【推荐】初中英语Unit 11 Could you please tell me where the restrooms are

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【精校版】新目标九年级下Unit11 could you please tell me where the restromms are教案

【精校版】新目标九年级下Unit11 could you please tell me where the restromms are教案

人教版精品英语资料(精校版)U11 Could you please tell me where the restrooms are?单元目标:学习并掌握宾语从句(共4课时)第一课时学习内容:Section A 1a----Grammar Focus学习重点:问路及指路及宾语从句知识点聚焦:1.restroom 公厕,washroom WC. Men’s room 男厕女厕:Women’s room2.shampoo 洗发剂,香波。

不可数名词a bottle of shampoo buy shampoo3. escalator 电动扶梯,自动扶梯Take the escalator to the second floor=go to the second floor by escalatorlift=elevator 垂直式电梯take the lift to go up and down6. between…and…between 两者之间among在……之间,指三者或三者以上之间7.furniture不可数名词furniture store家具店a piece of furniture一件家具8.exchange student/money//information/experience.交换生/兑换零钱//交流信息/经验。

exchange…..for ….. exchange RMB for dollars.9.问路常用句型。

(1)Excuse me, could you tell methe way to….?how I can get t o….?how to get to….?where…is?(2) Excuse me, which is the way to ……?(3) Excuse me.Is there a ……near here?(4) Excuse me. Where’s……., please? 10.指路常用句型。

九年级英语Unit_11Could_you_please_tell_me_where_the_restrooms_are_练习题及答案

九年级英语Unit_11Could_you_please_tell_me_where_the_restrooms_are_练习题及答案

九年级英语Unit 11 练习题及答案I 找出每个英语单词或短语的汉语意思。

1.restroom A.存钱2.shampoo B.兑换钱3.save money C.百货商店,百货公司4.trouble D.洗发香波5.exchange money E.药店,杂货店6.hand in F.使烦恼,麻烦,打扰7.department store G.公共厕所,休息室8.drugstore H.交上;提交;呈送II.根据句意及首字母提示填空。

1.These vegetables are very f .I picked them this morning.2.He was very ill, but the doctor says he is s now.3.We'll have a surprise party and I'll dress up as a c .4.Walk about one b and you'll find the hotel.5. Be careful! Take the e to the second floor.6.There is a d store on the street. I usually buy things in it.7.I don't want to e an egg for an apple.III根据句意及所给汉语提示,写出英语单词。

1.—Can you go to the supermarket with me now?—OK. But we'd better go there an hour later. It's _______ (不拥挤).2.Look.There is a water _______ (水滑道).Let's go and play there.3.—Did you go and watch the play?—Yes. Jim played a _______ (小丑) and did a good job.4.There are some _______ (药店) on both sides of the road.5.That boy has a good_______ (想像力).He often comes up with good ideas.ing too much _______ (洗发香波) is bad for your hair.IV根据句意,用方框内所给单词的适当形式填空。

九年级英语Unit 11 could you please tell me where the restrooms are 教学设计(4课时)

九年级英语Unit 11 could you please tell me where the restrooms are 教学设计(4课时)

2013-2014第一学期初中英语电子备课主题单元教学设计表单元标题Unit 11 could you please tell me where the restrooms are ?学校年级九年级主备教师联系电话复备教师联系电话备课项目分值设计区域备课标与教材单元5分课标与教材(单元)的联系。

1、听:能提取“places and some of the directions 等”信息;能记录相关信息。

2、说:能询问、提供“places and some of the directions”信息,表达自己的观点;3、读:能运用skim\scan\careful reading阅读策略,从3a中获取advantages and disadvantages of going to the mall的相关信息,从reading中获取how to make a polite request的信息。

能正确、连贯、流畅地朗读课文。

4、写:能写出(a guide to your city \ town )的短文;5、理解和领悟本单元词语的基本含义,使用这些词汇描述gettingaround ;掌握宾语从句的结构和表意功能;掌握询问方向和指点方向的方式。

5分分析教材(单元)的重点和难点。

1、听:能提取“places and some of the directions 等”信息;能记录相关信息。

2、说:能询问、提供“places and some of the directions”信息,表达自己的观点;3、读:能运用skim\scan\careful reading阅读策略,从3a中获取advantages and disadvantages of going to the mall的相关信息,从reading中获取how to make a polite request的信息。

