九年级英语全册 Unit 11 Could you please tell me where the restroom are复习学案(1)

九年级英语Unit 11 练习题及答案I 找出每个英语单词或短语的汉语意思。

1.restroom A.存钱2.shampoo B.兑换钱3.save money C.百货商店，百货公司4.trouble D.洗发香波5.exchange money E.药店，杂货店6.hand in F.使烦恼，麻烦，打扰7.department store G.公共厕所，休息室8.drugstore H.交上；提交；呈送II.根据句意及首字母提示填空。

1.These vegetables are very f .I picked them this morning.2.He was very ill, but the doctor says he is s now.3.We'll have a surprise party and I'll dress up as a c .4.Walk about one b and you'll find the hotel.5. Be careful! Take the e to the second floor.6.There is a d store on the street. I usually buy things in it.7.I don't want to e an egg for an apple.III根据句意及所给汉语提示，写出英语单词。

1.—Can you go to the supermarket with me now?—OK. But we'd better go there an hour later. It's _______ (不拥挤).2.Look.There is a water _______ (水滑道).Let's go and play there.3.—Did you go and watch the play?—Yes. Jim played a _______ (小丑) and did a good job.4.There are some _______ (药店) on both sides of the road.5.That boy has a good_______ (想像力).He often comes up with good ideas.ing too much _______ (洗发香波) is bad for your hair.IV根据句意，用方框内所给单词的适当形式填空。

九年级英语新目标上Unit 11 Could you please tell me
辅导及单
九年级英语第十一单元测试题
Unit 11 Could you please tell me the restrooms are?
一.语法复习：
1. 宾语从句的概念
宾语是句子的重要成分之一，在多数情况下，是由名词性的词类充当的。

如果宾语部分是由一个句子充当的话，则被称为宾语从句。

我们以前学过的
间接引语实质上就是宾语从句。

如：Mary said that she was going to visit Hong Kong.（that 引导的宾语从句）
宾语从句三件事，时态语序连接词；
主从时态要一致，陈述语序才合适；
一般问句做从句，连接词if 别忘记；
特殊问句做宾从，特殊问词莫漏掉。

2. 宾语从句的三要素--时态、语序、连接词
（1）时态：主句和从句的时态必须保持一致。

即主句为一般现在时，从句
可根据需要选择各种时态；
如果主句是一般过去时，从句只能用过去的某种时态（包括一般过去时、
过去进行时、过去完成时、过去将
来时等）。

e.g. We’re sorry to hear that your mother ill.（主句是一般现在时，从句一般现在时）
听说你母亲病了，我们很难过。

Unit 11 Could you please tell me where the restrooms are?Part 1: Teaching design (第一部分：教学设计)SECTION AGoals●To learn to use Indirect questions●To learn to tell about placesProceduresWarming up by learning grammarHello everyone. I am a strange here in this city. Could you tell me how toAll right, I am telling a lie to you. I am not new here. I said sojust to help you learn to use the Indirect questions.Now turn to page 87 first and look at the three sentences in theGrammar Focus.Have you noticed the word “where”and “how”used in the sentences. Thequestions introduced by them are called the Indirect questions.Now in pairs make similar sentences with “where” and “how”.1a Matching things with placesOn page 86 is a picture of a city. A visitor is asking someone questions about things to do at certain places. Now look at the picture and match each thing with a place.1b Listening and completingIt is difficult to get around in a new place. Now listen to the recording and complete the dialogue in the picture on page 86.Write your words here in the speech bubbles.the Indirect questions.1c Doing pairworkIn 1a there are many phrases describing activities. Now use them to make up2a Listening and numberingDo you like shopping? If you do come and listen to the directions for going shopping around a new city.While listening please number the directions in the order that you hear them.Indirect questions and underline the useful expressions.2b Listening and drawingDo you like drawing. Now listen to the recording again to draw aline on the picture on page 87 to show how the boy walks to the drugstore.2c Doing pairworkWhat else do like to buy? Then make conversations in pairs using the other places in the picture on page 87.Now read aloud the conversations again to the Indirect questions and underline the useful expressions.3a Reading and listingOn page 88 is an article about going to a mall. Now read it to list the advantagesand underline the useful expressions.They’re all at the mall.After school, a lot of young people go to the mall. We decidedto talk to some students about why they go there.Interviewer: Why do you go to the mall?Yu Yue:I go to the mall because my friends hang out there. But I don’treally like it.Interviewer: Oh? Why not?Yu Yue: The air isn’t fresh. I prefer being outside. Also, it’s usually crowd ed. Interviewer: And how about you?Li Jun: Oh, I love the mall. There’s always something happening. There are a lot of free concerts there. It’s also just fun to watch people.Hu Peng: I like the mall, too. I like to go in the music store and listen to CDs. I also like to look at books in the bookstore.Yu Yue: Well, when I go into stores I always spend too much money！3b Doing groupworkWhere do you usually hangout with friends? What are the advantages and disadvantages of hanging out at your house, at a mall or at your school? Now in groups talk about them.4. Directions challengeNow we are going to challenge one another. Write directions from your school to three certain places. Read the directions to each other and guess the places.Closing down by looking and sayingTo bring the period to an end let’s look at the picture and talk about things happening in it.。

