新湘教英语七年级上Unit 2 Looking Different Topic 2
Topic 2 She has short brown hair教案
I. 教学目标
技能目标 Talk about the color of objects. Learn special questions with “What”. Learn the use of possessives. How to pronounce words with the letter “e”.
语言目标 功能句式 Identifying colors What color is his hair It’s black.What color are his eyes They are brown. My pants are blue. Which girl The girl in green.
词汇 四会词汇give, letter, sorry, like, brown, will, red, black, color, pink, white, green, gray, blue, yellow, at, picture, here, which, with, cap, dress, shirt, T-shirt, shoe, over, there, bring, photo, clothes, cool 认读词汇blond, snowman, pants短语look like, I’ll =I will, over there, Here you are.
语法 What questionsWhich questions
II. 教材分析
本话题主要学习用英语表示各种色彩和简单表达对服装、色彩的喜爱。从头发、眼睛的色彩，到服装的色彩进而到各种色彩。要求学生掌握What color is his hair What color are his eyes 这样的特殊疑问句。
Section A 1对What does she look like She has…句型展开听说练习，引出目标语言。 2a通过练习描述人的外貌，引入表颜色的词汇。通过描述训练让学生通过头发的颜色来辨别人物特征。2b合作练习对人的外貌进行描述，要求运用1中呈现的目标句型。3引入What color is his hair What color are his eyes 继续就人物的外貌进行问答练习。4和5是自主练习。通过一种颜色和另一种颜色相结合得到另一种颜色来进一步熟悉颜色并介绍了颜色知识的外延。同时学生掌握句型What’s … and … 。
Section B 1a通过听说活动学习使用Which引导的特殊疑问句。1b通过填表进一步熟悉用颜色形容人的外貌。2是通过画人物脸部并为其上色来进一步掌握表颜色的词汇，提高学生的学习兴趣。3听录音回答问题，并根据回答为雪人上色，是听力加应用性练习，进一步巩固所学知识。4a和4b 是通过听来训练学生正确的语音语调。5通过课堂活动，用较为活泼的形式展示颜色的魅力，进一步提高学生的学习兴趣。
Section C 1a通过问答，结合What color is this T-shirt What color are these shoes 句型练习学习有关服装方面的单词。1b通过问答进一步熟练本话题的主体句型，填空完成句子，锻炼学生的合作能力。2是通过听说引入Which 引导的特殊疑问句。3通过听录音完成句子进一步训练学生的实际语言应用能力。
Section D 1通过听录音跟读掌握字母“e”的两种读法，并让学生总结读音规则。2通过阅读完成对人物的描述，复习关于服装的单词。3阅读名片，写出相关信息，达到熟练应用所学知识的目的。4a 和4b 复习本话题的重难点。5是用不同国家的国旗，熟练掌握关于颜色的单词，强调学生实际应用颜色单词的能力。6是综合运用所学知识的重要环节。用自己的语言描述所喜爱的服装和喜爱的原因。可以通过写和说两种形式来完成。
III. 分课时教案
Section A
Target language
a. New words
brown, red, black, blond, pink, white, green, gray, blue, yellow, look at, picture
b. Key sentences
What does he/she look like
What color is his/her hair
What color are his/her /their eyes
What’s … and …
Ability goals
Learn some words about colors
Special questions with “What” and “What color”
Teaching aids
Tape recorder and objects
Teaching procedures and ways
StepⅠRevision and lead-in (4)
In this step, learn some new words about colors and the special questions.
First, review the new words Ss have learned in last class. Review the key sentences and describe people’s appearance and identify different looks.
Take some things in different colors you prepared.
T: Hello! Boys and girls. I have a bag in my hand. There are some school things in it. A pen, a pencil, an eraser, a ruler, a pencil-box and some books about different subjects. Look! What’s this Yes, it’s a pen. It’s a nice pen. What color is it It’s blue. What are these They are rulers. What color are they They are green.
