X九(全)Unit3SectionB
人教版英语九年级unit3 SectionB知识点讲解
eg:He requested some hot water from me.
b.request sb. to do sth.要求/请求某人做某事
eg:I request her to go alone.
c.request+that从句(用虚拟语气,(should)+do)
eg:I request that she (should) go alone.
价格的高低用high/low.
eg:The price of the car is high.
英语中常见的否定前缀有： 1)dis-"不；非"
like→dislike agree→disagree 2)in-(im-,ir-)" 不;非”
expensive→inexpensive polite→impolite possible→impossible 3)un-"不;非" crowded→uncrowded happy→unhappy healthy→unhealthy
everyone__p_o_li_te_ly___.
• request n.&v.要求；请求
1) n.[C] the request for.... ......的要求/请求
eg:We must make a request for help.
2) v.
（提出请求）
a.request sth (from sb.) (向某人)要求某物
(在建筑物内部)
eg:I found a boy crying in the corner of the room.
2)at/on the corner of... 在......拐角处 (在建筑物外部)
人教版英语九年级全册Unit3sectionB说课稿
二、学情分析导
（一）学生特点
本节课面向的是九年级学生，这个年龄段的学生具有以下特点：好奇心强，对新鲜事物有较高的兴趣；思维活跃，具有一定的批判性和创造性；认知水平逐渐从具体运算向形式运算转变，能够进行抽象逻辑思维；学习兴趣方面，他们更倾向于参与有趣、互动性强的学习活动；在学习习惯上，部分学生已经形成了良好的学习习惯，如预习、复习等，但也有部分学生缺乏自律，需要教师引导和监督。
为了激发学生的学习兴趣和动机，我将采取以下策略或活动：
1.创设真实情境：通过设置真实的问路和指路场景，让学生在实际语境中感受英语的实用性，提高他们的学习兴趣。
2.互动式教学：采用小组讨论、角色扮演等形式，增加课堂互动，让学生在轻松愉快的氛围中学习。
3.激励性评价：针对学生的每一次进步和表现给予积极的评价，增强他们的自信心，激发学习动力。
（三）教学重难点
根据对学生的了解和教学内容的分析，本节课的教学重点和难点如下：
1.教学重点：
-新词汇和句型的掌握，能够熟练运用问路和指路的表达方式。
-听力理解能力的提高，能够听懂并获取对话中的关键信息。
2.教学难点：
-词汇的发音和用法，尤其是表示地点和方向的词汇。
-对话中的长句和复杂句型，需要学生通过反复练习才能熟练掌握。
3.对话：通过听力练习和角色扮演，让学生在实际场景中运用所学知识进行交流。
（二）教学目标
1.知识与技能：
-掌握本节课的新词汇和句型，能够熟练运用问路和指路的表达方式。
-提高听力理解能力，能够听懂并获取对话中的关键信息。
-培养口语表达能力，能够在实际场景中运用所学知识进行有效交流。
英语人教版九年级全册Unit 3 Section B
九年级 Unit3第三课时Section B 1a — 2b教学目标1.记忆单词convenient,corner,politely,request,direction,correct,polite,direct,sp eaker,whom,impolite,address,underground。
2.通过听说训练,学习正确地描述地点和指路。
3.运用适当的阅读策略,理解如何礼貌和得体地使用语言。
教学重难点1.掌握描述场所特征的词汇,并能够给理想的场所提建议。
2.学会在不同的语言环境中能够礼貌得体地使用语言。
教具教师提前准备设计教学PPT,电子书等StepⅠ.Lead inLeading in 【情景1】T:Sometimes we may want to go to different places.Because they have different qualities.What kind of places do you like?S1:I like beautiful places.S2:I like interesting and fascinating places.S3:…T:What qualities are important for each place?S4:Safe.S5:…T:Different places have different qualities.[设计意图] 创设真实的语言交际环境,师生交流互动,以对话的方式导入新课,为接下来的训练奠定基础。
Leading in 【情景2】教师提供常见的地点或场所的图片,让学生猜测地点或场所对应的英文名称,引导学生想象可以用于描述这些地点或场所的形容词,然后展开关于地点或场所的对话,导入新课。
T:Look at the first picture.Is it a restaurant?S:No,it isn’t.I think it is …T:What do you think of it?S:I think it is …[设计意图] 利用直观的图片,调动学生的学习积极性,帮助学生复习关于地点或场所的词汇,进行简短的对话,导入新课。
英语人教PEP版九年级(上册)Unit3SectionB词汇
16. underground [ˌʌndə(r)ˈɡraʊnd] adj.地下的； n.地铁 ①underground是由under（prep.在......下面）+ ground（n.地面）构成 ②可作名词，意为“地铁”，美式英语中用subway.
