九年级英语全册《Unit 11 Could you please tell me where the restrooms are Reading》学案
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Unit 11 Could you please tell me where the restrooms are?万州龙宝中学黄瑾【Teaching goals】nguage goals:Key words and phrases:restroom, shampoo, drugstore, café, department store, escalator, magic,fresh, block, oak, uncrowned, safe, waterslide, clown, staff, organized, dress up, market.Target language:Could you please tell me where I can get a dictionary?Sure. There’s a bookstore on the River Road.2. Ability goals:Students can ask for information politely by asking “Could you please tell me---?” “Can you tell me---?”“Do you know where I can---?”【Teaching important and difficult points】Could you please tell me ---?Can you tell me ---?Do you know where I can ---?【Teaching methods】Reading, listening, making conversations, discussion in groups 【Teaching aids】A recorder【Teaching procedures】Section AThe First Period (1a—1c)Step1: Greeting and duty reportOne student give a duty report, the other students can ask some questions according to the report.Step2:Lead-inAsk students to pretend they are new to this school.T: How can you ask where the library is?Ss: Can you tell me where the library is?T: There is another polite way you can ask: Could you pleasetell me where the library is?Write down the two questions on the board, and ask Ss to practice the questions.Step3:1aRead the instructions to the class.Read the list of things in the box. Review the meaning of each item.Point to the lettered parts of the picture one by one. What place is this? What do they sell there?Ask Ss to match each thing with a place in the picture, and tell them there may be more one correct answer for some blanks.Step4: 1b ListeningAsk Ss to look at the pictures. Point out the two conversations that are shown in the picture. Say, Listen to the conversations and fill in the blanks with the words you hear in the recording.Play the recording twice. Stop the recording from time to time to allow Ss enough time to fill in the blanks.Check the answers.Step5: 1c PairworkRead the instructions and ask Ss to read the sample conversation.Say, look at the list of things people need and the pictures of the places in 1a.Have a conversation with your partner. Ask your partner politely where you can do these things.Ask a few Ss to present their conversation.Homework:Make a dialogue like 1c and write down in the exercise book.Blackboard Designbuy shampoo /some writing paper/some stampsget some magazines/a dictionary/some informationsave moneyCan you tell me where the library is?Could you please tell me where the library is?--Could you please tell me where I can buy some stamps?--Yes. There’s a post office on the Center Street.The Second Period (2a—2c)Step1: Duty report and revisionOne student gives a duty report as usual.Check the homework. Ask some Ss to read their conversation in pairs.Step2: PresentationAsk Ss to look at the picture in2a.Introduce the places in it, especially the escalator and the elevator.Step3: Listening (2a)You will hear one boy ask another boy how to find something in a shopping mall. The sentences are in the wrong order. Number the directions from 1 to 4.Play the recording twice. Ss write the numbers.Check the answers.2b Listen again. Show how the boy walks to the drugstore. Draw a line on the picture.Play the recording again and ask Ss to draw the line on their own.Check the answers.Step4: PairworkAsk two Ss to read the sample conversation. Have Ss follow the directions by looking at the picture.Say, Make a conversation using information in the picture.Ask Ss to work in pairs, then get one or two pairs to present their conversations.Step5: Grammar FocusReview the grammar box. Ask Ss to read the questions.Write three questions starters on the board:Could you please tell me how to get to ---?Can you tell me where ---?Do you know where ---?Ask Ss to complete each sentence using their own words. Homework:Practice the conversation in 2a, 2b and try to recite it and write their own conversation like this.Blackboard Design1.Take the escalator to the second floor.2.Turn left.3.Go past the bank.4.The drugstore is between ---Q1. Could you please tell me how to get to ---?Q2. Can you tell me where ---?Q3. Do you know where --- ?The Third Period (3a—4)Step1: Duty report and revisionGive a duty report.Ask some Ss to read out their conversations.Step2: Reading (2a)Writing the words advantages and disadvantages on the board, and ask Ss to give examples from their lives. For example,What are the advantages and disadvantages to own a car?Read the first two sentences at the top of the article. Explain that the interviewer will talk to some teenagers.Ss read the article. When they have finished, ask if there are any words or sentences they don’t understand. Write them and ask other Ss to