question-words
译林版九年级英语上册Unit 3 Grammar 示范公开课教学课件
What should I do?
Why are they so strict with me?
How can I achieve a balance between my schoolwork and my hobbies?
Revision
S
V
Object clause
a question word
what/how/why/…
Observe and work out the rules
Circle the subject and verb after it in each clause.
The word order in the clause: … + ________ + ______ + …
Circle and work out the rule
1. What/How about choosing your hobby according to the time you have?2. Why not/Why don’t you just play football for an hour or two, and then go home? 3. Let’s go camping. 4. Shall we have a meeting about this?
Circle the question mark or full stop in each sentence.
ends with a question mark.
_______ ends with a full stop.
Let’s…
Read and complete
特殊疑问词的用法口诀
特殊疑问词的用法口诀Special interrogative words, also known as question words, are essential in the Chinese language for asking questions and seeking specific information. These words are used to inquire about various aspects of a situation, including who, what, when, where, why, and how. Mastering the usage of these special interrogative words is crucial for effective communication in Chinese. To help learners understand and remember the usage of these question words, a useful mnemonic device or "口诀" (kǒu jué) in Chinese can be employed. This mnemonic device can aid in memorization and recall of the different question words and their respective usage in various contexts.The first special interrogative word is "谁" (shéi), which means "who" in English. This question word is used to inquire about the identity of a person or people. For example, "谁是你的朋友?" (shéi shì nǐ de péng yǒu?) translates to "Who is your friend?" When using the mnemonic device, one can associate the question word "谁" with theEnglish word "she" to help remember its meaning and usage.The second special interrogative word is "什么" (shén me), which means "what" in English. This question word is used to ask about an unspecified object, action, or situation. For example, "你喜欢吃什么水果?" (nǐ xǐ huān chī shén me shuǐ guǒ?) translates to "What fruit do you like to eat?" To remember the usage of "什么," one can associate it with the English phrase "what's more" to help recall its meaning and function in questions.The third special interrogative word is "哪里" (nǎ li), which means "where" in English. This question word is usedto inquire about a specific location or place. For example, "你家在哪里?" (nǐ jiā zài nǎ li?) translates to "Whereis your home?" When using the mnemonic device, one can associate the question word "哪里" with the English phrase "not here" to help remember its meaning and how it is usedin questions about location.The fourth special interrogative word is "什么时候"(shén me shí hou), which means "when" in English. Thisquestion word is used to ask about a specific time or period. For example, "你什么时候去旅行?" (nǐ shén me shí hou qù lǚ xíng?) translates to "When are you going on a trip?" To aid in remembering the usage of "什么时候," one can associate it with the English phrase "she wore" to help recall its meaning and function in questions about time.The fifth special interrogative word is "为什么" (wèi shén me), which means "why" in English. This question word is used to inquire about the reason or cause of something. For example, "你为什么生气了?" (nǐ wèi shén me shēngqì le?) translates to "Why are you angry?" When using the mnemonic device, one can associate the question word "为什么" with the English phrase "way she meant" to help remember its meaning and usage in questions about reasons or causes.The sixth special interrogative word is "怎么" (zěn me), which means "how" in English. This question word is used to ask about the manner or method of doing something. For example, "你怎么学习汉语?" (nǐ zěn me xué xí hànyǔ?) translates to "How do you study Chinese?" T o aid inremembering the usage of "怎么," one can associate it with the English phrase "zen mode" to help recall its meaning and function