Unit 11 Could you please tell me where the restrooms are?万州龙宝中学黄瑾【Teaching goals】nguage goals：Key words and phrases:restroom, shampoo, drugstore, café, department store, escalator, magic,fresh, block, oak, uncrowned, safe, waterslide, clown, staff, organized, dress up, market.Target language:Could you please tell me where I can get a dictionary?Sure. There’s a bookstore on the River Road.2. Ability goals:Students can ask for information politely by asking “Could you please tell me---?” “Can you tell me---?”“Do you know where I can---?”【Teaching important and difficult points】Could you please tell me ---?Can you tell me ---?Do you know where I can ---?【Teaching methods】Reading, listening, making conversations, discussion in groups 【Teaching aids】A recorder【Teaching procedures】Section AThe First Period (1a—1c)Step1: Greeting and duty reportOne student give a duty report, the other students can ask some questions according to the report.Step2:Lead-inAsk students to pretend they are new to this school.T: How can you ask where the library is?Ss: Can you tell me where the library is?T: There is another polite way you can ask: Could you pleasetell me where the library is?Write down the two questions on the board, and ask Ss to practice the questions.Step3:1aRead the instructions to the class.Read the list of things in the box. Review the meaning of each item.Point to the lettered parts of the picture one by one. What place is this? What do they sell there?Ask Ss to match each thing with a place in the picture, and tell them there may be more one correct answer for some blanks.Step4: 1b ListeningAsk Ss to look at the pictures. Point out the two conversations that are shown in the picture. Say, Listen to the conversations and fill in the blanks with the words you hear in the recording.Play the recording twice. Stop the recording from time to time to allow Ss enough time to fill in the blanks.Check the answers.Step5: 1c PairworkRead the instructions and ask Ss to read the sample conversation.Say, look at the list of things people need and the pictures of the places in 1a.Have a conversation with your partner. Ask your partner politely where you can do these things.Ask a few Ss to present their conversation.Homework:Make a dialogue like 1c and write down in the exercise book.Blackboard Designbuy shampoo /some writing paper/some stampsget some magazines/a dictionary/some informationsave moneyCan you tell me where the library is?Could you please tell me where the library is?--Could you please tell me where I can buy some stamps?--Yes. There’s a post office on the Center Street.The Second Period (2a—2c)Step1: Duty report and revisionOne student gives a duty report as usual.Check the homework. Ask some Ss to read their conversation in pairs.Step2: PresentationAsk Ss to look at the picture in2a.Introduce the places in it, especially the escalator and the elevator.Step3: Listening (2a)You will hear one boy ask another boy how to find something in a shopping mall. The sentences are in the wrong order. Number the directions from 1 to 4.Play the recording twice. Ss write the numbers.Check the answers.2b Listen again. Show how the boy walks to the drugstore. Draw a line on the picture.Play the recording again and ask Ss to draw the line on their own.Check the answers.Step4: PairworkAsk two Ss to read the sample conversation. Have Ss follow the directions by looking at the picture.Say, Make a conversation using information in the picture.Ask Ss to work in pairs, then get one or two pairs to present their conversations.Step5: Grammar FocusReview the grammar box. Ask Ss to read the questions.Write three questions starters on the board:Could you please tell me how to get to ---?Can you tell me where ---?Do you know where ---?Ask Ss to complete each sentence using their own words. Homework:Practice the conversation in 2a, 2b and try to recite it and write their own conversation like this.Blackboard Design1.Take the escalator to the second floor.2.Turn left.3.Go past the bank.4.The drugstore is between ---Q1. Could you please tell me how to get to ---?Q2. Can you tell me where ---?Q3. Do you know where --- ?The Third Period (3a—4)Step1: Duty report and revisionGive a duty report.Ask some Ss to read out their conversations.Step2: Reading (2a)Writing the words advantages and disadvantages on the board, and ask Ss to give examples from their lives. For example,What are the advantages and disadvantages to own a car?Read the first two sentences at the top of the article. Explain that the interviewer will talk to some teenagers.Ss read the article. When they have finished, ask if there are any words or sentences they don’t understand. Write them and ask other Ss to explain them in their own words.Then Ss read the interview again and write the advantagesand disadvantages.Check the answers.Step3: GroupworkAsk Ss to read the sample conversation.You can talk about places where you usually hang out and the advantages and disadvantages of each place.Ask Ss to work in groups. As they work, move around the room offering help as needed.Ask a few groups to present their conversation.Step 4: DrillingRead the instructions to the class.Read the example in the box.Ask Ss to say the names of some stores and other places in the town and write them on the board.Divide the class into some groups. Each group chooses one place to write about. Write careful directions from the school to each place, but do not say the name of the place. When the groups are ready, they read their directions to the class and the other Ss guess the names of the places.HomeworkWrite a place you usually hang out and tell the reasons.Blackboard DesignAdvantages Disadvantages Friends hang out there air is not freshAlways something happening usually crowded Free contents, listen to CDs always spend too much moneyLook at books in the bookstore▲ Hang out The air is not fresh .I prefer being outside.Places: Xiangsheng Restaurant Huijia Store Longge BookstoreSection BThe First Period (1—2c)Step 1: Greeting and Duty reportSay hello to the Ss and a duty reporter is welcomed.Step 2: PresentationSs read the words in the box. If there are some words that Ss don’t understand, you can ask other Ss to explain the words.Read the instructions and point out the sample answer. Ask Ss to write words from the box in the blank on their own.Correct the answers by having Ss read the qualities he or she listed.Step 3: DrillingAsk Ss to read the sample conversation.Now work with a partner. Look at the words in the box and use them to talk about places in your own city.Ask a few pairs of Ss to present their conversations to the class.Step 4: ListeningAsk Ss to look at the picture and ask Ss to tell what is happening. Explain that the scene shows a family on vacation.They are asking the man for information about various things to do in Sun Ville.Read the instruction and say. You will hear three different conversations. Listen to the recording and write what place they ask about in each conversation.Play the recording twice. Ss write the places people ask about.Check the answers.Let Ss look at the chart in 2b.Say, listen again. This time listen carefully to the answers the clerk gives. Write the answers in the blanks.Play the recording again. Then check the answers.Step 5: PracticeLet Ss read after the tape twice. And try to role play theconversation between the man and the tourists.Ask one or two pairs to present their conversation. HomeworkWrite down the conversations they make.Blackboard DesignFascinating: having strong charm uncrowned: not crowdedSafe: not dangerous convenient: easy to get to, suitableClerk: person employed in a bank, office, shopConversation1: Green landConversation2: the corner of Market and Middle Streets Conversation3: the computer museumThe Second Period (3a-4)Step1: Greeting and reportSay hello to the Ss and one student give a duty report.Step2: lead-inSs look at the picture. Ask: Where can you guess is it? Introduce Watertown, water slides. Ask Ss to find out the Places in the picture, such as Café, Sports Museum, Science Museum and so on.Ask one student to read the passage aloud. Correct any pronunciation errors to make sure the student are providing a good model for the rest of the class.Ask Ss to complete the work individually. Then review the task. Ask a few students to tell the class about the answers in the chart.Step3: ReadingLet Ss look back at 2a and 2b.Say, Use this information to help you complete the guide to Sun Ville.Ask Ss to complete the Writing .As they work, move around the room offering help and answering questions as needed.Ask a student to read the completed article to the class.Step4: 3c PracticeAsk Ss to say the names of some of the places they might write about. Write a list of the places on the board.Ss work individually. Tell them that they can use what they wrote for 3b as a guide.Step5: PerformanceRead the instruction to the class. Ask Ss to look back the guides they wrote in 3c.Have different Ss take the role of the booth worker and the different tourists. Be sure every student has a chance to participate.Ask one or two groups to present their conversations, Homework:Practice the article in 3a and try to retell it.Blackboard DesignWatertown water slidesKids Teenagers ParentsEat Clown City CaféUncle Bob’s Farmer’s MarketHave fun organized games water slides dance lessonsClowns rock bandLearn Science Museum Sports Museum History Museum。