explain them in their own words.Then Ss read the interview again and write the advantagesand disadvantages.Check the answers.Step3: GroupworkAsk Ss to read the sample conversation.You can talk about places where you usually hang out and the advantages and disadvantages of each place.Ask Ss to work in groups. As they work, move around the room offering help as needed.Ask a few groups to present their conversation.Step 4: DrillingRead the instructions to the class.Read the example in the box.Ask Ss to say the names of some stores and other places in the town and write them on the board.Divide the class into some groups. Each group chooses one place to write about. Write careful directions from the school to each place, but do not say the name of the place. When the groups are ready, they read their directions to the class and the other Ss guess the names of the places.HomeworkWrite a place you usually hang out and tell the reasons.Blackboard DesignAdvantages Disadvantages Friends hang out there air is not freshAlways something happening usually crowded Free contents, listen to CDs always spend too much moneyLook at books in the bookstore▲ Hang out The air is not fresh .I prefer being outside.Places: Xiangsheng Restaurant Huijia Store Longge BookstoreSection BThe First Period (1—2c)Step 1: Greeting and Duty reportSay hello to the Ss and a duty reporter is welcomed.Step 2: PresentationSs read the words in the box. If there are some words that Ss don’t understand, you can ask other Ss to explain the words.Read the instructions and point out the sample answer. Ask Ss to write words from the box in the blank on their own.Correct the answers by having Ss read the qualities he or she listed.Step 3: DrillingAsk Ss to read the sample conversation.Now work with a partner. Look at the words in the box and use them to talk about places in your own city.Ask a few pairs of Ss to present their conversations to the class.Step 4: ListeningAsk Ss to look at the picture and ask Ss to tell what is happening. Explain that the scene shows a family on vacation.They are asking the man for information about various things to do in Sun Ville.Read the instruction and say. You will hear three different conversations. Listen to the recording and write what place they ask about in each conversation.Play the recording twice. Ss write the places people ask about.Check the answers.Let Ss look at the chart in 2b.Say, listen again. This time listen carefully to the answers the clerk gives. Write the answers in the blanks.Play the recording again. Then check the answers.Step 5: PracticeLet Ss read after the tape twice. And try to role play theconversation between the man and the tourists.Ask one or two pairs to present their conversation. HomeworkWrite down the conversations they make.Blackboard DesignFascinating: having strong charm uncrowned: not crowdedSafe: not dangerous convenient: easy to get to, suitableClerk: person employed in a bank, office, shopConversation1: Green landConversation2: the corner of Market and Middle Streets Conversation3: the computer museumThe Second Period (3a-4)Step1: Greeting and reportSay hello to the Ss and one student give a duty report.Step2: lead-inSs look at the picture. Ask: Where can you guess is it? Introduce Watertown, water slides. Ask Ss to find out the Places in the picture, such as Café, Sports Museum, Science Museum and so on.Ask one student to read the passage aloud. Correct any pronunciation errors to make sure the student are providing a good model for the rest of the class.Ask Ss to complete the work individually. Then review the task. Ask a few students to tell the class about the answers in the chart.Step3: ReadingLet Ss look back at 2a and 2b.Say, Use this information to help you complete the guide to Sun Ville.Ask Ss to complete the Writing .As they work, move around the room offering help and answering questions as needed.Ask a student to read the completed article to the class.Step4: 3c PracticeAsk Ss to say the names of some of the places they might write about. Write a list of the places on the board.Ss work individually. Tell them that they can use what they wrote for 3b as a guide.Step5: PerformanceRead the instruction to the class. Ask Ss to look back the guides they wrote in 3c.Have different Ss take the role of the booth worker and the different tourists. Be sure every student has a chance to participate.Ask one or two groups to present their conversations, Homework:Practice the article in 3a and try to retell it.Blackboard DesignWatertown water slidesKids Teenagers ParentsEat Clown City CaféUncle Bob’s Farmer’s MarketHave fun organized games water slides dance lessonsClowns rock bandLearn Science Museum Sports Museum History Museum。
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.。
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。
