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1、Instructional designName:Grade:Grade 9Subject:Unit3 Could you please tell me where the restrooms are?(3a-3b)Lesson type:Reading Teaching time:45 minutesOverall Design and Guiding PrinciplesThis is a reading lesson which aims to develop students ability in talking about asking for information politel
2、y. Meanwhile, students linguistic and cultural knowledge is expected to be enriched through reading activities. In this lesson I mainly employed Task-based Teaching Method, ask students to complete relevant tasks, assist them to learn in a relaxed atmosphere and build a confidence towards reading, t
3、hus improving their comprehensive language competence. First of all, drawing on the Natural Approach, the lesson will start a real-life conversation to lead in the topic. I will show a map which marks some important buildings, such as bookstore, post office, library and so on, and ask the students t
4、o make conversations with the sentence parents I given. Then, I mainly use Task-based Teaching Method by setting three tasks of extensive reading and intensive reading to assist students to fully understand the passage and grasp the method of asking for information politely. With the former section,
5、 students will receive some input of the tense structure ” could you please tell me ”, then in the next section the students will learn some other sentence patterns such as “I wonder where we should go next”, which use for asking for directions politely, in the real language atmospheres. Finally, I
6、will ask students to finish some exercises. This section is an evaluation of students command of sentence structure ”could you please”and their ability of talking about asking for directions politely. Therefore, this section is employed as a reinforcement of students comprehensive language competenc
7、e.Teaching ContextAnalysis of teaching material:This is a reading lesson. The lesson focuses on talking about asking information politely, aiming at letting students grasp the sentence structure ”could you please ”. The topic of this unit is closely related to students real life, and in accord with
8、students cognitive level, thus can make students learn meaningfully and build students a confidence of English learning. This lesson mainly consists of warming up, reading parts and exercise. The first warming-up part mainly is intended to review the main sentence pattern ”could you please”with the
9、help of a conversation. Then the second reading section aims at providing students with initial input of the language structure ” could you please ”by way of reading activities. Finally, the third exercise session mainly consists of phages translating, blank filling targets at improving students abi
10、lity of language output, and thus realizing the goal of communicative teaching.Therefore, the three sections of this unit, abiding by the “output after input” sequential principle in teaching, progress step by step, and proceed from experience to exploration and finally to language application. All
11、these can effectively realize the objectives of improving students comprehensive language competence.Analysis of students:The objects of this lesson are students in Grade 9. Students in this phase has already learned some words about directions such as go along, do down, turn right, crossing and so
12、on, thus they must have mastered some skills of tense-learning and fully prepared to learn the lesson cognitively. However, junior students lack the ability of systematic autonomous language learning and some students have on confidence of English learning. Therefore, it requires teachers to set up
13、the tasks from easy to the advanced to guide them. Whats more, junior students tend to focus on image thinking because of the absence of the mature, abstract, and logical thinking, thus teachers should design various interesting, fun and relaxing activities to sustain students interests and attentio
14、n.Teaching AimsAims of knowledge:(1) master and use some important words, such as: suggest, pass by, staff and so on.(2) be able to use the sentence structure ”could you please ”.Aims of ability:(1) be able to get correct information from reading material.(2) master some relevant reading skills incl
15、uding extensive reading, intensive reading (3) be capable of talking about directions and asking for information politelyAims of emotion:(1) taste the happiness of communicating in English.(2) build confidence towards reading, which is generally considered as the difficult points of English learning
16、.(3) be active and cooperative in team work, enjoy the sense of achievement in cooperation.Aims of strategy:(1) master some methods of independent study.(2) be well versed in transforming input to output.Key Points and Difficult PointsKey points:1. mastering of the key words.2.mastering of the sente
17、nce structure ”could you please ” Difficult points:1.getting the correct information from the reading material.2. be able to use the sentence structures ”could you please , I wonder where is”to ask for information.Teaching Methods1.Task-based Teaching Method2.the Natural Approach3.Computer-assisted
18、InstructionTeaching Aids1. text book2. power point3. tape recorder.Teaching ProcedureStep 1：Lead-in: Show a map and ask the students to make a conversation: A: Excuse me. Do you know where I can get some stamps?B: Sure. There is a post office on Changzheng Road.A: Could you tell me how I can / to ge
19、t there?B: Walk along Xinghua Road, turn right at the first crossing. Walk on West Lake Street, you will find the post office on your left.A: Thanks.B: You are welcome.The purpose of my design: (1) to catch students attention and arouse their interests. (2) to liven up the lesson and lead in the top
20、ic-ask for informationStep 2: Extensive reading: Read the passage for 3 minutes and answer the fowling questions:1. How many places do He Wei and Alice go to ? Where did they go?2. How does Alice feel when they are in Space World?The purpose of my design: to get the main ideas about the passage.Step
21、 3:Intensive reading: Ask the students to read the pagragh1 and 2,then answer the following questions:1. Why didnt Alice want to go on the new ride?2. How did He Wei tell Alice to do when she feels scary?3. How did Alice feel after the ride ?4.Where did they go to eat food?5. Where was the Water Cit
22、y Restaurant ?Ask the students to read the pagragh3 and 4,then finish the following tasks:Task 1 (T/F)(1) Uncle Bobs Restaurant looks interesting.(2) It has a rock band plays every evening . Task 2 .Answer the questions (3&4)(3) Should Alice and He Wei get there early for dinner ? why ?(4) When did
23、the band start that evening ?The purpose of my design: to make students understand the details of the information.Step 4: practice: (1 ) 词组翻译：1.路过_2.在他们.路上_3. 抓住我的手_ (2 ) 翻译 You never know until you try something _(3) Let us ask what time does the band start playing ?(改错)_(4) Choose the best answers
24、: Do you know? Awhat the news are Bwhat is the news Cwhat the news is Dwhat are the news(5)重写句子使他们更有礼貌where can I buy some grapes or other fruit? _(6)Fill in the blanks.A: You were right , That was fun , I was scared _ , but shouting did help . B: see , That wasnt so bad , you never know _you try so
25、mething , A: Yes , I m getting hungry , Do you know where _get some good food quickly ? B: _ ! I suggest Water City restaurant in Water World, It _ delicious food . A: Great ! Lets go. Step 5: homeworkWhere do you usually go? a bank ? a school? a mall ? a restaurant ?please write 4 questions that a
26、tourist might ask about you? 1._2._3._4._The purpose of my design: this section is a sublimation of the lesson, it is aimed at guiding students to form the habit of active learning and reinforce what they have learned in the class.Teaching EvaluationEvaluation content：1. knowledge about the structur
27、e ”Could you please ”2. Mastery of the relevant skills of reading.3 the sequence of teaching activities.5. Students ability of transforming input to output.Evaluation approaches：The teaching and learning activities of this lesson will be assessed as it progresses. That is, we resort to formative assessment in class. Five methods are adopted:1) observation2) questioning3) group work4) demonstration5) assignment