Unit 11 Could you please tell me where the restrooms are 教案 (人教版九年级全) (2)

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

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

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

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

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

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

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

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

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．。

新目标英语九年级Unit 11同步阅读（含答案）Unit 11 Could you please tell me where the restrooms are?1选择适合的词语完成下面的短文。

When you speak, write a letter or make a telephone call, your words ___1___ a message. People communicate with words. Do you think you can communicate ___2___ words? A smile on your face shows you are happy and friendly. Tears in your eyes tell ___3___ that you are sad. When you ___4___ your hand in class, the teacher knows you want to say something of ask questions. You shake your head, and people know you are saying “no”. You nod and people know you are saying “___5___”.Other things can also carry message. For example, a sign at the bus stop helps you to know which bus ___6___. A sign on the wall of your school helps you to find the library. Signs on doors tell you ___7___ to go in or out. Have you ever noticed that there are a lot of signs around you and that you receive messages from them all the time? People can communicate ___8___ many other ways. An artist can use his drawings to tell about beautiful mountains, about the blue sea and many other things. Books ___9___ to tell you about all wonderful things in the world and also about people and their ideas. Books, magazines, TV and radio and films all help us to communicate with other people. They all help us to know ___10___ is going on in the world.( ) 1. A. take B. bring C. carry D. gives( ) 2. A. by B. with C. use D. without( ) 3. A. others B. the others C. other D. the other( ) 4. A. put on B. put out C. put up D. put down( ) 5. A. no B. hello C. yes D. nothing( ) 6. A. to get B. to choose C. to have D. to take( ) 7. A. which B. where C. how D. what( ) 8. A. with B. by C. without D. in( ) 9. A. write B. wrote C. is written D. are written( ) 10. A. what B. which C. that D. who2根据短文内容选择最佳答案。

《Unit 11 Could you please tell me where the restrooms are》inPeriod 1Lin Yi●教学内容与分析❶教学内容：Section A 1a—2c❷教学目标：1． Knowledge Objects（1） Key Vocabularyrestroom, shampoo, stamp，escalator, furniture, exchange money, elevator（2） Target LanguageExcuse me． Can you please tell me where I can get a dictionary?Sure．There’s a bookstore on River Road．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 ObjectHelping each other is very important． It is a good quality．If someone asks you how to get to the place he wants to go to, you should tell him the way correctly．●教学重点、难点分析：Ⅱ． Teaching Key Point1． Key Vocabularyrestroom, shampoo, stamp，escalator, furniture, exchange money, elevator2． Target LanguageExcuse me． Do you know where I can exchange money?Sure．There’s a bank on the second floor．3． StructuresExcuse me． Can you please tell me where I can get a dictionary? Do you know where I can buy shampoo? Could you tell me how to get to the post office? Sure．There’s a bookstore on River Road．Take the escalator to the second floor and turn right． The bank is next to the bookstore．Ⅲ． Teaching Difficult Points1．How to train students’ listening ability．2．How to train students’ communicative competence．3． To learn to use Indirect questions and tell about places●Learning strategies: Listen for specific information, Cooperating●课前准备教学课件和录音机●教师设计教学步骤建议和说明Step1 Warm-up by learning new wordsHave a try. Where can we do these things?For example: Where can we take out money and save money?We can do it in a bank.Give students some phrases about doing things, and ask them to say 大脑风暴，打开学生思维。

unit11《couldyoupleasetellmewheretherestroomsare》知识点归纳（人教新目标初三）1.宾语从句宾语从句在复合句中作主句的宾语。

①由连接词+ 主语+ 谓语构成常由下面的一些连接词引导：②由that 引导表示陈述意义that 可省略He says (that) he is at home. 他讲他在家里。

③由if , whether 引导表示一样疑咨询意义(带有是否、已否、对否等)I don’t know if / whether Wei Hua likes fish.我不明白韦华是否喜爱鱼。

④由连接代词、连接副词(疑咨询词) 引导表示专门疑咨询意义Do you know what he wants to buy? 你明白他想要买什么吗？⑤从句时态要与主句一致当主句是一样现在时，从句依照情形使用任何时态He says (that ) he is at home. 他讲他在家里。