某某石河子市第八中学九年级英语全册 Unit 11 Could you please tell me where the restrooms Reading教案人教新目标版Language goals语言目标1. Words && expressions生词和短语mon, necessary, similar, rude, direct, extra, trouble, offend, language etiquette, suitable2. Key sentences重点句子 (P92)... both are correct English, but the first could sound rude.... we change the way we speak when talking with different people.Ability goals能力目标Enable the Ss to talk about language etiquette.Emotion && attitude goals情感和态度目标Know the importance of language etiquette and learn to be polite.Strategy goals策略目标Using what you know.Culture awareness goals文化意识目标Learn about a country from its language.Teaching important points教学重点Etiquette in English language.Teaching procedures and ways教学过程与方式Step I Pre-reading (Section 1:P92)T: Do you often do your homework at school or at home?Ss: At home.T: When you meet difficulties in your homework, who do you often turn to for help? S1: My parents often help me.S2: I often go to ask my best friend.S3: I often give my teacher a call and she helps me.T: In these situations, how will you ask for help? What will you say to them? Think for a while and write down the words and expressions. In Chinese, if you can’t find the correct words.Move around and offer some help.T: What do you usually say to your parents, best friend and teacher?S1: I will say “妈妈,能帮我做这道题吗?”S2: I usually say “东东,来看看这道题怎么做啊?”S3: I will say “李老师,这道题我不太会做,您能帮我解答一下吗?”T: Have you noticed that they use different sentences to express the same meaning? Why is that? Discuss with your partners.S: I think when we ask different people for information, we use different expressions. For very close friends or people you know well, we don’t need to use polite language. But when we talk to teachers or people much older than you or strangers, we should use polite language. In a word, the expressions we use depend on whom we are speaking to or how well we know them.T: Excellent. Now let’s put what you just wrote in English. Be careful with your expressions.Sample answers:Step II While-reading (Section 2: P92-93)Let the Ss read the passage on page 92 and explain some difficult language pointsto them.T: Now we are going to learn a passage about language etiquette. Do you know the meaning of “etiquette”?Show the word “etiquette” and its explanation on the blackboard.etiquette: formal rules of correct and polite behavior in society or among members of a professionT: Let’s read the passage on page 92 and learn some etiquette in English language. First look at the questions on the screen. When you read, please find the answers. Show the following three questions on the screen.Q1: Is the sentence “Where are the restrooms?” polite or impolite?Q2: What should you do when you talk with different people?Q3: Is learning about language etiquette as important as learning grammar or vocabulary? Why?T: How about the first one?S1: It’s impolite. We should use polite expressions when we make requests.T: What will you do when you talk with different people?S2: We should change the way we speak. We should use polite language when we talk with a teacher or a stranger. While when we talk to very close friends, it is OK not to use polite language.T: Last question?S3: Yes, it is. Because if you don’t speak politely in some situations, your requests may sound rude or even offend people.Step III Post-reading (Section 3: P93)Deal with Section 3 on page 93.T: After you read the passage, what do you think of language etiquette?S1: I think it’s very important in daily munications, especially when we visitanother country. We should be careful with the language we use.T: Very good. Now look at the chart on page 93. We have learned that when we talk with different people, we should use different language to make requests. Read the three requests in the left column and describe situations when the requests would be suitable and then in the right column, make more polite requests. You may discuss with your partners.Suggested answers:T: Now read the passage again and get the main idea of each paragraph. Then match each paragraph with its main idea in 3b.Check the answers.Step IV Role Play (Section 4: P93)T: Now read the four situations in Section 4. When you are in such situations, how will you make the request? Think about the relationship between the speaker and the listener. Work in pairs and act out the conversations.Sample conversations:1. S1: Mom. Can I stay out late this afternoon? I will play football with my classmates at school.S2: OK. Be careful and don’t be too late.2. S1: Excuse me, can you tell me how to play the new video game? It looks interesting. S2: Well, I will show you. Watch carefully ...3. S1: I’m sorry to trouble you, Mr White, but can I hand in my homework later today? S2: I am sorry you can’t. It has been delayed for almost a week.4. S1: Dear, sorry to tell you that I will be away this weekend. How about ing herenext weekend?S2: Sure. See you then.Step V HomeworkT: Find more examples of language etiquette when you watch movies or read books. Share them with the class next time we meet.Teaching Resources 教学资源库I. 背景知识1. 如何礼貌地请求帮助在日常生活中向别人打听情况、征询意见时,常用Excuse me; 在向别人提出请求时,常用Could you tell me ...? 或Can you tell me ...? Could you ...?句型中could 表示语气婉转、有礼貌。