能正确、连贯、专题一流畅地朗读课文。

九年级英语上册 Unit 11《Could you please tell me where t

九年级英语上册 Unit 11《Could you please tell me where t

在希望得到肯定答复的疑问句中,以及 在含有表示建议、请求和征求意见语气 的疑问句中, 常用some和something, 而不用any和anything。 【例】
(1)Could you lend me your motorbike, please?
请把你的摩托车借给我好吗?
(2) Could you tell me something about yourself. 请谈谈你自己好吗? (3) Would you like to have some apples? 你们要吃苹果吗?
Sure. Excuse me . Do There’s a ____ on you know where I bank ________ can __________? Main Street save money _. Excuse me. Yes. There’s a post office on Could you tell me _________ where I can ____________. Center Street ______________ buy some stamps
1a Where you can do the following things? Match each thing with a place in the picture.
__buy shampoo __get some information about the town __get some magazines __buy some writing paper __make a telephone call __buy some stamps __get a dictionary __save money

九年级英语新目标上Unit 11 Could you please tell me 辅导及单

九年级英语新目标上Unit 11 Could you please tell me 辅导及单

九年级英语新目标上Unit 11 Could you please tell me
辅导及单
九年级英语第十一单元测试题
Unit 11 Could you please tell me the restrooms are?
一.语法复习:
1. 宾语从句的概念
宾语是句子的重要成分之一,在多数情况下,是由名词性的词类充当的。

如果宾语部分是由一个句子充当的话,则被称为宾语从句。

我们以前学过的
间接引语实质上就是宾语从句。

如:Mary said that she was going to visit Hong Kong.(that 引导的宾语从句)
宾语从句三件事,时态语序连接词;
主从时态要一致,陈述语序才合适;
一般问句做从句,连接词if 别忘记;
特殊问句做宾从,特殊问词莫漏掉。

2. 宾语从句的三要素--时态、语序、连接词
(1)时态:主句和从句的时态必须保持一致。

即主句为一般现在时,从句
可根据需要选择各种时态;
如果主句是一般过去时,从句只能用过去的某种时态(包括一般过去时、
过去进行时、过去完成时、过去将
来时等)。

e.g. We’re sorry to hear that your mother ill.(主句是一般现在时,从句一般现在时)
听说你母亲病了,我们很难过。

九年级英语下教案人教版Unit 11 Could you please tell me where the restrooms ar

九年级英语下教案人教版Unit 11 Could you please tell me where the restrooms ar

Unit 11 Could you please tell me where the restrooms are?Part 1: Teaching design (第一部分:教学设计)SECTION AGoals●To learn to use Indirect questions●To learn to tell about placesProceduresWarming up by learning grammarHello everyone. I am a strange here in this city. Could you tell me how toAll right, I am telling a lie to you. I am not new here. I said sojust to help you learn to use the Indirect questions.Now turn to page 87 first and look at the three sentences in theGrammar Focus.Have you noticed the word “where”and “how”used in the sentences. Thequestions introduced by them are called the Indirect questions.Now in pairs make similar sentences with “where” and “how”.1a Matching things with placesOn page 86 is a picture of a city. A visitor is asking someone questions about things to do at certain places. Now look at the picture and match each thing with a place.1b Listening and completingIt is difficult to get around in a new place. Now listen to the recording and complete the dialogue in the picture on page 86.Write your words here in the speech bubbles.the Indirect questions.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 come and listen to the directions for going shopping around a new city.While listening please number the directions in the order that you hear them.Indirect questions and underline the useful expressions.2b Listening and drawingDo you like drawing. Now listen to the recording again to draw aline on the picture on page 87 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 87.Now read aloud the conversations again to the Indirect questions and underline the useful expressions.3a Reading and listingOn page 88 is an article about going to a mall. Now read it to list the advantagesand underline the useful expressions.They’re all at the mall.After school, a lot of young people go to the mall. We decidedto talk to some students about why they go there.Interviewer: Why do you go to the mall?Yu Yue:I go to the mall because my friends hang out there. But I don’treally like it.Interviewer: Oh? Why not?Yu Yue: The air isn’t fresh. I prefer being outside. Also, it’s usually crowd ed. Interviewer: And how about you?Li Jun: Oh, I love the mall. There’s always something happening. There are a lot of free concerts there. It’s also just fun to watch people.Hu Peng: I like the mall, too. I like to go in the music store and listen to CDs. I also like to look at books in the bookstore.Yu Yue: Well, when I go into stores I always spend too much money!3b Doing groupworkWhere do you usually hangout with friends? What are the advantages and disadvantages of hanging out at your house, at a mall or at your school? Now in groups talk about them.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.Closing down by looking and sayingTo bring the period to an end let’s look at the picture and talk about things happening in it.。

