九年级英语unit3教案
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?
人教版新目标九年级英语第3单元Unit3教案
人教版新目标九年级英语《Unit3 Could you please tell me where the restrooms are》教案Section A (1a－2d)1．重点单词：restroom，stamp，bookstore，beside，postcard，pardon，washroom，bathroom，normally，rush2．重点短语：take out the rubbish，fold your clothes，sweep the floor，make your bed，go out for dinner，get a ride3．重点句式：—Could you please tell me how to get to the bookstore.—Just go along Main Street until you pass Center Street.—Do you know when the bookstore closes today—It closes at 7：00 p．m. today.Do you know where I can get some postcardsI don't mean a room for resting.1．重点短语和句型2．疑问代词、疑问副词引导的宾语从句'疑问代词、疑问副词引导的宾语从句一、预习课本P17－18新单词并背诵，完成下面的汉译英。
1．洗手间________ 2.邮票________3．书店________ 4.在旁边________5．明信片________ 6.抱歉________7．洗手间________ 8.浴室________>9．通常________ 10.仓促________二、认真预习1a－2d找出下列短语和句型。
1．取一些钱________________________________________________________________________2．买一双鞋________________________________________________________________________3．—你能告诉我怎么到达商店吗—沿着Main大街走，直到你经过Center Street。
牛津译林版英语九年级上册Unit3教案教学设计
3.课堂活动：设计多样化的课堂活动，如小组讨论、角色扮演、故事分享等，让学生在实际语境中运用所学知识。
4.课后作业：布置分层作业，包括词汇、语法、阅读和写作等方面的练习，帮助学生巩固所学知识。
5.课堂小结：对本节课的学习内容进行总结，强调重点和难点，提醒学生注意学习方法和策略。
4.培养学生热爱生活、热爱英语的情感，激发学生学习英语的兴趣和热情。
二、学情分析
九年级的学生已经具备了一定的英语基础，对词汇、语法、阅读和写作等方面有了一定的掌握。在此基础上，针对Unit3的教学内容，学情分析如下：
1.学生在词汇方面，对于描述目标、梦想等抽象概念的词汇掌握程度有限，需要通过本章节的学习，扩充相关词汇量，提高表达能力。
4.教师要关注学生的作业完成情况，及时给予反馈和指导，提高学习效果。
2.语法：一般现在时、一般过去时和一般将来时的运用，以及被动语态、定语从句的掌握是语法教学的难点。学生需要通过具体实例和练习，理解并掌握这些语法知识点的用法。
3.阅读理解：如何引导学生从文章中提取关键信息，理解作者的观点和态度，以及如何将阅读策略应用到实际阅读中，是阅读教学的难点。
4.情感态度：培养学生积极向上的心态，树立正确的价值观，是情感态度教育的难点。
6.情感教育：在课堂教学中，适时穿插情感教育，引导学生树立正确的价值观，培养积极向上的心态。
四、教学内容与过程
（一）导入新课
1.教学活动：展示一组成功人士的照片和事迹，邀请学生分享他们对这些成功人士的了解和看法。
2.设计意图：激发学生对成功和目标的兴趣，为新课的学习营造积极氛围。
3.教师引导：通过提问方式引导学生思考成功的秘诀、设定目标的重要性以及实现目标所需付出的努力。
Unit 3 Topic1 SectionC 教案 仁爱版九年级英语上册
九年级上册Unit 3 Topic 1 English is widely spoken throughout the world.Section C【教学构思】一、教材分析：本课属于课标话题人与社会——“语言学习（Language learning）”中语言与文化（Language and culture）项目，主要谈论英语这门语言的普及程度和重要地位。
主要教学活动为1a，2，3a和3a，通过阅读1a语篇了解英语这门语言的普及程度和重要地位，通过多种形式的阅读活动培养基本的阅读技能，如略读、寻找主旨句、寻读等，提高学生“读”的语言能力。
阅读2语篇，用所给单词补全短文，进一步培养学生快速获取信息的能力。
3a学生通过小组讨论以及查询信息的方式，探讨解决3a中提出的问题，并在3a 讨论的基础上，写出一篇短文，提高学生“写”的语言能力。
二、设计说明：根据学情和本课的语法及话题，本节课的教学设计将读与写相结合，以1a阅读篇章为载体，立足话题，聚焦语法，培养学生“读”和“说”的语言能力；在语言生成阶段，循序渐进，从小组讨论到短文写作，进一步培养学生“说”和“写”的语言能力，鼓励学生讨论思考，培养他们的思维品质。
本课在重、难点突破的方法上有所创新，教师通过组织学生小组讨论问题，引导学生学会搜索信息，分析、讨论、概括、总结，在读和说的基础上进行写作，既提高学生的语言能力，又培养学生思维品质。
【教学目标】1. 能够根据不同的阅读目的运用阅读策略获取信息，培养“读”的语言能力；2. 通过阅读语篇，巩固一般现在时被动语态的用法，理解语篇能从上下文找到数字指代的事物；3. 通过小组讨论，搜集准备写作素材，培养“说”和“写”的语言能力；4. 在语篇中了解英语的普及程度和重要性，认识到学习英语的重要性，提高学习英语的意识。
【教学重难点】1. 正确使用被动语态；2. 独立起草作文。
【教学方法】任务型教学法【教具】多媒体设备，教学课件【教学过程】Step 1. GreetingStep 2. Review1. Review the passive voice by doing some exercises.2. Review the dialogue in Section B by answering the teacher’s questions.（设计意图：在练习中巩固被动语态，通过师生对话中复习Section B所学，巩固学生所学知识，导入本课话题，激发学生学习兴趣。
人教版九年级英语第三单元教案
Unit 3 Could you please tell me where the restrooms are？（第1课时）一.教材分析：本单元的话题是“问路与指路”，是中考常见话题。
Ask for information politely.二、三维目标:1.知识与技能目标：1).学会四会单词restroom ;fresh ;uncrowded ;safe ;dress up; direct; order; wonder.2).掌握宾语从句的用法.2.过程与方法目标：1）.学会有礼貌的向他人询问信息2）.学会准确地描述地理位置，给他人指路或提供帮助。
