Unit 11 Could you please tell me where the restrooms are?（精选2篇）

Unit11Couldyoupleasetellmewheretherestroomsare?篇1

unit11couldyoupleasetellmewheretherestroomsare?i.teachingobjectives教学目标

skillfocus▲learnhowtoaskforinformationpolitely▲talkaboutdirections▲talkaboutadvantagesanddisadvantagesofaplace▲learntowriteaguidetoaplace▲describeaplaceusingadjectivesⅱ.目标语言功能句式askforinformationpolitely (p86-87)canyoupleasetellmewhereican...?doyouknowwhereican...?couldyoutellmehowto...?talkaboutdirections(p87-88)taketheelevatortothesecondfloor.turnleft/right.gopastthebank.thebankisnexttothebookstore.gooutthefrontdoor...walkaboutthreeblocks.词汇1.重点词汇safe,park,lend,wonder2.认读词汇restroom,shampoo,drugstore,department,fairfield,escalator,magic,fresh,block,oak,uncrowded,slide,clown,staff,market,newtown,alright,trouble,offend,structure,sunville,killeen,valve,west3.词组hangout,waterslide,dressup,handin语法askforinformationpolitely:canyoupleasetellmewhereican...?doyouknowwhereican...?couldyoutellmehowto...?strategyfocus1.listeningforspecificinformation2.cooperating culturefocuslearnaboutetiquetteinenglishlanguage.iii.teachingmaterialsanalyzingandrearranging教材分析和重组1.教材分析本单元以“gettingaround”为话题,共设计了四个部分的内容：sectiona该部分有4个模块：第一模块以“places”和相对应的“activities”为话题展开思维（1a）、听力（1b）、口语（1c）训练；第二模块围绕“directions”进行听力（2a-2b）和口语（2c）训练；第三模块要求学生就一些活动场所的优点与缺点阐述自己的观点，并展开训练，训练形式为列举归纳（3a）和联系生活实际角色表演（3b）；第四模块仍就“directions”为话题，联系实际，以小组活动形式展开练习(4)。sectionb该部分有4个模块：第一模块是对一些描述性词汇的学习（1a）和运用所提供的词汇以pairwork的形式进行讨论（1b）；第二模块以三个对话为载体，对“places”和“directions”进行听力（2a-2b）及口语（2c）训练；第三模块是一个有关watertown的阅读材料，训练形式为填表（3a）和写作训练（3b-3c）；第四模块就第三模块的话题以口语训练形式展开小组活动(4)。selfcheck该部分有2个模块：第一模块对所学描述性词汇的适当形式进行填空(1)训练；第二模块以同桌讨论的形式写出五个有关方向的问题，然后就这些问题展开会话(2)训练。reading该部分共设置了5项任务：第一项任务以有关家庭作业方面的问题进行讨论(section1:1a-1b)，来激活学生对相关背景知识的联想；第二项任务要求学生通过快速阅读(section2)获取信息；第三项任务利用讨论、填表等练习形式(section3:3a-3b)进一步加深学生对阅读内容的理解，并通过反复阅读找出相关段落的主题思想；第四项任务要求学生能运用所学的语言礼仪判断交谈者之间的关系近疏，并解决实际应用中所遇到的问题(section4)；第五项任务要求学生列举出从电影或书中看到的有关语言礼仪的例子(ifyouhavetime)。2.教材重组和课时分配period1(sectiona:1a,1b,1c)   newfunctionpresentingperiod2(sectiona:2a,2b,2c,3a,3b,4) practiceperiod3(sectionb:1a,1b,2a,2b,2c)    vocabularybuildingperiod4(sectionb:3a,3b,3c,4)           integratingskills  period5(selfcheck:1,2)   selfcheckperiod6 (reading：section1-section4)readingcomprehension       iv.teachingplansforeachperiod分课时教案

