人教版九年级英语上册教案Unit 3 第4课时
人教版英语9年级全册Unit3_SectionA(4a-4c)教案
Could you tell me where I can buy some stamps?
Could you please tell me where I can get adictionary?
Do you know where I can get some magazines?
Excuse me, do you know where ____ _____ buy some medicine?
2.当然，顺着这条街有个超市。
Sure. There is a supermarket ____ the street.
3.请你告诉我怎样到邮局好吗？
Could you please tell me _____ ____ get to the post office?
Ask Ss to read the sentences in the column.
Let Ss to observe these sentence structure. Tell the students that today we will learn objectiveclauseswithwh-questions.
B. whose pen it was
C. whose pen it is
D. whose pen was it
Answers:DDBCCB
Function: Ask for information politely and follow directions
Ask:
1.Excuse me, can you tell me where the railway station is?
人教版英语九年级全一册教案：Unit4 SectionA(3a-3c)
人教版英语九年级全一册教案：Unit4 SectionA（3a-3c）Unit4 SectionA（3a-3c）教案【教材版本与册数】新目标人教版九年级上册【单元名称】Unit4 I used to be afraid of the dark.【课时】Section A 3a-3c（第2课时）【课型】Reading（阅读课）第 2 页第 3 页教材分析第 4 页教学目标教学重难点教学重点：1.正确使用Section A 3a-3c所有重点单词，短语和句型；正确使用used to结构，包括肯定、否定、疑问及其回答。
2.学习用描述人的个性的词汇描述人的变化。
教学难点：学用描述人的个性的词汇描述人的变化。
建议教法以任务型教学作为课堂教学理念、利用引导法和三步阅读教学法完成相应阅读任务。
Pre-reading: lead in-PresentationWhile-reading: Skimming- Scanning– Intensive reading-Listening and readingPost-reading: Retelling-Discussion-Inference-Different activities第 5 页教学流程（详见相应教学设计）教学评价1.本课时的目标设计清晰可操作，活动的设计紧扣目标要求并与目标达成一致。
2.读中的活动设计遵循语言规律，符合阅读课目标，由浅入深，环环相扣，能兼顾边缘生。
3.读后的活动设计体现运用教材有创造性，补充内容有针对性，拓展知识有可行性，课后作业能体现知识的迁移性。
有利于对学生思维品格的训练与培养。
【本课时教学设计】步骤过程措施（教师活动与学生活动）目的持续性评价DELC4 1预备与激活先期知识Step 1Greeting andLeading in( 3mins)Greet the class as usual and ask Ss to reviewusing “used to” and “ now”. E.g.T:What did you use to be like？S: I used to be shy.T:Are you still now?S: No, I’m not.I am popuar..2.T asks Ss some students.(1) How have you changed since you was a child?(2) What does it help you with?利用IQEE策略,利用复习所学描述人物外貌和性格的方法及词汇，通过老师询问学生从小到大的转变的问题与本堂课的话题Candy的人生经历变化建立起记忆连接。
人教版九年级英语Unit3 SectionB第4课时(1a-1e)课件
( A ) 5.A.explain
B.see
C.find
( C ) 6.A.way
B.move
C.visit
( B ) 7.A.hate
B.show
C.tell
( D ) 8.A.must
B.need
C.dare
D.interests D.reading D.different D.share D.road D.draw D.may
三、完形填空。
Do you know what hand gestures（手势） are? They're a way of ..1. .with others. They also show our ..2. .. These gestures are the most helpful when someone is ..3. .to a stranger who doesn't know the local language. The meanings of hand gestures in ..4. .cultures may be translated （被翻译） differently.
A. No, I had no time to buy anything. B. I spent the whole day there. C. I went to the Palace Museum. D. It was great. E. Beijing is so big that I almost got lost. F. Yes, it was much better. G. Well, the first day I went to the Great Wall.
人教版九年级英语上册Unit3第4课时Section B 1a-1e
Places
Qualities
1. restroom clean,
2. museum
3. restaurant
4. park
5. subway
6. mall
Language points 1.fascinating （教材P21 1a） fascinating / ˈfæsɪneɪtɪŋ/ adj. 迷人的；极有吸引力的 fascinating常在句中作表语或定语。作表语时，主语通 常为物。
➢Old castles have a certain strange fascination for me. ➢Anything to do with the old house fascinates me. ➢The students were fascinated by his ideas.
