(襄阳专版)九年级英语全册 Unit 3 Could you please tell me where the restrooms are教案 新人教版

Unit 3

Could you please tell me where the restrooms are?

第一课时 Section A(1a ～2d) 教学设计

知 识 目 标

课堂环节

§自主学习案

翻译下列词组。

1．买一些邮票buy__some__stamps

2．得到关于……的信息get__some__information__about…

3．打扰了excuse__me

4．向左/右转turn__left/right

5．经过书店go__past__the__bookstore

6．在……和……之间between__…__and__…

7．在左/右边on__the__left/right

8．在那边over__there

9．在二楼on__the__second__floor

10．买一双鞋get__a__pair__of__shoes

§课堂导学案

Step 1 准备与热身(Preparation)

Show pictures to the whole class, one student explains the places in English and another one who doesn't look at the blackboard guesses what place it is.For example, one student says: We can save money or exchange money in this place, another one guesses it is a bank.Get students to guesses the places like bank, post office, bookstore, museum, bathroom, washroom, mall and so on.

T: You're new to this school.You need to know where the main office is.How can

you ask where the main office is?

S: Where's the main office?

T: That's one way to ask.But there is a more polite way you can ask.Can you say some of them ?

Students：__________________

① Can you tell me where Classroom 1 is?

② Could you tell me how to get to Classroom 1?

……

Step 2 呈现与输入(Presentation)

1．要求学生翻开课本P17，要求学生查看1a下方的图片并与方框中所给动词短语的描述搭配起来。(1分钟)

2．检查答案，先要求全班一起给出答案并检查讨论。(3分钟)

参考答案：(Suggested answers：)

shampoo: a or c information: d or e

magazines: a or d writing paper: a or c

dictionary: d stamps: e

telephone call : a or e save money: b

3．要求学生听第一遍录音，并完成课本上1a中图片上的对话内容。(1分钟)

听第二遍时，要求学生跟读对话并核对答案。

1．buy some stamps 2.post office

3．Center Street 4.get a dictionary

5．bookstore 6.Main Street

4．完成教材1c的任务，要求学生模仿听力内容，使用1c方框中所给的对话介绍自己居住的城市。并邀请2－3对同学当堂进行演示。(3分钟)

补全对话。

A: Excuse me! Could you please tell me where there is a good place to eat?

B：__G__！ There are many good restaurants here, what food do you like to eat?

A: I like Italian food.

B: We have two Italian restaurants.One is on the Main Street, named Green Land.__F__ , called Sally's.

A: __C__？

B: Sally's is a little nearer but it's expensive.Green Land is farther but the food is both delicious and cheap.

A: Let's go to Green land! But__B__？

B: Go down the street and turn left at the third crossing.Then you will be on the Main Street.You will see Green Land is between the post office and Milly's Café.

A: __E__！

A．Which is cheaper B．How can I get there

C．Which is nearer D．Sorry, I am new here, too

E．Thank you very much F．The other is next to the movie theatre

G．Of course

5．小结训练。要求学生在规定的时间内完成一个小练习。并请若干学生给出自己的答案。有错误的及时解决纠正。(2分钟)

Step 3练习与体验(Practice)

1．要求学生翻开课本P18。播放录音一遍，给出所听到的指示方位的正确顺序。(1分钟)

2．要求学生听第二遍录音，在2a图片中画出男孩到超市的路线并逐句进行跟读。(2分钟)

Step 4 运用与生成(Production)

3．放下听力材料，要求学生模仿2c听力内容，利用2a，2b的信息分角色练习对话并编作自己的对话。然后邀请2－3对同学当堂演示。看哪一对的表现最佳。(5分钟) 4．播放2d的对话录音，让学生跟读，模仿并理解大意。然后让学生分角色朗读并表演2d的对话。(5分钟)

5．对话内容巩固训练。要求学生根据2d对话的内容完成下列各句。完成后要求若干学生给出自己的答案。以巩固对对话内容的了解。(4分钟)

用所给词的适当形式填空。

1．We don't need to__buy(buy) any stamps now by using the e­mail.

2. He went up to the second (two) floor and buy some books.

3. Could you tell me how to__get (get) to the post office?

4. Do you know if there are any (some) public restrooms around here?

5. There are many dictionaries (dictionary) in the shop.

Step 5 巩固与提高(Progress)

探究点一

Do you know where I can get some information about the town?

