“whose”用法

“whose”用法（通用9篇）

篇1：“whose”用法

关系代词whose的用法总结

Let have fun first –Did you hear about the guy whose whole left side was cut off？-He’s all right now.一，探究发现

1.I know a friend whose brother is a pop singer.2.I know the woman whose eyes are very big.3.My mother wants to buy the dress whose price is $1000.4.It was the meeting whose importance I didn’t realize at that time.我的发现：关系代词whose 即可指____也可指______, 在从句中作_____(主语，宾语，定语)，基本体现形式为：______+ ______ + ________ 且 意为：________ 判断: 1.Would you pass me the book ____ cover is broken? 2.Do you like the book ____ I bought you yesterday.3.This is the guest house _____ we stayed last night.4.This is the guest house ____ sitting room can seat more than 30 people.5.Good friend are those _____ offer help to us when we are in trouble.6.The CCTV program, People Who Moved China, honors those ______ contributions should be remembered.二，whose 能引导非限定性定语从句吗？

Martin Luther King _whose speech has inspired many people is my hero.仿写句子：_______________________________ 三．Tom’s book = the book of Tom Jane’s dress =the dress of Jane whose=________________ My brother has been admitted to a vocational school, whose graduates can find good jobs.= My brother has been admitted to a vocational school, the graduates of _____ can find good jobs.The film star, whose father is a famous actor as well, was arrested for taking drugs._________________________________________________________________.课堂总结：1._________________ 2._____________________ 3._______________

2018/8/9

篇2：“whose”用法

A shop should keep a stock of those goods which sell best.

商店应存有最畅销的货物。

This is the family which is planning to move to the city.

这是要搬进城里的`一家。

This is a reason which we must not forget.

这是我们不能忘记的一个原因。

When deep in thought, which he often was, he would forget all around him.

他常常陷入沉思，这时他就会忘掉周围的一切。

He bought a book, which was written by LuXun, and which he decided to give to his friend.

他买了本鲁迅写的书，他决定送给朋友。

whose的用法：

The girl whose hair is golden is from England.

头发金色的那个女孩是英国人。

The house whose doors are green is an office building.

门是绿色的那座房子是办公楼。

I saw a woman whose bag was stolen.

我看见一个包被偷的女人。

They lives in a room whose window opens to the south.

他们住在一间窗户朝南开的房间里。

Mr King,whose legs were badly hurt, was taken to the hospital.

篇3：seem用法解析

1.“主语+seem+ (to be) +表语”

此时seem为连系动词, 后直接接形容词或to be+形容词或名词 (短语) 作表语, 以说明主语的特征或状态。如:

Tom seems (to be) a very clever boy.汤姆看上去是一个很聪明的男孩。

Everything seems easy.一切似乎很容易。

注意:afraid, asleep, awake等表语形容词不能直接跟在seem之后, 必须和seem to be连用, 如:They seem awake. (误) 应改为:They seem to be awake

2.“主语+seem+不定式 (或不定式的完成式) ”

此句型中的seem用作不及物动词, 不用在进行时态中, 其与不定式一起构成复合谓语 (不定式作宾语) 。如:

a.The moon seems to change its shape.月亮好像在变换形状。

b.I seem not to be able to make him happy.我似乎不能使他高兴起来。

c.They seemed to be eating something.他们好像在吃什么东西。

d.I seem to have caught a cold.我似乎已经感冒了。

注意:seem后跟不定式 (短语) 时, 要注意不定式所表示动作发生的时间, 以此来确定不定式的时态, 如例c、d;seem后不定式的否定式习惯上在seem前加don’t, 也可以用seem not to..., 如例b也可以说成:I don’t seem to be able to make him happy.

3.“seem+分词”

a.Our teacher seemed stopped by the question.我们老师似乎被问题难住了。

b.The news seems exciting.消息似乎令人兴奋。

注意:seem后用现在分词还是过去分词, 取决于分词本身的逻辑主语, 如句子的主语是分词的逻辑主语, 用现在分词, 如例b;反之用过去分词, 如例a。

4.“seem+like+n/v-ing”

like在这里是介词, 此句式等于seem to be结构。如:

It seems like years since I saw you last time.自从上次见到你, 好像过了几年。

The girl seems like/to be a happy bird.那女孩好似一只快乐的小鸟。

5.“seem+介词短语”

They seem in high spirits.他们似乎境界很高。

6.seem常用于it作形式主语的“It seems/seemed that...”结构中

该结构中it作形式主语, “that...”是真正的主语。此结构可以用seem后接不定式来改写。如:

It seems that you were lying.好像你在说谎。

It seemed that he was ill, so I called in the doctor.

