教案课件是每个老师工作中上课需要准备的东西，是认真规划好自己教案课件的时候了。只有规划好了教案课件新的工作计划，才能促进我们的工作进一步发展！你们知道多少范文适合教案课件？考虑到您的需要，小编特地编辑了“Asurprisebirthdayparty”，供您参考，希望能够帮助到大家。

Unit2Asurprisebirthdayparty
一.本周教学内容：
1.相关语法
2.Module3Unit2Asurprisebirthdayparty
（一）重点词汇
add加入beat打蛋candle蜡烛caption说明
cartoon卡通；漫画cool使……变凉each每一；每个free有空的
gramme克icing糖霜karaoke卡拉OKperson人
pity不幸的；可惜的powder粉末sift筛；筛分spoonful一匙的量
surprise惊喜lookingforwardto期待着
ofcourse当然了springroll春卷
（二）语法聚焦
1.用begoingto描写不久将发生的事情。
例：We’regoingtohavealotofdeliciousfood.我们将吃许多美味食品。
2.用情态动词提出礼貌的请求。
例：MayIspeakto____,please?我可以和……讲话吗？
3.用needto表示需要。
例：Sheneedstobuysome…她需要买一些……
4.用固定表达表示喜好。
例：I’dratherhavemoresnacks.我宁愿再吃一些小吃。
5.用副词表示时间顺序和过程。
例：First,…/Secondly,…/Thirdly,…第一，……/第二，……/第三，……
（三）重点短语
1.speakto和谁说话
2.asurprisebirthdayparty一个令人惊奇的生日聚会
3.plan…forsb为……计划……
4.befree有空
5.onSaturdayafternoon在周六下午
6.attheparty在聚会上
7.deliciousfood好吃的食品
8.dressedup打扮
9.HappyBirthday！生日快乐！
10.lookforwardto期望着
11.somethingelse其它的一些
12.onthatday在那天
13.haveagreatparty愉快的聚会
14.Chickenwings鸡翅
15.goodidea好主意
16.fishfinger鱼条
17.orangejuice桔汁
18.springrolls春卷
19.makeafruitsalad做水果沙拉
20.birthdaycake生日蛋糕
21.whatkindof哪种
22.writeashoppinglist写个购物清单
23.takesomephotos拍照
24.decorateourflat装饰我们的公寓
25.putcandlesonone’sbirthdaycake把蜡烛插到……的生日蛋糕上
26.bakefor20minutes烤20分钟
27.add…to…加……入……
28.mix…and…together把……和……混合
29.put…into放入
30.wait…for等待
31.ontopof在顶上
32.onthebackof在背面
33.helpsbtodo帮助某人去做
34.visitsb拜访……
35.needtobuy需要去买

