九年级英语全册 Unit11 Could you please tell me where the restrooms are导学案
九年级英语教案Couldyoupleasetellmewheretherestrooms
九年级英语教案"Could you please tell me where the restrooms are?"一、教学目标：1. 让学生能够理解和使用指示代词和方位介词描述位置和方向。
2. 培养学生询问和指路的能力，能够在实际情境中进行交际。
3. 提高学生对日常生活中公共场所的认识和了解。
二、教学内容：1. 词汇：restroom, exit, next to, across from, turn left, turn right, down, up2. 句型：Could you please tell me where the restrooms are? Yes, they are next to the classroom.No, they are across from the library.3. 对话：在公共场所询问和指路的情境对话。
三、教学重点与难点：1. 重点：词汇的掌握和运用，句型的正确使用。
2. 难点：指示代词和方位介词的搭配，询问和指路的情境交际。
四、教学方法：1. 情境教学法：通过设定公共场所的情境，让学生在实际语境中学习和使用英语。
2. 交际教学法：通过角色扮演和小组活动，培养学生之间的交际能力。
3. 任务型教学法：通过完成特定的任务，提高学生的实践能力。
五、教学步骤：1. 导入：教师展示公共场所的图片，引导学生谈论和描述这些场所。
2. 新课内容：教师介绍关键词汇和句型，让学生进行跟读和模仿。
3. 情境练习：教师设定一个公共场所的情境，让学生进行角色扮演，练习询问和指路。
4. 小组活动：学生分小组，编写关于公共场所的对话，并表演给其他小组观看。
5. 总结与作业：教师对本节课的内容进行总结，布置相关的作业，让学生巩固所学。
六、教学评估：1. 课堂参与度：观察学生在课堂活动中的参与情况，包括回答问题、角色扮演和小组讨论等。
2. 语言准确性：评估学生在使用目标语言（词汇和句型）时的准确性。
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．。
九年级英语全册 Unit 11 Could you please tell me where t
Unit 11 Could you please tell me where the restrooms are？The Fourth PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects(1) Key Vocabularyfascinating, convenient, safe, restroom, inexpensive(2) Target LanguageCan you tell me where there's a good 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.3．Moral ObjectsWhen you want to go to some place, first, you must know what kind of place it is and whether you should go there or not.Ⅱ．Teaching Key Points1．Key Vocabularyconvenient, safe, restroom inexpensive2．Target LanguageCan you tell me where there's a good place to eat?Of course. What kind of food do you like?Ⅲ．Teaching Difficult Points1．How to improve students' writing and speaking ability.2．How to use the target language.Ⅳ．Teaching Methods1．Pairwork to make every student work in class.2．Listening method.Ⅴ．Teaching AidA tape recorder.Ⅵ．Teaching ProceduresStep Ⅰ RevisionCheck homework. Get some students to read out their writings about careful directions from the school to each place. Collect their writings and help correct any errors.Step Ⅱ 1aThis activity provides reading and writing practice using the target language.Go through the instructions with the class.Read the words in the box to the class and ask if there are any of these words that students don't understand. If so, help students to explain the meaning 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 studentsread what qualities he or she listed.Sample answersNotes1．inexpensive—not expensive; low—priced2．fascinating—having strong charm or attractionStep Ⅲ 1bThis activity provides guided oral practice using the target language.Read the instructions to the class:Point out the example in the box. Invite two students to read it to the class.S A: The Fine Arts Museum is really interesting.S B: Yes, and it's beautiful, too.Now work with a partner. Look at the words in the box and use them to talk about places in your own city. As students talk, move around the classroom checking their work. Offer language support as needed.Invite several pairs of students to say their conversations to the class.Conversation 1:S A: Guangming Supermarket is really big.S B: Yes, and it's inexpensive, too.Conversation 2:S A: Tianqiao Cinema is very clean.S B: Yes, and it's beautiful, too.Step Ⅳ 2aThis activity provides listening practice using the target language.Point to the picture and ask students to tell what is happening. If necessary, explain that the scene shows a family on vacation. They are askingthe man for information about various things to do in Sunville.Go through the instructions and point to the chart.You will hear three different conversations. In all three, the family members are talking to the man in the information booth. Listen to the recording and write what place they ask about in each conversation.Point out the sample answer.Play the recording. Students only listen the first time.Play the recording again. Ask students to write the places people ask about.Check the answers with the whole class.AnswersConversation 1 : restaurantsConversation 2 : restroomsConversation 3 : museumsTapescriptConversation 1Boy 1: Could you tell me where there's a good place to eat?Clerk: Of course. There are a lot of good restaurants in Sunville. What kind of food are you looking for?Boy: Vegetarian.Clerk: I'd try Green Land. They have delicious salads.Conversation 2Girl: Do you know if there are any public restrooms around here?Clerk: Yes. You'll find some at the corner of Market and Middle Streets.Girl: Ummm … are they clean?Clerk: Oh, yes. They're very clean.Conversation 3Mother: Could you tell me if there is a good museum in Sunville?Clerk: Well, we have several. What kind of museums do you like—History? Science? A children's museum?Father: How about history? I like history museums. They're fascinating.Girl 1: Oh, Dad! History museums are boring. Let's go to a science museum.Boy 2 : Science? We always go to science museums. I don't like science museums. I want to go to a children's museum. They're more fun.Girl 2: Well I'm too old for a children's museum. Why don't we go to an art museum?Clerk: Why don't you go to the computer museum? There are a lot of fun things for children there. You can learn all about the history of computers, as well as learn about science.Family: That's a great idea! Let's go there. How do we get there?Step Ⅴ 2bThis activity provides guided listening practice using the target language.Read the instructions and point to the chart.You will hear the same recording again. This time listen carefully to the answers the cleck gives. Write the answers 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.AnswersStep Ⅵ 2cThis activity provides guided oral practice using the target language.Point to the sample conversation. Invite two students to read it to the class.S A: Can you tell me where there's a good place to eat?S B: Of course. What kind of food do you like?Read the instructions. Role play the conversations you hear on the tape.Get students to work in pairs. Move around the room checking the progress of the pairs and offering help as needed.Ask one or two pairs to say their conversations to the class.Step Ⅶ SummaryIn this class, we've learned some key vocabulary, such as safe, convenient and so on. We've also learned the target language by listening and speaking: Step Ⅷ HomeworkTalk about some places using the words in 1a, then write down the conversations.Step Ⅸ Blackboard DesignUnit 11 Could you please tell mewhere the restrooms are?Section BThe Fourth Period1．Answers to Activity 2bThe tourists should go to …Conversation 1 Green LandConversation 2 the corner of Market and Middle StreetsConversation 3 the computer museum2．Target languageA: Can you tell me where there's a good place to eat?B: Of course. What kind of food do you like?。
Unit 11 Could you please tell me where the restrooms are 教案 2
Unit 11 Could you please tell me where the restrooms are?The First PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key V ocabularyrestroom, shampoo, stamp（2）Target LanguageExcuse me．Can you please tell me where I can get a dictionary? Sure．There’s a bookstore on River Road．2．Ability Objects（1）Train students’ listening ability．（2）Train students’ communicative competence．3．Moral ObjectHelping each other is very important．It is a good quality．Ⅱ．Teaching Key PointTarget LanguageⅢ．Teaching Difficult Points1．How to train students’ listening ability．2．How to train students’ communicative competence．Ⅳ．Teaching ProceduresStep ⅠRevisionT: Y ou’re new to this school．Y ou need to know where the main office is．How can you ask where the main office is?S1: Where’s the main office?T: That’s one way to ask．But there is a more polite way you can ask．Y ou can say, "Can you tell me where the main office is?" Class repeat．Can you tell me where the main office is?S s: Can you tell me where the main office is?T: That’s correct．Now let’s say you want to know where Classroom 1 is．How can you ask?S2: Can you tell me where Classroom 1 is?T: Good! There’s another polite way you can ask: Could you tell me how to get to Classroom 1? Class repeat．Could you tell me how to get to Classroom 1?S s: Could you tell me how to get to Classroom 1?T: That’s right．V ery good．Step Ⅱ1aGo through the instructions with the class．Read the list of things to the class．To review the meaning of each item on the list, invite different students to say each phrase in their own words．Point to the lettered parts of the picture one by one．Ask a student: What kind of place is this?What do they sell there? Do we have one in our community? What is the name of the one in our community?Point out the sample answer．Say, The letter c is in front of the words buy shampoo because you could buy shampoo in a department store．There may be more than one correct answer for some blanks．While students are working, move around the room offering help as necessary．Step Ⅲ1bRead the instructions to students．Point out the two conversations that are shown in the picture．As you listen, fill in the blanks with words you hear in the recording．Play the recording the first time．Students only listen．Play the recording a second time．This time ask them to fill in the blanks with the words you hear．Check the answers with the whole class．Step Ⅳ1cRead the instructions to the class．Point out the list of things people need and the pictures of the places in activity 1a．Say．Look at activity la．Have a conversation with a partner．Ask your parter politely where you can do these thing and then answer your partner’s questions．As students work, listen to some pairs in order to check the progress and help with pronunciation as needed．