=He seemed (to be) ill, so I called in the doctor.看来他病了, 所以我请了医生。

注意:It seems that...从句中, that从句可以用陈述语气, 也可以用虚拟语气;或者在seem后可以跟一个形容词。如:

It seems impossible that he will be here tomorrow.他明天在这里好像不可能。

7.seem通常用在“It seems/seemed to sb (that) …”结构中, 这种结构用来表示“行为”的主体。如:

It seems to us a good chance.对我们来说似乎是一个好机会。

It seems to me everything is all right.对我来说似乎一切都不错。

8.seem也常用于“There seem (s) to be+名词”结构中, to be可省略, seem的单复数形式要根据后面主语的名词单复数形式而定。如:

a.There seems to be no need to wait longer.似乎没有必要再等待了。

b.There doesn’t seem to be too much hope of our team beating theirs.看来我们战胜他们队没有多大希望了。

注意: (1) 此结构中seem表示“似乎有;好像有……”, 可以和It seems as if...转换。如:

There seem to be a lot of things to do.=It seems as if there are a lot of things to do.

(2) “There seem (s) to be+名词”这一结构的否定形式为“There seem (s) to be+no+名词”, 如例a;或“There doesn’t seem to be+名词”, 如例b。

9.seem常用于由as if/though引导的从句中

a.It seems as if it was/were spring already.好像已经是春天了。

b.It seems as though our plan will be perfect.似乎我们的计划很完美。

注意:这种句式中, 如果从句所叙述的事情实现的可能性较大或可以被设想为事实, 从句的谓语用陈述语气, 如例b;若实现的可能性小或根本不可能实现, 从句用虚拟语气, 如例a。

10.seem有时和人称代词I连用, 意为“感到好像, 觉得似乎”。如:

a.I seem unable to solve it right now.看来我无法立即解决它。

b.I seem to have seen him somewhere before.我觉得以前在什么地方见过他。

【巩固练习】

选择填空:

() 1.It________important for him to understand modern music.

A.seemsB.appearsC.looksD.is seemed

() 2.—Would you like to have a try?

—Yes, very much.It________to be exciting.

A.seemB.is lookingC.seemsD.will look

() 3.Your mother seems________today.What’s the matter?

A.angryB.angrilyC.to angryD.be angry

() 4.The window seems________.Who________it?

A.be broken, brokeB.to be broken, broke

C.have broken down, breakD.broken, broken

() 5.It________that I have seen him somewhere before, but I’m not sure.

A.turnsB.seemsC.looksD.likes

篇4：“whose”用法

The next guy, an accountant , called to his dog, “Slide Rule, go ahead.” Thedog went to the kitchen, nibbled opened a bag of cookies and divided the contentsinto four equal piles.

The next man, a chemist, beckoned his dog, Beaker, to show what he could do.The dog went to the fridge, took out a quart of milk and poured out exactly eightounces into a measuring cup.

The last man was a government worker.“Coffee Break,” he hollered to his dog,“go to it.” With that, the dog jumped to his feet, soiled the paper, ate the cookiesand drank the milk.

谁的狗最聪明

四个朋友在为谁的狗最聪明而争论。第一个人是个工程师，他对自己的狗喊道：“T形角，使出你的本领来。”这只狗便跑向一张书桌，拉出一张纸和一支铅笔，画出了一个完美的三角形。

第二人是个会计。他对他的狗说：“珠算法，上吧。”那狗直奔厨房，用嘴咬开一袋甜饼并把饼分成了四等份。

第三个人是位药剂师。他命他的狗——量杯，表现一下。但见那狗直走向冰箱，叼出一瓶牛奶并精确地把八盎司牛奶倒入一个量杯中。

最后一位是政府职员。“休息时间，”他对自己的狗喊道，“去吧。”话音未落，那狗便跳将起来，踏污了那张纸，吃掉了所有的甜饼，喝光了那杯牛奶。

篇5：“whose”用法

1、who用法：who用作疑问代词时，意思是“谁”，一般只用来指人，在句中用作宾语或主语。who用作限制性或非限制性的关系代词，意思是“…的`人，那个…”“他，她，他们”，在句中作主语。