（四）重点句子
1.ThisisKittyLispeaking.我是KittyLi。
2.MayIspeakto…?我可跟……说话吗？
3.Whatarewegoingtodoattheparty?我们在聚会上将干些什么？
4.We’realsogoingtowatchsomecartoonsfromJapan.我们也打算看些日本的漫画。
5.I’mlookingforwardtoit.我对它非常期望。[
6.Whatawonderfulparty！多好的一个聚会呀！
7.Ican’tmakeit.我确定不了。
8.Whatapity!多遗憾呀！
9.I’vegotsomethingelsetodoonthatday.我在那天有其它的事要做。
10.Whatshallwehaveattheparty?我们在聚会上吃什么？
11.Let’slookinthisbook.让我们查一下这本书。
12.Let’shavesomeChickenwings.让我们吃些鸡翅。
13.I’llmakeafruitsalad.我将做水果沙拉。
14.Whatdoyouthink?你怎么想？
15.Whatmaysheneedtobuy?她可能需要买什么？
16.WhatdoIneedtobuy?我需要买什么？
17.WhatelsemayKittyneedtobuy?Kitty可能需要买其它的什么？
18.Itwasalotoffun.很有乐趣。
19.Pleasewritesoon.请快回信。
20.Shemayalsoneedtobuysomefruit.她可能也需要买一些水果。
21.I’dratherhavesomecakes.我宁愿吃些蛋糕。
（五）重点难点解析
1.begoingto+动词原形＋……
▲对于将要发生的事或打算计划、决定要做的事，都以“begoingto+动词原形＋……”的句型来表示。因为此句型中含有be动词，所以在使用时，be（即am,is,are）要随着句子主语的人称或数而变化。
（1）肯定句
句型：主语＋be（am,is,are）goingto+动词原形……
a.Sheisgoingtobuyabirthdaycake.她准备买一个生日蛋糕。
b.It’sgoingtorain.要下雨了。
（2）否定句
句型：主语＋be（am,is,are）notgoingto+动词原形……
a.She’snotgoingtobeadoctor.她不打算当医生。
b.I’mnotgoingtotellyouaboutit.我不打算告诉你那件事。
（3）一般疑问句
句型：Be（Am,Is,Are）+主语＋goingto+动词原形＋……
a.AreyougoingtohaveanyEnglishclassesnextFriday?下星期五你们上英语课吗？
b.－AreyougoingtostayatschoolonMayDay?-No,I’mnot.I’mgoingbackhome.
－五一节你打算呆在学校吗？－不，我打算回家。
（4）特殊疑问句
句型：疑问词（What,Where,How…）+be（am,is,are）+主语＋goingto+动词原形＋……？
a.Howareyougoingtodothework?这项工作你们准备怎么做？
b.－Whatareyougoingtodotomorrow?-I’mgoingtogoshopping.
－明天你打算干什么？－我打算去买东西。
2.Hello.ThisisKittyLi.MayIspeaktoMark,please?
你好。我是基蒂李。我可以和马克讲话吗？
▲这是一句电话用语。打电话时表示想找谁除了用Hello,（thisis）…speaking.MayIspeaktosb.?这一句型以外，还可以说：I’dliketospeaktoTom.我想找汤姆。Hello!IsTomin?喂！汤姆在吗？
电话中问对方是谁，英语说：
What’sit?或Who’sthat（speaking）?IsthatTom（speaking）?
你是汤姆吗？
表示我是谁，英语说：It’sTom.或ThisisTom（speaking）.我是汤姆。
请对方别挂电话或稍等，英语说：
Holdon,please.或Holdonforamoment.请稍等。
如果是人不在，英语说：
Sorry,Tomisoutatthismoment.MayItakeamessageforhim?
抱歉，汤姆现在出去了，我可以为他传个口信吗？
如果没有对方要找的人，英语说：
I’msorryyou’vegotthewrongnumber.对不起，你打错了。
注意：以上电话用语中要避免说AreyouTomspeaking?或I’mTomspeaking.
通常用that指对方，用this指自己，也可以用it指对话双方。
3.AreyoufreeonSaturdayafternoonatthreeo’clock?星期六下午三点你有空吗？