《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。
Unit 11 Could you please tell me where the restrooms are? Part 1: Teaching design (第一部分:教学设计)SECTION AGoals●To learn to use Indirect questions●To learn to tell about placesProceduresWarming up by learning grammarHello everyone. I am a strange here in this city. Could you tell me how to get to the supermarket?All right, I am telling a lie to you. I am not new here. I saidso just to help you learn to use the Indirect questions. Now turn to page 87 first and look at the three sentences in the Grammar Focus.Have you noticed the word “where” and “how” used in the sentences. The questions introduced by them are called the Indirect questions.Now in pairs make similar sentences with “where” and “how”.1a Matching things with placesOn page 86 is a picture of a city. A visitor is asking someone questions about things to do at certain places. Now look at the picture and match each thing with a place.1b Listening and pletingIt is difficult to get around in a new place. Now listen to the recording and plete the dialogue in the picture on page 86.TapescriptConversation 1Girl1: Excuse me. Could you tell me where I can buy some stamps?Boy1:Yes. There’s a post office on Center Street.Girl1: Oh. Can you tell me where Center Street is?Boy1: Sure. Go past the bank. Center Street is on your right.Girl1:Thanks a lot.Boy1:No problem.Conversation 2Girl2: Excuse me. Do you know where I can save money?Boy2:Sure. There’s a bank on Main Street.Girl2: Oh. Could you please tell me how to get there?Boy2: Yes... Go straight ahead. The bank is on your left.Girl2: Thank you.Boy2:You’re w ele.Write your words here in the speech bubbles.A: Could you tell me where I canbuy some stamps?B:Yes. There’s a post office on Center Street.A: Excuse me. Do you know where I cansave money?B:Sure. There’s a bank on Main Street.Read the tapescript and try to underline all the useful expressions used and circle the Indirect questions.1c Doing pairworkIn 1a there are many phrases describing activities. Now use them to make up conversations to talk about your own city. (The Indirect questions are circled.)A: Excuse me. Can you please tell me where I can buy shampoo in this city?B:Sure. There’s a department store over there.A: Excuse me. Can you please tell me where I can get some magazines?B:Sure. There’s a post office around the corner.A: Excuse me. Can you please tell me where I can make a telephone call?B:Sure. There’s a post office one hundred meters down the street.A: Excuse me. Can you please tell me where I can get some information about the town?B:Sure. There’s a library opposit e of the hospital.A: Excuse me. Can you please tell me where I can get some writing paper?B:Sure. There’s a department store close to the bus station.A: Excuse me. Can you please tell me where I can buy some stamps?B:Sure. There’s a post office besid e the library over there.A: Excuse me. Can you please tell me where I can save money.B:Sure. There’s a big bank beside the café on the main library over there.2a Listening and numberingDo you like shopping? If you do e and listen to the directions for going shopping around a new city.TapescriptBoy1:Excuse me. Can you tell me where I can buy some shampoo?Boy2:Yes. There’s a drug store on the second floor. Um. Let me think... Take the escalator to the second floor and then... then you turn left. Let’s see... Then go past the bank. And um... The drug store is between the furniture store and the bookstore. You should be able to get shampoo there.Boy1:OK, great. Thanks a lot.Boy2:You’re wele.While listening please number the directions in the order that you hear them. Take the elevator to the second floor.2 Turn left.1 Take the escalator to the second floor.Turn right.4 The drugstore is between the furniture store and the bookstore.3 Go past the bank.Read the tapescript for the Indirect questions and the useful expressions. Circle the Indirect questions and underline the useful expressions.2b Listening and drawingDo you like drawing. Now listen to the recording again to draw aline on the picture on page 87 to show how the boy walks to thedrugstore.2c Doing pairworkWhat else do like to buy? Then make conversations in pairs using the other places in the picture on page 87.A: Excuse me. Do you know where I can exchange money?B:Sure. There’s a bank on the second floor. Take the escalator to the second floor and turn right. The