2、whom用法：whom用于非限制性定语从句中作动词或介词的宾语时不能省略。

3、whose用法：whose用作关系代词时，意思是“那个人的，那些人的，那一个的，那一些的”，既可指人，也可指物，可以引导限制性或非限制性定语从句。

用法的侧重点不同

1、who侧重点：侧重于在定语从句中作主语。

2、whom侧重点：侧重于在定语从句中作宾语。

篇6：“whose”用法

一、教材分析：

本课选自《新世纪英语四年纪上》中的Unit7。这套教材从视听入手，注重听说训练，着重培养学生的语感和初步运用英语进行简单日常交流的能力，通过听、说、读、写、唱、游、演、画、做等活动激发学生的学习兴趣，帮助学生养成良好的学习习惯，形成有效的学习方法，发展自主学习的能力，为进一步学习打下基础，书中的.各单元内容贴近学生的生活和学习实际，Unit7的核心教学内容是“寻找物主”，要求学生围绕服饰类的单词，在一定的情景下，能正确使用Whoseisthis?Whosearethese？进行交谈，并能对物体用名词性物主代词和形容词性物主代词来进行表达，并能灵活运用。

教学目标：

1、认知目标：

（1）.能正确地区分名词性物主代词和形容词性物主代词，并能灵活运用。，

（3）.能初步运用Whose来进行简单问答，回答××’S。

（4）.初步理解掌握服饰类单词中复数单词的形式和用法

2、能力目标：使学生能熟练地应用本课所学的语言知识，进行日常交际，形成综合运用语言的能力。

3、情感目标：以情感培育人，以兴趣吸引人，通过引导学生参与游戏、表演，对话等丰富多彩的教学活动，营造一种轻松愉快的教学氛围，让学生充满乐趣地学习，并从中获得美感。

二、教学方法：

1、直观情景教学法：本课将通过图片实物（服饰、其它物品等），创设出一些语境，让学生体验语言的真实，自然及语言的交际功能。

2、活动式教学法：通过设计情景，采用多种多样的活动，围绕寻找失物把书本知识融进活动中，让学生在活动中不断地吸收，内化所学知识。

3、以学生为主教学方法：通过对名词性物主代词和形容词性物主代词区分，让学生自己找出他们的不同，并通过chant来进一步总结，既调动了学生学习积极性，又很好的归纳了本课的重点、难点。

根据小学生的特点，本课创建了活动为主的教学模式，重点培养学生运用英语进行简单交流的能力，通过听、说、读、演、玩的形式，鼓励学生积极参与，大胆表达，提高学生对语言的感受和运用英语进行日常交际的能力。

本课不足之处：

1、chant是整堂课的亮点，但没有很好运用。

篇7：“whose”用法

第一课时

教学目标：

知识与能力目标

1.掌握四会词汇mine, yours, his, hers, theirs , ours, climbing, eating, playing, jumping, drinking , sleeping.

2.掌握四会句子The dog is yours. The book is hers. They are mine . It’s his. He’s eating. They are playing等句子。

3.能够正确朗读并理解Let’s learn 与Read and write部分中其他的句子。

4.懂得字母组合ng和nk的发音并能读出相关的例词。

5.能够运用现在进行时询问动物正在做的事情。

6.能够运用现在进行时描述动物正在做的事情。

7.能够用名词性物主代词表明物品的所属关系。

情感态度、文化意识、学习策略目标

1.培养学生热爱动物、大自然的美好情感。

2.培养学生团队合作的精神与自主学习的意识。

重点难点 ：

1.重点掌握名词性物主代词的拼读与用法。

2.难点

(1) 能正确区分形容词性物主代词和名词性物主代词的不同。

(2) 能在语境、合作、交流中体会并理解物主代词的用法。

教学准备：

动物的图片、动物的头饰、录音机及录音带。

教学过程：

Ⅰ。Warm-up (Revision)

1.学生欣赏Unit 5 中的歌曲《Animals,animals are everywhere》。

2.教师出示歌曲中提及的动物图片，然后进行抢答活动。

3.智力大比拼。(先介绍自己的文具，然后让其他生介绍自己的文具，如It’s my pen. This is his pen.)

Ⅱ。Presentation

1.Let’s learn

(1)教师介绍犬展天下——Dog Show

犬展开始了，让我们去看看各类高端大气上档次的狗狗们是谁家的?

(2)学习单词his和hers

课件出示Let’s learn部分的画面，教师指着第一只狗说Look! This is his dog. It’s his. That’s her dog. It’s hers. 然后出示单词卡片his和hers, 并请全班跟读。板书his dog=his her dog=hers

(3)学习单词ours和theirs

教师指着课本第二幅图说This is their dog. It’s theirs. 然后指着某张课桌对全班说This is their desk. It’s theirs.

PPT出示校长的图片，指着照片说He’s our headmaster. He’s ours. 然后出示单词 ours和theirs 卡片，全班进行跟读和拼写。

(4)教学单词mine 和 yours

教师指着自己的书包说This is my bag. It’s mine. 指着某个人的书包并对他说This is your bag. It’s yours.然后出示卡片进行单词操练。

(5)教师总结请学生们看课件找出两种物主代词的区别。

my pen=mine——This pen is mine.

her bag=hers——This bag is hers.

his eraser=his——This eraser is his.

your ruler=yours——This ruler is yours.