I don’t know (that) she is singing now. 我不明白她正在唱歌。

She wants to know if I have finished my homework.她想要明白我是否差不多完成了我的作业。

Do you know when he will be back? 你明白他将会什么时候回来？当主句是一样过去时，从句应使用过去某时态(一样过去时,过去进行时，过去今后时，过去完成时)He said (that) he was at home. 他讲他在家里。

I didn’t know that she was singing now. 我不明白她正在唱歌。

She wanted to know if I had finished m homework.她想要明白我是否差不多完成了我的作业。

Did you know when he would be back? 你明白他将会什么时候回来？2. get v. 得到、买、到达3. make a telephone call 打电话4. save money 省钞票、存钞票5. ①咨询路常用的句子：②Can/Could/Will/Would you please tell me sth.表示十分客气地询咨询情况③Could you tell me how to get to the park?请你告诉我如何才能去邮局好吗？中的how to get to the park 是疑咨询词与动词不定式连用，用作宾语，但不是宾语从句，但是相当于how I can get to the park〔宾语从句〕如：I don’t know how to solve the problem. ==I don’t know how I can solve the problem.我不明白如何解决那个咨询题Can you tell me when to leave? ==Can you tell me when I ill leave? 你能告诉我什么时候离开？6. 日常交际用语：take the elevator / escalator to the … floor.乘电梯/自动扶梯到…楼turn left / right === take a left / right 向左/ 右转go past 通过go straight 向前直走7. next to旁边、紧接着如：Lily is next to Ann. 莉莉就在安的旁边。

教学内容Unit 11 Could you please tell me where the restrooms are? SectionA (1a-2c)学习目标知识目标掌握重点单词和短语，在复习间接引语的基础上进一步学习宾语从句。

能力目标学习几种不同的问路句型，能够礼貌地问路与并能够清楚地指路。

情感目标培养学生养成助人为乐的良好习惯。

重难点几种礼貌问路的方式，宾语从句。

自主学习1.找出下面的短语。

买洗发水________得到一些信息________买些杂志________买些写稿纸________打电话________ 买邮票________存钱________乘电梯到二楼________在A和B之间________向右拐_______2.用1a部分的短语，仿照1c编对话。

3.听组长读2a部分的听力，完成2a部分句子的排序和2b部分的路线图。

3.查资料，了解定语从句。

合作探究1.Go past the bank(区分past和pass) Past prep. 超过；pass v. ①通过②传递；go past=pass路过2.elevator 和escalator（电梯大不同）3.go straight ahead.向前直走4.宾语从句：由一个句子充当宾语，我们称之为宾语从句。

宾语从句的三大要素是：连接词、时态、语序。

Eg：I know the answer. (名词做宾语) I know that Tom gets the answer. (句子做宾语, 叫做宾语从句）✓连接词：that、if/ whether、特殊疑问词(1) 由陈述句变化而来用that引导, that可省略；He said that he liked playing basketball.(2) 由一般疑问句变化而来, 用if或whether引导；He asked me if I liked playing basketball.(3)由特殊疑问句变化而来, 用该特殊疑问词引导。

Unit 11 Could you please tell mewhere the restrooms are?听力部分(共20分)●I.图片理解(略)●II.对话理解(共5分,每小题1分)听5段对话,从所给的A、B、C三个选项中选出一个最佳选项。

( ) 6. When should the two speakers hand in their homework?A. On March 31.B. On April 1.C. On April 2.( ) 7. What does the man mean?A. The window is open.B. The window can’t be opened.C. He doesn’t agree to open the window.( ) 8. Where is the man going?A. To the post office.B. To the city library.C. To the supermarket.( ) 9. What time did Jim leave home?A. At 7：30.B. At 8：00.C. At 8：15.( ) 10. How long does the man usually spend getting to his factory from his home?A. 15 minutes.B. 30 minutes.C. 45 minutes.●III.对话理解(共5分,每小题1分)听对话,从所给的A、B、C三个选项中选出一个最佳选项。

( ) 11. Where does the conversation take place?A. In the classroom.B. On the street.C. In the library.( ) 12. What does the man probably do?A. A teacher.B. A lawyer.C. A policeman.( ) 13. What is the woman probably going to do?A. Go shopping.B. See a doctor.C. Send a letter.( ) 14. How long will it take the woman to get there on foot?A. About 5 minutes.B. About 10 minutes.C. About half an hour.( ) 15. Where is Xinhua Bookstore?A. Near a department store.B. In a big block.C. Next to a forest.●IV.短文理解(共5分,每小题1分)听短文,从所给的A、B、C三个选项中选出一个最佳选项。

