初四unit5 Could you tell me where the restrooms are 课本习题
Unit 5 Could you please tell me where the restrooms are 教案(鲁教版九年级) (8)
Unit 5 Could you please tell me where the restrooms are?一. [话题](Topic) How we have changed二.[重点词组](Key Phrases)1. buy shampoo买洗发香波2. get some magazines买杂志3. make a telephone call打电话4. get a dictionary买字典5. get some information about the town打听城镇的信息6. buy some stamps买邮票7. save money存钱8. on River Road在大河路9. take the elevator to乘扶梯去……10. turn left / right onto Oak Street向左转/向右转到橡树街11. go past路过，经过12. between…and…在两者之间13. next to紧挨着在……旁边14. go out the front door走出前门15. take a right walk about three blocks正好走三个街区16. exchange money兑换钱17. on the second floor在二楼18. prefer doing sth乐意做某事19. hang out with sb与某人闲逛20. take a vacation度假21. water slides滑水道22. rock band摇滚乐队23. dress up as clowns装扮成小丑24. both…and…二者都25. have fun过得愉快26. take dance lessons上舞蹈课三.[交际用语]1. Do you know where I can get a dictionary?你知道我在哪里能买到字典？2. Could you tell me how to get to the post office?你能告诉我邮局怎么走吗？3. Can you please tell me where I can get some magazines?你能告诉我在哪儿能买到一些杂志？4. Could you please tell me if there are many good museums?你能告诉我这里有没有好的博物馆？5. Yes. There’s a fascinating science museum.有，有一家迷人的科技馆。
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?。
初四上学期Unit 5 Could you tell me where the restrooms are单元测试题及答案
Unit 5 Could you tell me where the restrooms are?一、单项填空（共15小题，计15分）( ) 1. —Could you please tell me where I can buy some books?—Well, take the _________ to the fourth floor.A. marketB. escalatorC. structureD. café( ) 2. —Excuse me. Do you know where I can exchange money?—Sure. Walk along the road, and there’s a _________ on your right.A. schoolB. playgroundC. bankD. factory( ) 3. —May I _________ your bike?—Sure. But you had better not _________ it to others.A. lend; lendB. lend; borrowC. borrow; borrowD. borrow; lend ( ) 4. —Travelling in Wutai Mountain is really interesting.—I agree. The picture you took there are really _________.A. disappointingB. importantC. fascinatingD. frustrating( ) 5. When the economic crisis came to the city, _________ workers lost their jobs.A. thousandB. thousandsC. thousands ofD. thousand of ( ) 6. —Could you help me draw the picture, Dad?—Sorry, dear. I have _________ work to do now.A. many tooB. too manyC. much tooD. too much ( ) 7. —Which ocean is _________, the Atlantic, the Indian Ocean or the Pacific?—The Pacific, of course.A. deepB. deeperC. the deeperD. the deepest( ) 8. Jack knocked an old man _________ when he rode to school this morning.A. in accidentB. by accidentsC. by accidentD. in accidents ( ) 9. —Don’t make so much noise. _________ of the two boys can fall asleep.—Sorry, we won’t.A. AllB. NeitherC. NoneD. Both( ) 10. —How are you feeling here?—It’s too hot. I don’t know _________ I should go back or stay.A. whereB. whetherC. howD. when( ) 11. —Do you know _________ for a picnic?—A park.A. what to buyB. how to getC. where to goD. when to start ( ) 12. I would rather ________ to music than ________ a movie.A. to listen; to seeB. listening; seeingC. listen; seeD. to listen; seeing ( ) 13. —Could you please ask George if he _________ to plant trees with us?—Of course.A. goB. goesC. wentD. will go( ) 14. —Excuse me, Could you please tell me _________ the Bank of China?—Sure. Go straight and you can find it at the end of the street.A. how I arriveB. how can I arriveC. how can I get toD. how to get to( ) 15. —Could you do me a favor and take the box up to the sixth floor?