Unit2LookingDifferent教案。
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Unit2LookingDifferent教案
Topic1Ihaveasmallnose.
SectionA
Themainactivitiesare1a,2aand3a.
Teachingaimsanddemands:
1.Learntheusageof“have”and“has”.
2.Learntheadjectives:small,big,right,round,long,wide,short.
3.Learntodescribepeople’sappearances.
Teachingprocedure:
Step1Review
1.ReviewthefunctionalitemsinUnit1byusingthefollowingsentencestotalkaboutpersonalinformation.Studentscanaskandanswerfreelybythemselves.
What’syourname?Whereareyoufrom?Howoldareyou?
Whatclassareyouin?What’syourtelephonenumber?
2.Theteacheruseshis/herownfacialfeaturesasexample,saying“I’m…Ihave…”Letstudentsmasterthemeaningof“have”.Writeitdownontheblackboardandteachit.
Step2Presentation
1.Usetheteacher’sfacialparts,picturesormultimediaandthesentencestructure“What’sthis?”toteachandletstudentsmasterthenewwords“nose”,“eye”,“head”,“face”,“hair”,“ear”,“mouth”,“neck”,“small”,“big”,
“round”,“long”,“wide”and“short”.
2.Askandanswerbyusingthefollowingsentencesbetweentheteacherandstudents:
T:Ihaveabighead.Doyouhave…?
S:Yes,Ido.
Askdifferentstudentstheabovequestion.Theninvitesomepairstopracticethedialoginfrontoftheclass.
3.Listento1aandanswerthequestion“Whoistheboy?”Learnandmasterthenewword“boy.”
Step3Consolidation
1.Listento1aandfollowit;imitatethepronunciationandintonation.
2.Teachandletstudentsmaster“guess”,“has”,“know”and“right”.
Teachandletstudentsmasterthesentencespatternsof1a:
(1)Ihaveasmallnose.
(2)---Doyouhavebigeyes?---Yes,Ido.
(3)Oh,Iknow.
(4)Yes,youareright.
3.Theteacherandstudentsfindoutthekeywordstogether.Askstudentstowritethemdownontheblackboard,andtheteacherretells1afirst,thenencouragesstudentstoretellit.Forexample:guess,who,Michael,nose(small),big,eyes(big),know,right.Finish1a.
4.Actout1ainpairs.Finish1b.
Step4practice
1.Listento2aandfollowit.Finish2a.
2.Workinpairs.Playthegame“Touchyourbody.”Finish2b.
3.Askstudentstolistento3aandfollowit,summarizetheusageof“have/has”.Thentheteacherexplainsit.
4.Letstudentsfillintheblanksin3b,thentheteachercheckstheanswers.Finish3b.
5.Letstudentsusethesentencepatternsin3atodescribethefeaturesofthemselvesandothers.Thenchooseseveraltodescribethefeaturesofthemselvesandothersinfrontoftheclass.Finish3a.
Step5Project
1.Letstudentsread4A,learnandmastertheword“girl”anddrawthepicture.Thenlookatthepicturein4Bandfillintheblanks.Finish4.
2.Letstudentssaysentencesastheycantodescribethefeaturesofthemselvesandothers.
SectionB
Themainactivitiesare1a,3and4.
Teachingaimsanddemands:
1.Goonlearningtheusageof“have”and“has”.
2.Goonlearninghowtodescribepeople’sappearances.
3.Enablestudentstoidentifyandusetheintonationcorrectly.
Teachingprocedure:
Step1Review
1.Theteacherusesthefeaturesofhimself/herselfandstudentsbyhis/hersideasexamplestoreviewthenamesofthepartsofthebody.Teachnewword“arm”,“hand”,“leg”and“foot”,andaskstudentstomasterthem.Forexample:
T:Ihave…
He/Shehas…
2.PlaythegameBobbySays.Finish5b.
3.Dividestudentsintotwogroups.Letstudentswritedownthenamesofthepartsofthebodyasquicklyastheycantoseewhichgroupfinishitbetterandfaster.Finish5a.
5.Letstudentslistento2andmatchthephraseswiththerightnumbers.Checktheanswers.Finish2.
Step2Presentation
1.Showapictureofastar.Askandanswerbetweentheteacherandstudents.Forexample”
T:Who’she?
S:HeisYaoMing.
T:Look,hehasabignose,awidemouthandbigeyes.(Theteachersaysthesentencesslowly.Letstudentspayattentiontodifferentintonations.)
2.Listento4andfollowit.Imitatetheintonation,andfinish4.
3.Showthepictureof1a.Teachthenewwords“favorite”,“movie”,“star”,“Chinese”,“again”and“look”,andaskstudentstomasterthem.Understand“does”,anditsnegativeform“doesn’t”.Forexample:
T:Look!Whoishe,guess?
S1:Heis…
T:Yes,youareright./No,youaren’tright.Guessagain.
T:Doeshehave…?
S2:Yes,hedoes.(Theteacherhelpsstudentsanswer.)
T:Youareright.HeisChinese.Heismyfavoritemoviestar.
4.Listento1a,thenanswerthequestion:IsMichael’sfavoritestarBruceLee?
Step3Consolidation
1.Listento1aagainandfollowit.Imitatethepronunciationandintonation.
2.Talkwiththetape.
3.Actout1ainpairs.Finish1a.
Step4practice
1.Letstudentsread1aandfindouttheimportantsentences.Theteachermakescomplementsandexplainsthem,thenasksstudentstomasterthem.Forexample:
(1)Whoisyourfavoritemoviestar?
(2)-----Doeshehavelonghair?-----No,hedoesn’t.
(3)It’sBruceLee.
(4)Guessagain.
2.LetstudentsdescribeJackieChanbyusingthesentencepattern“Hehas…”.Theteacherleadstodifferentexpressionsof“have”and“has”,andwritesthemdownontheblackboard.Forexample:
S1:Hehasabignose.
T:Hisnoseisbig.
S2:Hehasbigeyes.
T:Hiseyesarebig.
…
Emphasizetheusageof“is”and“are”,“have”,and“has”duringthepractice.
3.Competitioningroups.Letstudentslookatthesentencesontheblackboard.Makesuretheyunderstandhowtochangethesentences.Thenletstudentshaveacompetitioningroups.OnegroupsaysSentenceAandtheothergroupchangesitintoSentencesB.Forexample:
A:Myfaceisround.
B:Ihavearoundface.
A:Hiseyesarebig.
B:Hehasbigeyes.
…
4.Letstudentswritedowntheanswersto3bythemselves,thenchecktheanswers.Finish3.
5.Workinpairs.Letstudentstalkabouttheirownfavoritepersonsaccordingto1a.Thenaskonegrouptoactouttheirdialog.Finish1b.
Step5Project
Askstudentstocollectthepicturesoftheirownfavoritestars.Thenmakefilesabouttheirappearancesandmakeabriefintroduction.
SectionC
Themainactivitiesare1aand2.
Teachingaimsanddemands:
1.Goonlearningtheusageof“have”and“has”.
2.Enablestudentstounderstandsimplepassagesthatdescribepersons.
Teachingprocedure:
Step1Review
AskSstoshowthefilestheymadeabouttheirfavoritestars’looksandreadthemtotheothers.Thenimaginethattheyarethosestars;makeintroductionsagain.Forexample:
IamJackieChan.Ihaveabignoseandawidemouth,butIdon’thavelonghair.WhereamIfrom,doyouknow?IfSscan’tsaythelastsentence,theteachercanimaginehimself/herselfasthatstar,saying“WhereamIfrom?”,andstarsthenewlesson.
Step2Presentation
1.Theteacherpointstoaboyoragirlandteachesthenewwordsandphrase“come”,“comefrom”,“student”,“sister”and“different”bycreatingthefollowingcontext.AskSstomasterthesewordsandthephrase.Forexample:
T:He/Sheisaboy/girl.He/ShecomesfromEngland.He/Shehasasister,andsheisastudent,too.Theyareinthesameschool,butindifferentgrades.