3. 古城堡对我有某种奇特的吸引力。
Old castles have a certain strange _f_a_s_c_i_n_a_t_io__n_ for me.
2.inexpensive [.ɪnɪk'spensɪv] adj.不昂贵的
由in-（否定前缀）+ expensive (adj.昂贵的)构成
correct [kə'rekt] adj.正确的；恰当的 polite [pə'laɪt] adj.有礼貌的；客气的 direct [daɪ'rekt] adj.直接的；直率的 speaker [ˈspiːkə(r)] n.讲（某种语言的）人；发言者 whom [huːm] pron.谁；什么人 impolite [.ɪmpə'laɪt] adj.不礼貌的；粗鲁的 address [ə'dres] n.住址；地址；通讯处 underground [ˌʌndə(r)ˈɡraʊnd] adj.地下的；n.地铁 parking lot 停车场；停车区 course [kɔː(r)s] n.课程；学科 Italian [ɪ'tæljən] adj.意大利（人）的；
Ex:你用线把风筝往正确的方向拉上去。 You helped the kite go up _in__t_h_e_r_i_g_h_t_d_i_re_c_t_io_n_ using the string.
英语人教版九年级全册Unit3 Section B Activity2a~2d
英语学科教学设计课题Unit3 Section B Activity2a~2d设计人付玉平教学过程一、课前导入1.学习目标：1)掌握词汇和短语2)整体阅读短文完成2c,2d3) 通过阅读学会如何“礼貌”和“得体”的使用语言2.学习重难点：1)词汇：politely, request, direction, correct, polite, direct, speaker, whom, impolite, address, underground, parking lot, course2)通过阅读学会如何“礼貌”和“得体”的使用语言二、自主学习Find out the phrases from Page21.1.参观外国_________________________2.有礼貌的求助_________________________3.类似问方向的请求________________________4. 听起来不那么礼貌_________________5. 一个很直接的问题_____________________6.正确地提问_______________________7. 在不同场合______________________8. 改变他们说话的方式______________________9.他们使用的表达方式________________________ 10. 取决于，依靠_________________ 11. 向某人直接提问__________________________12.听起来不礼貌___________________ 13.电子邮箱地址____________________14.引入、导入_________________________ 15.有礼貌地说话__________________ 16. 使用恰当的语言________________________ 17.与某人更好的交流__________________________ 18. 打扰一下__________________ 19.地下停车______________________ 20.去乡村学校的路__________________________三、导学释疑1. politely (adv.) “礼貌地；客气地”反义词: ______________polite (adj.) “有礼貌的；客气的；有教养的”反义词：______________我们应该有礼貌地和老人说话。
人教版九年级英语全册优秀教学案例：Unit3SectionB
三、教学策略
（一）情景创设
1.利用多媒体展示杰出人物的事迹，如宇航员、体操运动员等，让学生感受到他们的伟大和励志。
2.创设情境，让学生模拟杰出人物的经历，如模仿宇航员的太空行走、模仿体操运动员的动作等，增强学生的参与感和体验感。
3.通过展示图片、视频等视觉资源，营造生动、直观的学习氛围，激发学生的学习兴趣和想象力。
3.教师简要介绍本节课的主题和目标，为新课的讲授做铺垫。
（二）讲授新知
1.教师引导学生学习本节课的主要词汇和短语，如“Amazing People”, "world-class", "astronaut", "gymnastics", "gold medal"等。
2.通过示例和练习，让学生掌握表示过去时间的状语从句，如"When he was young, he...", "By the time he was..., he..."等。
3.鼓励学生主动寻找答案，通过自主学习、合作讨论等方式，提高解决问题的能力。
4.教师给予及时反馈和引导，帮助学生建立正确的思维模式和价值观。
（三）小组合作
1.划分学习小组，鼓励学生互相合作、互相学习，培养团队精神和集体荣誉感。
2.设计小组讨论任务，如共同完成一篇关于杰出人物的短文、进行角色扮演等，让学生在合作中提高英语运用能力。
人教版九年级英语全册优秀教学案例本案例背景针对人教版九年级英语全册Unit 3 Section B进行设计。该章节以“Amazing People”为主题，通过讲述不同领域杰出人物的事迹，引导学生学习英语语言知识，同时激发学生对榜样人物的敬仰之情，培养他们积极进取的精神风貌。本节课主要内容涉及：1.学习描述人物的基本句型；2.掌握表示过去时间的状语从句；3.提高听力理解能力；4.培养合作、探究学习精神。
人教版英语九年级全一册-Unit 3 Section B (2a-2d)教案
九年级Unit 3 Could you please tell me where the restrooms are?Section B 2a-2d Could you please...?教学设计Teacher :Analysis: This unit is about asking for information politely. This reading passage is telling us where should we need to make polite requests and how. Students have learned how to say politely in Section A and they will keep learning how to make polite requests in the reading passage. They will be interested in talking rudely and politely and compare with different ways of speaking. So the teacher will design these kinds of activities for them to learn better.Objectives:1. Language skillsStudents will