—_________.A. With pleasureB. That’s very kind of youC. Good ideaD. Y es, that’s right二、完形填空（共10小题，计10分）We got up late as usual. My husband decided to water the flowers in the garden 16 leaving, and when he discovered that he couldn’t manage（处理）by 17 , he asked me for help at the last moment. 18 now we had an hour to get to the airport. 19 , there were not many cars or buses on the road and we were able to get there just in time. We checked in and went to a big hall to 20 our flight to be called. We waited and waited but no announcement was made. In the end there was an announcement 21 us that passengers could get a free meal. The plane hadn’t left Spain for technical problems. We waited again for a long time until late evening 22 we were asked to spend the night in a nearby hotel.The next morning after a 23 night because of all the planes taking off and landing, we returned to the 24 . Guess what had happened while we were asleep! Our plane had arrived and taken off again. All the other passengers had been 25 in the night to catch the plane, but for some reason or other we had been forgotten. Y ou can imagine how we felt.( ) 16. A. after B. until C. before D. since( ) 17. A. herself B. himself C. itself D. themselves( ) 18. A. So B. Unless C. Although D. Because( ) 19. A. Friendly B. Luckily C. Terribly D. Possibly( ) 20. A. look after B. wait in C. look at D. wait for( ) 21. A. agreeing B. telling C. asking D. shocking( ) 22. A. where B. which C. when D. what( ) 23. A. bad B. good C. dangerous D. interesting( ) 24. A. home B. hotel C. station D. airport( ) 25. A. woken up B. paid for C. given up D. agreed with三、阅读理解（共15小题，计24分）AThe violinist V anessa-Mae is the first musician to use techno dance and rock music in traditional classical music. V anessa-Mae loved pop music, and she was also a very good classical violinist, and she brought the two kinds of music together.V anessa-Mae was born in Singapore on October 27, 1978. She moved to London with her family when she was four. A year later, she started to learn the violin. When she was eight, shewent to Beijing to study the violin. When she was ten, she played with a very famous group of classical musicians. But V anessa-Mae doesn’t only play the violin. She learnt the piano before she started to play the violin.She likes lots of different kinds of music, from Beethoven to the Beatles, and she wants to play the music she likes. Not only has she played in classical concerts all over the world, but she has also played in pop concerts with pop stars.A lot of people don’t like the way she uses modern rhythms, noisy drums and guitars in traditional music. But V anessa-Mae has done one important thing: she has brought many new fans to classical music. For the first time, many young people begin to listen to classical music.( ) 26. What did she start to learn the violin?A. in 1982B. in 1983C. in 1986D. in 1979( ) 27. What was the first instrument she learnt to play?A. The violinB. The piano.C. The drumD. The guitar( ) 28. Who began to listen to classical music because of she according to the passage?A. Old peopleB. Classical musiciansC. Many young peopleD. The Beatles( ) 29. Which is the best title for the passage?A. The ways to become a musicianB. How to bring the two kinds of music togetherC. The best time to play the pianoD. The musician V anessa-MaeBAt five he was collecting old newspapers to make money. And when he was 15, he signed his schoolmates up to start a baby-sitting circle.Now 20 , third-year Cambridge University student, Peter Blackburn is managing director of a company with a ￡30,000 plan . And he thinks it will make more than ＄15,000 by next summer.He set up Peter Blackburn Ltd. Last year to bring out a new, cooler term-planner that now students all over the UK are using.