3.情感、态度与价值观目标：学会有礼貌地寻求信息，培养学生乐于助人的精神。
三、教学重点：问路句型1.Could you please tell me where the restrooms are?2. Take the elevator to the second floor.3.Turn left. /Turn right4. The drugstore is between the furniture store and the bookstore.5. Go past the bank.四、教学难点：宾语从句五、教学策略：通过问路指路的联系，充分掌握宾语从句的用法.六、教学准备: 多媒体课件教科书课前预习学案。
七、教学环节：Step 1: free talkWhere is ………..? how can I get to ………..(review how to ask ways)小组讨论Step 2 1aI do exercisesII check the answers and translateIII try to rememberStep 3 listening1bI . Read the instructions to students. Point out the two conversations that are shown in the picture.II. fill in the blanks with the words you hear.III. Check the answers. (show the picture)2a / 2bI Point out the picture. (show the picture)II do exercisesIII Check the answers.Step 4 work in pairs.Make conversations using the following places in the picture.Step5 summary1 问路常用的句子：Do you know where …is ?Can you tell me how can I get to …?Could you tell me how to get to …？2 英语中表示方位的表达有：next to 贴近，靠近close to 在附近；on the left/right side在左/右边；in the middle of 在……的中间；in front of 在……的前面；between …and …在……之间；be opposite to 在……对面；across from 在……对面。
外研版九年级英语上册Module3Unit3Languageinuse教案
（五）总结回顾（用时5分钟）
今天的学习，我们了解了现在完成时态的基本概念、旅行相关词汇以及在实际场景中的应用。同时，我们也通过实践活动和小组讨论加深了对英语在旅行中使用的理解。我希望大家能够掌握这些知识点，并在日常生活中灵活运用。最后，如果有任何疑问或不明白的地方，请随时向我提问。
其次，在实践活动环节，虽然学生们在分组讨论和角色扮演活动中表现积极，但我注意到有些学生在用英语交流时仍然显得不够自信。为了提高学生的英语口语表达能力，我计划在接下来的课程中多增加一些类似的实践环节，鼓励学生多开口说英语，增强他们的自信心。
此外，关于旅行相关词汇的教学，我发现学生们在词汇运用方面还存在一些问题，如搭配不当、用词不准确等。在今后的教学中，我会着重强调词汇的正确使用，并通过更多的实例和练习帮助学生巩固记忆。
最后，今天的课程让我再次认识到，作为一名英语教师，我要不断更新教学方法，努力提高教学质量，以激发学生的学习兴趣和积极性。在今后的教学中，我会根据学生的实际情况，调整教学策略，使课堂更加生动有趣，让学生在轻松愉快的氛围中学习英语。
三、教学难点与重点
1.教学重点
（1）词汇：旅行相关词汇的掌握，如passport, customs, currency, luggage等。
举例：学生在描述旅行经历时，能够准确使用这些词汇。
（2）语法：现在完成时态的运用。
举例：学生能够运用现在完成时态描述旅行中已经完成的动作或经历。
（3）对话：模拟机场、酒店等场景的英语对话。
举例：学生能够根据场景进行流畅的英语对话，掌握相关表达。
（4）写作：写一篇关于旅行经历的短文。
人教版英语九年级全册-Unit 3 SectionA (3a—3b)教案
Unit 3Could you please tell me where therestrooms are?SectionA (3a—3b)一、教学目标1.熟练掌握下列词汇和短语：suggest, pass by, How about…等2.熟练掌握下运用下列句型：I wonder where we should go next.Could you tell me where we should go next?I was scared at first, but shouting did help.I suggest Water City Restaurant in Water World.3.学会使用结构“Could you please tell me …? I wo nder…?”礼貌地询问信息，在输出过程中体验和感知目标语言。
4. 能够读懂有关描述游乐场所的文章，并使用宾语从句礼貌的寻求帮助。
5. 培养学生尊重他人，对人有礼貌，学会有礼貌的与他人沟通，培养乐于助人的思想品质。
二、教学重点及难点重点：1. 使用目标语言有礼貌的向他人寻求帮助。
2. 正确使用疑问词引导的宾语从句。
3.能使用略读、查读的阅读策略获取文段中的信息完成阅读任务。
难点：能够读懂有关描述游乐场所的文章，并使用宾语从句礼貌的寻求帮助。
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 talk about the questions.Could you tell me what you often do on the weekend?Have you ever been to an amusement park?What did you do there and what did you think of it?【设计意图】通过探讨学生熟悉的话题，引起学生的学习兴趣，并为3a教学活动做好铺垫。
人教版九年级英语Unit3复习教案
九年级英语Unit3复习教案(R&G)教学目标：复习本单元重点句型等知识点的应用；复习宾语从句的结构以及用法。
教学重难点：宾语从句同步知识梳理知识点1：Perhaps you should manage your time better and go to bed earlier. (P35) 也许你应该设法更好地安排你的时间，并早点睡觉。
perhaps 副词，“也许，可能”eg: Perhaps they wouldn’t like our comi ng.【拓展】perhaps、maybe、possibly和probably辨析这四个词都可表示“可能性”(1)maybe：“可能，也许”，比其余的几个词更为随便和不正式，可能性不大，也可以表示一种非常委婉,礼貌的建议或要求。