你能告诉我在哪里能找到有关这座城市的信息吗？

information n．意为“信息，情报”，作不可数名词。

“一条信息”用“a piece of information”。

e．g.We have no information about where she has gone.关于她去了什么地方我们一点消息都没有。

针对训练

1．Can you provide me with__some__information about the travel in Japan? (你能给我提供一些在日本旅游的信息吗？)

探究点二

Could you please tell me how to get to the bookstore？你能告诉我到书店怎么走吗？

(1)“疑问句＋to do”结构。

动词不定式前加上疑问代词what, which或疑问副词when, where, how构成特殊的不定式结构。此结构可在句中充当主语、宾语、表语等。

e．g.I don't know what to do.(宾语)我不知道该干什么？

How to go there is still a question.(主语)怎么去那里仍旧是个问题。

(2) Could you please… ？意为“请你……好吗？”，也可用Can you please … ？替换。后接动词原形，是表示有礼貌地请求的交际用语。但用could比用can语气更委婉。

【拓展】

表示有礼貌地请求的句式还有：

①Would you please do sth.?

②Would you like to do sth.?

③Wo uld you mind doing sth.?

e．g.Could you please tell me where the nearest bank is？你能告诉我离这儿最

近的银行在哪里吗？

Would you mind opening the window？你介意我打开窗户吗？

针对训练

2．When__to__leave__for__London (什么时候前往伦敦)has not yet been decided.

3. I'm very upset and don't know what__to__do(该做什么)．

4. He is not sure who__to__choose (选谁)．

5. Could__you__tell__me (你能告诉我)the way to the railway station?

Step 6 家庭作业(Homework)

1．编一个有关自己的城市或居住地的对话。

2．完成本单元学生用书第一课时的练习。

§教学反思：__

__

__

第二课时Section A(3a～4c)

教学设计

知识目标

课堂环节

§自主学习案

翻译下列词组。

1．加油，过来come__on

2．握住我的手hold__my__hand

3．听起来完美sound__perfect

4．Bob叔叔的餐馆Uncle__Bob's__restaurant

5．在去……的路上on__the__way__to…__

6．路过，经过pass__by

7．摇滚乐队a__rock__band

8．买些药buy__some__medicine

9．沿着大街go__along__the__street

10．我不确定I'm__not__sure

11．中心图书馆Central__Library

§课堂导学案

Step 1 准备与热身(Preparation)

通过多媒体向学生展示一组娱乐公园的图片，借机向学生提问：Have you ever been to a fun park? Did you have a good time there? Can you show me how to get there? 展示图片，学生讨论，导入生词和短语。本课时的主要内容是一个参观娱乐公园的对话，在学习对话之前教师可引导学生注意对话前的两个问题。(4分钟)

Questions：

1．Why did Alice not want to go on the new ride? How did she feel after the ride?

2．What is special about Uncle Bob's restaurant? Should Alice and He Wei get there early for dinner? Why?

Step 2 呈现与输入(Presentation)

1．要求学生快速默读对话，熟知大意，并回答课本3a的问题。然后邀请几位同学给出自己的答案，全班一起检查讨论。(3分钟)

2．先邀请几位同学阅读对话(可一人一段)，教师要注意语音，及时纠正。然后播放录音，全班同学一起跟读。(3分钟)

Step 3练习与体验(Practice)

短文内容巩固练习。教师可给出一篇改写了的短文，将一些重点的表达方式空出。让学生在规定的时间内补全短文。然后邀请若干同学给出自己的答案。(4分钟) Alice and He Wei visited the Fun Times Park yesterday.They first visited the Space World.They went to the new ride．Alice was scared at first, He Wei told her to just shout or hold his hand.He thinks you never know until you try something.Alice found that wasn't so bad, she was glad to tried it.After the ride, Alice felt hungry,__so He Wei suggested Water City Restaurant in Water World.It served delicious hamburgers and hot dogs.On the way they found a rock__band plays at Uncle Bob's every evening.So they decided to come here for dinner later.