2.Listento1aandchoosetherightpicturesin1b.Playthetapeonemoretimeifthestudentshavedifficultiesinfinishingit,thenchecktheanswers.Finish1b.
Step3Consolidation
1.Read1aanddo1c.Checktheanswers.Finish1c.
2.Read1aagainandfindoutthedifficultpoints.LetSsdiscussthemingroups.ThentheteacherexplainsthemtoSsifnecessary.
3.Listento1aagain.Markthesentencestressandintonation.Readafterit.Thenimitateitandreadittogether.Payattentiontothestressandintonation.
4.Writedownthekeywordsontheblackboard.Theteacherretells1aaccordingtothekeywordsfirstthenencourageSstoretellit.Finish1a.
Step4Practice
1.ShowPicture3andPicture6in1b.Usethefollowingsentencepatternstotalkabouttheirlooks.Practiceandmasterthegeneralquestionswith“have/has”andtheresponses.Understand“don’t=donot’’.
(1)----Doestheboyhave…?-----Yes,hedoes./No,hedoesn’t.
(2)----Doesthegirlhave…?-----Yes,shedoes./No,shedoesn’t.
(3)----Dotheyhaveroundfaces?----Yes,theydo.
(4)----Dotheyhavesmallnoses?-----No,theydon’t.
2.Showaknifeandaskstudentsthequestion“Doyouhaveaknife?”Learnandmastertheword“knife”.Payattentiontoitspluralform“knives”.Atthesametime,mastertheanswerstothatquestion:Yes,Ido./No,Idon’t.
3.Do2andchecktheanswers.Finish2.
4.Workingroups.LetSsimitatetheexamplesin3tomakeupdialogsaccordingtotheirrealappearances,andchooseafewgroupstopresenttheirdialogstotheclass.Finish3.
Step5Project
1.Acompetitionofaddingwords.Theaimistogeneralquestionswith“have/has”andtheresponses.
(1)Preparetwosetsofcards,onesetofcardswrittenwith“do”or“does”,andtheothersetwiththewordsofthepartsofthebody,suchas“face”,“nose”,“eye”…
(2)Dividetheclassintogroups.Onegrouppicksuptwocardsrandomlyfromthetwosetsofcards,andtheothergroupmakesthegeneralquestionswith“have/has”andtheresponsesaccordingtothesecards.Forexample:
doesnose=Doesshehaveabignose?
-----Yes,shedoes./No,shedoesn’t.Shehasasmallone.
(3)Exchangetherolesandpracticeitagain.
2.Dothechantin4.Finish4.
SectionD
Themainactivitiesare1and5.
Teachingaimsanddemands:
1.Learnconsonants:/p/,/b/,/t/,/d/,/k/,/g/.
2.Reviewtheusageof“have’’and“has”.
Teachingprocedure:
Step1Review
1.Learntosingthesong.LetSstouchthepartsoftheirownbodywhilesinging.Finish4.
2.AskandanswerbetweentheteacherandSs.Reviewthesentencespatterns“Doyouhave…?”and“Doeshe/shehave…?”Forexample:
T:Doyouhavelonghair?
S:Yes,Ido./No,Idon’t.
T:DoesWangDonghavebigeyes?
S:Yes,hedoes./No,hedoesn’t.
Practiceinpairs,thenchooseseveralpairstoactitout.RemindSstopatattentiontothepronunciationandintonation.
Step2Presentation
1.(1)Listento2.LetSsnumberthefourplayersinthepictures.Checktheanswers.
(2)LetSslookatthepicturein2.Usethesentencepatternswith“have/has”thattheyhavelearnedtodescribethefourplayersabove.Finish2.
2.(1)TheteacherandSsreviewthegrammarandsentencepatternsofthistopic.Read3aand3bforcomparison.
(2)Listento3aand3b,thenreadafterthetape.Payattentiontothepronunciationandintonation.Finish3aand3b.
3.AskSstolookatthetargetlettersof1ingroups.Discussthepronunciationoftheseletters.
Step3Consolidation
1.Listento1.LetSspayattentiontothepronunciationofthetargetletters.Thenteachtheconsonantsonebyone:“/p/,“/b/”,“/t/”,“/d/’’,“/k/”and“/g/’’.Finish1.
2.Reviewtheconsonantswiththephoneticcards.
Step4Practice
Brainstorming.Theteachersummarizesthepronunciationrulesoftheseconsonantsandtheconsonantcombination“p”,“b”,“t”,“d”,“k”,“ck”,“c”and“g”withSs.ThenaskSstolistmorewordswiththesameconsonantsandtheconsonantcombination.Forexample:
/p/---ppinkpurple
/k/---kbookccanckblackboard
Step5Project
1.Askandanswerinpairs,usingthefollowingsentencepatterns.Thenexchangeroles.Fillinthetablein5.
A:Doesyourteacher/father/mother/friendhaveasmall(big)nose?
B:Yes,he(she)does./No,he(she)doesn’t.
2.Accordingtothetable,imitate1ainSectionCanddescribeyourparents,teachersorfriends.Finish5.Forexample:
Myteacherhasaroundface.He/Shedoesn’thavelonghair.His/Herhairisshort.…
Topic2Whatdoesshelooklike?
SectionA
Themainactivitiesare1aand2a.
Teachingaimsanddemands:
1.Learnsomewordsaboutcolors.
2.Learnthenegativeformof“have”.
3.Learnspecialquestionwith“what”.
Teachingprocedure:
Step1Review
1.SingthesongTheSongofColorwiththemelodyofTheLondonBridgeandwordsofdifferentcolors.LetSsknowaboutcolorswiththishappysong.
Whoiswearingyellowtoday?Yellowtoday,yellowtoday.Whoiswearingyellowtoday?Yellowtoday.(orange,black,blue,red,purple,brown,white,gray,green)
2.PresentonecolorpencilandaskSs“Doyouhavecolorpencils?”TeachandaskSstomasterthenewword“color”.
Pickuponeofthecolorpencilsandask“Whatcolorisit?”
Learnandmasterthenewwordsandphrase“whatcolor”,“black”,“blue’’,“pink”,“red”,“purple”,“brown”,“white”,“green”and“yellow”.Understandthenewword“gray”.Knowaboutthenewword“blond”.
3.Presentcolorcards,thenaskandanswerbetweentheteacherandSs.Forexample:
T:Whatcolorisit?Ss:It’sblack.
Repeatthesesentencespatterns.Finish2a.
Step2Presentation
1.Listento1aandanswerthequestions:
(1)WhatcolorisYukio’shair?
(2)WhatcolorareYukio’seyes?
2.Read1a,teachandaskSstomasterthenewword“both”.Thenexplainandexpressions“lookthesame”,“both”and“don’thavethesamelooks”.
Step3Consolidation
1.Listento1aagain.Readafterthetapeandpayattentiontothepronunciationandintonation.
2.Talkwiththetape.
3.TheteacherandSsfindoutthekeywordstogether.AskSstowritethemdownontheblackboard.Theteacherretells1aaccordingtothekeywordsfirst,andthenencouragesSstoretellit.Forexample:
M(Michael)K(Kangkang)
M:Who?
K:Yukio.
M:Where?
K:Japan.
M:lookthesame
K:both,hair(black),eye(black)
M:hair(blond),eye(blue)
K:don’thavethesamelooks,friends
4.Workinpairs,thenact1aout.Finish1a.
5.Fillintheblanksin1baccordingto1a.Finish1b.
Step4Practice
1.DescribetheappearancesofYukio,KangkangandMichaelaccordingtotheinformationin1b.Thenreadtheirpassagestotheclass.Finish1c.
2.Game:It’shere.Learnandmasterthenewword“here”.