更多讲解详见英语RJ九上《教材帮》 Unit3 Section B 教材帮·新知课
tells him to go to Green Land.
Warming up
Free talk What qualities are important for these places?
restroom clean
Picture 1
Picture 2
museum interesting quiet uncrowded
It has delicious salads.
1d Listen again, check your answers and think about the following questions. Conversation 2
The girl asks about _p_u_b_l_ic__re_s_tr_o_o_m__s, and the clerk tells n.拐角；角落
初中英语九年级 Unit 3 第4课时 Section B(1a-1e)(教学设计)
初中英语九年级 Unit 3 第4课时 Section B(1a-1e)（教学设计）一. 教材分析本课时的教材为《初中英语九年级 Unit 3 Section B(1a-1e)》，本部分主要介绍了关于环保的一些问题。
通过本节课的学习，学生可以掌握一些与环保相关的词汇和表达方式，并能够运用所学知识进行简单的交流和讨论。
二. 学情分析九年级的学生已经具备了一定的英语基础，能够听懂并运用一些基本的英语句型进行交流。
但是，对于一些关于环保的专业词汇和表达方式可能还比较陌生，因此需要在教学中进行适当的引导和讲解。
三. 教学目标1.知识目标：学生能够掌握本节课所学的单词和表达方式，并能够正确地运用它们进行交流。
2.能力目标：学生能够通过本节课的学习，提高自己的听说能力和团队协作能力。
3.情感目标：学生能够认识到环保的重要性，并在日常生活中积极参与环保活动。
四. 教学重难点1.单词和短语的学习：本节课涉及到一些关于环保的词汇和短语，如“pollution”，“recycle”等，这些词汇和短语对于学生来说可能比较陌生，需要教师进行讲解和引导。
2.交际能力的培养：学生需要通过听力和口语的练习，提高自己的交际能力，能够用英语进行简单的讨论和交流。
五. 教学方法1.情境教学法：通过设定一些环保的情境，让学生在实际的语言环境中学习和运用所学的知识。
2.任务型教学法：通过一些小组任务，让学生在合作中学习，提高他们的团队协作能力。
3.交际法：通过一些听力和口语的练习，培养学生的交际能力。
六. 教学准备1.教学材料：准备本节课所需的PPT和教学卡片。
2.教学环境：确保教室里有足够的听力设备，如录音机、投影仪等。
七. 教学过程1.导入（5分钟）通过一些与环保相关的问题，如“你们认为环保重要吗？”等，引导学生思考环保问题，并引入本节课的主题。
2.呈现（10分钟）通过PPT或教学卡片，向学生展示本节课所学的单词和短语，并进行讲解和引导。
新人教版七年级上册英语 Unit3 第4课时 教案(教学设计)
Unit3 Is this your pencil ？Section B (2a-2c)词汇:in, library, ask, ask…for…, find, some, classroom, e-mail, at, call, lost, must语篇:能够区分招领启事和寻物启事，并能从语篇中提取信息能看懂寻物启事和招领启事能够提取招领启事和寻物启事的要点Step 1复习单词复习：①在PPT上展示图片，教师引导学生运用1b中的句型编对话。
②将学生分为两组，继续展示图片，学生进行集体的问答对话。
Step 2导入1.在PPT上呈现一些物品的图片，并使一个物品的图片消失；创设情境，引出话题：I often lose my…2.完成2a：①让学生在2a中写出自己常丢失的物品。
②让几名同学说出自己所丢物品，并进行统计，看哪几样东西是大家经常丢失的。
Step 3阅读1.话题讨论：①教师问学生，平时丢失物品后都如何处理。
②让学生表达出不同的处理方式，引出“寻物启事”。
2.阅读：①快速浏览2b中的启事，并判断4篇启事的类型。
②再次阅读，并圈出丢失的物品。
【答案:watch, computer game, keys, ID card】③教师带领学生逐句翻译课文，并进行文章的学习，老师对重点词句进行讲解。
1）ask sb. for sth. 询问/请求某人2)lose丢失—lost (过去式/过去分词)3)call/e-mail sb.(at…)给某人打电话/发邮件4）情态动词must的用法④总结：请学生讨论招领启事和寻物启事所包含的内容，并一起总结各自的重要组成部分。
3.完成2c：再读一遍启事，写出丢失的物品，并在lost或found 下打勾。
【答案:Lost:ID card; Found:watch, keys, computer game】4.对话练习：学生两人一组，一名学生扮演失主，另一名扮演招领人，自编对话。
人教版九年级英语上册教案Unit 2 第4课时
