九年级英语上册 Unit 11《Could you please tell me where the restrooms are》教案 人教新目标版

Unit 11 Could you please tell me where the restrooms are? Language goals: In this unit students learn to ask for information politely. New languages: Do you know where I can get a dictionary? Could you tell me how to get to the library? Can you please tell me where I can buy some shampoo? Some new words: exchange, stamp, mall, elevator, furniture, interviewer, advantage, disadvantage Difficult points: 1. Ask for information politely. 2. How to use the Indirect question to express. 3. How to improve the students’ writing ability according to the reading materials. Teaching aids: computer, video, recorder Teaching periods: Period 1: Section A 1a / 1b / 1c / 2a / 2b / 2c / Grammar focus Period 2: Section A 3a / 3b / 4 Period 3: Section B 1a / 1b / 2a / 2b / 2c Period 4: Section B 3a / 3b / 3c / 4 / Self check Period 5: Section B Reading Period 1 Teaching aims: 1. Teach vocabulary words. 2. Target languages: Excuse me, where I can by some shampoo? Sure, there is a drugstore on the second floor. Could you tell me how to get the post office? Sure, take the escalator to the second floor and turn right. Could you tell me if there are any good museums in Newtown? 3. Train the speaking and listening abilities. 4. Learn to help others by pointing the directions. Teaching procedures: Step 1. Warming up Let’s students say out some things (according to the pictures): Show the pictures: shampoo, magazines, dictionary writing paper, some stamps The teacher asks: What is it? / What are they? Where can you get / buy them? Step 2. Presentation Introduce target languages: (show the picture) Can you tell me where I can by some shampoos? Could you tell me how to get the post office? Could you tell me if there are any good museums in Newtown? 1. Ask students to pretend they are new to this school. Say: You need to ask teachers and other students where to find places like the library. Let’s practice some polite ways to ask for the library. Let’s practice some polite ways to ask for information. [T = Teacher, S = Student] T: You are new to this school. You need to know where the main office is. How can you ask where the main office is? S: Where’s the main office? T: That’s one way to ask. But there is a more polite way to ask. Your can say, “Can you tell me where the main office is?” (Write on the blackboard and then ask the students to read loudly.) T: That’s correct. Now let’s say you want to know where the library is .How can you ask? S: Can you tell me where the library is? T: Good! There’s another polite way you can ask, “Could you tell me hot to get to the library?” (The teacher then write it on the blackboard: Could you tell me how to get to the library? Then ask the students to read.) 2. Ask students what other places they might need to find. Write the names of these places on the board. 3. Ask different students to ask politely how to find these places. She’s babysitting her sister. (Practice both the Can you tell me where…and the Could you tell me how to get to…forms.) Step 3. Section A 1a 1. Read the instructions to the class. 2. Read the list of things to the class. To review the meaning of each item on the list, ask different students to say each phrase in their own words. 3. Point to the lettered parts of the picture one by one. 4. Point out the sample answer. 5. While students are working, move around the room offering help as needed. 6. Check the answers. (show the picture ) Keys: shampoo: a or c magazines: a or d dictionary: d telephone call: a or c information: d or c writing paper: a or c stamps: c save money: b Step 4. Section A 1b This activity gives students practice in understanding the target language in spoken conversation. 1. Read the instructions to students. Point out the two conversations that are shown in the picture. 2. Say: As you listen, fill in the blanks with words you hear in the recording. 3. Play the recording for the first time. Students only listen. Play the second time. Say: Now listen to the conversation again. This time fill in the blanks with the words you hear. 4. Check the answers. (show the picture) Keys: (1) buy some stamps (2) post office (3) Center Street (4) save money (5) bank (6) Main Street Step 5. Section A 1c Pair work This activity provides guided oral practice using the target language. 1. Read the instructions. 2. Point out the example in the box. Ask two students to read it to the class. 3. Point out the list if things people need and the pictures of the places in activity 1a. 4. Ask someone to say their conversations to the class. Step 6. Section A 2a / 2b This activity provides listening practice using the target language. 