In this way, learn the new words about colors: brown, red, black, blond, pink, white, green, gray, blue, yellow
Write the words above on the Bb in colored chalk. Then finish activity 4.
T: Tell us the colors of your clothes. E.g.
“What color is your T-shirt ” “What color are your shoes ”
Ss: …
Then let Ss ask and answer in pairs, using the things on their desks and the clothes they wear.
Step Ⅱ Presentation and practice (1, 2a, 2b and 3)
T: I have a pen in my hand. Li Li, please give it to Wang Wei.
S: I’m sorry. I don’t know him. Who is Wang Wei
T: He has a big head. His hair is long and black. His eyes are big and black, too.
S: Oh, I know. I’ll give it to him.
Learn the new words: give, letter, sorry, like, will
Listen to 1, and ask Ss to answer the following questions:
What does the man want to give to Maria
What does Maria look like
Then tell the meaning of “What does she look like ”.
Explain how to use “give…to her/him/them/me”.
Make a similar dialogue as the one in 1 and ask Ss to role-play the conversation in 1.
T: Look at Picture 1 in 2a. First listen and match the descriptions with the pictures. Then try to ask questions as many as possible. Using “What color is her hair/blouse/guitar ”, “What does she look like ”.
Practice like this in pairs. Then ask Ss how to make special questions if they use the words: shoes, pants, eyes
Then finish 3 and check them.
Summaries the useful expressions in this step:
What does he/she look like
What color is his/her hair
What color are his/ her /their eyes
T: Now boys and girls, I think each of you has some friends in our class. Please describe your
friends to us, let us guess who he or she is.
Play guessing game for a few minutes. Encourage them to use the structures and expressions they have learned in this unit.
Step Ⅲ Consolidation ( 5 )
Talk about the mixture of colors.
T: When we mix a color with another one, we will get a new color. For example, if we mix red with yellow, we get orange. So the rabbits will go to the house marked A. How about the cats, sheep and dogs Match the houses with the animals.
Check the answers. Introduce the question and answer:
What’s yellow and red It’s orange.
Then let the boys ask as many questions like this as possible, and the girls answer them. Ask some of the students to write the answers on the Bb. If they don’t know the answers, they can try them out with colored pens or ask their art teachers and some other people who know colors well.
Step Ⅳ Summary and homework
T: In this section, we’ve learned new words about colors and some useful expressions about how to describe something or someone with different colors. These are key sentences:
What does he/she look like
What color is his/her hair
What color are his/ her /their eyes
Homework:
1. Discuss which two or three colors make one color.
2. Describe your friends with useful expressions with different colors then write it down.
Section B
Target language
a. New words: which, with
b. Key sentences
Which one
The one with black hair and black eyes.
Ability goals
Special questions with “which”
Teaching aids
Tape recorder and projector
Teaching procedures and ways
StepⅠRevision and lead-in
Review the new words about colors. Using the things on the desks and clothes Ss wear to review special questions:
T: What color is it
Ss: It’s…
T: What color are they
Ss: They’re …
Check the homework.
After that, ask one of the students to make a dialogue
T: Li Li, please give this red pen to that girl.
S: Which girl (helping him/her to answer)
T: The one in a yellow T-shirt and blue pants. She has long brown hair and big black eyes.
S: Oh, I know her. I’ll give it to her.
StepⅡPresentation and practice (1a, 1b)
Listen to 1a and answer some questions and then learn the key sentence, help Ss to answer them.
T: Boys and girls, you have described your friends. Let’s listen to the tape and find out how
Kangkang describes his friend. Who is his friend Where is his friend from What color is his
friend’s hair What color are his friend’s eyes
After listening, answer the questions above.
Learn the new words: which, with
Give some examples to explain the words.
T: There are many students in our class. I’ll describe one of you, can you guess who he or she is
I want one of you to help me. OK
T: Who is that boy
S: Which boy
T: The one with short black hair and small black eyes.
S: He is Liu Li. He is my good friend.