Step 4 运用与生成(Production)

完成教材3b的任务，要求学生再次阅读对话内容，画出对话中询问信息的问题或句子并依照3b的例句用不同的方式改写。(5分钟)

e．g.I wonder where we should go next.→C ould you tell me where we should go next?

要求学生最少写三个以上。并写在黑板上。

Step 5 呈现与输入(Presentation)

畅通Grammar Focus回顾语法重点。

要求学生分角色问答并翻译表格中的句子，并说出它们分别代表什么句式和语法内容，并能造出相仿的句子。简要归纳特殊疑问词引导的宾语从句的用法，并完成本单元学生用书单元语法小专题Grammar Focus的精讲专练部分。

Step 6 练习与体验(Practice)

完成教材4a－4c的任务

1．要求学生翻开课本P20，改写4a中所给的句子，使他们听起来更礼貌、客气。要求四位同学分别把答案写在黑板上。(3分钟)

参考案例

1．Could you please tell me where I can buy some grapes or other fruit?

2. Could you please tell me how this CD player works?

3. Could you please tell me how to get to the Central Library?

4. Could you please tell me if the Italian restaurant nearby open on Mondays?

2．先要求学生分组讨论在4b部分所给的情景中，应当如何正确、礼貌地打听信息。然后邀请几名同学把讨论的结果在班上交流。(2分钟)

Step 7 运用与生成(Production)

1．要求学生分组讨论根据4c方框中所提示的对话，写出外国游客到你所居住的城市旅游可能会问你的四个问题，并编成对话，与同伴表演出来。

2．小结训练。要求学生在规定的时间内完成一个小练习。并请若干学生给出自己的答

案。有错误的及时解决纠正。(2分钟)

句型转换。

1. Could you tell me how I can get to Tibet？(改为同义句)

Could you tell me the__way__to Tibet?

2.Is Chen Shuibian still in the prison? (改为宾语从句)

Could you please tell me if/whether Chen Shuibian is still in the prison?

3.Where can I buy any stamps? Do you know?

(合并句子)

Do you know where__I__can buy any stamps?

4.He likes going to Watertown.I like going Watertown, too.(合并句子)

Both he and I like__going to Watertown.

5. Could you tell me where I can get something to eat？(改为同义句)

Could you tell me where__to__get something to eat?

Step 8 巩固与提高(Progress)

探究点

It serves delicious food.这家餐馆供应美味的食物。

serve供应；提供

e．g.The government serves food and water in the quake area.

在地震灾区政府提供水和食物。

【拓展】 serve

(1)招待，端上

e．g.You will be served warmly if you go there.假如你去那里你将受到热情招待。

The waiter served a glass of tea.服务员端上一杯茶。

(2)为……服务

e．g.Science serves the people.科学为人民服务。

针对训练

1．He served__warmly__enough(服务得够热情) to make us feel at home .

2. At the end of the dinner the host served__a__bowl__of__chicken__soup (端上一碗鸡汤)．

3. There was no one in the shop serving__her (接待她)．

Step 9 家庭作业(Homework)

完成本单元学生用书第二课时的练习。

§教学反思：__

__

__

第三课时Section B(1a～1e)

教学设计

知识目标

课堂环节

§自主学习案

翻译下列词组和句子。

1．一个吃饭的好地方a__good__place__to__eat

2．询问ask__about

3．当然可以of__course

4．精美艺术博物馆the__Fine__Arts__Museum

5．你能告诉我在襄阳是否有一个好的博物馆？

Could__you__tell__me__if__there__is__a__good__museum__in__Xiangyang?

§课堂导学案

Step 1 准备与热身(Preparation)

回顾：前天我们学习如何礼貌地打听信息，问路，你能用英语正确说出从你家到学校的路线吗？请一个同学用英语作一个介绍。(3分钟)

Step 2 呈现与输入(Presentation)

要求学生翻开课本P21，迅速浏览1a部分方框中的单词及右边的表格内容。看一看对

(3分钟)

Step 3

1．先让两位学生分角色朗读方框中的对话。

SA: The Fine Arts Museum is really interesting.

SB: Yes, and it's beautiful, too.

