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

Unit 11 Could you please tell me where the restrooms are? 篇1

　　unit 11 could you please tell me where the restrooms are?i. teaching objectives 教學目標

　　skill focus▲learn how to ask for information politely▲talk about directions▲talk about advantages and disadvantages of a place▲ learn to write a guide to a place▲ describe a place using adjectivesⅱ.目標語言功能句式ask for information politely  (p86-87)can you please tell me where i can ...?do you know where i can ...?could you tell me how to ...?talk about directions (p87-88)take the elevator to the second floor.turn left / right. go past the bank.the bank is next to the bookstore.go out the front door ...walk about three blocks.詞匯1. 重點詞匯safe, park, lend, wonder2. 認讀詞匯restroom, shampoo, drugstore, department, fairfield, escalator, magic, fresh, block, oak, uncrowded, slide, clown, staff, market, newtown, alright, trouble, offend, structure, sunville, killeen, valve, west3. 詞組hang out, water slide, dress up, hand in語法ask for information politely:can you please tell me where i can ...?do you know where i can ...?could you tell me how to ...?strategyfocus1. listening for specific information2. cooperating  culture focuslearn about etiquette in english language.iii. teaching materials analyzing and rearranging 教材分析和重組1. 教材分析本單元以“getting around”為話題,共設計了四個部分的內容：section a 該部分有4個模塊：第一模塊以“places”和相對應的“activities”為話題展開思維（1a）、聽力（1b）、口語（1c）訓練；第二模塊圍繞“directions”進行聽力（2a-2b）和口語（2c）訓練；第三模塊要求學生就一些活動場所的優點與缺點闡述自己的觀點，并展開訓練，訓練形式為列舉歸納（3a）和聯系生活實際角色表演（3b）；第四模塊仍就“directions”為話題，聯系實際，以小組活動形式展開練習(4)。section b該部分有4個模塊：第一模塊是對一些描述性詞匯的學習（1a）和運用所提供的詞匯以pairwork的形式進行討論（1b）；第二模塊以三個對話為載體，對“places”和“directions”進行聽力（2a-2b）及口語（2c）訓練；第三模塊是一個有關watertown的閱讀材料，訓練形式為填表（3a）和寫作訓練（3b -3c）；第四模塊就第三模塊的話題以口語訓練形式展開小組活動(4)。self check該部分有2個模塊：第一模塊對所學描述性詞匯的適當形式進行填空(1)訓練；第二模塊以同桌討論的形式寫出五個有關方向的問題，然后就這些問題展開會話(2)訓練。reading該部分共設置了5項任務：第一項任務以有關家庭作業方面的問題進行討論(section 1: 1a-1b)，來激活學生對相關背景知識的聯想；第二項任務要求學生通過快速閱讀(section 2)獲取信息；第三項任務利用討論、填表等練習形式(section 3: 3a-3b)進一步加深學生對閱讀內容的理解，并通過反復閱讀找出相關段落的主題思想；第四項任務要求學生能運用所學的語言禮儀判斷交談者之間的關系近疏，并解決實際應用中所遇到的問題(section 4)；第五項任務要求學生列舉出從電影或書中看到的有關語言禮儀的例子(if you have time)。2. 教材重組和課時分配period 1 (section a: 1a, 1b, 1c)    new function presentingperiod 2 (section a: 2a, 2b, 2c, 3a, 3b, 4)  practiceperiod 3 (section b: 1a, 1b, 2a, 2b, 2c)     vocabulary building period 4 (section b: 3a, 3b, 3c, 4)            integrating skills   period 5 (self check: 1, 2)    self checkperiod 6  (reading： section 1-section 4)reading comprehension        iv. teaching plans for each period 分課時教案

　　period 1 new function presentinglanguage goals語言目標1. words & expressions生詞和短語restroom, shampoo, drugstore2. key sentences重點句子 (p86)do you know where i can ...?can you tell me where i can ...?ability goals能力目標enable the ss to learn how to ask for directions politely.emotion && attitude goals情感和態度目標be polite when you ask for information.strategy goals策略目標matching.culture awareness goals文化意識目標etiquette in english language.teaching important points教學重點expressions used to ask for directions politely.teaching procedures and ways教學過程與方式step i  lead-in (1a: p86)t: good morning / afternoon, boys and girls. nice to see you again. ss: good morning / afternoon.t: do you like traveling? i am sure most of you do. when we are traveling 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, for example, you want to visit a museum? what should we pay attention to when we ask others for information? s: 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 for you, especially when you travel in english-speaking countries.ask the ss 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 to in your city? list as many as possible.s: restaurant, bank, museum, theater, 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 mall?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 86, 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 ss finish matching, collect the answers.t: now suppose you are not in your own city, you are traveling in another city, which you are not familiar. for example, you want to save money but you don’t 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 the nearest bank? i can’t 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 won’t help a rude person, you see? we can use the following expressions instead to ask for help.show the following structures on the screen.could you tell me where i can ...?do you know where 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 make? s3: could you tell me where i can get to the nearest bank? t: great, that sounds much better. 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?step ii  listening and speaking (1b & 1c: p86)ask the ss to listen and complete the conversations. after that let the ss work in pairs and practice the structures orally.t: now listen to the tape and complete the conversations in the picture. check the answers.t: work in pairs, and make conversations by following the example.sample conversations:1. s1: hi, good morning.s2: hi, good morning.s1: where are you going?s2: i’m going to buy shampoo for my mother. do you know where i can buy the cheapest shampoo?s1: i know a mall between the cinema and the bookstore on river road. things are very cheap and nice there.s2: thank you very much. 2. s1: excuse me. can you tell me where i can drink some coffee?s2: sure. there is a starbucks café on the first floor of that building.s1: thank you.3. s1: excuse me. do you know where i can mail a package?s2: yes. the post office just around the corner.s1: thank you very much.step iii  homework ask the ss to prepare for the next period: talk about directions.

