Unit 11 Could you please tell me where the restrooms are 教案 (人教版九年级全) (2)
【精校版】新目标九年级下Unit11 could you please tell me where the restromms are教案
人教版精品英语资料（精校版）U11 Could you please tell me where the restrooms are?单元目标：学习并掌握宾语从句（共4课时）第一课时学习内容：Section A 1a----Grammar Focus学习重点：问路及指路及宾语从句知识点聚焦：1.restroom 公厕，washroom WC. Men’s room 男厕女厕：Women’s room2.shampoo 洗发剂，香波。
不可数名词a bottle of shampoo buy shampoo3. escalator 电动扶梯，自动扶梯Take the escalator to the second floor=go to the second floor by escalatorlift=elevator 垂直式电梯take the lift to go up and down6. between…and…between 两者之间among在……之间，指三者或三者以上之间7.furniture不可数名词furniture store家具店a piece of furniture一件家具8.exchange student/money//information/experience.交换生/兑换零钱//交流信息/经验。
exchange…..for ….. exchange RMB for dollars.9.问路常用句型。
（1）Excuse me, could you tell methe way to….?how I can get t o….?how to get to….?where…is?(2) Excuse me, which is the way to ……?(3) Excuse me.Is there a ……near here?(4) Excuse me. Where’s……., please? 10.指路常用句型。
九年级英语Unit_11Could_you_please_tell_me_where_the_restrooms_are_练习题及答案
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。
人教版九年级英语课件Unit 11 Could_you_please_tell_me_where_the_restrooms_are课件
Could you please tell me where I can save money ?
Sure. There’s a bank on Main Street.
1
3
2 4
Excuse me. Do you Sure. There’s a bank know where I can ________ on Main Street ______. save money _______________?
Could you please tell me where the cafe is ?
Sure.It’s on Main Street.
Where is the library?
Could you please tell me where the library is ?
Sure. It’s on Center Street.
Sure. There’s a department store on Main Street.
Could you please tell me where I can buy some stamps ?
Sure. There’s a post office on Center Street.
Could you please tell me where I can get a dictionary ?
on, on Center Street.
请问你能告诉我洗手间在哪 儿吗？
buy some stamps
buy some books / magazines / dictionaries
Unit 11 Could you please tell me where the restrooms are 教案 2
Unit 11 Could you please tell me where the restrooms are?The First PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key V ocabularyrestroom, 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 ⅠRevisionT: Y ou’re new to this school．Y ou 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．Y ou 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 right．V ery good．Step Ⅱ1aGo 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 Ⅲ1bRead 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 Ⅳ1cRead 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 ⅤHomeworkReview the target language．The 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 pairsand 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．The Third PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key V ocabularyhang out, fresh, advantage, disadvantage, block（2）Target LanguageGo out the front door and take a right．W alk about three blocks．Go past the park, and turn left onto Oak Street．3．Moral ObjectsAnything has both advantages and disadvantages．W e 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 ⅠRevisionT: Y esterday 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 Ⅱ3aRead the instructions．Point out the blank lines under the words Advantages and Disadvantages below the interview．Y ou 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 Ⅲ3bRead 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, Y ou 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 Ⅳ4Read 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．Y ou 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 ⅤHomework1．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 V ocabularyfascinating, 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 V ocabularyconvenient, 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 ⅠRevisionCheck homework．Step Ⅱ1aGo 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 studentto 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 Ⅲ1bRead 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 Ⅳ2aPoint 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 Ⅴ2bRead the instructions and point to the chart．Y ou will hear the same recording again．This time listen carefully to the answers the cleck gives．Write the answers in theblanks alone．Point out the sample answer．Play the recording again．Ask students to write their answers in the blanks．Check the answers．Step Ⅵ2cPoint 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 V ocabularywater 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 Ⅱ3aInvite 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 Ⅳ3cRead 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 writetheir guides．Ask students to work on their own．Tell them that they can use what they wrote for 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 correct them．Step ⅤPart 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 ⅥHomework1．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 ⅠRevisionCheck homework．Ask a few students to read the article in 3a．Then ask a few students to read their guides．Step ⅡPart 1Look at the words in the box．Ask a student to read them．Make sure the students understand the meaning of the words．Y ou are to fill in the blanks with the words．In some 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 ⅣJust 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 ⅤSummary 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 PeriodⅠTeaching Aims and Demands1．Knowledge Objects（1）Key V ocabularyimage, 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 V ocabularySay the words and have students repeat them again and again until they can pronounce them fluently and accurately．Step ⅡPart 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．W ait until students have finished the reading and let them revise their answers accordingly．Step ⅢPart 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 reasons in English．Have students report their answers．Encourage students to use complete sentences．Step ⅣPart 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 ⅤPart 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 ⅥPart 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 ⅦHomework1．Read the story in 2 again for further comprehension．2．Revise the target language in this unit．。
九年级英语 Unit11 Could you please tell me where the re
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。
九年级英语全册《Unit 11 Could you please tell me w
《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。
九年级英语Unit_11_Could_you_please_tell_me_where_the_restrooms_are
Wang Feifei Class45. 46
Teaching aims:
I. We have grown up. We should be polite to others, especially when we make request(请求). II. Do listening. Then make your own conversations to practice your spoken English. III. Recall(回忆) some points about
Which is more polite?