After students have had a chance to practise several exchanges, ask some pairs to come to the front of the classroom and act out their conversations．Step ⅤHomeworkReview the target language．The Second PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key V ocabularyescalator, furniture, exchange money, elevator（2）Target LanguageExcuse me．Do you know where I can exchange money?Sure．There’s a bank on the secondfloor．Take the escalator to the second floor and turn right．The bank is next to the bookstore．2．Ability Objects（1）Train students’ listening ability．（2）Train students’ communicative competence．3．Moral ObjectsIf someone asks you how to get to the place he wants to go to, you should tell him the way correctly．Ⅱ．Teaching Key Points1．Key V ocabularyexchange money2．Target LanguageExcuse me．Do you know where I can exchange money?Sure．There’s a bank on the second floor．3．StructuresDo you know where I can buy shampoo?Could you tell me how to get to the post office?Can you please tell me where I can get a dictionary?Ⅲ．Teaching Difficult Points1．Indirect questions．2．How to improve students’ listening ability．Ⅳ．Teaching ProceduresStep ⅠRevisionCheck homework．Step Ⅱ2aRead the instructions and point to the list of directions．Get students to name the items in the picture such as escalator, elevator, shoe store, and so on．Play the recording．Students only listen．Tell them that the picture may help them understand what they are hearing．Play the recording again．This time ask students to write a number next to four of the directions．Check the answers with the whole class．Step Ⅲ2bPoint to the picture．Say, now you will hear the recording again．This time show where the boy went as he followed the directions to the drug store．Draw a line on the picture in your book．Play the recording again and ask students to draw the line on their own．Check the answer with the class．Step Ⅳ2cAsk a pair of students to read the sample conversation aloud to the class．Read the instructions aloud．Say．Make conversations using information about the places in the picture with your partners．As students work, move around the classroom checking the progress of the pairsand offering help as needed．Ask one or two pairs to say their conversations to the class．Ask the rest of the class to look at the picture as they listen．Step ⅤHomeworkAsk the students to write three sentences with the starters of the structures．The Third PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key V ocabularyhang out, fresh, advantage, disadvantage, block（2）Target LanguageGo out the front door and take a right．W alk about three blocks．Go past the park, and turn left onto Oak Street．3．Moral ObjectsAnything has both advantages and disadvantages．W e should treat everything correctly．Ⅱ．Teaching Key PointTrain students’ listening, speaking, reading and writing ability．Ⅲ．Teaching Difficult PointsHow to improve students’ integrating skills．Ⅳ．Teaching ProceduresStep ⅠRevisionT: Y esterday we learned the structures．Do you know where…? Could you tell me how to get to…? Can you please tell me where…? Now who can make sentences by using the structures?Step Ⅱ3aRead the instructions．Point out the blank lines under the words Advantages and Disadvantages below the interview．Y ou will write your answers in these blanks．Read the first two sentences at the top of the article．Explain that the interviewer will talk to several teenagers．Get students to read the interview on their own quickly．When they have finished, ask if there are any words or sentences they don’t understand．If there are, explain them．Ask students to read the interview again and write the advantages and disadvantages．Check the answers with the whole class．Step Ⅲ3bRead the instructions．Point out the conversation in the box and invite two students to read it to the class．Point out the list of advantages and disadvantages in Activity 3a．Say, Y ou can use these items and any other items you can think of as you talk about places you usually hang out．Ask students to work in groups of four or five．As they work, move around the classroom helping the groups as necessary．Make sure they talk about both advantages and disadvantages．Ask several groups to act out part of their conversation to the class．Step Ⅳ4Read the instructions to the class．Get students to look back at the picture and activities on the first page of this unit．Point out the sample language in the box．Invite a student to read it to the class．Ask students to say the names of some stores and other places in the community and write them on the board．Say,Each group can choose three of these places to write about, or you can choose another place you know ofWrite careful directions from the school to each place, but do not say the name of the place．Y ou can use the words this place instead．In order to help students work, draw a simple map showing the school and several nearby streets．When the groups are ready, they read their directions to the class and the other students guess the name of the place they are talking about．Step ⅤHomework1．Ask students to choose two places in the community and write careful directions from the school to each place．2．Finish off the exercises on pages 46～47 of the workbook．The Fourth PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key V ocabularyfascinating, convenient, safe, restroom, inexpensive（2）Target LanguageCan you tell me where there’s a good place to eat?Of course．What kind of food do you like?2．Ability Objects（1）Train students’ writing and speaking ability．（2）Train students’ability to understand the target language in spoken conversation．（3）Train students’ ability to use the target language．Ⅱ．Teaching Key Points1．Key V ocabularyconvenient, safe, restroom inexpensive2．Target LanguageCan you tell me where there’s a good place to eat?Of course．What kind of food do you like?Ⅲ．Teaching Difficult Points1．How to improve students’ writing and speaking ability．2．How to use the target language．Ⅳ．Teaching ProceduresStep ⅠRevisionCheck homework．Step Ⅱ1aGo through the instructions with the class．Read the words in the box to the class and ask if there are any of these words that students don’t understand．If so, help students to explain the meaning of the word．Then read the instructions again and point out the sample answer．Get a studentto read the sample answer to the class．Point out that students can also write other words after the word clean．Ask students to write words from the box in the blanks on their own．Help students if needed．Correct the answers by having students read what qualities he or she listed．Step Ⅲ1bRead the instructions to the class．Point out the example in the box．Invite two students to read it to the class．Now work with a partner．Look at the words in the box and use them to talk about places in your own city．As students talk, move around the classroom checking their work．Offer language support as needed．Invite several pairs of students to say their conversations to the class．Step Ⅳ2aPoint to the picture and ask students to tell what is happening．If necessary, explain that the scene shows a family on vacation．They are asking the man for information about various things to do in Sunville．Go through the instructions and point to the chart．Play the recording．Students only listen the first time．Play the recording again．Ask students to write the places people ask about．Check the answers with the whole class．Step Ⅴ2bRead the instructions and point to the chart．Y ou will hear the same recording again．This time listen carefully to the answers the cleck gives．Write the answers in theblanks alone．Point out the sample answer．Play the recording again．Ask students to write their answers in the blanks．Check the answers．Step Ⅵ2cPoint to the sample conversation．Invite two students to read it to the class．Read the instructions．Role play the conversations you hear on the tape．Get students to work in pairs．Move around the room checking the progress of the pairs and offering help as needed．Ask one or two pairs to say their conversations to the class．Step ⅦHomeworkTalk about some places using the words in la, then write down the conversations．The Fifth PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key V ocabularywater slide, clown, dress up, have fun（2）Practise reading an article．（3）Practise writing something using the target language．2．Ability Objects（1）Train students’ reading ability．（2）Train students’ writing ability．Ⅱ．Teaching Key PointPractise reading and writing using the target language．Ⅲ．Teaching Difficult PointHow to write a guide to a place．Ⅳ．Teaching ProceduresStep I RevisionReview the target language presented in this unit．Check homework．Step Ⅱ3aInvite a student to read the article aloud to the class．Correct any pronunciation errors to make sure the student is providing a good model for the rest of the class．Ask students to read the article again and complete the chart．Get students to do the work on their own or in pairs．As they work, move around the classroom and offer help as necessary．Check the answers．Step m 3bRead the instructions to the class．Point to the first two sentences and ask a student to read these sentences to the class．Look back at Activities 2a and 2b．Use this information to help you complete the guide to Sunville．Ask the students to complete the brochure on their own．As they work, walk around the classroom offering help and answering questions as needed．Invite a student to read the completed article to the class．Step Ⅳ3cRead the instructions to the class．Ask students to say the names of some of the places they might write about．Write a list of these places on the board for students to use as they writetheir guides．Ask students to work on their own．Tell them that they can use what they wrote for activity 3b as a guide．