? 2. Who is politer? 3. Are their results the same? Maybe it’s very important to know how to ask for help politely. Another video about the use of “Could you please...?”Do you know how to express your request？ Thinking :Good speakers can change the way they speak in different situations. Step 2 Pre-reading Activity 2a: Where do you need to make polite requests? Think of some possible situations. Discuss them with your partner. Look through the title, the picture, the strategy tip and predict the main idea of this passage. 教师观察学生在语境中运用核心语言和教师进行交流的情况，根据学生表现给予指导和反馈。 观察学生能否通过活动完成对信息的梳理。教师需要引导学生在梳理信息的同时思考文章的主旨内容和基本框架。 设计意图：Step 1和Step 2从整体上把握语篇，为细节阅读做对，同时培养学生快速把握文章大意的阅读能力。（感知与注意、获取与梳理）。 2.通过小组合作，深入语篇探讨更多礼貌请求的方式，并结合不同文化背景在不同场合运用得体的语言。能够梳理出阅读文章的主旨内容和文章的基本框架。（应用实践） Step 3 While-reading Read the article and underline the topic sentence for each paragraph. Match the main idea of each paragraph. Which is the structure of this article? Careful reading Read Para 1 and choose the right answer. 完成Para 1思维导图 Read Para. 2 carefully, and answer the questions. 1.Do good speakers have the same way when they speak in different situations? 2.What might the expressions depend on when you talk to different people? 3. Why can you ask your classmates direct questions? 4. Is it necessary to ask all the people around you indirect questions? Read Para2 carefully, and answer the questions. How do good learners change the way they speak in different situations? Please match the questions with correct situations What other ways do you know when making polite requests? Read Para. 3 carefully, and judge T or F. 1.Usually polite questions are longer than impolite questions. 2.“Peter , tell me your e-mail address.” is a polite request. 3.Before asking for help to a stranger, you should say “Sorry, I wonder if you can help me.” 4.We don’t need time to lead in to a request sometimes. Read Para. 3 carefully, and fill in the blanks. Longer questions can be more _________ and we need to spend time ___________________ before asking for help. Read Para. 4 carefully, and answer the questions. 1.In the sentence, “ This will help you communicate better with other people.”, What does “this” refer to(指的是)? 2.Why is it important to learn how to use the right language in different situations? 3. What do we know in this passage? 观察学生是否能够逐步理清文章的基本结构，段落大意，主旨大意。是否能够逐步在语言活动的引导下，对每一段进行精读。教师要积极鼓励学生克服生词的困扰，结合上下文对词组的意思进行猜测以更好地提升学生的阅读能力。教师需要鼓励学生多发言。 教师观察学生能否借助范例提示找到并区分文章中其他direct questions和polite requests以及能否通过过渡句预测。 设计意图：通过完成这一系统性的完整任务链，层层递进的让学生理解correct request的内涵，为完成后面真实语境内的任务，做好语言技能的铺垫，利用思维导图的形式，不仅帮助学生梳理细节，强化对语篇的理解，而且进行阅读技能的训练（描述与阐释，内化与运用） 3.通过深入探究，辩证地评价标题的合理性，深度思考作者的写作意图。（迁移创新） Step 4 Post-reading Choose one of the activities and work in groups. Look at the title : Is it a good title? Think and give your reasons. Summary :What does the writer want us to do in this passage？ What is the writer’s real purpose？ 语法填空 When you visit a foreign country, it is important to know how _______ (ask) for help ______ (polite). It is not enough to just ask a question ______(correct). We also need to learn how _____ (be) polite when we ask for help. Good speakers change the way they speak ____different situations. The expressions they use might depend on whom they ___________ (speak) to or how _____ (good) they know each other. It is all right _________ (ask) direct questions to your classmates because you know them well. However, if you say to your teacher, “When is the school trip?”, this sound _________ (polite). But if you say, “Excuse me, Mr. West. Do you know when the school trip is ?”, this will sound much ____________ (politely). 观察学生是否能通过活动运用所学知识。在学生完成之后教师可以给出评价标准，让学生之间进行互评。 教师需要引导学生正确运用所学 并学会有理有据的阐述自己的观点。 设计意图：这两个层次的任务旨在面向全体学生，创设真实的让学生解决现实生活中可能会面临的问题，同时培养学生的建议，批判和创造的能力（想象与创造） Moral education Talk to others suitably.说话之道 Treat others politely.待人以礼 Think for others sincerely.慎思而行 设计意图：引导学生理解语言表达不仅要正确，要礼貌，更要得体，学习说话之道，这是语篇的情感线。 课后作业 Must do:必做： 1.Change the direct questions into polite requests on learning sheet. 2. Write down your answers to the question”Is it a good title? Why or why not?” Try to do:选做： Search for more cultural knowledge about being polite in different countries. 板书设计 Unit 3 Could you please tell me where the restrooms are? Section B(2a-2c) The new words 评价反馈 教学反思 教学设计 李素娟 丰南实验学校 2024.9.19 学科网（北京）股份有限公司 $$