英语：unit 5 could you please tell me where the restrooms are单元测试b卷(鲁教版九年级).doc

Unit 5 Could you please tell me where the re

Unit 5 Could you please tell me where the restrooms are?（一）教材分析本单元是新课程英语初四第五单元“Could you please tell me where the restroom is. ” 本单元选取了学生比较熟悉的"问路,指路”等场景或情景，进行相应的训练。

着重体现和要掌握的是怎样用：“Could you please tell me ……?” 等有礼貌的去获取有关信息；或对某些场所加以评论，这些场景都是日常生活中经常涉及到的，这样安排既突出了相关的目标语言的运用，也贴近学生的日常生活,适应学生的心理特点。

（二）学情分析初四学生经过近四年的系列新课程英语的学习，已经积累了比较丰富的日常会话所需的语言，本单元话题又是日常生活中经常涉及到的，是学生比较喜欢的话题，因而都愿意积极参与到老师设计的各项活动中,并能在老师引导下,自主高效完成复习任务。

（三）教学目标1. 知识目标：A．复习掌握宾语从句的使用B．复习掌握指路的一些表达C．复习如何讨论某些地方的优点和缺点2．能力目标：培养学生听、说、读、写的综合能力3．德育目标：通过"问路、指路"等话题的复习，对学生进行文明礼貌教育。

培养学生文明、友好、团结、合作的情感。

（四）教法分析1．口语训练:在运用情景进行"问路、指路"方面的口语训练的同时，对相关知识进行复习。

情景引入必须有助于刺激学生的交际动机。

2．任务型教学:通过任务设计，把相关知识的复习，穿插在任务的解决当中，提供给学生合作交流的空间和时间，使师生能在和谐，高效的状态下完成有关学习任务，同时促进学生间的合作。

3．听、说、练、写相结合:因为是复习课，不仅要练表达，还要练习学生分析问题、实际解决问题的能力，因此要把写、练结合在一起，最后的检测学生的复习效果。

4．学生活动主要采用两人小组和四人小组活动法，培养学生的团结、合作探究精神，增进同学之间的情感和友谊。

英语：unit5 could you please tell me where the restrooms are教案6(鲁教版九年级).doc

Unit 5 Could you please tell me where the restrooms are?The Second PeriodⅠ. Teaching Aims and Demands1. Knowledge Objects(1) Key Vocabularyescalator, furniture, exchange money, elevator(2) Target LanguageExcuse me. Do you know where I can exchange money?Sure. There’s a bank on the secondfloor. Take the escalator to the second floor and turn right. The bank is next to the bookstore.2. Ability Objects(1)Train students’ listening ability.(2)Train students’ communicative competence.3. Moral ObjectsIf someone asks you how to get to the place he wants to go to, you should tell him the way correctly.Ⅱ. Teaching Key Points1. Key Vocabularyexchange money2. Target LanguageExcuse me. Do you know where I can exchange money?Sure. There’s a bank on the second floor.3. StructuresDo you know where I can buy shampoo?Could you tell me how to get to the post office?Can you please tell me where I can get a dictionary?Ⅲ. Teaching Difficult Points1. Indirect questions.2. How to improve students’ li stening ability.Ⅳ. Teaching Methods1. Pairwork.2. Teaching by explanation.Ⅴ. Teaching AidsA tape recorder.Ⅵ. Teaching ProceduresStep Ⅰ RevisionCheck homework. Ask some pairs to act out their conversations according to the picture in 1a.S1: Excuse me. Do you know where I can save money?S2: Sure. There’s a bank on Main Street.Step Ⅱ 2aThis activity provides listening practice using the target language.Read the instructions and point to the list of directions. Tell students there is a blank line in front of each direction where they can write in a number from 1 to 4.They will hear only four directions, so two blank lines will be left. You will hear one boy ask another boy how to find something in a shopping mall. The sentences in your book are in the wrong order. Number the directions from 1 to 4 to show the correct order.Point to the picture. Get students to name the items in the picture such as escalator,elevator, shoe store, and so on.Play the recording. Students only listen.Tell them that the picture may help them understand what they are hearing. Play the recording again. This time ask students to write a number next to four of the directions. Check the answers with the whole class.AnswersThe directions should be numbered in this orderblank 2 1 blank 4 3TapescriptBoy 1: Excuse me. Can you tell me where I can buy some shampoo?Boy 2: Yes. There’s a drug store on the second floor. Urn. Let me think… Take the escalator to the second floor and then…then you turn left. Let’s see…Then go pa st the bank. And um…The drug store is between the furniture store and the bookstore. You should be able to get shampoo there.Boy 1: OK, great. Thanks a lot.Boy 2: You’re welcome.Step Ⅲ 2bThis activity gives students practice in understanding the target language in spoken conversation.Point to the picture. Say, now you will hear the recording again. This time show where the boy went as he followed the directions to the drug store. Draw a line on the picture in your book.Play the recording again and ask students to draw the line on their own. Check the answer with the class.AnswersThe line goes from where the boy is standing, over to the escalator, up the escalator to the second floor, to the left and past the bank. The line stops in front of the drug store between the furniture store and the bookstore.Step Ⅳ 2cThis activity provides guided oral practice using the target language.Ask a pair of students to read the sample conversation aloud to the class.S1: Excuse me. Do you know where I can exchange money?S2: Sure. There’s a bank on the second floor. Take the escalator to the second floor and turn right. The bank is next to the bookstore.Write the sample conversation on the blackboard.Read the instructions aloud. Say. Make conversations using information about the places in the picture with your partners.As students work, move around the classroom checking the progress of the pairs and offering help as needed.Ask one or two pairs to say their conversations to the class. Ask the rest of the class to look at the picture as they listen.Step Ⅴ Grammar FocusReview the grammar box. Have students read the questions to the class. As the students are doing this, write the following three questions on the blackboard.1. Do you know where I can buy shampoo?2. Could you tell me how to get to the post office?3. Can you please tell me where I can get a dictionary?Ask the students to look at the blackboard. Underline the words I can buy shampoo, the post office, and I can get a dictionary. Ask a student to name something that he or she is looking for, such as a new notebook. Then ask other students to try to use all three sentence starters to form questions. Possible questions are:Do you know where I can buy a notebook?Could you tell me how to get to the bookstore?Can you please tell me where I can get a notebook?Pronunciation noteWith most questions that use the words how and where, your voice drops at the end. But in this unit the voice rises at the end of the polite questions. Even though the questions contain the words how and why, the voice rise at the end. If you allow your voice to fall at the end, the questions will no longer sound as polite.Step Ⅵ SummaryIn this class, we’ve learned key vocabulary exchange money, the target language Excuse me. Do you know where I can exchange money? Sure. There’s a bank on the second floor and the structures. Do you know where…? Could you tell me how to get to…? Can you please tell me where…?Step Ⅶ HomeworkAsk the students to write three sentences with the starters of the structures. Step Ⅷ Blackboard DesignUnit 5 Could you please tell mewhere the restrooms are?Section AThe Second Period1. Target Language:A: Excuse me. Do you know where I can exchange money?B: Sure. There’s a bank on the second flo or. Take the escalator to the second floor and turn right. The bank is next to the bookstore.2. Do you know where I can buy shampoo?Could you tell me how to get to the post office?Can you please tell me where I can get a dictionary?。

英语：unit5 could you please tell me where the restrooms are教案1级).doc

Unit 5 Could you please tell me where the restrooms are?The First PeriodTeaching aims:1. Have the students understand the object clause2. Train the students’ listening ability3. Train the students’ oral skillsTeaching emphasis:Object Clause Listening practiceTeaching difficulties:Object Clause Listening practiceThe teaching methods:The task---based teaching methodsThe learning methods:Learning while practicingTeaching preparations:Multimedia, projectorTeaching procedure:Step I: Greeting and Warming up1.Greeting2.T: Today we will learn Unit 11 Could you please tell me wherethe restrooms are? Look at the picture, this is a restroom, do you know restroom?Get Ss to answer yes, teach “restroom”Then read the title after the teacher, read together and read individually.3. T: Let’s look at other places. Show out a picture of libraryT: What’s this?Ss: It’s a library.T: What can we do in the library?Get Ss to answer the question, for example, read books, etc.T: We can also get a dictionary in the library.Then read “get a dictionary” together,T: Where can I get a dictionary? Get Ss to answer “In the library.”Show out post office, bank with the same step.Step II New words1. Show out the picture of “café”, teach café, have Ss read, and tellthem we can drink coffee in it, read the phrase twice.2. Show out a picture of “department store”, teach it, ask Ss to readafter the teacher, then read together, and ask “What can we do in the dep artment store?”Get Ss to answer it, they may have many answers.T: We can also buy shampoo in it, teach shampoo. Then the teacherasks: Where can I buy shampoo? Get Ss to answer “in thedepartment store”.T: What other places can I buy shampoo? They may answer “in the supermarket”T: I can also buy it in a drugstore. And teach drugstore. Ask: What can I buy in the drugstore? Get Ss to answer it.Show out “buy some writing paper” and “make a telephone call”, read them out, then the teacher asks: Where can I buy some writing paper?Ss: in the drugstore.T: Other places?Ss: supermarket or department store …T: Now I want to go to the drugstore, where is the drugstore?Show out the map, ask Ss to answer, they may have many different answers. Then show out the dialogue,A: Where is the drugstore?B: It’s on Center Street.Ask Ss to practice in pairs, and have some pairs demonstrate it. Step III. New Language and Drill1. T: Listen carefully. Could you please tell me where thedrugstore is?Ss Read after the teacher, read together and ask individual to read.Show out the map again, have one student answer the question, and show out the conversation.A: Excuse me, could you please tell me where thedrugstore is?B: Sure, it’s On Center Street.2. PairworkRequire some pairs to read, then practice in pairs, and have some pairs demonstrate it.3. T: I want to buy some stamps, where can I buy some stamps? Show out the key sentences: Could you please tell me where I can buy some stamps? Read after the teacher, read together, and have individual read.4. Make sentences:Give out a phrase—save money, have Ss make a sentence, “Could you tell me ________________?” have some students say it out. 5. Pairwork:Show out a map, ask: Excuse me, do you know where I can get a dictionary? Have a student answer: Yes, there is a library on Main Street.Show out the conversation:A: Excuse me, do you know where I can get a dictionary?B: Sure, there’s a library on Main Street.Have some pairs read the conversation, and practice in pairs, then demonstrate it.Step IV: Listening TestT: look at the picture, they want to buy something, but they don’tknow how to get there, listen and fill 1b in Page 86.Then play the recorder twice, and have two students read out their answers, check it.Step V:1. Show out a flash, the teacher says: I want to go to the bank, buthow to get there? Listen carefully.Then the teacher play the flash, and say: Take the escalator to the second floor, and turn right, go past the bookstore.Teach “escalator”, write the sentences onto the blackboard, and have Ss read together.Take the escalator to the second floor, and turn right, go past the bookstore.Play the flash again, have Ss to say it out.2. Next the teacher says: where can I exchange money? Read theconversation.Demonstrate the conversation and have Ss read freely, then ask some pairs to read.Step VI: Listening1.T: look at the picture, the two boys want to go to the drugstore,how to get there, listen carefully.Have Ss read the sentences first, then play the recorder twice, andcheck the answers.2.Listen again, and get Ss to draw a line to get to the drugstore.Require one student to show out his answer onto the objector. Step VII: GrammarShow out the grammar, have Ss read freely.Step VIII: ExerciseDo some exercise, choose the best answer, and check the answers. Step IX: GroupworkImagine we’re in Australia now, we want to get some informationabout the life in Australia, discuss in groups: what do you want toknow?Name Wants to knowI I want to know how I can getalong with othersJim Jim wants to know where he canexchange money.Give Ss five minutes to discuss, then have some volunteers readtheir reports out.T: Please remember: When we ask for information, we shouldbe polite.。