be able to make polite requests according to different situations and different people.Students will learn how to make polite requests.Students will be able to rewrite impolite requests.2. Language knowledgeStudents will be grasp these new words and sentence structures, politely, request, direction, correct, polite, direct, speaker, impolite, Could you please...? May I ask...? Excuse me, I wonder if you can help me. I’m sorry to trouble you, but...Students will be able to speak politely, gently and slowly when making request.3. AffectsStudents will be able to choose and use suitable language based on cultural knowledge, such as in a foreign country, in public places, at school and at home.4. Cultural awarenessStudents will be able to learn to ask politely and pay attention to the body language and remember to say thank you.Students will learn not to ask rude questions, such as age, salary or use rude gestures.5. Learning strategyStudents will be able to realize the wrong ways they are using in daily life and correct them. Students will be able to get information from the pictures given from the passage.Focuses:Students will be able to choose and use suitable language based on cultural knowledge, such as in a foreign country, in public places, at school and at home.Students will be able to rewrite impolite requests.Difficulties:Students will be able to learn to ask politely and pay attention to the body language and remember to say thank you.Students will be able to realize the wrong ways they are using in daily life and correct them. Students will be able to get information from the pictures given from the passage.Teaching process:So let’s take a look at the structure of the passage. First paragraph, the writer leads in the topic. ...Step 3 Close-readingT: So what examples does the writer give us to lead in the topic? Request 1 VS Request 2Topic: When we visit a foreign country, we need to ask for help_________ and _________.T: How can we speak politely? What does a good speaker do? What examples does the writer give us as good speakers?When is the school trip?Excuse me, Mr. West. Do you know when the school trip is?T: Whom do we usually say it to?Why?Tip 1: Good speakers change the way they speak depending on__________________ and ___________________.T: How can we make questions longer and more polite?Could you please...?May I ask...?Excuse me, I wonder if you can help me.I'm sorry to trouble you, but.......Tip 2: Longer questions can be more ______ and we need to spend time ___________________before asking for help.PracticeWhat are you going to say to them if you are thirsty? Can you talk about it with your partner?What does the writer tell us in the end?Why do we need to speak politely? 细读阶段，通过找作者给出的例子一步步带出话题和make polite requests 的两个方法。
人教版英语九年级全册Unit3 SectionB(3a-Self Check)精品教案
（3）Practise writing something using the target language．
2．Ability Objects
（1）Train students’ reading ability．
（2）Train students’ writing ability．
教学重点
How to write a guide to a place．
教学难点
Practise reading and writing using the target language．
课型
A new lesson
教具
A tape recorder
教学方法
教
学
内
容
与
过
程
Step I Revision