bank is next to the bookstore.A: Excuse me. Do you know where I can buy music CD?B:Sure. There’s a Music Magic shop on the first floor. Don’t take the escalator. It is next to the escalator room.A: Excuse me. Do you know where I can get a dictionary?B:Sure. There’s a bookstore on the second floor. Take the escalator to the second floor and turn right. The bookstore is next to the bank.A: Excuse me. Do you know where I can buy some candies?B:Sure. There’s a drugstore on the second floor. Take the escalator to the second floor and turn right. The bank is next to the bookstore.A:Excuse me. Do you know where I can buy a desk?B:Sure. There’s a furniture store on the second floor. Take the escalator to the second floor and turn right. The bank is next to the drugstore.Now read aloud the conversations again to Circle the Indirect questions and underline the useful expressions.3aReading and listingOn page 88 is an article about going to a mall. Now read it to list the advantages and disadvantages of going to a mall. While you read, Circle the Indirect questions and underline the useful expressions.They’re all at the mall.After school, a lot of young people go to the mall. We decided to talk to some students about why they go there.Interviewer: Why do you go to the mall?Yu Yue: I go to the mall because my friends hang out there. But I don’t really like it.Interviewer: Oh? Why not?Yu Yue: The air isn’t fresh. I prefer being outside. Also, it’s usually cro wded.Interviewer: And how about you?Li Jun: Oh, I love the mall. There’s always something happening. There are a lot of free concerts there. It’s also just fun to watch people.Hu Peng: I like the mall, too. I like to go in the music store and listen to CDs.I also like to look at books in the bookstore.Yu Yue: Well, when I go into stores I always spend too much money!Advantages disadvantagesThere’s always something happening.The air isn’t fresh.There are a lot of free concerts there. I t’s usually crowded.It’s also just fun to watch people.when I go into stores I always spend toomuch money!I like to go in the music store and listento CDs.I like to look at books in the bookstore.3b Doing groupworkWhere do you usually hang out with friends? What are the advantages and disadvantages of hanging out at your house, at a mall or at your school? Now in groups talk about them.A: Where do you usually hang out with your friends?B:We usually go to my friend, Qiu’s place.A: Is that a good place to hang out?B:Well, it has advantages and disadvantages. It’s kind of small. But Qiu’s mom is a wonderful cook, so we always have great snacks.A: Where do you usually hang out with your friends?B: We usually go to the bookstore.A: Is that a good place to hang out?B:Well, it has advantages and disadvantages. It’s very big and the air is fresh, too. And we can just read books there. We don’t have to buy books. So we always have a good time there.A: Where do you usually hang out with your friends at weekends?B: I usually stay at home.A: Is that a good place to hang out for the weekends?4. Directions challengeNow we are going to challenge one another. Write directions from your school to three certain places. Read the directions to each other and guess the places.Closing down by looking and sayingTo br ing the period to an end let’s look at the picture and talk about things happening in it.SECTION BGoalsTo learn to talk about places in the cityTo learn to read about placesProceduresWarming up by thinking about How to ask for directions when traveling1a Putting wordsOn page 89 is a list of words and a box with places. Now go over them and put in words beside the place, the most important quality words first.1b Doing pairworkYou are familiar with the words in 1a. Now use them to talk about your city.A: The Central Square is really fascinating.B:Yes, and it’s not far away, either.2a Listening and writingSome tourists are going around your city. They are asking about things. Now listen to them talking and write what they ask about.Conversation 1Boy1: 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 GreenLand. 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.Girl1:Oh, Dad! History museums are boring. Let’s go to a science museum.Boy2: Science? We always go to science museums. I don’t like science museums. I want to go to a chil dren’s museum. They’re more fun.Girl2: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 puter museum? There are a lot of fun things forchildren there. You can learn all about the history of puters, as well as learn about science.Family:That’s a great idea! Let’s go to the puter museum. How do we get there? Do you know what the tourists are asking about?The tourists ask about…Conversation 1 RestaurantsConversation 2 public restroomsConversation 3 a good museum2b Listening and writingNow you are to listen to the conversations for the second time. Listen for where the man says the tourists should go.The tourists should go to…Conversation 1 GreenLandConversation 2 The corner of Market and Middle StreetsConversation 3 The puter museumTo make a better use of the listening exercise we shall go on to read the tapescripts. While you read, Circle the Indirect questions and underline the useful expressions. 