in questions about manner or method.In addition to the mnemonic device, practice and repetition are also crucial for mastering the usage of special interrogative words in Chinese. Learners can engage in conversations, ask and answer questions using these question words, and seek feedback from native speakers or language instructors to improve their proficiency. By integrating the mnemonic device with regular practice, learners can enhance their understanding and retention of the different special interrogative words and their respective usage in various contexts.Furthermore, learners can create personalized examples and scenarios using the special interrogative words to reinforce their understanding and application. By incorporating these question words into everyday conversations or written exercises, learners can solidify their knowledge and familiarity with the usage of special interrogative words. Additionally, learners can utilizemultimedia resources such as videos, podcasts, and online quizzes to further reinforce their understanding and usageof these question words in different contexts.Moreover, understanding the cultural and social nuances associated with the usage of special interrogative wordscan also enhance one's proficiency in Chinese communication. Different cultures and social settings may influence the choice and manner of using special interrogative words in conversations. By immersing oneself in Chinese culture, interacting with native speakers, and observing language usage in various contexts, learners can gain insights into the appropriate and natural use of special interrogative words in different social and cultural settings.In conclusion, the usage of special interrogative words in Chinese is essential for effective communication and inquiry. By employing mnemonic devices, engaging in regular practice, creating personalized examples, utilizing multimedia resources, and understanding cultural nuances, learners can enhance their proficiency in using these question words. Mastery of special interrogative words notonly facilitates effective communication but also enriches one's understanding of the Chinese language and culture. With dedication and perseverance, learners can successfully integrate these question words into their language repertoire and communicate with confidence in various Chinese-speaking environments.。
高中英语单词天天记question素材
·question·v. ['kwestʃən] ( questions; questioned; questioning )··双解释义·vt. & vi.盘问; 提问ask questions·vt. & vi.对…表示质疑have or express doubt about·基本要点•1.question的基本意思是“询问,质询”,指就不足信、不正确或可疑的事对某人进行连续提问,也可指经过法庭或警署询问某人。
引申可作“对…表示质疑”解。
2.question可用作及物动词,也可用作不及物动词。
用作及物动词时接名词、代词或if/whether从句作宾语。
3.question后常用介词about或on来表示某方面的问题。
4.注意:“盘问”应为cross-question。
•·词汇搭配•～+名词•question a person 审问某人•question the accuracy 怀疑正确性•question the truth 怀疑真实性•～+副词•question closely 仔细地审问•question curiously 好奇地问•question exhaustively 追根究底地问•question improperly 不符合事实地问•question innocently 天真地问•question minutely 仔细地问•question openly 公开怀疑•question sternly 严厉地询问•～+介词•question sb about his activities 询问某人的活动•question sb on his views 询问某人的看法•question sb on〔upon〕 the point 就这点质问某人·常用短语•It cannot be questioned but/that...毫无疑问 There is no question (but) thatIt cannot be questioned but the new method is superior to the old one.新方法比旧方法好,这是毫无疑问的。
高中英语单词天天记question素材
·question·v. ['kwestʃən] ( questions; questioned; questioning )··双解释义·vt. & vi.盘问; 提问ask questions·vt. & vi.对…表示质疑have or express doubt about·基本要点•1.question的基本意思是“询问,质询”,指就不足信、不正确或可疑的事对某人进行连续提问,也可指经过法庭或警署询问某人。
引申可作“对…表示质疑”解。
2.question可用作及物动词,也可用作不及物动词。
用作及物动词时接名词、代词或if/whether从句作宾语。
3.question后常用介词about或on来表示某方面的问题。
4.注意:“盘问”应为cross-question。