Then pair work. Ask one of the students to guess some students who wear different clothes with
different colors.
Then work alone: Finish 1b according to 1a.
Ask Ss to role play the conversation in 1a.
Step Ⅲ Consolidation (3, 4a and 4b)
T: Look at the snowman in 3. It’s funny. Listen to the tape and answer the following questions.
First, listen to the tape and learn the word: snowman
Second, listen to the tape and answer the four questions.
Then listen again and check the answers.
Ask Ss to color the snowman’s eyes, nose, arms, body, cap according to the answers.
After that, listen to 4a and fill the blanks. Read after the tape and mark the intonation.
Then finish 4b.
Step Ⅳ Project (2, 5)
Class activities: Chant with actions in 5.
Ask Ss to describe their friends or talk about their families with their pictures in the front of the
classroom like: This is my friend Li Lei. He is tall with short black hair and big brown eyes.
Then ask others to draw the picture according to his description. After that, check the picture.
Finish 2.
Step Ⅴ Homework
1. Make a dialogue with your partner according to 1a. Practice it and act it out next time.
2. Draw a picture of your friend and color it. Describe it to others in class.
Section C
Target language
a. New words and phrases
skirt, pants, cap, T-shirt, dress, shoes, over there, in green
b. Key sentences
Which girl
The girl in green.
Ability goals
Learn some words about clothes.
Describe a person in clothes.
Teaching aids
Tape recorder and pictures
Teaching procedures and ways
StepⅠRevision and lead-in (1a and 1b)
Review the new words about colors. Check the homework and ask Ss to act out their dialogue. Then learn the new words about clothes.
T: Boys and girls, look at the picture. It’s a shop. There are different kinds of clothes. Look! What’s this And what are these
In this way, learn the new words about clothes: skirt, pants, cap, T-shirt, dress, shoes
T: Look at the skirt. What color is it What color are the pants …
Ask the colors of the clothes in turn and let Ss answer them. Then do pair work and practice the conversation in 1a.
Then ask Ss to make similar dialogues with their partner about the clothes they wear.
T: Look at the picture in 1b. I’ll ask one of you to make a dialogue with me.
What color is the skirt in Picture 1
S: It’s yellow.
T: What color are those pants in Picture 4
S: They’re blue.
Then ask Ss to do like this. Fill in the blanks and finish 1b.
StepⅡPresentation and practice (2 and 3)
Listen to 2 and learn the new words: over there
Then learn the key sentence, help Ss to answer them.
T: Look at 2. There are some students in the picture. They look very happy. Do you know who Ann is
Listen to the tape and find out the answer.
Learn the phrases: over there, in green
T: We have many students in our class. They are in different kinds of clothes. I’ll describe one of them, please guess who he or she is.
I like a boy in our class. He is in Row 2. He is in a blue T-shirt. He is in blue. Who is he Yes, he is Li Wei.
T: Let’s listen to 3 and find out:
Who is Helen Who is Lisa Who is Bill and who is Peter
Complete the sentences. Then write their names in the picture.
After that, let Ss make a dialogue like the one on the left in 2 according to the picture in 3.
Step Ⅲ Consolidation
Work alone: Ask Ss to make a dialogue like the one on the right in 2, using the things on their desks and in their backpacks. After that, do pair work to role-play 2.
Pair work. Make a dialogue which is the same as the one in 2 (in Picture 1).
Step Ⅳ Summary and homework
In this section, review what we learned in Section A and Section B. And learn the special question with “which”. These are key sentences:
Which girl
The girl in green.
Homework:
1. Work alone: Describe one of your classmates and report it to the class
2. Make a dialogue like the one in 2 with your partner and act it out next time
Section D
Target language
a. New words
photo, clothes, cool
b. Pronunciation: How to pronounce words with the letter “E”
Ability goals
Review key sentences and useful expressions in this topic
Teaching aids
Tape recorder and projector
Teaching procedures and ways
StepⅠRevision
Review the new words about clothes and colors. Using the pictures and the clothes they wear.
