九年级英语导学案--- Unit11 Could you please tell me where the restrooms are
九年级英语全册《Unit 11 Could you please tell me w
《Unit 11 Could you please tell me where the restrooms are》（第4课时）教案课题 Unit11 Could you please tell me wherethe restrooms are ?讲课教师：学科： English 课时：4 总课时数：７６教学目标知识与技能(1)Key Vocabulary :uncrowded , indxpendive(2)Target Language : Can you tell me where there’s a good place toeat .(3)Train students’writing and speaking ability .过程与方法(1)Parwork to make wver y student work in class .(2)Listening method .情感态度与价值观When you ask for information , you should be polite . After you get l elp , You should say “Thank y ou .”教材分析教学重点Can you tell me where there’s a good place to eat ?Of course . What kind of food do you like ?教学难点(1)How to imprve students’ writing and speaking ability .(2)How to use the target language .教学过程教师活动学生活动备注（教学目的、时间分配等）Leading in:Check homework , get some students to read out their writings about careful directions from the school to each plac e . collect theijr writings and help correct any errors .Step1 1aThis activity provides reading and riting practice using the target language . Go through the Listen carefully and dolike that .Notes :Inexpensive ----- not expensive ;Uncrowded---not crowded5’教师活动学生活动备注（教学目的、时间分配等）Intructions .Step2 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 . Now work with a partner .Step3 2aT his activity provides listening practice using the target language . Point to the picture and ask students to tell what is happening . If necessary , explain thet the scene shows a family on vacation . They ate asking the man for information about various things to do in Sunville .Go through the instructions and point to the chart . Do like this :S1: The Fine Arts Museum is really interesting .S2: Yes , and it’s beautiful ,too .Listen to the tape .Andthen check the answer . Conversation 1:restaurants Conversation 2:restroomsConver sation 3:museums8’10’Step4 2bThijs activity provides guided listening practice using the target language . Read the instructions and point to the chart .Play the tape .Then check the answers .Step5.2cThis activity provides guided oral prctice u sing the target language .Read the instructions . Role play the conversations you hear on the tape .Step6 SummaryIn this class , we’ve learned some key vocavulary , such as uncrowded inexpensive and so on . Listen to the tape . Thenwrite their a nswers in the blanks alo ne .Read the following:A: Can you tell me where there’s a good place toeat ?B: Of course . What kind offood do you like ?10’10’2’Unit 11 Could you please tell me where the restrooooms are ? A: Can you tell me where shere’s a good place to eat ?B: Of course . What kind of food do you like ?教学后记：。
九年级英语unit11英文教案couldyoupleasetellme教案
Ⅰ． 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?S: Where’s the main office?1T: 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?: Can you tell me where the main office is?SsT: That’s correct． Now let’s say you want to know where Classroom 1 is． How can you ask?: Can you tell me where Classroom 1 is?S2T: 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?: Could you tell me how to get to Classroom 1?SsT: That’s right． Very good．Step Ⅱ 1aGo through the instructions with the class．Read the list of things to the class． To review the meaning of each item on the list, invite different students to say each phrase in their own words．Point to the lettered parts of the picture one by one．Ask a student: What kind of place is this?What do they sell there? Do we have one in our community? What is the name of the one in our community?Point out the sample answer． Say, The letter c is in front of the words buy shampoo because you could buy shampoo in a department store． There may be more than one correct answer for some blanks．While students are working, move around the room offering help as necessary．Step Ⅲ 1bRead the instructions to students． Point out the two conversations that are shown in the picture．As you listen, fill in the blanks with words you hear in the recording．Play the recording the first time．Students only listen．Play the recording a second time．This time ask them to fill in the blanks with the words you hear．Check the answers with the whole class．Step Ⅳ 1cRead the instructions to the class．Point out the list of things people need and the pictures of the places in activity 1a． Say． Look at activity la． Have a conversation with a partner． Ask your parter politely where you can do these thing and then answer your partner’s questions．