•·词汇搭配••question a person 审问某人•question the accuracy 怀疑正确性•question the truth 怀疑真实性••question closely 仔细地审问•question curiously 好奇地问•question exhaustively 追根究底地问•question improperly 不符合事实地问•question innocently 天真地问•question minutely 仔细地问•question openly 公开怀疑•question sternly 严厉地询问••question sb about his activities 询问某人的活动•question sb on his views 询问某人的看法•question sb on〔upon〕 the point 就这点质问某人·常用短语•It cannot be questioned but/that...毫无疑问 There is no question (but) thatIt cannot be questioned but the new method is superior to the old one.新方法比旧方法好,这是毫无疑问的。
人教版初二英语知识点汇总
人教版初二英语知识点汇总Unit 1 仪式与礼仪 (Ceremonies and Etiquette)语法1.情态动词 (Modal Verbs)–can/could: 表示能力–may/might: 表示允许、可能–must: 表示必须、肯定–should/ought to: 表示应该、建议–will/would: 表示意愿、习惯、预测2.疑问词 (Question Words)–what, who, whom, whose, which, when, where, why, how–它们用来引导疑问句和作为一些复合词语的成分。
词汇1.仪式 (Ceremonies)–wedding: 婚礼–graduation: 毕业典礼–birthday: 生日–funeral: 葬礼2.礼仪 (Etiquette)–manners: 礼貌、行为规范–polite: 礼貌的–impolite: 不礼貌的–greeting: 问候、招呼3.词根词缀–-ful: 充满…的–-less: 无…的阅读与写作1.借助上下文推测词语含义2.围绕着仪式和礼仪，谈论交际中的礼貌、得失、情感等话题3.书写礼节性文章，如：感谢信、祝贺信等Unit 2 海底世界 (Underwater World)语法1.一般过去时 (Simple Past Tense)–表示过去发生的动作或情况2.过去进行时 (Past Continuous Tense)–表示过去某个时刻正在发生的动作或情况–表示过去某个时刻正在进行的一段时间的动作或情况3.比较级与最高级 (Comparative and Superlative)–比较级：比较两者之间的大小、程度等–最高级：在同一范围内比较三者或三者以上之间的大小、程度等词汇1.海洋生物 (Marine Life)–fish: 鱼类–shark: 鲨鱼–whale: 鲸鱼–dolphin: 海豚–octopus: 章鱼2.海底景观 (Underwater Scenery)–coral: 珊瑚–reef: 礁–seaweed: 海藻–sand: 沙子–rock: 岩石3.词根词缀–-ful: 充满…的–-less: 无…的阅读与写作1.理解科普类文本，如海洋生物、海底景观等2.以海底生物或海底景观为题材写作3.讨论环保问题，提高保护海洋的意识Unit 3 歷史人物 (Historical Figures)语法1.现在完成时 (Present Perfect Tense)–表示过去发生的动作或情况对现在产生的影响或状态2.倍数表达 (Expressions of Multiples)–three times, ten times, half, twice, etc.词汇1.歷史人物 (Historical Figures)–Lu Xun: 鲁迅–Marie Curie: 玛丽·居里–Leonardo da Vinci: 列奥纳多·达·芬奇–William Shakespeare: 威廉·莎士比亚–Susan B. Anthony: 苏珊·B·安东尼2.近义词 (Synonyms)–bad: poor, awful, terrible, etc.–good: great, excellent, wonderful, etc.阅读与写作1.阅读并理解与历史人物有关的文章2.进一步理解英语写作中的语法知识，并进行应用3.了解不同历史人物的生平、成就、思想等方面，并进行分析和讨论Unit 4 电影与明星 (Movies and Stars)语法1.一般现在时 (Simple Present Tense)–表示现在的习惯、状态、和真理等2.介词 (Prepositions)–表示方位、时间、原因等词汇1.电影 (Movies)–action movie: 动作片–comedy: 喜剧–drama: 剧情片–romance: 爱情片2.明星 (Stars)–Tom Hanks: 汤姆·汉克斯–Angelina Jolie: 安吉丽娜·朱莉–Jackie Chan: 成龙–Zhang Ziyi: 章子怡3.词根词缀–-ful: 充满…的–-less: 无…的阅读与写作1.阅读关于电影和明星的电影介绍及其他相关文章2.提高英语写作及口语表达能力，表达个人对电影和明星的态度与看法3.了解不同国家的电影和明星，扩大视野，请认识其他文化Unit 5 旅游与文化 (Travel and Culture)语法1.疑问句与回答 (Questions and Answers)–一般疑问句：句末加上问号即可，不需要改变动词形式–特殊疑问句：疑问词+一般疑问句2.时间 (Time)–日期：year, month, day–时间：hour, minute, second词汇1.旅游 (Travel)–destination: 目的地–attraction: 景点–tour: 旅游–ticket: 票–guide: 导游2.文化 (Culture)–festival: 节日–cuisine: 美食–customs: 国情习俗–art: 艺术3.词根词缀–-ful: 充满…的–-less: 无…的阅读与写作1.理解旅游信息、文化类文章，并复述文章中的重点内容2.对旅游信息、文化类话题进行表达，包括自我介绍和讲解等3.完成书面作业，包括旅游计划、议论文等，以提高英语写作能力Unit 6 健康与生活 (Health and Life)语法1.祈使句 (Imperative Sentences)–用来表示请求、命令、建议、警告等2.祈使句的否定形式 (Negative Imperatives)–在谓语动词前面加don’t 或 do not词汇1.健康 (Health)–diet: 饮食–exercise: 运动–sleep: 睡眠–stress: 压力2.生活 (Life)–hobby: 爱好–music: 音乐–movie: 电影–game: 游戏3.词根词缀–-ful: 充满…的–-less: 无…的阅读与写作1.理解有关健康和生活的文本，并提高表达和理解能力2.通过日常生活中的例子掌握祈使句的用法和技巧3.书写健康、生活类文章，以提高英语写作水平。
学术英语课后答案 unit1
学术英语理工教师手册Unit 1 Choosing a TopicI Teaching ObjectivesIn this unit , you will learn how to:1.choose a particular topic for your research2.formulate a research question3.write a working title for your research essay4.enhance your language skills related with reading and listening materials presented in this unit II. Teaching Procedures1.Deciding on a topicTask 1Answers may vary.Task 21 No, because they all seem like a subject rather than a topic, a subject which cannot be addressed even by a whole book, let alone by a1500-wordessay.2Each of them can be broken down into various and more specific aspects. For example, cancer can be classified into breast cancer, lung cancer, liver cancer and so on. Breast cancer can have such specific topics for research as causes for breast cancer, effects of breast cancer and prevention or diagnosis of breast cancer.3 Actually the topics of each field are endless. Take breast cancer for example, we can have the topics like:Why