Then let them make dialogues to describe your classmates:
- Who is that boy/girl
- Which boy/girl
- The one in …
- He/She is ….
Check the homework. Report what they write to the class.
StepⅡPresentation (1)
In this part, Ss read the words in 1 after the teacher, try to help them learn how to read the words with “E”, then listen to the tape and read the new words in 1. Grasp the pronunciation of “E”. Learn something about their pronunciation rules.
Step III Listen, read and write (2, 3)
T: Boys and girls. Let’s look at 2 to get to know a boy named Michael. First listen to the tape and
fill in the blanks.
Play the tape again and check the answer. (Learn the words: photo, clothes, cool)
Ask the question: What are Michael’s favorite clothes
T: OK, now color Michael’s photo according the passage. (after coloring) Do you think he is cool
Who is cool in our class
Ss: …
T: Look at the passage again. What does the first paragraph tell us about
Ss: About Michael’s name, country, age, class and grade.
T: How about the second paragraph
Ss: It’s about his clothes and appearance.
T: Good answer! Now look at the card in 3 and write a similar passage.
After Ss have finished, ask some to read their passages to the class.
Step IV Review of grammar and useful expressions (4a, 4b)
Summarize the use of the structure: What color is/are …
What color is this (single n.) …
are these (plural n.) …
Answer: It is/They are …
Let Ss practice the key sentences. (making use of things or people in the classroom)
T: What color is the board
Ss: It’s black.
T: What color are these desks
Ss: They’re yellow.
…
For the useful expressions, the teacher can ask Ss to give different situations in which they can be used.
T: Choose one expression from the box of 4b and use it to make a short dialogue with your partner.
In this way, check Ss’ understanding of the meanings and uses of these expressions.
Step V Colors and clothes (5, 6)
Activities 5 and 6 provide practice with colors and clothes.
For activity 5, the teacher can ask Ss to draw more national flags of other countries on the Bb with colored chalks.
For activity 6, the teacher can give Ss some language support.
Names of different clothes: T-shirt, pants (Br. E trousers), skirt, jeans, shirt, hat, shoes, sports shoes
Exercises:
A. 句型转换
1. Her dress is yellow. (划线提问)
______ ______ ______ her dress
2. My shoes are blue. (划线提问)
_____ ______ _____ ______ shoes
3. The girl with long hair is my sister. (划线提问)
_____ ______ _______ ______ sister
4. What’s red ______ ______ It’s orange. (填空完成句子)
5. _______ _______ and white It’s grey. (填空完成句子)
B. 描写你朋友的外貌（注意应用: 颜色、服装、with 等词）
Key:
A: 1.What color is 2. What color are your 3. Which girl is your
4. and, yellow 5. What’s blue
B: 略新湘教英语七年级上Unit 2 Looking Different
Topic 3 Is he tall or short教案
I. 教学目标
技能目标 Describe somebody’s appearance with “with” structure Special questions with “whose” and “or” questionsLearn pronouns: mine, his, her, ours, yours, theirsThe pronunciation of letter “I” as /ai/ and /i/
语言目标 功能句式 Talk about possessionsWhose dress is this It’s my dress/mine.Whose apples are these They are their apples/theirs.
词汇 四会词汇tall, or, young, man, men, woman, truck, cat, tiger, think, TV, set, computer, doctor, nurse, dear, tomorrow, whose, mine, its, dad, mother, get, new, father, bike, hers, their, toy, our, jacket, either, then, food, ball, coat, find, help, can, can’t, him, police认读词汇ours, yours, theirs短语go shopping.