Review the target language presented in this unit．Check homework．
Step Ⅱ3a
Invitea 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．
Step m 3b
Read the instructionsto the class．Point to the first two sentences and ask a student to read these sentences to the class．
人教版九年级英语全册教学设计：Unit3SectionB
3.学生跟随教师朗读课文，注意语音语调，理解文章内容。
4.教师引导学生关注文章中关于人物描述的表达方式，总结句型和语法结构，提高学生的阅读理解能力。
（三）学生小组讨论
1.教师将学生分成小组，每组选择一个人物，讨论并记录该人物的成就、经历和特点。
1.部分学生对英语学习缺乏兴趣，课堂参与度不高，影响学习效果。
2.学生的阅读理解能力有待提高，对文章深层含义的把握和推理判断能力不足。
3.口语表达能力有限，缺乏自信，不敢在公共场合用英语表达自己的观点。
4.写作能力较弱，句子结构单一，篇章组织能力不足。
针对以上学情，本章节的教学应注重激发学生的学习兴趣，提高课堂参与度；加强阅读训练，提高学生的阅读理解能力；创设口语表达机会，培养学生的自信心；设计多样化的写作任务，提高学生的篇章组织能力。同时，关注学生的个体差异，因材施教，使每个学生都能在原有基础上得到提高。
4.针对写作能力的提高，采用以下教学策略：
a.设计不同类型的写作任务，如日记、书信、故事等，让学生在实践中提高写作能力。
b.引导学生关注篇章结构，学会使用过渡词和连接词，使文章条理清晰。
c.举办写作讲座，教授写作技巧，提学生的写作水平。
d.开展互评、小组评等活动，让学生在评价他人作品的过程中，学习借鉴优点，改进自身不足。
3.教师播放一段与本节课主题相关的短视频，激发学生的兴趣，引导学生关注本节课的核心词汇和句型。
4.通过提问方式，引导学生预测本节课的学习内容，为新课的学习做好铺垫。
（二）讲授新知
1.教师带领学生学习和复习与本节课相关的词汇和短语，如confident, perform, talented, achieve, overcome等，通过图片、实物等辅助教学，帮助学生形象记忆。
Unit3SectionB3aSelfCheck课件英语人教版九年级全册
Fill in the blanks with the words in the box.
corner direct polite rush suggest plan
1. A: Could you tell me where the library is? B: It’s on the __c_o_rn_e_r_ of Main and Center Streets.
First, I love reading. Could you please tell me where I can borrow books? Next, I’d like to know how I can ask strangers for help politely if I am in trouble. Last, I may meet many people when I get to America, so I wonder if you could tell me how to greet them.
Thanks for listening!
Q: Could you please tell me where I can get some stamps? A: there’s a post office on Green Street.
Self Check 2
3. shopping center opens / 10:00 a.m. Q: Could you please tell me when the shopping center opens? A: It opens at 10:00 a.m. 4. get to the Japanese restaurant / go along Main Street and turn right on Lake Street Q: Could you please tell me how to get to the Japanese restaurant? A: Sure! Go along Main Street and turn right on Lake Street.
初中英语人教版九全Unit 3 Section B 单元知识讲解
Unit 3 Section B
连接代/副词引导的宾语从句
解：根据答语中的“我建议去水城餐厅”可知,宾语从句的
引导词是where,先排除选项A和B;宾语从句要用陈述句语序,选 项D符合题意。
核心素养全解
在旅行中了解当地风俗和文化
素养解读 本单元核心素养主要表现为文化意识。本单元的话题是“ 旅行”,涉及问路、指路以及旅行经历等。在旅行中,我们会 接触到许多当地的风俗和文化,这些异域文化能帮助我们开 阔视野以及增长见识,并有助于促进文化的交流。我们经常 会接触到以“旅行”为话题的语篇材料,对应的题型较为丰 富,有完形填空、阅读理解、短文填空和补全对话等。
பைடு நூலகம்
连接代/副词引导的宾语从句 例
(2021云南中考)—Could you please tell me D ?
—Of course. I suggest Water City Restaurant. A.when can we get some food quickly B.when we can get some food quickly C.where can we get some food quickly D.where we can get some food quickly
连接代/副词引导的宾语从句
Lisa asked me how he arrived at the airport. 莉萨问我他是怎样 到机场的。 I don't know how long he has been waiting. 我不知道他等了多 久。 2.连接代/副词引导宾语从句时,“陈述句语序”和“时态后 退”的语法规则仍然适用于此类宾语从句。 Could you please tell me how I can get to the zoo? 你能告诉我 怎样才能到动物园吗?(陈述句语序) I asked Jack why he wanted to join the art club. 我问杰克他为 什么想加入美术社团。(时态后退)
九年级英语全册Unit3sectionB_2教案设计人教新目标版
More exercises about the language points.
Show Ss some situations and ask Ss to role-play them. Think about the relationship between the speaker and the listener. Decide how to make the request.
