Unit3CouldyoutellmewheretherestroomsareSectionA教案

Unit 3 Could you tell me where the restrooms are?Section AThe First Period.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. Theres a bookstore on River Road.2. Ability Objects （1）Train students listening ability. （2）Train students communicative competence.3. Moral Object Helping each other is very important. It is a good quality.Teaching Key PointTarget Language.Teaching Difficult Points1. How to train students listening ability?2. How to train students communicative competence?.Teaching ProceduresStep RevisionT: Youre new to this school. You need to know where the main office is. How can you ask where the main office is?S1: Wheres the main office?T: Thats 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?Ss: Can you tell me where the main office is?T: Thats correct. Now lets say you want to know where Classroom 1 is. How can you ask?S2: Can you tell me where Classroom 1 is?T: Good! Theres 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?Ss: Could you tell me how to get to Classroom 1?T: Thats right. Very good.Step 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 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 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 partner politely where you can do these things and then answer your partners 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 practice several exchanges, ask some pairs to come to the front of the classroom and act out their conversations.Step HomeworkReview the target language.The Second Period.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. Theres a bank on the second floor. 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.Teaching Key Points1.Key Vocabulary exchange money2.Target Language Excuse me. Do you know where I can exchange money? Sure. Theres a bank on the second floor.3.Structures Do 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?.Teaching Difficult Points1.Indirect questions.2.How to improve students listening ability?.Teaching ProceduresStep RevisionCheck homework. Step 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 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 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 HomeworkAsk the students to write three sentences with the starters of the structures.The Third Period. 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. Teaching Key PointTrain students listening, speaking, reading and writing ability. Teaching Difficult PointsHow to improve students integrating skills?. Teaching ProceduresStep 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 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 dont 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 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 usually hang 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 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 studen