2019-2020年九年级英语 Unit 5 Could you please tell me where the restrooms are教案 鲁教版.doc

2019-2020年九年级英语 Unit 5 Could you please tell me where the restrooms are教案 鲁教版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 municative petence3 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 municative petenceTeaching 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 munity? What is the name of the one in our munity?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 e 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 municative petence3Moral 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 munity 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 munity 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 plete 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 plete the guide to SunvilleAsk the students to plete the brochure on their own As they work, walk around the classroom offering help and answering questions as neededInvite a student to read the pleted 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 would beAsk a student to read the question and answer itExcuse me, could you tell me where the bank is, please?The bank is across the street from the shopping maltGet students to plete the work in pairsCheck the answers Ask a few students to read their questionsStep 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 MarsThere 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 restaurantInvite some pairs of students to present this conversation to the rest of the classStep Summary and HomeworkIn this class, weve 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 4748 of the workbook as wellThe Seventh Period Teaching Aims and Demands1Knowledge Objects（1）Key Vocabularyimage, adventure, jealousy, hero, crime, journey, brave, no longer, show interestin, take it easy, bee interested in, plain looks（2）Text:Grown-ups like cartoons, too2Ability 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 Teaching Key Points1Key vocabulary2Train students reading and writing skillsTeaching Difficult PointTrain students reading and writing skillsTeaching ProceduresStep I Key VocabularySay the words and have students repeat them again and again until they can pronounce them fluently and accuratelyStep 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 pictureAsk students to answer the five questions But dont look at the reading textInstead, they use their background knowledge to try to answer the questions As students work, walk around, looking at their progressWhen most students finish the task, ask students to answer the questions with a parterElicit 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 accordinglyStep 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 EnglishAsk five students to report their answersDraw students attention to the instructionsAsk students to plete the task individually or in pairsAs they work, walk around the classroom to make sure students discuss their reasons in EnglishHave students report their answers Encourage students to use plete sentencesStep Part 3Point to the story Look at the words indicated in bold Ask different students to guess the meaning Dont 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 dont understand Read in context, guessing their meanings from the other words around them Ask students to read the article again for prehensionRead 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 thisCheck the answers:Get students to make sentences with the words and expressions Remind them to look at the article again for extra helpAnswers to this activity will vary Then ask a students to write his/her answers on the blackboard Help correct any mistakesStep 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 doAsk students to do the activity on their own or in pairs As they work, walk around the classroom offering help students may needCheck the answersStep Part 5Read the task with the studentsAsk students to do the activity in small groups Try to put creative and artistic students in each groupCheck the answers and have students show or act out their cartoons for the classOptional activityAs an optional in-class or homework activity, remind students to find some cartoons and cut out the speech bubblesStudents can then write their own English stories in the speech bubblesStep Homework1Read the story in 2 again for further prehension2Revise the target language in this unit