Step 11
Exercise.
Show Ss a blank with good or bad sentences about asking for a help.
Step 12
Language points: explain the key words and phrases in section B-2.
Request, direction, correct, polite, direct, speaker, whom, impolite, address, underground, course
base on, parking lot
Periods
1
Procedure
Lead-in
Enjoy a flash toLeabharlann have fun.Step 8
Activity 2d.
Show Ss some pictures and ask Ss to make a request.
Step 9
Brainstorm.
Show Ss some picture of the sayings about politeness.
Step 10
Pair works.
Step 5
人教版九年级英语全册Unit3.SectionB1a2b优秀教学案例
4.引导学生运用过去进行时描述自己的经历或观察到的事物，培养学生的创新能力和实践能力。
（三）小组合作
1.将学生分成小组，鼓励学生进行合作学习和互动交流，培养学生的团队合作能力和沟通能力。
2.设计小组讨论、角色扮演、共同完成任务等合作活动，让学生在互动中共同解决问题，提高学生的学习效果和综合能力。
4.反思与评价及时有效：教师引导学生对自己的学习过程进行反思，总结自己在学习过去进行时的优点和不足，提高学生的自我认知和自我调整能力。同时，通过学生之间的互相评价和小组评价，培养学生的评价能力和批判性思维。
5.教学内容与过程详细具体：本案例中的教学内容与过程详细具体，包括导入新课、讲授新知、学生小组讨论、总结归纳和作业小结等环节，每个环节都注重学生的参与和实践，使学生在整个学习过程中能够系统地掌握过去进行时的知识和技能。
3.教师根据学生的学习表现和进步，及时给予反馈和鼓励，激发学生的学习动力和自信心。
4.设计适当的形成性评价和终结性评价，关注学生在整个学习过程中的表现和进步，为学生的学习提供指导和帮助。
四、教学内容与过程
（一）导入新课
1.利用多媒体展示一张正在进行的体育比赛的图片，如篮球比赛，引导学生观察并思考：“What are they doing?”，引发学生对过去进行时的兴趣和思考。
2.邀请学生分享他们昨天正在进行的动作或活动，如“Yesterday, I was watching TV.”，通过真实的情景和实例，激发学生对过去进行时的学习欲望。
3.教师通过简单的过去进行时句子，如“When I came home yesterday, my sister was reading a book.”，引导学生理解和运用过去进行时，为新课的学习打下基础。
人教版英语九年级全册Unit3SectionB3b写作课教学设计
三、教学重难点和教学设想
（一）教学重难点
1.动词的现在分词形式的使用。学生需要掌握常见动词的现在分词形式，并能熟练运用其描述事物或行为的进行。
2.一般现在时态的句子构建。学生需熟练运用一般现在时态描述经常发生的动作或存在的状态。
3.过渡词和连接词的运用。学生需要学会使用过渡词和连接词，使文章结构清晰，表达连贯。
五、作业布置
为了巩固本节课所学知识，我布置了以下作业：
1.复习本节课所讲的一般现在时态和动词的现在分词形式，通过查阅课本、笔记等资料，加深对这两个语法知识点的理解和记忆。
2.完成课后练习题，包括选择题、填空题和翻译题，以检测学生对课堂所学知识的掌握情况。
3.写一篇关于旅游景点的短文，要求运用一般现在时态、动词的现在分词形式和介词短语等所学知识，描述自己最喜欢的旅游景点。在写作过程中，注意表达自己的观点和感受，并运用过渡词和连接词使文章结构清晰、表达连贯。
（四）课堂练习
在小组讨论后，我进行了课堂练习环节。我让学生独立完成一篇关于旅游景点的短文，要求他们运用所学知识，包括一般现在时态、动词的现在分词形式和介词短语等。学生在练习过程中，能够灵活运用所学知识，提高了写作能力。
在学生练习过程中，我进行了个别辅导，针对不同学生的学习需求，给予他们个性化的指导和建议，帮助他们提高写作水平。
教师在教学过程中要关注学生的情感态度，鼓励学生积极参与讨论和写作，表达自己的观点和感受。同时，教师还要引导学生关注旅游景点的保护问题，培养学生爱护环境、保护资源的意识。
二、学情分析
九年级的学生已经掌握了英语学习的基本语法和词汇，具备一定的听说读写能力。他们在学习过程中已经接触过一般现在时态和动词的现在分词形式，因此对本节课的内容有一定的了解。然而，学生在运用这些知识进行写作时，仍存在一定的困难，如时态的准确性、词汇的丰富性和文章结构的合理安排等。
人教版英语九年级全册Unit3SectionB2a2d教学设计
3.口语作业：布置学生与家长或朋友进行一次关于“Dreams and Aspirations”的英语对话，记录下对话内容，并尝试使用课堂上学到的一般过去时和现在完成时来描述对方的过去经历和现在的成就。
3.组织学生进行小组讨论和合作学习，培养学生的团队协作能力和解决问题的能力。
4.引导学生通过自主学习、探究学习，培养学生的学习策略，提高学习效率。
5.设计丰富多样的课堂活动，如角色扮演、情景对话、小组竞赛等，激发学生的学习兴趣，提高课堂参与度。
（三）情感态度与价值观
在本章节的教学中，教师将关注以下情感态度与价值观的培养：
4.词汇练习：设计一份包含本节课重点词汇的填空、改错或配对练习，要求学生在规定时间内完成，以加强词汇的记忆和理解。
5.家庭作业：鼓励学生在家中寻找一个物品或一张照片，以此为契机，用英语讲述这个物品或照片背后的故事，尝试运用本节课所学的时态和词汇。
