九年级英语 Unit 5 Could you please tell me where the restrooms are教案 鲁教版.doc

Unit 5 Could you please tell me where the restrooms are?The First PeriodTeaching Aims and Demands1Knowledge Objects（1）Key Vocabularyrestroom, shampoo, stamp（2）Target LanguageExcuse me Can you please tell me where I can get a dictionary?Sure Theres a bookstore on River Road2 Ability Objects （1）Train students listening ability （2）Train students communicative competence3 Moral Object Helping each other is very important It is a good qualityTeaching Key PointTarget LanguageTeaching Difficult Points1How to train students listening ability2How to train students communicative competenceTeaching ProceduresStep RevisionT: Youre new to this school You need to know where the main office isHow can you ask where the main office is?S1: Wheres the main office?T: Thats 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?Ss: Can you tell me where the main office is?T: Thats correct Now lets say you want to know where Classroom 1 is How can you ask?S2: Can you tell me where Classroom 1 is?T: Good! Theres 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?Ss: Could you tell me how to get to Classroom 1?T: Thats right Very goodStep 1aGo through the instructions with the classRead 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 wordsPoint to the lettered parts of the picture one by oneAsk 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 blanksWhile students are working, move around the room offering help as necessaryStep 1bRead the instructions to students Point out the two conversations that are shown in the pictureAs you listen, fill in the blanks with words you hear in the recordingPlay the recording the first timeStudents only listenPlay the recording a second timeThis time ask them to fill in the blanks with the words you hearCheck the answers with the whole classStep 1cRead the instructions to the classPoint 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 partners questionsAs students work, listen to some pairs in order to check the progress and help with pronunciation as neededAfter students have had a chance to practise several exchanges, ask some pairs to come to the front of the classroom and act out their conversationsStep HomeworkReview the target languageThe Second PeriodTeaching Aims and Demands1Knowledge Objects（1）Key Vocabularyescalator, furniture, exchange money, elevator（2）Target LanguageExcuse me Do you know where I can exchange money?Sure Theres a bank on the secondfloor Take the escalator to the second floor and turn right The bank is next to the bookstore2Ability Objects（1）Train students listening ability（2）Train students communicative competence3Moral ObjectsIf someone asks you how to get to the place he wants to go to, you should tell him the way correctlyTeaching Key Points1Key Vocabulary exchange money2Target Language Excuse me Do you know where I can exchange money? Sure Theres a bank on the second floor3Structures Do 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?Teaching Difficult Points1Indirect questions2How to improve students listening abilityTeaching ProceduresStep RevisionCheck homework Step 2aRead the instructions and point to the list of directionsGet students to name the items in the picture such as escalator, elevator, shoe store, and so onPlay the recording Students only listenTell them that the picture may help them understand what they are hearingPlay the recording again This time ask students to write a number next to four of the directions Check the answers with the whole classStep 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 bookPlay the recording again and ask students to draw the line on their own Check the answer with the classStep 2cAsk a pair of students to read the sample conversation aloud to the classRead the instructions aloud Say Make conversations using information about the places in the picture with your partnersAs students work, move around the classroom checking the progress of the pairs and offering help as neededAsk one or two pairs to say their conversations to the class Ask the rest of the class to look at the picture as they listenStep HomeworkAsk the students to write three sentences with the starters of the structuresThe Third PeriodTeaching Aims and Demands1Knowledge 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 Street3Moral ObjectsAnything has both advantages and disadvantages We should treat everything correctlyTeaching Key PointTrain students listening, speaking, reading and writing abilityTeaching Difficult PointsHow to improve students integrating skillsTeaching ProceduresStep RevisionT: Yesterday we learned the structuresDo 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 3aRead the instructions Point out the blank lines under the words Advantages and Disadvantages below the interviewYou will write your answers in these blanksRead the first two sentences at the top of the articleExplain that the interviewer will talk to several teenagersGet students to read the interview on their own quicklyWhen they have finished, ask if there are any words or sentences they dont understand If there are, explain themAsk students to read the interview again and write the advantages and disadvantages Check the answers with the whole classStep 3bRead the instructions Point out the conversation in the box and invite two students to read it to the classPoint out the list of advantages and disadvantages in Activity 3a Say, You can use these items and any other items you can think of as you talk about places you usually hang outAsk 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 disadvantagesAsk several groups to act out part of their conversation