语法 Alternative question, its answer and intonationIs this/that a (n) n… or a (n)… It is…Are these/those…or… They are…Special question with “whose”Whose + n.(pl) + is/are + this(that)/these(those) Noun possessive pronounsmine, his, hers, its, ours, yours, theirs
II. 教材分析
Section A 1a 和1b 主要学习和掌握怎样用 with 结构来描述某人的两个外部特征；2 学习选择疑问句的句式，并通过听磁带来学习它的语调；3 进行小组活动，达到复习、巩固选择疑问句的目的。
Section B 本内容可以重新整合。先进行名词性物主代词的学习，然后再导入1a和1b；1a和1b 通过听、读、写，让学生掌握怎样向别人提建议及推测某物属于谁的方法；2 通过听录音，学习名词所有格；3 通过听、说、看，复习巩固含有“whose”的问句及名词性物主代词的应用；4 是通过与同伴的交谈，让学生达到掌握“whose”问句和名词性物主代词及名词所有格的方法。
Section C 是对“whose”问句和名词性物主代词及名词所有格的进一步复习巩固。1a和1b 让学生了解名词所有格及形容性物主代词和名词性物主代词的不同用法，是通过听、说、看及做练习来完成；2 是独立学习，让学生仿照例子造句，并总结出：名词性物主代词==形容性物主代词+名词；3a和3b是做进一步的练习，3a 是在做问与答练习的同时复习询问某人特征的方法，3b 可以留成家庭作业，让学生自己独立完成。
Section D 1 是学习和掌握元音字母“I”在开、闭音节的发音规则：/ai/ /i/；2 阅读理解的文章，掌握其主要信息进行填空，并完成表格；3a和3b是对本话题语法重点和一些表达法的总结复习；4 是听录音进行图文搭配的练习；5 是活动步骤，展开班级活动，通过回答问题完成对人物和物品的描述,达到应用本课所学知识的目的。
III. 分课时教案
Section A
Target language
a. Words and expressions
tall, or, young, man, men, woman, truck, cat, tiger, think, TV, set, computer, doctor, nurse
b. Key sentences
Sb. is ... with ...
Is this a/an … or a/an …
Are these … or …
Ability goals
Grasp alternative question and its intonation.
Enable students to describe someone's appearance using with structure.
Teaching aids
Tape recorder, slides or pictures
Teaching procedures and ways
Step I New function (1a, 1b)
First the teacher show several pictures of people with different features on the screen to the class. Begin to teach the new words (The teacher point at the pictures.)
T: He is tall
She is short.
Is he tall or short
He is tall.
Is she tall or short
She is short.
This is a man.
That is a woman.
Is he young or old
He is young.
Is she young or old
She is old.
Let the class practice after the teacher, again and again.
Then the teacher points at the picture of the tall man again and says,
T: He is tall.
He has a round face.
We can change two sentences into one sentence. That is: He is tall with a round face.
Then write it on the blackboard.
Let students practice the pattern until they speak it out fluently.
Then ask them to finish 1b.
Note:
1. Man is singular. Its plural is men.
2. Tall is the opposite of short.
3. Young is the opposite of old.
4. Is he tall or short The sentence is an alternative question.
Step II Listening and learning (2)
Play the tape of 1a and 2 for the class.
Then ask students to pay attention to the intonation. Mark the sentences in 2 with pencils and read after the tape.
Help students summarize the intonation of alternative questions: First rising and then falling. The answers require falling intonation.
Step III Group work (3)
First learn the words: cat, tiger, think, TV, set, computer, using slides or pictures
Then let students finish 3 alone.
Then get the class to practice the dialogue in groups.
At last, choose several groups to act it out.
Step IV Homework
Write 1b and 3 in the exercise books and translate them into Chinese.
Section B
Target language
a. Words and expressions
dear, go shopping, tomorrow, whose, mine, its, dad, mother, get, new, father, bike, hers,
their, theirs, yours, toy, our, ours
b. Key sentences
Let's go shopping tomorrow.
It looks very nice.
Whose dress is this
Whose bananas are these
Ability goals
Learn the special question with whose.
Learn pronouns: mine, his, hers, theirs, ours, yours
Teaching aids
Tape recorder and objects
Teaching procedures and ways
Step I Revision
Check the homework.