人教版九年级英语课件Unit 11 Could_you_please_tell_me_where_the_restrooms_are课件

人教版九年级英语课件Unit 11 Could_you_please_tell_me_where_the_restrooms_are课件
Sure. There’s library on Center Street.
Could you please tell me where I can save money ?
Sure. There’s a bank on Main Street.
1
3
2 4
Excuse me. Do you Sure. There’s a bank know where I can ________ on Main Street ______. save money _______________?
Could you please tell me where the cafe is ?
Sure.It’s on Main Street.
Where is the library?
Could you please tell me where the library is ?
Sure. It’s on Center Street.
Sure. There’s a department store on Main Street.
Could you please tell me where I can buy some stamps ?
Sure. There’s a post office on Center Street.
Could you please tell me where I can get a dictionary ?
on, on Center Street.
请问你能告诉我洗手间在哪 儿吗?
buy some stamps
buy some books / magazines / dictionaries

九年级英语Unit11英文教案Couldyoupleasetellme教案

九年级英语Unit11英文教案Couldyoupleasetellme教案

Unit 11 Could you please tell me where the restrooms are?The First PeriodⅠ. Teaching Aims and Demands1. Knowledge Objects(1) Key Vocabularyrestroom, shampoo, stamp(2) Target LanguageExcuse me. Can you please tell me where I can get a dictionary?Sure. 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?: Where’s the main office?S1T: 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: Can you tell me where the main office is?sT: That’s correct. Now let’s say you want to know where Classroom 1 is. How can you ask?S: Can you tell me where Classroom 1 is?2T: Good! There’s another polite way you can ask: Could you tell me how to get to Classroom1? 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 usuallyhang 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 correctthem.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. Insome 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 reasonsin 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.。

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【本讲教育信息】一. 教学内容:across from 在……对面9. hang out with sb. 和某人闲荡10. dress up 穿上盛装;打扮get dressed 穿衣服dress oneself 给自己穿衣服dress up as clowns 打扮成小丑11. both …and………与……都(两者都)12. take dance lessons 上舞蹈课13. ask for information / help 寻求信息/帮助14. similar requests 同样的提问15. make requests 提出要求16. change the way we speak 改变我们说话的方式17. depend on 取决于18. lead in to a question 引入一个问题19. be sorry to do 遗憾做……本句是there be句型的一个固定结构,即there be+sb./ sth.+doing sth.,意为“有……在做……”。

My friend said there was a truck collecting rubbish outside.我的朋友说外面有一辆卡车正在收集垃圾。

There is a Mr Wang waiting to see you outside your office.有一个姓王的人在门外等着要见你。

【即学即用】There are many students magazines in the reading-room.A. readB. to readC. readingD. are reading知识拓展◎there be+sb. /sth.+to do sth.,表示“主语将做某事”。

There will be some Australian students to come to our class.有几个澳大利亚的学生要到我们班里来。

◎根据意思上的需要,可以将there be句型中的be换成其他含有“存在”意义的不及物动词或词组。

常见的这类动词(词组)有:lie, live, stand, appear, seem to be等。

例如:There stands a big tree in front of the house. 那座房子前有一棵大树。

There seems to be a misunderstanding between us. 我们之间好像有些误解。

3. I also like to look at books in the bookstore. 我也喜欢在书店里看书。

(Section A, 3a)汉语的“看书”既可表示“阅读”的意思,也可表示“翻看一下”,“随便看看”的意思。

英语的表达在词语上就有所不同了。

请“看”区别。

He looks at that book, takes it down and reads it carefully.他看了看那本书,然后拿下来,认真地读了起来。

looks at that book与read it(the book)在内容上是完全不同的。

look at that book仅指“看书”,用来表示“看了看”,不是以阅读为目的;而read it(the book)则是“读了读”书中的内容。

4. Go past the park and turn left onto Oak Street.走过公园,然后向左拐到橡树街。

(Section A, 4)go past the park...是一种指路方式,go past表示“走过”的意思,past是介词,意为“途经”,“经过”。

When she went past the parking, Mary saw a man standing at a new car.当玛丽走过停车场时,看见一个人站在一辆新车旁。