They can write the guide for all tourists, teenagers, families, or people on a budget．As they work, move around the room offering help as needed．Correct the students’ work．Ask some students to read their guides and correct them．Step ⅤPart 4Go through the instructions with the class．Get students to look back at the guides they wrote in Activity 3c．Ask students to work in groups of four or five students．Let different students play the role of the booth worker and the different tourists．Make sure every student has a chance to participate．Ask one or two groups to say one of their conversations to the class．Step ⅥHomework1．Read the article in 3a again．2．Write a guide to our city．The Sixth PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Fill in blanks and make sentences using beautiful, safe, delicious, convenient, fascinating．（2）Write some questions using the target language．2．Ability ObjectsTrain students’ writing ability．Ⅱ．Teaching Key Points1．Fill in blanks and make sentences．2．Write questions using the target language．Ⅲ．Teaching Difficult PointMake sentences using "beautiful, safe, delicious, convenient, fascinating"．Ⅳ．Teaching ProceduresStep ⅠRevisionCheck homework．Ask a few students to read the article in 3a．Then ask a few students to read their guides．Step ⅡPart 1Look at the words in the box．Ask a student to read them．Make sure the students understand the meaning of the words．Y ou are to fill in the blanks with the words．In some cases, students may need to use another form of the word, for example adjusting for tense or subject/ verb agreement．Ask students to fill in the blanks on their own．Check the answers．Step ⅢPart 2Go through the instructions with the class．Look at the example with the students．Ask students what the answer would be．Ask a student to read the question and answer it．Excuse me, could you tell me where the bank is, please?The bank is across the street from the shopping malt．Get students to complete the work in pairs．Check the answers．Ask a few students to read their questions．Step ⅣJust for Fun!Ask all the students to read the conversation．Ask: What is funny about this cartoon? Help students to explain．A Martian is a person from the planet Mars．There is no such thing as Martian food on Earth, and the clerk looks silly because he is trying to think of where there is a Martian restaurant．Invite some pairs of students to present this conversation to the rest of the class．Step ⅤSummary and HomeworkIn this class, we’ve done much writing practice using the key vocabulary words and the target language presented in this unit．After class, please finish the questions in 2 in your exercise books．Then finish the exercises on pages 47～48 of the workbook as well．The Seventh PeriodⅠTeaching Aims and Demands1．Knowledge Objects（1）Key V ocabularyimage, adventure, jealousy, hero, crime, journey, brave, no longer, show 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 V ocabularySay the words and have students repeat them again and again until they can pronounce them fluently and accurately．Step ⅡPart 1Read the title Grown-ups like cartoons, too．To the class．Ask, what do you think the article is about?Look at the picture．Ask students to describe what is happening in the picture．Ask students to answer the five questions．But don’t look at the reading text．Instead, they use their background knowledge to try to answer the questions．As students work, walk around, looking at their progress．When most students finish the task, ask students to answer the questions with a parter．Elicit answers from the students．Ask if other students have the same or different answers．Do not give the correct answers to the students at this point．W ait until students have finished the reading and let them revise their answers accordingly．Step ⅢPart 2Read the text quickly, then summarize each paragraph in your own words．As the students are doing this, move around the classroom to make sure they can do the task in English．Ask five students to report their answers．Draw students’ attention to the instructions．Ask students to complete the task individually or in pairs．As they work, walk around the classroom to make sure students discuss their reasons in English．Have students report their answers．Encourage students to use complete sentences．Step ⅣPart 3Point to the story．Look at the words indicated in bold．Ask different students to guess the meaning．Don’t give them the correct answers．Ask students to read the article once．Say, pay attention to the bold words and expressions．And note any other words or sentences, you don’t understand．Read in context, guessing their meanings from the other words around them．Ask students to read the article again for comprehension．Read the instructions with the students and have them look at the example．Then ask students to match the correct meanings with the correct words and expressions．Allow them one or two minutes to do this．Check the answers:Get students to make sentences with the words and expressions．Remind them to look at the article again for extra help．Answers to this activity will vary．Then ask a students to write his/her answers on the blackboard．Help correct any mistakes．Step ⅤPart 4Read the instructions to the class．Elicit the first answer from the students from memory．Make sure that they understand what they need to do．Ask students to do the activity on their own or in pairs．As they work, walk around the classroom offering help students may need．Check the answers．Step ⅥPart 5Read the task with the students．Ask students to do the activity in small groups．Try to put creative and artistic students in each group．Check the answers and have students show or act out their cartoons for the class．Optional activityAs an optional in-class or homework activity, remind students to find some cartoons and cut out the speech bubbles．Students can then write their own English stories in the speech bubbles．Step ⅦHomework1．Read the story in 2 again for further comprehension．2．Revise the target language in this unit．。
九年级英语Unit11英文优秀教案Couldyoupleasetellmewheretherestroomsare
Unit 11 Could you please tell me where the restrooms are?The First PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key V ocabularyrestroom, shampoo, stamp（2）Target LanguageExcuse me．Can you please tell me where I can get a dictionary?Sure．There’s a bookstore on River Road．2．Ability Objects（1）Train students’ listening ability．（2）Train students’ communicative competence．3．Moral ObjectHelping each other is very important．It is a good quality．Ⅱ．Teaching Key PointTarget LanguageⅢ．Teaching Difficult Points1．How to train students’ listening ability．2．How to train students’ communicative competence．Ⅳ．Teaching ProceduresStep ⅠRevisionT: You’re new to this school．You need to know where the main office is．How can you ask where the main office is?S1: Where’s the main office?T: That’s one way to ask．But there is a more polite way you can ask．You can say, "Can you tell me where the main office is?" Class repeat．Can you tell me where the main office is?S s: Can you tell me where the main office is?T: That’s correct．Now let’s say you want to know where Classroom 1 is．How can you ask?S2: Can you tell me where Classroom 1 is?T: Good! There’s another polite way you can ask: Could you tell me how to get to Classroom 1? Class repeat．Could you tell me how to get to Classroom 1?S s: Could you tell me how to get to Classroom 1?T: That’s right．Very good．Step Ⅱ1aGo through the instructions with the class．Read the list of things to the class．To review the meaning of each item on the list, invite different students to say each phrase in their own words．Point to the lettered parts of the picture one by one．Ask a student: What kind of place is this?What do they sell there? Do we have one in our community? What is the name of the one in our community?Point out the sample answer．Say, The letter c is in front of the words buy shampoo because you could buy shampoo in a department store．There may be more than one correct answer for some blanks．While students are working, move around the room offering help as necessary．Step Ⅲ1bRead the instructions to students．Point out the two conversations that are shown in the picture．As you listen, fill in the blanks with words you hear in the recording．Play the recording the first time．Students only listen．Play the recording a second time．This time ask them to fill in the blanks with the words you hear．Check the answers with the whole class．Step Ⅳ1cRead the instructions to the class．Point out the list of things people need and the pictures of the places in activity 1a．Say．Look atactivity la．Have a conversation with a partner．Ask your parter politely where you can do these thing and then answer your partner’s questions．As students work, listen to some pairs in order to check the progress and help with pronunciation as needed．After students have had a chance to practise several exchanges, ask some pairs to come to the front of the classroom and act out their conversations．Step ⅤHomeworkReview the target language．The Second PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key V ocabularyescalator, furniture, exchange money, elevator（2）Target LanguageExcuse me．Do you know where I can exchange money?Sure．There’s a bank on the secondfloor．Take the escalator to the second floor and turn right．The bank is next to the bookstore．2．Ability Objects（1）Train students’ listening ability．（2）Train students’ communicative competence．3．Moral ObjectsIf someone asks you how to get to the place he wants to go to, you should tell him the way correctly．Ⅱ．Teaching Key Points1．Key V ocabularyexchange money2．Target LanguageExcuse me．Do you know where I can exchange money?Sure．There’s a bank on the second floor．3．