As students work, listen to some pairs in order to check the progress and help with pronunciation as needed．After students have had a chance to practise several exchanges, ask some pairs to come to the front of the classroom and act out their conversations．Step Ⅴ HomeworkReview the target language．The Second PeriodⅠ． Teaching Aims and Demands1． Knowledge Objects（1） Key Vocabularyescalator, furniture, exchange money, elevator（2） Target LanguageExcuse me． Do you know where I can exchange money?Sure． There’s a bank on the secondfloor． Take the escalator to the second floor and turn right． The bank is next to the bookstore．2． Ability Objects（1）Train students’ listening ability．（2）Train students’ communicative competence．3． Moral ObjectsIf someone asks you how to get to the place he wants to go to, you should tell him the way correctly．Ⅱ． Teaching Key Points1． Key Vocabularyexchange money2． Target LanguageExcuse me． Do you know where I can exchange money?Sure． There’s a bank on the second floor．3． StructuresDo you know where I can buy shampoo?Could you tell me how to get to the post office?Can you please tell me where I can get a dictionary?Ⅲ． Teaching Difficult Points1． Indirect questions．2． How to improve students’ listening ability．Ⅳ．Teaching ProceduresStep Ⅰ RevisionCheck homework．Step Ⅱ 2aRead the instructions and point to the list of directions．Get students to name the items in the picture such as escalator, elevator, shoe store, and so on．Play the recording． Students only listen．Tell them that the picture may help them understand what they are hearing．Play the recording again． This time ask students to write a number next to four of the directions．Check the answers with the whole class．Step Ⅲ 2bPoint to the picture． Say, now you will hear the recording again． This time show where the boy went as he followed the directions to the drug store． Draw a line on the picture in your book．Play the recording again and ask students to draw the line on their own． Check the answer with the class．Step Ⅳ 2cAsk a pair of students to read the sample conversation aloud to the class．Read the instructions aloud． Say． Make conversations using information about the places in the picture with your partners．As students work, move around the classroom checking the progress of the pairs and offering help as needed．Ask one or two pairs to say their conversations to the class． Ask the rest of the class to look at the picture as they listen．Step Ⅴ HomeworkAsk the students to write three sentences with the starters of the structures．The Third PeriodⅠ． Teaching Aims and Demands1． Knowledge Objects（1） Key Vocabularyhang out, fresh, advantage, disadvantage, block（2）Target LanguageGo out the front door and take a right． Walk about three blocks． Go past the park, and turn left onto Oak Street．3． Moral ObjectsAnything has both advantages and disadvantages． We should treat everything correctly．Ⅱ． Teaching Key PointTrain students’ listening, speaking, reading and writing ability．Ⅲ． Teaching Difficult PointsHow to improve students’ integrating skills．Ⅳ． Teaching ProceduresStep Ⅰ RevisionT: Yesterday we learned the structures．Do you know where…? Could you tell me how to get to…? Can you please tell me where…? Now who can make sentences by using the structures?Step Ⅱ 3aRead the instructions． Point out the blank lines under the words Advantages and Disadvantages below the interview．You will write your answers in these blanks．Read the first two sentences at the top of the article．Explain that the interviewer will talk to several teenagers．Get students to read the interview on their own quickly．When they have finished, ask if there are any words or sentences they don’t understand． If there are, explain them．Ask students to read the interview again and write the advantages and disadvantages． Check the answers with the whole class．Step Ⅲ 3bRead the instructions． Point out the conversation in the box and invite two students to read it to the class．Point out the list of advantages and disadvantages in Activity 3a． Say, You can use these items and any other items you can think of as you talk about places you usually hang out．Ask students to work in groups of four or five． As they work, move around the classroom helping the groups as necessary．Make sure they talk about both advantages and disadvantages．Ask several groups to act out part of their conversation to the class．Step Ⅳ 4Read the instructions to the class． Get students to look back at the picture and activities on the first page of this unit．