【初三英语】新目标九年级英语下册教案.pdf

Unit 11 Could you please tell me where the restrooms are?The First PeriodI.Teaching Aims and Demands1.Knowledge Objects(1)Key Vocabulary:restroom,shampoo,stamp(2)Target Language:Excuse me.Can you please tell me where I can get a dictionary?Sure.Theres a bookstore on River Road.2.Ability Objects:1)Train students,listening ability.(2)Train students,communicative competence.Teaching Step 1:RevisionT:Youre new to this school.You need to know where the main office is.How can you ask wherethe main office is?Sj：Wheres the main office?T:Thats one way to ask.But there is a more polite way you can ask.You can say,HCan you tellme 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 good.Step II 1 aGo 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 differentstudents 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 ourcommunity?Point out the sample answer.Say,The letter c is in front of the words buy shampoo because youcould buy shampoo in a department store.There may be more than one correct answer for someblanks.While students are working,move around the room offering help as necessary.Step III lbRead 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 la.Say.Look.atactivity la.Have a conversation with a partner.Ask your parter politely where you can do thesething and then answer your partners questions.As students work,listen to some pairs in order to check the progress and help with pronunciationas needed.After students have had a chance to practise several exchanges,ask some pairs to come to thefront of the classroom and act out their conversations.The Second PeriodI.Teaching Aims and Demands1.Knowledge Objects:1)Key Vocabulary:escalator,furniture,exchange money,elevator(2)Target Language:Excuse me.Do you know where I can exchange money?Sure.Theres a bank on the second floor.Take the escalator to the second floor and turnright.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 waycorrectly.II.Teaching Key Points1.Key Vocabularyexchange money2.Target LanguageExcuse me.Do you know where I can exchange money?Sure.Theres 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 students5 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 boywent 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 withthe 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 thepicture with your partners.As students work,move around the classroom checking the progress of the pairs and offering helpas needed.Ask one or two pairs to say their conversations to the class.Ask the rest of the class to look at thepicture as they listen.Si印 V HomeworkAsk the students to write three sentences with the starters of the structures.The Third Period1 .Teaching Aims and Demands1.Knowledge Objects:(1)Key Vocabularyhang out,fresh,advantage,disadvantage,block(2)Target Language:Go out the front door and take a right.Walk about three blocks.Gopast 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 students9 integrating skills.IV.Teaching ProceduresStep I 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 3aRead the instructions.Point out the blank lines under the words Advantages and Disadvantagesbelow 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 dont understand.If thereare,explain them.Ask students to read the interview again and write the advantages and disadvantages.Check theanswers with the whole class.Step III 3bRead the instructions.Point out the conversation in the box and invite two students to read it tothe class.Point out the list of advantages and disadvantages in Activity 3a.Say,You can use these itemsand 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 helpingthe 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 thefirst 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 themon the board.Say,Each group can choose three of these places to write about,or you can choose another place youknow ofWrite careful directions from the school to each place,but do not say the name of the place.Youcan use the words this place instead.In order to help students work,draw a simple map showingthe school and several nearby streets.When the groups are ready,they read their directions to the class and the other students guess thename of the place they are talking about.Step V Homework1.Ask students to choose two places in the community and write careful directions from theschool to each place.2.Finish off the exercises on pages 4647 of the workbook.The Fourth Period1 .Teaching Aims and Demands:1.Knowledge 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?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 inexpensive2.Target Language Can you tell me where theres 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 Revision Check homework.Step II la Go 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 dontunderstand.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 thesample answer to the class.Point out that students can also write other words after the wordclean.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 lb 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 yourown city.As students talk,move around the classroom checking their work.Offer languagesupport 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 sceneshows a family on vacation.They are asking the man for information about various things to doin 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 deck 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 andoffering help as needed.Ask one or two pairs to say their conversations to the class.Step W HomeworkTalk 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 makesure 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 theirown or in pairs.As they work,move around the classroom and offer help as necessary.Checkthe answers.Step m 3bRead the instructions to the class.Point to the first two sentences and ask a student to read thesesentences to the class.Look back at Activities 2a and 2b.Use this information to help you complete the guide toSunville.Ask the students to complete the brochure on their own.As they work,walk around theclassroom 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 theseplaces 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 peopleon a budget.As they work,move around the room offering help as needed.Correct the students5work.Ask some students to read their guides and correct them.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 thebooth 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 Period1 .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 themeaning of the words.You are to fill in the blanks with the words.In some cases,students mayneed 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 IllPart 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?Helpstudents 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 tothink 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,weve done much writing practice using the key vocabulary words and the targetlanguage presented in this unit.After class,please finish the questions in 2 in your exercisebooks.Then finish the exercises on pages 47 48 of the workbook as well.The Seventh Period1 Teaching Aims and Demands 1.Knowledge Objects(