eg:You could put it over there, maybe.The doctor thinks maybe we'd better have a minor operation.(2)possibly：“可能地，或者，也许”，可能性较大。
用于否定句和疑问句时表示“无论如何”之意。
eg:She expressed regret for any inconvenience which might possibly be caused.I couldn't possibly have finished finishing the work in such a short time.(3)perhaps：“可能”，可与maybe换用，但比maybe正式。
它可以表示可能性不十分大，也可以表示建议或要求，或是以礼貌的方式下命令。
eg:I thought perhaps it was the letter you had been expecting.Perhaps you will kindly give us a hand when we are in trouble.(4)probably：“很可能，大概”，可能性在这一组词中最大，表示一种几乎完全肯定的意思。
人教版英语九年级全册-Unit 3 Section B 3a—Self Check教案
Unit 3Could you please tell me where therestrooms are?Section B 3a—Self Check一、教学目标1. 掌握下列重点词汇和短语：course, thanks for, look forward to, on time2. 能熟练掌握并使用下列重点句式：My name is … and I’m from …I’ll be coming to your school for …I’d like to know about …I would like to thank you for …I’m looking forward to your reply.3.能运用where, when, how引导的宾语从句礼貌地寻求帮助。
4. 能用所学话题语言写一篇简短的信，礼貌地提出请求。
5. 培养学生对人有礼貌，尊重他人，热爱生活。
二、教学重点及难点重点：1. 复习where, when, how引导的宾语从句。
2. 礼貌地向他人寻求帮助。
难点：1. 理解使用不同礼貌得体语言产生的交际功效。
2. 运用where, when, how引导的宾语从句礼貌地寻求帮助。
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 Revision1. Practice and review some words.2. Look and talk.T: Where’s the theatre?S1: …【设计意图】通过复习有关本单元话题的词汇，激发学生的学习兴趣。
同时通过讨论有关问路及礼貌的问询的话题，提高学生的口语表达能力。
Step 2Pre-writingThink and discussT：How to ask for information politely?S2: …Work on 3aWrite some polite, indirect questions about the topics.【设计意图】通过教材上的提示和同学多角度的回答，为3b写作奠定基础。
2024-2025学年外研版初中英语九年级(上)教案Module2Unit3
Module 2 Public holidaysUnit 3 Language in use设计说明教学反思本单元主要复习时间状语从句。
通过观察句子，分析句子的结构和意义，归纳各种时间状语从句的用法。
并通过选词或选句填空，提高学生对单词、短语、句型、语法等知识的实际运用能力。
然后通过听录音、问答、写作训练，让学生动脑、动耳、动口、动手，巩固时间状语从句的用法，运用与节日相关的知识。
教学目标通过本单元的教学，让学生达成以下目标:1. 知识目标（1）复习本模块的重点单词、短语及句型。
（2）复习时间状语从句。
2. 能力目标（1）能够运用时间状语从句知识完成各种练习。
（2）能够问答与节日相关的问题。
3. 情感目标通过学习节日的相关知识，了解更多传统习俗和风土人情。
重点难点重点：本模块的重点单词、短语和句子难点：时间状语从句的用法教学准备PPT课件；教材录音等授课时数1课时教学过程Step 1Lead-inLanguage practiceWhile we’re staying with our friends, we’re going to spend one day in Qingdao.Before we begin dinner, my father gives thanks for the food.When it is all over, everyone helps wash the dishes.And my family always go somewhere interesting as soon as the holiday begins.We have celebrated the festival since the first pioneers from England arrived inAmerica.After they landed, their first winter was worse than any English winter.Step 2 Grammar时间状语从句一、什么是时间状语从句一个句子在另一个句子中充当时间状语，那么这个句子就叫做时间状语从句，另一个句子叫做主句。
英语人教版九年级全册unit 3
九年级英语全册《Unit 3 Teenagers should be allowed to choose their own clothes.Period 2 Section A(3a,3b,)》教案Teaching aims:1. Knowledge aims:1) Review what you are allowed to do as a teenager.2)Review how to talk about “agree” and “disagree”.3)Talk about the rules around the students.2. Ability aims: 1) Learn to talk about the rules they have to obey.2) Learn to make rules or change rules reasonably.3. Emotion aims:Enable the students to understand some strict rules they have to follow. Key points:Learn t o talk about the rules they have to obey using “Don’t…” and “You can…”Difficult points: Make rules or change rules reasonably.Teaching tools: CAI, a tape recorder.