英语：unit5 could you please tell me where the restrooms are教案9(鲁教版九年级).doc

Unit 5 Could you please tell me where the restrooms are?The Fourth PeriodⅠ. Teaching Aims and Demands1. Knowledge Objects(1)Key Vocabularyfascinating, convenient, safe, restroom, inexpensive(2)Target LanguageCan you tell me where there’s a good plac e to eat?Of course. What kind of food do you like?2. Ability Objects(1) Train students’ writing and speaking ability.(2) Train students’ ability to understand the target language in spoken conversation.(3) Train students’ ability to use the target lan guage.3. Moral ObjectsWhen you want to go to some place, first, you must know what kind of place it is and whether you should go there or not.Ⅱ. Teaching Key Points1. Key Vocabularyconvenient, safe, restroom inexpensive2. Target LanguageCan you te ll me where there’s a good place to eat?Of course. What kind of food do you like?Ⅲ. Teaching Difficult Points1. How to improve students’ writing and speaking ability.2. How to use the target language.Ⅳ. Teaching Methods1. Pairwork to make every student work in class.2. Listening method.Ⅴ. Teaching AidA tape recorder.Ⅵ. Teaching ProceduresStep Ⅰ RevisionCheck homework. Get some students to read out their writings about careful directions from the school to each place.Collect their writings and help correct any errors.Step Ⅱ 1aThis activity provides reading and writing practice using the target language. Go through the instructions with the class.Read the words in the box to the class and ask if there are any of these words that students don’t understand. If so, help students to explain the meaning ofthe word.Then read the instructions again and point out the sample answer. Get a student to read the sample answer to the class. Point out that students can also write other words after the word clean.Ask students to write words from the box in the blanks on their own. Help students if needed.Correct the answers by having students read what qualities he or she listed. Sample answersPlaces Qualities1. restroom clean, big2. museum interesting, beautiful3. restaurant inexpensive, delicious4. park beautiful, fascinating5. subway safe, convenient6. mall big, uncrowdedNotes1. inexpensive--not expensive; low--priced2. fascinating--having strong charm or attractionStep Ⅲ 1bThis activity provides guided oral practice using the target language.Read the instructions to the class.Point out the example in the box. Invite two students to read it to the class.S A: The Fine Arts Museum is really interesting.S B: Yes, and it’s beautiful, t oo.Now work with a partner. Look at the words in the box and use them to talk about places in your own city. As students talk, move around the classroom checking their work. Offer language support as needed.Invite several pairs of students to say their conversations to the class. Conversation 1:S A: Guangming Supermarket is really big.S B: Yes, and it’s inexpensive, too.Conversation 2:S A: Tianqiao Cinema is very clean.S B: Yes, and it’s beautiful, too.Step Ⅳ 2aThis activity provides listening practice using the target language.Point to the picture and ask students to tell what is happening. If necessary, explain that the scene shows a family on vacation. They are asking the man for information about various things to do in Sunville.Go through the instructions and point to the chart.You will hear three different conversations. In all three, the family members are talking to the man in the information booth. Listen to the recording and write what place they ask about in each conversation.Point out the sample answer.Play the recording. Students only listen the first time.Play the recording again. Ask students to write the places people ask about. Check the answers with the whole class.AnswersConversation 1: restaurantsConversation 2: restroomsConversation 3: museumsTapescriptConversation 1Boy 1: Could you tell me where there’s a good place to eat?Clerk: Of course. There are a lot of good restaurants in Sunville. What kind of food are you looking for?Boy: Vegetarian.Clerk: I’d try Green Land. They have delicious salads.Conversation 2Girl: Do you know if there are any public restrooms around here?Clerk: Yes. You’ll find some at the corner of Market and Middle Streets.Girl: Ummm…are they clean?Clerk: Oh, yes. They’re very clean.Conversation 3Mother: Could you tell me if there is a good museum in Sunville?Clerk: Well, we have several. What kind of museums do you like--History? Science? A children’s museum?Father: How about history? I like history museums. They’re fascinating.Girl 1: Oh, Dad! History museums are boring. Let’s go to a science museum. Boy 2:Science? We always go to science museums. I don’t like science museums. I want to go to a children’s museum. They’re more fun.Girl 2:Well I’m too old for a children’s museum. Why don’t w e go to an art museum?Clerk: Why don’t you go to the computer museum? There are a lot of fun things for children there. You can learn all about the history of computers, as well as learn about science.Family: That’s a great idea! Let’s go there. How do w e get there?Step Ⅴ 2bThis activity provides guided listening practice using the target language Read the instructions and point to the chart.You will hear the same recording again.This time listen carefully to the answers the cleck gives. Write the answers in the blanks alone.Point out the sample answer.Play the recording again. Ask students to write their answers in the blanks. Check the answers.AnswersThe tourists should go to…conversation 1 conversation 2 conversation 3 Green Landthe corner of Market and Middle Streetsthe computer museumStep Ⅵ 2cThis activity provides guided oral practice using the target language.Point to the sample conversation. Invite two students to read it to the class.S A: Can you tell me where there’s a good p lace to eat?S B: Of course. What kind of food do you like?Read the instructions. Role play the conversations you hear on the tape.Get students to work in pairs. Move around the room checking the progress of the pairs and offering help as needed.Ask one or two pairs to say their conversations to the class.Step Ⅶ SummaryIn this class, we’ve learned some key vocabulary, such as safe, convenient and so on. We’ve also learned the target language by listening arid speaking. Step Ⅷ HomeworkTalk about some places using the words in la, then write down the conversations.Step Ⅸ Blackboard DesignUnit 5 Could you please tell mewhere the restrooms are?Section BThe Fourth Period1. Answers to Activity 2bThe tourists should go to…Conversation 1 Green LandConversation 2 the corner of Market and Middle StreetsConversation 3 the computer museum2. Target languageA: Can you tell me where there’s a good place to eat?B: Of course. What kind of food do you like?。