Unit 11 Could you please tell me where the restrooms are?The First PeriodⅠ． Teaching Aims and Demands1． Knowledge Objects（1） Key Vocabularyrestroom, shampoo, stamp（2） Target LanguageExcuse me． Can you please tell me where I can get a dictionary?Sure． There’s a bookstore on River Road．2． Ability Objects（1）Train students’ listening ability．（2）Train students’ communicative competence．3． Moral ObjectHelping each other is very important． It is a good quality．Ⅱ． Teaching Key PointTarget LanguageⅢ． Teaching Difficult Points1． How to train students’ listening ability．2． How to train students’ communicative competence．Ⅳ． Teaching ProceduresStep Ⅰ RevisionT: You’re new to this school． You need to know where the main office is．How can you ask where the main office is?: Where’s the main office?S1T: That’s one way to ask． But there is a more polite way you can ask． You can say, "Can you tell me where the main office is?" Class repeat． Can you tell me where the main office is?S: Can you tell me where the main office is?sT: That’s correct． Now let’s say you want to know where Classroom 1 is． How can you ask?S: Can you tell me where Classroom 1 is?2T: Good! There’s another polite way you can ask: Could you tell me how to get to Classroom1? Class repeat． Could you tell me how to get to Classroom 1?: Could you tell me how to get to Classroom 1?SsT: That’s right． Very good．Step Ⅱ 1aGo 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 different students 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 our community?Point out the sample answer． Say, The letter c is in front of the words buy shampoo because you could buy shampoo in a department store． There may be more than one correct answer for some blanks．While students are working, move around the room offering help as necessary．Step Ⅲ 1bRead 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 1a． Say． Look at activity la． Have a conversation with a partner． Ask your parter politely where you can do these thing and then answer your partner’s questions．As students work, listen to some pairs in order to check the progress and help with pronunciation as needed．After students have had a chance to practise several exchanges, ask some pairs to come to the front of the classroom and act out their conversations．Step Ⅴ HomeworkReview the target language．The Second PeriodⅠ． Teaching Aims and Demands1． Knowledge Objects（1） Key Vocabularyescalator, furniture, exchange money, elevator（2） Target LanguageExcuse me． Do you know where I can exchange money?Sure． There’s a bank on the secondfloor． Take the escalator to the second floor and turn right． 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 way correctly．Ⅱ． Teaching Key Points1． Key Vocabularyexchange money2． Target LanguageExcuse me． Do you know where I can exchange money?Sure． There’s 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 students’ 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 boy went 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 with the 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 the picture with your partners．As students work, move around the classroom checking the progress of the pairs and offering help as needed．Ask one or two pairs to say their conversations to the class． Ask the rest of the class to look at the picture as they listen．Step Ⅴ HomeworkAsk the students to write three sentences with the starters of the structures．The Third PeriodⅠ． Teaching Aims and Demands1． Knowledge Objects（1） Key Vocabularyhang out, fresh, advantage, disadvantage, block（2）Target LanguageGo out the front door and take a right． Walk about three blocks． Go past 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 students’ integrating skills．Ⅳ． Teaching ProceduresStep Ⅰ RevisionT: 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 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 3bRead 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 usuallyhang 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 4Read 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 ofWrite careful 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 Homework1． Ask students to choose two places in the community and write careful directions from the school to each place．2． Finish off the exercises on pages 46～47 of the workbook．The Fourth PeriodⅠ． Teaching Aims and Demands1． Knowledge Objects（1）Key Vocabularyfascinating, convenient, safe, restroom, inexpensive（2）Target LanguageCan 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 Points1． Key Vocabularyconvenient, safe, restroom inexpensive2． Target LanguageCan you tell me where there’s 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 RevisionCheck homework．Step Ⅱ 1aGo 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．Step Ⅲ 1bRead 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 2aPoint 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 2bRead 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 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 and offering help as needed．Ask one or two pairs to say their conversations to the class．Step ⅦHomeworkTalk 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 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．Step m 3bRead 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 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 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 wrotefor 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 correctthem．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 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 Homework1． Read the article in 3a again．2． Write a guide to our city．The Sixth PeriodⅠ． 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 the meaning of the words． You are to fill in the blanks with the words． Insome 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 ⅢPart 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? 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 HomeworkIn this class, we’ve done much 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 finish the exercises on pages 47～48 of the workbook as well．The Seventh PeriodⅠ Teaching Aims and Demands1． Knowledge Objects（1） Key Vocabularyimage, adventure, jealousy, hero, crime, journey, brave, no longer, show interest in, take it easy, become interested in, plain looks（2）Text:Grown-ups like cartoons, too．2． Ability Objects（1） Fast-reading to get a general idea of the text．（2） Careful-reading to get the detailed information in the text．（3） Learn the words and phrases from the context．Ⅱ． Teaching Key Points1． Key vocabulary．2． Train students’ reading and writing skills．Ⅲ． Teaching Difficult PointTrain students’ reading and writing skills．Ⅳ． Teaching ProceduresStep I Key VocabularySay the words and have students repeat them again and again until they can pronounce them fluently and accurately．Step Ⅱ Part 1Read the title Grown-ups like cartoons, too． To the class． Ask, what do you think the article is about?Look at the picture． Ask students to describe what is happening in the picture．Ask students to answer the five questions． But don’t look at the reading text．Instead, they use their background knowledge to try to answer the questions． As students work, walk around, looking at their progress．When most students finish the task, ask students to answer the questions with a parter．Elicit answers from the students． Ask if other students have the same or different answers． Do not give the correct answers to the students at this point． Wait until students have finished the reading and let them revise their answers accordingly．Step Ⅲ Part 2Read the text quickly, then summarize each paragraph in your own words． As the students are doing this, move around the classroom to make sure they can do the task in English．Ask five students to report their answers．Draw students’ attention to the instructions．Ask students to complete the task individually or in pairs．As they work, walk around the classroom to make sure students discuss their reasonsin English．Have students report their answers． Encourage students to use complete sentences．Step Ⅳ Part 3Point to the story． Look at the words indicated in bold． Ask different students to guess the meaning． Don’t give them the correct answers． Ask students to read the article once． Say, pay attention to the bold words and expressions． And note any other words or sentences, you don’t understand． Read in context, guessing their meanings from the other words around them．Ask students to read the article again for comprehension．Read the instructions with the students and have them look at the example． Then ask students to match the correct meanings with the correct words and expressions． Allow them one or two minutes to do this．Check the answers:Get students to make sentences with the words and expressions． Remind them to look at the article again for extra help．Answers to this activity will vary． Then ask a students to write his/her answers on the blackboard． Help correct any mistakes．Step Ⅴ Part 4Read the instructions to the class． Elicit the first answer from the students from memory． Make sure that they understand what they need to do．Ask students to do the activity on their own or in pairs． As they work, walk around the classroom offering help students may need．Check the answers．Step Ⅵ Part 5Read the task with the students．Ask students to do the activity in small groups． Try to put creative and artistic students in each group．Check the answers and have students show or act out their cartoons for the class．Optional activityAs an optional in-class or homework activity, remind students to find some cartoons and cut out the speech bubbles．Students can then write their own English stories in the speech bubbles．Step Ⅶ Homework1． Read the story in 2 again for further comprehension．2． Revise the target language in this unit．。

