Unit 3第三课时A 3a-4c.doc

Unit 3 Could you please tell me where the restrooms are？
第三课时Section A 3a—4c
一、功能：
得体、有礼貌地运用语言索取信息及提供信息。
二、词汇和常用表达：
Learn and use the expressions:
1. suggest, pass by, staff
2.*I wonder where we should go next.
*Do you know where we can get some good food quickly?
*Excuse me, could you tell us when the band starts playing this evening？
三、学习策略：阅读策略
1.依据文本所给图片文本标题，预测文章内容大意。
2.借助关键词，通过寻读 (scanning)的方式，找寻细节信息。
四、情感态度：
学生们通过阅读长篇对话，进一步体会日常交流中语言运用的得体性和礼貌性。
五、文化意识：
通过阅读长篇对话，学生们可以了解到在一些国家，儿童和青少年很喜欢去游乐场。儿童们喜欢坐旋转木马，而青少年则喜欢和朋友们较为刺激的乘骑项目，如：过山车。通过观察、演练语法聚焦的重点句子，引领学生们意识到：语言的得体性应与使用者的身份、年龄、熟悉与亲密程度等因素有关，不是所有的时候语言愈礼貌就愈合适。
Teaching and learning steps:
Step I. Pre-reading activities
1. Preview
Ask the Ss to turn to Page 19 and translate the following phrases into English. First ask the Ss to put them into English orally, then let them write English down without looking at the textbooks.
(1看起来令人恐怖 ______________________________________
(2)抓住我的手 ______________________________________
(3)在去水城餐馆的路上 ______________________________________
(4)途径 ______________________________________
(5)摇滚乐队 ______________________________________
(6)向一个员工走去 ______________________________________
Ask the Ss to turn to Page 53 and translate the following sentences into Chinese.
(1) I wonder where we should go next.
______________________________________________________________________________
(2) Do you know where we can get some good food quickly?
_______________________________________________________________________________
(3) Excuse me, could you tell us when the band starts playing this evening？
_______________________________________________________________________________

（设计说明：本部分词组和句子为学生的预习作业，词组和句子都是本节课的重要语言知识，该部分预习内容可以帮助学生更有目的性的预习。同时通过检测学生的预习效果，教师可以更有针对性地教，学生可以更有针对性的学。）
2. Show the learning goals.
Before class, ask the Ss to go through the learning goals.
3. Lead in
(1)At the beginning of the class, let the Ss enjoy a short video show and guess where the people are in the picture. It’s easy for the Ss to get the answer: an amusement park. Then lead the Ss to talk about something about the amusement park. If the Ss can’t talk in English, Chinese is OK.

T: Please watch the video carefully. Where are the people in he video?
Ss: ________________.(Amusement park.)
T: Yes. Do you know what people can do at an amusement park?
Ss: ________________.
T: People can take many thrilling and exciting rides, and they can also eat, shop there for relaxation. So not only do children, teenagers like going there, but adults like going there too.
Then, have you ever been to an amusement park?
Ss: ________________.
Then show a picture of a roller coaster to the Ss and ask:

roller coaster
T: Many teenagers like to take this ride in an amusement park. What’s the name of the ride?
Ss: ________________.
T: Does it look scary?
Ss: ________________.
T: Have you ever taken a roller coaster?
Ss: ________________. (Yes / No)
T: If you haven’t taken it, it doesn’t matter. Next follow me to take the roller coaster right now.
Let the Ss watch a short video about taking a roller coaster. The video is thrilling enough to make the Ss get the real feeling of taking a roller coaster.

After watching, ask the Ss:
T: How did you feel?
Ss: ________________.
T: If you feel scared, what will you do?
Ss: ________________.(Shout)
T: Yes, I agree. I have got a chance to take the roller coaster in Qingdao. When I felt scared on the roller. I shouted too. Shouting did help. If you have a chance of going to an amusement park, I suggest going to Qingdao. I promise it’ll be exciting.
While the Ss have the discussion, take the chance to teach the Ss the expressions in today’s reading: suggest, look scary, be scared, Shouting did help. I promise it’ll be exciting.
(2)After the discussion, the teacher can tell the Ss that we’ll read a conversation between He Wei and Alice about visiting an amusement park -- Fun Time Park in 3a today.
（设计说明：先用一个游乐园的小视频，为学生们做好与游乐园场景相关的背景知识铺垫，从而自然引出讨论坐过山车的话题，接着让学生们观看了一个坐过山车的视频，这个视频拍摄角度较好，所以给身临其境坐过山车的真实感受，从而激起谈论的兴趣，在讨论中将一些重要的新词汇和短句：suggest, look scary, be scared, Shouting did help. I promise it’ll be exciting.也特意融入其中，以帮助学生们在正式阅读前突破语言障碍。）
Step II. While-reading activities
1. Read the title and the picture for predicting.
(1) First ask the Ss to watch the picture on P19 carefully and answer the following questions:
*What can you see in the picture?(roller coaster)
* Where are He Wei and Alice talking？(In the amusement park)
(2) Then ask the Ss to read the tile “Fun Times Park – Always a Fun Time” and guess:
*Do people always enjoy themselves in Fun Times Park?
(Possible answers: Because the tile is: Always a Fun Time.)
Show Reading strategy---Predicting: “You can guess what you will read by reading the title and pictures.”
Lead the Ss to learn to use the information from the title and the given picture to guess what they might read in the article.
2. Read the passage fast and silently to find the general idea.
Ask the Ss to read the conversation carefully and find out the main idea of the whole article:
-What is the conversation about?
-It is about ________.
A. taking the ride in Fun Times Park
B. eating in Fun Times Park
C. having a fun time in Fun Times Park
3. Read the text carefully and silently to find the specific ideas读取细节
(1) Tell the Ss today’s reading is a long conversation. There are four scenes in the conversation. Tell the Ss they can divide them into the two parts: taking the new ride, on the way to the restaurant.
Ask the Ss to match scenes with the right parts.