英语：unit5 could you please tell me where the restrooms are教案1(鲁教版九年级).doc

Unit 5 Could you please tell me where the restrooms are?The First PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key V ocabularyrestroom, shampoo, stamp（2）Target LanguageExcuse me．Can you please tell me where I can get a dictionary? Sure．There’s a bookstore on River Road．2．Ability Objects（1）Train students’ listening ability．（2）Train students’ communicative competence．3．Moral ObjectHelping each other is very important．It is a good quality．Ⅱ．Teaching Key PointTarget LanguageⅢ．Teaching Difficult Points1．How to train students’ listening ability．2．How to train students’ communicative competence．Ⅳ．Teaching ProceduresStep ⅠRevisionT: You’re new to this school．You need to know where the main office is．How can you ask where the main office is?S1: Where’s the main office?T: That’s one way to ask．But there is a more polite way you can ask．You can say, "Can you tell me where the main office is?" Class repeat．Can you tell me where the main office is?S s: Can you tell me where the main office is?T: That’s correct．Now let’s say you want to know where Classroom 1 is．How can you ask?S2: Can you tell me where Classroom 1 is?T: Good! There’s another polite way you can ask: Could you tell me how to get to Classroom 1? Class repeat．Could you tell me how to get to Classroom 1?S s: Could you tell me how to get to Classroom 1?T: That’s right．Very good．Step Ⅱ1aGo through the instructions with the class．Read the list of things to the class．To review the meaning of each item on the list, invite different students to say each phrase in their own words．Point to the lettered parts of the picture one by one．Ask a student: What kind of place is this?What do they sell there? Do we have one in our community? What is the name of the one in our community?Point out the sample answer．Say, The letter c is in front of the words buy shampoo because you could buy shampoo in a department store．There may be more than one correct answer for some blanks．While students are working, move around the room offering help as necessary．Step Ⅲ1bRead the instructions to students．Point out the two conversations that are shown in the picture．As you listen, fill in the blanks with words you hear in the recording．Play the recording the first time．Students only listen．Play the recording a second time．This time ask them to fill in the blanks with the words you hear．Check the answers with the whole class．Step Ⅳ1cRead the instructions to the class．Point out the list 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 parter politely where you can do these thing and then answer your partner’s questions．As students work, listen to some pairs in order to check the progress and help with pronunciation as needed．After students have had a chance to practise several exchanges, ask some pairs to come to the front of the classroom and act out their conversations．Step ⅤHomeworkReview the target language．The Second PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key V ocabularyescalator, furniture, exchange money, elevator（2）Target LanguageExcuse me．Do you know where I can exchange money?Sure．There’s a bank on the secondfloor．Take the escalator to the second floor and turn right．The bank is next to the bookstore．2．Ability Objects（1）Train students’ listening ability．（2）Train students’ communicative competence．3．Moral ObjectsIf someone asks you how to get to the place he wants to go to, you should tell him the way correctly．Ⅱ．Teaching Key Points1．Key V ocabularyexchange money2．Target LanguageExcuse me．Do you know where I can exchange money?Sure．There’s a bank on the second floor．3．StructuresDo you know where I can buy shampoo?Could you tell me how to get to the post office?Can you please tell me where I can get a dictionary?Ⅲ．Teaching Difficult Points1．Indirect questions．2．How to improve students’ listening ability．Ⅳ．Teaching ProceduresStep ⅠRevisionCheck homework．Step Ⅱ2aRead the instructions and point to the list of directions．Get students to name the items in the picture such as escalator, elevator, shoe store, and so on．Play the recording．Students only listen．Tell them that the picture may help them understand what they are hearing．Play the recording again．This time ask students to write a number next to four of the directions．Check the answers with the whole class．Step Ⅲ2bPoint to the picture．Say, now you will hear the recording again．This time show where the boy went as he followed the directions to the drug store．Draw a line on the picture in your book．Play the recording again and ask students to draw the line on their own．Check the answer with the class．Step Ⅳ2cAsk a pair of students to read the sample conversation aloud to the class．Read the instructions aloud．Say．Make conversations using information about the places in the picture with your partners．As students work, move around the classroom checking the progress of the pairs and offering help as needed．Ask one or two pairs to say their conversations to the class．Ask the rest of the class to look at the picture as they listen．Step ⅤHomeworkAsk the students to write three sentences with the starters of the structures．The Third PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key V ocabularyhang out, fresh, advantage, disadvantage, block（2）Target LanguageGo out the front door and take a right．Walk about three blocks．Go past the park, and turn left onto Oak Street．3．Moral ObjectsAnything has both advantages and disadvantages．We should treat everything correctly．Ⅱ．Teaching Key PointTrain students’ listening, speaking, reading and writing ability．Ⅲ．Teaching Difficult PointsHow to improve students’ integrating skills．Ⅳ．Teaching ProceduresStep ⅠRevisionT: Yesterday we learned the structures．Do you know where…? Could you tell me how to get to…? Can you please tell me where…? Now who can make sentences by using the structures?Step Ⅱ3aRead the instructions．Point out the blank lines under the words Advantages and Disadvantages below the interview．You will write your answers in these blanks．Read the first two sentences at the top of the article．Explain that the interviewer will talk to several teenagers．Get students to read the interview on their own quickly．When they have finished, ask if there are any words or sentences they don’t understand．If there are, explain them．Ask students to read the interview again and write the advantages and disadvantages．Check the answers with the whole class．Step Ⅲ3bRead the instructions．Point out the conversation in the box and invite two studentsto read it to the class．Point out the list of advantages and disadvantages in Activity 3a．Say, You can use these items and any other items you can think of as you talk about places you usually hang out．Ask students to work in groups of four or five．As they work, move around the classroom helping the groups as necessary．Make sure they talk about both advantages and disadvantages．Ask several groups to act out part of their conversation to the class．Step Ⅳ4Read the instructions to the class．Get students to look back at the picture and activities on the first page of this unit．Point out the sample language in the box．Invite a student to read it to the class．Ask students to say the names of some stores and other places in the community and write them on the board．Say,Each group can choose three of these places to write about, or you can choose another place you know ofWrite careful directions from the school to each place, but do not say the name of the place．You can use the words this place instead．In order to help students work, draw a simple map showing the school and several nearby streets．When the groups are ready, they read their directions to the class and the other students guess the name of the place they are talking about．Step ⅤHomework1．Ask students to choose two places in the community and write careful directions from the school to each place．2．Finish off the exercises on pages 46～47 of the workbook．The Fourth PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key V ocabularyfascinating, convenient, safe, restroom, inexpensive（2）Target LanguageCan you tell me where there’s a good place to eat?Of course．What kind of food do you like?2．Ability Objects（1）Train students’ writing and speaking ability．（2）Train students’ability to understand the target language in spoken conversation．（3）Train students’ ability to use the target language．Ⅱ．Teaching Key Points1．Key V ocabularyconvenient, safe, restroom inexpensive2．Target LanguageCan you tell me where there’s a good place to eat?Of course．What kind of food do you like?Ⅲ．Teaching Difficult Points1．How to improve students’ writing and speaking ability．2．How to use the target language．Ⅳ．Teaching ProceduresStep ⅠRevisionCheck homework．Step Ⅱ1aGo through the instructions with the class．Read the words in the box to the class and ask if there are any of these words that students don’t understand．If so, help students to explain the meaning of the word．Then read the instructions again and point out the sample answer．Get a student to read the sample answer to the class．Point out that students can also write other words after the word clean．Ask students to write words from the box in the blanks on their own．Help students if needed．Correct the answers by having students read what qualities he or she listed．Step Ⅲ1bRead the instructions to the class．Point out the example in the box．Invite two students to read it to the class．Now work with a partner．Look at the words in the box and use them to talk about places in your own city．As students talk, move around the classroom checking their work．Offer language support as needed．Invite several pairs of students to say their conversations to the class．Step Ⅳ2aPoint to the picture and ask students to tell what is happening．If necessary, explain that the scene shows a family on vacation．They are asking the man for information about various things to do in Sunville．Go through the instructions and point to the chart．Play the recording．Students only listen the first time．Play the recording again．Ask students to write the places people ask about．Check the answers with the whole class．Step Ⅴ2bRead the instructions and point to the chart．You will hear the same recording again．This time listen carefully to the answers the cleck gives．Write the answers in the blanks alone．Point out the sample answer．Play the recording again．Ask students to write their answers in the blanks．Check the answers．Step Ⅵ2cPoint to the sample conversation．Invite two students to read it to the class．Read the instructions．Role play the conversations you hear on the tape．Get students to work in pairs．Move around the room checking the progress of the pairs and offering help as needed．Ask one or two pairs to say their conversations to the class．Step ⅦHomeworkTalk about some places using the words in la, then write down the conversations．The Fifth PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key V ocabularywater slide, clown, dress up, have fun（2）Practise reading an article．（3）Practise writing something using the target language．2．Ability Objects（1）Train students’ reading ability．（2）Train students’ writing ability．Ⅱ．Teaching Key PointPractise reading and writing using the target language．Ⅲ．Teaching Difficult PointHow to write a guide to a place．Ⅳ．Teaching ProceduresStep I RevisionReview the target language presented in this unit．Check homework．Step Ⅱ3aInvite a student to read the article aloud to the class．Correct any pronunciation errors to make sure the student is providing a good model for the rest of the class．Ask students to read the article again and complete the chart．Get students to do the work on their own or in pairs．As they work, move around the classroom and offer help as necessary．Check the answers．Step m 3bRead the instructions to the class．Point to the first two sentences and ask a student to read these sentences to the class．Look back at Activities 2a and 2b．Use this information to help you complete the guide to Sunville．Ask the students to complete the brochure on their own．As they work, walk around the classroom offering help and answering questions as needed．Invite a student to read the completed article to the class．Step Ⅳ3cRead the instructions to the class．Ask students to say the names of some of the places they might write about．Write a list of these places on the board for students to use as they write their guides．Ask students to work on their own．Tell them that they can use what they wrotefor activity 3b as a guide．They can write the guide for all tourists, teenagers, families, or people on a budget．As they work, move around the room offering help as needed．Correct the students’ work．Ask some students to read their guides and correct them．Step ⅤPart 4Go through the instructions with the class．Get students to look back at the guides they wrote in Activity 3c．Ask students to work in groups of four or five students．Let different students play the role of the booth worker and the different tourists．Make sure every student has a chance to participate．Ask one or two groups to say one of their conversations to the class．Step ⅥHomework1．Read the article in 3a again．2．Write a guide to our city．The Sixth PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Fill in blanks and make sentences using beautiful, safe, delicious, convenient, fascinating．（2）Write some questions using the target language．2．Ability ObjectsTrain students’ writing ability．Ⅱ．Teaching Key Points1．Fill in blanks and make sentences．2．Write questions using the target language．Ⅲ．Teaching Difficult PointMake sentences using "beautiful, safe, delicious, convenient, fascinating"．Ⅳ．Teaching ProceduresStep ⅠRevisionCheck homework．Ask a few students to read the article in 3a．Then ask a few students to read their guides．Step ⅡPart 1Look at the words in the box．Ask a student to read them．Make sure the students understand the meaning of the words．You are to fill in the blanks with the words．In some cases, students may need to use another form of the word, for example adjusting for tense or subject/ verb agreement．Ask students to fill in the blanks on their own．Check the answers．Step ⅢPart 2Go through the instructions with the class．Look at the example with the students．Ask students what the answer would be．Ask a student to read the question and answer it．Excuse me, could you tell me where the bank is, please?The bank is across the street from the shopping malt．Get students to complete the work in pairs．Check the answers．Ask a few students to read their questions．Step ⅣJust for Fun!Ask all the students to read the conversation．Ask: What is funny about this cartoon? Help students to explain．A Martian is a person from the planet Mars．There is no such thing as Martian food on Earth, and the clerk looks silly because he is trying to think of where there is a Martian restaurant．Invite some pairs of students to present this conversation to the rest of the class．Step ⅤSummary and HomeworkIn this class, we’ve done much writing practice using the key vocabulary words and the target language presented in this unit．After class, please finish the questions in 2 in your exercise books．Then finish the exercises on pages 47～48 of the workbook as well．The Seventh PeriodⅠTeaching Aims and Demands1．Knowledge Objects（1）Key V ocabularyimage, adventure, jealousy, hero, crime, journey, brave, no longer, show interestin, take it easy, become interested in, plain looks（2）Text:Grown-ups like cartoons, too．2．Ability Objects（1）Fast-reading to get a general idea of the text．（2）Careful-reading to get the detailed information in the text．（3）Learn the words and phrases from the context．Ⅱ．Teaching Key Points1．Key vocabulary．2．Train students’ reading and writing skills．Ⅲ．Teaching Difficult PointTrain students’ reading and writing skills．Ⅳ．Teaching ProceduresStep I Key V ocabularySay the words and have students repeat them again and again until they can pronounce them fluently and accurately．Step ⅡPart 1Read the title Grown-ups like cartoons, too．To the class．Ask, what do you think the article is about?Look at the picture．Ask students to describe what is happening in the picture．Ask students to answer the five questions．But don’t look at the reading text．Instead, they use their background knowledge to try to answer the questions．As students work, walk around, looking at their progress．When most students finish the task, ask students to answer the questions with a parter．Elicit answers from the students．Ask if other students have the same or different answers．Do not give the correct answers to the students at this point．Wait until students have finished the reading and let them revise their answers accordingly．Step ⅢPart 2Read the text quickly, then summarize each paragraph in your own words．As the students are doing this, move around the classroom to make sure they can do the task in English．Ask five students to report their answers．Draw students’ attention to the instructions．Ask students to complete the task individually or in pairs．As they work, walk around the classroom to make sure students discuss their reasons in English．Have students report their answers．Encourage students to use complete sentences．Step ⅣPart 3Point to the story．Look at the words indicated in bold．Ask different students to guess the meaning．Don’t give them the correct answers．Ask students to read the article once．Say, pay attention to the bold words and expressions．And note any other words or sentences, you don’t understand．Read in context, guessing their meanings from the other words around them．Ask students to read the article again for comprehension．Read the instructions with the students and have them look at the example．Then ask students to match the correct meanings with the correct words and expressions．Allow them one or two minutes to do this．Check the answers:Get students to make sentences with the words and expressions．Remind them to look at the article again for extra help．Answers to this activity will vary．Then ask a students to write his/her answers on the blackboard．Help correct any mistakes．Step ⅤPart 4Read the instructions to the class．Elicit the first answer from the students from memory．Make sure that they understand what they need to do．Ask students to do the activity on their own or in pairs．As they work, walk around the classroom offering help students may need．Check the answers．Step ⅥPart 5Read the task with the students．Ask students to do the activity in small groups．Try to put creative and artistic students in each group．Check the answers and have students show or act out their cartoons for the class．Optional activityAs an optional in-class or homework activity, remind students to find some cartoons and cut out the speech bubbles．Students can then write their own English stories in the speech bubbles．Step ⅦHomework1．Read the story in 2 again for further comprehension．2．Revise the target language in this unit．。