然后让学生两人一组仿照上面的对话，编一个谈论自己城市的对话。然后在班上演示。

2．让学生快速浏览1c方框中的句子，放第一遍录音，让学生只是听，了解大意，听第二遍录音，完成课本上1c部分的任务。在播放录音前，要求学生抓住要点，并注意一些听写技巧。核对答案时，要求先读出要填写的单词，然后读出完整的句子。

再听一遍，让学生跟读对话，并核对答案。

Step 4 运用与生成(Production)

1．先让两位学生分角色朗读方框中的对话。

SA: Can you tell me where there's a good place to eat?

SB: Of course.What kind of food do you like?

然后让学生两人一组仿照上面的对话，编一个类似对话。然后在班上演示。

2．小结训练。要求学生在规定的时间内完成一个小练习。并请若干学生给出自己的答案。有错误的及时解决纠正。(2分钟)

Step 5巩固与提高(Progress)

辨析interesting与interested

interesting意为“有趣的”，指事物本身有趣，用作定语或表语。做表语时，主语常为物。

interested意为“感兴趣的”，常用于be(become)interested in … 结构中，表示“对……感兴趣”，此短语接动词时须用动词的­ing形式。做表语时，主语常为人。

e．g.He is interested in fishing.他对钓鱼感兴趣。

My cousin is interested in history.我表兄对历史感兴趣。

It's very interesting to watch the people in the street.观察路上的行人是一件极有趣的事。

What you said sounded interesting.你说的话听起来很有趣。

【拓展】

英语中与interested和interesting有类似用法的词常见的有：

exciting令人兴奋的excited感到兴奋的

amazing令人惊喜的 amazed感到惊喜的

boring令人厌烦的 bored感到厌烦的

disappointing令人失望的 disappointed感到失望的

tiring令人疲倦的 tired感到疲倦的

surprising令人惊讶的 surprised感到惊讶的

Step 6 家庭作业(Homework)

1. 用1a所给的词汇，谈一谈你家乡的一个地方，并编写成对话。

2．完成本单元学生用书第三课时的练习。

§教学反思：__

__

__

第四课时Section B(2a～2d)

教学设计

知识目标

课堂环节

§自主学习案

翻译下列词组。

1．有礼貌的寻求帮助ask__for__help__politely

2．听起来不礼貌sound__impolite

3．取决于；依赖depend__on

4．学会怎样有礼貌learn__how__to__be__polite

5．例如such__as

6．导入请求lead__into__a__request

7．对不起，麻烦你了，但……I'm__sorry__to__trouble__you__but…

8．问直接的问题ask__direct__questions

9．听起来更加有礼貌sound__more__polite

§课堂导学案

Step 1 准备与热身(Preparation)

1．本课时的主要内容是一篇有关如何礼貌提出请求的短文，你知道在什么地方，什么时机要作出礼貌的请求吗？大家可以和同学们讨论一下，列举出尽可能多的情景。(4分钟) Question：

Where do you need to make polite requests?

2．进行短文学习之前，教师要准备几个有助于理解短文内容的问题。要求学生带着问题去阅读短文，在阅读完短文之后应该能回答所给出的问题。

参考案例

1．According to the passage, what's important when we visit a foreign country?

Knowing__how__to__ask__for__information__politely.

2．What do the expressions you use depend on?

They__depend__on__whom__you__are__speaking__to__or__how__well__you__know__ them.

3．Are the requests in English the same as in Chinese?

Yes,__they__are.

4．What do we use to help make language more polite?

Extra__words.

5．What should we do if we want to be good English speakers?

We__should__learn__how__to__use__proper__language.

Step 2 呈现与输入(Presentation)

1．要求学生快速默读短文，熟知大意，然后邀请几位同学给出自己的答案，全班一起

检查讨论。(3分钟)

2．先邀请几位同学阅读短文(可一人一段)，教师要注意语音，及时纠正。然后播放录音，全班同学一起跟读。(3分钟)

Step 3练习与体验(Practice)

短文内容巩固练习。教师可给出一篇改写了的短文，将一些重点的表达方式空出。让学生在规定的时间内补全短文。然后邀请若干同学给出自己的答案。(4分钟) Asking for information or help is a very common and necessary activity,__especially when we visit a foreign country.Learning to use correct language is not enough, we need to learn how to be polite when we make requests.So knowing how to ask for information politely is important.In English, just like in Chinese, we change the way we speak when talking with different people.The expressions you use might depend__on whom you are speaking to or how well you know http://www.77cn.com.cnually in English, polite questions are longer and include extra language.Sometimes we might even need to spend some time lead into a question or request.It might seem that speaking politely is more difficult than being direct.However, doing this will also help you become better at English, or any other language you wish to speak.