period1newfunctionpresentinglanguagegoals语言目标1.words&expressions生词和短语restroom,shampoo,drugstore2.keysentences重点句子(p86)doyouknowwhereican...?canyoutellmewhereican...?abilitygoals能力目标enablethesstolearnhowtoaskfordirectionspolitely.emotion&&attitudegoals情感和态度目标bepolitewhenyouaskforinformation.strategygoals策略目标matching.cultureawarenessgoals文化意识目标etiquetteinenglishlanguage.teachingimportantpoints教学重点expressionsusedtoaskfordirectionspolitely.teachingproceduresandways教学过程与方式stepi lead-in(1a:p86)t:goodmorning/afternoon,boysandgirls.nicetoseeyouagain.ss:goodmorning/afternoon.t:doyouliketraveling?iamsuremostofyoudo.whenwearetravelinginstrangecities,sometimeswemayfinditdifficulttogettoaplace.sowehavetoaskthelocalsforinformation.whatdoyouusuallysaywhenyouaskfordirections,forexample,youwanttovisitamuseum?whatshouldwepayattentiontowhenweaskothersforinformation?s:ithinkweshouldbeverypoliteinusinglanguage.t:youareright.inthisunit,wewilllearnsomepoliteexpressionsinenglishusedtoaskforinformation.theywillbeveryhelpfulforyou,especiallywhenyoutravelinenglish-speakingcountries.askthesstomatchtheplaceswithactivitiesin1a,introducethestructures“doyouknowwhereican.../couldyoutellmewhereican...”tothem.t:whatkindsofplacesdoyouusuallygotoinyourcity?listasmanyaspossible.s:restaurant,bank,museum,theater,departmentstore,shoppingmall,bookstore,postoffice,supermarket,parkandsoon.t:whatdoyoudoinapostoffice?s1:icansendmailstomyfriendsorbuysomestamps.t:good.whatdoyoudoinashoppingmall?s2:iusuallygototheshoppingmallwithmymotherandbuysomeclothingthere.t:ok.nowlookattheboxin1aonpage86,supposeyouwanttodothefollowingthings,matcheachthingwithaplaceinthepicturebelow.theremaybedifferentanswers.afterthessfinishmatching,collecttheanswers.t:nowsupposeyouarenotinyourowncity,youaretravelinginanothercity,whichyouarenotfamiliar.forexample,youwanttosavemoneybutyoudon’tknowwherethebankis.whatwouldyoudo?s3:iwouldaskalocalcitizenforhelp.t:whatwouldyousaythen?s3:whereisthenearestbank?ican’tfindit.t:ifiwerethelocalcitizen,iwouldsaynothingandturnaway.s3:why?t:becauseyourrequestsoundsveryimpolite.he/shewon’thelparudeperson,yousee?wecanusethefollowingexpressionsinsteadtoaskforhelp.showthefollowingstructuresonthescreen.couldyoutellmewhereican...?doyouknowwhereicangetto...?t:byusingthesetwostructures,yourrequestsmaysoundverypoliteandiamsurehe/shewilltellyouhowyoucangettothebank.willyouhaveatrymake?s3:couldyoutellmewhereicangettothenearestbank?t:great,thatsoundsmuchbetter.orwecanalsosay“doyouknowwhereicansavemoney?”makemoresentencesusingthesetwoexpressions.s:doyouknowwhereicanbuyanylocalpresents?couldyoutellmewhereicanmakeaphonecall?stepii listeningandspeaking(1b&1c:p86)askthesstolistenandcompletetheconversations.afterthatletthessworkinpairsandpracticethestructuresorally.t:nowlistentothetapeandcompletetheconversationsinthepicture.checktheanswers.t:workinpairs,andmakeconversationsbyfollowingtheexample.sampleconversations:1.s1:hi,goodmorning.s2:hi,goodmorning.s1:whereareyougoing?s2:i’mgoingtobuyshampooformymother.doyouknowwhereicanbuythecheapestshampoo?s1:iknowamallbetweenthecinemaandthebookstoreonriverroad.thingsareverycheapandnicethere.s2:thankyouverymuch.2.s1:excuseme.canyoutellmewhereicandrinksomecoffee?s2:sure.thereisastarbuckscaféonthefirstfloorofthatbuilding.s1:thankyou.3.s1:excuseme.doyouknowwhereicanmailapackage?s2:yes.thepostofficejustaroundthecorner.s1:thankyouverymuch.stepiii homeworkaskthesstoprepareforthenextperiod:talkaboutdirections.