教学步骤建议和说明Teaching steps:Step1. Revision1. T: Are you happy today?What did you do last night?Did you go out with your friends?What do your parents let you do at home?S1: My parents let me go shopping on Sundays.T: What is he/she allowed to do?S2: He /She is allowed to go shopping on Sundays.{Ask more Ss}T: What do your parents let you do at home? / What do your teachers let you do at school?S1: My parents / teachers let me …T: What is he /she allowed to do?S2: He / She is allowed to…2. T: We have different rules in different places. Do you agree with all these rules?Why?What’re the rules in the classroom?S: We can’t run in the classroom.T: Do you agree?S: Yes, I agree. I think classroom is a place to study and it is not safe to run in the classroom.(Ask more Ss about the rules at school and then ask their opinions of them.) A: We can / can’t …at school.B: I agree. / I disagree. …( Give the reasons)Step2: Reading1. T: Some rules are reasonable, some rules are unreasonable. Now, please read thedialogue between Sun Fei and Wu Yu. They are talking about the rules at their home.After reading the dialogue, answer me some questions:1) Can Sun Fei go out on school nights?2) Can Sun Fei s tudy at a friend’s house?3) Who is allowed to go to the movies with friends on Friday?4) Does Sun Fei have to be at home by 10:00 p.m.?5) What isn’t Wu Yu allowed to do?2. Write their rules in the chart using “Don’t” and “You can”. (3a)Sun FeiWu YuDon’t go out on school nights.Don’t go out on school nights.You can study at a friend’s house.Step 3. PracticeRole play(3b)Cover the conversation in 3a and practice. Use the information in the chart.A: What rules do you have at home?B: Well, I’m not allowed to go out on school nights. How about you?A: I’m not allowed to go out on school nights, either. But I can study at a friend’s house.Step4. DiscussionDo you agree with the rules at their home? Why? Discuss in groups and then makea report.Report: At Sun Fei’s / Wu Yu’s home, she can / can’t… I agree / disagree. I think…Step5. Group work1.Do you like the rules at your home? What rules do you have at your home? (Asksome Ss to talk about their rules at home)The rules in the chart below are my friend’s rules at home.Talk to other students in the class and find three people who have to follow these rules in the chart.Find someone who…NameNameNamehas to stay at home on school nightsis allowed to stay up until 11:00 pmhas to get up early on weekendsis allowed to watch TV every nighthas to clean up his or her room every morning2.Do you like the rules in the chart? Do you want to make the rules by yourself?Work in groups and make rules that you like. You should give your reasons when you make the rules.You canDon’tAfter discussing, let some of them show their rules. Ask the reasons.Step5. Homework1. If you are the headmaster of the school or the chairman of the students union,make the rules.2. Write a report of your rules.In my school, / In my union, students can… Because I think…Bb design。
九年级英语 第三单元 · 教案 ·(全)
Unit 3 Could you please tell me
where the restrooms are?
第1课时 S ection A 1a-2d
教学目标
一、知识与技能
1. 掌握重点词汇，短语和句型：Could you please…? Could I …?