“I felt that most of the planners going around were pretty unimaginative,” he says, “I believe that I could do a better job and decided to have a go”.Blackburn admits that he is putting far more effort into business than his computer courses at university. While fellow students are out with their friends, he keeps in touch with his business office in Lancashire by movable phone. Before he set up the company he spent one holiday preparing a plan that would persuade his bank to lend him money.“Most students work hard for a good degree becaus e they believe that will help them get a job to support themselves,” he says, “and I work hard at my company, because that is what will support me next year, after I leave college.”Friends believe that Blackburn will make ￡1 million within 5 years .He is not quite so sure, however. “There’s a lot to be done yet,” he says( ) 30. When he was 5, Peter _________A. was already a student of a university.B. already had a business brainC. was already the director of a companyD. already set up his own business( ) 31. The underline word “persuade” means _________ in Chinese.A. in the nightB. in SingaporeC. in SeptemberD. through the city’s hottest places( ) 32. Choose the right order of the facts given in the passage.a. He spent his holiday preparing a plan.b. He collected newspapers.c. He set up his own company.d. He asked the bank for money.e. He set up a baby-sitting circle.A. e, b, c, a, dB. b, e, a, d, cC. b, e, d, a, cD. b, e, c, a, d( ) 33. Which of the following best explains why Blackburn works hard at his company?A. He wants to do more business practice before he leaves college.B. He wants to make more money before he leaves college.C. He wants to get a good job like most students after he leaves the college.D. He depends on the company for his living in the future.CZhang Qian was an early traveler. He was probably the first man to bring back good information about the central Asian lands to China.In 138 BC. Han Wudi sent Zhang Qian to the Y ue-chi people to ask for their help against the Xiongnu. Unfortunately, on the way to the Western Regions, he was caught by the Xiongnu people, Zhang had to stay with them for about 10years before he got away. When Zhang at last reached the Y ue-chi in Northern India, he was disappointed to find that they didn’t want to fight against the Xiongnu people .On his return journey (旅程), Zhang Qian and his mean were again caught. It was not until 125 BC, that they returned to China .Although Zhang didn’t finish his job, he learned a lot about the places, people customs and cultures of the 36 kingdoms (王国) of the Western Regions.Later Han Wudi sent Zhang to the West again. Zhang’s journey to the West helped with informational trade, especially in silk, between China and West.( ) 34. Zhang Qian was sent to the West because ______?A. Han Wudi wanted to make friends with Xiongnu people.B. he liked traveling all over the word to much.C. Han Wudi needed the help from the Y ue-chi people.D. He hoped to learn the cultures of other countries.( ) 35. What do the underlined words “Western Regions” mean in Chinese?A.西欧B.西域C.西亚D.