StructuresDo you know where I can buy shampoo?Could you tell me how to get to the post office?Can you please tell me where I can get a dictionary?Ⅲ．Teaching Difficult Points1．Indirect questions．2．How to improve students’ listening ability．Ⅳ．Teaching ProceduresStep ⅠRevisionCheck homework．Step Ⅱ2aRead the instructions and point to the list of directions．Get students to name the items in the picture such as escalator, elevator, shoe store, and so on．Play the recording．Students only listen．Tell them that the picture may help them understand what they are hearing．Play the recording again．This time ask students to write a number next to four of the directions．Check the answers with the whole class．Step Ⅲ2bPoint to the picture．Say, now you will hear the recording again．This time show where the boy went as he followed the directions to the drug store．Draw a line on the picture in your book．Play the recording again and ask students to draw the line on their own．Check the answer with the class．Step Ⅳ2cAsk a pair of students to read the sample conversation aloud to the class．Read the instructions aloud．Say．Make conversations using information about the places in the picture with your partners．As students work, move around the classroom checking the progress of the pairs and offering help as needed．Ask one or two pairs to say their conversations to the class．Ask the rest of the class to look at the picture as they listen．Step ⅤHomeworkAsk the students to write three sentences with the starters of the structures．The Third PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key V ocabularyhang out, fresh, advantage, disadvantage, block（2）Target LanguageGo out the front door and take a right．Walk about three blocks．Go past the park, and turn left onto Oak Street．3．Moral ObjectsAnything has both advantages and disadvantages．We should treat everything correctly．Ⅱ．Teaching Key PointTrain students’ listening, speaking, reading and writing ability．Ⅲ．Teaching Difficult PointsHow to improve students’ integrating skills．Ⅳ．Teaching ProceduresStep ⅠRevisionT: Yesterday we learned the structures．Do you know where…? Could you tell me how to get to…? Can you please tell me where…? Now who can make sentences by using the structures?Step Ⅱ3aRead the instructions．Point out the blank lines under the words Advantages and Disadvantages below the interview．You will write your answers in these blanks．Read the first two sentences at the top of the article．Explain that the interviewer will talk to several teenagers．Get students to read the interview on their own quickly．When they have finished, ask if there are any words or sentences they don’t understand．If there are, explain them．Ask students to read the interview again and write the advantages and disadvantages．Check the answers with the whole class．Step Ⅲ3bRead the instructions．Point out the conversation in the box and invite two 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 Ⅳ4Read the instructions to the class．Get students to look back at the picture and activities on the first page of this unit．Point out the sample language in the box．Invite a student to read it to the class．Ask students to say the names of some stores and other places in the community and write them on the board．Say,Each group can choose three of these places to write about, or you can choose another place you know ofWrite careful directions from the school to each place, but do not say the name of the place．You can use the words this place instead．In order to help students work, draw a simple map showing theschool and several nearby streets．When the groups are ready, they read their directions to the class and the other students guess the name of the place they are talking about．Step ⅤHomework1．Ask students to choose two places in the community and write careful directions from the school to each place．2．Finish off the exercises on pages 46～47 of the workbook．The Fourth PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key V ocabularyfascinating, convenient, safe, restroom, inexpensive（2）Target LanguageCan you tell me where there’s a good place to eat?Of course．What kind of food do you like?2．Ability Objects（1）Train students’ writing and speaking ability．（2）Train students’ ability to understand the target language in spoken conversation．（3）Train students’ ability to use the target language．Ⅱ．Teaching Key Points1．Key V ocabularyconvenient, safe, restroom inexpensive2．Target LanguageCan you tell me where there’s a good place to eat?Of course．What kind of food do you like?Ⅲ．Teaching Difficult Points1．How to improve students’ writing and speaking ability．2．How to use the target language．Ⅳ．Teaching ProceduresStep ⅠRevisionCheck homework．Step Ⅱ1aGo through the instructions with the class．Read the words in the box to the class and ask if there are any of these words that students don’t understand．If so, help students to explain the meaning of the word．Then read the instructions again and point out the sample answer．Get a student to read the sample answer to the class．Point out that students can also write other words after the word clean．Ask students to write words from the box in the blanks on their own．Help students if needed．Correct the answers by having students read what qualities he or she listed．Step Ⅲ1bRead the instructions to the class．Point out the example in the box．Invite two students to read it to the class．Now work with a partner．Look at the words in the box and use them to talk about places in your own city．As students talk, move around the classroom checking their work．Offer language support as needed．Invite several pairs of students to say their conversations to the class．Step Ⅳ2aPoint to the picture and ask students to tell what is happening．If necessary, explain that the scene shows a family on vacation．They are asking the man for information about various things to do in Sunville．Go through the instructions and point to the chart．Play the recording．Students only listen the first time．Play the recording again．Ask students to write the places people ask about．Check the answers with the whole class．Step Ⅴ2bRead the instructions and point to the chart．You will hear the same recording again．This time listen carefully to the answers the cleck gives．Write the answers in the blanks alone．Point out the sample answer．Play the recording again．Ask students to write their answers in the blanks．Check the answers．Step Ⅵ2cPoint to the sample conversation．Invite two students to read it to the class．Read the instructions．Role play the conversations you hear on the tape．Get students to work in pairs．Move around the room checking the progress of the pairs and offering help as needed．Ask one or two pairs to say their conversations to the class．Step ⅦHomeworkTalk about some places using the words in la, then write down the conversations．The Fifth PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key V ocabularywater slide, clown, dress up, have fun（2）Practise reading an article．（3）Practise writing something using the target language．2．Ability Objects（1）Train students’ reading ability．（2）Train students’ writing ability．Ⅱ．Teaching Key PointPractise reading and writing using the target language．Ⅲ．Teaching Difficult PointHow to write a guide to a place．Ⅳ．Teaching ProceduresStep I RevisionReview the target language presented in this unit．Check homework．Step Ⅱ3aInvite a student to read the article aloud to the class．Correct any pronunciation errors to make sure the student is providing a good model for the rest of the class．Ask students to read the article again and complete the chart．Get students to do the work on their own or in pairs．As they work, move around the classroom and offer help as necessary．Check the answers．Step m 3bRead the instructions to the class．Point to the first two sentences and ask a student to read these sentences to the class．Look back at Activities 2a and 2b．Use this information to help you complete the guide to Sunville．Ask the students to complete the brochure on their own．As they work, walk around the classroom offering help and answering questions as needed．Invite a student to read the completed article to the class．Step Ⅳ3cRead the instructions to the class．Ask students to say the names of some of the places they might write about．Write a list of these places on the board for students to use as they write their guides．Ask students to work on their own．Tell them that they can use what they wrotefor activity 3b as a guide．They can write the guide for all tourists, teenagers, families, or people on a budget．As they work, move around the room offering help as needed．Correct the students’work．Ask some students to read their guides and correct them．Step ⅤPart 4Go through the instructions with the class．Get students to look back at the guides they wrote in Activity 3c．Ask students to work in groups of four or five students．Let different students play the role of the booth worker and the different tourists．Make sure every student has a chance to participate．Ask one or two groups to say one of their conversations to the class．Step ⅥHomework1．Read the article in 3a again．2．Write a guide to our city．The Sixth PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Fill in blanks and make sentences using beautiful, safe, delicious, convenient, fascinating．（2）Write some questions using the target language．2．Ability ObjectsTrain students’ writing ability．Ⅱ．Teaching Key Points1．Fill in blanks and make sentences．2．Write questions using the target language．Ⅲ．Teaching Difficult PointMake sentences using "beautiful, safe, delicious, convenient, fascinating"．Ⅳ．Teaching ProceduresStep ⅠRevisionCheck homework．Ask a few students to read the article in 3a．Then ask a few students to read their guides．Step ⅡPart 1Look at the words in the box．Ask a student to read them．