第四课时Section B (2a－2e)重点单词Christmas n．圣诞节lie v．存在；平躺；处于novel n．(长篇)小说dead adj.死的；失去生命的business n．生意；商业punish v．处罚；惩罚warn v．警告；告诫present n．现在；礼物adj.现在的warmth n．温暖；暖和spread v．传播；展开n．蔓延；传播重点短语care about关心；在意warn sb.to do sth.告诫某人做某事end up结束；告终remind sb.of sth.提醒某人某事/物in need在危难中；在穷困中的重点句子1.But behind all these things lies the true meaning of Christmas...但是在这一切事物的背后存在着圣诞节的真正意义……2.It is about an old man named Scrooge who never laughs or smiles.它是关于一个叫斯克鲁奇的老人的故事,这个人从来都不笑。
3.Marley used to be just like Scrooge,so he was punished after he died.马利过去就像斯克鲁奇一样,因此他在死后受到了惩罚。
4.He warns Scrooge to change his ways if he doesn't want to end up like him.他警告斯克鲁奇,如果不想像他那样死去的话,就要改变自己的生活方式。
教学难点理解本课时的短文,完成读前、读中和读后的阅读任务；掌握重点句型,品味宾语从句的用法一、用所给词的适当形式填空。
1．The little boy's grandfather has been __dead__ (die) for many years. 2．In front of my house __lies__ (lie) a big supermarket.3．John __was_punished__ (punish) for cheating in the exam.4．The bad news has __been_spread__ (spread) all over the city.5．Jim received many __presents__ (present) at his birthday party.二、写出下列画线短语的汉语意思。
人教版英语九年级全一册教案：Unit4 SectionB(1a-1e)
Unit4SectionB（1a-1e）教案【教材版本与册数】新目标人教版九年级上册【单元名称】Unit4I used to be afraid of the dark.【课时】Section B1a-1e（第4课时）【课型】Listening and speaking（听说课）【本单元话题】围绕“我们发生了怎样的变化”为话题，谈论“过去经常有的习惯”。
【本单元重点掌握目标】理解、掌握和运用used t o结构。
【教材内容拆分分析】Section B在Section A的话题基础上进行延伸和拓展。
主要围绕“过去的爱好”而进行，从听、说“过去的学校生活”到对“过去行为”的读、写进行了语言综合性的训练。
1a-1b进一步拓展丰富了本单元的话题内容，同时为后面听力活动进行预热。
1c-1d第三次听力输入，在Section A的基础上语言难度加大，语言更丰富。
1e要求学生在就所听内容与同伴交流。
【通过本单元的学习学生需掌握哪些综合技能】1.需理解、掌握和运用描写外貌、性格和爱好的生词和短语；需理解、掌握和运用use d t o结构。
2.能在听力练习中能够捕捉有关人物生活变化方面的细节信息。
教材分析 3.运用used t o描述过去的形象，性格，爱好及经历。
4.能够通过新旧对比，学会关注他人的变化和关心他人，领悟人生的转折和把握命运的方法。
5.需利用了略读、跳读、上下文语境或句子前后关系猜词的方式进行阅读，提高阅读理解的有效性。
第1页教学目标语言知识目标：1.通过教师自身的情景式导入和与学生互动的问答形式，学习和巩固该话题下的词汇句型，激发调动学生的求知欲，熟练使用以下词汇、短语和句型：单词:ant,insect短语:hat e P.E class,worry about,on the soccer team,be nervous a bo u t句型：掌握描述或询问人物过去的行为习惯、爱好的表达方式。
例如：I used t o be nervous a bout tests all the time.I used to hat e P.E.class.语法：正确使用used t o结构。
人教版九年级英语Unit3(第1课时)教学设计(英语教案)
时间
4m
5
读图，了解对话情景—地点和谈论的话题。
教师询问几个学生：
Could you please tell me where the restrooms are?
Look at thepicture. Please watch and read.
Then, answer:
Where are they?
Check the answer.
16
进一步体验对话内容，总结有礼貌地问路和指路的句型，跟读对话中的句子，感受目标语言。
1．Watch and listen.
2．总结有礼貌地问路和指路的句型：
—Excuse me, could you please tell me …/
Excuse me, do you know where I can…
Now, look at the pictures and read the daily activities. Now, look at these daily activities and where can you do these things below?