▲free是个形容词，在本单元里的意思是“自由的”“有空的”“空闲的”等。free是busy的反义词。Areyoufree…？＝Doyouhavetime…?
例如：
a.Areyoufreethismorning?今天上午你有空吗？
b.HerSaturdaysarealwaysfree.她星期六总是有空。
c.Wearenotfree,butverybusytoday.我们今天没有空闲时间，相反，我们非常忙。
4.So,Mark,I’llseeyouonSaturdayafternoonatthreeo’clockatourflat?
那么，马克，周六下午三点钟我在公寓见你吧？
▲这种句型叫做陈述疑问句。它的语序跟陈述句的语序相同，而它的语调则跟一般疑问句的语调（升调）相同，并在书写时加上问号。陈述疑问句的语义特点是：说话人对答案是有倾向性的，他倾向于他所需要的或所期望的回答。肯定的疑问句具有肯定的倾向性，否定的疑问句有否定的倾向性。
a.Youtoldher?你对她讲了吧？
b.Youdidn’tgetanythingtoeat?你没有找到什么吃的吧？
c.Youaren’thungry?你不饿吧？
5.Ican’tmakeit.我不能来/我来不了。
▲习语makeit有四个常见的含义：
（1）约定时间（地点），规定时间（地点）：
a.A:Shallwemeetnextweek?B:Yes,let’smakeitnextSunday.
甲：下星期我们碰一次头好吗？乙：好的，让我们约定下星期天碰头吧。
b.Let’smakeit7:30.让我们定在七点半吧。
（2）及时赶到，按约定时间赶到（arriveintime）,赶得上：
a.Ithinkwe’lljustmakeit.我认为我们将及时到达。
b.Thetraingoesat10:15,andit’snowteno’clock.Ithinkweshallmakeit.
火车10点15分开，现在是10点。我认为我们会赶得上的。
（3）成功、做到、办到（succeed,beabletodo）:
a.Aftertwentyyears,we’vefinallymadeit.二十年后我们终于成功了。
b.TheAmericandidnotmakeit.Hegaveuphalfway.这个美国人没有成功。他半路就放弃了。
（4）用于否定句，表示不能应邀参加某项活动：
a.Hecan’tmakeittoday.Hehastostayathome.他今天来不了啦。他必须呆在家里。
b.Hehadn’tbeenabletomakeittoourdinner.他未能来参加我们的宴会。
本单元涉及到的属于此种用法。
6.Yes,that’sagoodidea!行，好主意。
▲that’sagoodidea作“好主意”“好办法”解。如：
a.“Let’sgoforapicnicthisSunday.“That’sagoodidea.”（或Goodidea.）
“这个星期天我们去野餐吧。”“好主意。”
b.－Whatabouthavingadrink?－That’sagoodidea.（Goodidea.）
－喝一杯怎么样？－好主意。
注意：在简略回答中，我们可以用“Goodidea!”代替“That’sagoodidea!”要注意的是Goodidea前没有不定冠词，不定冠词a要和前面的That’s一块省去。
7.Weneedsomeeggs,somesugar,somebutter…
我们需要一些鸡蛋，一些糖，一些黄油……
▲用作形容词的some除可修饰复数名词之外，还可修饰单数的可数名词和不可数名词。修饰复数可数名词和不可数名词其词义为“一些”，如somechildren（一些孩子），somewater（一些水）；修饰单数可数名词时，其词义为“某个”，“某种”，如：someday（某天），someplace（某地）。
a.Icanseesomeflowers.我能看见一些花。
b.Asksometeachertocomehere.请一个（随便哪一位）老师来这里。
c.Couldyoulendmesomemoney?你能借我一些钱吗？
8.Letmewriteashoppinglistfirst.让我先写一个购物单。
▲let是使役动词，意思是“让”“请让”“允许”等，let后面跟somebody做宾语时，在somebody之后的动词不定式，需要省略不定式符号to。
a.Letmehavealook.请让我看一看。
b.Let’sdoittogether.咱们一起做吧。
c.Lethimthinkaboutitforminute.让他考虑一会吧。
9.I’dlike…是Iwouldlike…的缩写形式，表示“想要”、“希望”，相当于want，但比want更有礼貌。
a.I’dliketogoswimmingthisafternoon.今天下午我想去游泳。
b.I’dliketoinviteyoutodinneratmyflatbeforeImove.我想在搬家前请你到我家吃饭。