Ⅲ。Summary

Look, say and complete

教师出示教材第49页的表格，要求学生认真阅读并填写表格内容，然后模仿例句完成一问一答练习。如： Whose book is that? It’s Amy’s book. This book is hers. Whose pen is that? It’s John’s pen. The pen is his.

作业设计

完成本课时活动手册配套的练习

板书设计：

Unit 5 Whose dog is it?

His dog----his her dog---hers their dog---theirs

Our dog---ours my dog---mine your dog---yours

第二课时

教学目标：

知识与能力目标

1.掌握四会词汇mine, yours, his, hers, theirs , ours, climbing, eating, playing, jumping, drinking , sleeping.

2.掌握四会句子The dog is yours. The book is hers. They are mine . It’s his. He’s eating. They are playing等句子。

3.能够正确朗读并理解Let’s learn 与Read and write部分中其他的句子。

4.懂得字母组合ng和nk的发音并能读出相关的例词。

5.能够运用现在进行时询问动物正在做的事情。

6.能够运用现在进行时描述动物正在做的事情。

7.能够用名词性物主代词表明物品的所属关系。

情感态度、文化意识、学习策略目标

1.培养学生热爱动物、大自然的美好情感。

2.培养学生团队合作的精神与自主学习的意识。

重点难点：

1.重点能运用句子“Whose is it?”或“Whose+名词(复数)are these?”来询问物品的所属情况。

2.难点掌握whose所引导的两种句型。

教学准备：

玩具、学习用品、录音机及录音带。

教学过程：

Ⅰ。Warm-up (Revision)

1.sing the song My weekend.

2.活动晒一晒，说一说

师逐一指着生带来的玩具说This is not mine.然后问Whose is it ? 玩具的主人听到说It’s mine. 老师接着说Oh, it’s yours. Here you are. 然后全班同学指着主人说It’s his.hers.

Ⅱ。Presentation

1.Let’s try

(1)教师播放Let’s try部分的录音，学生完成听音打勾练习。

(2)教师再次播放Let’s try部分的录音，然后问学生Which is John’s picture?

2.Let’s talk

(1)教师播放Let’s talk 部分的录音，请学生认真听，思考以下问题Which picture is Chen Jie’s? Whose is the picture of Beijing? Whose is it? Whose is the picture of Shanghai? Whose is it?

(2)教师播放录音，学生回答这三个问题。The yellow picture is Chenjie’s. It’s hers. It’s Zhang Peng’s. It’s his. It’s Yifan’s. It’s his.

(3)看图说活。

教师指着图片说What about the picture of BeijingShanghai? Whose is it?引导学生看图说话。

(4)小结whose引导的两种句子

通过练习，让学生归纳whose的用法。疑问词”whose“主要对句子中的形容词性的物主代词或名词性物主代词提问。如That is your watch.那是你的手表。Whose watch is that?那是谁的手表?These boxes are theirs.这些盒子是他们的。 Whose are these boxes?这些盒子是谁的?

(5)教师解释“Are these all ours”这个句子的意思，然后教师播放录音，并请学生跟读和表演。

Ⅲ。Summary

Ask and find out

请学生模仿课本中的例句，同桌进行问答练习。

作业设计

完成本课时活动手册的配套练习。

板书设计：

Unit 5 Whose dog is it?

Whose...is it?

Whose book is this?

It’s Mike’s. It’s his.

第三课时

教学目标：

知识与能力目标

1.掌握四会词汇mine, yours, his, hers, theirs , ours, climbing, eating, playing, jumping, drinking , sleeping.

2.掌握四会句子The dog is yours. The book is hers. They are mine . It’s his. He’s eating. They are playing等句子。

3.能够正确朗读并理解Let’s learn 与Read and write部分中其他的句子。

4.懂得字母组合ng和nk的发音并能读出相关的例词。

5.能够运用现在进行时询问动物正在做的事情。

6.能够运用现在进行时描述动物正在做的事情。

7.能够用名词性物主代词表明物品的所属关系。

情感态度、文化意识、学习策略目标

1.培养学生热爱动物、大自然的美好情感。

2.培养学生团队合作的精神与自主学习的意识。

重点难点：

1.重点掌握5个动词的ing形式;初步掌握句型“What is are...doing?”的意义与用法，并能够运用句型“It is They are+动词ing”描述动物正在做的事情。

2.难点掌握climbing的读音。

教学准备：

动词与动词短语卡片、动物的图片、动物的.头饰、录音机及录音带。

教学过程：

Ⅰ。Warm-up (Revision)

