Teaching Plan for New Century English Book 4B
(英语教案)英语必修二unit3教案
英语必修二unit3教案我们学会忍受和承当。
但我们心中永远有一个不灭的心愿。
是雄鹰，要翱翔羽天际! 是骏马，要驰骋于疆域! 要堂堂正正屹立于天地! 努力!坚持!拼搏!成功!一起看看英语必修二unit3教案!欢送查阅! 英语必修二unit3教案1教学准备教学目标Wordsbase, command, request, recognizeExpressionsbecause of, come up, at present, make use of, such as, play a part (in) Patterns…because of that, English began to b spoken in many other countries. Actually all languages change and develop…The latter gave a separate identity to American English spelling.教学重难点■ To help students get to know about English development■ To help students better understand “learning English〞■ To help students understand and use some important words and expressions■ To help students identify examples of Indirect Speech (II): request commands in the text教学工具课件教学过程■Warming up by listingGood morning, class. We have been learning English for several years. But how many English-speaking countries are there in the world Now let’s make a list of them on the blackboard.English Countries ExplanationMother tongue the United Kingdomthe United States of AmericaCanadaAustraliaSouth AfricaIrelandNew Zealand The people in these countries are native speakers of English. In total, for more than 375 million people English is their mother tongue.Second language IndiaPakistanNigeriathe Philippines These people speak the language of their own country at home but the language of the government, schools, newspapers, and TV is English.Foreign language ChinaGermanyFranceetc. The number of people who learn English as a foreign language is more than 750 million.■Warming up by answering questions about EnglishGood morning, class. Today we shall start learning Unit 2 English around the world. But how much do you know about English●What is Standard EnglishStandard English is the form of English that most people in Britain use, and that is not limited to one area or group of people.●What is a dialectA dialect is a variety of a language spoken only in one area, in which words, or grammar are slightly different from other forms of the same language.●Do we have standard Chinese What is itIn China there’re so many dialects that the government encourages the whole nation to speak Putonghua, which is regarded as standard Chinese.■Warming up by giving reasonsUnit 2 English around the world is what we are going to learn today. We are all learning English now because English is so popular in the world. But do you know why it is so How many reasons could you giving for the spread of English around the worldEnglish is one of the official languages of the Olympic Games and the United Nations.English dominates international websites and provides nearly all of the new computer terminology.Tourism and trade from Western Europe and North America has contributed to the spread of English.Satellite TV, radio programs like Joy FM, CDs and, of course, Hollywood films all broadcast English into China. Also, a number of Chinese films include English subtitles.2.Pre-readingWe are learning English here. But why are we learning it Could you suggest to the class as many reasons as you can think of, why people in the world learn Englishfor work, as a hobby, to learn about other people, to travel, to read literature in the original, to read research papers, to meet foreigners, to surf the Internet, to pass exams, etc.Go on with your reasons. I shall write your suggestions on the boardas you make them.3. Skimming the text for general ideasNow we go to page 9 to skim the text for the main idea of each paragraph.Paragraph 1: The spread of the English language in the world Paragraph 2: Native speaker can understand each other even if they don’t speak the same kind of English.Paragraph 3: English changes and develops when cultures meet and communicate with each other.Paragraph 4: By the 19th century English is settled.Paragraph 5: English is spoken as a foreign language or second language in South Asia.4. Reading and fillingRead the text to complete the chart below.Time English is influenced by…AD 450-1150 German1150-1500 FrenchIn the 1600’s Shakespeare, who make use of a wider vocabulary than ever beforeBy the 19th century Samuel Johnson, Noah WebsterNow Languages in South Asia, in Singapore, in Malaysia, in Africa and in China5. Reading and copyingNext we shall go over the text once more. This time try find and copy all the useful expressions down in your notebook.Useful expressionsat the end of…, make voyages, speak English as…, in the next century, change over time, communicate with…, be based on…, at present, become less like…, rule England, enrich the English language, make use of…, move to…, later in the 18th century, give a separate identity to…, have a very large number of…, fluent English speakers, become the language for…, develop one’s own identity, increase rapidly英语必修二unit3教案2教学准备教学目标Teaching aims:1) Get the students to master some important words, phrases and sentence patterns.2) Enable the students to use the language points by themselves.教学重难点Teaching important points:Master the usages of “more than , come up, over, be based on, present, a/ the number of〞Teaching difficult points:present: v adj教学工具课件教学过程1 Do you know that there is more than one kind of Englishmore than one 不止一个eg：More than one girl in this school holds such a view.more than one 后跟___________,作主语时，谓语动词要用______。