核对1a任务的答案，学生进行自我评价(电子书可随机做出评价)。
时间
2m
3
导入新课话题
Let’s watch a picture.(播放图片)
Well, we’re going to learn Unit 3. Could you please tell me where the restrooms are?
4
引入单元标题
教师板书或课件显示：
Unit 3 Could you please tell me where the restrooms are?Period 1
人教版英语九年级全册Unit3 SectionB(2a-2e)优质课教案
Unit3 SectionB（2a-2e）优质课教案requests?While ReadingSkimming:1. How many paragraphs are there in this passage?2. Please underline the topic sentence of each paragraph.Scanning:1. Read the first paragraph and choose the right answer.____sound less polite than ___. (A: Where are the restrooms? B: Could you please tell me where the restrooms are?)2. Guess the Chinese meaning of “direct”?3.引出思维导图：教师引导学生划分段落，画出每段的中心句。
教师引导学生抓关键信息，选择正确选项。
师引导学生猜出“direct”的意思。
教师引导学生理出思维导图的呈现过程。
学生根据阅读提示，划分段落，画出每段的中心句。
学生扫读第一自然段然后选择正确答案。
学生根据教师提示说出答案。
学生理清思维导图的思路。
Tip: The topicsentence isusually the______ orthe______sentence ofeach paragraph.Sometimes it isalso in the____ of theparagraph.目的是引出下面的思维导图。
Tip: Guess fromthe context.思维导图可以帮助学生理清文章思路和结构。
4. Read Para.2 and fill the table. Requests To whomWhen is theschool trip?Excuse me, MrWest. Do youknow when theschool trip is?5. Read Para.2 again and fill in the blanks: Good speakers change the way they speak in different situations. The expressions good speakers use might depend on ______or______.6.进一步完善思维导图：7. Watch a video What polite questions can you hear? 教师引导学生填表格。
人教版英语九年级全册Unit3 Writing优质课教案
Unit3 Writing优质课教案教学目标〔Teaching objectives〕:1、知识与能力(Knowledge and ability objects): 礼貌地向他人询问信息和为他指路。
2、过程与方法(Method objects):观察周围环境并用恰当的语言去描述，师生对话，小组活动，借助多媒体和挂图来提高学生的主动性。
3、情感目标(Moral objects ):通过观察和指路，增进人与人之间的关系，学会做一个有爱心的人，关心身边的家人和朋友。
教学重点(The important point)1、The vocabulary: the way to…, turn right, across from, next to, go down/along, visit, at the gate2、Language:Would you please tell me the way to the post office? / Could you please tell me ...?教学难点(The difficult point ):Use the language to talk about direction.教学过程(Teaching procedures):Step 1 Warming-up and Leading in (4 mins)1、T: Boys and girls, please turn these phrases into English1、通往……的路2、乘出租车3、路过4、在……和……之间5、停车场，停车区6、在……的隔壁；在……的旁边7、百货商店8、期待Check the answers , call the Ss to read the answers.参考答案：1. the way to ...2. take a taxi3. pass by4. between …and…5. parking lot / car park6. next to…7. department store8. look forward to2、T: Fill in the blank with right phrases (4 mins)1、我很快乐你要来看望我的爸爸。
2024年新版人教版七年级上册英语Unit 3(第4课时 Section B 1a-2b)(教案
Part 2：
学习理解Байду номын сангаас
（10min）
1.Tshowsthe text of 1b and asks Ss to think about the question--Whatis the text?
学生根据1b小短文，在教师的引导下，思考并总结如何写一篇介绍一个地方的回复邮件。
学生按照教师的要求，根据学校的实际情况和所给的句式，明确写作任务，根据老师所给的评价量规，规范自己的写作，介绍自己的学校，完成一封邮件。学生以小组结对的形式在组内进行联系，进而在班级前进行分享和展示。
引导学生梳理、学习和内化关键句型与重点语言，引导学生综合运用本课所学，写出作文。引导学生通过体验、参与、自主发现、合作探究等方式，最终图例解决问题，体现了学生是学习的主体，学生基于自己的写作题纲和提炼的语言表达方式完成作文。
学生在教师的指导下，小组合作，探讨四个问题，这些问题需要学生和小组内的成员进行讨论、推测，进行运用准确的语言分享答案。
指导学生观察和归纳文章体裁，考察学生对于文章大体的把控。
锻炼学生运用扫读策略的能力。
学生通过快速阅读、抓取关键词的方式获取信息，准确、快速地完成任务。
学生通过活动总结归纳做题步骤，养成勾画关键词的习惯。
2.T guides Ssto find who send this email？Who receive this email?
