九年级英语下册Unit3Goingplaces教案(新版)牛津上海版
Going places
教学目标
1、To make students know more about Shanghai
2、To practice describing the procedure of a visit
3、To have a general idea about Wendy’s letter
2学情分析
本单元的中心话题是“旅游”,这是一个时尚话题,大部分学生也应该具有不少的旅游经历,而本节课又是关于国外友人参观上海的内容,学生应该对上海相当熟悉,有丰富的内容可以表达,所以本节课所有的语言知识和语言技能可以都是围饶这一中心话题而设计。
3重点难点
1、To know how to describe a place properly.
2、To have a report about Wendy’s letter.
4教学过程
4.1第一学时
4.1.1教学活动
活动1【活动】Pre–task
Students listen to a piece of music while enjoying some pictures.
Ask students: What do the music and the pictures make you think of?
3、Talk about holidays
What do you usually do on holiday?
How do you go to different places?
Ask students to raise some questions about my visit to Beijing.
5、Introduce how to write an article about visiting places.
活动2【讲授】While－task
1、Name some tourist attractions in Shanghai
2、Think
Why do tourists come to Shanghai? List some reasons.
3、A quiz
How much do you know about Shanghai?
4、Look at the title, the pictures and the first 3 lines and the last 5 lines ofthe letter. Then answer
the questions.
5、What do you want to know about her holiday?
6、Match the places with the possible description.
7、Write the number of visiting order for Wendy.
8、Report Wendy’s holiday to class in brief.
活动3【活动】Post－task
Askthestudengtstocreate theirowndialoguesaccordingtotheirownimaginationof travelling to the past or the future in diffierent machines.
活动4【作业】Assignments
Assignments:
1、Read the text after the recording twice.
2、UsetheinternettofindmoreinformationaboutinterestingplacesinChinaandmake a plan for your May Day
第二学时
4.1.1教学活动
活动1【活动】Onholiday
Stages
Teacher’sactivities
Students’activities
Purposes
I. Pre-task preparations
Ask Ss to play the game“Bingo”
Guessing game of words
To review the different new words and phrases and get warmed up
II. While-task procedure
1. Review students the new words and phrases with the help of phonetic symbolsAsk Ss to read the new words and the pattern
Read the new words and phrases.
Have a dictation.
To consolidate the new words and phrases.
2. Play the recording of the text, ask Ss to answer the questions according to thetext
Listen to the text, answer the questions
To listen for specific information from the text, and get information .
3. Ask Ss to read the text after the tape
Read the text
To practise the new-learnt text
4.ProvideSswiththepicturesandahypothesizedsituationtotalkabouttheTrojanWar .
Use the extension words to practise what
they learned
To practise the structures
III. Post-task activities
Ask Ss to retell the story in their own words.(group work)
Retell the story in their own words
To use the new words and patterns fluently in a real situation
IV. Assignment
Read the text again and again after class.
Retail the text in your own words.