1.学生欣赏歌曲《Animals, animals are everywhere》

2.活动头脑风暴

(1)请四人一组回顾所学过的动物词汇。

(2)教师出示动物的卡片，学生说出其英语单词，并拼写。

Ⅱ。Presentation

1.Let’s learn

(1)介绍森林运动会森林运动会开幕了，大家看看有哪些动物来参加呢?请看PPT. Look at the animals. Who are they? They are rabbits, dogs and cats. Look at these rabbits. What are they doing?引导学生回答They are playing. 教师重复playing, playing, they’re playing.教师边说将playing卡片贴在黑板上，然后带领学生高低声诵读Playing, playing, they are playing with each other.

(2)以同样的方法教学climbing, eating, drinking, jumping和sleeping。

(3)活动小小侦查兵

请学生在读的过程中注意观察动词ing形式的构成，看谁能最快地发现动词ing形式的构成规律。

2.Let’s play

(1)活动猜一猜，说一说

教师将各种动物的图片放在桌子上，请两位学生上台，一位学生从桌子上的图片中抽取一张，模仿这个动物的动作，班上其他学生猜猜是什么动物。

(2)俩俩活动一位学生出示一张动物的图片，另一位学生说一个句子。然后交换角色，再进行练习。

(3)学生完成Let’s play 部分的内容。

教师将写着人名、动作、地点等卡片分别藏在三个袋子里，要求学生分别从这三个袋子中各取出一张卡片，然后将这三张卡片连成一句话，看看谁的句子所表达的意思最完整。

Ⅲ。Summary

举一反三教师出示动作图片，要求学生说出该动词和动词的ing形式，然后再造一个句子并写下来。

作业设计

完成活动手册的配套练习。

板书设计：

Unit 5 Whose dog is it?

What are they doing?

The dog is{climbingdrinkingeating.}

The rabbits are{playingsleepingjumping.}

第四课时

教学目标：

知识与能力目标

1.掌握四会词汇mine, yours, his, hers, theirs , ours, climbing, eating, playing, jumping, drinking , sleeping.

2.掌握四会句子The dog is yours. The book is hers. They are mine . It’s his. He’s eating. They are playing等句子。

3.能够正确朗读并理解Let’s learn 与Read and write部分中其他的句子。

4.懂得字母组合ng和nk的发音并能读出相关的例词。

5.能够运用现在进行时询问动物正在做的事情。

6.能够运用现在进行时描述动物正在做的事情。

7.能够用名词性物主代词表明物品的所属关系。

情感态度、文化意识、学习策略目标

1.培养学生热爱动物、大自然的美好情感。

2.培养学生团队合作的精神与自主学习的意识。

重点难点：

1.重点能用一般现在时来询问别人正在做什么并作肯定或否定回答。

2.难点在真实情景中运用所学句型进行交流。

教学准备：

动物图片与动作卡片、录音机及录音带。

教学过程：

Ⅰ。Warm-up (Revision)

1.Sing the song Animals, animals are everywhere

2.看图说话

教师出示动物图片，要求学生根据图片进行描述。

Ⅱ。Presentation

1.Let’s try

(1)教师播放Let’s try 部分的录音，学生完成听音打勾练习。

(2)教师再次播放Let’s try部分的录音，然后问学生Where is the dog? 要求学生根据所听到的内容回答It’s_____.

2.Let’s talk

3.(1)教师播放Let’s talk部分的录音，请学生认真听，思考以下问题Where is Fido now? What is Fido doing?

(2)教师播放录音，学生回答 He is in the kitchen. 接着老师追问Is he drinking water?引导学生回答No, he isn’t. He’s eating.并板书，然后跟读三遍。

(3)教师解释“Can you take him to the park?”“Can I play with him now?”这两个句子的意思，然后请学生举一反三。

(4)看图说话

俩俩合作，以看图说话的方式操练现在进行时的一般疑问句及肯定和否定回答。

Ⅲ。Summary

活动大猜想

课件播放韩国明星李敏镐和金秀贤的照片，教师问学生What are they doing now? 由学生用“Is he ...now?”来猜想这两位明星正在进行的动作。

作业设计

完成本课时活动手册配套的练习。

板书设计：

Unit 5 Whose dog is it?

Is he drinking water?

No, he isn’t. He’s eating.

Is he eating?

Yes, he is.

第五课时

教学目标：

知识与能力目标

1.掌握四会词汇mine, yours, his, hers, theirs , ours, climbing, eating, playing, jumping, drinking , sleeping.