3.Tasks Ss to finish 1b --Skim Peter’s reply to Flora’s email. Choose the question Flora probably asked in her last email.After that, check the answers together.
Unit3第4课时Section B2a-2c(精品课件)-七年级英语下册同步备课系列(人教版)
Lead-in
There is a big river between their village and school. so those students go on a ropeway to cross the river to school.
I ride my bike to school.
I take my father’s car to school.
It’s (easy/difficult) for us to go to school.
Lead-in
They live in a smally village (村子). It’s (easy/difficult) for us to go to school.
What's their dream?
It’s their dream to have a bridge.Can their dream come true（实现）?
to leave(离开) their village?
to go to university(大学)?
to have a bridge
Fast-reading
Read the story and choose the best title.
STUDENT LIFE ｜ 2010-04-20How do you get to school? Do you walk or ride a bike? Do you go by bus or by train? For many students, it is easy to get to school. But for the students in one small village in China, it is difficult. There is a very big river between their school and the village. There is no bridge and the river runs too quickly for boats. So these students go on a ropeway to cross the river to school. One 11-year-old boy, Liangliang, crosses the river every school day. But he is not afraid because he loves school. “I love to play with my classmates. And I love my teacher. He’s like a father to me.” Many of the students and villagers never leave the village. It is their dream to have a bridge. Can their dream come true?
九年级英语全册Unit4Whatwouldyoudo(第4课时)教案人教新目标版
Unit 4 What would you do？（SectionB1a—2c)Teaching goals:Talk about personalitiesGet the students to grasp the new words：energetic, confident, permission, herself。
Listen, describe and talk about personalities.Talk about embarrassing situations（worries/problems）Get the students to grasp the sentence structure:“What would you do if….？”（目标引领，用一段话表述了本节课的知识、能力和情感目标.)Teaching procedures and ways 教学过程与方式Step 1 PreviewLook at p29， put the following into Chinese or English.1.在公共场所______________________2.变得紧张________________________3.做演讲_______________________4.未经准许_____________________5.be in a movie_____________________6.be friends with sb.________________________7.introduce oneself __________________________8.ask one’s permission _________________________(预习强调学生的参与、体验、感知、实践和交流，以学定教。
）Step2 Revision。
What would you do if….I would… if….Step3 Warming up and new words。
统编九年级英语全册 Unit 3 Could you please tell me where the restrooms are？(第4课时)教案 (新版)
Could you please tell me where the restrooms are？（第4课时）一、教材分析：这部分内容重点让学生了解问路和指路的方式，以及继续掌握宾语从句的用法。
二、三维目标：1、知识与技能目标：学习并掌握问路和指路的方法。
学习并掌握宾语从句。
2、过程与方法目标：培养学生提出问题，主动探究、与他人合作的意识，能够收集利用信息的能力。
3、情感、态度与价值观目标：培养学生尊重他人，对人有礼貌，热爱生活。
三、教学重点：会运用宾语从句以及问路和指路的方法。
四、教学难点：运用宾语从句礼貌的寻求帮助。
五、教学策略：课前自学，课上通过多媒体教学，充分展示教学资源，主要掌握宾语从句的用法。
六、教学准备：教学课件、录音机、圣诞节图片。
七、教学环节：Step 1. Presentation2a Where do you need to make polite requests? Think of some possible situations.Discuss them with your partner.1) If you need help with your homework, what would you ask.① Your mother or fatherMom, Can you help me with my homework?② Your best friendCan you help me with my homework?③ A teacher.Excuse me, Sir? Could you please help me with my homework?2) Zhang Ming is traveling in the USA. He wants to go to a small town but he doesn'tknow the way now. What should he do?Step 2. DiscussionDiscuss the language you used to make this request (要求，请求). Was it the same each time? If not, discuss why not.Step3. Reading1) Read the article and match paragraph with its main idea.2d Read the article and underline the topic sentence for each paragraph. Paragraph 1When you visit a foreign country, it is important to know how to ask for help politely (adv. 礼貌地)….Paragraph 2Good speakers change the way they speak in different situations. …Paragraph 3Usually polite questions are longer. They include expressions such as “Could you please …?” or “May I ask …?”2) Read the article again and answer the questions.Read paragraph 1 and answer the question.What else do we need to learn besides asking a question correctly when you ask for help?We need to learn how to be polite when we ask for help.Read paragraph 2 and answer the question.What do we need to think about when you talk to different people?We need to think about whom we speak to or how well we know them.Read paragraph 3 and answer the question.What can lead in to a request with a stranger on the street?“Excuse me, I wonder if you can help me” or “I’m sorry to trouble you, but …” before asking for help.2c Find all the direct questions and polite requests from the passage.2d Read the requests below. In the second column, write A if you would say it to someone you know and B if you would say it to a stranger. In the last column, write where you think these people are.Step 4. Language points1. Both are correct, but the first one sounds less polite.less + 形容词或副词，构成降级比较形式，相当于中文“不那么；稍许不……”之意。