Point out the sample language in the box． Invite a student to read it to the class．Ask students to say the names of some stores and other places in the community and write them on the board． Say,Each group can choose three of these places to write about, or you can choose another place you know ofWrite careful directions from the school to each place, but do not say the name 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．Step Ⅱ 1aGo through the instructions with the class．Read the words in the box to the class and ask if there are any of these words that students don’t understand． If so, help students to explain the meaning of the word．Then read the instructions again and point out the sample answer． Get a student to read the sample answer to the class． Point out that students can also write other words after the word clean．Ask students to write words from the box in the blanks on their own． Help students if needed．Correct the answers by having students read what qualities he or she listed．Step Ⅲ 1bRead the instructions to the class．Point out the example in the box． Invite two students to read it to the class．Now work with a partner． Look at the words in the box and use them to talk about places in your own city． As students talk, move around the classroom checking their work． Offer language support as needed．Invite several pairs of students to say their conversations to the class．Step Ⅳ 2aPoint to the picture and ask students to tell what is happening． If necessary, explain that the scene shows a family on vacation． They are asking the man for information about various things to do in Sunville．Go through the instructions and point to the chart．Play the recording． Students only listen the first time．Play the recording again． Ask students to write the places people ask about．Check the answers with the whole class．Step Ⅴ 2bRead the instructions and point to the chart．You will hear the same recording again．This time listen carefully to the answers the cleck gives． Write the answers in the blanks alone．Point out the sample answer．Play the recording again． Ask students to write their answers in the blanks．Check the answers．Step Ⅵ 2cPoint to the sample conversation． Invite two students to read it to the class．Read the instructions． Role play the conversations you hear on the tape．Get students to work in pairs． Move around the room checking the progress of the pairs and offering help as needed．Ask one or two pairs to say their conversations to the class．Step ⅦHomeworkTalk about some places using the words in la, then write down the conversations．The Fifth PeriodⅠ． Teaching Aims and Demands1． Knowledge Objects（1） Key Vocabularywater slide, clown, dress up, have fun（2） Practise reading an article．（3） Practise writing something using the target language．2． Ability Objects（1） Train students’ reading ability．（2） Train 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 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 Ⅴ Part 4Go through the instructions with the class．Get students to look back at the guides they wrote in Activity 3c．Ask students to work in groups of four or five students． Let different students play the role of the booth worker and the different tourists． Make sure every student has a chance to participate．Ask one or two groups to say one of their conversations to the class．Step Ⅵ Homework1． Read the article in 3a again．2． Write a guide to our city．The Sixth PeriodⅠ． Teaching Aims and Demands1． Knowledge Objects（1） Fill in blanks and make sentences using beautiful, safe, delicious, convenient, fascinating．（2）Write some questions using the target language．2． Ability ObjectsTrain students’ writing ability．Ⅱ． Teaching Key Points1． Fill in blanks and make sentences．2． Write questions using the target language．Ⅲ． Teaching Difficult PointMake sentences using "beautiful, safe, delicious, convenient, fascinating"．Ⅳ．Teaching ProceduresStep Ⅰ RevisionCheck homework． Ask a few students to read the article in 3a．Then ask a few students to read their guides．Step Ⅱ Part 1Look at the words in the box． Ask a student to read them． Make sure the students understand the meaning of the words． You are to fill in the blanks with the words． In some cases, students may need to use another form of the word, for example adjusting for tense or subject/ verb agreement．Ask students to fill in the blanks on their own．Check the answers．Step ⅢPart 2Go through the instructions with the class．Look at the example with the students．Ask students what the answer would be．