Unit 5 Could you please tell me where the restrooms are-教学案

Unit 5 Could you please tell me where the restrooms are?教学案Unit uld u please tell e here the restrs are?【教学目标】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复习宾语从句的用法【教学重难点】词汇Restr fresh unrded safe dress up lend par diret rder nder lead truble ertain hand in句型1uld u please tell e here the restrs are?2 Tae the elevatr t the send flr3Turn left /Turn right4 The drugstre is beteen the furniture stre and the bstreG past the ban6Parents ill spend an happ hurs aling thrugh the Histr useu重点语法宾语从句宾语从句在复合句中作主句的宾语。

①由连接词+ 主语+ 谓语构成常由下面的一些连接词引导：②由that 引导表示陈述意义that 可省略He sas (that) he is at he 他说他在家里。

③由if , hether 引导表示一般疑问意义(带有是否、已否、对否等)I dn’t n if / hether ei Hua lies fish 我不知道韦华是否喜欢鱼。

④由连接代词、连接副词(疑问词) 引导表示特殊疑问意义D u n hat he ants t bu? 你知道他想要买什么吗？⑤从句时态要与主句一致当主句是一般现在时，从句根据情况使用任何时态He sas (that ) he is at he 他说他在家里。

I dn’t n (that) she is singing n 我不知道她正在唱歌。

英语：unit5《could you please tell me where the restrooms are》教案11(鲁教版九年级)

Unit 5 Could you please tell me where the restrooms are?The first periodTeaching aims:Have the students under stand the object clauseTrain the students’ listening abilityTrain the students’ oral skillsTeaching emphasis:Object clause listening practiceTeaching difficulties:Make sentences with object clause listening practiceTeaching preparations:Tape recorder multimediaTeaching steps:Step 1: GreetingsAsk the students: What’s the date today? What day is it today? What’ s the weather like today?Step 2 Warming upAsk the students:What’s this? It’s a bank. What can we do in the bank?We can save money.Ask the similar questions using the pictures on the screen.Then require the students open their books and look at 1a.Then ask: -Where can you buy shampoo?-From a drugstoreAsk the similar questions and require the individuals to answer. Get the students to match the pictures with the phrases. At last ask some students to tell me the answers.Step 3 Listening practiceExplain that there are 2 streets in the pictures. Get the students to listen for the first time and understand the dialogue.Listen again and fill in the blanks. Listen for the last time and check the answers.Step 4 Pair workAsk a student: -Excuse me, could you tell me where I can buy some stamps?-Yes, there’s a post office on Center Street.Then require the students to look at 1c and ask : Excuse me, could you please tell me where I can get a dictionary?Get the students to read the conversation and practice it in pairs. At last ,ask several pairs to act the conversations.Step 5 GrammarPoint out the meaning of object clause. Analyze the structure of the compound.Could you please tell me where I can get a dictionary?Ask the students to translate some sentences using object clause.Step 6 Homework根据汉语意思填空.1. Excuse me. Where is the ________(公厕)?2.Do you know where I can _______(存钱)?3. Anna had a cold last week. She went to the ______(药房) to buy some medicine.4.They often go to the _____(咖啡店) before they get married.5.My father’s hobby is to collect all kinds of_____(邮票)。

英语：unit5 could you please tell me where the restrooms are教案5(鲁教版九年级).doc

Unit 5 Could you please tell me where the restrooms are?Ⅰ. Analysis of the Teaching Material1. Status and FunctionIn this unit, students learn to talk about how to ask for information politely.The topic is very interesting and practical. It is very useful for students to use the topic to communicate with others in their daily life. It’s also helpful for students to improve their speaking ability. All the students can learn some spoken English more or less.(1) The first period mainly gives students listening and oral practice using the target language"Excuse me". Can you please tell me where 1 can get a dictionary?Sure. There’s a bookstore on River Road.(2)The activities in the second period give students more listening and oral practice as well as grammar focus to practise the target language. They are helpful to improve students’ listening and speaking skills.(3) In the third period, students learn to get detailed information from an article. It is a basic reading skill, and also it is of great help for students to improve their reading skill.(4) The fourth period not only introduces some new words but also provides students with many different kinds of activities. In this class, students learn to give adviceto people who have difficulty in travelling. Students tell the people where they should go using the target language.(5)A lot of practice is designed in the fifth period to train students’ reading and writing skills.(6)All the activities in the last period in this unit are used to provide writing practice using the target language.2. Teaching Aims and Demands(1)Knowledge ObjectsIn this unit, students learn to talk about how to ask for information politely and how to give advice to those who have difficulty in travelling.(2) Ability ObjectsTo train students’ listening, speaking, reading and writing skills using the target language.(3) Moral ObjectsHelping each other is a good quality. If someone asks you how to get to the place he wants to go to, you should tell him the way correctly.Als o, if you want to go to a place you don’t know, you should ask for the direction politely. After you are given the way, you should say "Thank you". 3. Teaching Key PointsTo make students learn and grasp the key vocabulary words and the targetlanguage.4. Teaching Difficult PointsTo train students’ listening, speaking, reading and writing skills.To train students’ communicative competence.5. Studying WaysTeach students how to ask the way and how to give the way to those people who want it.Ⅱ. Language FunctionAsk for information politely,Ⅲ. Target LanguageExcuse me. Do you know where I can exchange money?Sure. There’s a bank on the second floor.Take the escalator to the second floor and turn right. The bank is next to the bookstore.Ⅳ. StructureIndirect questions.Ⅴ. Vocabulary1. escalator, drugstore, restroom, furniture, department store, shampoo, advantage, disadvantage2. exchange money, hang outⅥ. Recyclingelevator, corwenient, public, phone, library, post office, mall, subway, restaurant, stamp, interviewer, safe, delicious, fascinating, inexpensive, park, museum,movie theater, uncrowded, interesting, beautiful, big, clean, bookstoreⅦ. Learning Strategies1. Listening for specific information.2. Cooperating.Ⅷ. Teaching TimeSeven periodsThe First PeriodⅠ. Teaching Aims and Demands1. Knowledge Objects(1) Key Vocabularyrestroom, shampoo, stamp(2) Target LanguageExcuse me. Can you please tell me where I can get a dictionary?Sure. There’s a bookstore on River Road.2. Ability Objects(1)Train students’ listening ability.(2)Train students’ communicative competence.3. Moral ObjectHelping each other is very important. It is a good quality.Ⅱ. Teaching Key PointTarget LanguageⅢ. Teaching Difficult Points1. How to train s tudents’ listening ability.2. How to train students’ communicative competence.Ⅳ. Teaching Methods1. Scene teaching method.2. Listening-and-answer activity to help the students go through with the listening materialⅤ. Teaching Aids1. A tape recorder.2. Real objects.Ⅵ. Teaching ProceduresStep Ⅰ RevisionT: You’re new to this school. You need to know where the main office is. How can you ask where the main office is?S1: Where’s the main office?T: That’s one way to ask. But there is a more polite wa y you can ask. You can say, "Can you tell me where the main office is?" Class repeat. Can you tell me where the main office is?S s: Can you tell me where the main office is?T: That’s correct. Now let’s say you want to know where Classroom 1 is. How can you ask?S2: Can you tell me where Classroom 1 is?T: Good! There’s another polite way you can ask: Could you tell me how to get to Classroom 1? Class repeat. Could you tell me how to get to Classroom 1? S s: Could you tell me how to get to Classroom 1?T: Th at’s right. Very good.Step Ⅱ 1aThis activity reviews earlier vocabulary and introduces some new words.Go through the instructions with the class.Read the list of things to the class. To review the meaning of each item on the list, invite different students to say each phrase in their own words.Point to the lettered parts of the picture one by one.Ask a student: What kind of place is this?What do they sell there? Do we have one in our community? What is the name of the one in our community?Point out the sample answer. Say, The letter c is in front of the words buy shampoo because you could buy shampoo in a department store. There may be more than one correct answer for some blanks.While students are working, move around the room offering help as necessary. Check the answers.Suggested answersshampoo: a or c information: a or emagazines :a or d writing paper: a or cdictionary: d stamps: etelephone call: a or e save money: bNoteShampoo is special soap, liquid, powder, etc. for washing of the hair.Step Ⅲ 1bThis activity gives students practice in understanding the target language in spoken conversation.Read the instructions to students. Point out the two conversations that are shown in the picture.As you listen, fill in the blanks with words you hear in the recording.Play the recording the first time.Students only listen.Play the recording a second time.This time ask them to fill in the blanks with the words you hear.When students listen, stop the recording from time to time to allow students enough time to fill in the blanks. Check the answers with the whole class. Answers1. buy some stamps 4. save money2. post office 5. bank3. Center Street 6. Main StreetTapescriptConversation 1Girl 1: Excuse me. Could you tell me where I can buy some stamps?Boy 1: Yes. There’s post office on Center Street.Girl 1 :Oh. Can you tell me where Center Street is.Boy 1: Sure. Go past the bank. Center Street is on your right.Girl 1: Thanks a lot.Boy 1: No problem.Conversation 2Girl 2: Excuse me. Do you know where I can save money?Boy 2: Sure. There’s a bank on Main Street.Girl 2: Oh. Could you please tell me how to get there?Boy 2: Yes…Go straight ahead. The bank is on your left.Girl 2: Thank you.Boy 2: You’re welcome.Step Ⅳ 1cThis activity provides guided oral practice using the target language.Read the instructions to the class.Point out the example in the box. Get two students to read it to the class.S1: Excuse me. Can you please tell me where I can get a dictionary?S2: Sure. There’s a bookstore on River Road.Point out the list 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 parter politel y where you can do these thing and then answer your partner’s questions.As students work, listen to some pairs in order to check the progress and help with pronunciation as needed.After students have had a chance to practise several exchanges, ask some pairs to come to the front of the classroom and act out their conversations. Step Ⅴ SummaryIn this class, we’ve learned some important words, such as restroom, shampoo and so on. We’ve also learned the target language. Excuse me. Can you please tell me where I can get a dictionary? Sure.There’s a bookstore on River Road.Step Ⅵ HomeworkReview the target language.Step Ⅶ Blackboard DesignUnit 5 Could you please tell mewhere the restrooms are?Section AThe First PeriodTarget Language:A: Excuse me. Can you please tell me where I can get adictionary?B: Sure. There’s a bookstore on River Road.。

英语Unit5《Couldyoupleasetellmewheretherestroomsare》课件(鲁教版九年级)

drugstore furniture store
2
4 3
A: Excuse mehere’s a … on the …floor. Take the
escalator to the … floor and turn…
A: Excuse me. Can you please tell me where I can _____________ ?
B: Sure. There’s a ________ on River Road.
elevator
escalator mall
You will hear some of the directions below. Number the directions in the order that you hear them.
c) Knowing how to make requests politely is important.
d) To become good English speakers, we need to do more than just learn language structure.
e) Requests in English are the same as in Chinese.
•You want to change the time you asked a friend to come for a meal at your house.
The culture of a nation is in its language. It is not enough to only know correct grammar. It is also very important to know how to choose suitable language for every situation.