Make sure the students understand the meaning of the words．You are to fill in the blanks with the words．In some cases, students may need to use another form of the word, for example adjusting for tense or subject/ verb agreement．Ask students to fill in the blanks on their own．Check the answers．Step ⅢPart 2Go through the instructions with the class．Look at the example with the students．Ask students what the answer would be．Ask a student to read the question and answer it．Excuse me, could you tell me where the bank is, please?The bank is across the street from the shopping malt．Get students to complete the work in pairs．Check the answers．Ask a few students to read their questions．Step ⅣJust for Fun!Ask all the students to read the conversation．Ask: What is funny about this cartoon? Help students to explain．A Martian is a person from the planet Mars．There is no such thing as Martian food on Earth, and the clerk looks silly because he is trying to think of where there is a Martian restaurant．Invite some pairs of students to present this conversation to the rest of the class．Step ⅤSummary and HomeworkIn this class, we’ve done much writing practice using the key vocabulary words and the target language presented in this unit．After class, please finish the questions in 2 in your exercise books．Then finish the exercises on pages 47～48 of the workbook as well．The Seventh PeriodⅠTeaching Aims and Demands1．Knowledge Objects（1）Key V ocabularyimage, adventure, jealousy, hero, crime, journey, brave, no longer, show interestin, take it easy, become interested in, plain looks（2）Text:Grown-ups like cartoons, too．2．Ability Objects（1）Fast-reading to get a general idea of the text．（2）Careful-reading to get the detailed information in the text．（3）Learn the words and phrases from the context．Ⅱ．Teaching Key Points1．Key vocabulary．2．Train students’ reading and writing skills．Ⅲ．Teaching Difficult PointTrain students’ reading and writing skills．Ⅳ．Teaching ProceduresStep I Key V ocabularySay the words and have students repeat them again and again until they can pronounce them fluently and accurately．Step ⅡPart 1Read the title Grown-ups like cartoons, too．To the class．Ask, what do you think the article is about?Look at the picture．Ask students to describe what is happening in the picture．Ask students to answer the five questions．But don’t look at the reading text．Instead, they use their background knowledge to try to answer the questions．As students work, walk around, looking at their progress．When most students finish the task, ask students to answer the questions with a parter．Elicit answers from the students．Ask if other students have the same or different answers．Do not give the correct answers to the students at this point．Wait until students have finished the reading and let them revise their answers accordingly．Step ⅢPart 2Read the text quickly, then summarize each paragraph in your own words．As the students are doing this, move around the classroom to make sure they can do the task in English．Ask five students to report their answers．Draw students’ attention to the instructions．Ask students to complete the task individually or in pairs．As they work, walk around the classroom to make sure students discuss their reasons in English．Have students report their answers．Encourage students to use complete sentences．Step ⅣPart 3Point to the story．Look at the words indicated in bold．Ask different students to guess the meaning．Don’t give them the correct answers．Ask students to read the article once．Say, pay attention to the bold words and expressions．And note any other words or sentences, you don’t understand．Read in context, guessing their meanings from the other words around them．Ask students to read the article again for comprehension．Read the instructions with the students and have them look at the example．Then ask students to match the correct meanings with the correct words and expressions．Allow them one or two minutes to do this．Check the answers:Get students to make sentences with the words and expressions．Remind them to look at the article again for extra help．Answers to this activity will vary．Then ask a students to write his/her answers on the blackboard．Help correct any mistakes．Step ⅤPart 4Read the instructions to the class．Elicit the first answer from the students from memory．Make sure that they understand what they need to do．Ask students to do the activity on their own or in pairs．As they work, walk around the classroomoffering help students may need．Check the answers．Step ⅥPart 5Read the task with the students．Ask students to do the activity in small groups．Try to put creative and artistic students in each group．Check the answers and have students show or act out their cartoons for the class．Optional activityAs an optional in-class or homework activity, remind students to find some cartoons and cut out the speech bubbles．Students can then write their own English stories in the speech bubbles．Step ⅦHomework1．Read the story in 2 again for further comprehension．2．Revise the target language in this unit．。
人教版九年级Unit 11 Could you please tell me where the restrooms are-教案
人教版九年级Unit 11 uld u please tell e here the restrs are?教案Unit11uldupleasetelleheretherestrsare?TheFirstPeridⅠ．TeahingAisandDeands．nledgebets（1）eVabularrestr,shap,stap（2）TargetLanguageExusee．anupleasetellehereIangetaditinar?Sure．There’sabstrenRiverRad．2．Abilitbets（1）Trainstudents’listeningabilit．（2）Trainstudents’uniativepetene．3．ralbetHelpingeahtherisveriprtant．Itisagdqualit．Ⅱ．TeahingePintTargetLanguageⅢ．TeahingDiffiultPints．Httrainstudents’listeningabilit．2．Httrainstudents’uniativepetene．Ⅳ．TeahingPreduresStepⅠRevisinT:u’renetthisshl．uneedtnheretheainffieis．Hanuashereth eainffieis?S1:here’stheainffie?T:That’sneatas．Butthereisarepliteauanas．uansa,"anutelleh eretheainffieis?"lassrepeat．anutelleheretheainffie is?Ss:anutelleheretheainffieis?T:That’srret．Nlet’ssauanttnherelassr1is．Hanuas?S2:anutelleherelassr1is?T:Gd!There’santherpliteauanas:uldutellehtgettlassr1?lassrepeat ．uldutellehtgettlassr1?Ss:uldutellehtgettlassr1?T:That’sright．Vergd．StepⅡ1aGthrughtheinstrutinsiththelass．Readthelistfthingstthelass．Trevietheeaningfeahiten thelist,invitedifferentstudentstsaeahphraseintheirnrds．Pintttheletteredpartsfthepiturenebne．Asastudent:hatindfplaeisthis?hatdthesellthere?Dehaveneinurunit?hatisthenaefthene inurunit?Pintutthesapleanser．Sa,Theletterisinfrntftherdsbus hapbeauseuuldbushapinadepartentstre．Thereaberethan nerretanserfrseblans．hilestudentsarering,vearundtherfferinghelpasneessar．StepⅢ1bReadtheinstrutinststudents．Pintutthetnversatinstha tareshninthepiture．Asulisten,fillintheblansithrdsuhearinthererding．Plathererdingthefirsttie．Studentsnllisten．Plathererdingasendtie．Thistieasthetfillintheblansi ththerdsuhear．hetheansersiththehlelass．StepⅣ1Readtheinstrutinstthelass．Pintutthelistfthingspepleneedandthepituresftheplaes inativit1a．Sa．Latativitla．Haveanversatinithapart ner．Asurparterplitelhereuandthesethingandthenanser urpartner’squestins．Asstudentsr,listentsepairsinrderthetheprgressandhel pithprnuniatinasneeded．Afterstudentshavehadahanetpratiseseveralexhanges,as sepairstetthefrntfthelassrandatuttheirnversatins．StepⅤHerReviethetargetlanguage．TheSendPeridⅠ．TeahingAisandDeands．nledgebets（1）eVabularesalatr,furniture,exhangene,elevatr（2）TargetLanguageExusee．DunhereIanexhangene?Sure．There’sabannthesendflr．Taetheesalatrtthesendflrandturnright．Thebanis nexttthebstre．2．Abilitbets（1）Trainstudents’listeningabilit．（2）Trainstudents’uniativepetene．3．ralbetsIfseneassuhtgetttheplaeheantstgt,ushuldtellhithearr etl．Ⅱ．TeahingePints．eVabularexhangene2．TargetLanguageExusee．DunhereIanexhangene?Sure．There’sabannthesendflr．3．StruturesDunhereIanbushap?uldutellehtgettthepstffie?anupleasetellehereIangetaditinar?Ⅲ．TeahingDiffiultPints．Indiretquestins．2．Htiprvestudents’listeningabilit．Ⅳ．TeahingPreduresStepⅠRevisinheher．StepⅡ2aReadtheinstrutinsandpinttthelistfdiretins．Getstudentstnaetheitesinthepituresuhasesalatr,eleva tr,shestre,andsn．Plathererding．Studentsnllisten．Tellthethatthepitureahelptheunderstandhatthearehear ing．Plathererdingagain．Thistieasstudentstriteanubernex ttfurfthediretins．hetheansersiththehlelass．StepⅢ2bPinttthepiture．Sa,nuillhearthererdingagain．Thisti eshherethebentasheflledthediretinstthedrugstre．Draalinenthepitureinurb．Plathererdingagainandasstudentstdrathelinentheirn．hetheanseriththelass．StepⅣ2 Asapairfstudentstreadthesaplenversatinaludtthelass．Readtheinstrutinsalud．Sa．aenversatinsusinginfrati nabuttheplaesinthepitureithurpartners．Asstudentsr,vearundthelassrheingtheprgressfthepairs andfferinghelpasneeded．Asnertpairstsatheirnversatinstthelass．Astherestfth elasstlatthepitureasthelisten．StepⅤHerAsthestudentstritethreesentenesiththestartersfthest rutures．TheThirdPeridⅠ．TeahingAisandDeands．nledgebets（1）eVabularhangut,fresh,advantage,disadvantage,bl（2）TargetLanguageGutthefrntdrandtaearight．alabutthreebls．Gpastthep ar,andturnleftntaStreet．3．ralbetsAnthinghasbthadvantagesanddisadvantages．eshuldtrea teverthingrretl．Ⅱ．TeahingePintTrainstudents’listening,speaing,readingandritingabilit．Ⅲ．TeahingDiffiultPintsHtiprvestudents’integratingsills．Ⅳ．TeahingPreduresStepⅠRevisinT:esterdaelearnedthestrutures．Dunhere…?uldutellehtgett…?anupleasetellehere…?Nh anaesentenesbusingthestrutures?StepⅡ3aReadtheinstrutins．PintuttheblanlinesundertherdsAdv antagesandDisadvantagesbeltheintervie．uillriteuransersintheseblans．Readthefirsttsentenesatthetpftheartile．Explainthattheintervieerilltaltseveralteenagers．Getstudentstreadtheintervientheirnquil．henthehavefinished,asifthereareanrdsrsentenesthedn’tunderstand．Ifthereare,explainthe．Asstudentstreadtheintervieagainandritetheadvantages anddisadvantages．hetheansersiththehlelass．StepⅢ3bReadtheinstrutins．Pintutthenversatininthebxandinvi tetstudentstreadittthelass．