Let the class read 2 of Section A together. Make sure they can read in proper intonation.
Step II New function (1a, 1b)
Learn the possessive pronouns: whose, mine, yours, his, hers, ours, theirs
First the teacher picks up his/her book.
T: Whose book is this
It is my book.
It is mine.
Write mine, whose on the blackboard. And point at a student's book.
T: Whose book is that
It is his/her book.
It is his/hers.
Write his, hers on the blackboard, too.
In the same way, teach "yours, theirs, ours＂.
Let the class read after the teacher.
Summarize that:
nominal possessive pronoun (名词性物主代词)= adjectival possessive pronoun（形容词性物主代词）+ n.
Open the books. Play the tape of 1a for the class, and ask them to read after it aloud.
Then finish 1b according to 1a. Check the answers.
Note:
1. get her a new one ═buy a new dress for her
2. New is the opposite of old.
3. father ═ dad, mother=mom “Father” and “mother” are usually used in written language, and “dad” and “mom” are used in spoken language.
4. look + adj. 看起来怎么样 e.g. You look beautiful. The book looks good.
Step III Listening (2)
Play the tape of 2 for the class. Ss listen and check the right answer.
Help Ss learn how to grasp the key information while listening. Get them read the statement, choices as well as the picture to get the listening point before they listen.
Tell Ss that: to talk about a mixture of colors, we use “and”. e.g. black and white
Step IV Consolidation (3)
This step provides practice with possessives and whose question.
Have Ss listen to the tape of 3 and read after it.
T: Now underline possessives in each group of sentences.
Ss are supposed to underline:
his bike, his; her cat, hers; its bananas, its;
our shoes, ours; your toys, yours; their apples, theirs
Then explain the use of whose questions. The structure is:
Whose + n. (single) + is + this/that It’s …
Whose + n. (plural) + are + these/those They’re …
Then let Ss practice the patterns for a few minutes.
Step V Pair work (4)
This step provides practice with possessives.
Ask Ss to discuss with their partner and fill in the blanks. Check the answers.
Then let them practice the dialogues in pairs.
Section C
Target language
a. Words and expressions
jacket, either, then, food, ball, coat, find, help, can, can't
b. Key sentences
Whose … is this
I think it’s …
I can't + v. ...
Ability goals
Grasp the special question with whose.
More practice about nominal possessive pronoun and adjectival possessive pronoun.
Teaching aids
Tape recorder and pictures or cards
Teaching procedures and ways
Step I New function (1a, 1b)
Listen to 1a. Students follow the tape. Pick out the key sentence patterns:
Whose … is this
I think it’s …
Then get the class to finish 1b according to 1a.
Get a student to say out his/her answers. Check the answers.
The teacher explains the use of either in Chinese.
Note:
1. Difference between too and either
Too is used in the affirmative sentences, and at the end of the sentence.
Either is used at the end of the negative sentences.
2. Food is uncountable noun.
Finally, ask the class to read 1b together.
Step II Practice (2)
Work alone. Let students make sentences after the example and have a summary by themselves:
1. Adjective possessive pronoun + noun = nominal possessive pronoun
For example: my bag = mine
2. possessive case = noun + 's
(Write them on the blackboard.)
Step III Practice (3a, 3b)
Let Ss read and match the questions and answers in 3a. Check the answers.
Then let them practice the questions and answers in pairs. Change the roles.
Note:
Can and can't are modal verbs. They are followed by the original form of verbs.
Then let Ss work in pairs and practice making conversations with the target language (3b).
Step IV Homework
Write 3a and 3b in the exercise books.
Section D
Target language
a. Words
him, police
b. Vowels
"I”: /ai/ and /i/
Ability goals
Grasp the pronunciation rules of the letter “I”
Review the grammar and useful expressions in this topic.
Enable students to read simple articles, catch the main idea and the key information.
Teaching aids
Tape recorder
Teaching procedures and ways
Step I Pronunciation (1)
Play the tape of 1. Let the class follow it.