九年级英语 Unit5 Could you please tell me where the restrooms are教案12 鲁教版

Unit 5 Could you please tell me where the restrooms are?TheFirst PeriodTeaching aims:1. Have the students understand the object clause2. Train the students’ listening ability3. Train the students’ oral skillsTeaching emphasis:Object Clause Listening practiceTeaching difficulties:Object Clause Listening practiceThe teaching methods:The task---based teaching methodsThe learning methods:Learning while practicingTeaching preparations:Multimedia, projectorTeaching procedure:Step I: Greeting and Warming up1.Greeting2. T: Today we will learn Unit 11 Could you please tell me where the restroomsare? Look at the picture, this is a restroom, do you know restroom?Get Ss to answer yes, teach “restroom”Then read the title after the teacher, read together and read individually.3. T: Let’s look at other places. Show out a picture of libraryT: What’s this?Ss: It’s a library.T: What can we do in the library?Get Ss to answer the question, for example, read books, etc.T: We can also get a dictionary in the library.Then read “get a dictionary” together,T: Where can I get a dictionary? Get Ss to answer “In the library.”Show out post office, bank with the same step.Step II New words1. Show out the picture of “café”, teach café, have Ss read, and tell themwe can drink coffee in it, read the phrase twice.2. Show out a picture of “department store”, teach it, ask Ss to read afterthe teacher, then read together, and ask “What can we do in the depart ment store?”Get Ss to answer it, they may have many answers.T: We can also buy shampoo in it, teach shampoo. Then the teacher asks: Where can I buy shampoo? Get Ss to answer “in the department store”.T: What other places can I buy shampoo? They may answer “in the supermarket”T: I can also buy it in a drugstore. And teach drugstore. Ask: What can I buy in the drugstore? Get Ss to answer it.Show out “buy some writing paper”and “make a telephone call”, read them out, then the teacher asks: Where can I buy some writing paper?Ss: in the drugstore.T: Other places?Ss: supermarket or department store …T: Now I want to go to the drugstore, where is the drugstore?Show out the map, ask Ss to answer, they may have many different answers. Then show out the dialogue,A: Where is the drugstore?B: It’s on Center Street.Ask Ss to practice in pairs, and have some pairs demonstrate it.Step III. New Language and Drill1. T: Listen carefully. Could you please tell me where the drugstore is?Ss Read after the teacher, read together and ask individual to read.Show out the map again, have one student answer the question, and show out the conversation.A: Excuse me, could you please tell me where the drugstore is?B: Sure, it’s On Center Street.2. PairworkRequire some pairs to read, then practice in pairs, and have some pairs demonstrate it.3. T: I want to buy some stamps, where can I buy some stamps?Show out the key sentences: Could you please tell me where I can buy some stamps? Read after the teacher, read together, and have individual read.4. Make sentences:Give out a phrase—save money, have Ss make a sentence, “Could you tell me ________________?” have some students say it out.5. Pairwork:Show out a map, ask: Excuse me, do you know where I can get a dictionary? Havea student answer: Yes, there is a library on Main Street.Show out the conversation:A: Excuse me, do you know where I can get a dictionary?B: Sure, there’s a library on Main Street.Have some pairs read the conversation, and practice in pairs, then demonstrate it.Step IV: Listening TestT: look at the picture, they want to buy something, but they don’t know how to get there, listen and fill 1b in Page 86.Then play the recorder twice, and have two students read out their answers, check it.Step V:1. Show out a flash, the teacher says: I want to go to the bank, but how toget there? Listen carefully.Then the teacher play the flash, and say: Take the escalator to the second floor, and turn right, go past the bookstore.Teach “escalator”, write the sentences onto the blackboard, and have Ssread together.Take the escalator to the second floor, and turn right, go past thebookstore.Play the flash again, have Ss to say it out.2. Next the teacher says: where can I exchange money? Read the conversation.Demonstrate the conversation and have Ss read freely, then ask some pairsto read.Step VI: Listening1.T: look at the picture, the two boys want to go to the drugstore,how to get there, listen carefully.Have Ss read the sentences first, then play the recorder twice, and checkthe answers.2.Listen again, and get Ss to draw a line to get to the drugstore. Requireone student to show out his answer onto the objector.Step VII: GrammarShow out the grammar, have Ss read freely.Step VIII: ExerciseDo some exercise, choose the best answer, and check the answers. Step IX: GroupworkImagine we’re in Australia now, we want to get some informationabout the life in Australia, discuss in groups: what do you want to know?Name Wants to knowI I want to know how I can get along withothersJim Jim wants to know where he can exchangemoney.Give Ss five minutes to discuss, then have some volunteers read their reports out.T: Please remember: When we ask for information, we should be polite.。