新概念4英语教师用书
新概念4英语教师用书Teaching English with the New Concept English series is an enriching experience. It offers a structured approach to language learning that caters to different levels of proficiency.The fourth book in the series is particularly designedfor advanced learners, focusing on refining their language skills and expanding their vocabulary. It provides a platform for students to engage with complex texts and discussions.In the classroom, the New Concept English 4 Teacher's Book serves as a guide, offering insights into the material and suggesting interactive activities. It's crucial for educators to adapt these strategies to suit the diverse needs of their students.The exercises in the book are designed to challenge students, encouraging them to think critically and express their thoughts in English. This fosters a deeper understanding of the language and its nuances.Moreover, the cultural references and real-life scenarios presented in the lessons help students to see the relevance of English in today's globalized world. It's important for teachers to connect these lessons to students' own experiences.The Teacher's Book also includes answers to the exercises, which can be a valuable resource for self-study or for teachers who need to check their students' work. It's a testament to the thoroughness of the New Concept English methodology.Lastly, the New Concept English 4 Teacher's Book is notjust a tool for instruction; it's a companion for the journey of language mastery. It equips teachers with the necessary knowledge to inspire and guide their students towards fluency.。
牛津英语4b全套教案-Unit 4 Buying fruit教案
牛津英语4b全套教案:Unit 4 Buyingfruit教案Unit 4 Buying fruit单元分析：类别语音项目要求语音辅音字母组合th在单词中的发音听读、辨认词汇apples, oranges, bananas, peaches, grapes, watermelons, pea听得懂、会说、会读、会拼写日常交际用语Can I help you?T?听得懂、会说、会读句型What a/ those?They’re….How many kilos?… kilos, please.听得懂、会说、会读、会写歌谣会朗诵教学目标：*△ 1.能听得懂、会说、会读和会拼写单词apples, oranges, bananas, peaches, grapes, watermelons, pea。
2.能听得懂、会说和会读日常交际用语Can I help you? T?*△ 3.能听得懂、会说、会读和会写句型Whata/those? They’re….How many kilos? … kilos, plea*△ 4.初步掌握名词复数的词形和读音的变化。
5.了解辅音字母组合th在单词中的两种不同读音。
6.能有表情地流利的诵读歌谣《I like fruit》。
（ p.s. *为教学难点，△ 为教学重点。
）教材内容分析:本单元的核心教学内容是“认物”，主要学习句子What a/ those? They’re…。
Book4A中已经出现What’s this/ that? It’s…句型。
教学中教师可以采用以旧带新的方法，从单数句式引出复数句式，还可以通过单复数形式比较找出它们之间的区别。
本单元主要出现了水果类单词，除lawbgrapes三种水果是第一次出现以外,其余八种均在Book3A第三单元中出现过。
教师可通过句型Do you like …? Yes, I do./ No, I don’t.的问答教授这三个新单词,并适当补充一些学生感兴趣的水果单词,如甘蔗(sugar cane),荔枝(lichee)等等。
人教版新起点一年级下册英语教学计划
人教版新起点一年级下册英语教学计划As educators, we have the responsibility to create a comprehensive English teaching plan for the New Starting Point Grade 1 English textbook published by People's Education Press. This textbook is specifically designed for young learners who are just beginning their English language learning journey. Through this teaching plan, we aim to engage and inspire students to develop a strong foundation in English language skills and foster a love for learning.作为教育工作者，我们有责任为人教版新起点一年级英语教材制定一份全面的教学计划。
这本教材专门为刚开始学习英语的年轻学习者设计。
通过这个教学计划，我们的目标是吸引和激发学生，培养他们在英语语言技能方面的坚实基础，并培养他们对学习的热爱。
One of the key aspects of our teaching plan is to incorporate fun and interactive activities into the lessons to make learning engaging and enjoyable for young learners. We will include games, songs, and group activities to keep students motivated and interested in learning English. By making lessons interactive, we can create apositive learning environment where students feel comfortable to participate and express themselves in English.我们教学计划的一个关键方面是在课堂中加入有趣而互动的活动，使学习对年幼的学习者具有吸引力和愉悦感。
北师大高二下学期英语教学计划