2.掌握四会句子The dog is yours. The book is hers. They are mine . It’s his. He’s eating. They are playing等句子。

3.能够正确朗读并理解Let’s learn 与Read and write部分中其他的句子。

4.懂得字母组合ng和nk的发音并能读出相关的例词。

5.能够运用现在进行时询问动物正在做的事情。

6.能够运用现在进行时描述动物正在做的事情。

7.能够用名词性物主代词表明物品的所属关系。

情感态度、文化意识、学习策略目标

1.培养学生热爱动物、大自然的美好情感。

2.培养学生团队合作的精神与自主学习的意识。

重点难点：

1.重点掌握四会句子Zoom is eating. He’s jumping.并能在实际情景中灵活运用。

2.难点掌握字母组合ng和nk的发音规律，培养学生拼读音标词的能力。

教学准备：

录音机，本课时的磁带，单词卡片和音标卡片

教学过程：

Ⅰ。Warm-up (Revision)

1.活动边做边说

全班同学跟着老师一边做动作，一边说动词短语。

2.活动你说我说

教师说一句，学生也说一句，但学生说的句子必须和老师说的意思大致相同。

Ⅱ。Presentation

1.Let’s spell

(1)Read ,listen and chant.

① 教师出示long, sing, ring, young, think, ink, trunk, pink的图片，要求学生听录音，感知单词发音。

② 教师再次播放录音，请学生认真听，并思考字母组合ng和nk在单词中的读音。

③ 教师再次播放录音，请个别同学归纳字母组合ng和nk在单词中的读音规则。

④ 教师播放录音，学生跟读。

⑤ 学生自读单词，并总结这些单词的拼读规则。

⑥ 拼读擂台

教师出示一些没学过的单词，让男生和女生PK，根据所学的拼读规律或从学过的单词迁移，读出这些单词，看谁读得又快又正确。如sang, sung, link, sink.

(2)Read , write and listen.

请学生按ng和nk的发音规律，将方框中的单词分成两组，并将相同发音的单词写在方框中，然后听一听，读一读。

(3)Look and write

以书面的形式要求学生用现在进行时来描述下列四幅图。如Zoom is eating. He’s jumping. Zip is drinking. She’s singing.

2.Let’s check

(1)学生完成Listen and number.部分的练习，要求学生认真听，并对下列四幅图进行排序。

(2)学生完成Listen again and choose the right answers.部分的听音选择练习，然后核对答案，并请两个学生进行问答练习。如S1: What is the cat doing? S2: It’s climbing.

3.Let’s wrap it up

学生完成Complete the sentences 部分的练习，然后核对答案。核对完答案，教师要进一步强调形容词性和名词性物主代词的不同用法。

Ⅲ。Summary

活动认领衣物

S1: Whose shirt is this? Is this yours Li Hong?

S2: No, it isn’t mine. It’s Peter’s. It’s his. My shirt is yellow....

作业设计

完成活动手册配套练习

板书设计：

Unit 5 Whose dog is it?

long sing ring young

think ink trunk pink

第六课时

教学目标：

知识与能力目标

1.掌握四会词汇mine, yours, his, hers, theirs , ours, climbing, eating, playing, jumping, drinking , sleeping.

2.掌握四会句子The dog is yours. The book is hers. They are mine . It’s his. He’s eating. They are playing等句子。

3.能够正确朗读并理解Let’s learn 与Read and write部分中其他的句子。

4.懂得字母组合ng和nk的发音并能读出相关的例词。

5.能够运用现在进行时询问动物正在做的事情。

6.能够运用现在进行时描述动物正在做的事情。

7.能够用名词性物主代词表明物品的所属关系。

情感态度、文化意识、学习策略目标

1.培养学生热爱动物、大自然的美好情感。

2.培养学生团队合作的精神与自主学习的意识。

重点难点：

1.重点能够流利地运用“What is the bear...doing?”和“It’s dancing....”等句型，询问与描述动物正在做的事情。

2.难点能在真实的情境中灵活应用现在进行时来询问和描述身边正在发生的事情。

教学准备：

动词卡片，动物图片，录音机及录音带。

教学过程：

Ⅰ。Warm-up (Revision)

1.听声音或看动作，猜动物

2.活动最佳《动物世界》解说员

教师播放动物 在吃食或奔跑的画面，由学生抢答。

Ⅱ。Presentation

1.Read and write

(1) 教师导入Do you like animals? Do you want to go to the zoo to see the animals with me? Now Let’s go.

(2) 布置阅读中的任务。

请学生认真阅读Robin at the zoo 部分，思考对话中谈到几种动物?各种动物各自在做什么?

(3)检查学生阅读的结果。

教师提问How many animals do they talk about? What are they? What is the monkey doing? What is Robin doing?