PintutthelistfadvantagesanddisadvantagesinAtivit3a ．Sa,uanusetheseitesandantheritesuanthinfasutalabut plaesuusuallhangut．Asstudentstringrupsffurrfive．Asther,vearundthelass rhelpingthegrupsasneessar．aesurethetalabutbthadvan tagesanddisadvantages．Asseveralgrupstatutpartftheirnversatintthelass．StepⅣ4Readtheinstrutinstthelass．Getstudentstlbaatthepitu reandativitiesnthefirstpagefthisunit．Pintutthesaplelanguageinthebx．Inviteastudenttreadi ttthelass．Asstudentstsathenaesfsestresandtherplaesintheunitan dritethenthebard．Sa,Eahgrupanhsethreeftheseplaestriteabut,ruanhseanther plaeunfritearefuldiretinsfrtheshlteahplae,butdntsathenaeft heplae．uanusetherdsthisplaeinstead．Inrderthelpstu dentsr,draasipleapshingtheshlandseveralnearbstreets．henthegrupsareread,thereadtheirdiretinstthelassandt hetherstudentsguessthenaeftheplaethearetalingabut．StepⅤHer．Asstudentsthsetplaesintheunitandritearefuldir etinsfrtheshlteahplae．2．Finishfftheexerisesnpages46～47ftherb．TheFurthPeridⅠ．TeahingAisandDeands．nledgebets（1）eVabularfasinating,nvenient,safe,restr,inexpensive（2）TargetLanguageanutelleherethere’sagdplaeteat?furse．hatindffddulie?2．Abilitbets（1）Trainstudents’ritingandspeaingabilit．（2）Trainstudents’abilittunderstandthetargetlanguageinspennversatin．（3）Trainstudents’abilittusethetargetlanguage．Ⅱ．TeahingePints．eVabularnvenient,safe,restrinexpensive2．TargetLanguageanutelleherethere’sagdplaeteat?furse．hatindffddulie?Ⅲ．TeahingDiffiultPints．Htiprvestudents’ritingandspeaingabilit．2．Htusethetargetlanguage．Ⅳ．TeahingPreduresStepⅠRevisinheher．StepⅡ1aGthrughtheinstrutinsiththelass．Readtherdsinthebxtthelassandasifthereareanftheserds thatstudentsdn’tunderstand．Ifs,helpstudentstexplaintheeaningftherd．Thenreadtheinstrutinsagainandpintutthesapleanser．G etastudenttreadthesapleansertthelass．Pintutthatstu dentsanalsritetherrdsaftertherdlean．Asstudentstriterdsfrthebxintheblansntheirn．Helpstudentsifneeded．rrettheansersbhavingstudentsreadhatqualitieshershel isted．StepⅢ1bReadtheinstrutinstthelass．Pintuttheexapleinthebx．Invitetstudentstreadittthel ass．Nrithapartner．Lattherdsinthebxandusethettalabutpla esinurnit．Asstudentstal,vearundthelassrheingtheirr ．fferlanguagesupprtasneeded．Inviteseveralpairsfstudentstsatheirnversatinstthela ss．StepⅣ2aPinttthepitureandasstudentsttellhatishappening．Ifn eessar,explainthattheseneshsafailnvaatin．Theareasi ngtheanfrinfratinabutvariusthingstdinSunville．Gthrughtheinstrutinsandpinttthehart．Plathererding．Studentsnllistenthefirsttie．Plathererdingagain．Asstudentstritetheplaespepleasa but．hetheansersiththehlelass．StepⅤ2bReadtheinstrutinsandpinttthehart．uillhearthesaererdingagain．Thistielistenarefullttheansersthelegives．ritethean sersintheblansalne．Pintutthesapleanser．Plathererdingagain．Asstudentstritetheiransersinthe blans．hetheansers．StepⅥ2Pinttthesaplenversatin．Invitetstudentstreadittthel ass．Readtheinstrutins．Rleplathenversatinsuhearnthetape．Getstudentstrinpairs．vearundtherheingtheprgressfth epairsandfferinghelpasneeded．Asnertpairstsatheirnversatinstthelass．StepⅦHerTalabutseplaesusingtherdsinla,thenritednthenversati ns．TheFifthPeridⅠ．TeahingAisandDeands．nledgebets（1）eVabularaterslide,ln,dressup,havefun（2）Pratisereadinganartile．（3）Pratiseritingsethingusingthetargetlanguage．2．Abilitbets（1）Trainstudents’readingabilit．（2）Trainstudents’ritingabilit．Ⅱ．TeahingePintPratisereadingandritingusingthetargetlanguage．Ⅲ．TeahingDiffiultPintHtriteaguidetaplae．Ⅳ．TeahingPreduresStepIRevisinReviethetargetlanguagepresentedinthisunit．heher．StepⅡ3aInviteastudenttreadtheartilealudtthelass．rretanprn uniatinerrrstaesurethestudentisprvidingagddelfrther estfthelass．Asstudentstreadtheartileagainandpletethehart．Getst udentstdtherntheirnrinpairs．Asther,vearundthelassr andfferhelpasneessar．hetheansers．Step3bReadtheinstrutinstthelass．Pinttthefirsttsentenesan dasastudenttreadthesesentenestthelass．LbaatAtivities2aand2b．Usethisinfratinthelpupleteth eguidetSunville．Asthestudentstpletethebrhurentheirn．Asther,alarund thelassrfferinghelpandanseringquestinsasneeded．Inviteastudenttreadthepletedartiletthelass．StepⅣ3Readtheinstrutinstthelass．Asstudentstsathenaesfseftheplaestheightriteabut．ri tealistftheseplaesnthebardfrstudentstuseastheriteth eirguides．Asstudentstrntheirn．Tellthethattheanusehatthertefrativit3basaguide．Theanritetheguidefrallturists,t eenagers,failies,rpeplenabudget．Asther,vearundther fferinghelpasneeded．rretthestudents’r．Assestudentstreadtheirguidesandrretthe．StepⅤPart4Gthrughtheinstrutinsiththelass．GetstudentstlbaattheguidestherteinAtivit3．Asstudentstringrupsffurrfivestudents．Letdifferents tudentsplatherlefthebthrerandthedifferentturists．a esureeverstudenthasahanetpartiipate．Asnertgrupstsaneftheirnversatinstthelass．StepⅥHer．Readtheartilein3aagain．2．riteaguideturit．TheSixthPeridⅠ．TeahingAisandDeands．nledgebets（1）Fillinblansandaesentenesusingbeautiful,safe,deliius ,nvenient,fasinating．（2）ritesequestinsusingthetargetlanguage．2．AbilitbetsTrainstudents’ritingabilit．Ⅱ．TeahingePints．Fillinblansandaesentenes．2．ritequestinsusingthetargetlanguage．Ⅲ．TeahingDiffiultPintaesentenesusing"beautiful,safe,deliius,nvenient,fas inating"．Ⅳ．TeahingPreduresStepⅠRevisinheher．Asafestudentstreadtheartilein3a．Thenasafestudentstreadtheirguides．StepⅡPart1Lattherdsinthebx．Asastudenttreadthe．aesurethestud entsunderstandtheeaningftherds．uaretfillintheblans iththerds．Inseases,studentsaneedtuseantherfrftherd ,frexapleadustingfrtensersubet/verbagreeent．Asstudentstfillintheblansntheirn．hetheansers．StepⅢPart2Gthrughtheinstrutinsiththelass．Lattheexapleiththestudents．Asstudentshattheanseruldbe．Asastudenttreadthequestinandanserit．Exusee,uldutelleherethebanis,please?Thebanisarssthestreetfrtheshppingalt．Getstudentstpletetherinpairs．hetheansers．Asafestudentstreadtheirquestins．StepⅣustfrFun!Asallthestudentstreadthenversatin．As:hatisfunnabut thisartn?Helpstudentstexplain．Aartianisapersnfrtheplanetars．ThereisnsuhthingasartianfdnEarth,andthelerlssillbea useheistringtthinfherethereisaartianrestaurant．Invitesepairsfstudentstpresentthisnversatinttherest fthelass．StepⅤSuarandHerInthislass,e’vedneuhritingpratieusingtheevabularrdsandthetargetl anguagepresentedinthisunit．Afterlass,pleasefinisht hequestinsin2inurexerisebs．Thenfinishtheexerisesnp ages47～48ftherbasell．TheSeventhPeridⅠTeahingAisandDeands．nledgebets（1）eVabulariage,adventure,ealus,her,rie,urne,brave,nlnger,shin terestin,taeiteas,beeinterestedin,plainls（2）Text:Grn-upslieartns,t．2．Abilitbets（1）Fast-readingtgetageneralideafthetext．（2）areful-readingtgetthedetailedinfratininthetext．（3）Learntherdsandphrasesfrthentext．Ⅱ．TeahingePints．evabular．2．Trainstudents’readingandritingsills．Ⅲ．TeahingDiffiultPintTrainstudents’readingandritingsills．Ⅳ．TeahingPreduresStepIeVabularSatherdsandhavestudentsrepeattheagainandagainuntilt heanprnunethefluentlandauratel．StepⅡPart1ReadthetitleGrn-upslieartns,t．Tthelass．As,hatduth intheartileisabut?Latthepiture．Asstudentstdesribehatishappeninginthepiture．Asstudentstanserthefivequestins．Butdn’tlatthereadingtext．Instead,theusetheirbagrundnledgettrtanserthequestin s．Asstudentsr,alarund,lingattheirprgress．henststudentsfinishthetas,asstudentstanserthequesti nsithaparter．Eliitansersfrthestudents．Asiftherstudentshavethesa erdifferentansers．Dntgivetherretanserstthestudents atthispint．aituntilstudentshavefinishedthereadinga ndlettherevisetheiransersardingl．StepⅢPart2Readthetextquil,thensuarizeeahparagraphinurnrds．As thestudentsaredingthis,vearundthelassrtaesuretheand thetasinEnglish．Asfivestudentstreprttheiransers．Drastudents’attentinttheinstrutins．Asstudentstpletethetasindividuallrinpairs．Asther,alarundthelassrtaesurestudentsdisusstheirrea snsinEnglish．Havestudentsreprttheiransers．Enuragestudentstusepl etesentenes．StepⅣPart3Pinttthestr．Lattherdsindiatedinbld．Asdifferentstu dentstguesstheeaning．Dn’tgivethetherretansers．Asstudentstreadtheartilene．Sa,paattentintthebldrdsandexpressins．Andnteantherr dsrsentenes,udn’tunderstand．Readinntext,guessingtheireaningsfrthet herrdsarundthe．Asstudentstreadtheartileagainfrpreh ensin．Readtheinstrutinsiththestudentsandhavethelattheexap le．Thenasstudentstaththerreteaningsiththerretrdsan dexpressins．Allthenertinutestdthis．hetheansers:Getstudentstaesentenesiththerdsandexpressins．Reind thetlattheartileagainfrextrahelp．Anserstthisativitillvar．Thenasastudentstritehis/he ransersntheblabard．Helprretanistaes．StepⅤPart4Readtheinstrutinstthelass．Eliitthefirstanserfrthes tudentsfrer．aesurethattheunderstandhattheneedtd．Asstudentstdtheativitntheirnrinpairs．Asther,alarun dthelassrfferinghelpstudentsaneed．hetheansers．StepⅥPartReadthetasiththestudents．Asstudentstdtheativitinsallgrups．Trtputreativeanda rtististudentsineahgrup．hetheansersandhavestudentsshratuttheirartnsfrthelas s．ptinalativitAsanptinalin-lassrherativit,reindstudentstfindseart nsandututthespeehbubbles．StudentsanthenritetheirnEnglishstriesinthespeehbubb les．StepⅦHer．Readthestrin2againfrfurtherprehensin．2．Revisethetargetlanguageinthisunit．。
初三新目标教案 Unit 11 Could you please tell me where the restrooms are