北师大高二下学期英语教学计划Here is an English essay with a word count greater than 1000 words, as requested. The title of the essay is "North China Normal University High School Grade 11 English Teaching Plan".In the ever-evolving landscape of education, the role of English language proficiency has become increasingly crucial. As students progress through their academic journey, the demand for a comprehensive and robust English teaching plan becomes paramount. At North China Normal University High School, the English teaching plan for the second semester of Grade 11 aims to equip students with the necessary skills and knowledge to excel in their linguistic development.The overarching objective of the English teaching plan is to foster a well-rounded understanding of the language, encompassing its grammar, vocabulary, reading comprehension, writing, and oral communication. By adopting a multifaceted approach, the plan ensures that students not only gain a solid foundation in the fundamentals of English but also develop the ability to apply their knowledge in real-world scenarios.The first component of the teaching plan focuses on enhancing students grammar proficiency. Through a combination of interactive lessons, targeted exercises, and engaging discussions, students will delve into the intricacies of English grammar. From understanding complex sentence structures to mastering the nuances of tense and voice, the plan aims to equip students with the necessary tools to communicate effectively and accurately.Alongside the grammar focus, the teaching plan also emphasizes the expansion of students vocabulary. By introducing a diverse range of thematic vocabulary sets, students will be exposed to a wealth of words and phrases that are essential for effective communication in various contexts. Engaging activities such as vocabulary games, word association exercises, and contextual application tasks will reinforce the retention and practical usage of these linguistic building blocks.In the realm of reading comprehension, the teaching plan adopts a multifaceted approach. Students will be exposed to a variety of literary genres, including fiction, non-fiction, and academic texts, each posing unique challenges and opportunities for growth. Through guided analysis, strategic reading techniques, and in-depth discussions, students will develop the ability to extract key information, identify central themes, and critically evaluate the content they encounter.The writing component of the teaching plan is designed to nurture students proficiency in various forms of written expression. From crafting well-structured essays and persuasive arguments to producing creative narratives and informative reports, students will engage in a range of writing exercises that hone their organizational skills, content development, and language usage. Regular feedback and constructive guidance from teachers will empower students to refine their writing skills and become confident, articulate communicators.Recognizing the significance of oral communication in an increasingly globalized world, the teaching plan devotes substantial attention to enhancing students speaking and listening abilities. Through interactive role-play activities, group discussions, and presentation opportunities, students will be encouraged to practice their pronunciation, intonation, and conversational fluency. Additionally, the plan incorporates listening comprehension exercises and exposure to diverse English accents and dialects, ensuring that students develop the skills to engage in effective cross-cultural communication.To reinforce the holistic development of English language proficiency, the teaching plan also integrates the use of technology and multimedia resources. By incorporating digital platforms, interactive learning tools, and multimedia content, the plan aims to create adynamic and engaging learning environment that caters to the diverse learning styles and preferences of the students. This approach not only enhances the overall learning experience but also equips students with the technological competencies required in the 21st-century.Furthermore, the teaching plan places a strong emphasis on fostering a collaborative learning environment. Through group-based activities, peer-to-peer feedback, and joint project work, students will have the opportunity to learn from one another, develop teamwork skills, and engage in meaningful exchanges of ideas and perspectives. This collaborative approach not only strengthens the students language abilities but also cultivates essential soft skills such as critical thinking, problem-solving, and interpersonal communication.In addition to the core components of the teaching plan, the curriculum also includes provisions for ongoing assessment and evaluation. Regular formative and summative assessments will be conducted to measure the students progress, identify areas of strength and weakness, and inform the ongoing refinement of the teaching strategies. These assessment mechanisms will provide valuable feedback to both students and teachers, enabling them to track individual growth and make informed decisions about future learning goals and instructional approaches.To ensure the successful implementation of the English teaching plan, the school has committed to providing comprehensive professional development opportunities for the teaching staff. Through workshops, training sessions, and collaborative dialogues, teachers will be equipped with the latest pedagogical