Unit 11 Could you please tell me where the rest rooms are?The First PeriodTeaching Aims and Demand s1． Knowledge Objects（1） Key Vocabulary1.restroom2.shampoo3.dr ugstore4.cafe5.department store6.escalator7.elevator8.furniture9.between …and… 10. past 11.next to e a cross （2） Target LanguageExcuse me． Can you pl ease tell me where I can get a dictionary?Sure． There’s a book store on River Road．Take the escalator to the second floor and tur n right.2． Ability Objects（1）Train students’ listening ability．（2）Train students’ communicative competence．3． Moral ObjectOne for all, all for one! To help others is to help ourselves.Teaching Key Point :Target LanguageTeaching Difficult Points1． How to tra in students’ listening ability．2． How to train students’ communicative competence．Teaching Methods: Problem based teaching:Coop erative and Inquiry-based learning.,and task based method.Teaching Aids: Multimedia devices and the whiteboa rd.Step Ⅱ（In groups） Preview, Query and Discussion .Ask the students to1 Go through th e contents of activity 1a,1b,1c,2a,2b,2c on Page86-87. Mark the parts that you can’t understand.2 Work in groups coo peratively: discuss the questions raised by each group me mber.3 A quiz for preview.Step ⅢQuery and discussion in whole class.Submit the unsettled problems to the whole class and have them solved with the help of classma tes and teacher.Step ⅣTeacher’s inquery and class discussionTeacher assigns some tasks for the class to finish.1.Listeningchoos e the answe r and fill in the blanks2.Pa ir work to ask st udents how to get to a place3.Be a guideSome teachers are visiting our school. Please guide for them. Try to make some conversationsStep ⅤCheck each other with selfmade quizEach student should at least set a qustion for his/her partner to answer.Step Ⅵ SummarySummarize the contents we have learnt today.Step Ⅶ Hom eworkReview the words and phrases you learnt this l esson.Preview the next period.。