6.视听作业：推荐学生观看一部英文电影或纪录片，关注影片中人物的梦想和奋斗历程，并记录下至少5个印象深刻的句子，分析这些句子中使用的一般过去时和现在完成时。
-阅读理解：引导学生通过预读、细读、讨论等方式，深入理解文章内容，提高阅读技巧。
-语言实践：设置真实的语境，如模拟面试、写作练习等，让学生将所学知识应用于实际情景中。
3.教学评价设想：
-采用形成性评价，关注学生的学习过程，鼓励学生自我评价和同伴评价，提高学生的自主学习能力。
-设计总结性评价，如单元测试、写作任务等，以评估学生对本章节知识点的掌握程度。
在此基础上，本章节的学情分析如下：
Unit3SectionB(3a-SelfCheck)课件人教版英语九年级全册
【解析】考查句型“It is +adj.+for sb. to do sth. 对某人来说做……是……”，结合语境可知选D。
返回
基础题·夯实基础
13. Although the match is moving in an unexpected ___D____ , our team will win finally, I believe.
返回
综合题·提升能力
“Excuse me!” the man asked 3. __p_o_l_it_e_ly__ . “Could you please show me the way to the city? And how long does it take to get there on foot?”
返回
综合题·提升能力
【解析】句意为“‘什么?’那个人回头问道”。根据
“ 9. “...Aesop
___W__h_a_t__ shouted to
t?h”ethmeamn,an‘Tlwoookhedoubrasc.’k”以an及d oeuantwitowhiollutraskteoywoaulktwtoo thhoeucrsityto.”w可a知lk 伊to索the跟c了ity他.”
12
special service. 第二段：Many put their thumbs up!
第三段：But some disagree! 第四段：Also
13
14 Silent Taxi Drivers
15
I disagree! I think small talk with taxi drivers relaxing during the trip. (答案不唯一)
X 九(全) Unit 3 Section B-3
Could you please tell me where the restrooms are?
1. 提出礼貌的要求 make polite requesite
3. 一个很直接的问题 a very direct question
4. 请求帮助
En! You will eat in your host family. Of course, it’s not Chinese food.
And do you know where I will stay?
Your host family, too.
Great! So can you tell me what activities I can do?
We also need to learn how to be polite — when we ask for _h_e_l_p_.
In English, _a_s_ in Chinese, we change the way we _s_p_e_a_k_ in different _s_it_u_a_t_io_n_s_.
3a Imagine you are going on a short study vacation at a school in an Englishspeaking country. What would you like to know before you go? Write some polite, indirect questions about the following topics.
Topic The course you will study The time of the course Where and what you can eat
X 九(全) Unit 3 Section B-2
That is because it is a very direct question. It is not enough to just ask a question correctly. We also need to learn how to be polite when we ask for help. Good speakers change the way they speak in different situations. The expressions they use might depend on whom they are speaking to or how well they know each other. It is all right to ask your classmates direct questions because you know them well. However, If you
Could You Please ...? When you visit a foreign country, it is important to know how to ask for help politely. For example, you may ask“ Where are the restrooms?” or “Could you please tell me where the restrooms are?” These are similar requests for directions. Both are correct, but the first one sounds less polite.