(4)要求学生在作业纸上写出问题的答案，然后一起核对。

(5)举一反三

例句I’m looking at the bear. I’m dancing like a bear.

2.Answer the questions

学生根据文章内容，回答书中两个问题，最后核对答案。

3.Story time

① 教师简单讲述故事内容。

② 播放录音，生边听边阅读。

③ 师提问 What are the monkeys doing? Whose tail is that? Are the monkeys taking picture s,too?

④ 教师播放录音，请生跟读两遍，找出问题的答案。

⑤ 全班核对答案并复述故事内容。

Ⅲ。Summary

活动模仿秀

一生抽图片，另两位生做动作。

作业设计

完成活动手册的配套练习。

板书设计：

Unit 5 Whose dog is it?

篇8：begoingto的用法

1. 概念。

(1) 表示说话人的意图, 指打算、准备做的事情, 这种打算通常经过预先考虑并含有已做好某些准备的意思, 所表达的行动通常被认为很可能付诸实施。常与attwoo'clock, to-night, tomorrow, nextweek/month/year, infivedays/weeks等表示时间的词连用。

例如:

—I'm goingtobuyabicycle.

我打算买一辆自行车。

—SheisgoingtomeetTom atthestationatsix.

她打算6点到车站去接汤姆。

(2) 表示说话人的预测, 通常指有迹象表明某件事将要发生, 是说话人确信其即将发生或肯定要发生。在besure, beafraid, believe, think之后都可以这样用。

例如：

—Listentothewind.Wearegoingtohavearoughcrossng.

听这风声, 我们横渡时风浪一定很大。

—Howpalethegirlis!I'm sure/Ibelieve/Ithinkshe isgoingtofaint.

那女孩的脸色多苍白!我敢肯定/我相信/我想她就要昏倒了。

2. 构成。

由“begoingto+动词原形”构成的一般将来时的结构中, “be”动词随主语的人称和数的变化而变化。

例如:

—Iam goingtofindapart-timejob.

我打算去找一份兼职工作。

—Theyaregoingtomeetoutsidetheschoolgate.

他们打算在校门外集合。

—Sheisgoingtobeareporter.

她打算当一名记者。

3. 否定、疑问句的结构。

由“begoingto+动词原形”表示一般将来时的句子, 变否定句时在be动词后加not, 变疑问句时将be动词提至句首。例如:

—ArewegoingtohaveanyclassesnextSaturday?

下周六我们上课吗?

—WhatareyougoingtodonextSunday?

篇9：“whose”用法

As more people turn to their mobile de- vices for news consumption， a goldmine has emerged in offering up personalized solutions for readers using the medium. Zhang Yiming， the founder and CEO of Beijing-based ByteDance.com， was one of the first Chinese entrepreneurs to spot an opportunity. The companys Toutiao app is one of the most used mobile news apps in China.

Toutiao， meaning “headline” in Chinese， is a personalized information aggregator which tries to supply content that is automatically created for each of its users through analyzing data obtained from their social networking accounts and personal reading habits.

Zhang is no stranger to entrepreneurial undertakings. After graduating from Chinas prestigious Nankai University in Tianjin with a degree in software engineering back in 2005， he worked for ticket booking service Kuxun. cn， microblogging website Fanfou.com， and established property rental site 99fang.com. As early as 2008， Zhang considered creating aggregation software that focused on jokes and real estate news， but gave up when he found the market wasnt ready.

According to Southern Weekly， a newspaper based in Guangzhou in south Chinas Guangdong Province， three changes Zhang spotted during the second half of 2012 led him to create Toutiao： Developments in machine learning， social networks and mobile Internet.

Launched in August 2012 as a content distributor， Toutiao does not generate content itself， but rather aggregates it from other sources. It has registered more than 120 million unique users and over 40 million active monthly users， according to company data. Zhang revealed that Toutiaos in-app advertising revenue in the first five months of 2014 surpassed 10 million yuan （$1.6 million）. However， Toutiao has still not achieved profitability.

In early June， Toutiao secured $100 million worth of Series C financing led by Sequoia Capital， a U.S. venture capital firm. It is currently valued at $500 million.

However， the initial success of the fledging IT start-up has received backlash from traditional media outlets. Several news portals， media giants and influential bloggers asked the company to stop using unauthorized linking， reproduction and forwarding of their contents.

A court in Beijing heard a case against Toutiao on June 4. Dayoo.com， which is authorized to publicize the content of newspaper Guangzhou Daily over the Internet， filed the suit and accused Toutiao of copyright infringement.endprint

The lawyer representing Dayoo demanded the removal of links to its original reports from the app， display of an official apology on the apps home page for a month and compensation. However， the lawsuit ended with a cooperation agreement signed by the two sides on June 18.

