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熱門關(guān)鍵詞： 小學(xué)四年級語文 三角形 三角形 八年級歷史 搖籃曲 端午節(jié)的由來
熱門關(guān)鍵詞： 小學(xué)四年級語文 三角形 三角形 八年級歷史 搖籃曲 端午節(jié)的由來
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視頻標簽：please tell ,restrooms
所屬欄目：初中英語優(yōu)質(zhì)課視頻
視頻課題：九年級Unit 3 Could you please tell me where the restrooms are Section B 2a-2d Could you please臺州
教學(xué)設(shè)計、課堂實錄及教案：九年級Unit 3 Could you please tell me where the restrooms are Section B 2a-2d Could you please臺州市白云學(xué)校
九年級Unit 3 Could you please tell me where the restrooms are?
Section B 2a-2d Could you please...?教學(xué)設(shè)計
Teacher : 臺州市白云中學(xué)汪辰靜
Analysis: This unit is about asking for information politely. This reading passage is telling us where should we need to make polite requests and how. Students have learned how to say politely in Section A and they will keep learning how to make polite requests in the reading passage. They will be interested in talking rudely and politely and compare with different ways of speaking. So the teacher will design these kinds of activities for them to learn better.
Objectives:
1. Language skills
Students will be able to make polite requests according to different situations and different people.
Students will learn how to make polite requests. Students will be able to rewrite impolite requests.
2. Language knowledge
Students will be grasp these new words and sentence structures, politely, request, direction, correct, polite, direct, speaker, impolite, Could you please...? May I ask...? Excuse me, I wonder if you can help me. I’m sorry to trouble you, but...
Students will be able to speak politely, gently and slowly when making request.
3. Affects
Students will be able to choose and use suitable language based on cultural knowledge, such as in a foreign country, in public places, at school and at home.
4. Cultural awareness
Students will be able to learn to ask politely and pay attention to the body language and remember to say thank you.
Students will learn not to ask rude questions, such as age, salary or use rude gestures.
5. Learning strategy
Students will be able to realize the wrong ways they are using in daily life and correct them. Students will be able to get information from the pictures given from the passage.
Focuses:
Students will be able to choose and use suitable language based on cultural knowledge, such as in a foreign country, in public places, at school and at home.
Students will be able to rewrite impolite requests.
Difficulties:
Students will be able to learn to ask politely and pay attention to the body language and remember to say thank you.
Students will be able to realize the wrong ways they are using in daily life and correct them. Students will be able to get information from the pictures given from the passage.
Teaching process:
Step 1 Lead-in
T: First of all, let’s watch a mini play and think about these questions. Where are they? Who are they and what are they doing? OK? Mini play
Clerk: I am a clerk in Century Supermarket. I hope this is another good day.
Customer 1: Where can I find some milk?
Clerk: ...
Customer 1: Where, is , the, milk? Clerk: Sorry, I don’t know. Customer 1 (keep looking)
Customer 2: Excuse me. I’m sorry to trouble you, but I can’t find some milk. Do you know where it is?
Clerk:Yes. It’s over there. Let me show you. I can walk with you.
Customer 2:Oh, that’s very nice of you. Thank you! Clerk: You are welcome. Customer 1: What?...Why?
T: So where are they? ...
T: Why didn’t the first customer get the help? ...
T: Where else do we need to make polite requests? ...
用mini play導(dǎo)入，打開學(xué)生思維，讓學(xué)生思考發(fā)生了什么事，為什么會這
樣，富有趣味性和真實性，代入感強。再繼續(xù)思
考我們在其他什么地方也需要有禮貌地說話。 Step 2 Fast-reading
T: So today we are going to read a passage about making polite requests. Let’s take a quick look at the passage and match the main idea with each paragraph.
速讀時找到文章每段大意，教師解釋迅速找到段落大意的方法并解釋文章結(jié)構(gòu)。So let’s take a look at the structure of the passage. First paragraph, the writer leads in the topic. ...
Step 3 Close-reading
T: So what examples does the writer give us to lead in the topic? Request 1 VS Request 2
Topic: When we visit a foreign country, we need to ask for help _________ and _________.
T: How can we speak politely? What does a good speaker do? What examples does the writer give us as good speakers? When is the school trip?
Excuse me, Mr. West. Do you know when the school trip is? T: Whom do we usually say it to? Why?
Tip 1: Good speakers change the way they speak depending on __________________ and ___________________.
T: How can we make questions longer and more polite? Could you please...? May I ask...?
Excuse me, I wonder if you can help me. I'm sorry to trouble you, but... ....
Tip 2: Longer questions can be more ______ and we need to spend time ___________________before asking for help.
Practice
What are you going to say to them if you are thirsty? Can you talk about it with your partner?
What does the writer tell us in the end? Why do we need to speak politely?
細讀階段，通過找作者給出的例子一步步帶出話題和make polite requests的兩個方法。教師帶領(lǐng)學(xué)生總結(jié)How，并給出一個情景讓學(xué)生練習(xí)。 再找出make politely request的原因。
Step 4 Further-thinking
When we are asking for help, what else should we pay attention to?
Possible answers:
Smile, body language, eye, distance, speak gently, slowly Don’t forget to say thank you.
Further-thinking階段讓學(xué)生思考一下說話時還要注意什么？比如：微笑、肢體語言、距離、說話語速等。
Step 5 Critical-thinking
Politely VS Directly
Do you agree that we need to speak politely all the time? When do we need to speak directly?
辯證思考階段讓學(xué)生思考是不是永遠都要speak politely，什么時候需要directly，以打開學(xué)生的思維。
Step 6 Follow-up
Role play Task 1
You lost the bag/wallet in a foreign country a young man
an old woman a policeman
Task: find someone to help you
Task 2
our neighbor is having a party and it is noisy, but you are studying for a test.
mother sister
the neighbor
Task: you need to study quietly.
Follow-up階段，學(xué)生在兩個任務(wù)中任選其一來完成，尋求幫忙找錢包或者找到安靜學(xué)習(xí)的方法。學(xué)生能夠?qū)W以致用，這兩個情景都是非常真實的生活情景，平時學(xué)生的處理方式或許會跟學(xué)了課文之后的處理方式有所不同，學(xué)習(xí)效果便體現(xiàn)在這個活動中。
Homework
Are these questions/requests suitable? If not, please rewrite them. Conversation 1
Son: Mom, pass me the salt! Mom! Mom: Sorry, I’m busy right now. Conversation 2
將所學(xué)知識再一次運用在筆頭練習(xí)上，教師可以通過筆頭練習(xí)來判斷學(xué)生的學(xué)習(xí)和掌握情況，以便于下節(jié)課有針對性地
Sally: Nick, are you ready to go? Nick: Yes, let’s go. Conversation 3
Jack: Where is the nearest bank? I want to change some money. Stranger 1: Sorry.
Jack: Hi, where is the nearest bank? Stranger 2: It’s over there. Jack: OK!
Conversation 4
Jane: Cindy, Cindy, what’s the time?... Cindy, what’s the homework today?... Cindy, how old are you?
Teacher Cindy: Jane, my age is a secret.
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