Using suitable language In different situations, you need to choose and use suitable language based on cultural knowledge.
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Language Points
1. inexpensive 不昂贵的，便宜的 inexpensive形容词,意为“不昂贵的”，其同
义 词为 cheap,反义词为 expensive/dear。 inexpensive是由expensive加上否定前缀in-构 成的。
► The sweater is inexpensive.这件毛衣不贵。
ห้องสมุดไป่ตู้
That is because it is a very direct question. It is not enough to just ask a question correctly. We also need to learn how to be polite when we ask for help. Good speakers change the way they speak in different situations. The expressions they use might depend on whom they are speaking to or how well they know each other. It is all right to ask direct questions to your classmates because you know them well. However, If you say to
Usually polite questions are longer. They include expressions such as “Could you please ...?” or “May I ask ...?” It sounds more polite to say, “Peter, could you please tell me your e-mail address?” than “Peter, tell me your
It might seem more difficult to speak politely than directly. However, it is important to learn how to use the right language in different situations. This will help you communicate better with other people.
your teacher, “When is the school trip?”, this might sound impolite. But if you say, “Excuse me, Mr. West. Do you know when the school trip is?”, this will sound much more polite.
Paragraph 1 Paragraph 2 Paragraph 3 Paragraph 4
• Use more words to help you sound more polite. • It is important to know how to make requests politely. • Good English speakers need to know how to speak politely. • The choice of language depends on the situation and the relationship between the speakers.
A: The food of the restaurant near our school is really delicious.
B: Yes, and it’s inexpensive, too.
A: There are many books and magazines in the city library.
A: The Fine Arts Museum is really interesting.
B: Yes, and it’s beautiful, too.
A: The People’s Park in the middle of our city is really beautiful.
B: Yes, and it’s interesting, too.
interesting quiet beautiful
fascinating uncrowded convenient
inexpensive big
safe clean
Places Qualities
1.restroom clean, 2. museum fascinating
3. restaurant clean
Using suitable language In different situations, you
need to choose and use suitable language based on cultural
knowledge.
2b Read the article
Underline the topic sentence for each paragraph. Could You Please ...?
B: Of course. What kind of food do you like?
A: ...
2a Where do you need to make polite requests? Think of some possible situations. Discuss them with your partner.
B: Yes, and it’s clean and quiet, too.
1a What qualities are important for each place? Write the words from the box next to each place below. Write the most important words first.
When you visit a foreign country, it is important to know how to ask for help politely. For example, you may ask“ Where are the restrooms?” or “Could you please tell me where the restrooms are?” These are similar requests for directions. Both are correct, but the first one sounds less polite.
4. park
interesting
5. subway convenient
6. mall
big
1b Talk about places in your city using the words in 1a.
A: The Fine Arts Museum is really interesting.
Unit 3 Could you please tell me where the restrooms are?
Look at the following pictures.
What qualities are important for each place?
clean restroom
park
她不高兴，是吗？
2. convenient 便利的；方便的 convenient形容词，意为“便利的;方便的”， 其主语不能是表示人的词，常用于句型 It’s convenient for sb. to do sth.，意为“对于 某人来说做某事是方便的”。 It’s convenient for us to start working right now. 我们立刻开始工作是方便的。
beautiful clean
inexpensive convenient safe
mall
museum
interesting quiet
restaurant
delicious, clean
subway
uncrowded clean
Match the adjectives with their opposites.
1d. Listen again. Check your answers in 1c.
1e Role-play the conversations between the clerk and the tourists.
A: Can you tell me where there’s a good place to eat?
(Ⅰ)
(Ⅱ)
1. crowded
A. safe
2. dangerous
B. inexpensive
3. dirty
C. big
4. expensive
D. beautiful
5. small
E. clean
6. ugly
F. uncrowded
Talk about the places in your city, using the words above.
① dis-表示“不;非；相反”，如： like喜欢 — dislike 不喜欢； agree 同意—disagree 不同意。
② in-(im-，ir-)表示“不；非”，如： expensive 昂贵的— inexpensive便宜的； polite礼貌的— impolite不礼貌的; regular有规律的— irregular无规律的。
B: Yes, and it’s beautiful, too.