2. 培养听力能力。
3. 能礼貌委婉地问路指路。
二、过程与方法
任务型教学法，同伴，小组互动，听、说、读、写相结合。
三、情感、态度与价值观
提高语言运用的得体性和礼貌性。
教学重点
掌握重点词汇，短语和句型。
教学难点
熟练掌握有关礼貌问路指路的词汇，短语和句型。
教法导航
讲练结合，听说结合，以学生为主。
学法导航
同伴、小组相结合，多听、多说。
教学准备
图片，多媒体。
教学过程
Step 1 Greetings
Greet the students as usual.
Step 2 Lead in
Show the pictures in 1a and let them say the names of the places.
T:What place can you see in the picture?
S1:I can see a bookstore and a bank.
S2: I can see a retaurant and a post office.
在此基础上可进一步开拓学生的思路，让他们说出自己身边更多场所的英文名称，教师可适当板书。
1。
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.
英语人教版九年级全册Unit3__SectionA(1a-1c)教案
Unit3 SectionA（1a-1c）教案
课题
Unit 3 Could you please tell me where the restrooms are?（第一课时）
教学目标
1．Knowledge Objects
（1）Key Vocabulary
restroom, shampoo, stamp
教学难点
How to train students’ communicative competence．
课型
A new lesson
教具
A tape recorder
教学方法
教
学
内
容
与
过
程
Step Ⅰ Revision
T: You’re newto this school．You need to know where the main office is．How can you ask where the main office is?
Check the answers with the whole class．
Step Ⅳ 1c
Read the instructions to the class．
Point out thelist of things people need and the pictures of the places in activity 1a．Say．Look at activity la．Have a conversation with a partner．Ask your partner politely where you can do these thing and then answer your partner’s questions．
人教版九年级英语unit3教案
Unit 3 Teenagers should be allowed to choose their own clothes.Goals●To learn to use should ﹢be allowed to●To listen and speak about school lifeProceduresWarming up by learning new wordsTo start with, let’s first go to page 147 to go over the vocabulary for this unit. Read to the tape and try to learn off them by heart.Warming up by learning about “should ﹢be allowed to”We shall first learn to use the structures: “should ﹢be allowed to”. It is actually partAnimals should be allowed to live in the forest. Children should be allowed to watch TV at weekends.1a Reading and circlingFor practice of the “should ﹢be allowed to” r ead the statements in the box on page 18 and circle A for agree or D disagree.1b Listening and circlingListen and circle “T” for true or “F” for false beside the statements in the box on pageIn pairs look at the statements in activity 1a and makeconversation. You may use the phrases in the box on page 18A: I think teenagers should be allowed to go out with their friends.B: I agree. They are old enough.A: I think teenagers should be allowed to go to the mall with their classmates.A:I think teenagers should be allowed to get their driver’slicense.A: I think teenagers should be allowed to drive.A: I think teenagers should be allowed to get their ears pierced.A:I think teenagers should be allowed to watch TV at weekends.A: I think teenagers should be allowed to take the school bus.A: I think teenagers should be allowed to buy a new blouse at the mallA: I think teenagers should be allowed to choose their own clothes.B: I agree. They are old/ clever/ strong/ bright/ serious/ kind/ careful/ lucky/ enough. 2a Listening and checkingNext we are going to listen and check on page 19 what Kathy thinks. You may circleYou are going to listen again to the recording just now tonumber Kathy’s and Molly’s re asons in the correct order onpage 19.Next you are going to make in pairs a list of things teenagersshould and should not be allowed to do. Discuss your listwith your partner.A: Do you think teenagers should be allowed to drive?B: Yes, I think so.A: Do you think teenagers should be allowed to work late at night?B:No, I don’t think so. I don’t think they should be allowed to work late at night. They need to get enough sleep.A: Do you think teenagers should be allowed to disagree with their teachers?B: Yes, I think so.A: Do you think teenagers should be allowed to get tired doing their homework?B:No, I don’t think so.A: Do you think teenagers should be allowed to work every night?B: Yes, I think so.A: Do you think teenagers should be allowed to cut one’s hair?B: Yes, I think so. I kind of like my own style. It looks cool.A: Do you think teenagers should be allowed to have many friends?B:No, I don’t think so. They may meet bad people if they have too many friends. A: Do you think teenagers should be allowed to work on weekends?B: It depends on what they do. They may spend time with parents on weekends.3a Reading and writingYou are to read a dialogue between Sun Fei and Wu Yu on page 20.After reading you shall write in the chart Sun Fei’s and WuYu’s rules.Use “Don’t…” and “You can” to express your ideas.Jot down all the useful phrases form their dialogue.In pairs role play the conversation in 3a using the information in thechart on page 20.A: What rules do you have at home?B:Well, I’m not allowed to go out on school nights. How aboutyou?A:I’m not allowed to go out on school nights either. But I can watchTV with my sister.A: What rules do you have at school?B:Well, We’re not allowed to go out to movies on school nights. How about you?A:We’re not allowed to go out to movies on school nights either. But