Grade 9 unit 1.docx

1、Grade 9 unit 1Unit 3 Could you please tell me where the restrooms are?The First Period(Section A 1a2d)Teaching AimsKnowledge Objects1. Master the key words: restroom, stamp, bookstore, beside, postcard, pardon, washroom, bathroom, normally, rush2. Master the sentences: Excuse me, could you please te

2、ll me how to get to the bookstore? Sure, just go along Main Street until you pass Center Street.3. Be able to ask for direction from others and offer help to others.4. Train students listening and communicative competence in the process of asking directions.Moral ObjectsIts a good quality to help ea

3、ch other.Processes and Methods1. Learn the new words through word cards and conversations.2. Lead in the target language through listening and speaking practice.3. Autonomous and cooperative approach.Teaching Key Points1. Master the key words and target language.2. Master the indirect questions.3. I

4、mprove students listening and speaking skills.Teaching Difficult PointsHow to ask for information about directions.Teaching AidsA tape recorder, some pictures and handouts.Teaching ProceduresStep 1 Warm-up1. Introduction. Introduce the new target language: Can you tell me where the classroom is? Can

5、 you tell me how to get to the library?2. Lead in. T: Do you like travelling? I am sure most of you do. When we are travelling in strange cities, sometimes we may find it difficult to get to a place. So we have to ask the locals for information. What do you usually say when you ask for directions, f

6、or example, you want to visit a museum. What should we pay attention to when we ask others for information? Ss: I think we should be very polite in using language. T: You are right. In this unit, we will learn some polite expressions in English used to ask for information. They will be very helpful

7、for you, especially when you travel in English-speaking countries.Step 2 Presentation1. Teach activity 1a. Ask the students to match the places with activities in 1a, introduce the structures “Do you know where I can?/Could you tell me where I can ” to them. T: What kinds of places do you usually go

8、 to in your city? List as many as possible. S: Restaurant, bank, museum, library, department store, shopping mall, bookstore, post office, supermarket, park and so on. T: What do you do in a post office? S1: I can send mails to my friends or buy some stamps. T: Good. What do you do in a shopping mal

9、l? S2: I usually go to the shopping mall with my mother and buy some clothing there. T: OK. Now look at the box in 1a on page 17, suppose you want to do the following things, match each thing with a place in the picture below. There may be different answers. After the students finish matching, colle

10、ct the answers. T: Now suppose you are not in your own city, you are travelling in another city, which you are not familiar. For example, you want to save money but you dont know where the bank is. What would you do? S3: I would ask a local citizen for help. T: What would you say then? S3: Where is

11、the nearest bank? I cant find it. T: If I were the local citizen, I would say nothing and turn away. S3: Why? T: Because your request sounds very impolite. He/She wont help a rude person, you see? We can use the following expressions instead to ask for help. Show the following structures. Could you

12、tell me how I can? Do you know how I can get to? T: By using these two structures, your requests may sound very polite and I am sure he/she will tell you how you can get to the bank. Will you have a try again? S3: Could you tell me where I can get to the nearest bank? T: Great, that sounds much bett

13、er. Or we can also say “Do you know where I can save money?” Make more sentences using these two expressions. S: Do you know where I can buy any local presents? Could you tell me where I can make a phone call?2. Teach activity 1b. Ask the students to listen and complete the conversations. After that

14、, let the students work in pairs and practice the structures orally. T: Now listen to the tape and complete the conversations in the picture. Check the answers together.3. Teach activity 1c. This part is designed to train students listening and speaking skills. Invite a pair of students to read the

15、sample conversations. And then read the instruction to the class. Ask students to make their own conversations as required. As students work, listen carefully and give some language and grammar help in order to make sure that the conversation goes smoothly. In the end, invite some students to act ou

16、t their conversations to the class.Step 3 Practice1. Teach activities 2a & 2b.These two parts are designed to train students listening and speaking skills.Call students attention to the lists of directions in the box and have students read them out. Then read the instructions to the class.Play the t