新目标英语九年级Unit 11同步阅读（含答案）Unit 11 Could you please tell me where the restrooms are?1选择适合的词语完成下面的短文。

When you speak, write a letter or make a telephone call, your words ___1___ a message. People communicate with words. Do you think you can communicate ___2___ words? A smile on your face shows you are happy and friendly. Tears in your eyes tell ___3___ that you are sad. When you ___4___ your hand in class, the teacher knows you want to say something of ask questions. You shake your head, and people know you are saying “no”. You nod and people know you are saying “___5___”.Other things can also carry message. For example, a sign at the bus stop helps you to know which bus ___6___. A sign on the wall of your school helps you to find the library. Signs on doors tell you ___7___ to go in or out. Have you ever noticed that there are a lot of signs around you and that you receive messages from them all the time? People can communicate ___8___ many other ways. An artist can use his drawings to tell about beautiful mountains, about the blue sea and many other things. Books ___9___ to tell you about all wonderful things in the world and also about people and their ideas. Books, magazines, TV and radio and films all help us to communicate with other people. They all help us to know ___10___ is going on in the world.( ) 1. A. take B. bring C. carry D. gives( ) 2. A. by B. with C. use D. without( ) 3. A. others B. the others C. other D. the other( ) 4. A. put on B. put out C. put up D. put down( ) 5. A. no B. hello C. yes D. nothing( ) 6. A. to get B. to choose C. to have D. to take( ) 7. A. which B. where C. how D. what( ) 8. A. with B. by C. without D. in( ) 9. A. write B. wrote C. is written D. are written( ) 10. A. what B. which C. that D. who2根据短文内容选择最佳答案。

《Unit 11 Could you please tell me where the restrooms are》inPeriod 1Lin Yi●教学内容与分析❶教学内容：Section A 1a—2c❷教学目标：1． Knowledge Objects（1） Key Vocabularyrestroom, shampoo, stamp，escalator, furniture, exchange money, elevator（2） Target LanguageExcuse me． Can you please tell me where I can get a dictionary?Sure．There’s a bookstore on River Road．Take the escalator to the second floor and turn right． The bank is next to the bookstore．2． Ability Objects（1）Train students’ listening ability．（2）Train students’ communicative competence．3． Moral ObjectHelping each other is very important． It is a good quality．If someone asks you how to get to the place he wants to go to, you should tell him the way correctly．●教学重点、难点分析：Ⅱ． Teaching Key Point1． Key Vocabularyrestroom, shampoo, stamp，escalator, furniture, exchange money, elevator2． Target LanguageExcuse me． Do you know where I can exchange money?Sure．There’s a bank on the second floor．3． StructuresExcuse me． Can you please tell me where I can get a dictionary? Do you know where I can buy shampoo? Could you tell me how to get to the post office? Sure．There’s a bookstore on River Road．Take the escalator to the second floor and turn right． The bank is next to the bookstore．Ⅲ． Teaching Difficult Points1．How to train students’ listening ability．2．How to train students’ communicative competence．3． To learn to use Indirect questions and tell about places●Learning strategies: Listen for specific information, Cooperating●课前准备教学课件和录音机●教师设计教学步骤建议和说明Step1 Warm-up by learning new wordsHave a try. Where can we do these things?For example: Where can we take out money and save money?We can do it in a bank.Give students some phrases about doing things, and ask them to say 大脑风暴，打开学生思维。