After reading, help them summarize the pronunciation rules of the letter "I".
Step II Reading (2)
T: Look at the picture in activity 2. A man is missing. Read the passage about him and fill in the form below. First read for the main idea. Then read the form and scan for information from the passage.
After Ss have finished, check the answers by asking questions:
T: Where is he from
S: He is from ...
T: How old is he
S: He is ...
T: What does he look like
S: He ...
T: What's the police phone number
S: It's ...
Step III Listening (4)
Play the tape. Let students write down the owners of these things after listening to the tape.
Play the tape again and check the answers.
Check the answers like this:
T: Whose pencils are these
S: They are …
T: Whose eraser is that
S: It's …
Step IV Grammar and expressions review (3a, 3b)
Ask the students to review the whole topic by themselves.
Then discuss in groups. Each group find out the grammar focus and useful expressions which they think are important.
After that, let them compare their results with 3a and 3b.
At last, let Ss complete the following form:
Adjectival possessivepronouns my your
Nominal possessive pronouns theirs
Step V Project (5)
T: Now draw a picture of your best friend and color it.
After that
T: Work in groups and talk about your best friend’s clothes and looks, such as:
This is my best friend. His name is … He is very tall. He has a round face and small eyes. His shirt is blue and his pants are white. … He looks so cool!
Then select some pictures and put them on the Bb. Get Ss to find the owners of the pictures by asking the questions given.
Step VI Homework
Show Ss a picture of a child let them write an English “child lost” notice.
Exercises:
A. 用代词填空
1. This is not ______ bag. ______ is blue. (my)
2. The dog is very big. ______ feet are big, too. (it)
3. We have a very nice school, ______ school is big. (we)
4. _____ is in Class 4, but I don’t know ______ name. (he)
5. These books aren’t ours, _______ are ______. (they)
B. 改写句子
1. Tom is old. He has white hair. (同意句)
Tom is old _____ _______ ______.
2. She is in Class 1. (用 in Class 2 改为选择疑问句)
______ _____ in Class 1 _____ in Class 2
3. Those shoes are mine. (划线提问)
______ _______ _______ _______
4. They have TV sets. (用 computes 改为选择疑问句)
______ they ______ TV sets ______ computers
5. That is her bag. (同意句)
______ bag ______ ______ .
Key:
A: 1. my, mine 2. Its 3. our 4. He, his 5. they, theirs
B: 1. with white hair 2. Is, she, or 3. Whose shoes are those / Whose are those shoes 4. Do, have, or 5. That, is, hers
教学资源库
重难点解析
1. Who is that boy 那个男孩是谁？
who是疑问代词，在这里引起的句子是特殊疑问句。它只能用以指人，主要用于询问那个人的姓名、身份和职务；而疑问代词what既可用以指人，又可以指物；指人时，时询问那个人的职业（即干哪一行的），试比较：
1） Who is he 他是谁？ He is Mr. Bill. 他是比尔先生。
2） What is he 他是做什么的？ He is a writer. 他是一位作家。
特殊疑问句有两种结构
1）与陈述句次词序相同。如：Who is here What is on the desk
2) 疑问词 + 一般疑问句。如：What is that Which do you want
2. Is he American 他是美国人吗？
课本里常出现以下表示“某国人”的名词：American (美国人), Australian (澳大利亚人), Egyptian (埃及人), Russian (俄罗斯人), Englishman (英国男人), Frenchman (法国男人), German (德国人), Japanese (日本人), Chinese (中国人), Indian (印度人), Englishwoman (英国女人), Frenchwoman (法国女人), Canadian (加拿大人)。为了不记错它们的复数，可用下面两句口诀来记它们。
中日不变英法变，其余“s”加后边。
说明：1）“中国人”、“日本人”单复数为同一种形式。如：Chinese，Japanese
2）“英国人”、“法国人”单数变复数需把man变成men。如：Englishmen，Englishwomen；Frenchmen；Frenchwomen
3） 其余名词均需在其后加”s”构成复数。如：Americans，Australians，Egyptians，
Canadians，Russians，Germans, Indians.