英语unit5couldyoupleasetellmewheretherestroomsare教案1鲁教九级

Unit 5 Could you please tell me where the restrooms are?The First PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key V ocabularyrestroom, shampoo, stamp（2）Target LanguageExcuse me．Can you please tell me where I can get a dictionary? Sure．There’s a bookstore on River Road．2．Ability Objects（1）Train students’ listening ability．（2）Train students’ communicative competence．3．Moral ObjectHelping each other is very important．It is a good quality．Ⅱ．Teaching Key PointTarget LanguageⅢ．Teaching Difficult Points1．How to train students’ listening ability．2．How to train students’ communicative competence．Ⅳ．Teaching ProceduresStep ⅠRevisionT: You’re new to this school．You need to know where the main office is．How can you ask where the main office is?S1: Where’s the main office?T: That’s one way to ask．But there is a more polite way you can ask．You can say, "Can you tell me where the main office is?" Class repeat．Can you tell me where the main office is?S s: Can you tell me where the main office is?T: That’s correct．Now let’s say you want to know where Classroom 1 is．How can you ask?S2: Can you tell me where Classroom 1 is?T: Good! There’s another polite way you can ask: Could you tell me how to get to Classroom 1? Class repeat．Could you tell me how to get to Classroom 1?S s: Could you tell me how to get to Classroom 1?T: That’s right．Very good．Step Ⅱ1aGo through the instructions with the class．Read the list of things to the class．To review the meaning of each item on the list, invite different students to say each phrase in their own words．Point to the lettered parts of the picture one by one．Ask a student: What kind of place is this?What do they sell there? Do we have one in our community? What is the name of the one in our community?Point out the sample answer．Say, The letter c is in front of the words buy shampoo because you could buy shampoo in a department store．There may be more than one correct answer for some blanks．While students are working, move around the room offering help as necessary．Step Ⅲ1bRead the instructions to students．Point out the two conversations that are shown in the picture．As you listen, fill in the blanks with words you hear in the recording．Play the recording the first time．Students only listen．Play the recording a second time．This time ask them to fill in the blanks with the words you hear．Check the answers with the whole class．Step Ⅳ1cRead the instructions to the class．Point out the list 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 parter politely where you can do these thing and then answer your partner’s questions．As students work, listen to some pairs in order to check the progress and help with pronunciation as needed．After students have had a chance to practise several exchanges, ask some pairs to come to the front of the classroom and act out their conversations．Step ⅤHomeworkReview the target language．The Second PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key V ocabularyescalator, furniture, exchange money, elevator（2）Target LanguageExcuse me．Do you know where I can exchange money?Sure．There’s a bank on the secondfloor．Take the escalator to the second floor and turn right．The bank is next to the bookstore．2．Ability Objects（1）Train students’ listening ability．（2）Train students’ communicative competence．3．Moral ObjectsIf someone asks you how to get to the place he wants to go to, you should tell him the way correctly．Ⅱ．Teaching Key Points1．Key V ocabularyexchange money2．Target LanguageExcuse me．Do you know where I can exchange money?Sure．There’s a bank on the second floor．3．StructuresDo you know where I can buy shampoo?Could you tell me how to get to the post office?Can you please tell me where I can get a dictionary?Ⅲ．Teaching Difficult Points1．Indirect questions．2．How to improve students’ listening ability．Ⅳ．Teaching ProceduresStep ⅠRevisionCheck homework．Step Ⅱ2aRead the instructions and point to the list of directions．Get students to name the items in the picture such as escalator, elevator, shoe store, and so on．Play the recording．Students only listen．Tell them that the picture may help them understand what they are hearing．Play the recording again．This time ask students to write a number next to four of the directions．Check the answers with the whole class．Step Ⅲ2bPoint to the picture．Say, now you will hear the recording again．This time show where the boy went as he followed the directions to the drug store．Draw a line on the picture in your book．Play the recording again and ask students to draw the line on their own．Check the answer with the class．Step Ⅳ2cAsk a pair of students to read the sample conversation aloud to the class．Read the instructions aloud．Say．Make conversations using information about the places in the picture with your partners．As students work, move around the classroom checking the progress of the pairs and offering help as needed．Ask one or two pairs to say their conversations to the class．Ask the rest of the class to look at the picture as they listen．Step ⅤHomeworkAsk the students to write three sentences with the starters of the structures．The Third PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key V ocabularyhang out, fresh, advantage, disadvantage, block（2）Target LanguageGo out the front door and take a right．Walk about three blocks．Go past the park, and turn left onto Oak Street．3．Moral ObjectsAnything has both advantages and disadvantages．We should treat everything correctly．Ⅱ．Teaching Key PointTrain students’ listening, speaking, reading and writing ability．Ⅲ．Teaching Difficult PointsHow to improve students’ integrating skills．Ⅳ．Teaching ProceduresStep ⅠRevisionT: Yesterday we learned the structures．Do you know where…? Could you tell me how to get to…? Can you please tell me where…? Now who can make sentences by using the structures?Step Ⅱ3aRead the instructions．Point out the blank lines under the words Advantages and Disadvantages below the interview．You will write your answers in these blanks．Read the first two sentences at the top of the article．Explain that the interviewer will talk to several teenagers．Get students to read the interview on their own quickly．When they have finished, ask if there are any words or sentences they don’t understand．If there are, explain them．Ask students to read the interview again and write the advantages and disadvantages．Check the answers with the whole class．Step Ⅲ3bRead the instructions．Point out the conversation in the box and invite two studentsto read it to the class．Point out the list of advantages and disadvantages in Activity 3a．Say, You can use these items and any other items you can think of as you talk about places you usually hang out．Ask students to work in groups of four or five．As they work, move around the classroom helping the groups as necessary．Make sure they talk about both advantages and disadvantages．Ask several groups to act out part of their conversation to the class．Step Ⅳ4Read the instructions to the class．Get students to look back at the picture and activities on the first page of this unit．Point out the sample language in the box．Invite a student to read it to the class．Ask students to say the names of some stores and other places in the community and write them on the board．Say,Each group can choose three of these places to write about, or you can choose another place you know ofWrite careful directions from the school to each place, but do not say the name of the place．You can use the words this place instead．In order to help students work, draw a simple map showing the school and several nearby streets．When the groups are ready, they read their directions to the class and the other students guess the name of the place they are talking about．Step ⅤHomework1．Ask students to choose two places in the community and write careful directions from the school to each place．2．Finish off the exercises on pages 46～47 of the workbook．The Fourth PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key V ocabularyfascinating, convenient, safe, restroom, inexpensive（2）Target LanguageCan you tell me where there’s a good place to eat?Of course．What kind of food do you like?2．Ability Objects（1）Train students’ writing and speaking ability．（2）Train students’ability to understand the target language in spoken conversation．（3）Train students’ ability to use the target language．Ⅱ．Teaching Key Points1．Key V ocabularyconvenient, safe, restroom inexpensive2．Target LanguageCan you tell me where there’s a good place to eat?Of course．What kind of food do you like?Ⅲ．Teaching Difficult Points1．How to improve students’ writing and speaking ability．2．How to use the target language．Ⅳ．Teaching ProceduresStep ⅠRevisionCheck homework．Step Ⅱ1aGo through the instructions with the class．Read the words in the box to the class and ask if there are any of these words that students don’t understand．If so, help students to explain the meaning of the word．Then read the instructions again and point out the sample answer．Get a student to read the sample answer to the class．Point out that students can also write other words after the word clean．Ask students to write words from the box in the blanks on their own．Help students if needed．Correct the answers by having students read what qualities he or she listed．Step Ⅲ1bRead the instructions to the class．Point out the example in the box．Invite two students to read it to the class．Now work with a partner．Look at the words in the box and use them to talk about places in your own city．As students talk, move around the classroom checking their work．Offer language support as needed．Invite several pairs of students to say their conversations to the class．Step Ⅳ2aPoint to the picture and ask students to tell what is happening．If necessary, explain that the scene shows a family on vacation．They are asking the man for information about various things to do in Sunville．Go through the instructions and point to the chart．Play the recording．Students only listen the first time．Play the recording again．Ask students to write the places people ask about．Check the answers with the whole class．Step Ⅴ2bRead the instructions and point to the chart．You will hear the same recording again．This time listen carefully to the answers the cleck gives．Write the answers in the blanks alone．Point out the sample answer．Play the recording again．Ask students to write their answers in the blanks．Check the answers．Step Ⅵ2cPoint to the sample conversation．Invite two students to read it to the class．Read the instructions．Role play the conversations you hear on the tape．Get students to work in pairs．Move around the room checking the progress of the pairs and offering help as needed．Ask one or two pairs to say their conversations to the class．Step ⅦHomeworkTalk about some places using the words in la, then write down the conversations．The Fifth PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key V ocabularywater slide, clown, dress up, have fun（2）Practise reading an article．（3）Practise writing something using the target language．2．Ability Objects（1）Train students’ reading ability．（2）Train students’ writing ability．Ⅱ．Teaching Key PointPractise reading and writing using the target language．Ⅲ．Teaching Difficult PointHow to write a guide to a place．Ⅳ．Teaching ProceduresStep I RevisionReview the target language presented in this unit．Check homework．Step Ⅱ3aInvite a student to read the article aloud to the class．Correct any pronunciation errors to make sure the student is providing a good model for the rest of the class．Ask students to read the article again and complete the chart．Get students to do the work on their own or in pairs．As they work, move around the classroom and offer help as necessary．Check the answers．Step m 3bRead the instructions to the class．Point to the first two sentences and ask a student to read these sentences to the class．Look back at Activities 2a and 2b．Use this information to help you complete the guide to Sunville．Ask the students to complete the brochure on their own．As they work, walk around the classroom offering help and answering questions as needed．Invite a student to read the completed article to the class．Step Ⅳ3cRead the instructions to the class．Ask students to say the names of some of the places they might write about．Write a list of these places on the board for students to use as they write their guides．Ask students to work on their own．Tell them that they can use what they wrotefor activity 3b as a guide．They can write the guide for all tourists, teenagers, families, or people on a budget．As they work, move around the room offering help as needed．Correct the students’ work．Ask some students to read their guides and correct them．Step ⅤPart 4Go through the instructions with the class．Get students to look back at the guides they wrote in Activity 3c．Ask students to work in groups of four or five students．Let different students play the role of the booth worker and the different tourists．Make sure every student has a chance to participate．Ask one or two groups to say one of their conversations to the class．Step ⅥHomework1．Read the article in 3a again．2．Write a guide to our city．The Sixth PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Fill in blanks and make sentences using beautiful, safe, delicious, convenient, fascinating．（2）Write some questions using the target language．2．Ability ObjectsTrain students’ writing ability．Ⅱ．Teaching Key Points1．Fill in blanks and make sentences．2．Write questions using the target language．Ⅲ．Teaching Difficult PointMake sentences using "beautiful, safe, delicious, convenient, fascinating"．Ⅳ．Teaching ProceduresStep ⅠRevisionCheck homework．Ask a few students to read the article in 3a．Then ask a few students to read their guides．Step ⅡPart 1Look at the words in the box．Ask a student to read them．Make sure the students understand the meaning of the words．You are to fill in the blanks with the words．In some cases, students may need to use another form of the word, for example adjusting for tense or subject/ verb agreement．Ask students to fill in the blanks on their own．Check the answers．Step ⅢPart 2Go through the instructions with the class．Look at the example with the students．Ask students what the answer would be．Ask a student to read the question and answer it．Excuse me, could you tell me where the bank is, please?The bank is across the street from the shopping malt．Get students to complete the work in pairs．Check the answers．Ask a few students to read their questions．Step ⅣJust for Fun!Ask all the students to read the conversation．Ask: What is funny about this cartoon? Help students to explain．A Martian is a person from the planet Mars．There is no such thing as Martian food on Earth, and the clerk looks silly because he is trying to think of where there is a Martian restaurant．Invite some pairs of students to present this conversation to the rest of the class．Step ⅤSummary and HomeworkIn this class, we’ve done much writing practice using the key vocabulary words and the target language presented in this unit．After class, please finish the questions in 2 in your exercise books．Then finish the exercises on pages 47～48 of the workbook as well．The Seventh PeriodⅠTeaching Aims and Demands1．Knowledge Objects（1）Key V ocabularyimage, adventure, jealousy, hero, crime, journey, brave, no longer, show interestin, take it easy, become interested in, plain looks（2）Text:Grown-ups like cartoons, too．2．Ability Objects（1）Fast-reading to get a general idea of the text．（2）Careful-reading to get the detailed information in the text．（3）Learn the words and phrases from the context．Ⅱ．Teaching Key Points1．Key vocabulary．2．Train students’ reading and writing skills．Ⅲ．Teaching Difficult PointTrain students’ reading and writing skills．Ⅳ．Teaching ProceduresStep I Key V ocabularySay the words and have students repeat them again and again until they can pronounce them fluently and accurately．Step ⅡPart 1Read the title Grown-ups like cartoons, too．To the class．Ask, what do you think the article is about?Look at the picture．Ask students to describe what is happening in the picture．Ask students to answer the five questions．But don’t look at the reading text．Instead, they use their background knowledge to try to answer the questions．As students work, walk around, looking at their progress．When most students finish the task, ask students to answer the questions with a parter．Elicit answers from the students．Ask if other students have the same or different answers．Do not give the correct answers to the students at this point．Wait until students have finished the reading and let them revise their answers accordingly．Step ⅢPart 2Read the text quickly, then summarize each paragraph in your own words．As the students are doing this, move around the classroom to make sure they can do the task in English．Ask five students to report their answers．Draw students’ attention to the instructions．Ask students to complete the task individually or in pairs．As they work, walk around the classroom to make sure students discuss their reasons in English．Have students report their answers．Encourage students to use complete sentences．Step ⅣPart 3Point to the story．Look at the words indicated in bold．Ask different students to guess the meaning．Don’t give them the correct answers．Ask students to read the article once．Say, pay attention to the bold words and expressions．And note any other words or sentences, you don’t understand．Read in context, guessing their meanings from the other words around them．Ask students to read the article again for comprehension．Read the instructions with the students and have them look at the example．Then ask students to match the correct meanings with the correct words and expressions．Allow them one or two minutes to do this．Check the answers:Get students to make sentences with the words and expressions．Remind them to look at the article again for extra help．Answers to this activity will vary．Then ask a students to write his/her answers on the blackboard．Help correct any mistakes．Step ⅤPart 4Read the instructions to the class．Elicit the first answer from the students from memory．Make sure that they understand what they need to do．Ask students to do the activity on their own or in pairs．As they work, walk around the classroom offering help students may need．Check the answers．Step ⅥPart 5Read the task with the students．Ask students to do the activity in small groups．Try to put creative and artistic students in each group．Check the answers and have students show or act out their cartoons for the class．Optional activityAs an optional in-class or homework activity, remind students to find some cartoons and cut out the speech bubbles．Students can then write their own English stories in the speech bubbles．Step ⅦHomework1．Read the story in 2 again for further comprehension．2．Revise the target language in this unit．。