新疆石河子市第八中学九年级英语全册 Unit 11 Could you please tell me where the restrooms Practice教案人教新目标版Language goals语言目标1. Words && expressions生词和短语elevator, escalator, exchange, fresh, park, crowded, hang out2. Key sentences重点句子Take the elevator to the second floor. Turn left / right. (P87)Do you know where I can exchange money? (P87)Go past the park, and turn left onto Oak Street. (P88)Where do you usually hang out with your friends? (P88)Ability goals能力目标Enable the Ss to talk about directions.Enable the Ss to talk about the advantages and disadvantages of going to some places. Emotion && attitude goals情感和态度目标Enable the Ss to choose good places to hang out.Strategy goals策略目标Listening for specific information; transforming.Culture awareness goals文化意识目标Pe ople’s attitudes toward the mall.Teaching important points教学重点The advantages and disadvantages of going to some places.Teaching procedures and ways教学过程与方式Step I Revision and Lead-in (2a && 2b: P87)T: Morning / afternoon. Nice to see you again. Have you learned any words used to show directions?Ss: Yes. Turn right / left. Go past ... / Walk alon g ... / Around the corner ... T: Very good. Who can tell us how we can get to the nearest cinema by using expressions about directions you have learned.S: Let me try. Take the No. 38 bus and get off at Kuanyinmu bus stop. Then get across the street. The cinema is right on your left side.T: Good job. Now look at the picture in 2a on page 87. What can we see in the picture? S1: I can see two boys near an elevator. There are also a bank, a bookstore, a music store and so on.T: Where do you think the boys are?S2: I guess they are in a shopping mall.T: Maybe. There are six directions listed below the picture. Let’s listen to the tape and number the directions in the order you hear them.Play the tape for the first time. And then check the answers.T: Let’s listen again. This time you will have to show how the boys walk to the drugstore and draw a line in the picture.Play the tape for the second time. Then check the answers.Step II Oral Practice (2c: P87; 4: P88)Let the Ss read the conversation in the box in 2c and make more conversations showing directions.T: Now I’d like two students to read the conversation on page 87. During the reading, find out what expressions in the conversation are used to tell directions?S3: “take the escalator to the second floor”, “turn left” and “next to”. T: Exactly. Now work in pairs, and make more conversations using the places in the picture in 2a. Tell your partners how to get to the places clearly. Sample conversations:1. S1: Excuse me. Do you know where I can buy some CDs?S2: Sure. There is a store called Music Magic on t he first floor. It is just under the escalator.2. S1: Excuse me. Can you tell me where I can make a phone call?S2: Sure. Take the elevator to the second floor. Turn left. The telephone booth is next to the furniture store.Deal with “Directions Challenge” on page 88.T: Now think of a place in our city that you want to visit. Write down the directions.A sample version:Go out the school gate and walk across the street. Turn right and walk along the street until you get to a bank. Go past the bank and turn left onto another st reet. It is just on your right hand.Ask the Ss to guess the place.T: What is the place Jane described?Ss: Xinhua Bookstore.Step III Reading (3a: P88)T: Nowadays many young people like to go to the mall. But what is a “mall”?S1: A mall is a large enclosed shopping complex containing various stores, businesses, and restaurants. You can buy almost everything there. There are many malls on the business street in our city. They are always crowded with people.T: Do you often go to the mall? What do you usually do there?S2: I like hanging out there, because I can do window-shopping. But I don’t want to buy anything. Things there are very expensive.S3: I don’t like them because they are always crow ded and noisy.T: Now please turn to page 88. We are going to read an article about the mall. After you read it, list the advantages and disadvanta ges of going to the mall. Sample answers:S4: There is alwa ys something happeni ng. There are a lot of free concerts there.It’s a great fun to watch people ther e. You can go into the music stores and listen to CDs and look at the books in the bookstore.T: How about the disadvantages?S5: The air isn’t fresh. It’s usually crowded. And you may spend too much money there.T: Good. Let’s fill in the blanks below the article.Sample answers:Advantages DisadvantagesLots of free concerts The air is not freshFun to watch people It’s crowdedListen to CDs Spend too much moneyLook at booksStep IV Oral Practice (3b: P88)Let the Ss talk about the advantages and disadvantages of different places by following the conversation in 3b.T: Where do you usually hang out with classmates or friends? And why?S1: We usually hang out on streets. You can see many things happening there.S2: We like to hang out in my house. It is quiet and we can enjoy music and play games....T: It’s great joy to stay together with friends, talk to each other and share the joys and sorrows. But some places are good to hang out, and some are not. Now work in groups, discuss the places you just talked about, tell what their advantages and disadvantages are.Sample conversations:1. S1: Where do you usually hang out with friends?S2: We usually go to the mall.S1: Is that a good place to hang out?S2: Well, it has both advantages and disadvantages. Although it is noisy and crowded, we can enjoy delicious food there, watch free shows and make new friends.2. S1: Where do you usually hang out with your friends?S2: We usually hang out in my house.S1: Is that a good place to hang out?S2: Well, it has both advantages and disadvantages. It is sma ll, but very quiet and comfortable. We can listen to music, watch recent VCDs, read cartoons and soon.Step V HomeworkT: Preview the words in 1a on page 89. Find their meanings and pronun ciations.。