StickthecolorcardsontheblackboardandasktwoSstocometothefront.Oneofthemsaysawordofcolor,andtheotherSsspellsitfirst,pointtotherightcardthatisontheblackboard,andsays“It’shere.”
3.Writedownthecolorsinthepictureof2b.Finish2b.
Step5Project
Accordingtothecolortheory,letSsdo3bythemselves,thenchecktheanswersbyaskingandansweringinpairs.Finish3.Forexample:
A:What’sredandblue?B:It’spurple.
A:What’sredandyellow?B:It’sorange.
A:What’syellowandblue?B:It’sgreen.
SectionB
Themainactivityis1a.
Teachingaimsanddemands:
1.Learntotalkaboutpeople’sappearances.
2.Goonlearningthenegativeformof“have/has”.
3.Goonlearningspecialquestionswith“what”.
Teachingprocedure:
Step1Review
1.Brainstorming.Reviewthecolors“black”,“blue”,“red”,“white”,“green”…
2.Showthepicturesofthenationalflagsin3.LetSssaytheircolorsasquicklyastheycan.
3.Accordingtotheinformationin3,practiceinpairs.AskSstouseskillfullythesentencepatternswith“whatcolor”.Finish3.Forexample:
S1:Whereishefrom?
S2:HeisfromCuba.
S1:WhatcoloristhenationalflagofCuba?
S2:It’sred,whiteandblue.
S1:Whatcolorishishair?
S2:It’sbrown.
S1:Whatcolorarehiseyes?
S2:Theyareblack.
Step2Presentation
1.(1)Lookatthepicturesin2.AskandanswerbetweentheteacherandSs.Learnandmasterthenewwordsandphrase“looklike”,“man”and“woman”.AskSstopayattentionto“men”,“women”andtheirpronunciations/men/”,“/’wimin/.Learnthenegativeformof“has”.Forexample:
T:Whatdoesthewoman/man/boy/girllooklike?
S:She/He…Butshe/hedoesn’thave…(HelptheSsanswer)
(2)LetSstalkaboutthefeaturesofpeople’sappearancesinthepicturesin2inpairs.Finish2.
(3)Playagame.DivideSsintotwogroups.Playthegamelikethis:theSsfromGroupAsaythepositive/negativesentences,andthestudentsfromGroupBsaythenegative/positivesentencesaccordingly.Finish5.
2.UsealetterandaphotoofMichaelJordantolearnandmasterthenewwordsandphrase“give”,“give…to…”,“letter”,“sorry”,“like”,“tall”,“will”and“young”.Forexample:
T:Thisisaletter,andit’sfromMichaelJordon.DoyouknowMichaelJordon?
S:Sorry,Idon’tknow.(HelptheSsanswer)
T:(TakeoutMichaelJordan’sphotofromtheenvelope.)Lookattheyoungman.HeisMichaelJordan.Whatdoeshelooklike？Ifyouknow,Iwillgiveittoyou.
S:Iknow.Heistall,andhehasshorthair,…(HelptheSssay“tall”)
3.Listento1aandanswerthequestion.Thenchecktheanswer.
WhatdoesMarialooklike?
4.Read1a.Master“I’ll=Iwill”.Findouttheimportantlanguagepoints.LetSstalkaboutthemingroups.Ifnecessary,theteacherexplainsthem.Masterthesesentencepatterns:
(1)Pleasegivethislettertolike?
(2)-----Whatdoesshelooklike?
---------Sheistalllikeyou,…
(3)Oh,Isee.I’llgiveittoher.
Step3Consolidation
1.Listento1aagainandfollowthetape.Imitatethepronunciationandintonation.Finish1a.
2.Talkwiththetape.
3.Workinpairsandpracticethedialogin1a.Andmakeasimilarconversationaccordingto1a.Thenactitoutinfrontoftheclass.Finish1b.
Step4Practice
1.Firstreadthequestionsin4,thenlistento4againandanswerthequestions.Checktheanswers.
2.Listento4andcolortheeyes,nose,armsandcapofthesnowman.Understand“snowman”anditspluralform“snowmen”.Finish4.
Step5Project
Drawapictureofaperson,forexample,thebasketballplayerYaoMing.Thencolorit.AndaskSstointroducetheirdrawingbyusingthesimilarsentencesof2andnegativeformof“has”.Forexample:
Thisis…He/She…
His/Herhairis…
His/Hereyesare…
He/Shedoesn’thave…
SectionC
Themainactivitiesare1aand2.
Teachingaimsanddemands:
1.Learnsomewordsaboutclothes:T-shirt,shoe,cap,coat,pants,dress.
2.Learnhowtodescribeaperson’sclothing.
3.Reviewthewordsaboutcolors.
4.Reviewspecialquestionswith“what”.
5.LeadSstoobservepeople’sappearances,clothesandcolorsineverydaylifetoexpressandcommunicate,usingthesentencestheyhavelearnt.
Teachingprocedure:
Step1Review
1.Showsomepictureofsportsstarsathomeandabroad.LetSsuseadjectivestodescribetheirappearances.Forexample:
T:WhatdoesYaoMinglooklike?
S:Hehasshortblackhairandblackeyes.Heistall.
2.ShowLiuXiang’sphoto.TeachandaskSstomasterthesenewwordsandthephrase“at”,“lookat”,“photo”,“strong”and“T-shirt”.Knowabouttheword“pants”.Leadtothenewlesson.Forexample:
T:Lookatthephoto.Heismyfavoritesportsstar,LiuXiang.Heisstrong.HeisinaredT-shirtandbluepants.
Step2Presentation
1.Showpicturesorrealobjectsofclothes,shoesandcapsindifferentcolors.AskandanswerbetweentheteacherandSs.Forexample:
T:Whatisthis?/Whatarethese?
Ss:Itis…/Theyare…
TeachandaskSstomasterthenewwords“shoe”,“cap”,“coat”,“skirt”and“dress”.
2.Pointtotheclothes,shoesandcapsonebyone,thenaskandanswerbetweentheteacherandSs.Forexample:
T:Whatcoloristhisskirt?
Ss:It’s…
T:Whatcoloraretheseshoes?
Ss:They’re…
3.Listento1aandmatchtheclotheswiththecolors.
T-shirtgreen
shoesyellow
capred
Step3Consolidation
1.Listento1aagainandreadafterit,imitatingthepronunciationandintonation.
2.Talkwiththetapeandfinish1a.
3.Pairwork.AskSstotalkabouttheirclothes,usingthesentencepattern“Whatcoloris/are…?”untiltheycanthissentencepatternskillfully.Thenencourageoneortwopairstoactouttheirdialogs.Finish1b.
4.Lookatthepicturesin1candcompletethedialog.Checktheanswers.Thenpracticethedialoginpairs.Finish1c.
Step4Practice
1.Showthepicturein2.First,letSstalkaboutthefourchildren,usingthesentencepatterns“Whoishe/she？”,“Whatdoeshe/shelooklike?”,“Whatcoloris/are…?”,thenletSsread2tounderlinethewordsaboutclothesandcirclethewordsaboutcolors.LetSsdiscussandlearntheusageof“in”furtherandaskthemtomasterit.Theteacherexplainsifnecessary.
2.Listento2andmarkthepronunciationandintonation,thenimitateit.Payattentiontothepronunciationandintonation.
3.Showthepicturein2.Writedownthekeywordsofthepassageontheblackboard.First,theteacherretellsthepassageaccordingtothekeywords,thenencourageSstoretellit.Finish2.
Maria----yellow----tall----hair(short,brown)
Michael-----strong---cap(black)----shoes(blue)---hair(blond)
Jane----T-shirt(purple)---skirt(pink)---hair-differentgoodfriend
Kangkang----T-shirt(white)---pants
4.Listento3andmatchthechildrenwiththerightletters.Completethesentencesandchecktheanswers.Finish3.
