资源描述
Unit 5 Could you please tell me where the restrooms are? The Second Period
Ⅰ. Teaching Aims and Demands
1. Knowledge Objects
(1) Key Vocabulary
escalator, furniture, exchange money, elevator
(2) Target Language
Excuse me. Do you know where I can exchange money?
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.
2. Ability Objects
(1)Train students’ listening ability.
(2)Train students’ communicative competence.
3. Moral Objects
If someone asks you how to get to the place he wants to go to, you should tell him the way correctly.
Ⅱ. Teaching Key Points
1. Key Vocabulary
exchange money
2. Target Language
Excuse me. Do you know where I can exchange money?
Sure. There’s a bank on the second floor.
3. Structures
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?
Ⅲ. Teaching Difficult Points
1. Indirect questions.
2. How to improve students’ listening ability.
Ⅳ. Teaching Methods
1. Pairwork.
2. Teaching by explanation.
Ⅴ. Teaching Aids
A tape recorder.
Ⅵ. Teaching Procedures
Step Ⅰ Revision
Check homework. Ask some pairs to act out their conversations according to the picture in 1a.
S1: Excuse me. Do you know where I can save money?
S2: Sure. There’s a bank on Main Street.
Step Ⅱ 2a
This activity provides listening practice using the target language.
Read the instructions and point to the list of directions. Tell students there is a blank line in front of each direction where they can write in a number from 1 to 4.
They will hear only four directions, so two blank lines will be left. You will hear one boy ask another boy how to find something in a shopping mall. The sentences in your book are in the wrong order. Number the directions from 1 to 4 to show the correct order.
Point to the picture. 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.
Answers
The directions should be numbered in this order
blank 2 1 blank 4 3
Tapescript
Boy 1: Excuse me. Can you tell me where I can buy some shampoo?
Boy 2: Yes. There’s a drug store on the second floor. Urn. 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.
Boy 1: OK, great. Thanks a lot.
Boy 2: You’re welcome.
Step Ⅲ 2b
This activity gives students practice in understanding the target language in spoken conversation.
Point 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.
Answers
The line goes from where the boy is standing, over to the escalator, up the escalator to the second floor, to the left and past the bank. The line stops in front of the drug store between the furniture store and the bookstore.
Step Ⅳ 2c
This activity provides guided oral practice using the target language.
Ask a pair of students to read the sample conversation aloud to the class.
S1: Excuse me. Do you know where I can exchange money?
S2: 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.
Write the sample conversation on the blackboard.
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 Grammar Focus
Review the grammar box. Have students read the questions to the class. As the students are doing this, write the following three questions on the blackboard.
1. Do you know where I can buy shampoo?
2. Could you tell me how to get to the post office?
3. Can you please tell me where I can get a dictionary?
Ask the students to look at the blackboard. Underline the words I can buy shampoo, the post office, and I can get a dictionary. Ask a student to name something that he or she is looking for, such as a new notebook. Then ask other students to try to use all three sentence starters to form questions.
Possible questions are:
Do you know where I can buy a notebook?
Could you tell me how to get to the bookstore?
Can you please tell me where I can get a notebook?
Pronunciation note
With most questions that use the words how and where, your voice drops at the end. But in this unit the voice rises at the end of the polite questions. Even though the questions contain the words how and why, the voice rise at the end. If you allow your voice to fall at the end, the questions will no longer sound as polite.
Step Ⅵ Summary
In this class, we’ve learned key vocabulary exchange money, the target language Excuse me. Do you know where I can exchange money? Sure. There’s a bank on the second floor and the structures. Do you know where…? Could you tell me how to get to…? Can you please tell me where…?
Step Ⅶ Homework
Ask the students to write three sentences with the starters of the structures.
Step Ⅷ Blackboard Design
Unit 5 Could you please tell me
where the restrooms are?
Section A
The Second Period
1. Target Language:
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.
2. 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?
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