Could you please tell me where John is?
Where is John ? How can I get to the drugstore? Do you know how to get to the bookstore? Can you tell me where I can save money?
Killeen’s Café
Daily’s department store
Center Street
Main Street
library post office
Excuse me. Do you know where I can saveSure. There’s a money? bank on Main Street. Could you tell me where I can buy some stamps ? Yes. There’s a post office on Center Street
Where are the books?
用Do you know …?改写句子。 Do you know where the books are?
unit11《couldyoupleasetellmewheretherestroomsare》知识点归纳(人教新目标初三)
unit11《couldyoupleasetellmewheretherestroomsare》知识点归纳（人教新目标初三）1.宾语从句宾语从句在复合句中作主句的宾语。
①由连接词+ 主语+ 谓语构成常由下面的一些连接词引导：②由that 引导表示陈述意义that 可省略He says (that) he is at home. 他讲他在家里。
③由if , whether 引导表示一样疑咨询意义(带有是否、已否、对否等)I don’t know if / whether Wei Hua likes fish.我不明白韦华是否喜爱鱼。
④由连接代词、连接副词(疑咨询词) 引导表示专门疑咨询意义Do you know what he wants to buy? 你明白他想要买什么吗？⑤从句时态要与主句一致当主句是一样现在时，从句依照情形使用任何时态He says (that ) he is at home. 他讲他在家里。
I don’t know (that) she is singing now. 我不明白她正在唱歌。
She wants to know if I have finished my homework.她想要明白我是否差不多完成了我的作业。
Do you know when he will be back? 你明白他将会什么时候回来？当主句是一样过去时，从句应使用过去某时态(一样过去时,过去进行时，过去今后时，过去完成时)He said (that) he was at home. 他讲他在家里。
I didn’t know that she was singing now. 我不明白她正在唱歌。
She wanted to know if I had finished m homework.她想要明白我是否差不多完成了我的作业。
Did you know when he would be back? 你明白他将会什么时候回来？2. get v. 得到、买、到达3. make a telephone call 打电话4. save money 省钞票、存钞票5. ①咨询路常用的句子：②Can/Could/Will/Would you please tell me sth.表示十分客气地询咨询情况③Could you tell me how to get to the park?请你告诉我如何才能去邮局好吗？中的how to get to the park 是疑咨询词与动词不定式连用，用作宾语，但不是宾语从句，但是相当于how I can get to the park〔宾语从句〕如：I don’t know how to solve the problem. ==I don’t know how I can solve the problem.我不明白如何解决那个咨询题Can you tell me when to leave? ==Can you tell me when I ill leave? 你能告诉我什么时候离开？6. 日常交际用语：take the elevator / escalator to the … floor.乘电梯/自动扶梯到…楼turn left / right === take a left / right 向左/ 右转go past 通过go straight 向前直走7. next to旁边、紧接着如：Lily is next to Ann. 莉莉就在安的旁边。
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Unit 11知识详解与考点对接1一、直击课标要求1．语言目标Ask for information politely.2．重点词汇restroom drugstore main escalator furniture exchange hang fresh slide clown adventure wrap hero monkey king journey brave trick demon period AD battle powerful political force foreign beauty heart hunter slam dunk crime imagination plain creativity lookdepartment store furniture store hang out water slide dress up no longer Monkey King The Three Kingdoms3．关键句型Could you please tell me where the restrooms are?Can you please tell me where I can get a dictionary?Take the elevator to the second floor．Turn left．The drugstore is between the furniture store and the bookstore．Go past the bank．Do you know where I can exchange money?The bank is next to the bookstore．Could you tell me how to get to the post office?Parents will spend many happy hours walking through the History Museum．I've been collecting them for many years．4．语法问路和指路祈使句二、课前学习提示（一）词汇1．exchange [iks't.eind/] vt．交换，交流，交易，兑换；作不及物动词用表示“调换岗位”；它还可作名词用。
【例】（1）The two girls exchanged seats．这两个女生调换了座位。
（2）Again she exchanged words with her neighbour．她又同邻居吵架了。
（3）They exchanged U．S．dollars for Francs．他们把美元换成了法郎。
（4）Lucy exchanged from Class Three into Class Two．露西从三班调到了二班。
（5）We had a frank exchange of views．我们坦率地交换了意见。
（6）She gave him a valuable stamp and received a song book in exchange．她给他一张珍贵的邮票，换来一本歌曲集。
2．hang[h#0] vt．& vi．悬挂，垂下，徘徊，悬而不决，它的过去式、过去分词是hung，hung或hanged，hanged。