人教版八年级上册英语教案 Unit 3 第4课时
第四课时Section B (2a－2e)一、根据句意及首字母提示写出单词。
1．Please be serious.It's not a joke.2．Reading every morning is very necessary for learning a foreign language.3．I want a better grade in the English test.4．You should follow your father's advice.5．Her story touched us deeply.二、写出下列画线短语的汉语意思。
1．But I think friends are like books—you don't need a lot of them as long as they're good.只要2．My best friend Larry is quite different from me.与……不同3．However，Larry often helps to bring out the best in me.使显现；使表现出4．I don't really care if my friends are the same as me or different.和……相同5．In fact，she's funnier than anyone I know.实际上环节1新课导入T：We all have some friends.Should friends be the same or different？Maybe different people have different ideas.Let's read three passages to know the three people's ideas about friends.设计意图：通过设问的方式引出本课的学习重点。
Unit 4(第4课时 Section B 1a-2b)(导学案)-七年级英语上册(人教版)
1.What’s your class timetable today? Write down the subjects.1.Let’s look at others’ information on the message board.①Where is the text from?____________________________________________________________②What’s the topic of the text?____________________________________________________________③What can you see on the message board?____________________________________________________________2.What can you predict from their usernames?____________________________________________________________3.1b Read the message board about the students’ favourite subjects. Underline all the school subjects each student has.____________________________________________________________________________________________________________________________________________________________________________________4.1c Read again and complete the table.5.Read again and answer the questions.① What subjects do Mike and Binbin both have?____________________________________________________________② How does Mike feel about music?____________________________________________________________③ What does Wu Binbin learn in his maths class?____________________________________________________________④Do you like music or maths? Why?____________________________________________________________6.Read again and complete the mind map.1.2a Discuss the following questions in groups and complete the mind map with your own2.2b Write a message using your information and post it on the board.3.Let’s thinkWhy do we have to learn so many subjects?What can you learn from different subjects ?____________________________________________________________一、用所给词的适当形式填空【参考答案】1.Watch the video and find out Sherry’s class timetable.2.Fill in Sherry’s class timetable1.What’s your class timetable today? Write down the subjects.1.Let’s look at others’ information on the message board.①Where is the text from?They are two posts（帖子）from the Internet.②What’s the topic of the text?Maybe they are about different subjects.③What can you see on the message board?There are two users.Mike Davis and Wu Binbin.2.What can you predict from their usernames?Maybe Mike’s favourite subject is music.Maybe Wu Binbin’s favourite subject is math.3.1b Read the message board about the students’ favourite subjects. Underline all the school subjects each student has.4.1c Read again and complete the table.5.Read again and answer the questions.① What subjects do Mike and Binbin both have?Maths,history,English,and IT.② How does Mike feel about music?Music always makes him happy.③ What does Wu Binbin learn in his maths class?He learns how to work out maths problems in class.④Do you like music or maths? Why?I (don’t) like music/maths because...6.Read again and complete the mind map.1.2a Discuss the following questions in groups and complete the mind map with your own。
人教版九年级英语 Unit3 优质课教案(全)
Step7.Free talk.
Show Ss some pictures and let them talk about the directions correctly.
nguage points:
explain the key words and phrases in section A-2
教学
反思
人教版九年级英语电子备课教案第三课时
时间
学段
班级
课型
Gou tell me where the restroom are ?
—Sorry,I’m not sure how to get there.
3.Iwonder where we should go next.
—You should try that new ride over there.
4.Could you tell us when the band starts playing this evening?
Step7.More exercises.
1.Choosing the right answers.
plete sentences.
3.Exchanges of sentence structures.
The exercises of Secondary School Entrance Exams
Step8.Conclusion.
Give Ss a summary ofsentencestructures about“ask directions and giving directions”and let them remember.