1. Point out the picture. (show the picture) (According to the pictures, ask the students to name the items in the picture such as escalator, elevator, shoe store, and so on.) 2. Then say: You will hear one boy ask another boy how to find something in a shopping mall. The sentences in your book are in the wrong order. Number the directions from 1 to 4 show the correct order. 3. Play the recording. Students only listen the first time. Tell them that the picture may help them understand what they are hearing. 4. Play the recording again. This time ask students to write a number next to four of the directions. 5. Listen again, show how the boy walks to the drugstore. Draw a line on the picture above. Step 7. Section A 2c Group work This activity provides guided oral practice using the target language. 1. Make conversations using the following places in the picture. (show the pictures) 2. Point to the sample conversation. Ask two students to read it to the class. Have students follow the directions by looking at the picture. 3. Ask the students to work in pairs. Move around the room checking the progress of the pairs and offering help as needed. 4. 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 8. Grammar focus Review the grammar box. Ask students to read the questions to the class. (Show the pictures, ask the students to read the sentences loudly.) Step 9. Conclusion 1. Learn and master the vocabulary words. 2. Master the target languages. Excuse me, where I can by some shampoo? Sure, there is a drugstore on the second floor. Could you tell me how to get the post office? Sure, take the escalator to the second floor and turn right. Could you tell me if there are any good museums in Newtown? Homework: 1. Write a short passage about how to buy something. 2. Read the new words and write them well. 3. Learn to use the target languages. Period 2 Teaching aims: 1. Learn to practice some polite ways to ask for information. 2. Master some vocabulary words and target language. Where do you usually hang out with friends? What are the advantages and disadvantages of each place? Go out the front door and turn right. Walk about three blocks. Go past the park and turn left on the Oak Street. 3. Train the reading and speaking abilities. Teaching procedures: Step 1. Warming up Show the pictures: (Show some pictures about supermarket, museum, cinema, park.) Ask some students to talk about: Where is your favourite place to go? Why? Say their reasons and then report to the whole class. Step 2. Reading Section A 3a 1. Write the words advantages and disadvantages on the board and ask students to explain them in their own words. You may want to put a plus sigh (+) over advantages and a minus sign (-) over disadvantages. Ask students to give some examples. To get started, you might ask: What are some advantages and disadvantages to owning a car? 2. Read the instructions. Help students give examples of advantages and disadvantages from their own lives. 3. Point out the blank lines under the words Advantages and Disadvantages below the interview. Say: You will write your answers in these blanks. (show the picture) 4. Explain some difficulties. (show the picture) 5. Read the first two sentences at the top of the article. Explain that the interviewer will talk to several teenagers. 6. Ask students to read the interview on their own. 7. Then ask students to read the interview again and write the advantages and disadvantages. Step 3. Groupwork Section A 3b This activity provides oral practice using the target language. 1. Talk about these questions. (show the pictures) Where do you usually hang out with friends? At your house? At school? At a mall? What are the advantages and disadvantages of each place? 2. Read the instructions. Point out the conversation in the box and ask two students to read it to the class. 3. Point out the list of advantages and disadvantages in activity 3a. Say: You can use these items and any other items you can think if as you talk about both advantage and disadvantages. 4. Ask students to work in groups of four or five. As they work, move around the room helping the groups as necessary. Make sure they talk about both advantages and disadvantages. 5. Ask several groups to share part of their conversation with the class. Step 4. Directions challenge Section A 4 1. Read the instructions to the class. Ask students to look back at the picture and activities on the first page of this unit. 2. Point out the sample language in the box. Ask a student to read it to the class. 3. Ask students to say the names of some stores and other places in the community and write them on the board. 4. Say: Each group can choose three of these places to write about, or you can choose another place you know of. Write 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. It may help students if you draw a simple map showing the school and several nearby streets. 