We can watch VCD with our teachers on the school playground.4 Doing groupworkTurn to page 20 and find someone in your group who has to g o home after school, who is allowed to stay up until 11:00 pm, who has to stay at home on school nights, who is allowed to watch TV every night, who had to clean up his room every morning.Write their names in the chart on page 20Closing down by reciting a kid poemAnother kid's poemThere is nothing under the bedOr on your closet floor,The monster is inside your headDon't worry anymore.It'll be there every nightIn your dreams to give you frightEvery time you turn off the lightAs long as you believe it.There is no monster on the stairsNor anywhere down the hallThis old house just settles at nightYou hear the creaks, that's allYou think you see a dragon peekThrough the window with a fang-ed beakAnd that's why you can't go to sleepAs long as you believe it.Mama loves you, daddy, tooAnd you will grow up tallNothing's going to happen to youWe'll take care of it all.You will be a fine young manA brave little boy who never ranWhatever you want to do, you canAs long as you believe it.So listen to me now, you poohIt's off to sleep right now with you.Daddy knows what you can doAs long as you believe it.SECTION BGoals●To read about rules of school●To talk about rules of schoolProceduresWarming up by talking about rulesHello, class. Are there any rules for us in this class? What are they? How were they made?Now list some of them and talk about them in pairs.1a Reading and checkingRead the questions on page 21 and write either “A” for always, “U” for usually, “S”In pairs you are to talk about your answers in activity 1a.I am going to play a dialogue to you. It is between a man and a boycalled Peter. They are talking about a math test. You are to listen andcircle the things in activity 1a you hear. While listening try to note theexpressions used.TapescriptListen again to the dialogue and match the sentence parts in the box onpage 21.Now copy down the expressions from the dialogue into your notebook.They are shown on the blackboard.2c Doing group workNext it’s reading time. Let’s read the article on page 22 and answer the questionsRole play a conversation using information from 3a.A:I think our school rules of always wearing school uniforms at school should be changed.B: Well, Mary and I talked about the rules the other day.A: At our school, we have to wear uniforms every day. That isbad for us.B: Yes, I agree. The problem is that all of us think the uniformsare ugly.A: I think young people should look smart and so we should beallowed to wear our own clothes.B: But our teachers believe that if we did that, we would concentrate more on our clothes than our studies.A: I disagree with them. We would feel more comfortable and that is good for studying. If we can't do that, we should be allowed to design our own uniforms. That would be a good way to keep both teachers and us happy.B:It’s also probably a good idea for parents to allow us to study in groups duringevening.A: I think so. I know we get noisy sometimes, but we learn a lot from each other.B: I also think that vacations should be longer.A:I agree with you on that. At present they're too short. Longervacations would give us time to do things like volunteering.B:Last summer I had an opportunity to volunteer at the localhospital, but I couldn’t because I had to go back to schools. It would be a good experience for me because I want to be a doctor when I'm older.A:Let’s go to talk to our teachers about the school rules after scho ol.B: OK! I agree with you!4 Making a list of rulesSuppose you and your friend are starting an English club. Make a list of rules aboutGet Up! Get Up!"Get up! Get up! Get out of bedyou lazy bum, you sleepyhead."Yes, that is what my mother saidat eight-oh-five today.She left the house and drove to work.She'll soon be feeling like a jerkwhen she finds out -- I have to smirk --Today is Saturday.--Kenn NesbittSELF CHECK1 Filling in blanksTo test your study this week you are to fill in each blank on page 23 with a correct word given. Change the form if it is necessary.2 Reading and writingYou are going to read the article on page 23 first and then write a letter to the editor agreeing or disagreeing. Explain your reasons.While you are reading cut the sentences into thought groups and underline the expressions.3. Helping and learningAt our school, we sometimes have a special day/ to help others. Last year/ we went to an old people’s home/ and sang songs/ and performed a play /for them. The old people were very happy. We should be allowed/ to take time/ to do things/ like that/ more often. For example, we should visit primary schools/ and help teach young students. I want to be a teacher/ when I'm older/ so it would be a great experience/ for me. Other students would like to do other jobs. For example, my friend Tian Ge wants/ to write for a newspaper. She should be allowed/ to volunteer/ at the newspaper office/ once a week. On Friday afternoons, many students are sleepy/ after a long week of classes. Some students should be allowed/ to have Friday afternoonsTo end this busy period we shall take time to learn and read aloud an English poem for kids.My FeetMy feet, my feet,I love my feet.I think they're great,I think they're neat.They're pretty, pink,and picturesque.They look so perfecton my desk.Unfortunately,sad to tell,they also havea funny smell.So though I'm fast,and though I'm fleet,and though at sportsI can't be beat,no team will pickme to compete,because they alwayssmell defeat.