Do the exercises on page 40 and 41.。
牛津上海版试用本英语三上Module 3 Unit3PlacesandActivities说课课件
单元课时话题和项目：
课时 Period 1
话题 Meeting in the park
Period 2 Colours in the park
项目来源 Look and learn & Look and say &
Listen and enjoy Look and say & Play a game
运用模式中的第二个教学环节：诱发学生，自主 质疑。教师向学生提供学习素材或文本，通过引导， 创造让学生思、疑、问的空间和时间；同时，学生通 过相应地思考和学习，能发现自己需要解决的问题， 并大胆地提出问题。
二、诱发学生，自主质疑
听说领先，夯实基础。 内
容
漂流小船，诱发思考。
自编歌曲，巩固词句。
3.引发学生，自主探究---探究合作，追求有情的课堂
本单元学习任务
学生在已学颜色单词和描述物品的形容词基础上，学 习新授单词：boat，kite, balloon，flower四种公园 里常见景物，关注其音形义，单复数。在故事情境中，能 运用Look at … It’s … How …!等句型来描述公园中 的景物，关注其特点。运用What colour is it? It’s … 来问答公园景物的色彩。在所学的情境中熟悉和运用语言， 提高语言交际能力和合作学习能力。在学习的过程中感受 公园中不同的景物、不同的特征，充分感受自然界的色彩 美，感受公园活动所带来的快乐。同时，学习字母u在单 词中的发音/ju:/，并能准确朗读。
Period 3 Fun in the park
Read a story & Learn the sounds
★ 情境的趣味性 ★ 话题的延续性 ★ 过程的丰富性 ★ 语用的体验性
学习手册Unit3 Going places(人教版高一英语上册教案教学设计)
●学习目标Ⅰ.单词和词组transportation,means,destination,postcard,adventure,adventurous,exper ience,get awayfrom,hiking,rafting,get closeto,basic,equipment,backpack,tip,successful,sunscreen,watchout,spider,poisonous,protect,paddle,normal,handle,put…indanger,leather,similarity,benefit,particular,effect,see…off,say“Hi”to Bob for me,combine,on the other hand,unpack,pick upⅡ.日常交际用语Where would you prefer going?In which year would you like to go there?Why would you like to go there…?Do you think so?When are you g oing off to…?Is anybody seeing you off?My plane leaves at seven.Are you going anywhere for the holidays?Well,I must be off.Go skiing.Go for walks.Have a picnic.Ⅲ.语法学习现在进行时表示将来时及其他的用法●学习障碍Ⅰ.单词及短语prefer,means,instead of,close,fun,successful,get awayfrom,consider,watch out,protect,normal,wear,put…in danger,similarity,benefit,effect,on the other hand,pick up Ⅱ.语法现在进行时表示将来时及其他用法。
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。
人教版九年级英语Unit 3 教案
Step 3 Practice
1)Match each thing with a place in the picture in 1a.
2)Read the phrases.
___ get some money
___ get some magazines
Unit 3 Could you please tell me where the restrooms are?
课题
Section A 1 (1a-2d)
教学目的
一、知识与技能
1．重点单词：restroom，stamp，bookstore，beside，postcard，pardon，washroom，bathroom，normally，rush
—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 postcards?
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.
难点：疑问代词、疑问副词引导的宾语从句
教学方法
合作交流
高一英语新教材教案Unit 3 Going Places(人教版高一英语上册教案教学设计)
Unit Three Going PlacesTeaching Goals:1. to talk about traveling and means of transportation;2. to grasp the ways of expressing good wishes;3. to review verb tenses;4. to use the Present Continuous Tense for future actions;5. to write travel letters.Teaching Key points:1. to grasp different verb tenses;2. to use the Present Continuous Tense for future actions;3. to do writing about traveling.Teaching difficult points:1. to grasp the Present Continuous Tense for future use;2. to write a travel letter;3. to learn to use the following phrases:1) get away from2) watch out3) protect sb/sth from4) see sb. off5) on the other hand6) as well asTeaching methods: listening, speaking, discussingThe First PeriodTeaching Aims:1. to get some knowledge about traveling;2. to promote the Ss’ abilities of imagination;3. to improve the Ss’ listening abilityTeaching procedures:Step One Warming up1. As the society develops, people can go places in many means of transportation. Ask the Ss to list means of transportation they have known.car, bus , train, plane, spaceship, …….2. Present the four pictures to the Ss and ask them to talk about what is happening in the pictures.1) He is driving too fast.2) He is littering waste things everywhere.3) He is smoking in the park.4) He is parking his car at a non-parking place.The Ss conclude: We must protect our environment