西方( ) 36. When did Zhang Qian reached the Y ue-chi?A. In 138 BCB. In about 148 BCC. In about 128 BCD. In 125 BC( ) 37. Which of the following is TRUE?A. Zhang finished his job successfully in the end.B. Zhang did not return at last because he was caught.C. Zhang returned in China in about 125 BC.D. Zhang learned a lot about the Western Regions.DPeople often ask me for suggestions about how to learn English. Everyone’s different. I’ll share (分享) some of my experience. I once took one semester of second-year English in Peking University, but I mostly learned English on my own.One thing I can tell is that, once you’ve started learning, you should try to think in English as much as you can. When you are riding your bike, or walking down the street, just think about “How would I say them in English?”.At first, it will be with simple words or phrases, but later you should be thinking about bigger phrases and sentences. Now when I’m in America, for most time, I just think in English, and speak it directly. It’s amazing how much this helps.For several years I started learning, I was often afraid of trying to speak English with others, because I didn’t want to make mistakes. Finally I got over it. And while traveling in America, I’d try to hang out with friends who spoke no Chinese. So I’d have no choice but to use English, And I decided that if I said something stupid and other people laughed, so be it. My English started improving more quickly after that.It may be a good idea to ask any of your American friends to look at the way you’re writing the characters, and give some suggestions for improvement.( ) 38. The writer mostly learned English _____.A. by asking the teacher for helpB. in the universityC. at homeD. by himself( ) 39. In the second paragraph, the writer mainly wants to tell us_____.A. how to learn EnglishB. when to learn EnglishC. his experience of living in AmericaD. the importance of learning English ( ) 40. When he traveled in America, he would like to hang out with his_____.A. English-speaking friendsB. parentsC. teachersD. Chinese-speaking friends四、单词拼写（共5小题，计5分）根据首字母提示写出句中所缺的单词。
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?。
初中英语听说课教案 模板(共3篇)
初中英语听说课教案模板〔共3篇〕第1篇：初中英语听说课教案初中英语听说课教案《Unit 5 Could you please tell me where the》上传: 张爱萍 2023-5-21 10:55:23初中英语听说课教案unit 5 could you please tell me where the鹅湖中学：张爱萍知识目的：1、知识目的：学习使用 uncrowded, safe, fascinating, inexpensive, delicious, convenient 等形容词描绘介绍各种场所。
才能目的：2、才能目的： 1〕可以听懂询问信息的句型并会用英语提供帮助。
2〕学会准确描绘地理位置，并给别人指路，提供帮助。
教法情感目的：3、情感目的：通过学习让学生学会有礼貌地向别人询问信息，帮助别人。
学会如何有礼貌地与人交流相处。
1) 视听法：主要通过多媒体课件展示、图片展示、老师提问、学生答复等方式提供让学生看、听、说的练习时机 2〕问答法：展示各种图片，让学生利用这些图片进展交流，互学法相问答，让学生在做中学，在实践中获得信息，习得英语。
3〕施行情境教学法 4〕采用任务型语言教学多媒体录音机学具师生活动设计1〕学生课前预习法 2〕小组合作探究法 3〕情感谢励法教具教学程序设计教材处理设计课件一、谈图片，谈图片，复习热身step1 warming up ：复习热身 greet the cla.look at the pictures.【出示 section a 中 2a 的图片, 让学生考虑, 准备介绍分别可以在哪买到 book，shoes, shoo 等物品，如何找到该地方。
复习前面学过的句型，为本课的顺利进展，尤其是听力的顺利展开打好根底。
…… 】老师出示一些商业店铺的图片，学生两人一组练习：该在哪里买到相应物品？如何到达目的地？即练习问路的表达法和如何指路的表达法。
复习 where, how 引导的宾语从句。
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．。
Unit5 (4)初四英语
Task 3
Welcome to Beijing !
Task 4
China welcome you!
Exercises:
1. 你能告诉我哪里可以找到一本字典？ Can you tell me where I can get a dictionary? 2. 你能告诉我怎么到那里么？ Could you please tell me how to get there? 3. 一直向前走。 Go straight ahead.
P90 3a
kids
teenagers parents
eat
have fun learn
Clown city Uncle Cafe Bob’s
organized games clowns
water slides
Farmer’s Market Dance Lessons
Sports History Science Museum Museum Museum
Group work:Write a short passage A Place to hang out Where… How to get there… The advantages and disadvantages ……
Task 2 To be a guide
Some teachers /students are visiting our school. Please guide for them. Sample: A: Excuse me, could you tell me where.… B: Sure. … A: And do you know how…? B: …
Thank you for your cooperation.