2024年人教版七年级英语下册教案Unit3 第4课时
第四课时Section B(2a—3b)教学目标通过本课的学习,学生能够:1.获取和梳理本课语篇的信息和涉及的what、how、why句型的关键信息;理解并掌握本课时重点词汇,如cross、river、village、bridge、between…and…等。
(获取信息)2.使用速读、寻读和思维导图的阅读策略对语篇信息进行结构性梳理,并在语境中正确理解和区分词性。
(梳理整合)3.深层思考亮亮上学方式变化的原因,并清楚阐述自己的观点,提高自身思维品质。
(内化应用)4.借助小组活动,合作探究的方式,懂得珍惜自己的生活和学习条件,从而更努力地学习。
(迁移创新)语篇研读What:本语篇介绍了一个偏远乡村孩子亮亮上学的故事,亮亮出生于偏远山区,上学方式艰辛,但他毫无畏惧,热爱校园,热爱老师,热爱学业。
Why:这一题材展现了偏远地区孩子上学的艰苦,目的是为了唤起城市孩子的关注,同时让他们懂得珍惜自己的生活和学习条件,从而更努力地学习。
How:2a在培养学生的预测能力,2b侧重于语篇信息理解,2c活动则利用句子填空的方式来强化、巩固对阅读内容的理解。
教学过程设计理念:以《英语课程标准》核心素养为导向,以单元主题为引领,基于语篇的育人理念,体现《英语课程标准》“学思用创”的英语学习活动观和“教—学—评”一体化设计理念。
教学目标学生活动效果评价Lead-in通过呈现课文标题及图片,引导学生预测文章的大体内容,并利用读前阶段对文段标题及图片的讨论,渗透一部分生词,从而减轻阅读时的生词压力,做好阅读铺垫1.Greeting.2.Show the title and the picture of thepassage.Let students guess what thestory is about.Who are they?They’re going to school on aropeway.Do you think it’s easy forthem?New words:cross the river,bridge,ropeway,dangerous,afraid.教师鼓励学生对课文内容进行大胆预测,根据学生的表现预判学生的能力并了解学生的兴趣,根据学生的回答情况给予帮助和鼓励设计意图通过预测导入本文段主体,并让学生预测文段大致内容,引起他们的思考,激发他们的思维。
Unit 3 第4课时 公开课教学设计【人教版英语八年级上册】
Unit 3I’m more outgoing than my sister.Section B (3a—4)教学设计一、教学目标1. 掌握下列词汇：primary, primary school, information等。
2. 能运用所学描述人物个性特征及行为习惯的形容词和副词描述朋友与他人。
3. 能正确运用比较级和as…as…句型结构展开朋友间的比较与其他两者间的比较。
4. 仿照书本内容写出简单的描述、比较朋友的短篇文段。
二、教学重点及难点重点：1. 掌握本课重点词汇。
2. 仿照书本内容写出简单的描述、比较朋友的短篇文段。
难点：能运用所学描述人物个性特征及行为习惯的形容词和副词来描述朋友与他人。
三、教学准备教师：教学课件；多媒体设备学生：课前预习四、教学过程Step 1 Warming-upLook at the pictures and say the differences.【设计意图】通过图片进行形容词比较级的描述，为本课时新学内容做铺垫。
Step 2 Pre-writingWork on 3a1.Look at the chart and compare them.2.Write a passage according to the chart, and then correct them in groups.3.Show a sample writing to the whole class.【设计意图】训练学生的阅读能力以及信息提取的语言重组能力，帮助学生巩固和积累有关人物比较的词汇和句子结构。
Work on 3bMake notes about two of their friends. One friend should be similar to them; the other friendshould be different.【设计意图】在实际运用中锻炼学生的分析归纳能力，巩固复习本单元所学习的知识点。
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第四课时Section B (2a－2d)
重点单词politely ad v.礼貌地；客气地
request n．& v．要求；请求direction n．方向；方位
correct adj.正确的；恰当的
polite adj.有礼貌的；客气的
direct adj.直接的；直率的
speaker n．讲(某种语言)的人；发言者whom pron.谁；什么人
impolite adj.不礼貌的；粗鲁的address n．住址；地址；通讯处underground adj.地下的n．地铁
重点短语ask for help请求帮助depend on取决于；依靠lead into引入；导致the way to去……的路
重点句子1.That is because it is a very direct question.那是因为它是一个很直接的问题。
2.The expressions they use might depend on whom they are speaking to or how well they know each other.他们使用的表达方式取决于他们谈话的对象,或是他们了解彼此多少。
3.Sometimes we even need to spend time leading into a request.有时我们甚至需要花时间引入一个请求。
4.It might seem more difficult to speak politely than directly.礼貌措辞比起直接表达似乎更难一些。
5.However,it is important to learn how to use the right language in different situations.然而,学会如何在不同的场景使用恰当的语言很重要。
教学难点通过交流表达和阅读训练,学会在不同的场合使用不同的语言
一、用所给词的适当形式填空并写出其汉语意思。
1．Where we will go __depends__ (depend) on the weather.__依靠；取决于__ 2．__Correct__ (incorrect) ideas come from social practice.__正确的__
3．It is __impolite__ (polite) to speak loudly in public.__不礼貌的__
4．The man to __whom__(who) Jack is talking is Mr.Green.__谁__
5．Milk solids __include__(including) salts,protein and sugar.__包括__
二、写出下列画线短语的汉语意思。
1．We also need to learn how to be polite when we ask_for_help.__求助__
2．The expressions they use might depend_on whom they are speaking to or how well they know each other.__取决于__
3．Sometimes we even need to spend time leading_into a request. __引入__
环节1新课导入
T：Do you often have any problems in your life?