while traveling and obey the rules.3. ask the Ss to discuss what they have to consider before they decide which means of transportation they will use.1) distance 2) weather 3) fare 4) whether it is easy to get tickets5) the time the journey will take4. Ask the Ss to discuss how would they like to go to the places and give reasons1) from Shanghai to London 2) from Beijing to Guangzhou3) from Chongqing to Chengdu 4) from Dalian to QingdaoStep Two Listening1. Teach the new words :1) board 2) boarding calls/cards/gate 3) destination2. The Ss listen and fill in the form:1 2 3Flight numberDestinationGate3. Listen and fill in the form:Where (travelers) What did he/she do? How did he/she travel?123454. check the answers with the class.Step Three Speaking1. Introduce the speaking task to the Ss.2. The Ss ask three classmates about the year and the place they want to travel to.Name Which year Where WhyThe Ss use the following patterns:1) Which year would you like to go to?2) Where would you go?3) Why would you go to China in the year ……?3. Ask one or two pairs to act out their dialogues.Step Four Workbook1. do the listening practice on page 97.1) listen to the tape and arrange the pictures in the right order.2) Ask the Ss to repeat the story in their own words.2. Discussion:1) What are the advantages and disadvantages of opening up a local mountain?Advantages: ________________________________Disadvantages: ______________________________2) What are the advantages and disadvantages of developing the lake?Step Five Assignments1. write a passage with the title “My opinion on developing the lake”2. Preview the text of Unit Three.The Second PeriodTeaching Aims:1. to promote the Ss’ ability of reading comprehension;2. to get some common knowledge about travel;3. to learn to use the following expressions:1) experience sth.2) get away from….3) a good way to do sth.4) watch out for..5) protect …from…6) come from..Teaching procedures:Step One Pre-reading1. ask the Ss to discuss:1) Do you like traveling? Why or why not?2) Where would you most like to travel? Why3) What do you think adventure is?2. teach the new words:1) a place you are going to ----- d_____________2) a means or way of carrying passengers or goods ---- t_____________3) any period of holiday ---- v_____________4) having the effect of poison ---- p______________5) being the main or important part of ----- b_________3. ask the Ss to describe what kinds of sport hiking and rafting are.Step Two Fast reading1. ask the Ss to answer the question:What is the passage about?(Adventure travel: hiking and rafting are used as examples)Step Three Careful reading1. ask the Ss to read through the passage again and then choose the correct answers.(page 18)2. ask the Ss to compare hiking and rafting and the fill in the chart:Hiking RaftingSimilaritiesDifferences PlacesEquipmentCostSkills neededPossible dangersStep Four Language points1. experience 1) (n.) They have shared high school experiencesHe has a rich experience of studying.2) (v.) The young people want to experience colorful life.2. get away from… 1) He wants to get away from his fam ily.2) They want to get away from cold weather.3. get close to / take exercise4. watch out (for….) = be careful of……5. protect sb. from(against) +(n.)/doing…1) wear a hat to protect yourself from the sun.2) we should protect the forest from being destroyed.6. as with hiking = as it is with hikingStep Five Discussion1. ask the Ss to read through the passage and then discuss in groups of four.If you go for adventure travel, which do you prefer, hiking or rafting? Why?2. ask the Ss to discuss in groups of four:Do you think of any other adventure travel? What do you need to prepare? Step Six Workbook1. fill in the blanks with the correct word.