Women Suffer from Breast Cancer More Than Men?A New Way to Find Breast TumorsSome Risks of Getting Breast Cancer in Daily LifeBreast Cancer and Its Direct Biological ImpactBreast Cancer—the Symptoms & DiagnosisBreastfeeding and Breast CancerTask 31 Text 1 illustrates how hackers or unauthorized users use one way or another to get inside a computer, while Text2 describes the various electronic threats a computer may face.2 Both focus on the vulnerability of a computer.3 Text 1 analyzes the ways of computer hackers, while Text 2 describes security problems of a computer.4 Text 1: The way hackers “get inside” a computerText 2: Electronic threats a computer facesYes, I think they are interesting, important, manageable and adequate.Task 41Lecture1:Ten Commandments of Computer EthicsLecture 2:How to Deal with Computer HackersLecture 3:How I Begin to Develop Computer Applications2Answersmay vary.Task 5Answers may vary.2 Formulating a research questionTask 1Text 3Research question 1: How many types of cloud services are there and what are they? Research question 2: What is green computing?Research question 3: What are advantages of the cloud computing?Text 4Research question 1: What is the Web 3.0?Research question 2: What are advantages and disadvantages of the cloud computing? Research question 3: What security benefits can the cloud computing provide?Task 22 Topic2: Threats of Artificial IntelligenceResearch questions:1) What are the threats of artificial intelligence?2) How can human beings control those threats?3) What are the difficulties to control those threats?3 Topic3: The Potentials of NanotechnologyResearch questions:1) What are its potentials in medicine?2) What are its potentials in space exploration?3) What are its potentials in communications?4 Topic4: Global Warming and Its EffectsResearch questions:1) How does it affect the pattern of climates?2) How does it affect economic activities?3) How does it affect human behavior?Task 3Answers may vary.3 Writing a working titleTask 1Answers may vary.Task 21 Lecture 4 is about the security problems of cloud computing, while Lecture 5 is about the definition and nature of cloud computing, hence it is more elementary than Lecture 4.2 The four all focus on cloud computing. Although Lecture 4 and Text 4 address the same topic, the former is less optimistic while the latter has more confidence in the security of cloud computing. Text3 illustrates the various advantages of cloud computing.3 Lecture 4: Cloud Computing SecurityLecture 5: What Is Cloud Computing?Task 3Answers may vary.4 Enhancing your academic languageReading: Text 11.Match the words with their definitions.1g 2a 3e 4b 5c 6d 7j 8f 9h 10i2. Complete the following expressions or sentences by using the target words listed below with the help of the Chinese in brackets. Change the form if necessary.1 symbolic 2distributed 3site 4complex 5identify6fairly 7straightforward 8capability 9target 10attempt11process 12parameter 13interpretation 14technical15range 16exploit 17networking 18involve19 instance 20specification 21accompany 22predictable 23profile3. Read the sentences in the box. Pay attention to the parts in bold.Now complete the paragraph by translating the Chinese in brackets. You may refer to the expressions and the sentence patterns listed above.ranging from（从……到）arise from some misunderstandings（来自于对……误解）leaves a lot of problems unsolved（留下很多问题没有得到解决）opens a path for（打开了通道）requires a different frame of mind（需要有新的思想）4.Translate the following sentences from Text 1 into Chinese.1) 有些人声称黑客是那些超越知识疆界而不造成危害的好人（或即使造成危害，但并非故意而为），而“骇客”才是真正的坏人。
牛津译林版英语九年级上册Unit3单元复习课件
Key points
6. I often doubt whether it is worth spending so much time on my homework.
① doubt n.
a. I have some doubts about his ability to do the job well. b. Sigmund Friend without doubt is the best youth worker. c. There is no doubt that teenagers can solve their own problems. ② doubt v.