hang不可作“吊死，绞死”用，其过去式和过去分词是hanged，hanged。
另外hang可作名词用，表示“要点，诀窍”。
【例】（1）She hung her husband's portrait on the wall．她把丈夫的肖像挂在墙上。
（2）The window was hung with green curtains．窗上挂着绿色窗帘。
（3）Long tassels hung down to the floor．长长的缨子垂到地面。
（4）The decision is still hanging．尚未做出决定。
（5）The man was hanged in 1947．那人一九四七年被绞死了。
（6）He believes he's got the hang of driving．他自信已领会了开车的要领。
（7）I don't get the hang of his remarks．我不明白他讲话的要点。
3．fresh [fre.] adj．新鲜的，新的，无经验的，清新的，精神饱满的等。
【例】（1）He doesn't want to speak as he is still fresh here．他新到这里，所以不想发言。
（2）The brilliant performance are still fresh in people's memory．那次精彩的演出人们记忆犹新。
（3）I prefer fresh pork to bacon．我宁愿吃鲜猪肉，不愿吃腊肉。
（4）She is a fresh hand at the job．她做这项工作还是新手。
（5）Open the window and let in some fresh air．打开窗户放些新鲜空气进来。
（6）He felt exhausted while the children remained fresh．他感到精疲力竭，而孩子们却是精神饱满。
4．slide [slaid] vi & vt．滑动，不知不觉地陷入，把……偷偷放入。
它的过去式，过去分词是slid，slid（slidden）。
【例】（1）The boy hurt his hand when sliding on the ice．这男孩溜冰时把手跌伤了。
（2）The chopsticks slid from her hand．筷子从她手中滑落。
（3）He slid into the classroom while the teacher was writing on the blackboard．当老师在黑板上写字时，他偷偷地溜进教室。
（4）He slid the money into his pocket．他把钱偷偷放进衣袋里。
5．trick [trik] vt．哄骗，打扮；n．诡计，骗局，谋略，恶作剧，窍门，习惯等。
【例】（1）He tried to trick me into gambling with him．他想哄骗我同他赌博。
（5）It didn't take him long to learn the tricks of the trade．他不久就学会了这一行业的窍门。
（6）She has a trick of stroking her hair at the temple before speaking．她有个说话先理头发的习惯。
6．battle ['b#tl] n．战争，战役，胜利。
可作不及物动词用，表示“作战，斗争”。
【例】（1）Her son fell in battle．她儿子在战斗中牺牲了。
（2）We must fight to win the battle．我们必须打赢这一仗。
（3）The battle is to the brave and righteous．胜利属于勇敢和正直的人。
（4）We are all courageous to battle against all difficulties．我们都勇于和一切困难作斗争。
7．force [f%:s] n．力量，强力，暴力，效力，要领，势力，威力，（常复）部队；作及物动词用的意思是：“强迫，加快，催育，勉强作战，强攻”等。
【例】（1）He took the money from her by force．他强行夺走她的钱。
（2）The force of gravity is with us all the time, though we may not feel it．地球引力无时无刻不存在，尽管我们可能感觉不到它。
（3）The new law will come into force with the new year．新法律将自元旦起生效。
（4）He improved the quality of work in his department by force of example．他以身作则带动他那个部门提高了工作质量。
（5）He forced his way through a crowd．他从人群中挤了过去。
（6）You will not be able to finish the work in time if you don't force your pace．你们如不加快进度，是不能按时完成这项工作的。
（7）The plants have been forced in a hot house．这些花木是在温室里催育的。
（8）He forced a smile before answering my question．他勉强笑了笑，然后回答我的问题。
8．look [luk] n．看，模样，神态，外貌，美貌，面容。
它作动词用含义较多。
作不及物动词意思是：“看，好像，显得”；作及物动词意思是：“看，打量，期待”。
【例】（1）Let me have a look at the book．让我看看那本书。
（2）The man put on a serious look．这人摆出一副严肃的样子。
（3）China's foreign trade has assumed a new look．中国的外贸出现了新局面。
（4）You often judge a man by his looks, don't you?你经常以貌取人，不是吗？（5）She doesn't look her age．她看起来没有那么大岁数。
（6）He looked the stranger up and down．他仔细打量这个陌生人。
（二）交际用语1．询问路或某一场所Could you please tell me where the restrooms are?Can you please tell me where I can get a dictionary?Do you know where I can exchange money?Could you tell me how to get to the post office?Could you please tell me if there are any good museums in Newtown?2．指引道路或某一场所There's a bookstore on River Road．Take the elevator to the second floor．Turn left．Turn right．Go past the bank．The drugstore is between the furniture store and the bookstore．The bank is next to the bookstore．Go out the front door and take a right．Walk about three blocks．Go past the park, and turn left onto Oak Street．（三）语法1．问路或指引道路1）问路的句型Would you please tell me where…?Will you tell me how to get to…?Could you tell me the way to…?Can you tell me which is the way to…?2）指引道路的句型。