17、ape, students only hear four directions and number them in the order as required.Read the instructions to the class and call attention to the picture in 2a. Then play the tape, students draw the line according to the tape and the conversation in 2b.In the end, check the directions in the class.2. Te

18、ach activity 2c. This part is designed to train students listening and speaking skills. Read the instruction to the class, and have students work in pairs to make new conversations as required. In the end, get several students to act out their conversations to the class.Step 4 ConsolidationTeach act

19、ivity 2d.This activity aims to help students consolidate the target language through a conversation and teach them how to ask for information and show directions.First, ask students to read the conversation silently to get the main idea.Then lead students to read it sentence by sentence, explain som

20、e language points at the same time.After that, ask students to practice role-playing the conversation in pairs.Give them enough time to do it. Encourage them to make new conversations to ask for information and show directions like this.Finally invite several pairs to perform for the whole class.Ste

21、p 5 SummaryIn this period, weve mainly learnt how to ask for information and show directions through some listening and speaking practice. And we also developed our listening and speaking skills.Step 6 Homework1. Practice reading the conversation in activity 2d.2. Finish the exercises in the workboo

22、k.3. Preview the next period.Blackboard DesignUnit 3 Could you please tell me where the restrooms are?The First Period(Section A 1a2d)Words: restroom, stamp, bookstore, beside, postcard, pardon, washroom, bathroom, normally, rush Sentences: Excuse me, could you please tell me how to get to the books

23、tore? Sure, just go along Main Street until you pass Center Street.Exercise. 根据句意及首字母或汉语提示完成单词。1. Is there a r around here?2. I have to go to the post office to buy a s .3. Put your shoes b mine.4. He stood up and r to he door.5. I beg your p ?教学反思：Unit 3 Could you please tell me where the restrooms

24、 are?The Second Period(Section A 3a3b)Teaching AimsKnowledge Objects1. Master the key words: suggest, pass by, staff.2. Be able to ask for information using objective clauses with wh-questions.3. Improve students reading and comprehensive skills.Moral Objects1. One can not only have fun but also inc

25、rease knowledge when travelling.2. One should be polite when asking for information.Processes and Methods1. Learn the target language by reading a conversation.2. Autonomous and cooperative approach.Teaching Key Points1. Master the key words and phrase.2. To ask for information using objective claus

26、es with wh-questions.Teaching Difficult PointsLearn to use the target language in daily life.Teaching AidsA projector and handouts.Teaching ProceduresStep 1 Warm-up1. Greetings. T: Good morning, class. Ss: Good morning, teacher. T: Nice to meet you. Ss: Nice to meet you, too. T: Welcome back to my c

27、lass.2. Revision. Check the homework. Ask students to read the conversation in 2d together. Then invite some pairs to role-play the conversation.Step 2 PresentationTeach activity 3a. This part is designed to provide reading practice using the target language to improve students reading and comprehen

28、sive skills. First, ask students to read the conversation loudly to get the main idea. Underline some difficult words and sentences, and find out the answers to the questions at the same time. Give students several minutes to read the passage individually. Then, have a student read the article to th

29、e class. If necessary, correct the pronunciation mistakes. Invite some students to answer the questions. T: Why did Alice not want to go on the new ride? S1: Because she was scared. T: How did she feel after the ride? S2: She felt it was fun. T: What is special about Uncle Bobs restaurant? S3: A roc

30、k band plays there every evening. T: Should Alice and He Wei get there early for dinner? S4: Yes, they should. T: Why? S5: Because it is always busy. Lead students to read the conversation, pay attention to the pronunciation and intonation. List some difficult language points on the blackboard and a

31、nalysis them. Ask students to practice reading the conversation in pairs. Pay attention to the pronunciation and intonation. Finally, invite some pairs to role-play it.Step 3 Practice Teach activity 3b. First, lead students to read the instruction to know how to do this activity. Ask them to read th

32、e sample sentences to speak out the difference between the two sentences. Then, give them several minutes to find out the questions and statements that ask for information from the conversation. Rewrite them like the sample one. Ask students to do this work individually. Later invite five students to check the answers.Step 4 SummaryIn t