Ask a student to read the question and answer it．Excuse me, could you tell me where the bank is, please?The bank is across the street from the shopping malt．Get students to complete the work in pairs．Check the answers． Ask a few students to read their questions．Step Ⅳ Just for Fun!Ask all the students to read the conversation． Ask: What is funny about this cartoon? Help students to explain． A Martian is a person from the planet Mars．There is no such thing as Martian food on Earth, and the clerk looks silly because he is trying to think of where there is a Martian restaurant．Invite some pairs of students to present this conversation to the rest of the class．Step Ⅴ Summary and HomeworkIn this class, we’ve done much writing practice using the key vocabulary words and the target language presented in this unit． After class, please finish the questions in 2 in your exercise books． Then finish the exercises on pages 47～48 of the workbook as well．The Seventh PeriodⅠ Teaching Aims and Demands1． Knowledge Objects（1） Key Vocabularyimage, adventure, jealousy, hero, crime, journey, brave, no longer, show interest in, take it easy, become interested in, plain looks（2）Text:Grown-ups like cartoons, too．2． Ability Objects（1） Fast-reading to get a general idea of the text．（2） Careful-reading to get the detailed information in the text．（3） Learn the words and phrases from the context．Ⅱ． Teaching Key Points1． Key vocabulary．2． Train students’ reading and writing skills．Ⅲ． Teaching Difficult PointTrain students’ reading and writing skills．Ⅳ． Teaching ProceduresStep I Key VocabularySay the words and have students repeat them again and again until they can pronounce them fluently and accurately．Step Ⅱ Part 1Read the title Grown-ups like cartoons, too． To the class． Ask, what do you think the article is about?Look at the picture． Ask students to describe what is happening in the picture．Ask students to answer the five questions． But don’t look at the reading text．Instead, they use their background knowledge to try to answer the questions． As students work, walk around, looking at their progress．When most students finish the task, ask students to answer the questions with a parter．Elicit answers from the students． Ask if other students have the same or different answers． Do not give the correct answers to the students at this point． Wait until students have finished the reading and let them revise their answers accordingly．Step Ⅲ Part 2Read the text quickly, then summarize each paragraph in your own words． As the students are doing this, move around the classroom to make sure they can do the task in English．Ask five students to report their answers．Draw students’ attention to the instructions．Ask students to complete the task individually or in pairs．As they work, walk around the classroom to make sure students discuss their reasons in English．Have students report their answers． Encourage students to use complete sentences．Step Ⅳ Part 3Point to the story． Look at the words indicated in bold． Ask different students to guess the meaning． Don’t give them the correct answers． Ask students to read the article once． Say, pay attention to the bold words and expressions． And note any other words or sentences, you don’t understand． Read in context, guessing 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．。
九年级英语导学案---_Unit11_Could_you_please_tell_me_where_the_restrooms_are
Unit11 Could you please tell me where the restrooms are?Section B第1 课时Section B (I) 听说课学习目标：1. 完成Section B1—2c的学习，进行听力强化训练。
2. 进行听力内容转述训练，进一步加强对单元主题知识的学习。
学习过程：Step 1: RevisionInvite two students to say their conversations in 1b 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 2: 2a1. Point to the picture and ask students to tell what is happening. Explain that the scene shows a family on vacation. They are asking the man for information about various things to do in Sunville.2. Go through the instructions and point to the chart.Say to the class you will hear three different conversations. In all three, the family members are talking to the man in the information booth. Listen to the tape and write what place they ask about in each conversation.Listen to 2a, Fill in the chart.The tourists ask about …Conversation 1 restaurantsConversation 2Conversation 33. Point out the sample answer.Play the tape. Students only listen the first time.Play the tape again. Ask students to write the places people ask about.4. Check the answers with the whole class.AnswersConversation 1: restaurantsConversation 2: restroomsConversation 3: museumsStep3: 2b1. Read the instructions and point to the chart.Listen to 2b, Fill in the chart.The tourists should go to …Conversation 1 Green LandConversation 2Conversation 32. Hear the same tape again. This time listen carefully to the answers the clerk gives. Write the answers in the blanks alone.3. Point out the sample answer.4. Play the tape again. Ask students to write their answers in the blanks.5．