初四英语Unit 5Could you please tell me where the restrooms are
初四英语Unit 5Could you please tell me where the restrooms are?一、单项选择（）1．There's a bookstore ________ the third floor．A．on B．at C．in D．about （）2．Do you know______I can buy this kind of sweets? A．which B．where C．what D．who （）3．I prefer ________ outside．A．be B．to being C．being D．been（）4．When she goes into stores she always spends ________ money．A．much too B．little to C．many too D．too much（）5．This character seems________ someone real．A．like B．to like C．liking D．likes ( )6. --- _____ the magazine _____ out of the library? ---N o, you mustn’t.A. must, takeB. can, takeC. must, be takenD. can, be taken( )7. Nothing can ____ us from going if we want to go. A. stop B. make C. let D. decide ( )8. I t’s an hour’s j ourney, _____.A. here and thereB. now and thenC. more or lessD. up and down( )9. the building is about _____.A. fifty meters tallB. tall fifty metersC.fifty-meter-tallD. fifty meter tall( )10. Another bridge ____ over the river.A. should buildB. should be builtC. were builtD. have built( )11. There are _____ more apples in this basket than in that one.A. littleB. manyC. a lot ofD. much( )12. Neither of his brothers _____ a doctor. A. is B are C. be D to be( )13. Among the workers, a third of them _____ women. A. is B. are C. make D. take ( )14. Much ____ to help the farmers in our country after the earthquake.A has done B. have been done C. was been done D has been done( )15. Summer is the best time ______ trees.A. planting B for plant C to planting D for planting( )16.—Could you tell me ______,please? --Yes, walk down the street.A. how can I get to the schoolB. how I can get to the schoolC. how did I get to the schoolD. how I got to the school( )17.Could you tell me where_______ a dictionary? A. get B. gotten C. getting D. to get ( )18.I didn’t understand________ ,so I raised my hand to ask.A. what my teacher saysB. what does my teacher sayC. what my teacher saidD. what did my teacher say( )19.Turn_____left and you’ll find the park_______ your left.A. /,onB. /,inC. the, onD. the, in( )20.Could you tell me ______the post office?A. how I can get to C. how to get to C. how getting D. how will I get to( )21.—could you please tell me______? –Go upstairs and turn left.A. what is the teacher’s officeB.what the teacher’s offi ce isC. where is the teacher’s officeD.where the teacher’s office is( )22.—I wonder if he ______us tonight. —I believe if he ______his homework, he will join us.A. will join, will finishB. will join, finishesC. joins, finishesD. joins, will finish ( )23.They preferred_ _____in bed rather than__________ horses.A. to lie, to rideB. lying, ridingC. to lie, rideD. lying, ride( )24.My parents are planning to buy ________for me.A. a furnitureB. some furnituresC. a set of furnitureD. a set of furnitures二、单词拼写1. The ________ (有魔力的)mirror can speak .2. Please open the window and let the ________ (新鲜的)air in .3. Be sure to put your money in a s ________ place .4. Peter, could you please l ________me your dictionary ? Mine left at home.5. Excuse me , I w________ if you can help me .6. I’m sorry to ________ (打扰)you .7. He didn’t come to my birthday party for a ________ (某个) reason .8. Hard work can l ________to a good job .9.Could you tell me where I can buy _________(洗发剂).10.The ______(药店,杂货店)is between the furniture and the bookstore.11.Take the ______(电动扶梯)to the second floor.12.Walk about three_______(街区)13.You can buy some writing paper in _________(百货商店)14.I like living in the countryside because of the _________（新鲜的）air.15.The supermarket is _______（不拥挤的）16.They have __________（有组织的games and the staff dress up as ___________（小丑）17.The art museum is ________to（紧挨着）the science museum.18.I like to live in the railway ,It’s ve ry ___________(便利的)三、用所给词的适当形式填空1.I want to get some_________(information)about the town.2.Could you tell me how I can__________(get)to the nearest bank?3.There_________(be)a post office and some shops on Center Street.4.We should learn to speak___________(polite)5.You’d better __________(take) a bus there. It’s a bit far from here.6.The drugstore is on the __________(two)floor.7._______(go)past the bank.8.I’ll go to Newtown if I_________(be)free this weekend.9.Could you lend me some_________(money).10.The KFC（肯德基）is a good place________(eat).11.I don’t like the mall because it’s much too_________(crowd).12.How about _________(hang)out in the mall?13.I decide __________(have)a talk with the boys.14.Many young people prefer________(live)in the city to living in the country.15.You shouldn’t spend too much time_________(visit)friends.16.Have you made a final__________(decide).四、翻译下列句子1 你能告诉我如何去邮局吗？_______________________________________________2 请您告诉我在哪儿能买到一本字典？___________________________________________3 你能告诉我哪有度假的好地方吗？_____________________________________________4 你知道她明天是否来吗？_______________________________________________5 知道如何礼貌的询问信息是很重要的。
Unit 5 Could you please tell me where the restrooms are 教案(鲁教版九年级) (13)
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 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’ writ ing 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 wordsthat 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. 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, too.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?Cl erk: 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 histo ry 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 we 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 we 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 inthe 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 place 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.。
Unit 5 Could you please tell me where the restrooms are Reading教学课件(鲁教五四制 九全)
voice专门指人的声音。例如：
1.Do you like listening to the sound of the sea? 2.The noise outside kept him awake. 3.She has a very sweet voice.