3. Guess again. 再猜一猜。
这是一个祈使句。祈使句用来表示请求、命令等。它的主语是you ( 听话人)，通常不说出。祈使句肯定结构中的谓语动词一律用动词原形；祈使句的否定结构一律在肯定结构前加do not （don’t）。如：Come in! Be quick! Don’t move! Don’t be late!
4. I have a round face, a big nose, a small mouth and small eyes. 我长了一张圆脸、大鼻子、小嘴巴、小眼睛。
句中and是个连词，它连接相等的结构：两个名词、两个动词、两个介词短语、两个句子等。如：
Tom and his brother are here. （两个名词）
The children dance and sing. （两个动词）
Look in the kitchen and in the bedroom. (两个短语)
I study English and my brother studies French. （两个句子）
注意：当and连接两个以上的相等结构时，通常放在最后两个相等结构之间，前面所并列的结构之间用逗号隔开。如：Mary likes apples, pears, oranges and bananas.
5. My sister and I look different. 我和我妹妹长得不像。
句中look是表示感官的连系动词，意为：“看起来……”；如：The children look very healthy.这类词还有taste (尝起来), smell (闻起来), feel (摸起来，感觉到), sound (听起来)等等。它们通常用形容词作表语。另外，look常用作动词、名词。如：
Please look at the blackboard. (v.)
Who can look after the little girl (v.)
We have different looks. (n.)
6. What does she look like 她长得什么样？
这个句子用来询问人的长相。回答这个问题时，要注意两种结构：1) be + adj. 2) have (has) + n. 如：He is tall. He has brown hair.
7. These are my favorite clothes. 这些是我最喜欢的衣服。
Clothes通指身上的各种服装，包括上衣、裤子、内衣等；是复数名词，不能直接与数词连用；后面要接复数动词。如：She often wears beautiful clothes.
8. Is he tall or short 他的个子是高还是矮？
这是一个选择疑问句。它提供两种（有时两种以上）情况问对方选择哪一种。这种问句要求对方用完整句子回答。其结构是：一般疑问句+or+一般疑问句（后一问句常用省略结构，省去意义上与前句相同的部分）。朗读时前一问句用升调，后一问句用降调。如：Do you want tea or milk
Are you an Englishman or an American
9. My dress is too short. 我的连衣裙太短了。
1) too在句中修饰short，意思是“太……”。如：That’s too bad.
2) too 还用于肯定句的句末，并和前面的句子用逗号隔开。它的意思是“也……”如：He has a round face, and I have a round face, too.
3) Dress作可数名词时指一件女服、连衣裙；作不可数名词时，指某种特殊服装，尤
指在社交场合穿的衣服。如：My sister is wearing a red dress. She had to wear evening
dress to go to the company party.
4) 而另一个常见的、用来指女裙的skirt，则指（女式）短裙。
10. My jacket is blue and white. This one is blue. 我的夹克是蓝白相间的。这件是蓝色的。
句中one用作代词代替上文中出现的名词，但它代替的并非该事物本身，而是上文中所出现的该类事物中的一个。One 既可以代替事物，也可以代替人。如：
I have a new watch. Do you have one
11. I think it is Li Ming’s. 我想它是李明的。
句中的it 常常用来1）指人：代替上文提到或心目中想知道的那个人；如：Who is knocking the door It’s me. 2) 指物：代替上文出现的指示代词this, that或名词。如：What’s this It’s a pen. Where is my pen It’s on your desk. 3) 指时间、距离、天气和温度。如：What’s the time It’s seven o’clock. It’s two kilometers to the school from my home. It’s a fine Sunday morning. It is very warm in the room. 4) 作引导词用时，是形式主语，代替真正主语——动词不定式；如：It’s not easy to learn English well.
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