to the classStep 4Read the instructions to the class Get students to look back at the picture and activities on the first page of this unitPoint out the sample language in the box Invite a student to read it to the classAsk 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 streetsWhen the groups are ready, they read their directions to the class and the other students guess the name of the place they are talking aboutStep Homework1Ask students to choose two places in the community and write careful directions from the school to each place2Finish off the exercises on pages 4647 of the workbookThe Fourth PeriodTeaching Aims and Demands1Knowledge Objects（1）Key Vocabularyfascinating, convenient, safe, restroom, inexpensive（2）Target LanguageCan you tell me where theres a good place to eat?Of course What kind of food do you like?2Ability 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 languageTeaching Key Points1Key Vocabulary convenient, safe, restroom inexpensive2Target Language Can you tell me where theres a good place to eat? Of course What kind of food do you like?Teaching Difficult Points1How to improve students writing and speaking ability2How to use the target languageTeaching ProceduresStep RevisionCheck homework Step 1aGo through the instructions with the classRead the words in the box to the class and ask if there are any of these words that students dont understand If so, help students to explain the meaning of the wordThen 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 cleanAsk students to write words from the box in the blanks on their own Help students if neededCorrect the answers by having students read what qualities he or she listedStep 1bRead the instructions to the classPoint out the example in the box Invite two students to read it to the classNow 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 neededInvite several pairs of students to say their conversations to the classStep 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 SunvilleGo through the instructions and point to the chartPlay the recording Students only listen the first timePlay the recording again Ask students to write the places people ask aboutCheck the answers with the whole classStep 2bRead the instructions and point to the chartYou will hear the same recording againThis time listen carefully to the answers the cleck gives Write the answers in the blanks alonePoint out the sample answerPlay the recording again Ask students to write their answers in the blanksCheck the answersStep 2cPoint to the sample conversation Invite two students to read it to the classRead the instructions Role play the conversations you hear on the tapeGet students to work in pairs Move around the room checking the progress of the pairs and offering help as neededAsk one or two pairs to say their conversations to the classStep HomeworkTalk about some places using the words in la, then write down the conversationsThe Fifth PeriodTeaching Aims and Demands1Knowledge Objects（1）Key Vocabularywater slide, clown, dress up, have fun（2）Practise reading an article（3）Practise writing something using the target language2 Ability Objects（1）Train students reading ability（2）Train students writing abilityTeaching Key PointPractise reading and writing using the target languageTeaching Difficult PointHow to write a guide to a placeTeaching ProceduresStep I RevisionReview the target language presented in this unit Check homeworkStep 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 classAsk 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 answersStep m 3bRead the instructions to the class Point to the first two sentences and ask a student to read these sentences to the classLook back at Activities 2a and 2b Use this information to help you complete the guide to SunvilleAsk the students to complete the brochure on their own As they work, walk around the classroom offering help and answering questions as neededInvite a student to read the completed article to the classStep 3cRead the instructions to the classAsk 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 guidesAsk students to work on their own Tell them that they can use what they wrotefor activity 3b as a guide They can write the guide for all tourists, teenagers, families, or people on a budget As they work, move around the room offering help as needed Correct the students work Ask some students to read their guides and correct them Step Part 4Go through the instructions with the classGet students to look back at the guides they wrote in Activity 3cAsk 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 participateAsk one or two groups to say one of their conversations to the classStep Homework1Read the article in 3a again2Write a guide to our cityThe Sixth PeriodTeaching Aims and Demands1Knowledge Objects（1）Fill in blanks and make sentences using beautiful, safe, delicious, convenient, fascinating（2）Write some questions using the target language2Ability ObjectsTrain students writing abilityTeaching Key Points1Fill in blanks and make sentences2Write questions using the target languageTeaching Difficult PointMake sentences using beautiful, safe, delicious, convenient, fascinatingTeaching ProceduresStep RevisionCheck homework Ask a few students to read the article in 3aThen ask a few students to read their guidesStep 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 In some cases, students may need to use another form of the word, for example adjusting for tense or subject/ verb agreementAsk students to fill in the blanks on their ownCheck the answers Step Part 2Go through the instructions with the classLook at the example with the studentsAsk students what the answer w