Check the answers.AnswersConversation 1: Green LandConversation 2: the corner of Market and Middle StreetsConversation 3: the computer museum6. Rewrite the conversationThere are f_______ people in S_____ family. They are her father, mother, her brother, her sister and her. Tomorrow they want to visit a m_______. Her father like h________ museums. They’re fascinating. Sally thinks History museums are b_____. She wants to go to a s______, but her brother wants to go to a c________ museum. They’re more fun. Her sister wants to go to an a _______ museum. At last they d______to go to the c_______ museum.Step4: 当堂训练一、单项选择：( )1.Central Park is a good place ______. Let’s go there this weekend.A. to have breakfastB. to have funC. to taking a vacationD. to having fun ( )2. ----Where were you yesterday? ---- At my _______.A. uncleB. unclesC. uncle’sD. uncle’( )3.It’s hot. Would you mind my ______ the window?A. to openB. openingC. closeD. closing( )4.Sam enjoys ______ stamps, and now he has 266 of them.A. to collectB. collectedC. collectsD. collecting( )5. I don’t know if it ______ tomorrow. If it ______, I won’t go to school by bike.A. will snow; will snowB. snows; will snowC. snows; snowsD. will snow; snows ( )6.----Do you remember _____ he came here? ----Of course I do. His father drove him here.A. whetherB. whenC. howD. why( )7.My father came back from work while I ____ TV.A. watchingB. was watchingC. were watchingD. am watching( )8. The guide spent a lot of time ______ the tourists to the park.A. leadB. to leadC. leadingD. leads( )9. The child can ______himself without his parents.A. put onB. wearC. have onD. dress二、用所给词的适当形式填空。
九年级英语Unit11 Could you please tell me where the restroo
九年级英语Unit11 Could you please tell me where the restroo九年级英语Uuld you please tell me ware?学案Awledge aim: :the uant words and phraAbility aim: Aation politelaim: Let students gabit of askingation politely.教学重点：识记单词并能熟练运用。
教学难点：掌握问路与指路的用语。
Learning steps::情景导入：Excuuld you please tell me where I can get a dictionary?2:自主学习:1a、Where can you dllowing things ?Match each thing with a plau、2c Pairw:合作互动：3a and 3bRead the article .Then ladvantages and disadvantages of goingall:梳理归纳：w to aation politely?2. save3. exchange4. hang out5. furniture6.take典题赏析1.-Does Ted tell you if he _______next Sunday? -No, he doesn’t .Bu_____, I’ll give you a ring.A. will come; will come B; will; comes D. will come;剖析：本题考查if引导的从句。
第一个if引导的是一个宾语从句，由时间状语next Sunday可知用一般将来时，而后一个if引导的是一个条件状语从句，主句用将来时，从句用一般现在时。
故选D。
2.-Could you please tell me ______?-But No.32 will take you rigA. wHenan Museum B. what Henan Museum is lw can I get to Henan Museum D. which bus I shall take it Henan Museum剖析：本题考查宾语从句。
中学人教版九年级英语 Unit 11 Could you please clean your room 教案
教学目标a.学习谈论家务b.Could用于提出请求；申请许可c.能够口头或书面描述日常活动培养学生热爱劳动，帮助他人的传统美德教学过程一、导入（lead-in）情景再现。
让两名学生站在全班同学面前，教师向其中一位展示一个家务活动的短语图片，并由他表演出来，然后让另一名学生通过他的表演猜测是什么短语。
按照这种形式，向学生更多的图片，让其进行猜测。
说明：结合图片和猜谜，激发学生的好奇心，学生在轻松愉快的气氛中复习了知识，避免了单纯复习的枯燥。
二、教学SectionB-11.1a这一环节介绍了本课的重点词汇，带学生阅读这些词汇，并给出对应的汉语意思。
2.学生自行完成1a部分，教师随机提问几名学生回答，然后教师订正答案。
3.运用1a中的短语学生结组编对话，随机提问几组将所编对话展示出来。
例：T:Teenagers say,Could you clean your room?S:No,I disagree.Parents say,Could you c lean your room?三、教学Section B-2a，2b用学习指导中中学英语人教课标版8年级课后提高中的多媒体课件中的Section B-2a进行下列教学活动。
1.要求学生快速阅读2a，2b的要求，引导学生进行分析信息，听选相关信息。
2.进行听力练习，学生根据录音内容完成2a和2b。
如有错误，教师纠正答案。
3.重放一遍录音内容，学生跟读。
说明：学生通过听力练习，进一步熟悉本课的目标语言四、课上巩固利用多媒体课件中的动画部分，引导学生与电脑中的模拟人物进行对话。
说明：不仅复习了本单元的语言目标，而且学生有身临其境的感觉，增加了学习的趣味性。
五、作业（homework）英汉互译:1.洗餐具________________________________2.处理琐事，干家务______________________3.购物__________________________________4.take out the trash_______________5.make the bed____________________6.fold your clothes___________________。
九年级英语全册 Unit 11 Could you please tell me where the restrooms are(第1课时)导学案
30..She asked me if she _____________(can borrow) the science book.
II单项选择
31.Can you please tell me where ____________ the post office?
2.百货商店________________
3.打电话__________________
4.存钱___________________
5左转__________________
6.右转__________________
7.buy some writing paper _____________
8.乘电梯去二楼____________________
3.学会如何有礼貌地获得信息.