While You Read
单独的,独立的
How does this work?
Will you give me a bottle of that, Give me a bottle of please? Can/could I have a pound that. of that, please?
Using suitable language!
运用合适的语言
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.
询问信息或请求帮助是非常普通也是很重要的一项活动, 特 别是当我们去国外的时候。所以知道如何有礼貌的询问信 息是很重要的。
While You Read
In English, “Where are the restrooms?” and “Could you please tell me where the restrooms are?” are similar requests—both are correct English, but the first could sound rude. 正确的,与right可以通用.
九年级英语 Unit5 Could you please tell me where the res
Unit 5 Could you please tell me where the restrooms are? TheFirst 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 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?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 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．Read 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 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 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．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 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 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 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 pronouncethem 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 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 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．。
九年级英语：Unit 5 Could you please tell me where the re
Unit 5 Could you please tell me where the restrooms are Teaching design of Section A(1a-2b)Goals●To learn to use object clause●To learn to tell about placesProceduresWarming up by the guessing gameAsk one student to read the explanation in English ,let student to guess the words1 It’s used for washing hair2 Moving stairs to carry people up and down3 It has the same meaning as public toilet4 The place where we can buy furniture5 The place where we can buy medicineAll right, this class we’ll learn unit 8 Could you please tell me where the restrooms are?Now look at the title on the blackboard, what can you see in the title?Lead in to the object clause, and revise the object clause. Do some exercises about objectclause to consolidate the grammar.1. Does her mother work there? Can you tell us?Can you tell us ____ her mother ____ there?2. How many students are there in your class? Please tell me.Please tell me ____ _____ students ___ ___ in your class.3. He knows. Where is she?He knows ____ ___ __.4. The teacher told us. The sun goes up in the east every day.The teacher told us _____ the sun _____ up in the east every day.Look at the picture : Can you see the old woman? She wants to save money. Where should she go?But she doesn’t know the way. How to ask the way using the title modal ? Lead in to thestructure:Do you know where the bank is?Could you tell me how to get to the bank?Could you please tell me where I can save money?Use the modals to practise going to the post officeAsk one line to ask way according to the picture.Ask one line to ask way in our cicy, such as:InternationalBathingBeach, Hualian shopping Center…Let’s look at another picture , Can you find the drugstore? Can you find the Department Store?I can buy shampoo in drugstore and department store, So before buy shampoo I write a or c.Match the rest things with place s1b Listening and pletingIt is difficult to get around in a new place. Now listen to the recording and plete the dialogue in the picture.Listen again and finish the conversationsConversation 1Girl1:Boy1: Yes. There’s a post office on Center Street.Girl1:Boy1: Sure. Go past the bank. Center Street is on your right.Girl1:Thanks a lot.Boy1: No problem.Conversation 2Girl2:Boy2: Sure. There’s a bank on Main Street.Girl2:Boy2: Yes... Go straight ahead. The bank is on your left.Girl2: Thank you.Boy2:You’re wele.Read the tapescript and try to recite it.1c Doing pairworkIn 1a there are many phrases describing activities. Now use them to make up2a Listening and numberingDo you like shopping? If you do e and listen to the directions for going shopping around a new city.The listening you can listen twice, the first time number the picture from 1 to4 , the second time show the boy how to get to the drugstore.Ask one student to e to the front to show how the boy walks to the drugstore.2c Doing pairworkWhat else do like to buy? Then make conversations in pairs using the other places in the picture on page 54.Circle the object clause and underline theuseful expressions.3b Doing groupworkDo a survey, ask students where to buy clothes , books, food and stationery etc.4. Directions challengeNow we are going to challenge one another. Write directions from your school to three certain places. Read the directions to each other and guess the places.Exercises:Check them by doing exercisesI. Finish the conversation.A: Could you please tell me____________（我能在哪买到水果）？B: There is a supermarket on Jinian Road. A:Oh,can you tell me_______________(纪念路在哪?)B:Sure,_________ ShiyanMiddle School ,and Jinian Road is _______________(过了实验中学，纪念路就在你的右侧。
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)。
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九年级测试
1.你能告诉我哪里有公共厕所吗？Can you tell me ______ ______ ______ a restroom?