(page 99)Step Seven Assignments1. Finish off workbook exercises;2. Do additional exercises.The Third PeriodTeaching Aims:1. to learn to use the Present Continuous Tense for future actions;2. to learn to use the patterns of express good wishes.Teaching procedures:Step One Revision1. check the homework with the Ss.2. ask one student to describe his experience of adventure travel.Step Two Dialogue1. read through the dialogue and then answer:What are Jane and Betty going to do?2. language points:1) go on holidays/ go on a journey/ go on a trip2) in a few days’ timeI will come back in two days.I wil l come back after two o’clock.3) be off to …../ go off to4) see sb. off = say goodbye to sb. at the station or airport5) my plane leaves at seven.The train arrives at eight./ The plane takes off at seven.6) I must be off = I must be leaving / I must go.7) Have a good trip = have a good journey/ have a good flight.Step Three Grammar1. ask the Ss to underline the verbs that express future.1) are going 2) leaves 3) will take2. The Present Continuous Tense is often used for plans in the near future:1) Bob is going with me to the airport.2) How are you getting there?3. The Present Continuous Tense --- Present use1) We are doing our exercises now.2) Adventure travel is becoming more and more popular.Step Four Express good wishes1. ask the Ss to find out the patterns about expressing good wishes:1) Have a nice time in …..2) Say hi to Bob from me.3) Have a good trip.4) The same to you.5) Enjoy yourself.6) Take care of yourself.Step Five Practice1. work in pairs:Questions Your answer Your par tner’s answerWhereWhenHowHow longWhenStep Six Discussion1. Ask the Ss to discuss :As times change, how will the way of our life change?action Past Present FutureTravelReadingWritingShoppingWorking2. ask the Ss to say something about the chart above in different tenses.In the past, people used to travel by horse. Today most people travel by car or by plane. In the future, people will perhaps travel by spaceship.Step Seven Workbook1. Do part 1 of grammar (page 99).2. Do part 3 orally.Step Eight Assignments1. Do the translation in their exercise booksThe Fourth PeriodTeaching Aims:1. to get some knowledge about eco-travel =eco-trip (ecological travel)2. to write a letter.Teaching proceduresStep One Revision1. check the answers with the Ss.2. review what we learned in the last period and ask the Ss to give some examples about the Present Continuous Tense.Step Two Reading and talking1. ask the Ss to answer the following:1) what does eco-travel mean?2) Why is eco-travel very popular now?2. language points:1) combine …with….We should combine theory with practice.2) On one hand…; on the other hand….3) as well asHis sisters as well as his brother like playing football.He likes maths as well as English.He plays football as well as basket ball.3. imagine going on an eco-trip and then prepare role cards for the discussion.Red River Village Snow mountainI think we should …..And we can learn about….We can help ….. I think we should …..And we can learn about….We can help …..4. work in groups of four.5. ask some groups to report their opinions.Step Three Writing1. ask the Ss to go through the schedule for Sue’s trip.2. Make the Ss know their tasks.3. give the Ss some tips:1) to think about you what you are going to write;2) to list good ideas and make some notes;3) consider what you are going to tell and what you need to explain.4. ask the Ss to say their letters orally and then point out the Ss should use the correct tenses.5. ask the Ss to write their