Step 4 运用与生成(Production)

4．让学生再细读短文，从短文中找出所有的直接提问和礼貌的请求的句子填入2c的表格中。(5分钟)

5．阅读2d所给表格中的请求句子，在第二栏中，如果你将向你认识的人提出请求就填A，如果你将向陌生人提出请求就填B，在最后一栏中填入你认为这些人会在什么地方。(3分钟)

Step 5巩固与提高(Progress)

探究点一

The expressions they use might depend on whom they are speaking to.

他们使用的说话方式可能取决于他们说话的对象。

depend vi.依赖，信赖，视……而定，常与on/upon连用。

depend on常见用法如下：

(1)依赖，依靠

e．g.Good health depends on good food，exercise and getting enough sleep.良好的健康状况依赖于良好的食物，运动和充足的睡眠。

(2)依……而定

e．g.The price depends on quality.价格得看质量而定。

针对训练

根据汉语完成句子。

1．我们靠报纸得到每天的消息。

We depend__on the newspaper for daily__news.

2. ——你们需要多少食物？

——这要看到场的人数。

—How much food do you need?

—It depends__on how many people turn up.

探究点二

Excuse me，I wonder if you can help me.打扰了，我不知道您是否能帮帮我。

wonder可作动词，有“想知道，对……感到奇怪，惊叹”之意。也可作名词，有“惊奇，惊讶，奇迹，奇观”等之意。

动词wonder在不同的句型结构中表达的意思不同：

(1)后接who，what，why等疑问词引导的宾语从句或疑问词＋不定式，表示“想知道”。

e．g.He wondered what happened.他想知道发生了什么事情。

(2)后接if或whether引导的宾语从句时，表示一种委婉的请求或疑问。

e．g.She wondered whether you were free that morning.她不知道那天上午你是否有空。

针对训练

根据汉语完成句子。

3．你累了，这我一点不奇怪。你已经忙了一整天。

I don't__wonder you are tired.You've had a busy day.

4．我刚才正琢磨你上哪儿了呢。

I was just beginning to__wonder__where__you__went.

Step 6家庭作业(Homework)

1．根据3b的内容写一封回信。

2．完成本单元学生用书第四课时的练习。

§教学反思：__

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第六课时 Section B(3a～3b)

教学设计

知识目标

课堂环节

§课堂导学案

Step 1 准备与热身(Preparation)

1．提问：What do you say if you want to go to the bank and don't know the way?

2．When we ask for help，we must be polite.How do we ask for information politely？Look at the two sentences, which do you think is more polite?

A：Where are the restrooms?

B：Could you tell me where the restrooms are?

Step 2呈现与输入(Presentation)

1．让学生讨论完成3a表格的内容。

2．运用所给的expressions，write a polite letter to the school。(6分钟)

3．老师根据学生的理解情况作一些重难点讲解。

4．告诉学生说，假如你将到一个英语国家进行一个短期的学习旅行。在你去之前你想了解什么信息？请根据3a的表格的提示写一些礼貌的、间接的问题在相应的栏目中，然后与同学们进行交流。

Step 3练习与体验(Practice)

要求学生完成下列练习，通过练习来加强学生的理解，使所学语言得到了及时的运用。

( C )1.He answered my questions ________.It made me pleased.

A．polite B．impolite

C．politely D．impolitely

( D )2.Whether I help him/her or not depend on ________he/she is.

A．what B．that

C．whose D．whom

( B )3.________me，could you please tell me where ________my car?

A．Excuse；park B．Pardon；to park

C．Excuse；parking D．Pardon；parking

Step 4 运用与生成(Production)

1．要求学生们根据3a写的提要以及3b方框中所给的句型、短语提示给笔友写一封礼貌的信件来询问你想知道的信息。

2．学生完成后评出优秀的书信在班上展示，对于存在的问题，予以指导纠正。

Step 5 家庭作业(Homework)

完成本单元学生用书第六课时的练习。

§教学反思：__

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