【友情链接】常见的指路表达方式有:Walk along/down this road, and take the first crossing on the right.沿着这条路向前走,在第一个十字路口向右拐。

Go along this street, and turn right.顺着这条路向前走,然后向右拐。

Walk on and turn left, and you will see the tall building on the right.继续向前走,然后左拐,在右边你就会看见那栋高楼了。

Go along/down this street to the traffic lights, and turn left.沿着这条路向前走,一直到交通灯处,然后向左拐。

5. …and eat at Uncle Bob’s. ……在鲍伯叔叔的小店吃饭。

(Section B, 3a)当名词表示店铺、办公室或某人的家时,名词所有格所修饰的名词常常省去。

Uncle Bob’s是名词“’s”所有格的一种特殊用法。

在表示店铺,餐馆,某种职业,某人的家等名词的所有格后面的名词,常可以省略。

如at the doctor’s=at the doctor’s clinic“在大夫的诊所”;at Mr Green’s=at Mr Green’s home“在格林先生家里”。

特别提示在表示店铺、场所及姓氏的名词前,要用定冠词the,在表示称呼语的名词前,要加物主代词。

at the barber’s “在理发店”;at my uncle’s “在我叔叔家”6. They have organized games and the staff dressed up as clowns. 他们组织游戏活动,工作人员打扮成小丑的模样。

(Section B, 3a)◎dress作为及物动词,指穿衣服的动作,后面不用表示衣服的名词作宾语,但可用指人的名词或代词作宾语,表示给某人穿衣服。

She dressed her children quickly.她很快给孩子们穿上衣服。

◎dress的过去分词dressed与get连用表示“穿上衣服”。

Let’s get dressed and leave at once.咱们穿好衣服马上出发。

◎dress up是“化装”,“穿上盛装”,“打扮”的意思。

They all dressed up as PLA men.他们都打扮成解放军的模样。

She likes to dress up for a party.她喜欢把自己打扮得漂漂亮亮去参加晚会。

【即学即用】改错:我不知道你是否能帮我一下。

She wondered whether you were free that morning.她不知道那天上午你是否有空。

【即学即用】We all how he made such great progress in a short time.A. believedB. thoughtC. decidedD. wonderedI wonder it is true or not.A. thatB. ifC. whetherD. what六. 语法:宾语从句闯3关宾语是句子的重要成分之一,在多数情况下,是由名词性的词类充当的。

如果宾语部分是由一个句子充当的话,则被称为宾语从句。

我们以前学过的间接引语实质上就是宾语从句。

含宾语从句的句子是最常见的复合句之一,要想真正掌握宾语从句的用法,必须把握三个关键点:⑦David says he (like)Chinese food very much.⑧I know that you (have)a meeting next week.★如果主句是一般过去时,则宾语从句通常选用相应的过去时态。

【小试身手】改为含有宾语从句的复合句:⑨“I have been to Beijing,” Lucy said.Lucy said she to Beijing.★如果从句叙述的是永恒的真理或客观事实,从句仍用一般现在时。

【小试身手】单选:⑩Our physics teacher told us light faster than sound last term.A. travelsB. travelC. traveledD. traveling参考答案:①that; works ②if / whether; had ③what you mean ④where I wanted⑤错误。

is he→ he is⑥无错误。

注意:当who在从句中作主语时,语序本来就是陈述语序,因此本句不必变动。

I didn’t understand . So I raised my hand to ask.(2007河北邢台)A. what my teacher saysB. what does my teacher sayC. what my teacher saidD. what did my teacher say【要点简析】该题考查时态和语序。

