Unit 11 Could you please tell me where the restrooms are?
Section A
The first period
Ⅰ. Teaching aims and demands
1. Knowledge objects
⑴. key words and phrases: shampoo, restrooms, writing paper, save money, direct, direction, elevator, escalator, drugstore, furniture, go past/by, exchange money.
⑵. Target language:
-- Excuse me, Could you please tell me where I can exchange money?
-- Sure, there’s a band on the second floor. Take the escalator to the second floor, and turn left. It’s next to the bookstore.
2. Ability objects:
⑴. Train Ss’ speaking and listening skills.
⑵. Train Ss’ how to ask for information politely.
3. Moral objects:
We should be polite when we are together with others.
Ⅱ. Teaching key points:
1. Learn the key words and phrases.
2. Making conversations about asking for information politely.
3. listening
Ⅲ. Teaching difficulties;
Making conversations about asking for information politely.
Ⅳ. Teaching methods:
Pair work and group work
Ⅴ. Teaching procedures;
Step 1. Revision
1. Revise the conversations about asking for directions and giving directions by asking Ss.
-- Excuse me, Is there a post office?
-- Yes, there is.
-- Can you tell me how I can get there?
-- Certainly. Go along the street, and take the 3rd turning on the left, and go on , you can see it on your right.
-- Thanks a lot.
-- You’re welcome.
2. Show the Ss a map of our city, then let them work in pairs. Then let several pairs act in class.
Step 2. leading in
1. Tell the Ss to open their books to P92, and look at the two pictures carefully, and then ask some Ss to tell the differences between them.
2. Tell them that we should always be polite when we are together with others, especially ask for information.
Step 3. Activity 1a and 1c
1. Get Ss to match each thing with a place first. Then help them to check. Many different answers are possible.
2. Get Ss to look at the conversation in 1c. Then let them make their own conversations and then act in class.
Step 4. Activity 1b, 2a and 2b.
1. Get Ss to look at the pictures in 1a, and go through conversations with Ss. Then play the tape for them to listen and fill in the blanks. If necessary, play again for them to check. Finally, Ss read the listening materials on Page 135.
2. For 2a and 2b, get Ss to look at the pictures in 2a carefully, then play the tape for them to listen, then play again for them to check. Then read the listening materials together with Ss.
Step 5. Activity 2c, pair work.
1. Get Ss to read the model of a conversation. Make sure the Ss know how to make conversations with the picture in 2a.
2. Then get Ss to act in class their own conversations.
Step 6. Grammar focus.
Explain that we should be polite when asking for information.
Step 7. Summary and homework
In this class, we’ve learnt some key words and phrases and some conversations. After, go over them as often as possible.
Step 8. Blackboard design
Unit 11 Could you please tell me where the restrooms are?
Section A
The first period
1. key words and phrases:
shampoo, restrooms, writing paper, save money, direct, direction, elevator, escalator, drugstore, furniture, go past/by, exchange money.
2.Target language:
-- Excuse me, Could you please tell me where I can exchange money?
-- Sure, there’s a band on the second floor. Take the escalator to the second floor, and turn left. It’s next t
教学反思:
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Unit 11 Could you please tell me where the restrooms are?
The Second Period
Ⅰ. Teaching Aims and Demands
1.Knowledge Objects:
(1)Key Vocabulary: hang out, fresh, advantage, disadvantage, block
(2)Target Language:
Go out the front door and take a right. Walk about three blocks.
Go past the park, and turn left onto Oak Street.
2. Ability Objects:
Train Ss’ reading , speaking and writing skills.
3.Moral Objects
Anything has both advantages and disadvantages, and we should treat everything correctly.
Ⅱ.Teaching Key Points
(1)Key Vocabulary: hang out, fresh, advantage, disadvantage, block
(2)Target Language:
Go out the front door and take a right. Walk about three blocks.
Go past the park, and turn left onto Oak Street.
Ⅲ. Teaching Difficult Points
How to improve students’ integrating skills.