techniques, technological resources, and content expertise to deliver engaging and effective lessons. This investment in teacher development not only enhances the quality of instruction but also fosters a culture of continuous learning and innovation within the school community.In conclusion, the North China Normal University High School English teaching plan for the second semester of Grade 11 represents a comprehensive and forward-thinking approach to language education. By addressing the multifaceted aspects of English language proficiency, the plan aims to empower students to become confident, competent, and versatile communicators, prepared to navigate the challenges and opportunities of the 21st-century global landscape. Through the integration of innovative teaching methodologies, collaborative learning experiences, and ongoing assessment and evaluation, the school is committed to fostering the linguistic development and academic success of its students.。
Teaching Plan for Unit4 Green World,Reading 教案
Teaching Plan for Unit4 Green World,Reading江苏省淮安市清浦中学PrefaceThe topic of this unit is Green World, which concerns flower, grass, fruits and how to grow and classify them in terms of botany. The text in the reading part is about the science of botany. In NMET, from the five reading comprehension articles, we quite often find that at least one article is about science and students generally think them hard to understand. In fact, although there’re a few more new words in these articles, the passage and questions are not difficult to understand if we use proper methods to read them carefully. So how to help students understand these science articles in a limited time is very important.The reading text in this unit, the Birth of a Science, is also difficult for students to understand. However, if we can change our traditional teaching methods and help students to use efficient reading strategies, it’ll be much easier to master the text The teaching plan below is my attempt to solve such problem.Teaching PlanI. Teaching Aims:1.Train and improve the students reading methods and strategies.(Clue Reading)2.Enable the students to understand the text better.3.How to apply the reading strategies to practical reading, especially in the English examination.II. Teaching difficult points:1.How to improve the students’ reading in terest in science articles.2.How to increase the students’ reading speed.3.How to help the students master the main idea quickly in a limited time.III. Teaching methods:1.Group discussion to help the students to learn the style of the text and orders of the exposition.2.Scanning to make students find the information quickly.3.Questions-and-answering activity to help the students understand the text more deeply.4.Generalizing the content of the text according to time clue and character clue.IV. Teaching aids:1.Some pictures of plants and scientists.2. A tape recorder.3. A projector or multimedia.V. Teaching procedures:Step I. Greetings and revision(To greet the whole class as usual)T: Yesterday we have learned about many plants. Can you tell me the names of different plants as many as possible?S: I’ll try, roses, tea…. (Students are active in answering such question s.)T: Good, you’re doing fine. (Teacher can list the names on the screen.)Then, who can tell me how to grow plants at home? Let’s take s trawberries as anexample.S: Let me have a try. Take a pot that is big enough to grow a strawberry plant and….T: Well done.Note: In this step, teacher can dictate some new words or revise the student’s homework. It can varies.Step II. Lead-in(Teacher shows some pictures to the students.)Today we’ll learn the science of botany. Ask some questions:Can you classify them into groups?What do we call the persons doing the research on the plants? (Botanists)Do you know any botanists?How do scientists classify them in the past? What about now?Now, let’s come to the reading part, the Birth of a Science.Step III. Reading Tasks1.To explain the title: the Birth of a Science.①The meaning of the title is when and how was a science, botany born.②To guess the style of the text according to the title. (B)(记叙文)Present three styles of articles: (说明文)C. Argumentation (议论文)Note: If the students can’t understand the 3 styles in English, the teach er can explain them in Chinese for different students.2.Scanning and discussion: Students scan the text quickly and judge the order of the text.A. Time order （时间顺序）B. Space order （空间顺序）Four orders of exposition: C. Logical order （逻辑顺序）D. Cognitive order （认知顺序）3.Fast-reading 1: Read the text fast and find the details about development of botany according to the timeorder. (Also we can call it time clue.)①Before the eighteenth Century, botany was merely a branch of medicine.②In 1759, Daniel Solander traveled to England to promote the new system.