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

　　unit 5 could you please tell me where the restrooms are?

　　the fourth 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.

　　3. moral objects

　　when you want to go to some place, first, you must know what kind of place it is and whether you should go there or not.

　　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

　　1. pairwork to make every student work in class.

　　2. listening method.

　　ⅴ. teaching aid

　　a tape recorder.

　　ⅵ. teaching procedures

　　step ⅰ revision

　　check homework. get some students to read out their writings about careful directions from the school to each place.

　　collect their writings and help correct any errors.

　　step ⅱ 1a

　　this activity provides reading and writing practice using the target language.

　　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 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.

　　sample answers

　　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--not expensive; low--priced

　　2. fascinating--having strong charm or attraction

　　step ⅲ 1b

　　this activity provides guided oral practice using the target language.

　　read the instructions to the class.

　　point out the example in the box. invite two students to read it to the class.

　　sa: the fine arts museum is really interesting.

　　sb: yes, and it’s beautiful, too.

　　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.

　　conversation 1:

　　sa: guangming supermarket is really big.

　　sb: yes, and it’s inexpensive, too.

　　conversation 2:

　　sa: tianqiao cinema is very clean.

　　sb: yes, and it’s beautiful, too.

　　step ⅳ 2a

　　this activity provides listening practice using the target language.

　　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.

　　you will hear three different conversations. in all three, the family members are talking to the man in the information booth. listen to the recording and write what place they ask about in each conversation.

　　point out the sample answer.

　　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.

　　answers

　　conversation 1: restaurants

　　conversation 2: restrooms

　　conversation 3: museums

　　tapescript

　　conversation 1

　　boy 1: could you tell me where there’s a good place to eat?

　　clerk: of course. there are a lot of good restaurants in sunville. what kind of food are you looking for?

　　boy: vegetarian.

　　clerk: i’d try green land. they have delicious salads.

　　conversation 2

　　girl: do you know if there are any public restrooms around here?

　　clerk: yes. you’ll find some at the corner of market and middle streets.

　　girl: ummm…are they clean?

　　clerk: oh, yes. they’re very clean.

　　conversation 3

　　mother: could you tell me if there is a good museum in sunville?

　　clerk: well, we have several. what kind of museums do you like--history? science? a children’s museum?

　　father: how about history? i like history museums. they’re fascinating.

　　girl 1: oh, dad! history museums are boring. let’s go to a science museum.

　　boy 2:science? we always go to science museums. i don’t like science museums. i want to go to a children’s museum. they’re more fun.

　　girl 2:well i’m too old for a children’s museum. why don’t we go to an art museum?

　　clerk: why don’t you go to the computer museum? there are a lot of fun things for children there. you can learn all about the history of computers, as well as learn about science.

　　family: that’s a great idea! let’s go there. how do we get there?

　　step ⅴ 2b

　　this activity provides guided listening practice using the target language

　　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.

　　answers

　　the tourists should go to…

　　conversation 1

　　conversation 2

　　conversation 3 green land

　　the corner of market and middle streets

　　the computer museum

　　step ⅵ 2c

　　this activity provides guided oral practice using the target language.

　　point to the sample conversation. invite two students to read it to the class.

　　sa: can you tell me where there’s a good place to eat?

　　sb: of course. what kind of food do you like?

　　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

　　in this class, we’ve learned some key vocabulary, such as safe, convenient and so on. we’ve also learned the target language by listening arid speaking.

　　step ⅷ homework

　　talk about some places using the words in la, then write down the conversations.

　　step ⅸ blackboard design

　　unit 5 could you please tell me

　　where the restrooms are?

　　section b

　　the fourth period

　　1. answers to activity 2b

　　the tourists should go to…

　　conversation 1 green land

　　conversation 2 the corner of market and middle streets

　　conversation 3 the computer museum

　　2. target language

　　a: can you tell me where there’s a good place to eat?

　　b: of course. what kind of food do you like?