Step5Project
1.LetSsmakemasksoftheirfavoritecartooncharacters:
(1)Designtheirfavoriteclothesandcolorthem.Theclothesmustbefashionableandcolorful.
(2)Describethecartooncharacterswithdifferentsentencepatternsaspossibleastheycan,withnolessthanfivesentences.
2.Listenandlearnthechantsin4.Performtheactionsaccordinglywhilechanting.Finish4.
SectionD
Themainactivitiesare1and5.
Teachingaimsanddemands:
1.Learnconsonants:/f/,/v/,/s/,/z/,/θ/,//
2.Reviewhowtodescribepeople’sappearancesandclothes.
Teachingprocedure:
Step1Review
1.ReviewthechantinSectionC.CreateEnglish-speakingenvironment.
2.Haveacompetition.Sscompetetolistasmanywordsastheycanaboutcolorsandclothes.
3.Workinpairs.Askandanswerthequestionsabouttheappearances,colorsandclothestoreviewthelearntsentencepatterns.Forexample:
(1)Whatdoeshe/shelooklike?He/Shehas…
(2)Whatcolorishis/hereyes?Whatcolorarehis/hereyes?
(3)Whatcoloris/are…?It’s/They’re…
(4)Theboy/girlin…is…
GetSstowritedownthekeywordsoftheiranswers.
Forexample:Jane,England,tall,hair(brown),skirt(red),shoes(black).First,theteachermakesashortpassagewiththesekeywords,thenencouragesSstosayandwritedownashortpassage.Theycanfinishitingroups.Forexample:
S1:…ismyfriend.
S2:Sheisfrom…
S3:…
…
Readthewholepassage.Encouragethemtowriteasmanysentencesastheycan.
Step2Presentation
1.Listento2.Fillintheblanksandchecktheanswers.ThencolorMichael’sclothesinthepictureaccordingtothetape.TeachandaskSstomasterthenewword“cool”.Finish2.
2.Theteacherdrawsapictureofatreewith12applesonit.Thewords“fine”,“from”,“have”,“seven”,“nice”,“bus”,“zero”,“nose”,“thank”,“three”,“this”and“they”arewrittenontheapples.LetSsfirstreadthesewordstwice,thenfindtherulesandputthemintothesixbaskets:/f/,/v/,/s/,/z/,/θ/,//
3.LetSslistento1andreadafterthetapeseveraltimes,andfindtherulesoftheseconsonants:/f/---f,ph,ff;/v/----v;/s/---s,c,ss;/z/--z,s,/θ/,//----th
Step3Consolidation
1.Haveabrainstorm.LetSslistwordsthathavetheseconsonantswithinthelimitedtime,emphasizingph--/f/--phone,phrase;
th—(1)/θ/thin,thick(2)//---the,there.Finish1.
2.AsksomeSstoreadtheconsonantstocheckiftheyhavemasteredthem.
Step4Practice
Listento3aand3b,thenrepeatandimitatethepronunciationandintonation.LetSslistmoregrammarfocusandsentencepatternsinthisunit.Finish3aand3b.
Step5Project
1.LetSsdescribeoneoftheirfriendswiththeinformationinthetableof4.Thenwritethemdown.Itcanbeginlikethis:…ismyfriend.He/Sheistall.He/Shehasaroundface…Finish4.
2.Finish5.
Topic3Whosebikeisthis?
SectionA
Themainactivitiesare1aand2a.
Teachingaimsanddemands:
1.Learnpossessivepronounsandknowaboutthepossessiveformofnouns.
2.Learntotalkaboutpossessions.
3.Reviewpluralsofnouns.
Teachingprocedure:
Step1Review
1.ReviewthefunctionalitemsinTopic2.AskandanswerbetweentheteacherandSs.Forexample:
T:Whatdoeshe/shelooklike?
Ss:He/Sheis…He/Shehas…
T:Whatcolorishis/herT-shirt?
Ss:It’s…
T:Whatcolorarehis/hershoes?
Ss:Theyare…
2.Theteachershowsoneormoreofhis/herownobjects,suchasacapandtwopenstoaskSs.Forexample:
(1)T:What’sthis?
Ss:It’sacap.
T:Yes,it’smycap.Icanalsosay,it’smine.
TeachandaskSstomasterthenewword“mine”.Writedown“mine=my+cap/pens/…”ontheblackboard;usecolorchalkstowrite“mine”and“my”.
(2)T:Whatarethese?
Ss:Theyarepens.
T:Youareright.They’remypen.Theyaremine.
(3)Pairwork.LetSstakeoutoneormoreoftheirownobjectsandpracticeuntiltheymaster“mine”.Forexample:
S1:Isthisyourknife?
S2:Yes.It’smine.It’smyknife.
(4)Teachnewwords“your”,“hers”,“our”,“ours”,“their’’,“theirs”inthesimilarway.Master“our”and“their”.Understand“hers”,“ours”,“theirs”and“yours”.LetSsobservethefeaturesofthesentences,concludetheusageofpossessivepronounsofadjectiveandnounsandwritethemdownontheblackboard.Forexample:
yours=your+n.,hers=her+n.his=his+n.ours=our+n.theirs=their+n.
Step2Presentation
1.Listento1aandanswerthequestion:
Whosecapisit？
TeachandaskSstomasterthenewword“whose”.Introducethepossessiveformofnouns.Writedown“Whosecapisit？It’sSally’s.It’shers.”Ontheblackboard.
2.Listento1aagainandfollowthetape,payingattentiontothepronunciationandintonation.Finish1a.
3.Pairwork.Makeasimilardialogaccordingto1a.Finish1b.
4.Theteacherputsupthepicturesofabike,acat,somebananas,ababy,abagandashirtontheblackboard.Writedowntheownersoftheobjectsbelow.UsethesentencepatternsabovetoteachandaskSstomasternewwords“bike”,“cat”,“banana”,“baby”,“bag”and“shirt”.Theteachershowspluralobjectsandsays:
TheseareAandB’s…They’retheir…They’retheirs.
5.Listento2aandfollowthetape,payingattentiontothepronunciationandintonation.LetSsobservethestructuresoftheansweringsentences,andconsolidatetheusageofpronouncesofadjectivesandnouns.
Step3Consolidation
1.Workinpairs.Imitatetheconversationin2awithsomeotherclothesorschoolthings.Actthemoutinfrontoftheclass.Theteachergivesthempraise.Finish2a.
2.Writedownnewsentencesaccordingtotheexamplesin2b.Checktheanswers.Payattentiontothepluralsof“baby”and“knife”.Finish2b.
Step4Practice
1.Work3alone.Fillintheblankswiththewordsinthebox.Checktheanswerandpracticetheconversationinpairs.Finish3.
2.Summarizelanguagepoints:
(1)possessivepronounsofnouns=possessivepronounsofadjectives+nouns
(2)thepossessiveformofnouns.Forexample:
Tom---Tom’s,Kate----Kate’sstudent----student’steachers---teachers’boys----boys’
Step5Project
Playagameintwogroups.Dividethewholeclassintotwogroups.Thenbegintoplaythegamelikethis:
SA1:Thisisherbags.
SB1:It’shers./Thebagishers.
SA2:Thosearetheirbooks.
SB2:Theyaretheirs./Thebooksaretheirs.
Exchangetherole,thencontinuethegame.
SectionB
Themainactivityis1a.
Teachingaimsanddemands:
Goontalkingaboutpossessions.
Teachingprocedure:
Step1Review
1.Pairwork.Talkaboutpossessions.LetSsshowtheirownobjectsorothers’toaskandanswer.Forexample:
(1)S1:Whosepenisthis?
S2:It’smy…/your…/…It’shis.It’sLiPing’s./…
(2)S1:Whoseknivesarethese?
S2:Theyareours/theirs.Theyareour…/their…
2.Listento2.Findouttherightorderofthepictures,thenchecktheanswers.Finish2.