初三新目标教案 Unit 11 uld u please tell e here the restrs areUnit11uldupleasetelleheretherestrsare?TheFirstPeridⅠ．TeahingAisandDeands．nledgebets（1）eVabularrestr,shap,stap（2）TargetLanguageExusee．anupleasetellehereIangetaditinar?Sure．There’sabstrenRiverRad．2．Abilitbets（1）Trainstudents’listeningabilit．（2）Trainstudents’uniativepetene．3．ralbetHelpingeahtherisveriprtant．Itisagdqualit．Ⅱ．TeahingePintTargetLanguageⅢ．TeahingDiffiultPints．Httrainstudents’listeningabilit．2．Httrainstudents’uniativepetene．Ⅳ．TeahingPreduresStepⅠRevisinT:u’renetthisshl．uneedtnheretheainffieis．Hanuashereth eainffieis?S1:here’stheainffie?T:That’sneatas．Butthereisarepliteauanas．uansa,"anutelleh eretheainffieis?"lassrepeat．anutelleheretheainffie is?Ss:anutelleheretheainffieis?T:That’srret．Nlet’ssauanttnherelassr1is．Hanuas?S2:anutelleherelassr1is?T:Gd!There’santherpliteauanas:uldutellehtgettlassr1?lassrepeat ．uldutellehtgettlassr1?Ss:uldutellehtgettlassr1?T:That’sright．Vergd．StepⅡ1aGthrughtheinstrutinsiththelass．Readthelistfthingstthelass．Trevietheeaningfeahiten thelist,invitedifferentstudentstsaeahphraseintheirnrds．Pintttheletteredpartsfthepiturenebne．Asastudent:hatindfplaeisthis?hatdthesellthere?Dehaveneinurunit?hatisthenaefthene inurunit?Pintutthesapleanser．Sa,Theletterisinfrntftherdsbus hapbeauseuuldbushapinadepartentstre．Thereaberethan nerretanserfrseblans．hilestudentsarering,vearundtherfferinghelpasneessar．StepⅢ1bReadtheinstrutinststudents．Pintutthetnversatinstha tareshninthepiture．Asulisten,fillintheblansithrdsuhearinthererding．Plathererdingthefirsttie．Studentsnllisten．Plathererdingasendtie．Thistieasthetfillintheblansi ththerdsuhear．hetheansersiththehlelass．StepⅣ1Readtheinstrutinstthelass．Pintutthelistfthingspepleneedandthepituresftheplaes inativit1a．Sa．Latativitla．Haveanversatinithapart ner．Asurparterplitelhereuandthesethingandthenanser urpartner’squestins．Asstudentsr,listentsepairsinrderthetheprgressandhel pithprnuniatinasneeded．Afterstudentshavehadahanetpratiseseveralexhanges,as sepairstetthefrntfthelassrandatuttheirnversatins．StepⅤHerReviethetargetlanguage．TheSendPeridⅠ．TeahingAisandDeands．nledgebets（1）eVabularesalatr,furniture,exhangene,elevatr（2）TargetLanguageExusee．DunhereIanexhangene?Sure．There’sabannthesendflr．Taetheesalatrtthesendflrandturnright．Thebanis nexttthebstre．2．Abilitbets（1）Trainstudents’listeningabilit．（2）Trainstudents’uniativepetene．3．ralbetsIfseneassuhtgetttheplaeheantstgt,ushuldtellhithearr etl．Ⅱ．TeahingePints．eVabularexhangene2．TargetLanguageExusee．DunhereIanexhangene?Sure．There’sabannthesendflr．3．StruturesDunhereIanbushap?uldutellehtgettthepstffie?anupleasetellehereIangetaditinar?Ⅲ．TeahingDiffiultPints．Indiretquestins．2．Htiprvestudents’listeningabilit．Ⅳ．TeahingPreduresStepⅠRevisinheher．StepⅡ2aReadtheinstrutinsandpinttthelistfdiretins．Getstudentstnaetheitesinthepituresuhasesalatr,eleva tr,shestre,andsn．Plathererding．Studentsnllisten．Tellthethatthepitureahelptheunderstandhatthearehear ing．Plathererdingagain．Thistieasstudentstriteanubernex ttfurfthediretins．hetheansersiththehlelass．StepⅢ2bPinttthepiture．Sa,nuillhearthererdingagain．Thisti eshherethebentasheflledthediretinstthedrugstre．Draalinenthepitureinurb．Plathererdingagainandasstudentstdrathelinentheirn．hetheanseriththelass．StepⅣ2 Asapairfstudentstreadthesaplenversatinaludtthelass．Readtheinstrutinsalud．Sa．aenversatinsusinginfrati nabuttheplaesinthepitureithurpartners．Asstudentsr,vearundthelassrheingtheprgressfthepairs andfferinghelpasneeded．Asnertpairstsatheirnversatinstthelass．Astherestfth elasstlatthepitureasthelisten．StepⅤHerAsthestudentstritethreesentenesiththestartersfthest rutures．TheThirdPeridⅠ．TeahingAisandDeands．nledgebets（1）eVabularhangut,fresh,advantage,disadvantage,bl（2）TargetLanguageGutthefrntdrandtaearight．alabutthreebls．Gpastthep ar,andturnleftntaStreet．3．ralbetsAnthinghasbthadvantagesanddisadvantages．eshuldtrea teverthingrretl．Ⅱ．TeahingePintTrainstudents’listening,speaing,readingandritingabilit．Ⅲ．TeahingDiffiultPintsHtiprvestudents’integratingsills．Ⅳ．TeahingPreduresStepⅠRevisinT:esterdaelearnedthestrutures．Dunhere…?uldutellehtgett…?anupleasetellehere…?Nh anaesentenesbusingthestrutures?StepⅡ3aReadtheinstrutins．PintuttheblanlinesundertherdsAdv antagesandDisadvantagesbeltheintervie．uillriteuransersintheseblans．Readthefirsttsentenesatthetpftheartile．Explainthattheintervieerilltaltseveralteenagers．Getstudentstreadtheintervientheirnquil．henthehavefinished,asifthereareanrdsrsentenesthedn’tunderstand．Ifthereare,explainthe．Asstudentstreadtheintervieagainandritetheadvantages anddisadvantages．hetheansersiththehlelass．StepⅢ3bReadtheinstrutins．Pintutthenversatininthebxandinvi tetstudentstreadittthelass．PintutthelistfadvantagesanddisadvantagesinAtivit3a ．Sa,uanusetheseitesandantheritesuanthinfasutalabut plaesuusuallhangut．Asstudentstringrupsffurrfive．Asther,vearundthelass rhelpingthegrupsasneessar．aesurethetalabutbthadvan tagesanddisadvantages．Asseveralgrupstatutpartftheirnversatintthelass．StepⅣ4Readtheinstrutinstthelass．Getstudentstlbaatthepitu reandativitiesnthefirstpagefthisunit．Pintutthesaplelanguageinthebx．Inviteastudenttreadi ttthelass．Asstudentstsathenaesfsestresandtherplaesintheunitan dritethenthebard．Sa,Eahgrupanhsethreeftheseplaestriteabut,ruanhseanther plaeunfritearefuldiretinsfrtheshlteahplae,butdntsathenaeft heplae．uanusetherdsthisplaeinstead．Inrderthelpstu dentsr,draasipleapshingtheshlandseveralnearbstreets．henthegrupsareread,thereadtheirdiretinstthelassandt hetherstudentsguessthenaeftheplaethearetalingabut．StepⅤHer．Asstudentsthsetplaesintheunitandritearefuldir etinsfrtheshlteahplae．2．Finishfftheexerisesnpages46～47ftherb．TheFurthPeridⅠ．TeahingAisandDeands．nledgebets（1）eVabularfasinating,nvenient,safe,restr,inexpensive（2）TargetLanguageanutelleherethere’sagdplaeteat?furse．hatindffddulie?2．Abilitbets（1）Trainstudents’ritingandspeaingabilit．（2）Trainstudents’abilittunderstandthetargetlanguageinspennversatin．（3）Trainstudents’abilittusethetargetlanguage．Ⅱ．TeahingePints．eVabularnvenient,safe,restrinexpensive2．TargetLanguageanutelleherethere’sagdplaeteat?furse．hatindffddulie?Ⅲ．TeahingDiffiultPints．Htiprvestudents’ritingandspeaingabilit．2．Htusethetargetlanguage．Ⅳ．TeahingPreduresStepⅠRevisinheher．StepⅡ1aGthrughtheinstrutinsiththelass．Readtherdsinthebxtthelassandasifthereareanftheserds thatstudentsdn’tunderstand．Ifs,helpstudentstexplaintheeaningftherd．Thenreadtheinstrutinsagainandpintutthesapleanser．G etastudenttreadthesapleansertthelass．Pintutthatstu dentsanalsritetherrdsaftertherdlean．Asstudentstriterdsfrthebxintheblansntheirn．Helpstudentsifneeded．rrettheansersbhavingstudentsreadhatqualitieshershel isted．StepⅢ1bReadtheinstrutinstthelass．Pintuttheexapleinthebx．Invitetstudentstreadittthel ass．Nrithapartner．Lattherdsinthebxandusethettalabutpla esinurnit．Asstudentstal,vearundthelassrheingtheirr ．fferlanguagesupprtasneeded．Inviteseveralpairsfstudentstsatheirnversatinstthela ss．StepⅣ2aPinttthepitureandasstudentsttellhatishappening．Ifn eessar,explainthattheseneshsafailnvaatin．Theareasi ngtheanfrinfratinabutvariusthingstdinSunville．Gthrughtheinstrutinsandpinttthehart．Plathererding．Studentsnllistenthefirsttie．Plathererdingagain．Asstudentstritetheplaespepleasa but．hetheansersiththehlelass．StepⅤ2bReadtheinstrutinsandpinttthehart．uillhearthesaererdingagain．Thistielistenarefullttheansersthelegives．ritethean sersintheblansalne．Pintutthesapleanser．Plathererdingagain．Asstudentstritetheiransersinthe blans．hetheansers．StepⅥ2Pinttthesaplenversatin．Invitetstudentstreadittthel ass．Readtheinstrutins．Rleplathenversatinsuhearnthetape．Getstudentstrinpairs．vearundtherheingtheprgressfth epairsandfferinghelpasneeded．Asnertpairstsatheirnversatinstthelass．StepⅦHerTalabutseplaesusingtherdsinla,thenritednthenversati ns．TheFifthPeridⅠ．TeahingAisandDeands．nledgebets（1）eVabularaterslide,ln,dressup,havefun（2）Pratisereadinganartile．（3）Pratiseritingsethingusingthetargetlanguage．2．Abilitbets（1）Trainstudents’readingabilit．（2）Trainstudents’ritingabilit．Ⅱ．TeahingePintPratisereadingandritingusingthetargetlanguage．Ⅲ．TeahingDiffiultPintHtriteaguidetaplae．Ⅳ．TeahingPreduresStepIRevisinReviethetargetlanguagepresentedinthisunit．heher．StepⅡ3aInviteastudenttreadtheartilealudtthelass．rretanprn uniatinerrrstaesurethestudentisprvidingagddelfrther estfthelass．Asstudentstreadtheartileagainandpletethehart．Getst udentstdtherntheirnrinpairs．Asther,vearundthelassr andfferhelpasneessar．hetheansers．Step3bReadtheinstrutinstthelass．Pinttthefirsttsentenesan dasastudenttreadthesesentenestthelass．LbaatAtivities2aand2b．Usethisinfratinthelpupleteth eguidetSunville．Asthestudentstpletethebrhurentheirn．Asther,alarund thelassrfferinghelpandanseringquestinsasneeded．Inviteastudenttreadthepletedartiletthelass．StepⅣ3Readtheinstrutinstthelass．Asstudentstsathenaesfseftheplaestheightriteabut．ri tealistftheseplaesnthebardfrstudentstuseastheriteth eirguides．Asstudentstrntheirn．Tellthethattheanusehatthertefrativit3basaguide．Theanritetheguidefrallturists,t eenagers,failies,rpeplenabudget．Asther,vearundther fferinghelpasneeded．rretthestudents’r．Assestudentstreadtheirguidesandrretthe．StepⅤPart4Gthrughtheinstrutinsiththelass．GetstudentstlbaattheguidestherteinAtivit3．Asstudentstringrupsffurrfivestudents．Letdifferents tudentsplatherlefthebthrerandthedifferentturists．a esureeverstudenthasahanetpartiipate．Asnertgrupstsaneftheirnversatinstthelass．StepⅥHer．Readtheartilein3aagain．2．riteaguideturit．TheSixthPeridⅠ．TeahingAisandDeands．nledgebets（1）Fillinblansandaesentenesusingbeautiful,safe,deliius ,nvenient,fasinating．（2）ritesequestinsusingthetargetlanguage．2．AbilitbetsTrainstudents’ritingabilit．Ⅱ．TeahingePints．Fillinblansandaesentenes．2．ritequestinsusingthetargetlanguage．Ⅲ．TeahingDiffiultPintaesentenesusing"beautiful,safe,deliius,nvenient,fas inating"．Ⅳ．TeahingPreduresStepⅠRevisinheher．Asafestudentstreadtheartilein3a．Thenasafestudentstreadtheirguides．StepⅡPart1Lattherdsinthebx．Asastudenttreadthe．aesurethestud entsunderstandtheeaningftherds．uaretfillintheblans iththerds．Inseases,studentsaneedtuseantherfrftherd ,frexapleadustingfrtensersubet/verbagreeent．Asstudentstfillintheblansntheirn．hetheansers．StepⅢPart2Gthrughtheinstrutinsiththelass．Lattheexapleiththestudents．Asstudentshattheanseruldbe．Asastudenttreadthequestinandanserit．Exusee,uldutelleherethebanis,please?Thebanisarssthestreetfrtheshppingalt．Getstudentstpletetherinpairs．hetheansers．Asafestudentstreadtheirquestins．StepⅣustfrFun!Asallthestudentstreadthenversatin．As:hatisfunnabut thisartn?Helpstudentstexplain．Aartianisapersnfrtheplanetars．ThereisnsuhthingasartianfdnEarth,andthelerlssillbea useheistringtthinfherethereisaartianrestaurant．Invitesepairsfstudentstpresentthisnversatinttherest fthelass．