On June 23， the National Copyright Administration （NCA） confirmed that the administration had launched an investigation into Toutiao after receiving complaints from various media outlets that claimed that the website had illegally reproduced or reposted their stories.

The move has been seen as part of a nationwide crackdown on online infringements of intellectual property rights that the NCA launched on June 12， when the administration also pledged to improve a copyright certificate mechanism for print media to cooperate with news portals.

“Strictly speaking， the services that we are providing are just a collation of news links， and we dont plagiarize any content，” Zhang said.

No easy answer

Zhang told the media on different occasions that during his companys initial development stage， Toutiao engineers used programs to categorize and archive media and social network content and reformatted some web pages into a mobile-ready version， mainly without the authorization of the original websites. In the process， advertisements on the original web pages were sometimes omitted. Moreover， as the reformatted pages are mostly stored in the servers of Toutiao， the original websites saw no increase in page hits for their content on the Toutiao app.

But the practice was later adjusted with its focus being shifted to guiding readers to the original sources， according to Zhang.

“About 70 percent of the clicks on our app will go directly to the original sites and I dont see any legal risk to this part of our business. The remaining clicks will direct users to our reformatted pages where we can still keep the logo from the original website. This part of our business could be controversial，” Zhang said during an interview with Southern Weekly on June 6.

Zhang explained that the reformatting is mainly driven by technological needs as some pages， mainly from smaller websites， are unusable by Toutiao app and browsing them directly could lead to the application crashing.

Newspaper Beijing Times reported on June 7 that Toutiao has launched a study into minimizing the reformatting of pages unless it is technically unavoidable.endprint

“We have tried to communicate with websites whose content is not adaptable with our app. If they still reject our app reformatting their content， we will remove any links； if they can see the possibility of any form of cooperation， we will discuss it further with them，”Zhang told Beijing Times.

However， many legal experts refuse to accept Zhangs description of his app as being equivalent to Internet search engines.

“Compared to search results from Baidu， the worlds largest Chinese-language Internet search engine， which shows only a tiny part of the content of the original websites， Toutiao has edited the information， which makes it a content provider instead of a search engine，” said Xu Chao， a former senior official with the Copyright Management Department of the National Copyright Administration. He said that once copyright infringement was established， content providers hold the primary responsibility and service providers hold an indirect responsibility.

Zhang Hongbo， Director General of the China Written Works Copyright Society， said that Toutiao has at least infringed upon the rights of traditional media， reporters and other authors. According to him， many of societys members have complained about Toutiaos practice and are considering launching a class action lawsuit against the company together with industrial associations of traditional media outlets.

Song Jianwu， a professor at the School of Journalism and Communication of Beijingbased China University of Political Science and Law， defended Toutiaos model from the perspective of enhancing the publics right to know in an interview with China News Service.

Song said that compared with the Copyright Law， the Information Network Transmission Right Protection Ordinance leaves more space for the spread of information over the Internet， especially content related to current affairs.

The ordinance， which came out in 2006 and was amended in 2013， lists eight categories of works that can be spread through networks without the permission of copyright owners or paying them. The seventh category is published articles on political and economic issues related to current affairs.

“The overall development of the web-based media has better guaranteed the publics right to know by making information more accessible，” Song said.

Song said that these copyright infringement litigations filed by the traditional media are not necessarily winnable and even if they did win， there are little real benefits to their operation.endprint

Possible cooperation

Many websites whose links appear on Toutiao app are partners that approached it. These often lesser-known sites have garnered a boost in online traffic after cooperating with Toutiao by receiving visits from users of the app. Dongqiudi.com， a football information website， is one such site.

Chen Cong， the websites founder， told Southern Weekly that around 40 percent of the traffic to their mobile website comes from Toutiao. He said that the controversies over the legality of Toutiao are mainly caused by the different mindsets of traditional and new media.

Nextcar.cn， an auto information website， is also a partner of Toutiao despite originally opposing the app. In January， Nextcars founder Hai Lan paid a visit to Zhang Yiming， asking Toutiao to stop reformatting the pages from her website. Instead of pulling all related content from his app， Zhang promised to replace the reformatting with redirecting readers to Nextcars original pages after conducting tests on Nextcar.cn. This led to an immediate increase in visits to the website and visits by Toutiao users make up around one quarter of Nextcars total traffic.

Similar cooperation also exists between Toutiao and the mobile web edition of news portal Huanqiu.com. The special format tailored for the users of Toutiao by the latter receives a total of 6 million to 10 million visits daily.