Unit 11 Could you please tell me where the restrooms are?重点词汇：1. restroom 公共厕所、休息室2. drugstore 杂货店、药店3. department 部、局、部门4. magic 魔术、魔力5. fresh 新鲜的6. uncrowded 不拥挤的7. safe 安全的8. park 停车9. lend 借给、借出10. market 市场11. direct 直接的12. organized 有组织的13. staff 职员、工作人员14. trouble 麻烦、打扰15. offend 冒犯、得罪16. structure 结构、构造重点词组及句型：1. hand in 交上、上交2. dress up 打扮3. hang out 闲逛4. prefer doing something 乐意做某事5. exchange money 换钱6. go past 路过、经过7. save money 存钱8. make a telephone call 打电话1. Can you tell me where I can buy a dictionary?你能告诉我在哪里可以买到词典？2. －Could you tell me where to exchange money?你能告诉我去哪里换钱？－Sure. Take the elevator to the second floor. The bank is on the left.当然可以。

乘坐电梯到二楼。

银行在左边。

3. We decided to talk to some students about why they go there.我们决定和一些同学谈论一下他们为什么去那里。

4. The air isn’t fresh. I prefer being outside. Also, it’s usuallycrowded.空气不太新鲜。

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．。

Unit 11 Could you please tell me where the restrooms are?SectionA PeriodⅠ（1a-2c）教材分析：新目标英语九年级Unit11SectionA的第一课时（1a-2c）是围绕“Ask for information politely”为主线开展教与学的活动的，在学习常用和重点词语的基础上，着重学习了问题和指引道路及场所的表达方式。

通过本课的学习，引导学生运用目标语言进行表达有礼貌地请求的口语交际，要求能熟练表述问路、指引道路或场所，教学目标：知识与能力：1. 学习礼貌地向他人询问信息：Could you ple ase tell me where the restrooms are?2. 描述地理位置，给他人指路或提供帮助。

3.学习含宾语从句的间接问句，对宾语从句的形式进行归纳、总结。

过程与方法：采用小组合作的学习方法，引导学生参与课堂pairwo rk的活动，通过听说读写等训练，巩固社交礼仪的句型。

情感、态度与价值观：1. 学会合作与交流2. 初步了解语言表达中的礼仪3.体验有礼貌待人，请求他人帮助的氛围。

教学方法：任务型教学学习方法：自主学习、小组合作教学重难点：掌握重点词汇：restroom、shampoo、drugstore、caf é、department store、escalator、magic。

问路指路句型：A:Excuse me.Do you know where I can exchange mon ey?B:Sure.There’s a bank on the second floor.Take the nescalator to the second floor and turn right.The bank is next to the bookstore.教学过程：一、创设情境，口语热身。

unit. 11 Could you please tell me where the restrooms are(讲义)1.了解到有关小镇的消息get someinformation about the town2.买些书法纸buy some writing paper3.存钱save money4.打电话make a telephone call5.劳驾，你知道我可以在哪儿存钱吗？知道，在中央大街有一家银行。

Excuse me, do you know where I can save money? Sure. There’s a bank on Center Street.6.你能告诉我，在哪儿可以买到邮票吗？Could you tell me where I can buy some stamps?7.乘电梯到二楼take the elevator to thesecond floor8.向左拐turn left = tale a left9.路过银行go past the bank=pass by the bank10.兑换零钱exchange money11.在一楼on the first floor12.我们决定和几位同学谈谈他们去那儿的原因。

We decided to talk to some students about why they go there.13.那儿的空气不新鲜，我宁愿呆在外面。

Theair there isn’t fresh. I prefer being outside. 14.那儿总有一些事情发生。

There’s alwayssomething happening.15.那儿有许多免费的演唱会。

There’re a lot offree concerts.16.即使只看看人群也是有趣的。

It’s also justfun to watch people.17.那是个好玩的地方吗？Is that a good place tohang out?18.一个高明的厨师 a wonderful cook19.你能告诉我哪儿有好吃的地方吗？Couldyou tell me where there’s a good place to eat?20.他们经常举办游乐项目。