✓ _G_o__o_v_e_r_ what you have learned as often as possible
✓ _R_e_a_d_E__n_g_lis_h__a_lo_u_d_every morning. Try to _p_r_o_n_o_u_n_c_e_a_ll_t_h_e_w__o_rd_s__c_o_rr_e_c_tly. Learning their correct pr_o_n_u_n_c_ia_t_io_n__ will help you remember them.
imagine v. - imaginative adj. - imagination n. ① imagine sth Can you imagine a green world without pollution? ② imagine doing sth She imagined sitting in her favourite sofa back home. ③ imagine + clause
新版PEPUnit 3 My weekend plan全英教案
Unit 3 My weekend planI Knowledge aims:To learn the simple future tense.To use the sentences to talk about the plan.To learn some phrases.II Learning aims: 1.Can use the 4-skills sentences patterns.Can use them in the real scene.e the sentences of the simple future to talk about the plan.3.Can use the corret tones to read out the diary of Wu Yifan’s. III. Emotional Aims:Let them plan before doing.Let the students “learn by doing”.Know something about the traditional festival. IV.Teaching plan:The first period: PartA Let’s learn.& Make a plan.The second period: Part A Let’s try.& Let’s talk.The third period:PartBLet’s learn.&Role-play.The fourth period:PartB Let’s try.&Let’s talk.The fifth period:Part B Read and write.&Pronaunciation.The sixth period:Part B Let’s check.Let’s wrap it up &Story time.Unit 3 the First PeriodI.Teaching contents: PartA Let’s learn.& Make a plan.II.Teaching aims:Learn some phrases of the future time.Learn some phrases about something to do in the free time.III.Teaching key points:Use the phrases exactly.IV.Teaching difficulties:Write the phrases and use them.V.Teaching aids:PPT and the Multi-media.VI:.Teaching procedure:StepI Revision1.Show out some picture by the PPT,then talk with the students.As:What do you usually do on Sunday? I often….2.Revise some phrases of verd.As:fly kites,catch butterflies,collectleaves.StepII Presentation3.Depand on the talk,to show out of the pictures and then draw out of thenew phrases:visit my grandparents,see a film,take a trip and go to the supermarket.4.Show out the pictures of the times to learn the phrases of the future time. As:this morning,this afternoon,this evening,tonight,tomorrow and next week.5.Let the students to talk their weekend plan.What are you going to do this weekend?I’m going to….Step III Practice6.Make a plan.It’s Saturday morning now.Make a plan and share it with your partner.7.Play a game guess.What is she/he going to do?Step IV HomeworkMake a weekend plan for your family.Step V Bb writing:What are you going to do ?this morning/this afternoon/thisevening/next week/tonight.I’m going to ?visit my grandparents/see a film/go to thesupermarket/take a trip.Unit 3 the Second PeriodI.Teaching contents: Part A Let’s try.& Let’s talk.II.Teaching aims:They can act out of the dialogue.Can use the sentence partten ‘be going to” to talk in the daily life.III.Teaching key points:Can act out the dialogue.IV.Teaching difficulties:Can use “be going to”to talk about something will do or will happen.V.Teaching aids: PPT and the Multi-media.VI:.Teaching procedure:StepI Warming upShow out a chant.Let them read it out.Tomorrow,tomorrow, I am going to see a film tomorrow.Tonight,tonight,she is going to watch TV tonight. …StepII Presentation &Practice1.Show out the picture of Main Scene.Then talk about it.As:Who are they? What are they talking about?2.Discuss the question about it.3.Then read after the video.StepIII Let’s try.&Let’s talk.1.Listen to the tape.Then try to finish the exercises in the book.2.Ask some questions about the dialogue.As:What is Sarah going to do tomorrow?What is Mike going to do?What does Mike have to do now?3.Look at the video,then find out the answer of the question.4.Learn to read the dialogue.5.Act out the dialogue in group.e the key sentences to make a new dialogue.What are you going to do tomorrow?I’m going to…We’re going to….I have…StepIV Consolidation&Extension1.Talk about the weekend plan about yours and your friends’.2.Make a survey.Step 5 Homework1.Listen and read the dialogue.2.Finish the exercises in the workbook.Bb writing:Unit 3 the Second PeriodWhat are you going to do ?I am going to ?Unit 3 the Third PeriodI.Teaching contents: PartBLet’s learn.