StepⅤSuarandHerInthislass,e’vedneuhritingpratieusingtheevabularrdsandthetargetl anguagepresentedinthisunit．Afterlass,pleasefinisht hequestinsin2inurexerisebs．Thenfinishtheexerisesnp ages47～48ftherbasell．TheSeventhPeridⅠTeahingAisandDeands．nledgebets（1）eVabulariage,adventure,ealus,her,rie,urne,brave,nlnger,shin terestin,taeiteas,beeinterestedin,plainls（2）Text:Grn-upslieartns,t．2．Abilitbets（1）Fast-readingtgetageneralideafthetext．（2）areful-readingtgetthedetailedinfratininthetext．（3）Learntherdsandphrasesfrthentext．Ⅱ．TeahingePints．evabular．2．Trainstudents’readingandritingsills．Ⅲ．TeahingDiffiultPintTrainstudents’readingandritingsills．Ⅳ．TeahingPreduresStepIeVabularSatherdsandhavestudentsrepeattheagainandagainuntilt heanprnunethefluentlandauratel．StepⅡPart1ReadthetitleGrn-upslieartns,t．Tthelass．As,hatduth intheartileisabut?Latthepiture．Asstudentstdesribehatishappeninginthepiture．Asstudentstanserthefivequestins．Butdn’tlatthereadingtext．Instead,theusetheirbagrundnledgettrtanserthequestin s．Asstudentsr,alarund,lingattheirprgress．henststudentsfinishthetas,asstudentstanserthequesti nsithaparter．Eliitansersfrthestudents．Asiftherstudentshavethesa erdifferentansers．Dntgivetherretanserstthestudents atthispint．aituntilstudentshavefinishedthereadinga ndlettherevisetheiransersardingl．StepⅢPart2Readthetextquil,thensuarizeeahparagraphinurnrds．As thestudentsaredingthis,vearundthelassrtaesuretheand thetasinEnglish．Asfivestudentstreprttheiransers．Drastudents’attentinttheinstrutins．Asstudentstpletethetasindividuallrinpairs．Asther,alarundthelassrtaesurestudentsdisusstheirrea snsinEnglish．Havestudentsreprttheiransers．Enuragestudentstusepl etesentenes．StepⅣPart3Pinttthestr．Lattherdsindiatedinbld．Asdifferentstu dentstguesstheeaning．Dn’tgivethetherretansers．Asstudentstreadtheartilene．Sa,paattentintthebldrdsandexpressins．Andnteantherr dsrsentenes,udn’tunderstand．Readinntext,guessingtheireaningsfrthet herrdsarundthe．Asstudentstreadtheartileagainfrpreh ensin．Readtheinstrutinsiththestudentsandhavethelattheexap le．Thenasstudentstaththerreteaningsiththerretrdsan dexpressins．Allthenertinutestdthis．hetheansers:Getstudentstaesentenesiththerdsandexpressins．Reind thetlattheartileagainfrextrahelp．Anserstthisativitillvar．Thenasastudentstritehis/he ransersntheblabard．Helprretanistaes．StepⅤPart4Readtheinstrutinstthelass．Eliitthefirstanserfrthes tudentsfrer．aesurethattheunderstandhattheneedtd．Asstudentstdtheativitntheirnrinpairs．Asther,alarun dthelassrfferinghelpstudentsaneed．hetheansers．StepⅥPartReadthetasiththestudents．Asstudentstdtheativitinsallgrups．Trtputreativeanda rtististudentsineahgrup．hetheansersandhavestudentsshratuttheirartnsfrthelas s．ptinalativitAsanptinalin-lassrherativit,reindstudentstfindseart nsandututthespeehbubbles．StudentsanthenritetheirnEnglishstriesinthespeehbubb les．StepⅦHer．Readthestrin2againfrfurtherprehensin．2．Revisethetargetlanguageinthisunit．教学反思：。
九年级英语下教案人教版Unit 11 Could you please tell me where the restrooms are
Unit 11 Could you please tell me where the restrooms areThe Second PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key V ocabularyescalator, furniture, exchange money, elevator（2）Target LanguageExcuse me．Do you know where I can exchange money?Sure．There’s a bank on the secondfloor．Take the escalator to the second floor and turn right．The bank is next to the bookstore．2．Ability Objects（1）Train students’ listening ability．（2）Train students’ communicative competence．3．Moral ObjectsIf someone asks you how to get to the place he wants to go to, you should tell him the way correctly．Ⅱ．Teaching Key Points1．Key V ocabularyexchange money2．Target LanguageExcuse me．Do you know where I can exchange money?Sure．There’s a bank on the second floor．3．StructuresDo you know where I can buy shampoo?Could you tell me how to get to the post office?Can you please tell me where I can get a dictionary?Ⅲ．Teaching Difficult Points1．Indirect questions．2．How to improve students’ listening ability．Ⅳ．Teaching ProceduresStep ⅠRevisionCheck homework．Step Ⅱ2aRead the instructions and point to the list of directions．Get students to name the items in the picture such as escalator, elevator, shoe store, and so on．Play the recording．Students only listen．Tell them that the picture may help them understand what they are hearing．Play the recording again．This time ask students to write a number next to four of the directions．Check the answers with the whole class．Step Ⅲ2bPoint to the picture．Say, now you will hear the recording again．This time show where the boy went as he followed the directions to the drug store．Draw a line on the picture in your book．Play the recording again and ask students to draw the line on their own．Check the answer with the class．Step Ⅳ2cAsk a pair of students to read the sample conversation aloud to the class．Read the instructions aloud．Say．Make conversations using information about the places in the picture with your partners．As students work, move around the classroom checking the progress of the pairs and offering help as needed．Ask one or two pairs to say their conversations to the class．Ask the rest of the class to look at the picture as they listen．Step ⅤHomeworkAsk the students to write three sentences with the starters of the structures．。
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Unit 11 Could you please tell me where the restrooms are Section A (1a—2c)学习目标：1．熟记单词: restroom, shampoo, drugstore, cafe, department, escalator2．能熟练应用询问道路及地点的句型，能正确给别人指明道路和地点场所。
3．学习宾语从句的用法。
预习导航：翻译下列短语得到一些关于…的信息买些写字纸打个电话存钱乘电梯到二楼左（右）拐在…和…之间家具店路过银行换零钱一个吃饭好地方在第二层紧挨着认定目标：教师读出自主探究1. Check the phrase in groups.2. Where can you do the following things? Match each thing with a place in the picture .Many different answers are possible.3. Listen and complete the conversations.4. Listen, Number the directions in the order that you hear them.5. Listen and fill in the blanks.B1: Excuse me. Can you tell me where I can buy some ____ ?B2: Yes. There’s a ___ store on the second floor. Um. Let me think…Take the _____ to the second floor and then…then you turn _____.Let’s see…Then go past the ____. And um… The drug store i s _____ the furniture store and the bookstore. You should be able to get shampoo there.B1: OK, great. Thanks a lot.B2: You’re ________.6. Make conversations using t he places in the picture.合作探究：1.常见的问路和指路的表达法a)问路的表达法b)指路的表达法2.宾语从句（引导词，时态，语序）在复合句中，一般位于动词之后，用作宾语的从句叫做宾语从句。
其引导词分三类，连接陈述句用that,连接一般疑问句用if/whether,连接特殊疑问句用特殊疑问词。
1.She thinks ( ) English is interesting.2.I asked her ____ she did homework by herself.3.I want to know ______ I can live tonight.宾语从句的时态和主句一致，语序为陈述语序。
达标测评：1． Do you know when ________.A will the train arriveB does the train arriveC the train will arriveD is the train arriving2．Could you please _____ us Mary’s telephone number?A to giveB giveC givingD to giving3．–Where’s the book store?--Take the elevator ______ the second floor and turn left.And the bookstore is ______ the drugstore and the clothing store.A at, next toB at, betweenC to, betweenD to, next to4． --____? –I’m not sure.A Where the post office isB When was she bornC Which animal she likes bes tD What time the museum will open.5. Miss Li wants to know _____ next week.A. when my uncle leavesB. when will my uncleC. where my uncle will stayD. where does my uncle stay6. No one told us _____, so we need your help.A. how should we doB. what should we doC. what to do itD. how to do it7-Could you tell me ________ to the post office, please?---Yes. It's down Bridge Street on your fight.（2010莱芜市中考题）A．how I got B．how I can get C．how can I get D．how did I get8. —Don’t be late next time, Mike.—____________.（2010滨州市中考题）A. No, I don’tB. Don’t worryC. Sorry, I won’tD. I don’t know 9．—Can I help you?—I’d like ____________ for my twin daughters. （2010滨州市中考题）A. two pair of shoesB. two pairs of shoeC. two pair of shoeD. two pairs of shoes 10你知道我在哪里能兑换钱吗？Do you know ______ ______ ______ ______ _______?Unit 11 Could you please tell me where the restrooms areSection A (3a—4)学习目标：1.熟记本节单词及短语。
2.能熟练运用问路、指路句型进行对话操练。
3.熟练运用where, how 和 if引导的宾语从句。
预习导航：翻译下列短语或句子。
在购物商场决定去做某事和朋友闲逛更喜欢呆在外面免费音乐会做…有趣花太多的钱有点儿小从前门出去走大约三个街区经过公园向左拐到…路上认定目标：教师读出自主探究：1．Check the phrases and the sentences. 预习情况交流2．比一比赛一赛：各小组长提问其它小组成员讨论结果，看哪个小组完成得最棒！3. 小组自学3a，小组协作，集体讨论学习3a, 教师点拨。
4. 仿照3b对话练习。
5. 指路赛。
每人指明一条去某个地方的路，让同学们猜是什么地方。
合作探究：1.decide; decision的用法。
2.prefer的用法。
3.spend; p ay; cost与take的用法。
4.kind of达标测试：（一）选择题1--Do you know ______ the soldiers came to Yushu Town? （2010莱芜市中考题）--The roads were badly broken. They had to walk there.A．why B．when C．how D．where2.—My father has decided to ______ smoking. --That's good news for us. （2010莱芜市中考题） A．give up B．give out C．give in D．give to3．Most of the young people enjoy ______ Jay Chou's songs. （2010莱芜市中考题）A．sing B．sang C．singing D．to sing4.--Alice, please tell Eric to call me when he _____ back. --No problem. （2010莱芜市中考题）A．come B．comes C．came D．will come5.．--I hear Jack Chan will come to Laiwu next week.--Really? _______ he comes, my younger sister will be very happy,A．If B．Until C．Unless D．Before6.-- __________ beautiful city! --Yes. Lots of tourists come to visit it every year.A．How B．What C．How a D．What a7.Whatever you do, ________ is difficult if you put your heart into it.A．nothing B．anything C．something D．ev erything 8．There’s a bookstore the third floor. A. on B. at C．in D．about9．I prefer outside. A． be B．to being C． being D． been10.When she goes into stores she always spends money.A． much too B． little too C． many too D． too much（二）适当形式填空1. It’s also just fun _______ (watch) people. 2. We decided ________ (go) to the movies instead of ______ (stay) at home.3. He spends 2 hours ______ (study) English every day.（三）完成句子1. 从前门出去向左拐________ ________ the front door and __________ ______ _________2.你能告诉我有闲逛的好地方吗？Could you tell me ______ there’s a good place _____ _____ _____?3.总是有许多事情发生。