--Kenn NesbittReading: Should I be allowed to make my own decisions?Before you read, go over the new words for this part on 148.While you read, listen to the recording and underline all the expressions.Many teenagers have hobbies. But sometimes these hobbies can get in the way of schoolwork, and parents might worry about their child's success at school. Teenagers often think they should be allowed to practice their hobbies as much as they want. Do you agree?Liu Yu, a fifteen-year-old from Shandong, is a running star. He is in his school running team, and has always wanted to be a professional athlete. However, his parents won't allow him to train as much as he would like to. "Of course we want to see Liu Yu achieve his dreams,”says Mr Liu, “and we know how much he loves running. That's great, and my wife and I watched him in every one of his races. We have nothing against running! But we do think that our son needs to be realistic. Now he is getting older, he needs to think about what will happen if he doesn't become a professional runner in the end.”Liu Yu doesn't really agree. “Well, I think I should be allowed to make decisions formyself,”he says. “ My parents have always taught me the importance of working hard and not just to do what I enjoy. I understand this. But I'm serious about running. Being a professional runner is the only thing I have ever wanted to do.”Mr and Mrs Liu believe that Liu Yu should study hard in the evenings, and so they don't allow him to practice running on school nights. “I know this might seem strict,”says Mrs Liu, “but we think we're doing the right thing. He has to understand that very few people can become professional athletes. It's a very difficult dream to achieve. We don't allow him to practice every day because we think he needs to spend time on his homework.”But Liu Yu still doesn't agree. “I know my parents care about me,” he says. “But they are always talking about what will happen if I don't succeed. But I will succeed! I think I should be allowed to make this decision myself. Only then will I have a chance of achieving my dream.”After you read, read aloud the text again, to yourself, or to the tape and copy down all the expressions, too.Part 2: Teaching Resources(第二部分:教学资源)The Trouble with TeenagersPeople now care more about what teenagers are thinking about and feeling because they know there are hard moments in the life of teenagers.Varieties of troubles are seriously puzzling teenagers, such as hard study, the gap between parents and kids, relationship between themselves and their classmates, teachers and friends.Among them, the problem of "the generation gap" has become more and more obvious. The argument on this is widely spread. Different people hold different views. But we cannot fail to admit the fact that there are no hearts as delicate as those of teenagers, as everything is happening to them for the first time. Teenagers are certainly different from adults in many ways. They don't know the right way in which they can make everyone happy and satisfied. They are certainly lack of experience. That's why parents are always complaining about their being misunderstood. They say, they love their kids so much as to do everything for them. Is that the true love their children want? No, teenagers say, the true love which they long for should contain courage, correct guide and support instead of endless complaints about marks, marks, marks and strong pressure. So the teenagers are now even said to have been leading a harder life.The trouble with teenagers is that they haven't learned how to be controlled. Living life right down the middle, with all its attendant landmines, is all they know. It hasn't occurred to them to run in a zigzag pattern.They are more emotional than people think. If something serious happens to them, they will be deeply hurt. You can always hear the voice from a teenager that they haven't learned enough how to appear to be fine.The adults have recognized that they should show more care for the teenagers, especially their school life. Teenagers have their own special way of thinking.I have also got my own troubles. My grandpa passed away in September last year, which has greatly changed my life. He was even one of my best friends ever since I was born. He lived with my family for the past 18 years, the happiest time in his eyes.I have never admitted his death as a fact till now.Things which happened between us have come to my mind. All over again, I felt those powerful losses crisscrossing my own heart, and I know that when you say goodbye to a beloved grandparent, you say goodbye to something happy, something young in yourself. And that something never really returns and the pain never really goes away.No matter how hard a life the teenagers are leading, they will forever stand still and march forward straight and bravely.。