Step2Presentation
1.Listento1aandanswerthequestion:Whosejacketisthis?LetSslearnandmasterthenewword“jacket’.
2.Listento1aagain.Readafterthetapeandimitatethepronunciationandintonation.Writedown“Ithinkit’sLiMing’s.”ontheblackboard,andaskthemtomasterit.LetSslearnandmasterthenewword“think”.
3.Role–playthedialogin1aingroupsofthree.Finish1a.
4.Fillintheblanksaccordingto1a.Checkstheanswers.Finish1b.
Step3Consolidation
1.TheteacherandSsfindoutthekeywordstogether.Askonestudenttowritethemdownontheblackboard.Theteacherretells1aaccordingtothekeywords,thenencouragesSstoretellit.
Forexample:B(Ben)M(Michael)K(Kangkang)
B:Whosejacket…?Yours?
M:(not)mine,think,Kangkang’s.
B:Kangkang,yours?
K:blueandwhite,blue,LiMing’s.
2.LetSsact4outinfrontoftheclass.Finish4.
Step4Practice
1.Workinpairs.LetSsdiscusswiththeirclassmatesandfinish3.ThentheteachercheckstheanswersandletsSspracticeinpairs.
2.LetSsfinish5alone.Thenchecktheanswersandpracticetheconversationinpairs.Finish5.
Step5Project
Groupactivity“Findtheowner”.GiveeverystudentachancetospeakEnglishinfrontoftheclass.Usefulsentencepatternsareasfollows:
1.Isthis/that…yours?(Isthis/thatyour…?)
2.Arethese…yours?(Aretheseyour…?)
3.Whose…isthis/that?Whose…arethese/those?
4.Ithinkit’s/they’re…
SectionC
Themainactivitiesare1aand4.
Teachingaimsanddemands:
1.Goonlearningtheusageofpossessivepronounces.
2.Reviewthesentencepatternsthatdescribeaperson’snativeplace,appearanceandclothes.
3.Knowabouttheincompleteplosive.
Teachingprocedure:
Step1Review
1.LearntosingsongAppleRound,AppleRed.LetSsbegintheEnglishclassinarelaxedatmosphere.Finish6.
2.Usethedialogtoreviewthesentencepatternslearnedtotalkaboutpossessions.TheobjectscanbeSs’clothesorschoolthings.
(1)A:Whose…isthis?
B:Ithinkit’sC’s.
A:Excuseme,C,isthisyour…?
C:Yes,it’smine.No,it’snotmine.Ithinkit’sDs.
(2)A:Whose…arethese?
B:IthinktheyareC’s.
A:Excuseme,C,arethese…yours?
C:Yes,they’remine./No,they’renotmine.Ithinkthey’reD’s.
3.Listento2.Matchthepictures,thenchecktheanswers.Finish2.
4.Pairwork.Lookatthepicturesin2,anddescribethecolorsofthechildren’sclothes,usingthefollowingsentences.Forexample:
S1:Whatcoloris/areMaria’s…?
S2:It’s/They’re…/Mariaisin…/Her…is/are…
Step2Presentation
1.LetSsskim1aquickly,andguessthemeaningof“classmate”.TeachandaskSstomasterthenewwords“new”,“classmate”and“clothes”.ThenletSstrytoanswerthesequestions:
(1)WhatdoesKangkang’snewclassmatelooklike?
(2)Whatcolorarehisclassmate’sclothes?
(3)Whoishe?(Yukio)
2.Listento1a,thenreadafterthetapeandimitatethepronunciationandintonation.
3.LetSsread1aandfindoutthedifficultpoints.Forexample,“Welookthesame,butweareindifferentclothes.”TheteacherwritesitdownontheblackboardandletSsreadituntiltheycanmasteritwell.Finish1a.
Step3Consolidation
1.Fillouttablein1baccordingto1a.Colorthepictures.Finish1b.
2.Groupwork.GetSstodrawapictureofaclassmate.Writeonthepicturethekeywordsofpersonalinformation---nativeplace,appearance,clothesandsoon.Finishitinthewayofgroupco-operation.Thenchooseonestudenttoreadthecompositioninfrontoftheclass.Letotherguess“Whoishe/she?”Praisethebettergroups.
Step4Practice
1.Listento4andreadafterthetape,payingattentiontothepronunciationsoftheunderlinedletters.Finish4.Explaintheincompleteplosive,andwritedownexamplesontheblackboard.Forexample:
(1)sitdown(2)looklike(3)Ihaveagoodfriend.
2.Workingroups.AskSstoreadtheinstructionin3andmakesureeverySscanunderstandit,thenbeginthegame.Finish3.
Step5Project
Writeacomposition.Imitate1atointroduceyourselfandoneofyourbestfriends.Finish5.
SectionD
Themainactivitiesare1,2and5.
Teachingaimsanddemands:
1.Learnthepronunciationsoftheconsonants://///t//d/
2.Reviewthesentencepatternsofdescribingpersonalinformation.
3.Reviewpossessivepronounce.
4.Reviewthespecialquestionswith“whose”.
Teachingprocedure:
1.Groupwork.Collectsomeobjectsofyourgroup,putthemtogether,andthenaskandanswertofindtheirowners.Reviewpossessivepronounsandthepossessivecaseofnouns.Forexample:
(1)Isthis/Arethese…?Yes.It’s(They’re)…/No.It’s(They’re)…
(2)Whose…isthis/arethese?
Ithinkit’s/they’re…
2.Listento3andmatchthepersonswiththethings,thenchecktheanswers.Finish3.
3.Guesswhoisyourbestfriend.Letastudentdescribehisorherbestclassmate,includingtheage,nativeplace,appearanceandclothes,andtheotherguess“Whoishe/she?”
Step2Presentation
1.LetSslookatthepicturein2,anddescribethewantedman‘sappearanceandclothesbythemselves.Forexample:
Hehassmalleyes,abignoseandawidemouth.
Heisinblackclothes.
2.LetSsread2,andguessthemeaningofthenewwords“help”,“find”,“us”and“him”accordingtothecontext.TeachandletSsmasterthem.
3.Listento2,imitatethepronunciationandintonation,andfollowit.LetSsfindoutthedifficultsentenceslike“Pleasehelpusfindhim.”Writeitdownontheblackboard,andletthemreadituntiltheycanmasteritwell.
4.Read2againandfillintheblanksaccordingtothepassage,thentheteachercheckstheanswers.Finish2.
5.Usewordcardstoreviewthewords“she”,“English”,“shoes”,“shirt”andsoon.AndleadSstosumupthepronunciationrulesof//.Usethesamewaytolearn//,/t/and/d/,andthenteachthepronunciationofthefourconsonants.Forexample:
//----she,English,shoes,shirt
Step3Consolidation
1.Listento1andfollowthetape.Masterthepronunciationoftheconsonants//.
//,/t/and/d/.Sumuptherules://--sh,//-s,/t/-ch,/d/-j,g.Finish1.
2.LetSsmasterthepronunciationoftheconsonantsandreadbythemselves.
3.TheteachercheckssomeSs’pronunciationoftheconsonants.Correctthemifnecessary.
Step4Practice
1.AskSstosumupthegrammarandtheusefulexpressionsinthisunitbythemselves.TheteacherpraisesthoseSswhosummarizewell.Comparetheirsummarieswith4aand4b.
2.Listento4aand4bandfollowthetape.Finish4aand4b.
Step5Project
Finish5.
精选阅读
初一英语上册《Lookingdifferent》知识点人教版
每个老师需要在上课前弄好自己的教案课件，到写教案课件的时候了。教案课件工作计划写好了之后，才能使接下来的工作更加有序！你们到底知道多少优秀的教案课件呢？下面是小编帮大家编辑的《初一英语上册《Lookingdifferent》知识点人教版》，希望能对您有所帮助，请收藏。
初一英语上册《Lookingdifferent》知识点人教版
初一大家开始系统的学习英语知识，英语知识点众多，大家在学习的时候要学会归纳和总结，这样才能取得举一反三的学习效果，下面xx为大家带来人教版初一英语上册《Lookingdifferent》知识点，希望对大家学好初中英语有所帮助。
1.Whatdoyouknowabout……关于……，你知道多少?