扩展阅读

Unit1Asurprisebirthdayparty

每个老师为了上好课需要写教案课件，又到了写教案课件的时候了。只有规划好教案课件工作计划，才能更好地安排接下来的工作！你们会写多少教案课件范文呢？小编特地为大家精心收集和整理了“Unit1Asurprisebirthdayparty”，希望对您的工作和生活有所帮助。

Unit1Asurprisebirthdayparty
1
Languagefocus:
Using‘goingto’todescribeeventsthatwilloccurquitesoon.
e.g.We’regoingtohavealotofdeliciousfond.
Usingformulaicexpressionstoexchangegreetings
e.g.Howareyou?I’mfine,thanks.
Usingformulaicexpressionstoexpressexclamations
e.g.Whatawonderfulparty!
Usingmodalstomakeapoliterequest.
e.g.MayIspeakto____,please?

Languageskills:
Listening
Recognizedifferencesintheuseofintonationinquestionsandstatements,andrespondappropriately
Identifymainideasofanewtopic
Listenforspecificinformation
Understandthespeaker’sintention,attitudeandfeelingsthroughhis/herchoiceanduseoflanguage,gestureandfacialexpression
Speaking
Openaninteractionbygreetingsomeoneinanappropriatemanner
Maintainaninteractionbyaskingandrespondingtoothers’opinions
Closeaninteractionbyusingappropriateformulaicexpressions
Reading
Readwrittenlanguageinmeaningfulchunks
Scanatexttolocatespecificinformation
Recognizerecurrentpatterns,inlanguagestructure,suchaswordstructure,wordorder,sentencestructure,organizationoftext-types

Materials:
Student’sBook7Bpage2
Cassette7Bandacassetteplayer
Workbook7Bpage1

Preparation:
Cuethecassette

Pre-taskpreparation
Languagelearningactivity
(Thissectionaimsatprovidingstudentswithopportunitiestopractisethelanguage/vocabularyneededorbecomefamiliarwiththebackgroundforthetaskthatfollows.
1.Explaintostudentswhatasurprisepartymeansandcompareitwithanordinaryparty,tellingthemthatthereareunexpectedeventsorarrangementsassurprises.Askstudentswhethertheyhaveeverexperiencedasurpriseparty.Invitesomestudentstotalkabouttheeventsoractivitiesinthepartythatwereasurprise.Listtheeventsoractivitiesontheboard.
2.Reviewandintroducenewvocabularyitem,e.g.cartoons,videos,karaoke.
3.Playtherecording:Read.Studentslistenandfollowintheirbooks.
4.Playtherecodingagain.Studentslistenandrepeat.
5.Invitesomepairsofstudentstorole-playKittyandMarkandactouttheirconversation.
6.Havestudentsworkinpairs.Tellthemtoimaginethattheyaregoingtoholdasurprisepartyforaspecialfriendandareplanningtoinvitesomeotherfriendstotheparty.Theyhavetodecidethedate,thedayoftheweek,thetime,theplaceandthethingstheywilldoattheparty.
7.StudentspractiseinpairsthetargetlanguageinLookandspeakbyaskingandansweringeachother’squestions.Onestudentactsasthecallerandtheotherastherecipient.First,role-playtheconversationofacceptingtheinvitationtotheparty,andtheparty,andthenswaptherolesandactthesceneofdecliningtheinvitation.
8.Invitepairsofstudentstocomethefrontoftheclassroomandactoutthetwoscenarios.

Consolidation
Workbookpage1
GrammarPracticeBook7Bpage1

2
Languagefocus:
Usingmodalstoaskforsuggestions
e.g.Whatshallwehaveattheparty?
Usingformulaicexpressionstomakesuggestions
e.g.Let’shavesomecoke.
Usingformulaicexpressionstoshowagreement
e.g,Yes,that’sagoodidea.
Usingformulaicexpressionstoshowpreferences.
e.g.I’dratherhavesome/more______.

Languageskills:
Listening
Recognizedifferencesintheuseofintonationinquestionsandstatements,andrespondappropriately
Listenforspecificinformation
Speaking
Openaninteractionbyelicitingaresponse
Maintainaninteractionbyaskingandrespondingtoothers’opinions
Maintainaninteractionbyacknowledging,agreeingordisagreeing,replying,askingquestions,addingorgivingexamples,andusingformulaicexpressions.
Reading
Recognizerecurrentpatternsinlanguagestructure,suchaswordstructure,wordorder,sentencestructure,organizationoftext-types
Understandintention,attitudesandfeelingsstatedinatextbyrecognizingfeaturessuchasthechoiceanduseoflanguage
Writing
Developwrittentextsbyexpressingideasandfeelingsdevelopwrittentextsbyusingappropriateformat,conventionsandlanguagefeatureswhenwritingnon-narrativetexts

Materials:
Student’sBook7Bpage3
Cassette7Bandacassetteplayer
Workbook7Bpage2
Photocopiablepage1

Preparation:
Cuethecassette.MakeacopyofPhotocopiablepage1foreachstudent.