2 请问，这附近有百货商店吗？_______ me ,is there a _______ store _______ _______?
3 在打电话的那个人是谁？Who is the man _______ _______ _______ _______?
4.作业必须什么时间上交?When _______ the homework ______ ________ _______?
5.你可以乘扶梯去四楼.You can take the _______ _____ the ______ floor.
6.他更喜欢呆在外边.He _______ _______ outside.
7.商场里总发生些事情. There’s always something _______ in the mall.
8.家具店就在杂货店的旁边.The _______ store is _______ ______ the ________.
9.他把自己打扮成小丑He _______ ________ _______ a _______.
10.出去玩有缺点也有优点There are some __________ and _________ of _______ _______.
11 他想了解有关这个城镇的一些信息。
He wants to get some _________ _______ the town.
12.你能告诉我在哪里可以停车吗?Can you tell me ______ _____ ______ _____ the car?
13他能做出全城最好吃的面条。
He can _______ the best noodles in the city.
14 那是个游玩的好地方吗？Is it a good _______ ______ _______ _______?
15.它就在商场对面, 所以购物很方便.It’s ______ ______ the shop, so it’s ______ to shop.
16.全体员工可以花上几个小时愉快地漫步于乡下.
The ________ can spend ________ hours _______ _______ the countryside.
17. 水城是家人一起度假的好地方。
Watertown is a good place _____the family ___ _____ _____.
18．人们喜欢在Farmer’s Market吃饭，这里的饭既好吃又便宜。
People like to eat at the Farmer’s Market_____ the food is _______ ______ and _______.
19. 我想知道他是否把钱包放在了安全的地方.
I _______ if he has put his______ _____a _____ place?
20.询问信息或请求帮助是很常见也很必要的活动.
_______ _______ information or help is a very _______ and _______ ________.
29.有礼貌讲话似乎比直截了当更难.
Speaking ________ seems more difficult than _______ ________.
30.知道如何有礼貌提出请求是很重要的。
_______ how to _______ _______ ______/ ______ ________ ________ is important.
31.要把一门语言学好,我们需要做的不只是学习语言结构.
_______ learn a language well, we need to do ______ ______ just learn ________ _______. 32．语言的选择取决于关系跟情景. ______ of language ______ ____ relationship and _____.
33.他想在外边呆到很晚并征求父母的意见。
He wants to _____ ______ _____ and asks a parent about it.
34.另一方面,在有些情况下,象这样直接的命令听起来很粗鲁.
_______ the other ______,a _______ _______ like this _______ ______ in some situations.
35.有礼貌的问题包含某些额外的语言. Polite questions _______ some _______ language.
36. 我们需要花些时间来导入我们的请求.
We need to spend _______ _____ ______ ______ ______ our request.
37.我们应该学会在提出请求时如何做到有礼貌.
We should learn how_____ be ______ when we ______ _______.
38.我们跟不同的人讲话时改变说话方式.
We _______ the way we talk when ______ with different people.
39.你使用的表达方式取决于你的说话对象或你们的熟悉程度
The________ you use _______ ____ whom you’re talking with or how____ you know them. 40.为了不冒犯别人,了解语言礼仪跟学习语法和词汇一样重要.
______ ______ ______ to ______ people, learning about language etiquette is _____ important _____ learning _______ and ________.。