九年级英语 Unit 5 Could you please tell me where the restrooms are教案鲁教版

Unit 5 Could you please tell me where the restrooms are?The First PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key Vocabularyrestroom, shampoo, stamp（2）Target LanguageExcuse me． Can you please tell me where I can get a dictionary?Sure． Th ere’s a bookstore on River Road．2． Ability Objects（1）Train students’ listening ability．（2）Train students’ communicative competence．3． Moral ObjectHelping each other is very important． It is a good quality．Ⅱ．Teaching Key PointTarget LanguageⅢ．Teaching Difficult Points1．How to train students’ listening ability．2．How to train students’ communicative competence．Ⅳ．Teaching ProceduresStep Ⅰ RevisionT: You’re new to this school． You need to know where the main office is．How can you ask where the main office is?S1: Where’s the main office?T: That’s one way to ask． But there is a more polite way you can ask． You can say, "Can you tell me where the main office is?" Class repeat． Can you tell me where the main office is?Ss: Can you tell me where the main office is?T: That’s correct．Now let’s say you want to know where Classroom 1 is． How can you ask?S2: Can you tell me where Classroom 1 is?T: Good! There’s another polite way you can ask: Could you tell me how to get to Classroom 1? Class repeat． Could you tell me how to get to Classroom 1?Ss: Could you tell me how to get to Classroom 1?T: That’s right． Very good．Step Ⅱ 1aGo through the instructions with the class．Read the list of things to the class． To review the meaning of each item on the list, invite different students to say each phrase in their own words．Point to the lettered parts of the picture one by one．Ask a student: What kind of place is this?What do they sell there? Do we have one in our community? What is the name of the one in our community?Point out the sample answer． Say, The letter c is in front of the words buy shampoo because you could buy shampoo in a department store． There may be more than one correct answer for some blanks．While students are working, move around the room offering help as necessary．Step Ⅲ 1bRead the instructions to students． Point out the two conversations that are shown in the picture．As you listen, fill in the blanks with words you hear in the recording．Play the recording the first time．Students only listen．Play the recording a second time．This time ask them to fill in the blanks with the words you hear．Check the answers with the whole class．Step Ⅳ 1cRead the instructions to the class．Point out the list 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 parter politely where you can do these thing and then answer your partner’s questions．As students work, listen to some pairs in order to check the progress and help with pronunciation as needed．After students have had a chance to practise several exchanges, ask some pairs to come to the front of the classroom and act out their conversations．Step Ⅴ HomeworkReview the target language．The Second PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key Vocabularyescalator, furniture, exchange money, elevator（2）Target LanguageExcuse me． Do you know where I can exchange money?Sure．There’s a bank on the secondfloor． Take the escalator to the second floor and turn right． The bank is next to the bookstore．2．Ability Objects（1）Train students’ listening ability．（2）Train students’ communicative competence．3．Moral ObjectsIf someone asks you how to get to the place he wants to go to, you should tell him the way correctly．Ⅱ．Teaching Key Points1．Key Vocabularyexchange money2．Target LanguageExcuse me． Do you know where I can exchange money?Sure．There’s a bank on the second floor．3．StructuresDo you know where I can buy shampoo?Could you tell me how to get to the post office?Can you please tell me where I can get a dictionary?Ⅲ．Teaching Difficult Points1．Indirect questions．2．How to improve students’ listening ability．Ⅳ．Teaching ProceduresStep Ⅰ RevisionCheck homework．Step Ⅱ 2aRead the instructions and point to the list of directions．Get students to name the items in the picture such as escalator, elevator, shoe store, and so on．Play the recording． Students only listen．Tell them that the picture may help them understand what they are hearing．Play the recording again． This time ask students to write a number next to four of the directions．Check the answers with the whole class．Step Ⅲ 2bPoint to the picture． Say, now you will hear the recording again． This time show where the boy went as he followed the directions to the drug store． Draw a line on the picture in your book．Play the recording again and ask students to draw the line on their own． Check the answer with the class．Step Ⅳ 2cAsk a pair of students to read the sample conversation aloud to the class．Read the instructions aloud． Say． Make conversations using information about the places in the picture with your partners．As students work, move around the classroom checking the progress of the pairs and offering help as needed．Ask one or two pairs to say their conversations to the class． Ask the rest of the class to look at the picture as they listen．Step Ⅴ HomeworkAsk the students to write three sentences with the starters of the structures．The Third PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key Vocabularyhang out, fresh, advantage, disadvantage, block（2）Target LanguageGo out the front door and take a right． Walk about three blocks． Go past the park, and turn left onto Oak Street．3．Moral ObjectsAnything has both advantages and disadvantages．We should treat everything correctly．Ⅱ．Teaching Key PointTrain students’ listening, speaking, reading and writing ability．Ⅲ．Teaching Difficult PointsHow to improve students’ integrating skills．Ⅳ．Teaching ProceduresStep Ⅰ RevisionT: Yesterday we learned the structures．Do you know where…? Could you tell me how to get to…? Can you please tell me where…? Now who can make sentences by using the structures?Step Ⅱ 3aRead the instructions． Point out the blank lines under the words Advantages and Disadvantages below the interview．You will write your answers in these blanks．Read the first two sentences at the top of the article．Explain that the interviewer will talk to several teenagers．Get students to read the interview on their own quickly．When they have finished, ask if there are any words or sentences they don’t understand． If there are, explain them．Ask students to read the interview again and write the advantages and disadvantages． Check the answers with the whole class．Step Ⅲ 3bRead the instructions． Point out the conversation in the box and invite two students to read it to the class．Point out the list of advantages and disadvantages in Activity 3a． Say, You can use these items and any other items you can think of as you talk about places you usually hang out．Ask students to work in groups of four or five． As they work, move around the classroom helping the groups as necessary． Make sure they talk about both advantages and disadvantages．Ask several groups to act out part of their conversation to the class．Step Ⅳ 4Read the instructions to the class． Get students to look back at the picture and activities on the first page of this unit．Point out the sample language in the box． Invite a student to read it to the class．Ask students to say the names of some stores and other places in the community and write them on the board． Say,Each group can choose three of these places to write about, or you can choose another place you know ofWrite careful directions from the school to each place, but do not say the name ofthe place． You can use the words this place instead． In order to help students work, draw a simple map showing the school and several nearby streets．When the groups are ready, they read their directions to the class and the other students guess the name of the place they are talking about．Step Ⅴ Homework1．Ask students to choose two places in the community and write careful directions from the school to each place．2．Finish off the exercises on pages 46～47 of the workbook．The Fourth PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key Vocabularyfascinating, convenient, safe, restroom, inexpensive（2）Target LanguageCan you tell me where there’s a good place to eat?Of course． What kind of food do you like?2．Ability Objects（1）Train students’ writing and speaking ability．（2）Train students’ ability to understand the target language in spoken conversation．（3）Train students’ ability to use the target language．Ⅱ．Teaching Key Points1．Key Vocabularyconvenient, safe, restroom inexpensive2．Target LanguageCan you tell me where there’s a good place to eat?Of course． What kind of food do you like?Ⅲ．Teaching Difficult Points1．How to improve students’ writing and speaking ability．2．How to use the target language．Ⅳ．Teaching ProceduresStep Ⅰ RevisionCheck homework．Step Ⅱ 1aGo through the instructions with the class．Read the words in the box to the class and ask if there are any of these words that students don’t understand． If so, help students to explain the meaning of the word．Then read the instructions again and point out the sample answer． Get a student to read the sample answer to the class． Point out that students can also write other words after the word clean．Ask students to write words from the box in the blanks on their own． Help students if needed．Correct the answers by having students read what qualities he or she listed．Step Ⅲ 1bRead the instructions to the class．Point out the example in the box． Invite two students to read it to the class．Now work with a partner． Look at the words in the box and use them to talk about places in your own city． As students talk, move around the classroom checking their work． Offer language support as needed．Invite several pairs of students to say their conversations to the class．Step Ⅳ 2aPoint to the picture and ask students to tell what is happening． If necessary, explain that the scene shows a family on vacation． They are asking the man for information about various things to do in Sunville．Go through the instructions and point to the chart．Play the recording． Students only listen the first time．Play the recording again． Ask students to write the places people ask about．Check the answers with the whole class．Step Ⅴ 2bRead the instructions and point to the chart．You will hear the same recording again．This time listen carefully to the answers the cleck gives． Write the answers in the blanks alone．Point out the sample answer．Play the recording again． Ask students to write their answers in the blanks．Check the answers．Step Ⅵ 2cPoint to the sample conversation． Invite two students to read it to the class．Read the instructions． Role play the conversations you hear on the tape．Get students to work in pairs． Move around the room checking the progress of the pairs and offering help as needed．Ask one or two pairs to say their conversations to the class．Step ⅦHomeworkTalk about some places using the words in la, then write down the conversations．The Fifth PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key Vocabularywater slide, clown, dress up, have fun（2）Practise reading an article．（3）Practise writing something using the target language．2． Ability Objects（1）Train students’ reading ability．（2）Train student s’ writing ability．Ⅱ．Teaching Key PointPractise reading and writing using the target language．Ⅲ．Teaching Difficult PointHow to write a guide to a place．Ⅳ．Teaching ProceduresStep I RevisionReview the target language presented in this unit． Check homework．Step Ⅱ 3aInvite a student to read the article aloud to the class． Correct any pronunciation errors to make sure the student is providing a good model for the rest of the class．Ask students to read the article again and complete the chart． Get students to do the work on their own or in pairs． As they work, move around the classroom and offer help as necessary． Check the answers．Step m 3bRead the instructions to the class． Point to the first two sentences and ask a student to read these sentences to the class．Look back at Activities 2a and 2b． Use this information to help you complete the guide to Sunville．Ask the students to complete the brochure on their own． As they work, walk around the classroom offering help and answering questions as needed．Invite a student to read the completed article to the class．Step Ⅳ 3cRead the instructions to the class．Ask students to say the names of some of the places they might write about． Write a list of these places on the board for students to use as they write their guides．Ask students to work on their own． Tell them that they can use what they wrote for activity 3b as a guide． They can write the guide for all tourists, teenagers, families, or people on a budget． As they work, move around the room offering help as needed．Correct the students’ work． Ask some students to read their guides and correct them．Step Ⅴ Part 4Go through the instructions with the class．Get students to look back at the guides they wrote in Activity 3c．Ask students to work in groups of four or five students． Let different students play the role of the booth worker and the different tourists． Make sure every student has a chance to participate．Ask one or two groups to say one of their conversations to the class．Step Ⅵ Homework1．Read the article in 3a again．2．Write a guide to our city．The Sixth PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Fill in blanks and make sentences using beautiful, safe, delicious, convenient, fascinating．（2）Write some questions using the target language．2．Ability ObjectsTrain students’ writing ability．Ⅱ．Teaching Key Points1．Fill in blanks and make sentences．2．Write questions using the target language．Ⅲ．Teaching Difficult PointMake sentences using "beautiful, safe, delicious, convenient, fascinating"．Ⅳ．Teaching ProceduresStep Ⅰ RevisionCheck homework． Ask a few students to read the article in 3a．Then ask a few students to read their guides．Step Ⅱ Part 1Look at the words in the box． Ask a student to read them． Make sure the students understand the meaning of the words． You are to fill in the blanks with the words． In some cases, students may need to use another form of the word, for example adjusting for tense or subject/ verb agreement．Ask students to fill in the blanks on their own．Check the answers．Step ⅢPart 2Go through the instructions with the class．Look at the example with the students．Ask students what the answer would be．Ask a student to read the question and answer it．Excuse me, could you tell me where the bank is, please?The bank is across the street from the shopping malt．Get students to complete the work in pairs．Check the answers． Ask a few students to read their questions．Step Ⅳ Just for Fun!Ask all the students to read the conversation． Ask: What is funny about this cartoon? Help students to explain． A Martian is a person from the planet Mars．There is no such thing as Martian food on Earth, and the clerk looks silly because he is trying to think of where there is a Martian restaurant．Invite some pairs of students to present this conversation to the rest of the class．Step Ⅴ Summary and HomeworkIn this class, we’ve done much writing practice using the key vocabulary words and the target language presented in this unit． After class, please finish the questions in 2 in your exercise books． Then finish the exercises on pages 47～48 of the workbook as well．The Seventh PeriodⅠ Teaching Aims and Demands1．Knowledge Objects（1）Key Vocabularyimage, adventure, jealousy, hero, crime, journey, brave, no longer, show interest in, take it easy, become interested in, plain looks（2）Text:Grown-ups like cartoons, too．2．Ability Objects（1）Fast-reading to get a general idea of the text．（2）Careful-reading to get the detailed information in the text．（3）Learn the words and phrases from the context．Ⅱ． Teaching Key Points1．Key vocabulary．2．Train students’ reading and writing skills．Ⅲ．Teaching Difficult PointTrain students’ reading and writing skills．Ⅳ．Teaching ProceduresStep I Key VocabularySay the words and have students repeat them again and again until they can pronounce them fluently and accurately．Step Ⅱ Part 1Read the title Grown-ups like cartoons, too． To the class． Ask, what do you think the article is about?Look at the picture． Ask students to describe what is happening in the picture．Ask students to answer the five questions．But don’t look at the reading text．Instead, they use their background knowledge to try to answer the questions． As students work, walk around, looking at their progress．When most students finish the task, ask students to answer the questions with a parter．Elicit answers from the students． Ask if other students have the same or different answers． Do not give the correct answers to the students at this point． Wait until students have finished the reading and let them revise their answers accordingly．Step Ⅲ Part 2Read the text quickly, then summarize each paragraph in your own words． As the students are doing this, move around the classroom to make sure they can do the task in English．Ask five students to report their answers．Draw students’ attention to the instructions．Ask students to complete the task individually or in pairs．As they work, walk around the classroom to make sure students discuss their reasons in English．Have students report their answers． Encourage students to use complete sentences．Step Ⅳ Part 3Point to the story． Look at the words indicated in bold． Ask different students to guess the meaning．Don’t give them the correct answers． Ask students to read the article once． Say, pay attention to the bold words and expressions． And note any other words or sentences, you don’t understand． Read in context, guessing theirmeanings from the other words around them． Ask students to read the article again for comprehension．Read the instructions with the students and have them look at the example． Then ask students to match the correct meanings with the correct words and expressions． Allow them one or two minutes to do this．Check the answers:Get students to make sentences with the words and expressions． Remind them to look at the article again for extra help．Answers to this activity will vary． Then ask a students to write his/her answers on the blackboard． Help correct any mistakes．Step Ⅴ Part 4Read the instructions to the class． Elicit the first answer from the students from memory． Make sure that they understand what they need to do．Ask students to do the activity on their own or in pairs． As they work, walk around the classroom offering help students may need．Check the answers．Step Ⅵ Part 5Read the task with the students．Ask students to do the activity in small groups． Try to put creative and artistic students in each group．Check the answers and have students show or act out their cartoons for the class．Optional activityAs an optional in-class or homework activity, remind students to find some cartoons and cut out the speech bubbles．Students can then write their own English stories in the speech bubbles．Step Ⅶ Homework1．Read the story in 2 again for further comprehension．2．Revise the target language in this unit．。