Unit 11 Could you please tell me where the restrooms areThe Second PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key V ocabularyescalator, furniture, exchange money, elevator（2）Target LanguageExcuse me．Do you know where I can exchange money?Sure．There’s a bank on the secondfloor．Take the escalator to the second floor and turn right．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 way correctly．Ⅱ．Teaching Key Points1．Key V ocabularyexchange money2．Target LanguageExcuse me．Do you know where I can exchange money?Sure．There’s 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 students’ listening ability．Ⅳ．Teaching ProceduresStep ⅠRevisionCheck homework．Step Ⅱ2aRead 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 Ⅲ2bPoint to the picture．Say, now you will hear the recording again．This time show where the boy went 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 with the class．Step Ⅳ2cAsk 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 the picture with your partners．As students work, move around the classroom checking the progress of the pairs and offering help as needed．Ask one or two pairs to say their conversations to the class．Ask the rest of the class to look at the picture as they listen．Step ⅤHomeworkAsk the students to write three sentences with the starters of the structures．。

Unit 11 Could you please tell me where the restrooms are?SectionA PeriodⅠ（1a-2c）教材分析：新目标英语九年级Unit11SectionA的第一课时（1a-2c）是围绕“Ask for information politely”为主线开展教与学的活动的，在学习常用和重点词语的基础上，着重学习了问题和指引道路及场所的表达方式。

通过本课的学习，引导学生运用目标语言进行表达有礼貌地请求的口语交际，要求能熟练表述问路、指引道路或场所，教学目标：知识与能力：1. 学习礼貌地向他人询问信息：Could you ple ase tell me where the restrooms are?2. 描述地理位置，给他人指路或提供帮助。

3.学习含宾语从句的间接问句，对宾语从句的形式进行归纳、总结。

过程与方法：采用小组合作的学习方法，引导学生参与课堂pairwo rk的活动，通过听说读写等训练，巩固社交礼仪的句型。

情感、态度与价值观：1. 学会合作与交流2. 初步了解语言表达中的礼仪3.体验有礼貌待人，请求他人帮助的氛围。

教学方法：任务型教学学习方法：自主学习、小组合作教学重难点：掌握重点词汇：restroom、shampoo、drugstore、caf é、department store、escalator、magic。

问路指路句型：A:Excuse me.Do you know where I can exchange mon ey?B:Sure.There’s a bank on the second floor.Take the nescalator to the second floor and turn right.The bank is next to the bookstore.教学过程：一、创设情境，口语热身。