lettersStep Four Assignments1. write their letters in their exercise books.The Fifth PeriodTeaching Aims:1. to review the words and phrases;2. to review the Present Continuous Tense.Teaching procedures:Step One Revision1. check the homework with the students.2. point out the mistakes the Ss have made in their writing.Step Two Word study1. ask the Ss to fill in the blanks using the new words:1) If you want to know the flight number, you should pay attention to the b____ calls.2) Cars, buses, trains and planes are means of t____________.3) Rafting is a good way to e_________ nature.4) Eco-travel is a form of travel that c_________ normal tourism with learning.5) If you do something wrong, you should be r____________ for it.Step Three Phrases1. ask the Ss to recall useful expressions in this unit:1) experience sth.2) get away from….3) a good way to do sth.4) watch out for..5) protect …from…6) come from..7) combine ….with…8) on the other hand9) as well as2. ask the Ss to make sentences using these phrases above.Step Four Grammatical revision1. ask the Ss to give some examples about the uses of The Present Continuous Tense.1) Present use2) Future use2. ask the Ss to summarize the forms of expressing future actions.1) will(shall) 2) be going to…. 3) be doing…4) leaves(goes)Step Five Reading1. ask the Ss to read through the passage and then do the post-reading exercises.1) answer the questions:2) think of some similarities and differences.Step Six Writing1. ask the Ss to read the notice on page 101.2. the Ss try to write an essay to explain why they want to go.Step Seven Assignment1. write an essay in their exercise books.The Sixth PeriodTeaching Aims:1. to revise the words and phrases2. to revise the grammar item.3. to improve the Ss’ a bility of reading4. to get some feedback from the Ss.Exercises for Unit Three:一、用所给的词或短语填空：fall, prefer, raft, excite, think about, get close to, adventure;poison, separate, safe1. Let's go _________ on the Yellow River at the weekend.2. Before climbing a hill, you must consider your ________ carefully.3. There were so many _______ trees in front of us that we had to turn our car.4. You'd better ________ (not) the dry well. It’s too dangerous.5. Nothing is ________ than jumping off the peak of the Himalayas6. In which year would you _______ going to the moon?7. Even ________ films can kill people with serious heart trouble.8. Before they left home to travel, they _______ everything carefully.9. There are ________ spiders in the mountain, and yo u’ll be killed once bitten.10. We arrived together, but left _________.1. rafting2. safety3. fallen 4 not get close to 5 more adventurous6. prefer 7 exciting 8 (had) thought about 9 poisonous 10 separately二、句型转换：1. Wear sun-glasses to stop the sun from hurting your eyes.Wear sun-glasses to ______ ______ ______ ______ the sun.2. If you can't swim, you should not go rafting._______ you know _____ _____ ______, you should not go rafting.3. My birthday is several days away.My birthday is _____ _______ ______ ______ _______.4. They feel like going for a hike on the top of the mountain.They would like ______ _____ ________ on the top of the mountain.5. You can use a small boat to paddle down the river and stream.You can ____ ______ the river and stream ______ _____ ______ boat.(1. protect your eyes from 2. Unless; how to swim 3. in a few days’ time4. to go hiking5. paddle down; in a small )三、完成句子：1. 他摆脱不了对不幸损失的悲伤。
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
牛津上海版英语九下Unit 3《Going places》单元英文教学设计
牛津上海版英语九下Unit 3《Going places》单元英文教学设计一. 教材分析《Going places》是牛津上海版英语九下Unit 3的主题单元，主要讨论旅游和交通的话题。
通过本单元的学习，学生将了解各种交通方式，学会描述旅行的计划和经历，以及了解不同国家的文化差异。