③In 1761, Banks had an appetite for knowledge.④In 1766, Banks made a first journey to study wild plants.⑤In 1768, Banks joined the team of botanical explorers on the Endeavour.⑥In 1771, the Endeavour returned to England.⑦In 1778, Banks was elected president of the Royal Society.4.Fast-reading 2: Find the achievements and contributions of 3 famous scientists according to the characterclue of the text.①Carl Linnaeus: He developed the system how to classify plants into groups. His system conquered theworld.②Daniel Solander: He traveled to England to promote the new system and traveled on the Endeavor withJoseph Banks.③Joseph Banks: He made his first journey to study wild plants in 1766. His second expedition was the greatvoyage with James Cook to the Oceania. He supplied about 10,000 pounds. His three-year voyageachieved a lot on botany. He not only studied and described the new plants he found but also looked outfor new economic species. After his return, he helped develop the royal gardens at Kew into one of thegreat botanical gardens in the world and made it a center of scientific and economic research. 5.Listen to the tape and then do the true and false questions:①Before the 17th Century, botany was only a branch of medicine. (18th )②Banks made a first journey to study wild animals in 1766. (plants)③Captain Cook’s expedition to Tahiti had 3 goals. (T)④Joseph Banks borrowed much money to equip the expedition. (used his own money)⑤When Banks was elected president of the Royal Society, he was 36 years old. (35)6.Post-reading Exercise I. Choose the best answer. (DDBDC)7.Real practice of reading comprehension:In general , people talk about two groups of colors : warm colors and cool colors . Researchers in psychology think that there are also two groups of people : people who prefer warm colors and people who prefer cool colors .The warm colors are red , orange and yellow . Where there are warm colors and a lot of light , people usually want to be active . People think that red , for example , is exciting. Sociable people , those who like to be with others , like red . The cool colors are green , blue and violet . These colors , unlike warm colors are relaxing . Where there are cool colors , people are usually quiet . People who like to spend time alone often prefer blue .Red may be exciting , but one researcher says that time seems to pass more slowly in a room with warm colors than in a room with cool colors . He suggests that a warm color , such as red or orange is a good color for a living room or restaurant . People who are relaxing or eating do not want time to pass quickly . Cool colors are better for offices or factories if the people who are working there want time to pass quickly .Researchers do not know why people think some colors are warm and other colors are cool . However , almost everyone agrees that red , orange , and yellow are warm and that green , blue , and violet are cool . Perhaps warm colors remind people of warm days and the cool colors remind them of cool days . Because in the north the sun is higher during summer , the hot summer sunlight appears yellow .1．Which of the following colors belong to cool colors ?A．Yellow, green . B．Blue , violet . C．Black , blue . D．Brown , white .2．Which of the following statements is not true ?A．Sociable people like warm colors . B．Warm colors can make people excited .C．People who like to be with others don’t like red .D．Where there are warm colors , people want to be active .3．Which is the right color for different rooms ?A．Red or orange for offices . B．Orange for dining-rooms .C．Blue for bedrooms . D．Red for studies .4．What is the main idea of the last paragraph ?A．It shows the reason why people think some colors are warm and others are cool .B．Warm colors remind people of warm days . C．Cool colors remind people of cool days .D．People have an agreeable opinion of warm colors and cool colors .(Key: BCBA)Note: The clue of this passage is very clear: warm and cool. If students can consider this and read carefully according to this clue, it’ll be much easier and quicker to master the whole passage.8.Homework: Encourage students to find out some language points from the text by themselves and preparesome problems they cannot solve.VI. Evaluation:。
(陆烨)6A_U1_L2__课文教案
Teaching Plan （陆 烨） New Century English ( 6A U1L2) Getting to know each other (text) Teaching demands and aims: 1. to have a command of the following new words and expressions Welcome party, help sb with sth, keep in touch with 2. to master the content of the text. 3. to act out the text fluently
Teaching procedure: I. Pre-task: Review the words and expressions of tuning in (ppt)