Ⅳ.Teaching Procedures
StepⅠ Revision
T: 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 Activity 3a
Read the instructions to the Ss.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 Activity 3b
Read 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 usually hang out.
Ask students to work in groups of four or five. As they work, move around the classroom helping the groups as necessary. Make sure they talk about both advantages and disadvantages.
Ask several groups to act out part of their conversation to the class.
Step Ⅳ Activity 4
Read 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 well.
Write carefully 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 Summaryand homework
In this class, we’ve learnt advantages and disadvantages. We know that everything has its advantages and disadvantages, so we should treat everything correctly. Then get students to choose two places in the community and write carefully directions from the school to each place.
Step Ⅵ Blackboard design
Unit 11 Could you please tell me where the restrooms are?
The Second Period
(1) Key Vocabulary: hang out, fresh, advantage, disadvantage, block
(2)Target Language:
Go out the front door and take a right. Walk about three blocks. Go past the park, and turn left onto Oak Street.
教学反思
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Unit 11 Could you please tell me where the restrooms are?
The Third Period
Ⅰ.Teaching Aims and Demands
1.Knowledge Objects
(1)Key Vocabulary: fascinating, convenient, safe, restroom, inexpensive
(2)Target Language
--Can 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 Points
1.Key Vocabulary: convenient, safe, restroom inexpensive
2.Target Language
--Can you tell me where there’s a good place to eat?
--Of course.
--What kind of food do you like?
Ⅲ.Teaching Difficult Points
1.How to improve students’ writing and speaking ability.
2.How to use the target language.
Ⅳ.Teaching methods
Listening methods, pair work and group work.
Ⅴ. Teaching Procedures
StepⅠ Revision
Check homework.
Step Ⅱ Activity 1a
Go through the instructions with the class. Then 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 Activity 1b
Read 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 Activity 2a
Point 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 Activity 2b
Read 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 Activity 2c
Point 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 Ⅶ Summary and homework
In this class, we’ve learnt how to talk about some places using the words in la, after class, make conversations with classmates as many as possible and write down a conversation in your exercise books.
Step Ⅷ Blackboard design
Unit 11 Could you please tell me where the restrooms are?
The Third Period
( 1 ) Key Vocabulary: fascinating, convenient, safe, restroom, inexpensive
( 2 ) Target Language
--Can you tell me where there’s a good place to eat?
--Of course.
--What kind of food do you like?
教学反思
Unit 11 Could you please tell me where the restrooms are?
The Fourth Period
Ⅰ.Teaching Aims and Demands
1.Knowledge Objects
(1)Key Vocabulary: water 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.
3. Moral objects:
We should learn to enjoy our life and love our envrinment
Ⅱ.Teaching Key Points
Practise reading and writing using the target language.
Ⅲ.Teaching Difficult Points
How to write a guide to a place.
Ⅳ.Teaching Procedures
Step I Revision
Review the target language presented in this unit.Then get several pairs to act their own conversations in class.
Step Ⅱ Activity 3a
Invite 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.
StepⅢ Activity 3b
Read 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 Activity 3c
Read 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 wrote
for activity 3b as a guide.They can write the guide for all tourists, teenagers, families, or people on a budget.As they work, move around the room offering help as needed.Correct the students’ work. Ask some students to read their guides and correct them.
Step Ⅴ Activity 4-----Groupwork
Go 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 Summary and homework
1. In this class, we’ve learnt a article of a guide to a place.After class, please read it as often as possible
2.Write a guide to our town----Taoxin Town.
Step Ⅶ Blackboard design
Unit 11 Could you please tell me where the restrooms are?
The Fourth Period
( 1) Key Vocabulary: water slide, clown, dress up, have fun
(2)Practise reading an article.
(3)Practise writing something using the target language.
教学反思
Unit 11 Could you please tell me where the restrooms are?
The Fifth Period
Ⅰ. Teaching Aims and Demands
1.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 Objects
Train students’ writing ability
3.Moral Objects:
We should learn to enjoy our life and love our envrinment
Ⅱ.Teaching Key Points
1.Fill in blanks and make sentences.