2c Doing pairworkFor fun and for learning let’s role play the conversations between the man and the tourists. Who will be the man? All right, it’s you, Zhao Hongtao.A:Can you tell me where there’s a good place to eat?B: Of course. What kind of food do you like?A: I like vegetarian food.B: There are a lot of good restaurants in Sunville. Why not go to GreenLand. They have delicious salads.A: Can you tell me if there are any public restrooms around here?3aReading and fillingGo to page 90, please. Read the article on the left and fill in the charts on the right. While reading try to underline all the useful expressions and circle all the connectivesAfter reading fill in the chart on page 90 on the right.3b pleting a tour guideOn page 90 is an unfinished tour guide to Sunville. Now turn back to 2a and 2b for information to finish it.3c Write a guide to your city or townMY HOMETOWN: TAIYUANTaiyuan, the capital city of Shanxi Province, lies in the north basin of Middle Jin (Jin is another name for ShanxiProvince) and crosses the River Fen. The city area administers three districts, one subdivided city and five counties. The history of the city can be traced back to over 2,400 years ago. It was established in 497 BC, the end of the Spring and Autumn Period (the slavery Period in China) and was named Jinyang, the northern bank of the JinRiver. In Chinese, the northern bank of waters is called yang. In 982, Song Taizong, Zhao Kuangyi, the second emperor of the SongDynasty burned and flooded JinyuanCity. After that, he ordered one of the officials, Pan Mei to build TaiyuanCity in TangmingTown, north of JinyuanCity. Thus, came the present TaiyuanCity. Taiyuan, in Chinese, means the greatest plain. In fact, it is dominated by rugged hills and hilly areas. Only one-fifth of the whole area is plains. Taiyuan is surrounded by mountains in the east, west and north; only the southern part is alluvial plains. Taiyuan abounds in various minerals, especially coal and iron, so honors the name, "the home of coal and iron." Taiyuan is of continental climate at temperate zone. It is dry and cold in winter, hot and rainy in summer, dusty and windy in spring, cool and fortable in autumn. The annual average temperature is 9.5 Degree Celcius.4 Doing groupworkOne of the group member is to role play the information booth worker,and the others are the tourists. The tourists are asking about your city. Tourist: What is Taiyuan?Information booth worker: It is the capital city of Shanxi Province.Tourist: Where is Taiyuan?Information booth worker: It lies in the north basin of Middle Jin (Jin is another name for ShanxiProvince) and crosses the River Fen.Tourist: How many districts are there in Taiyuan?Information booth worker: The city area administers three districts, one subdivided city and five counties.Tourist: How old is the city?Information booth worker: The history of the city is as old as 2,400 years. It was established in 497 BC, the end of the Spring and Autumn Period (the slavery Period in China). What was its old name?Tourist:Information booth worker: Itwas named Jinyang, the northern bank of the JinRiver.In Chinese, the northern bank of waters is called yang.…Closing down by going around TaiyuanAt the end of the period I will take you on a trip to Taiyuan. e with me. SELF CHECK1 Fill in blanks with the correct word given in its correct form.2. Looking and writingThere is a map on page 91 in the middle. Look at it and ask five questions. Answer them as a local person might do.1.Excuse me, co uld you tell me where the bank is?→ It’s between the Fifth Avenuetand the Garden Road on the west side of the Central Street.2.Excuse me, could you tell me where the movie theatre is?→ It’s at the cornerof the Fifth Avenue and the Central Street. You can find it on your right.3.Excuse me, could you tell me where the restaurant is?→ There are threerestaurants in the city. The best one is nearest from here. It’s between the Fifth Avenue and the Road, just by the Central Street.4.Excuse me, could you tell me where the library is?→It’s at the west end ofthe Garden Road opposite to the best restaurant in the city.5.Excuse me, could you tell me where the shopping mall is?→It’s the tallestbuilding in the city. It’s located west of the Central Street between the Fifth Avenue and the Garden Road.Just for fun!Reading poems is fun. So go on reading this little poem by James Whitb Riley (1849-1916).A BOY'S MOTHERMY mother she's so good to me,Ef I was good as I could be,I couldn't be as good—no, sir!