【使用说明与学法指导】
1.预习课本p.86，你认为哪个句型重 要？_________________________ __.
2.预习完课本第86页内容，你还有什么问题？_______________________.
同学们还记得如何把直接引语变成间接引语吗？间接引语也就是什么从句？
【当堂检测】技能拓展应用，搭建晋级平台
I用括号内所给单词的适当形式填空。
26.I’d like to buy s ome _____________ (write) paper.
27.You can take the elevator to the _________ (two ) floor.
28 .We have learnt that the earth ________________(go) around the sun..
unit11could you please tell me where the restrooms are导学案sectionA
教学内容Unit 11 Could you please tell me where the restrooms are? SectionA (1a-2c)学习目标知识目标掌握重点单词和短语，在复习间接引语的基础上进一步学习宾语从句。
能力目标学习几种不同的问路句型，能够礼貌地问路与并能够清楚地指路。
情感目标培养学生养成助人为乐的良好习惯。
重难点几种礼貌问路的方式，宾语从句。
自主学习1.找出下面的短语。
买洗发水________得到一些信息________买些杂志________买些写稿纸________打电话________ 买邮票________存钱________乘电梯到二楼________在A和B之间________向右拐_______2.用1a部分的短语，仿照1c编对话。
3.听组长读2a部分的听力，完成2a部分句子的排序和2b部分的路线图。
3.查资料，了解定语从句。
合作探究1.Go past the bank(区分past和pass) Past prep. 超过；pass v. ①通过②传递；go past=pass路过2.elevator 和escalator（电梯大不同）3.go straight ahead.向前直走4.宾语从句：由一个句子充当宾语，我们称之为宾语从句。
宾语从句的三大要素是：连接词、时态、语序。
Eg：I know the answer. (名词做宾语) I know that Tom gets the answer. (句子做宾语, 叫做宾语从句）✓连接词：that、if/ whether、特殊疑问词(1) 由陈述句变化而来用that引导, that可省略；He said that he liked playing basketball.(2) 由一般疑问句变化而来, 用if或whether引导；He asked me if I liked playing basketball.(3)由特殊疑问句变化而来, 用该特殊疑问词引导。
九年级英语 unit11-15导学案 人教版
学科英语设计者宋小凤审核人技能演练达标测试：一、词汇测试（16%）A.用所给单词的适当形式填空1. The environment __________(pollute) is more and more serious.2.My elder brother decided to go abroad to continue his ___________(educate).dies and ___________(gentle), come this way, I'll show you how to operate the computer.4. You should wear clothes ________ (suit) for the occasion.5. She gave him a ________ (play) tap on the arm.B.根据首字母或汉语提示完成单词1. They just have a ________ (空闲的) room for the guest.2.Look, there is an ___________ (巨大的)animal on the top of the mountain.3.There are so many birds flying above the r_________ of the houses.4.The old man collect waste paper and bottles for r__________.5.The workers are all ___________ (反对)the boss's idea strongly.二.Put the following sentences into English.1.我反对在我们镇上建新的动物园。
2.我发现那里几乎没有人,我感到非常惊讶3. 他们为许多濒危动物提供家园,并且帮助教育公众关心它们。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
Unit11 Could you please tell me where the restrooms are?编写：贾玉兰校稿：贾玉兰Section B第1 课时Section B (I) 听说课学习目标：1. 完成Section B1—2c的学习，进行听力强化训练。
2. 进行听力内容转述训练，进一步加强对单元主题知识的学习。
学习过程：Step 1: RevisionInvite two students to say their conversations in 1b 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 2: 2a1. Point to the picture and ask students to tell what is happening. Explain that the scene shows a family on vacation. They are asking the man for information about various things to do in Sunville.2. Go through the instructions and point to the chart.Say to the class you will hear three different conversations. In all three, the family members are talking to the man in the information booth. Listen to the tape and write what place they ask about in each conversation.Play the tape. Students only listen the first time.Play the tape again. Ask students to write the places people ask about.4. Check the answers with the whole class.AnswersConversation 1: restaurantsConversation 2: restroomsConversation 3: museumsStep3: 2b1. Read the instructions and point to the chart.2. Hear the same tape again. This time listen carefully to the answers the clerk gives. Write the answers in the blanks alone.3. Point out the sample answer.4. Play the tape again. Ask students to write their answers in the blanks.5．