2.Write questions using the target language.
Ⅲ.Teaching Difficult Point
Make sentences using "beautiful, safe, delicious, convenient, fascinating".
Ⅳ.Teaching Procedures
Step Ⅰ Revision
Check homework.Ask a few students to read the article in 3a.
Then ask a few students to read their guides.
Step Ⅱ Part 1
Look 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 agreement.
Ask students to fill in the blanks on their own.
Check the answers.
Step Ⅲ Part 2
Go 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 Homework
In this class, we’ve done some 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 learn the vocabulary and phrases in Unit 11 by heart and read the the articles in this unit as often as possible.
Step Ⅵ Blackboard design
Unit 11 Could you please tell me where the restrooms are?
The Fifth Period
(1)Fill in blanks and make sentences using beautiful, safe, delicious, convenient, fascinating.
(2)Write some questions using the target language.
教学反思
Unit 11 Could you please tell me where the restrooms are?
Reading: Could you please lend me your pen?
The Sixth Period
Ⅰ. Teaching Aims and Demands
1.Knowledge Objects
⑴. Key words and phrases: request,make a request, request sth from sb, suit, suitable, situation, rude, be rude to sb, stranger, polite, politely, be polite to sb, in a/one way, in the way, in the family way, etiquette,offend, in order to/that, so as to/that.
( 2 ). Target language: Asking for information or help is a very common and necessary activity. We need to learn how to be polite when we make requests.
Usually in English polite questions are longer and incude extra language such as “Could you please…?” or “Can I ask …?”
In order not to offend people,learning about language etiquette is very important.
2.Ability Objects
Train students’ reading and writing ability
3.Moral Objects:
We should learn to be polite together with others, and to be polite persons and learn to enjoy our life and protect our envrinment
Ⅱ.Teaching Key Points
1.Read the long article and grasp the main ideas of it and correctly get the information that we need
2. Learn to speak to others politely.
3. write the polite requests for suitable situation.
Ⅲ.Teaching Difficult Point
1.Read the long article and grasp the main ideas of it and correctly get the information that we need
2. write the polite requests for suitable situation.
Ⅳ.Teaching Procedures
Step I Revision
Get some Ss to act their own conversations about Part 2 on Page 91
Step II Section 1---- Groupwork
Read the instructions with Ss and let them discuss in groups, and then write their answers in their books. Then share their answers all together-with.
Step III Section 2
1. Before reading, Get Ss to lookat the two pictures in Section 2 and discuss them with Ss. Then ask what we can learn from it.
2. Ask: Why do we need to learn language etiquette when we learn a foreign language?
Is it important to us to learn about language etiquette?
3. Then go through the long article with Ss, at the same time, teach new words to them. Then play the tape for ss to listen and repeat.
Step IV Section 3
Get ss to finish 3a and 3b first, Then check the answers with them. If necessary, go through the long article again with Ss. Make sure they understand well.
Step V Section 4 Go for it
1. Role play the following situations. First give them an example, make sure they know how to play the situations.
2. Give them some time to practice in groups, then let severals act in class.
Step VI Summary and homework
In this class, we’ve learnt some learning strategies and read a long article, and how to make polite requests for suitable situation. After class, read and go over them as carefully as possible.
Step VII Blackboard design
Unit 11 Could you please tell me where the restrooms are?
Reading: Could you please lend me your pen?
The Sixth Period
⑴. Key words and phrases: request,make a request, request sth from sb, suit, suitable, situation, rude, be rude to sb, stranger, polite, politely, be polite to sb, in a/one way, in the way, in the family way, etiquette,offend, in order to/that, so as to/that.
( 2 ). Target language: Asking for information or help is a very common and necessary activity. We need to learn how to be polite when we make requests.
Usually in English polite questions are longer and incude extra language such as “Could you please…?” or “Can I ask …?”
In order not to offend people,learning about language etiquette is very important.
教学反思