2.Friendsoftentheirhobbies.Canyou
writetosb.aboutsth.就某事写信给某人inthebox在方框里
match……with把……和……匹配eachother=oneanother彼此，互相
3.写下你的爱好。writedown写下writetosb.写信给某人
4.blog.s?s某人的
Hernames.以s结尾时，只加即可。
5.tellsbsth.告诉某人某事tellalie/story说谎/讲故事
speaktosb.对某人说话speakEnglish说英语talkto/withsb与某人交谈(to:单向;with：双向)readingbooksplayingbasketball(playingthepiano)
6.myblog.welcometosp.欢迎来到某地
7.I我来自德国。befrom=comefrom来自
Germany德国Germanadj.德国的n.德语;德国人(twoGermans)
Germancarsareverygood.ShewasborninGermany.
TheGermansspeakEnglishverywell.
8.Im11yearsold.我十一岁。
问句：Whatishisage?=Howoldishe?他多大了?
1)attheageof=whensb.was…yearsold在……岁的时候
Hecouldswimattheageofsix.=Hecouldswimwhenhewassixyearsold
2)thesameageof=asoldas和……一样大
SheisthesameageofKate.=SheisasoldasKate.
(注意：thesameheightas=astallas和……一样高;thesamelengthas=aslongas和……一样长)
9.Ihavelonghair.我有长头发。
have“有”havesth.todo有某事要做haveacold感冒
have”吃,，喝”haveacupoftea喝一杯茶
havebreakfast/lunch/supper吃早/中/晚餐
haveto不得不havesth.on=haveonsth.=wearsth.穿着……
10.Isomemountains.
livewith与……一起生活
livein居住在……
closeto=near接近，离……近(也可放于被修饰词之后做后置定语)
Iliveclosetotheshops.我住得离商店很近。
Sheisbuyingaflatclosetoheroffice.她正在购买一套靠近她办公室的公寓。
11.MymumisanArtteacher.Mydadisadoctor.Ihavean.youngerbrother弟弟youngersister妹妹eldersister姐姐
elderbrother哥哥
12.Ischoolbus.bybus=inabus乘公共汽车
goto……by……乘坐……去……
takeabustoschool=gotoschoolbybus乘公交车去学校
13.Myfavourite=like…best最喜欢
favourite:thingsIlikedoinginmyfreetime
14.Mydreamisanengineer.tobe成为
拓展：workas=be(am/is/are)是……职位
15.Iamgoodatswimmingandplayingbasketball.
begoodatdoingsth.擅长做某事(介词+v-ing)
拓展：begood/nice/friendlytosb.对某人友好begood/badfor对……有益处/害处
16..this复数为these;that复数为those
谓语动词are与hobbies单复数统一
17.I!
wanttodosth.想要做某事=wouldliketodosth.=feellikedoingsth
makefriend与……交朋友
allovertheworld=everycountryintheworld全世界
friendly:adj.友好的
通常以ly结尾的词是副词，但friendly,lovely,lonely,lively及friendly是形容词。
“对某人友好”用befriendlytosb.=begood/nicetosb.
makefriendswithsb.与某人交朋友
Theowneroftheshopisveryfriendlytous.
区别：begood/badforsb.对某人有好处/坏处
补充:
19.befarawayfrom离……远howfar多远howlong多久(回答：for+一段时间)howsoon还要多久(in+一段时间/after+时间点)howoften多久一次(once,twice,threetimes…)howold多大howmany/much多少(many+可数，much+不可数)，此外，howmuch也可提问“多少钱”
20.Whenyouaconversation,youlistento强调动作“听”;hear强调结果“听到”
类似：lookat”看”(静止的画面);read“阅读”，看(书);watch“看”(运动的画面，如电视，比赛);see强调结果“看到”
lookfor寻找find找到
needtodosth.需要做某事
payattentiontodoingsth注意做某事，此处“to”为介词，后面跟v-ing，类似lookforwardtodoingsth.期待做某事。大部份情况下，to不定式，后面接动词原形。
拓展：hearfrom—receive(get)aletterfromsb.收到某人的来信
Ioftenhearfrommymother.=Ioftengetaletterfrommymother.
hear的过去式是heard;hear强调听的结果;listento强调听的动作;
hearof听说hearsb.dosth.听见某人做过某事
hearsb.doingsth.听见某人正在做某事
21.Youshouldthen
should应该listencarefully:v+adv.becareful:be+adj.
then:那么;然后for:表目的如：lookfor寻找askfor要求，索要
buysth.forsb.=buysb.sth.leavefor前往
22.IgotanemailfromBruce.
aboycalled=aboynamed=aboywiththename一个名叫……的男孩
23.reply—answersomeonebysayingorwritingsomethingv.回复、回答
answer用法较广泛，可指口头或书面的答复，后面可直接跟名词或代词;而reply则指较正式的，经过考虑后的答复，后面不能直接跟名词或代词，而要加to
answerthequestion=replytothequestion
拓展：theanswerto……的答案answerthephone接电话
Hedidntreplytomyletter.
24.manyEnglishfootballteams
Therebe(is/are)句型，常用来表示“某时或某地有某物”，谓语动词就近一致;如果表示某人有某物，则用have(三单：has)。
Thereisapenandtwobooksonthedeak.
Therearetwodesksandabookonthedesk.
拓展：MyparentsownaChineserestaurantinNewcastle.
own：v.拥有owner:n.拥有者，主人
Heownsahouse.=Heistheownerofahouse.=Hehasahouse.=Thehousebelongstohim.own=have/has=belongto(记得要把原句的主语和宾语位置颠倒)
Thereisatalltreeinfrontofthebuilding.
25.注意区分：which与what
Whichcolordoesshelike,redoryellow?
Whatcolordoesshelike?which通常是在一个给定的范围内进行选择，“哪一个”
而what则是笼统地提问“什么”，也与其它名词连用提问，如whatcolor,whattime等。
26.Somestudentsaretheirdreams.
talkabout谈论talktosb对某人说话talkwithsb.与某人交谈
此外，talk也可做名词：giveatalkabout做一个关于……的演讲
27.Iwanttobe=Mydreamis我的梦想是成为……
tobe成为
28.Ibeyoure-friend.我想成为你的网友。
dliketodosth.=wouldliketodosth.=wanttodosth.=feellikedoingsth想要做某事事
18.Ilikemyschoolbecausetheteacherareallveryfriendly.
