Grade 9 unit 1文档格式.docx

1、2. Lead in the target language through listening and speaking practice.3. Autonomous and cooperative approach.Teaching Key Points1. Master the key words and target language.2. Master the indirect questions.3. Improve students listening and speaking skills.Teaching Difficult PointsHow to ask for info

2、rmation about directions.Teaching AidsA tape recorder, some pictures and handouts.Teaching ProceduresStep 1 Warm-up1. Introduction. Introduce the new target language: Can you tell me where the classroom is? Can you tell me how to get to the library?2. Lead in. T: Do you like travelling? I am sure mo

3、st of you do. When we are travelling in strange cities, sometimes we may find it difficult to get to a place. So we have to ask the locals for information. What do you usually say when you ask for directions, for example, you want to visit a museum. What should we pay attention to when we ask others

4、 for information? Ss: I think we should be very polite in using language. 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.Step 2 Presentation1. Teach

5、 activity 1a. Ask the students to match the places with activities in 1a, introduce the structures “Do you know where I can?/Could you tell me where I can ” to them. What kinds of places do you usually go to in your city? List as many as possible. S: Restaurant, bank, museum, library, department sto

6、re, shopping mall, bookstore, post office, supermarket, park and so on. What do you do in a post office? S1: I can send mails to my friends or buy some stamps. 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. OK. Now look at t

7、he box in 1a on page 17, suppose you want to do the following things, match each thing with a place in the picture below. There may be different answers. After the students finish matching, collect the answers. Now suppose you are not in your own city, you are travelling in another city, which you a

8、re not familiar. For example, you want to save money but you dont know where the bank is. What would you do? S3: I would ask a local citizen for help. What would you say then? Where is the nearest bank? I cant find it. If I were the local citizen, I would say nothing and turn away. Why? Because your

9、 request sounds very impolite. He/She wont help a rude person, you see? We can use the following expressions instead to ask for help. Show the following structures. Could you tell me how I can? Do you know how I can get to? By using these two structures, your requests may sound very polite and I am

10、sure he/she will tell you how you can get to the bank. Will you have a try again? Could you tell me where I can get to the nearest bank? 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. Do you know where I can b

11、uy any local presents? Could you tell me where I can make a phone call?2. Teach activity 1b. Ask the students to listen and complete the conversations. After that, let the students work in pairs and practice the structures orally. Now listen to the tape and complete the conversations in the picture.

12、 Check the answers together.3. Teach activity 1c. This part is designed to train students listening and speaking skills. Invite a pair of students to read the sample conversations. And then read the instruction to the class. Ask students to make their own conversations as required. As students work,

13、 listen carefully and give some language and grammar help in order to make sure that the conversation goes smoothly. In the end, invite some students to act out their conversations to the class.Step 3 Practice1. Teach activities 2a & 2b.These two parts are designed to train students listening and sp

14、eaking skills.Call students attention to the lists of directions in the box and have students read them out. Then read the instructions to the class.Play the tape, students only hear four directions and number them in the order as required.Read the instructions to the class and call attention to the

15、 picture in 2a. Then play the tape, students draw the line according to the tape and the conversation in 2b.In the end, check the directions in the class.2. Teach activity 2c. Read the instruction to the class, and have students work in pairs to make new conversations as required. In the end, get se

16、veral students to act out their conversations to the class.Step 4 ConsolidationTeach activity 2d.This activity aims to help students consolidate the target language through a conversation and teach them how to ask for information and show directions.First, ask students to read the conversation silen

17、tly to get the main idea.Then lead students to read it sentence by sentence, explain some language points at the same time.After that, ask students to practice role-playing the conversation in pairs.Give them enough time to do it. Encourage them to make new conversations to ask for information and s

18、how directions like this.Finally invite several pairs to perform for the whole class.Step 5 SummaryIn this period, weve mainly learnt how to ask for information and show directions through some listening and speaking practice. And we also developed our listening and speaking skills.Step 6 Homework1.

19、 Practice reading the conversation in activity 2d.2. Finish the exercises in the workbook.3. Preview the next period.Blackboard DesignWords: restroom, stamp, bookstore, beside, postcard, pardon, washroom, bathroom, normally, rush Sentences:Exercise. 根据句意及首字母或汉语提示完成单词。1. Is there a r around here?2. I

20、 have to go to the post office to buy a s .3. Put your shoes b mine.4. He stood up and r to he door.5. I beg your p ?教学反思：The Second Period（Section A 3a3b） suggest, pass by, staff.2. Be able to ask for information using objective clauses with wh-questions.3. Improve students reading and comprehensiv

21、e skills.1. One can not only have fun but also increase knowledge when travelling.2. One should be polite when asking for information.1. Learn the target language by reading a conversation.2. Autonomous and cooperative approach.1. Master the key words and phrase.2. To ask for information using objec

22、tive clauses with wh-questions.Learn to use the target language in daily life.A projector and handouts.1. Greetings. Good morning, class. Good morning, teacher. Nice to meet you. Nice to meet you, too. Welcome back to my class.2. Revision. Check the homework. Ask students to read the conversation in

23、 2d together. Then invite some pairs to role-play the conversation.Teach activity 3a. This part is designed to provide reading practice using the target language to improve students reading and comprehensive skills. First, ask students to read the conversation loudly to get the main idea. Underline

24、some difficult words and sentences, and find out the answers to the questions at the same time. Give students several minutes to read the passage individually. Then, have a student read the article to the class. If necessary, correct the pronunciation mistakes. Invite some students to answer the que

25、stions. Why did Alice not want to go on the new ride? Because she was scared. How did she feel after the ride? She felt it was fun. What is special about Uncle Bobs restaurant? A rock band plays there every evening. Should Alice and He Wei get there early for dinner? S4: Yes, they should. S5: Becaus

26、e it is always busy. Lead students to read the conversation, pay attention to the pronunciation and intonation. List some difficult language points on the blackboard and analysis them. Ask students to practice reading the conversation in pairs. Pay attention to the pronunciation and intonation. Fina

27、lly, invite some pairs to role-play it. Teach activity 3b. First, lead students to read the instruction to know how to do this activity. Ask them to read the sample sentences to speak out the difference between the two sentences. Then, give them several minutes to find out the questions and statements that ask for information from the conversation. Rewrite them like the sample one. Ask students to do this work individually. Later invite five students to check the answers.Step 4 SummaryIn t