&Role-play.II.Teaching aims:Can use some simples sentences to talk about shopping. Can act out the dialogue in role-play.Learn to enjoy helpingthe other.III.Teaching key points:Act out the dialogue in the text.IV.Teaching difficulties:Use somet sentences to talk about shopping in theshop.V.Teaching aids: PPT and the Multi-media.VI:.Teaching procedure:StepI Warming up& Revision1.Free talk.Depend on the picture in the PPT to revise the words of the schoolthings.2.Then draw out what will you want to buy in the bookstore?3.Say a chant.As:ruler,ruler,do you want rulers?Book,book, do you wantbooks?Pencil,pencil,do you want pencils?School things,school things,I want them all.4.Ask and answer.Show out the pictures and talk about them.StepII Prensentation & Practice1.Let’s learn.Depend on the PPT to draw out the new ic book,dictionary,postcard,word book.e the new words to talk,then practice them.3.Role-play.Show the scene of shopping.Then learn to act how to buy or sellsomething in the shop.Practise the important sentences :Can I help you?What are you going to buy?Do you have …? Here they are.4.Let the students to act out it.StepIII Consolidation&Extensione the sentences you learn from this lesson to make new dialogue.2Act out your new dialogue with your partner.StepIV Homework1.Recite the 4-skills words.2.Finish the exercises in the workbooks.Bb writing:Unit 3 the Third PeriodComic book word book postcard dictionary-dictionariesCan I help you? Yes, I want to buy…. What are you going to buy?I’m going to buy….Unit 3 the fourth PeriodI.Teaching contents: PartB Let’s try.&Let’s talk.II.Teaching aims:Can act out of the e the sentences in the dialogue to talk in the daily life.Can use “what,where,when ”to ask about the plan. III.Teaching key points:Can act out the dialogue.IV.Teaching difficulties:Can use “be going to”to talk about the plan. V.Teaching aids: PPT and the Multi-media.VI:.Teaching procedure:StepI Warming up& Revision1.Let’s watch the video.Show a video about the space.Let them cheer outwith the space.2.Let’s try.Observe the picture in Let’s try.Then ask and answer thequestions.Step II Presentation & Practice1.Depend on the video of the dialogue to learn to say ,read and understandthe what did they talking about.2.Watch the video again ,then answer the questions.As:What are they going to do? Where are they going? When are they going?3.Read the dialogue loudly,then do some exercises of it.4.Act out the dialogue in group.5.Show out the action.StepIII Consolidation&Extension1.Act the dialogue in group .Then act it out.2.Make a poster for the Space Travel.StepIV HomeworkLisen,read and act out the dialogue.Bb writing:Unit3 The Fourth PeriodUnit 3 the fifth PeriodI.Teaching contents: Part B Read and write.&Pronaunciation.II.Teaching aims:Can read and talk the text.Know some different festival in our country and the Western country.III.Teaching key points:Read and retell the text.IV.Teaching difficulties:Can talk about the important festival in our country and the western countries.V.Teaching aids: PPT and the Multi-media.VI:.Teaching procedure:StepI Warming up & Revision1.Show out the festivals in western countries.What festivals can you see?Do you know them?2.Talk about them.StepII Presentation1.Show out three pictures .Talk about something of the festivals. National Day,the Spring Festival, the Mid-Autumn FestivalWhat do you know about these festivals?Can you say some other festivals?2.Depend on the questions to listen to the tape.3.Find out the answer of the questions.Step III Practice1.Read the text.Then discuss in group then finish the questions.A.What is Wu Yifan’s aunt going to do?B.What will Wu Yifan’s grandma do?C.What are Wu Yifan and Robin going to do?2.Read the text together or one by one.then transtate it in Chinese.3.Listen to the “Tips for pronunciation”,learn to read after it.Step IV Homework1.Read and retell the text.2.Finish the exercises in the workbooks.Bb writing:Unit 3 the Fifth PeriodMid-Autumn Festival will=be going toWhat are you going to do for Mid-Autumn Festival?I’m going to….Unit 3 the sixth PeriodI.Teaching contents: Part B Let’s check.Let’s wrap it up &Story time. II.Teaching aims:Can retell the story.Can use “will or be going to ”to talk about something will do.III.Teaching key points:Can read and understand the story.IV.Teaching difficulties:Know how to use “will and be going to”exactly. V.Teaching aids: PPT and the Multi-media.VI:.Teaching procedure:StepI Warming up&Revision1.Let’s sing. Sing “What are you going to do?”2.Talk something about the festivals.StepII Presentation &Practice1.Let’s check.Listen to the tape ,then tick the correct one.2.Let’s wrap it up.Sort the words,then let the students read them out.。