—Can't any boy be good as her!She loves me when I'm glad er sad;She loves me when I'm good er bad;An', what's a funniest thing, she saysShe loves me when she punishes.I don't like her to punish me.—That don't hurt,—but it hurts to seeHer cryin'.—Nen I cry; an' nenWe both cry an' be good again.She loves me when she cuts an' sewsMy little cloak an' Sund'y clothes;An' when my Pa es home to tea,She loves him most as much as me.She laughs an' tells him all I said,An' grabs me up an' pats my head;An' I hug her, an' hug my PaAn' love him purt' nigh as much as as Ma.Reading: Could you please lend me your pen?Before you read, listen to the recording for the general idea of the passage. While you read, underline all the expressions and circle all the connectives.Asking for information or help is a very mon and necessary activity,we visit a foreign country, so knowing how to ask for information politely is important. In English, “Where are the restrooms?” and “Could you please tell methe restrooms are?” are similar requests —the first could sound rude. It’s important to use correct language, but sometimesthis alone is not enough—we need to to be we make requests.In English, just like in Chinese, we change the waywe speakdifferent people. The expressionsyou use might depend onwhom you are speaking toyou know you said to your teacher, “Where is my book?”, this might sound rude. Butif you said, “Excuse me, Mr West. Do you know where my book is?”, your question will sound much more polite. On the other hand, it might be all right to say “Where is my book?” in some situations, perhaps with people you know well.And you would not usually say, “Peter, lend me your pen.” A very direct order like this can sound rude in English. Usually in Englishpolite questions are longer and include extra language such as ‘Could you please…?’ or ‘Can I ask…?’ It sounds more polite to say, “Peter, could you please lend me your pen?” Sometimes, we might even need to spend some time leading in to a question or request. For example, if you stop a stranger in the street, we migh t first say, “Excuse me, I wonder ifyou can help me” or “I’m sorry to troubleIt might seem thatspeaking politely is more difficult than being direct, and in a way this may be true. However, in order not to offend people, learning about language etiquette is just as learning grammar or vocabulary. And doing this will also help you bee better at English, or any other languageyou wish to speak.Part 2: Teaching Resources (第二部分:教学资源)I. How to ask for directionsWhen you don't know where you are, or when you don't knowhow to get to a place, you can ask directions. Talk to the firstperson that you see. Ask that person where you should go.I don't like maps. I prefer to just stop and ask directions.I think we're lost. Let's pull over and ask directions.II. How to ask politely。
《Unit 11 Could you please tell me where the restrooms are
Reading》
一、学习目标
二、知识链接
If your pen is broken, how to ask your friends for one?
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三、学法指导
通过对阅读材料的学习,一定要弄清楚有礼貌地向他人询问某方面的信息。
列出几种表
达式。
四、自主学习
1、请同学们先认真阅读学习目标,然后仔细研读课本P92-93,看完后将所学到的东西进行
归纳,画出重要知识点,用红笔做好疑难标记。
2、翻译下列短语。
寻求信息______________ similar requests ______________
用英语 ______________ sound rude ______________
一方面-----另一方面_______ in some situations ______________
such as ______________ 花时间做某事
ask sb for he lp ______________ in order to ______________ Learn about language etiquette ______________
3、Learn” lend and borrow “ and make sentences
lend sb sth = lend sth to sb
borrow sb sth = borrow sth from sb
Eg. Tom lent some money to Jack.(同义句)
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五、合作探究
1、两两对读并翻译课文。
2、 Answer the questions according to the passage.
1, What is a very common and necessary activity
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2 , Do we need to learn how to be polite when we make requests?
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3. Do you change the way yo u speak when talking with different people?
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3、 Chang e these sentences into polite ways.
1. Where are the restrooms?
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2. Where is my book?
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3. Peter, lend me your pen..
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4、翻译下列句子。
1. We need to learn how to be polite when we make req uests.
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2. The expressions you use might depend on whom you are speaking to or how well
you know them.
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3. Sometimes we might even need to spend some time leadin g in to a question or request
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