如果主句是一般过去时,则宾语从句通常选用相应的过去时态。

排除A、B两项。

宾语从句要用陈述语序。

排除D项。

选C。

考点4. in order toIn order the world a friendly place, one must show a friendly face.(2007四川乐山)A. makesB. makingC. to makeD. make【要点简析】in order to 意思是“为了……”,后接动词原形,表示目的,其否定形式是在to前加not,即in order not to。

选C。

考点5. 名词所有格根据所给的汉语意思,写出单词的正确形式:A. waitB. waitingC. waitedD. waits﹡11. The boy will tell us he saw and heard in America.A. whatB. thatC. whenD. where12. Look! They are having fun with the ball.A. playB. to playC. playedD. playing13. They have spent many hours through the History Museum.A. to walkB. walkingC. to walkingD. walked14. Long, long ago people didn’t know that the earth around the sun.A. movesB. movedC. was movingD. move15. —Excuse me, could you please show me how to use this MP4 player?—.A. Certainly! It’s here.B. Yes, you canC. Sure, with pleasureD. Not at all﹡II. 完形填空Museums are often full of interesting and beautiful things, but in most museums you can onlygot out. The other frogs asked him, “Why did you go on jumping?”The frog explained to them that he was deaf. He thought they were encouraging him all the time.26. When two of the frogs fell into a deep pit, the other frogs ______.A. told them to jump out of the pitB. told them it was impossible to get outC. told them to keep on jumpingD. encouraged them to jump out of the pit27. The two frogs ______ at first.A. accepted their adviceB. gave up jumping up out of the pitC. still kept jumpingD. argued with the others28. Which one of the following statements is true?A. The two frogs got out of the pit at last.B. The two frogs did as the others told them to do.C. One stopped jumping and died, and the other succeeded at last.D. One fell down and died, and so did the other.29. The frog that was safe at last was ______.A. deafB. foolishC. boringD. blind30. The story told us ______.A. the frog could jump out of the pit because the other frogs encouraged it to do soB. we shouldn’t give a man any advice when he is doing somethingC. we should listen to other people’s advice whatever we doD. words could encourage a man to overcome(战胜)any difficulties, but they could also make a man lose heart to winBMr Green and Mrs King worked in the same office. Mr Green worked hard and was paid more. He cared about nothing except the prices. Every afternoon, as soon as he left the office, he bought some newspapers first. He read only the prices carefully. Then he walked home. Of course, on his way, he always went to the shops where the cheapest things were sold and chose something useful. And he was often tired when he got home. His fat wife then usually praised him. When he was happy, his wife told him to do some housework. The next morning the man always told Mrs King how his wife praised him.One morning Mr Green came into the office with a newspaper. Pointing to a piece of news, he said to Mrs King, “Look! The price of petrol has gone up again!”“What are you worried about, Mr Green?”said Mrs King. “You have no car and you’ve never taken a bus!”“But I have got a lighter(打火机), you know!”31. Mrs King was Mr Green’s ______.A. wifeB. daughterC. classmateD. workmate32. Every afternoon Mr Green bought newspapers to ______.A. read some interesting storiesB. see the pricesC. know the results of the matchesD. read something about his work33. Mr Green went home ______ every day.A. by busB. by carC. on footD. by train34. Mrs Green praised her husband because ______.A. he was happy to do some houseworkB. he got home on timeC. he bought something both cheap and usefulD. he was paid more35. That morning ______ made Mr Green worried.A. the newspaperB. the price of the newspaperC. his lighterD. the price of petrol﹡CLight reflectingYou cannot see any object unless light from that object gets into your eyes. Some of theA: Excuse me. Could you please tell me where the nearest museum is?B: Well, it’s a bit far. You can go along the street, then take the first turning on the right, walk on and you’ll find one there. 41A: Oh, thanks. 42B: It should be open now. It opens at 8:00 am.A: Good. 43B: Which bus? I don’t know. You may ask the policeman over there. 44A: OK. By the way, where’s the nearest McDonald’s, do you know? B: Right behind you. See that sign.A: Oh, thanks a lot.B: 45A. And can you tell me which bus I should take?B. Do you know at what time it opens?C. He must know that.D. You’re welcome.【试题答案】I. 1~5 ACCBA 6~10 CBDCB 11~15 ADBAC II. 16~20 BBCDB 21~25 ACADDIII. 26~30 BCCAD 31~35 DBCCD 36~40 BCCAC IV. 41~45 FBACD。

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