Unit11Couldyoupleasetellmewheretherestroomsare?篇2

unit5couldyoupleasetellmewheretherestroomsare?

thefourthperiod

ⅰ.teachingaimsanddemands

1.knowledgeobjects

(1)keyvocabulary

fascinating,convenient,safe,restroom,inexpensive

(2)targetlanguage

canyoutellmewherethere’sagoodplacetoeat?

ofcourse.whatkindoffooddoyoulike?

2.abilityobjects

(1)trainstudents’writingandspeakingability.

(2)trainstudents’abilitytounderstandthetargetlanguageinspokenconversation.

(3)trainstudents’abilitytousethetargetlanguage.

3.moralobjects

whenyouwanttogotosomeplace,first,youmustknowwhatkindofplaceitisandwhetheryoushouldgothereornot.

ⅱ.teachingkeypoints

1.keyvocabulary

convenient,safe,restroominexpensive

2.targetlanguage

canyoutellmewherethere’sagoodplacetoeat?

ofcourse.whatkindoffooddoyoulike?

ⅲ.teachingdifficultpoints

1.howtoimprovestudents’writingandspeakingability.

2.howtousethetargetlanguage.

ⅳ.teachingmethods

1.pairworktomakeeverystudentworkinclass.

2.listeningmethod.

ⅴ.teachingaid

ataperecorder.

ⅵ.teachingprocedures

stepⅰrevision

checkhomework.getsomestudentstoreadouttheirwritingsaboutcarefuldirectionsfromtheschooltoeachplace.

collecttheirwritingsandhelpcorrectanyerrors.

stepⅱ1a

thisactivityprovidesreadingandwritingpracticeusingthetargetlanguage.

gothroughtheinstructionswiththeclass.

readthewordsintheboxtotheclassandaskifthereareanyofthesewordsthatstudentsdon’tunderstand.ifso,helpstudentstoexplainthemeaningoftheword.

thenreadtheinstructionsagainandpointoutthesampleanswer.getastudenttoreadthesampleanswertotheclass.pointoutthatstudentscanalsowriteotherwordsafterthewordclean.

askstudentstowritewordsfromtheboxintheblanksontheirown.helpstudentsifneeded.

correcttheanswersbyhavingstudentsreadwhatqualitiesheorshelisted.

sampleanswers

places qualities

1.restroom clean,big

2.museum interesting,beautiful

3.restaurant inexpensive,delicious

4.park beautiful,fascinating

5.subway safe,convenient

6.mall big,uncrowded

notes

1.inexpensive--notexpensive;low--priced

2.fascinating--havingstrongcharmorattraction

stepⅲ1b

thisactivityprovidesguidedoralpracticeusingthetargetlanguage.

readtheinstructionstotheclass.

pointouttheexampleinthebox.invitetwostudentstoreadittotheclass.

sa:thefineartsmuseumisreallyinteresting.

sb:yes,andit’sbeautiful,too.

nowworkwithapartner.lookatthewordsintheboxandusethemtotalkaboutplacesinyourowncity.asstudentstalk,movearoundtheclassroomcheckingtheirwork.offerlanguagesupportasneeded.

inviteseveralpairsofstudentstosaytheirconversationstotheclass.

conversation1:

sa:guangmingsupermarketisreallybig.

sb:yes,andit’sinexpensive,too.

conversation2:

sa:tianqiaocinemaisveryclean.

sb:yes,andit’sbeautiful,too.

stepⅳ2a

thisactivityprovideslisteningpracticeusingthetargetlanguage.