II. While-task Step 1: Teach the rest of the words and expressions of PartI and the sentence “ Could you ……” 1. Teach : help sb with sth T: Who likes maths very much? S: …… T: I like maths, too. But I’m not good at it. Can you help me with my maths? (show slide) 2. Teach: keep in touch with …… T: My friend Mingming is studying in U.S.A now, so we can’t see each other. But we still keep in touch with each other by e-mail. (show slide) 3. Teach: Could you …… 4. Teach: welcome party T: Look at the ppt (picture of the text). There are two persons in the picture: Li Hui and Linda Ward. Linda Ward is the new student of the school. They are having a welcome party. Step 2: 1. Listen to the text once and do “T” or “F” a. Li Hui meets Linda at a welcome party. b. Linda is a new student. c. Linda is American and she is studying in Shanghai now. d. Li Hui is chinese and he is from shanghai. e. Linda can speak chinese very well. f. Li Hui is going to help Linda with her chinese. g. They are going to keep in touch with each other only by telephone. h. Li Hui and Linda can e-mail each other. 2. Listen to the text again and do “Comprehension Check” “ Work in pairs and role-play Linda and her father, Mr ward” Who’s Li Hui? ______ my _____________ Is Hui his family name? ______, it’s his ______ name. Is he from Shanghai? ______, he ______. Will he help you with your Chinese? ______, ______ will. How will you keep in touch with him? By _____or by ______. Do you know his e-mail address? Yes. It’s ____________. 3. Read after the tape recording 4. Underline and explain the expression and new sentence structure 5. Retell the text III. Post-task 1. Group match: recite the new words and expressions 2. Situational dialogue
第四册Unit4WorkandCareerTP
A Teaching Plan for Unit 4(In Integrated English Course Book 4)Ⅰ.T eaching Aims:T ext A : Work, Labor and Play1. Let students acquainted with some new words and expressions：abolish, classify, commit, division, fashion, gamble, hunt, necessity, senseless, voluntary, considerable, coordination, declaration, derive, evaluate, moderately, slight…2. Teach students to learn to use suffix-ary and -oryT ext B : Choosing an Occupation or Career1. Teach grammar :动名词用法2. Grasp the key word and phrases and complete Word DetectiveⅡ. Teaching Contents:T ext A : Work, Labor and Play1.Lead-in2.Pre-reading Activities3.Structure of the Textnguage PointsT ext B : Choosing an Occupation or Career1.Grammar:2.Reading comprehensionnguage pointsⅢ. Teaching TimeSix class hoursⅣ: T eaching Focal PointsT ext A : Work, Labor and Play1. Analyze the structure of several compound sentences and comprehend them.2. Learn to use suffix-ary and -oryT ext B : Choosing an Occupation or Career1.Teach grammar : 动名词用法2.Enable students to grasp the main idea of the text.Ⅴ. Teaching Difficult PointsT ext A : Work, Labor and Play1. The deep understanding of the text2. Learn to write the theme-related compositionT ext B : Choosing an Occupation or Career1. Ask students to retell the story2. Grasp some CET-4 words.ⅥT eaching Methods1.听说交际法。
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Teaching Plan for New Century English Book 4B
Unit 11 Farmland
教育目标：
1．通过阅读有关动物身体部位功能的语篇材料激发探索自然科学的热情。
2．通过与同学的交流与讨论，了解生活中部分有趣物品的功能作用，体验物尽
其用的道理。
知识目标：
（一）基础目标：
1．能掌握for +动词ing形式的结构。
2．能掌握句型What’s/What’re… for”？It’s/They’re for doing sth.的结构
3．能掌握上述句型的语用功能，即用于提问或描述动物身体部位的功能作用。
（二）发展目标：
1．在掌握What’s / What’re…for?的语用功能的基础上，引导学生关注What’s /
What’re…for?的答句的多样性，即用It can help…来应答。
2．能用What’s/What’re… for？It’s/They’re for doing sth.的结构提问或描述身边事
物的功能作用。能够用语言来获取信息，达到交际的目的。
教学步骤：
Pre-task preparation:
Song: Body Song
While-task procedure:
Task1:
T: What can you do with your hands\mouth\head\eyes\ears…?
S: I can_____________________.
Task2:
(1) T: What can you do with your mouth? What are your mouth for?
(2) (show pictures) T: What are your hands for?
They are for washing dishes. (doing sth)
( wash dishes,play the violin,play football,write,draw…)
(3) Pair Work
Task3:
T: So many animals,What animal do you like ? Why?
(1)Learn the word “ tail “
(2)Talk about the pictures. Eg. This is _____ It’s_____
Task4:
(1) Listen and answer: What are the animals’tails for?
(2) Question and Answer: What’s the ____________’s tail for?
It’s for ________________.
(fish, minkey, dog, parrot, peacock,
(3) (Quick Response) What’s the _____________ ’s tail for?
It’s for _____________. It can help________________.
(4) Sentence patterns: It is __________________.
It is __________________.
It is for________________.
(It can help____________________.)
They are __________________.
They are __________________.
They are for________________.
(They can help____________________.)
Post-task activities:
(1) Guess: What’s it for?
(2) Talk about in groups of four.
(3) Presentation:
Sentence patterns: I have an interesting thing in my ______.(sitting room, kitchen--)
It is ___________. ( It is like __________________.)
It’s for _____________________.
( It can help __________________.)