Check the answers.AnswersConversation 1: Green LandConversation 2: the corner of Market and Middle StreetsConversation 3: the computer museum6. Rewrite the conversationThere are f_______ people in S_____ family. They are her father, mother, her brother, her sister and her. Tomorrow they want to visit a m_______. Her father like h________ museums. They’re fascinating. Sally thinks History museums are b_____. She wants to go to a s______, but her brother wants to go to a c________ museum. They’re more fun. Her sister wants to go to an a _______ museum. At last they d______to go to the c_______ museum.Step4: 当堂训练一、单项选择：( )1.Central Park is a good place ______. Let’s go there this weekend.A. to have breakfastB. to have funC. to taking a vacationD. to having fun( )2. ----Where were you yesterday? ---- At my _______.A. uncleB. unclesC. uncle’sD. uncle’( )3.It’s hot. Would you mind my ______ the window?A. to openB. openingC. closeD. closing( )4.Sam enjoys ______ stamps, and now he has 266 of them.A. to collectB. collectedC. collectsD. collecting( )5. I don’t know if it ______ tomorrow. If it ______, I won’t go to school by bike.A. will snow; will snowB. snows; will snowC. snows; snowsD. will snow; snows( )6.----Do you remember _____ he came here? ----Of course I do. His father drove him here.A. whetherB. whenC. howD. why( )7.My father came back from work while I ____ TV.A. watchingB. was watchingC. were watchingD. am watching( )8. The guide spent a lot of time ______ the tourists to the park.A. leadB. to leadC. leadingD. leads( )9. The child can ______himself without his parents.A. put onB. wearC. have onD. dress二、用所给词的适当形式填空。
1.We have fun __________ (play) games in the park.2. It took me 3 hours _____________(walk) through the block.3. This is one of _______ (large) water slides in the world.4.Stephen spends an hour ______ (run) every morning.5. The Great Wall is a good place __________ (visit).6. The café may be _______________(convenient) place to meet of all the places.7.Young children enjoy __________(help) with housework.8. There’re about three __________(thousand) students in our school.9. Staying at home on weekends sounds ________(bore). I like doing some-thing exciting.第2课时Section B (Ⅱ) 阅读课学习目标：3a—4学习过程:Step 1: RevisionReview the target language presented in this unit. Check homework.Ask some students to read out their conversations.S1: The park is really clean.S2: Yes, and it’s fascinating, too.S3: The subway is really convenient.S4: Yes, and it’s safe, too.S5:…Step 2: 3a Before readingThis activity provides reading and writing practice using the target language.1.Say to the class: Watertown is a good place for the family to take a vacation.Do you want to go? What can you do there? Let’s go.2.Teach the new words. Show the new words on the screen by a projector.slide v.滑行；滑动water slide 水滑道clown n.小丑；丑角staff n.职员；工作人员；全体职员organized adj.有组织的；安排有序的dress up 盛装；打扮；装饰3. Read the words and have students repeat several times until they can pronounce them fluently and accurately.Step3: While reading:1. Invite 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.2. Ask students to read the article again and complete the chart.Step4: After reading:1. 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. Ask a few students to tell the class about the answers in their chart.Answers:kids teenagers parentseat Clown City Cafe Uncle Bob’s Farmer’s Markethave fun organized games, clowns water slides, rock bands dance lessonslearn Science Museum Sports Museum History Museum3. RewriteWatertown is a great ______ for the family to take a vacation. ______ will want to visit the world’s largest water _______ and ____ at Uncle Bob’s. A different ______ band plays at Uncle Bob’s every night. ________ will enjoy the clown City Café. They have _______ games and the staff dress up ________ clowns. There’s also a lot for ________ in Watertown. If they love good _______ , they can find it at the Farmer’s Market where the food is both delicious and cheap.Step5:当堂训练一、用所给词的适当形式填空1. The slides in Watertown are the ________(large) in the world.2.Every night a ____________(difference) band plays there.3. This is an _________(organize) activity.4. They ______________(dress) up for the party now.5. The children had great fun _________(play) in the water.二、根据汉语意思完成下列句子。