教材包括阅读理解、听力、口语表达、语法和写作等多个方面，旨在提高学生的综合语言运用能力。
二. 学情分析九年级的学生已经具备了一定的英语基础，能够理解和运用一些基本的英语词汇和句型。
但是，对于一些交通方式的表达和旅行计划的描述，可能还需要进一步的引导和练习。
此外，学生的阅读能力和听力水平也各有差异，需要在教学过程中给予不同的关注和指导。
三. 教学目标1.能够理解并运用本单元的核心词汇和句型，如交通工具的名称、旅行计划的描述等。
2.能够通过阅读和听力材料，获取关于旅行的信息，并能够进行简单的交流和讨论。
3.能够描述自己的旅行经历，并能够编写一篇关于旅行的短文。
4.能够提高自己的跨文化交际能力，了解不同国家的文化差异。
四. 教学重难点1.重点：本单元的重点是各种交通工具的名称和描述旅行计划的句型。
2.难点：对于一些特殊的交通方式，如“热气球”、“游轮”等，学生可能不太熟悉，需要进行额外的解释和练习。
五. 教学方法1.任务型教学法：通过各种任务活动，让学生在实际语境中运用英语，提高学生的语言运用能力。
2.交际型教学法：通过小组讨论、角色扮演等形式，让学生进行真实的交流，提高学生的口语表达能力。
3.合作学习：鼓励学生相互合作，共同完成任务，培养学生的团队协作能力。
六. 教学准备1.教师准备PPT，包括本单元的核心词汇和句型，以及相关的阅读和听力材料。
2.准备一些关于旅行的图片和视频，用于激发学生的兴趣和想象力。
3.准备一些旅行计划的小卡片，用于课堂操练和巩固环节。
七. 教学过程1.导入（5分钟）：教师通过展示一些关于旅行的图片和视频，引导学生谈论自己的旅行经历，激发学生的兴趣和想象力。
牛津上海版英语九年级上册Unit3PetsWriting教学设计
（五）总结归纳
1.教师引导学生回顾本节课所学内容，总结宠物描述的词汇、句型和写作结构。
2.学生分享自己在写作过程中的收获和困惑，教师针对共性问题进行解答和指导。
3.强调宠物保护、责任意识等价值观的重要性，鼓励学生在生活中关爱动物、尊重生命。
4.布置课后作业，要求学生结合课堂所学，撰写一篇关于宠物的作文，巩固所学知识。
3.培养学生的写作技巧，如文章结构、逻辑关系等。
4.注重培养学生的情感态度和价值观，使其在写作中体现出关爱宠物、尊重生命的观念。
三、教学重难点和教学设想
（一）学重难点
1.重点：本章节的重点在于培养学生运用英语描述宠物特点、表达个人观点的能力，以及掌握文章写作的基本结构。
难点：如何引导学生运用丰富的词汇和句型结构，使文章具有吸引力和说服力。
牛津上海版英语九年级上册Unit3PetsWriting教学设计
一、教学目标
（一）知识与技能
在本章节的教学中，学生将通过学习牛津上海版英语九年级上册Unit3Pets的Writing部分，掌握以下知识与技能：
1.能够理解并运用与宠物相关的词汇和表达，如：loyal, affectionate, companionship, adoption, abandoned等。
五、作业布置
为了巩固本章节所学知识，特布置以下作业：
1.撰写一篇关于宠物的作文，内容需包括：宠物的特点、生活习性、与人类的关系以及个人对宠物的看法。要求运用一般现在时和一般过去时，使用丰富的词汇和句型结构，注意文章的篇章布局和逻辑关系。
提交方式：纸质版提交，字数在100-120词之间。
2.收集有关宠物保护、动物福利方面的资料，如文章、图片、视频等，进行整理和归纳，以便在下一节课上进行分享。
人教版英语九年级全一册-Unit 3 Section B (2a-2d)教案
九年级Unit 3 Could you please tell me where the restrooms are?Section B 2a-2d Could you please...?教学设计Teacher :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 skillsStudents 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 knowledgeStudents 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. AffectsStudents 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 awarenessStudents 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 strategyStudents 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:So let’s take a look at the structure of the passage. First paragraph, the writer leads in the topic. ...Step 3 Close-readingT: So what examples does the writer give us to lead in the topic? Request 1 VS Request 2Topic: 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.PracticeWhat 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? 细读阶段，通过找作者给出的例子一步步带出话题和make polite requests 的两个方法。
UNIT3第3课时GRAMMAR(知识精讲分层练习)(教师版)九年级下学期英语讲义(牛津译林版)
Unit 3 Robots 课时 3 Grammar影目标导航重点词组」I. own a robot 2.consider the robot a great help in my daily life 3.go on a business trip4. have a serious heart problem5.have to take medicine every day6.have a poor memory7.remind you to take pills at the right time8.feel lonely9.lock the door lO.Go up and down thestairs o 11 ,have a better sleep 重点句型1. He saw that the robot was making breakfast. He saw the robot making breakfast.2. He (bund that his flat was in a complete mess.He found his flat in a complete mess.3. The robot no longer knew when it should cook breakfast.The robot no longer knew when to cook breakfast.4. Mr Jiang did not know what he should do with the robot.Mr Jiang did not know what to do with the robot.5. Mr Jiang is always so busy that he does not have any time for hobbies. Mr john is always too busy to have any time tbr hobbies.6. The robot is so smart that it can do a lot of things. The robot is smart enough to do a lot of things.7. Mr Jiang plans to buy a robot so that he can have more free time.Mr Jiang plans to buy a robot in order to have more free (ime<>♦知识点睛©consider ...as 把…看做 常用被动结构be considered as...? “被认为/看做”？Purple is considered as the noblest color.紫色被认为是最高贵的颜色。