pointtothepictureandaskstudentstotellwhatishappening.ifnecessary,explainthatthesceneshowsafamilyonvacation.theyareaskingthemanforinformationaboutvariousthingstodoinsunville.

gothroughtheinstructionsandpointtothechart.

youwillhearthreedifferentconversations.inallthree,thefamilymembersaretalkingtothemanintheinformationbooth.listentotherecordingandwritewhatplacetheyaskaboutineachconversation.

pointoutthesampleanswer.

playtherecording.studentsonlylistenthefirsttime.

playtherecordingagain.askstudentstowritetheplacespeopleaskabout.

checktheanswerswiththewholeclass.

answers

conversation1:restaurants

conversation2:restrooms

conversation3:museums

tapescript

conversation1

boy1:couldyoutellmewherethere’sagoodplacetoeat?

clerk:ofcourse.therearealotofgoodrestaurantsinsunville.whatkindoffoodareyoulookingfor?

boy:vegetarian.

clerk:i’dtrygreenland.theyhavedelicioussalads.

conversation2

girl:doyouknowifthereareanypublicrestroomsaroundhere?

clerk:yes.you’llfindsomeatthecornerofmarketandmiddlestreets.

girl:ummm…aretheyclean?

clerk:oh,yes.they’reveryclean.

conversation3

mother:couldyoutellmeifthereisagoodmuseuminsunville?

clerk:well,wehaveseveral.whatkindofmuseumsdoyoulike--history?science?achildren’smuseum?

father:howabouthistory?ilikehistorymuseums.they’refascinating.

girl1:oh,dad!historymuseumsareboring.let’sgotoasciencemuseum.

boy2:science?wealwaysgotosciencemuseums.idon’tlikesciencemuseums.iwanttogotoachildren’smuseum.they’remorefun.

girl2:welli’mtoooldforachildren’smuseum.whydon’twegotoanartmuseum?

clerk:whydon’tyougotothecomputermuseum?therearealotoffunthingsforchildrenthere.youcanlearnallaboutthehistoryofcomputers,aswellaslearnaboutscience.

family:that’sagreatidea!let’sgothere.howdowegetthere?

stepⅴ2b

thisactivityprovidesguidedlisteningpracticeusingthetargetlanguage

readtheinstructionsandpointtothechart.

youwillhearthesamerecordingagain.

thistimelistencarefullytotheanswersthecleckgives.writetheanswersintheblanksalone.

pointoutthesampleanswer.

playtherecordingagain.askstudentstowritetheiranswersintheblanks.

checktheanswers.

answers

thetouristsshouldgoto…

conversation1

conversation2

conversation3 greenland

thecornerofmarketandmiddlestreets

thecomputermuseum

stepⅵ2c

thisactivityprovidesguidedoralpracticeusingthetargetlanguage.

pointtothesampleconversation.invitetwostudentstoreadittotheclass.

sa:canyoutellmewherethere’sagoodplacetoeat?

sb:ofcourse.whatkindoffooddoyoulike?

readtheinstructions.roleplaytheconversationsyouhearonthetape.

getstudentstoworkinpairs.movearoundtheroomcheckingtheprogressofthepairsandofferinghelpasneeded.

askoneortwopairstosaytheirconversationstotheclass.

stepⅶsummary

inthisclass,we’velearnedsomekeyvocabulary,suchassafe,convenientandsoon.we’vealsolearnedthetargetlanguagebylisteningaridspeaking.

stepⅷhomework

talkaboutsomeplacesusingthewordsinla,thenwritedowntheconversations.

stepⅸblackboarddesign

unit5couldyoupleasetellme

wheretherestroomsare?

sectionb

thefourthperiod

1.answerstoactivity2b

thetouristsshouldgoto…

conversation1greenland

conversation2thecornerofmarketandmiddlestreets

conversation3thecomputermuseum

2.targetlanguage

a:canyoutellmewherethere’sagoodplacetoeat?

b:ofcourse.whatkindoffooddoyoulike?