(2) Ask the Ss to read Part I: Taking the new ride and use the adjectives which show two teenagers’ feelings about the new ride to fill in the blanks in the chart.

After check the Ss’ answers, go on asking the Ss the following questions:

(3)Ask the Ss to read Part II: On the way to the restaurant and answer the questions:

Check the Ss’ answers.
(4) Pick up some sentences from the conversation, which have some obscure meanings. Ask the Ss to match the sentences with the real meanings according to the conversation. Give the Ss an example:
“Come on.” means “ You don’t have to worry too much.”

（设计说明：通过完成同意句的搭配,引导学生意识到同一个意思,可以使用不同的词汇、结构表达，从而逐渐培养学生的语句释义转述意思，进而引导学生读出文本中字里行间的隐晦含义，形成良好的阅读推理能力。)
(5)Tell the Ss there are some sentences in the conversation that ask for information. Ask the Ss to pick up the sentences, and rewrite them in a different way. Check the Ss’ answers.

Think:
T: All these sentences are about asking information.
Do they sound polite？
Ss: _________________________.
T: Why do these sentences sound polite?
Ss: _________________________.
T: Yes, because these sentences include some extra expressions such as “I wonder…”, “ Excuse me, could you tell me…?”, “ Do you know…?”, “Pardon me, I wonder…”. Remember it’s very important to ask for help politely. So how can we become more polite?
Ss: ________________________.(Use some extra expressions.)

(设计说明：本部分的内容重在培养学生们运用预测，带关键词寻读等相关阅读策略概括文章大意和寻找细节信息的能力。同时，在最后一个读中环节，通过找寻和改写询问信息的宾语从句，使学生们意识到借助额外的语言，可以更得体、更有礼貌地使用语言。)
Step III. Post-reading activities
1. Read and retell
(1)Play the recording and ask the Ss to read the article with the recording.
(2)Give the Ss time to role play the conversations. Then choose one group of the Ss to act out the conversation.
(3)After that, tell the Ss that after going back home, He Wei writes a diary about the fun time in Fun Times Park. Ask the Ss to finish his diary according to 3a. By filling in the blanks, the Ss can take the chance to retell the conversation. First give the Ss time to do it by themselves. Then choose two Ss to retell it individually.

(设计说明：本部分的内容重在培养学生们口头表达的能力，同时通过复述引导学生更好地内化语言知识。)
Step IV. Grammar
1. Read, think, and find
(1) Ask the Ss to think about how we can ask for information politely in Chinese. Then think about how we can ask for information politely in English
.
(2)Ask the Ss to read the conversations with objective clauses in the chart, think about how we can ask for information politely in English. Ask the Ss to especially pay attention to the words in bold, then fill in the blanks.

Think:
T: Are the polite requests in English similar to the polite requests in Chinese？
Ss:_________________________.(Yes)
T: What are the similar?
Ss:_________________________.(Both have extra languages.)
2. Practice
(1)Give the Ss time to remember the structures of the polite requests. Then ask the Ss to rewrite the questions to make them more polite.
First ask the Ss to go through the sentences and think about: Do you think these questions are asked between friends or between strangers? Most of the Ss can give the answer: between friends.
Then, give an example to the Ss about how to rewrite the sentences and ask the Ss to pay more attention to the statement order.

(2) Tell the Ss Tim, Sally, Helen and Ben need some help now. Please help them to ask for information politely so that they can get help.

(3) Tell the Ss that a tourist is in trouble and he is asking about our city. Provide the Ss with some possible situations to help them. Ask the Ss to write four questions and role-play the conversations with their partner.