鲁教版英语九年Unit5Couldyoupleasetellmewheretherestroomsa

Unit 5 Could you please tell me where the restrooms are?Ⅰ. Analysis of the Teaching Material1. Status and FunctionIn this unit, students learn to talk about how to ask for information politely.The topic is very interesting and practical. It is very useful for students to use the topic to communicate with others in their daily life. It’s also helpful for students to improve their speaking ability. All the students can learn some spoken English more or less.(1) The first period mainly gives students listening and oral practice using the target language"Excuse me". Can you please tell me where 1 can get a dictionary?Sure. There’s a bookstore on River Road.(2)The activities in the second period give students more listening and oral practice as well as grammar focus to practise the target language. They are helpful to improve students’ listening and speaking skills.(3) In the third period, students learn to get detailed information from an article. It is a basic reading skill, and also it is of great help for students to improve their reading skill.(4) The fourth period not only introduces some new words but also provides students with many different kinds of activities. In this class, students learn to give adviceto people who have difficulty in travelling. Students tell the people where they should go using the target language.(5)A lot of practice is designed in the fifth period to train students’ reading and writing skills.(6)All the activities in the last period in this unit are used to provide writing practice using the target language.2. Teaching Aims and Demands(1)Knowledge ObjectsIn this unit, students learn to talk about how to ask for information politely and how to give advice to those who have difficulty in travelling.(2) Ability ObjectsTo train students’ listening, speaking, reading and writing skills using the target language.(3) Moral ObjectsHelping each other is a good quality. If someone asks you how to get to the place he wants to go to, you should tell him the way correctly.Also, if you want to go to a place you don’t know, you should ask for thed irection politely. After you are given the way, you should say "Thank you".3. Teaching Key PointsTo make students learn and grasp the key vocabulary words and the targetlanguage.4. Teaching Difficult PointsTo train students’ listening, speaking, reading and writing skills.To train students’ communica tive competence.5. Studying WaysTeach students how to ask the way and how to give the way to those people who want it.Ⅱ. Language FunctionAsk for information politely,Ⅲ. Target LanguageExcuse me. Do you know where I can exchange money?Sure. There’s a bank on the second floor.Take the escalator to the second floor and turn right. The bank is next to the bookstore.Ⅳ. StructureIndirect questions.Ⅴ. Vocabulary1. escalator, drugstore, restroom, furniture, department store, shampoo, advantage, disadvantage2. exchange money, hang outⅥ. Recyclingelevator, corwenient, public, phone, library, post office, mall, subway, restaurant, stamp, interviewer, safe, delicious, fascinating, inexpensive, park, museum,movie theater, uncrowded, interesting, beautiful, big, clean, bookstoreⅦ. Learning Strategies1. Listening for specific information.2. Cooperating.Ⅷ. Teaching TimeSeven periodsThe First PeriodⅠ. Teaching Aims and Demands1. Knowledge Objects(1) Key Vocabularyrestroom, shampoo, stamp(2) Target LanguageExcuse me. Can you please tell me where I can get a dictionary?Sure. There’s a bookstore on River Road.2. Ability Objects(1)Train students’ listening ability.(2)Train students’ communicative competence.3. Moral ObjectHelping each other is very important. It is a good quality.Ⅱ. Teaching Key PointTarget LanguageⅢ. Teaching Difficult Points1. How to t rain students’ listening ability.2. How to train students’ communicative competence.Ⅳ. Teaching Methods1. Scene teaching method2. Listening-and-answer activity to help the students go through with the listening materialⅤ. Teaching Aids1. A tape recorder.2. Real objects.Ⅵ. Teaching ProceduresStep Ⅰ RevisionT: You’re new to this school. You need to know where the main office is. How can you ask where the main office isS1: Where’s the main office?T: That’s one way to ask. But there is a more polit e way you can ask. You can say, "Can you tell me where the main office is?" Class repeat. Can you tell me where the main office is?S s: Can you tell me where the main office is?T: That’s correct. Now let’s say you want to know where Classroom 1 is. How can you ask?S2: Can you tell me where Classroom 1 is?T: Good! There’s another polite way you can ask: Could you tell me how to get to Classroom 1? Class repeat. Could you tell me how to get to Classroom 1? S s: Could you tell me how to get to Classroom 1?T: That’s right. Very good.Step Ⅱ 1aThis activity reviews earlier vocabulary and introduces some new wordsGo through the instructions with the class.Read the list of things to the class. To review the meaning of each item on the list, invite different students to say each phrase in their own words.Point to the lettered parts of the picture one by one.Ask a student: What kind of place is this?What do they sell there? Do we have one in our community? What is the name of the one in our community?Point out the sample answer. Say, The letter c is in front of the words buy shampoo because you could buy shampoo in a department store. There may be more than one correct answer for some blanks.While students are working, move around the room offering help as necessary. Check the answers.Suggested answersshampoo: a or c information: a or emagazines :a or d writing paper: a or cdictionary: d stamps: etelephone call: a or e save money: bNoteShampoo is special soap, liquid, powder, etc. for washing of the hair.Step Ⅲ 1bThis activity gives students practice in understanding the target language in spoken conversation.Read the instructions to students. Point out the two conversations that are shown in the picture.As you listen, fill in the blanks with words you hear in the recording.Play the recording the first time.Students only listen.Play the recording a second time.This time ask them to fill in the blanks with the words you hear.When students listen, stop the recording from time to time to allow students enough time to fill in the blanks. Check the answers with the whole class. Answers1. buy some stamps 4. save money2. post office 5. bank3. Center Street 6. Main StreetTapescriptConve rsation 1Girl 1: Excuse me. Could yo u tell me where I can buy some stamps?Boy 1: Yes. There’s post office on Center Street.Girl 1 :Oh. Can you tell me where Center Street is.Boy 1: Sure. Go past the bank. Center Street is on your right.Girl 1: Thanks a lot.Boy 1: No problem.Conversation 2Girl 2: Excuse me. Do you know where I can save money?Boy 2: Sure. There’s a bank on Main Street.Girl 2: Oh. Could you please tell me how to get there?Boy 2: Yes…Go straight ahead. The bank is on your left.Girl 2: Thank you.Boy 2: You’re welcome.Step Ⅳ 1cThis activity provides guided oral practice using the target language.Read the instructions to the class.Point out the example in the box. Get two students to read it to the class.S1: Excuse me. Can you please tell me where I can get a dictionary?S2: Sure. There’s a bookstore on River Road.Point out the list 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 parter politely where you can do these thing and then answer your partner’s questions.As students work, listen to some pairs in order to check the progress and help with pronunciation as needed.After students have had a chance to practise several exchanges, ask some pairs to come to the front of the classroom and act out their conversations. Step Ⅴ SummaryIn this class, we’ve learned some important words, such as restroom, shampoo and so on. We’ve also learned the target language. Excuse me. Can you please tell me where I can get a dictionary? Sure.There’s a bookstore on River Road.Step Ⅵ HomeworkReview the target languageStep Ⅶ Blackboard DesignUnit 5 Could you please tell mewhere the restrooms are?Section AThe First PeriodTarget Language:A: Excuse me. Can you please tell me where I can get adictionary?B: Sure. There’s a bookstore on River Road.。