人教版初一英语上册《Lookingdifferent》知识点xx为大家带来过了，英语的学习重在掌握知识点，希望大家能够熟练掌握上面的内容，这样大家的英语成绩就能迅速提升。
Unit2Asurprisebirthdayparty教案
教案课件是老师需要精心准备的，大家应该开始写教案课件了。只有写好教案课件计划，可以更好完成工作任务！你们会写教案课件的范文吗？下面是小编帮大家编辑的《Unit2Asurprisebirthdayparty教案》，欢迎阅读，希望您能阅读并收藏。
Unit2Asurprisebirthdayparty一.本周教学内容：
1.相关语法
2.Module3Unit2Asurprisebirthdayparty
（一）重点词汇
add加入beat打蛋candle蜡烛caption说明
cartoon卡通；漫画cool使……变凉each每一；每个free有空的
gramme克icing糖霜karaoke卡拉OKperson人
pity不幸的；可惜的powder粉末sift筛；筛分spoonful一匙的量
surprise惊喜lookingforwardto期待着
ofcourse当然了springroll春卷
（二）语法聚焦
1.用begoingto描写不久将发生的事情。
例：We’regoingtohavealotofdeliciousfood.我们将吃许多美味食品。
2.用情态动词提出礼貌的请求。
例：MayIspeakto____,please?我可以和……讲话吗？
3.用needto表示需要。
例：Sheneedstobuysome…她需要买一些……
4.用固定表达表示喜好。
例：I’dratherhavemoresnacks.我宁愿再吃一些小吃。
5.用副词表示时间顺序和过程。
例：First,…/Secondly,…/Thirdly,…第一，……/第二，……/第三，……
（三）重点短语
1.speakto和谁说话
2.asurprisebirthdayparty一个令人惊奇的生日聚会
3.plan…forsb为……计划……
4.befree有空
5.onSaturdayafternoon在周六下午
6.attheparty在聚会上
7.deliciousfood好吃的食品
8.dressedup打扮
9.HappyBirthday！生日快乐！
10.lookforwardto期望着
11.somethingelse其它的一些
12.onthatday在那天
13.haveagreatparty愉快的聚会
14.Chickenwings鸡翅
15.goodidea好主意
16.fishfinger鱼条
17.orangejuice桔汁
18.springrolls春卷
19.makeafruitsalad做水果沙拉
20.birthdaycake生日蛋糕
21.whatkindof哪种
22.writeashoppinglist写个购物清单
23.takesomephotos拍照
24.decorateourflat装饰我们的公寓
25.putcandlesonone’sbirthdaycake把蜡烛插到……的生日蛋糕上
26.bakefor20minutes烤20分钟
27.add…to…加……入……
28.mix…and…together把……和……混合
29.put…into放入
30.wait…for等待
31.ontopof在顶上
32.onthebackof在背面
33.helpsbtodo帮助某人去做
34.visitsb拜访……
35.needtobuy需要去买
（四）重点句子
1.ThisisKittyLispeaking.我是KittyLi。
2.MayIspeakto…?我可跟……说话吗？
3.Whatarewegoingtodoattheparty?我们在聚会上将干些什么？
4.We’realsogoingtowatchsomecartoonsfromJapan.我们也打算看些日本的漫画。
5.I’mlookingforwardtoit.我对它非常期望。
6.Whatawonderfulparty！多好的一个聚会呀！
7.Ican’tmakeit.我确定不了。
8.Whatapity!多遗憾呀！
9.I’vegotsomethingelsetodoonthatday.我在那天有其它的事要做。
10.Whatshallwehaveattheparty?我们在聚会上吃什么？
11.Let’slookinthisbook.让我们查一下这本书。
12.Let’shavesomeChickenwings.让我们吃些鸡翅。
13.I’llmakeafruitsalad.我将做水果沙拉。
14.Whatdoyouthink?你怎么想？
15.Whatmaysheneedtobuy?她可能需要买什么？
16.WhatdoIneedtobuy?我需要买什么？
17.WhatelsemayKittyneedtobuy?Kitty可能需要买其它的什么？
18.Itwasalotoffun.很有乐趣。
19.Pleasewritesoon.请快回信。
20.Shemayalsoneedtobuysomefruit.她可能也需要买一些水果。
21.I’dratherhavesomecakes.我宁愿吃些蛋糕。
（五）重点难点解析
1.begoingto+动词原形＋……
▲对于将要发生的事或打算计划、决定要做的事，都以“begoingto+动词原形＋……”的句型来表示。因为此句型中含有be动词，所以在使用时，be（即am,is,are）要随着句子主语的人称或数而变化。
（1）肯定句
句型：主语＋be（am,is,are）goingto+动词原形……
a.Sheisgoingtobuyabirthdaycake.她准备买一个生日蛋糕。
b.It’sgoingtorain.要下雨了。
（2）否定句
句型：主语＋be（am,is,are）notgoingto+动词原形……
a.She’snotgoingtobeadoctor.她不打算当医生。
b.I’mnotgoingtotellyouaboutit.我不打算告诉你那件事。
（3）一般疑问句
句型：Be（Am,Is,Are）+主语＋goingto+动词原形＋……
a.AreyougoingtohaveanyEnglishclassesnextFriday?下星期五你们上英语课吗？
b.－AreyougoingtostayatschoolonMayDay?-No,I’mnot.I’mgoingbackhome.
－五一节你打算呆在学校吗？－不，我打算回家。
（4）特殊疑问句
句型：疑问词（What,Where,How…）+be（am,is,are）+主语＋goingto+动词原形＋……？
a.Howareyougoingtodothework?这项工作你们准备怎么做？
b.－Whatareyougoingtodotomorrow?-I’mgoingtogoshopping.
－明天你打算干什么？－我打算去买东西。
2.Hello.ThisisKittyLi.MayIspeaktoMark,please?
你好。我是基蒂李。我可以和马克讲话吗？
▲这是一句电话用语。打电话时表示想找谁除了用Hello,（thisis）…speaking.MayIspeaktosb.?这一句型以外，还可以说：I’dliketospeaktoTom.我想找汤姆。Hello!IsTomin?喂！汤姆在吗？
电话中问对方是谁，英语说：
What’sit?或Who’sthat（speaking）?IsthatTom（speaking）?
你是汤姆吗？
表示我是谁，英语说：It’sTom.或ThisisTom（speaking）.我是汤姆。
请对方别挂电话或稍等，英语说：
Holdon,please.或Holdonforamoment.请稍等。
如果是人不在，英语说：
Sorry,Tomisoutatthismoment.MayItakeamessageforhim?
抱歉，汤姆现在出去了，我可以为他传个口信吗？
如果没有对方要找的人，英语说：
I’msorryyou’vegotthewrongnumber.对不起，你打错了。
注意：以上电话用语中要避免说AreyouTomspeaking?或I’mTomspeaking.
通常用that指对方，用this指自己，也可以用it指对话双方。
3.AreyoufreeonSaturdayafternoonatthreeo’clock?星期六下午三点你有空吗？
▲free是个形容词，在本单元里的意思是“自由的”“有空的”“空闲的”等。free是busy的反义词。Areyoufree…？＝Doyouhavetime…?
例如：
a.Areyoufreethismorning?今天上午你有空吗？
b.HerSaturdaysarealwaysfree.她星期六总是有空。
c.Wearenotfree,butverybusytoday.我们今天没有空闲时间，相反，我们非常忙。
4.So,Mark,I’llseeyouonSaturdayafternoonatthreeo’clockatourflat?
那么，马克，周六下午三点钟我在公寓见你吧？
▲这种句型叫做陈述疑问句。它的语序跟陈述句的语序相同，而它的语调则跟一般疑问句的语调（升调）相同，并在书写时加上问号。陈述疑问句的语义特点是：说话人对答案是有倾向性的，他倾向于他所需要的或所期望的回答。肯定的疑问句具有肯定的倾向性，否定的疑问句有否定的倾向性。
a.Youtoldher?你对她讲了吧？
b.Youdidn’tgetanythingtoeat?你没有找到什么吃的吧？
c.Youaren’thungry?你不饿吧？
5.Ican’tmakeit.我不能来/我来不了。
▲习语makeit有四个常见的含义：
（1）约定时间（地点），规定时间（地点）：
a.A:Shallwemeetnextweek?B:Yes,let’smakeitnextSunday.
甲：下星期我们碰一次头好吗？乙：好的，让我们约定下星期天碰头吧。
b.Let’smakeit7:30.让我们定在七点半吧。
（2）及时赶到，按约定时间赶到（arriveintime）,赶得上：
a.Ithinkwe’lljustmakeit.我认为我们将及时到达。
b.Thetraingoesat10:15,andit’snowteno’clock.Ithinkweshallmakeit.