Unit 11 Could you please tell me where the restrooms are?Ⅰ. Analysis of the Teaching Material1. Status and FunctionIn this unit, students learn to talk about how to ask for information politely.The topic is very interesting and practical. It is very useful for students to use the topic to communicate with others in their daily life. It’s also helpful for students to improve their speaking ability. All the students can learn some spoken English more or less.(1) The first period mainly gives students listening and oral practice using the target language"Excuse me". Can you please tell me where 1 can get a dictionary?Sure. There’s a bookstore on River Road.(2)The activities in the second period give students more listening and oral practice as well as grammar focus to practise the target language. They are helpful to improve students’ listening and speaking skills.(3) In the third period, students learn to get detailed information from an article. It is a basic reading skill, and also it is of great help for students to improve their reading skill.(4) The fourth period not only introduces some new words but also provides students with many different kinds of activities. In this class, students learn to give adviceto people who have difficulty in travelling. Students tell the people where they should go using the target language.(5)A lot of practice is designed in the fifth period to train students’ reading and writing skills.(6)All the activities in the last period in this unit are used to provide writing practice using the target language.2. Teaching Aims and Demands(1)Knowledge ObjectsIn this unit, students learn to talk about how to ask for information politely and how to give advice to those who have difficulty in travelling.(2) Ability ObjectsTo train students’ listening, speaking, reading and writing skills using the target language.(3) Moral ObjectsHelping each other is a good quality. If someone asks you how to get to the place he wants to go to, you should tell him the way correctly.Als o, if you want to go to a place you don’t know, you should ask for the direction politely. After you are given the way, you should say "Thank you". 3. Teaching Key PointsTo make students learn and grasp the key vocabulary words and the target language.4. Teaching Difficult PointsTo train students’ listening, speaking, reading and writing skills.To train students’ communicative competence.5. Studying WaysTeach students how to ask the way and how to give the way to those people who want it.Ⅱ. Language FunctionAsk for information politely,Ⅲ. Target LanguageExcuse me. Do you know where I can exchange money?Sure. There’s a bank on the second floor.Take the escalator to the second floor and turn right. The bank is next to the bookstore.Ⅳ. StructureIndirect questions.Ⅴ. Vocabulary1. escalator, drugstore, restroom, furniture, department store, shampoo, advantage, disadvantage2. exchange money, hang outⅥ. Recyclingelevator, corwenient, public, phone, library, post office, mall, subway, restaurant, stamp, interviewer, safe, delicious, fascinating, inexpensive, park, museum,movie theater, uncrowded, interesting, beautiful, big, clean, bookstoreⅦ. Learning Strategies1. Listening for specific information.2. Cooperating.Ⅷ. Teaching TimeSeven periodsThe First PeriodⅠ. Teaching Aims and Demands1. Knowledge Objects(1) Key Vocabularyrestroom, shampoo, stamp(2) Target LanguageExcuse me. Can you please tell me where I can get a dictionary?Sure. There’s a bookstore on River Road.2. Ability Objects(1)Train students’ listening ability.(2)Train students’ communicative competence.3. Moral ObjectHelping each other is very important. It is a good quality.Ⅱ. Teaching Key PointTarget LanguageⅢ. Teaching Difficult Points1. How to train students’ listening ability.2. How to train students’ communicative competence.Ⅳ. Teaching Methods1. Scene teaching method.2. Listening-and-answer activity to help the students go through with the listening materialⅤ. Teaching Aids1. A tape recorder.2. Real objects.Ⅵ. Teaching ProceduresStep Ⅰ RevisionT: You’re new to this school. You need to know where the main office is. How can you ask where the main office is?S1: Where’s the main office?T: That’s one way to ask. But there is a more polite way you can ask. You can say, "Can you tell me where the main office is?" Class repeat. Can you tell me where the main office is?S s: Can you tell me where the main office is?T: That’s correct. Now let’s say you want to know where Classroom 1 is. How can you ask?S2: Can you tell me where Classroom 1 is?T: Good! There’s 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? S s: Could you tell me how to get to Classroom 1?T: That’s righ t. Very good.Step Ⅱ 1aThis activity reviews earlier vocabulary and introduces some new words.Go 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 different students 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 our community?Point out the sample answer. Say, The letter c is in front of the words buy shampoo because you could buy shampoo in a department store. There may be more than one correct answer for some blanks.While students are working, move around the room offering help as necessary. Check the answers.Suggested answersshampoo: a or c information: a or emagazines :a or d writing paper: a or cdictionary: d stamps: etelephone call: a or e save money: bNoteShampoo is special soap, liquid, powder, etc. for washing of the hair.Step Ⅲ 1bThis activity gives students practice in understanding the target language in spoken conversation.Read 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.When students listen, stop the recording from time to time to allow students enough time to fill in the blanks. Check the answers with the whole class. Answers1. buy some stamps 4. save money2. post office 5. bank3. Center Street 6. Main StreetTapescriptConversation 1Girl 1: Excuse me. Could you tell me where I can buy some stamps?Boy 1: Yes. There’s post office on Center Street.Girl 1 :Oh. Can you tell me where Center Street is.Boy 1: Sure. Go past the bank. Center Street is on your right.Girl 1: Thanks a lot.Boy 1: No problem.Conversation 2Girl 2: Excuse me. Do you know where I can save money?Boy 2: Sure. There’s a bank on Main Street.Girl 2: Oh. Could you please tell me how to get there?Boy 2: Yes…Go straight ahead. The bank is on your left.Girl 2: Thank you.Boy 2: You’re welcome.Step Ⅳ 1cThis activity provides guided oral practice using the target language.Read the instructions to the class.Point out the example in the box. Get two students to read it to the class.S1: Excuse me. Can you please tell me where I can get a dictionary?S2: Sure. There’s a bookstore on River Road.Point out the list of things people need and the pictures of the places in activity 1a. Say. Look at activity la. Have a conversation with a partner. Ask your parter politely where you can do these thing an d then answer your partner’s questions.As students work, listen to some pairs in order to check the progress and help with pronunciation as needed.After students have had a chance to practise several exchanges, ask some pairs to come to the front of the classroom and act out their conversations. Step Ⅴ SummaryIn this class, we’ve learned some important words, such as restroom, shampoo and so on. We’ve also learned the target language. Excuse me. Can you please tell me where I can get a dictionary? Sure.There’s a bookstore on River Road.Step Ⅵ HomeworkReview the target language.Step Ⅶ Blackboard Design教学评价本课英语教学的评价主要通过课堂表现和语言知识技能两个方面来进行。