九年级英语Unit 11Could you please tell me where the restrooms are课件
【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。
九年级英语上册 Unit 11《Could you please tell me where t
在希望得到肯定答复的疑问句中，以及 在含有表示建议、请求和征求意见语气 的疑问句中, 常用some和something， 而不用any和anything。 【例】
（1）Could you lend me your motorbike, please?
请把你的摩托车借给我好吗？
(2) Could you tell me something about yourself． 请谈谈你自己好吗？ (3) Would you like to have some apples? 你们要吃苹果吗？
Sure. Excuse me . Do There’s a ____ on you know where I bank ________ can __________? Main Street save money _. Excuse me. Yes. There’s a post office on Could you tell me _________ where I can ____________. Center Street ______________ buy some stamps
1a Where you can do the following things? Match each thing with a place in the picture.
__buy shampoo __get some information about the town __get some magazines __buy some writing paper __make a telephone call __buy some stamps __get a dictionary __save money
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。
九年级英语下教案人教版Unit 11 Could you please tell me where the restrooms ar
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.。
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
九年级英语Unit11英文教案Couldyoupleasetellme教案
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．。
九年级下英语unit 11《Could you please tell me where the restrooms are》Section B精品课件1
Conversation 1--- Green Land Conversation 2--t the corner of Market and Middle streets. Conversation 3--- The computer museum
2c. Pairwork
A: Can you tell me where there’s a good place to eat? B: Of course. What kind of food do you like?
Conversation 1--Conversation 2--Conversation 3---
restaurants
restrooms museums
2b. Listen again. Write where the man says the tourists should go.
Explantion
1. A different rock band plays at Uncle Bob’s every night. Uncle Bob’s中’s属格后的名词省略掉了。 因为’s属格后的名词如指商店、家宅等地 点时,该名词常省略。 e.g. at the doctor’s 在诊所 to my uncle’s 到我叔叔家 Johnson’s = Johnson’s Shop 约翰逊商店
Homework
1. Write the opposite of each word.. use the words in the box. safe expensive ____ not easy to to use ____ low-priced not good to eat ____ fascinating dangerous ____ convenient boring ____ delicious
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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.
make a telephone call a / e
get a dictionary
d
get some information about d/e the town
buy some writing paper a / c
buy some stamps
save money
e
b
Where are the restrooms?
Bus Station Post Office Photo Studio
Ave
Huayi Cinema
Cafe
Bank Huangpi Square Drugstore
Shuangfeng
Furniture Store
Park
Ave
Department Store
Excuse me. Could you tell me where I can see a film? Sure. There’s a cinema on Huangpi Ave. Xisi Avein Huangpi Square. /
Sure. There’s library on Center Street.
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 _______________?
2
3
4
Excuse 1 me. Could you tell me where I can buy ____ some stamps ____________?
Yes. There’s a post office __________ on Center Street __________.
Huangpi
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
save money
make a telephone call
restroom
cafe [ kæ 'fei ]
Dear Grandpa:
Merry Christmas!
Could you tell me where I can send a postcard? Do you know where I can send a postcard ?
Could you tell me where the post office is?
Where is the department store?
Could you please tell me where the department store is ?
Sure. It’s on Main Street.
Can you tell me where I can buy some shampoo ?
Can you tell me how I can get to the post office ?
Do you know how to get to the post office ?
Could you tell me where I can buy some stamps? buy some stamps? Sure. There’s a post office on, on Center Street.
Could you tell me where I can get some books? get some books? Sure. There’s a library on, on Center Street.
drugstore
[ 'drʌgstɔ: ]
shampoo
[ ʃæm'pu: ]
drugstore
[ 'drʌgstɔ: ]
buy shampoo buy magazines
department store [di'pɑ:tmənt]
buy shampoo
a/c a/d
get some magazines
Could you tell me where I can
buy some stamps? buy some stamps?
Sure. There’s a post office on, on Center Street. Could you tell me where I can get some books? get some books? Sure. There’s a library
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 ?
Could you please tell me the restrooms are ？
Where is the drugstore?
Could you please tell me where the drugstore is ?
Sure. It’s on Main Street.
Where is the cafe?