3. Think
T: Do we have to use polite requests between friends?
Ss: ______________.(No)
T: If we always ask for information with our friends very politely, how will our friends feel?
Ss: ______________.(No)
T: When do we have to use polite requests?
Ss: ______________.(With the strangers, teachers, the elder people)
（设计说明：首先让学生自己通过观察感知发现语言的规律，然后通过机械性操练、意义性操练和交际性操练逐步巩固语法知识。针对本部分关于询问信息的练习，引领学生们意识到：中、英的礼貌用语都含有额外的附加语言；同时，语言的得体性应与使用者的身份、年龄、熟悉与亲密程度等因素有关，不是所有的时候语言愈礼貌就愈合适。）
Step V. Summary：Inquiry into knowledge by translation
1. Ask the Ss to read the reading passage and see if they have any problems in understanding the text.
2. Ask the Ss to look at the following sentences and try to summarize the language rules and fill in the blanks. The Ss can help each other and have a discussion after doing the following by themselves.
* I promise it’ll be fun.
_____________________________________
* Once he made a promise, he would keep it.
_____________________________________
* I promise to return your bicycle on time.
____________________________________
从以上句子可以看出promise既可以当_____词用，有可以当_____词用，意为_______,“许诺做某事”的结构为_________________。
试翻译“他答应要帮助我们。”：
He promised _____ ______ ______.
He promised that _____ ______ ______ ______.
（设计说明：首先让学生自己感知发现语言的规律，并通过小组讨论的形式获得更为准确的答案，老师要注意适当引导。）
Step V. Exercises: the end-of- class test
I. Complete the sentences with the correct words.
1. Teachers often give the students some ________ (suggest) on studying.
2. My father is always busy________ (play) basketball every afternoon.
3. Please come a little ________ (early) to get a table.
4. He felt relaxed by _______ (shout).
5. How did she feel after______ (take) the ride yesterday？
II. Translate the sentences into English.
1.你能告诉我附近有好吃的地方吗?
_____________________________________________________________________________
2.沿着这条街向西走。
_____________________________________________________________________________
3.附近的书店周末开业吗？
_____________________________________________________________________________
4.这个乐队每晚都在那演出。
_____________________________________________________________________________
5.何伟保证我们在公园玩得开心。
______________________________________________________________________________
（设计意图：通过检测学生的学习情况，有助于以学定教。）
Step VI. Homework
1. Recite the conversation in 3a. ( ★ )
2. Rewrite the conversation into a passage like He Wei’s diary.( ★★)
课亮点：
1. 预习部分的词组和句子都是本节课的重要语言知识，该部分预习内容可以帮助学生更有目的性的预习。同时通过检测学生的预习效果，教师可以更有针对性地教，学生可以更有针对性的学。
2.导入部分，先用一个游乐园的小视频，为学生们做好与游乐园场景相关的背景知识铺垫，从而自然引出讨论坐过山车的话题，接着让学生们观看了一个坐过山车的视频，这个视频拍摄角度较好，所以给身临其境坐过山车的真实感受，从而激起谈论的兴趣，在讨论中将一些重要的新词汇和短句：suggest, look scary, be scared, Shouting did help. I promise it’ll be exciting.也特意融入其中，以帮助学生们在正式阅读前突破语言障碍。
3. 通过完成同意句的搭配,引导学生意识到同一个意思,可以使用不同的词汇、结构表达，从而逐渐培养学生的语句释义转述意思，进而引导学生读出文本中字里行间的隐晦含义，形成良好的阅读推理能力。
4.读中巩固环节的内容重在培养学生们运用预测，带关键词寻读等相关阅读策略概括文章大意和寻找细节信息的能力。同时，在最后一个读中环节，通过找寻和改写询问信息的宾语从句，使学生们意识到借助额外的语言，可以更得体、更有礼貌地使用语言。
5.语法聚焦部分，首先让学生自己通过观察感知发现语言的规律，然后通过机械性操练、意义性操练和交际性操练逐步巩固语法知识。针对本部分关于询问信息的练习，引领学生们意识到：中、英的礼貌用语都含有额外的附加语言；同时，语言的得体性应与使用者的身份、年龄、熟悉与亲密程度等因素有关，不是所有的时候语言愈礼貌就愈合适。
6.家庭作业分层布置，让学习能力强的同学做更能体现他们高水平的作业。

使用注意事项：
1．预习内容一定要提前布置给学生，便于学生更有目的性的去预习，提高课上做题速度。
Keys:
Step I. Pre-reading activities
Phrases:
(1)look scary
(2) hold my hand
(3)on the way to Water City Restaurant
(4)pass by
(5)a rock band
(6)walk up to a staff person
Sentences:
(1)我想知道接下来我们该去哪。
(2)你知道我们在哪能快点买点可口的食物吗?
(3)打扰一下，你能告诉我们今晚乐队何时开始演出吗?
Step II. While-reading activities
2. C
Step V. Summary：Inquiry into knowledge by translation
动，名，许诺，promise to do sth.,to help us, he would help us
Step V. Exercises: the end-of- class test
I. suggestions, playing, earlier, shouting, taking
II. 1.Can you tell me if there is a good place to eat？
2.Go west along this street.
3. Is the bookstore nearby open on weekends?
4.The band seems to play there every evening.
5.He Wei promises that we will have fun in the park.