Ss：Yes.
T：Do you know how to ask for help？Where do you need to make polite requests？Today we will learn how to ask for information politely.Think of some possible situations.Discuss them with your partner.
设计意图：以图片的形式进行直观教学,再配合师生之间的对话,吸引学生的学习兴趣,快速引入课文。
环节2学习2a－2d
1．让学生分组讨论2a的问题。
然后抽选两三名学生分享自己的观点。
2．让学生快速浏览短文,掌握其大意,在每一段的主题句下划线。
3．让学生仔细阅读短文,并尝试回答以下问题：
(1)Why is using correct language not enough when asking for help?
__Because_we_also_need_to_learn_how_to_be_polite_when_we_ask_for_help.__
(2)What might the expressions you use depend on?
__It_depends_on_whom_we_are_speaking_to_or_how_well_we_know_each_other.__
(3)Why is it important to learn how to use proper language?
__Because_this_will_help_you_communicate_better_with_other_people.__
4．让学生从段落中找到所有直接的问题和有礼貌的请求,完成2c的任务。
5．让学生阅读2d表格中的句子,小组合作,判断哪些属于直接的问题,哪些属于有礼貌的请求。
然后完成2d的任务。
6．让学生利用表格中提示信息,用自己的话复述课文。
Knowing how to make requests politely is important. ◆When you visit a．..,it is important to know...politely.
◆It is not enough to...correctly.
◆We also need to learn...when we ask...
Choice of language depends on relationship and situation. ◆Good speakers change the way...when they speak with...in different...
◆The expressions they use might depend on ...or how well...
◆It is all right to ask...in...,like with your classmates.Because...
7.要点点拨。
(1)That is because it is a very direct question.
本句是一个含表语从句的主从复合句。
其中从句由连词because引导,强调原因。
后面可跟表语从句的系动词有be、look、seem、sound、appear等。
表语从句的引导词主要有that、whether、as、as if、because等。
(2)The expressions they use might depend on whom they are speaking to or how well they know each other.
“they use”是省略了引导词that或which的定语从句,修饰先行词expressions。
“whom they are speaking to”和“how well they know each other”是由表示选择关系的并列连词or连接的两个宾语从句,共同作介词on的宾语。
8．学以致用。
(根据汉语意思完成句子,一空一词)
(1)在公交车上给老人让座是有礼貌的。
It is __polite__ to offer seats to the old on the bus.
(2)他们要求再多给点儿钱。
They made a __request__ for more money.
(3)她往电影院的方向离开了。
She went off in the __direction__ of the cinema.
(4)她擅长在公共场合发言。
She is a good public __speaker__.
设计意图：教会学生掌握礼貌地提出请求和寻求帮助的表达；指导学生通过开展学习小组活动,培养协作意识,并学会在不同的场合使用不同的语言,礼貌待人。
Unit 3 Could you please tell me where the restrooms are？
Section B (2a－2d)
politely request The expressions they use might depend on whom they are speaking to or how well they know each other.
correct direct
ask for help depend on lead into Sometimes we even need to spend time leading into a request. However,it is important to learn how to use the right language in different situations.
请完成本课对应训练！。