5. When the group are ready, they read their directions to the class and the other students guess the name of the place they are talking about. Step 5. Practice Deal with some exercises on the video. Step 6. Make a survey Make a survey about: What are some advantages and disadvantages to wear a school uniforms? Step 7. Conclusion Learn to practice some polite ways to ask for information. Master some vocabulary words and target language. Homework: Write a short passage to describe advantages and disadvantages to search on the Internet. Preview Section B 1a / 1b / 2a / 2b Search some information about some places you like best and then write them down. Period 3 Teaching aims: 1. Revise vocabulary words and learn some useful expressions. 2. Strengthen the target language and practice more. 3. Train the speaking and listening abilities. Teaching procedures: Step 1. Have a free talk Greet each other and have a free talk with classmates. Talk about how to describe the following places: restroom, museum, restaurant, park, subway, mall Revise the activities mentioned in Section A 1a and the students may say out the new vocabulary words in Section B 1a. Step 2. Presentation Section B 1a 1. 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, ask another student to explain the meaning of the word. 2. Read the new words on the video. (interesting, inexpensive, uncrowned , beautiful, safe, fascinating, delicious, big, convenient, clean ) 3. Then read the instructions again and point out the sample answer. Ask a student to read the sample answer to the class. Point out that students may wish to write other words after the word clean. 4. Ask students to write words from the box in the blanks on their own. 5. Correct the answers by having students read what qualities he or she listed. Step 3. Pair work Section B 1b 1. Point out the example in the box. Ask two students to read it to the class. 2. Say: Now work wit ha partner. Look at the words in the box and use them to talk about places in your own city. 3. As students talk, move around the room checking their work. Offer language support as needed. 4. Ask several pairs of students to say their conversations to the class. Step 4. Section B 2a This activity provides listening practice using the target language. 1. Show the following pictures and then point it to ask the 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. 2. Read the instructions and point to the chart. Say: 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. 3. Play the recording. Students only listen for the first time. 4. Play the recording again. Ask students to write the places people ask about. 5. Check the answers. (show the picture) Keys: Conversation (1) restaurants Conversation (2) restrooms Conversation (3) museums Step 5. Section B 2b 1. Read the instructions and point to the chart. 2. Say: You will hear the same recording again. This time listen carefully to the answers the clerk gives. Write the answers in the blanks. 3. Play the recording again. Ask students to write their answers in the blanks. 4. Check the answers: (show the picture) Keys: Conversation (1): Green Land Conversation (2): the corner of Market and Middle Streets Conversation (3): the computer museum Step 6. Pairwork Section B 2c 1. Point to the sample conversation. Ask two students to read it to the class. 2. Read the instructions. Say: Role play the conversations you heard on the tape (Listen to the tape carefully.) 3. Ask students to work in pairs. Move around the room checking the progress of the pairs and offering help as needed. 4. Ask one or two pairs to say their conversations to the class. Step 7. Conclusion Learn the vocabulary words. Practice more about the target language. Learn to describe a place where you like best to other students. Homework:　 Preview Section B 3a / 3b / 3c / Self check 1/2. Review the new word in Section B 1a. Write a short passage: Which is the nearest way from your school to the station? Period 4 Teaching aims and demands: 1. Knowledge Talk about the advisement and learn the target language. 2. Moral education Communication with others freely. 3. Train the reading and writing abilities. Teaching procedures: Step 1. Warming-up　 Greet the whole class as usual. Show the picture about the advertisement of the Watertown ask students to describe the picture and then the students will interest it then the teacher says: When we take a vacation, we should do something good and interesting, such as visit the museums, visit the water slides and so forth. We can not only have fun but also increase our knowledge. Step 2. Section B 3a 1. Ask one or more of the students to read the passage aloud. And then the teacher explains some important sentences: They have organized games and the staff dress up as clowns. Parents will spend many happy hours walking through the History Museum. (show the picture) sb spends some time in doing sth = It takes sb some time to do sth. e.g. I spent half an hour in reading the book. It took me half an hour to read the book. 2. Ask the students to complete the work on their own or in pairs, then ask someone to tell the answers. 