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Unit 3 Could you please tell mewhere the restrooms are?教材解读本单元的话题为得体礼貌地运用语言索取信息及提供信息。
Section A 以购物和去游乐园游玩等日常生活为切入口，通过问路及指路引入语言操练及学习，让学生通过模拟日常真实场景体会、感受及领悟目标语言内容。
Section B 部分突出帮助学生扩充自己的描述性词汇语库，训练他们运用形容词描述相关场所的品质特征，以及对形容词句型（to be +adj.）的正确应用，在学习过程中进一步训练学生在不同场合用词用句的礼貌性及得体性。
单元目标一、知识与技能1. 掌握重点单词和短语。
2. 学会礼貌性地询问信息；能正确使用含有wh-问句的宾语从句。
3. 培养听、说、读、写四项基本技能。
二、过程与方法采用个人独立思考，两人或多人小组合作、交流的学习策略，积极创设较真实的语言环境，利用教学图片、录音机或多媒体课件来展开课堂的听力和口语交际活动。
三、情感、态度与价值观养成在不同场合下礼貌性地使用语言并能结合不同文化背景得体使用语言。
教法导航采用直观教学法，遵循以学生为主体的原则。
学法导航采用Using contest guessing和Role playing的学习策略，课时支配第1课时：Section A 1a-2d第2课时：Section A 3a-4c第3课时：Section B 1a-2d第4课时：Section B 3a-Self Check课时教案教案I第1课时Section A 1a-2d教学目标一、知识与技能1. 掌握重点词汇和短语：restroom，stamp，bookstore，beside，postcard，pardon，bathroom，rush2. 理解并掌握重点句型：Excuse me, could you tell me where I can…? Excuse me, do you know where I can…?3. 能听懂有关问路的对话。
二、过程与方法采用情境教学法，调动学生的积极性，引导他们积极参与课堂。
三、情感、态度与价值观学会语言使用的礼貌性和得体性。
教学重点礼貌地运用句型：Excuse me, could you tell me where I can…? Excuse me, do you know where I can…?能听懂有关问路的对话。
教学难点能抓住录音中的关键词。
教法导航课上引导学生积极参与课堂活动，老师少讲，鼓励学生多练。
学法导航加强小组合作学习，积极回答问题。
教学准备图片，录音机，多媒体。
教学过程Step 1 GreetingsGreet the students as usual.Step 2 Presentation1. Guessing gameShow pictures to the whole class, one student explains the places in English and another one who doesn’t look at the blackboard guesses what place it is. For example, one student says: We can save money or exchange money in this place, another one guesses it is a bank. Get students to guess the places like bank, post office, bookstore, museum, bathroom, washroom, mall and so on.2. Show some stamps to students and present the new sentences:Could you tell me where I can buy some stamps?Could you please tell me where I can get a dictionary?Do you know where I can get some magazines?Step 3 PracticeMatch each thing with a place in the picture in 1a.Read the phrases.___ get some money ___ get some magazines___ have dinner ___ get a dictionary___ get some information about the town___ buy a newspaper ___ buy some stamps___ get a pair of shoesStep 4 ListeningListen and complete the conversations in the picture in 1a. Then check the answers with the whole class.Step 5 PracticeMake conversations using the information in 1a. Then talk about your own city. For example:A: Excuse me, could you please tell me how to get to the bookstore?B: Sure, just go along Main Street until you pass Center Street. The bookstore is on your right, beside the bank.A: Thanks. Do you know when the bookstore closes today?B: It closes at 7:00 p.m. today.A: Thank you!B: You’re welcome.Step 6 Listening1. Listen and number the directions in the order that you hear them.2a You will hear some of the directions below. Number the directions in the order you hear them.2. Listen again. Show how the boy walks to the supermarket. Draw a line in the picture in 2a. Then get one student to draw the line on the blackboard.3. Listen for the third time and answer the questions.1) Excuse me, can you tell me where I can buy some medicine?2) Do you know how to go there?3) OK, great. Oh, and one more thing. Do you know when this shopping center closes tonight?Step 7 PairworkMake conversations about the other places in the picture in 2a.A: Excuse me. Can you tell me where I can buy some stamps?B: Yes, there’s a post office in this shopping center.A: Do you know how to go there?B: Yes. Go to the third floor and turn right. Then go past the bank. The post office is between the museum and the library. You should be able to get stamps.A: OK, great. Oh, and one more thing. Do you know …B: I’m not sure, but you …A: OK, thanks a lot.B: You’re welcome.Step 8 Reading1. Read the conversation in 2d and answer the questions.2. Role–play the conversation.3. Explain the language points in 2d.(1) Pardon? Restroom? You already want to rest? But we haven’t even started yet!1) pardon用作动词，后面既可以跟宾语，也可以跟双宾语；pardon sb. for doing sth.意为“原谅/宽恕某人做某事”。
e.g. Can you pardon me for not passing the exam, Mom?2) 在没有听懂对方的话，请对方重复一下时也可说pardon。
e.g. Pardon? I’m sorry I can’t follow you.(2) I’m excited to try the rides!excited和exciting的区别:1)excited意为“激动的；兴奋的”，作表语时，主语通常是人；作定语时，常用来修饰人，说明激动的表情。
e.g. All of us were excited when we heard the good news.The excited child opened his present quickly.2) exciting意为“激动人心的”，作表语时，主语通常是物；作定语时，常用来修饰物。
e.g. The movie is very exciting.My father told me an exciting story.(3) I mean … you know, a washroom or bathroom.mean作动词有以下含义：1) 有……的意思，指（多作及物动词），其后可跟名词或代词，也可跟从句。