火车10点15分开，现在是10点。我认为我们会赶得上的。
（3）成功、做到、办到（succeed,beabletodo）:
a.Aftertwentyyears,we’vefinallymadeit.二十年后我们终于成功了。
b.TheAmericandidnotmakeit.Hegaveuphalfway.这个美国人没有成功。他半路就放弃了。
（4）用于否定句，表示不能应邀参加某项活动：
a.Hecan’tmakeittoday.Hehastostayathome.他今天来不了啦。他必须呆在家里。
b.Hehadn’tbeenabletomakeittoourdinner.他未能来参加我们的宴会。
本单元涉及到的属于此种用法。
6.Yes,that’sagoodidea!行，好主意。
▲that’sagoodidea作“好主意”“好办法”解。如：
a.“Let’sgoforapicnicthisSunday.“That’sagoodidea.”（或Goodidea.）
“这个星期天我们去野餐吧。”“好主意。”
b.－Whatabouthavingadrink?－That’sagoodidea.（Goodidea.）
－喝一杯怎么样？－好主意。
注意：在简略回答中，我们可以用“Goodidea!”代替“That’sagoodidea!”要注意的是Goodidea前没有不定冠词，不定冠词a要和前面的That’s一块省去。
7.Weneedsomeeggs,somesugar,somebutter…
我们需要一些鸡蛋，一些糖，一些黄油……
▲用作形容词的some除可修饰复数名词之外，还可修饰单数的可数名词和不可数名词。修饰复数可数名词和不可数名词其词义为“一些”，如somechildren（一些孩子），somewater（一些水）；修饰单数可数名词时，其词义为“某个”，“某种”，如：someday（某天），someplace（某地）。
a.Icanseesomeflowers.我能看见一些花。
b.Asksometeachertocomehere.请一个（随便哪一位）老师来这里。
c.Couldyoulendmesomemoney?你能借我一些钱吗？
8.Letmewriteashoppinglistfirst.让我先写一个购物单。
▲let是使役动词，意思是“让”“请让”“允许”等，let后面跟somebody做宾语时，在somebody之后的动词不定式，需要省略不定式符号to。
a.Letmehavealook.请让我看一看。
b.Let’sdoittogether.咱们一起做吧。
c.Lethimthinkaboutitforminute.让他考虑一会吧。
9.I’dlike…是Iwouldlike…的缩写形式，表示“想要”、“希望”，相当于want，但比want更有礼貌。
a.I’dliketogoswimmingthisafternoon.今天下午我想去游泳。
b.I’dliketoinviteyoutodinneratmyflatbeforeImove.我想在搬家前请你到我家吃饭。
Unit2Choosinganewflat教案
老师会对课本中的主要教学内容整理到教案课件中，大家在认真写教案课件了。只有制定教案课件工作计划，可以更好完成工作任务！你们了解多少教案课件范文呢？下面是由小编为大家整理的“Unit2Choosinganewflat教案”，供您参考，希望能够帮助到大家。
Unit2Choosinganewflat一.教学内容：
Module5Myneighbourhood
Unit2ChoosinganewflatPeriod1
（一）课标单词
（二）重点短语
（三）语法知识
（四）重点介词的用法
（五）写作
二.知识总结与归纳
（一）课标单词
1.choose2.bedroom3.untidy4.tidy5.wardrobe6.bathroom7.balcony8.estate9.agency10.matter11.suburb
（二）重点短语
1.thinkabout2.tidyup
3.need…for4.livingroom
5.talkto6.estateagency
7.lookfor8.inthesuburb
9.undergroundstation10.farawayfrom
（三）语法知识
Comparativesentences
形容词的比较级和最高级
绝大多数形容词有三种形式：原级，比较级和最高级，以表示形容词说明的性质在程度上的不同。
1.形容词的原级：
e.g.：
poortallgreatgladbad
2.形容词的比较级和最高级
形容词的比较级和最高级形式是在形容词的原级形式的基础上变化的。分为规则变化和不规则变化。
规则变化如下：
1)单音节形容词的比较级和最高级形式是在词尾加-er和-est构成。
great(原级)greater(比较级)thegreatest(最高级)
2)以-e结尾的单音节形容词的比较级和最高级是在词尾加-r和-st构成。
wide(原级)wider(比较级)thewidest(最高级)
3)少数以-er结尾的双音节形容词的比较级和最高级是在词尾加-er和-est构成。
clever(原级)cleverer(比较级)thecleverest(最高级)
4)以-y结尾,但-y前是辅音字母的形容词的比较级和最高级是把-y去掉,加上-ier和-iest构成.
happy(原形)happier(比较级)thehappiest(最高级)
5)以一个辅音字母结尾且其前面的元音字母发短元音的形容词的比较级和最高级是双写该辅音字母然后再加-er和-est。
big(原级)bigger(比较级)thebiggest(最高级)
6)双音节和多音节形容词的比较级和最高级需用more和most加在形容词前面来构成。
beautiful(原级)morebeautiful(比较级)themostbeautiful(最高级)
difficult(原级)moredifficult(比较级)themostdifficult(最高级)
常用的不规则变化的形容词的比较级和最高级：
原级------比较级------最高级
good------better------thebest
many------more------themost
much------more------themost
bad------worse------theworst
3.形容词比较级的用法：
形容词的比较级用于两个人或事物的比较,其结构形式如下：
主语+谓语(系动词)+形容词比较级+than+对比成分。
e.g.：
Ourteacheristallerthanweare.我们老师的个子比我们的高。
Itiswarmertodaythanitwasyesterday.今天的天气比昨天暖和。
Thispictureismorebeautifulthanthatone.这张照片比那张照片漂亮。
Thismeetingismoreimportantthanthatone.这次会议比那次会议重要。
Thesunismuchbiggerthanthemoon.太阳比月亮大得多。
4.形容词最高级的用法：
形容词最高级用于两个以上的人或物的比较，其结构形式为：
主语+谓语(系动词)+the+形容词最高级+名词（+表示范围的短语或从句）。
Sheisthebeststudentinherclass.她是班上最好的学生。
ShanghaiisoneofthebiggestcitiesinChina.上海是中国最大的城市之一。
Theirclassroomisthecleanest.
注意：much的用法
可说：muchbigger（加强语气）更加大，大得多
不可说：morebigger
（四）重点介词的用法
with
with表拥有某物
Iwouldlikeabighousewithanicegarden.
我想要有一个带漂亮花园的大房子。
Theoldmanlivedwithalittledogontheisland.
这个老人和一条小狗住在岛上。
（五）写作
Describetheflatyouwouldliketohave.
Situation：
1.Thereare5peopleinyourfamily：yourgrandpa,yourdad,yourmum,yoursisterandyou.
2.Nowyouallliveinasmallflatwith1livingroom,2bedrooms,1bathroomand1kitchen.Therearenotenoughroomsforyourbooks,furnitureandmanythings.
3.Yourgrandpa,yoursisterandyouwantyourownbedroom.
4.Youalllikeshopping.Youwouldlikeaflatneartheshoppingmall.
5.Youwanttoseebeautifulscene（风景）fromyourflat.
Iwouldlikeanewflat.Iwouldlikeaflatwith1livingroom.Iwouldlikeaflatwith4bedrooms.Iwouldlikeaflatwith2bathroomsand1kitchen.Iwouldlikeaflatwithabalcony.Iwouldlikeaflatneartheshoppingmall.
Situation：
1.Yourfamilylivefarawayfromcitycenter.Ittakesyou1hourfromhometoschool.Youwanttotaketheunderground.
2.Thereare3peopleinyourfamily：yourdad,yourmumandyou.Youhaveapetdog.
3.Nowyourflatonlyhasoneroom.
4.Youwantyourownbedroom.
5.Yourdadwantsastudy（书房）,yourmumwantsabigbathroomandabigkitchen.
Pleasedescribetheflatyouwouldliketohave.
答案：
Iwouldlikeanewflat.Iwouldlikeaflatwith2bedrooms.Iwouldlikeaflatwith1bigbathroomand1bigkitchen.Iwouldlikeaflatwithastudy.Iwouldlikeaflatneartheundergroundstation.