3. Read aloud. Let students read it aloud. Step 3. Writing: Section B 3b 1. Ask the students to go through the whole passage, and grasp the main ideas and ask the teacher to explain some difficult express. 2. Look back at activities 2a and 2b. Use the information to help you complete the guide to Sunville. 3. Ask the students to complete the brochure on their own. After they finished ask a student to read the completed article to the class. 4. Read their own articles freely. Step 4. Section B 3c This activity provides open–ended writing practice using the target language. 1. Read the instructions and then 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. 2. 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. 3. Review and correct the students’ work. Display some of the guides on the classroom bulletin board. Step 5. Groupwork Section B 4 1. Ask students to work in groups of four or five students. Have different students take the role of the booth worker and the different tourists. Be sure every student has a chance to participate. 2. Ask one or two groups to say one of their conversations to the class. Step 6. Self-check 1 Ask the students to find the sentences with the five words:beautiful, safe, delicious, convenient, fascinating in Section A and Section B, and pay attention to the meanings and usage of them. Let the students make sentences with the five words. Get the students to fill in the blanks with the proper forms, then check the answers together. Step 7. Self-check Look at the picture. Read the instructions to the class and ask students what the answer would be. (The bank is across the street from the shopping mall.) Ask students to complete the work in pairs. Deal with some exercises to consolidate the knowledge learned in this unit on the video in class. Homework: Write an article about our city which we live in. Review the whole unit and preview Reading. Period 5 Teaching aims: 1. Train the reading and speaking abilities. 2. Learn to use suitable language to make the request. 3. Master some vocabulary words and target language. Teaching procedures: Step 1. Section 1 Before you read 1. Ask the students to discuss the language needed for each situation, and write each request using exact language in Chinese. 2. Divide the class into groups, and ask them to discuss the differences between the three requests. 3. Ask a few groups to report their findings. Discuss the idea of needing to choose language carefully for each situation to show respect to the listener. Explain that in English it is equally as important to show respect when speaking as it is in Chinese. Step 2. Section 2 While you read 1. Show the picture: Ask students to look at the cartoon first. Talk about: Which picture is the better asking information? Note: In the second cartoon, the request is made in an offensive manner, the result being that the listener is not willing to offer help. 2. Ask the students to go through the reading twice, first slowly, then faster. And then find out the difficulties. Explain some difficulties: (1) It’s important to use correct language. It’s + adj. + to do sth e.g. It’s very important to learn English well. (2) I wonder if you can help me. = I want to know if you can help me. e.g. I wonder if it is going to rain tomorrow. I wonder whether he will come tonight. (3) Ask students to work in groups of four or five. As they work, move around the room helping the groups as necessary. Make sure they talk about both advantages and disadvantages. (4) Ask several groups to share part of their conversation with the class. Step 3. Section 3 After you read 1. Ask the students to look at the example, and ask one student to read the request aloud. 2. Ask another students read a): the more polite request. And then ask a third student to read b): the situation suitable for the original, less polite request. 3. Read the article again. Match each paragraph with its main idea. Step 5. If you have time 1. Ask students to make notes on what they hear and notice about how people ask questions and make requests to the movies and on the radio. 2. Ask students to share any experiences in class, and discuss the language they heard. Step 6. Practice Deal with some exercises on the video. Step 7. Conclusion Learn to practice some polite ways to ask for information. Master some vocabulary words and target language. Homework: 1. The students must wear the uniform, do you agree or disagree? Write a short passage to say your opinion. 2. Read and write the new words well. 3. Review the whole unit and preview Unit 12.