Pre-taskpreparation
1.IntroduceorreviewfoodvocabularywithstudentsinLookandread,e.g.springrolls,fishfingers,fruitsalad.Showstudentsphotosoffoodanddrinks.Askstudentstosuggestsomefoodanddrinksthattheywouldliketohaveaparty,likethis:Let’shavesome(nameoffood).Listthefooditemsontheboardanddoasimplesurveyinclasstofindoutwhichfooditemsarepopularamongthestudents.
2.Playtherecording:Lookandread.Studentslistenandfollowintheirbooks.
3.Inviteseveralofthemoreablestudentstorole-playthecharactersinLookandread.

Post-taskactivity
Workbookpage2

Consolidation
GrammarPracticeBook7Bpage2

3
Languagefocus:
Asking‘Wh-’questionstofindoutspecificinformationaboutathing
e.g.WhatdoesKittyneedtobuy?
Usingquantifierstoindicatecountableanduncountablenouns
e.g.Weneedsomeeggs/somesugar/somebutter,etc.
Using‘needto’todescribleaperson’sneeds
e.g.Sheneedstobuysome…

Languageskills:
Listening
Recognizedifferencesintheuseofintonationinquestionsandstatements,andrespondappropriately
Listenforspecificinformation
Speaking
Openaninteractionbyelicitingaresponsebyaskingquestionsorprovidinginformationonatopic
Applysyntacticrulessuchassubject-verbagreementscorrectly
Maintainaninteractionbyaskingandrespondingtoother’sopinions
Reading
Understandtheconnectionbetweenideasbyindentifyinglinkingwordsorphrases
Recognizerecurrentpatternsinlanguagestructure,e.g..wordstructure,wordorder,sentencestructureandorganizationoftext-types.
Recognizethepresentationofideasthroughheadings,paragraphing,spacing,italics,boldprintandpunctuation
Writing
Planandorganizeinformationandideasbydecidingonthesequenceofcontent
Developwrittentextsbyusingappropriateformat,conventionsandlanguagefeatures

Materials:
Student’sBook7Bpage4
Cassette7Bandacassetteplayer
Workbook7Bpage3
Photocopiablepage2

Preparation:
Cuethecassette.MakeacopyofPhotocopiablepage2foreachstudent.

Pre-taskpreparation
1.Askstudentsiftheyhaveevermadefoodordrinksforaparty.Invitesomestudentswhohavehadtheexperiencetotalkaboutthefoodanddrinkstheymadeandtheingredientstheyused.Writethefoodordrinkitemsontheboard,togetherwiththeingredients.
2.Playtherecording:Lookandreadonpage4.studentsfollowinthetheirbooks.

Post-taskactivity
1.Workbookpage3
2.Collectstudents’workandbindthemintoarecipebook.
3.DistributeacopyofPhotocopiablepage2toeachstudent.Tellthemtodrawafooditemtheywouldliketomakefortheirfriendatapartyandwriteabouttheingredientstheymayneed.

4
Languagefocus:
Usingmodalstoexpresspreferences
e.g.I’dliketotakesomephotosatBen’sbirthdayparty.
Usingmodalsindicatepossibility
e.g.Shemayneedtobuysome…
Asking‘Wh-’questionstofindoutspecificinformationaboutsomething
e.g.WhatelsemayKittyneedtobuy?

Languageskills:
Listening
Recognizedifferencesintheuseofintonationinquestionsandstatements,andrespondappropriately
Listenforspecificinformation
Speaking
Maintainaninteractionbyaskingandrespondingtoother’sopinions
Maintainaninteractionbytakingone’sturnattherightmomentandrecognizingothers’desiretospeak
Reading
Recognizerecurrentpatternsinlanguagestructure,suchaswordstructure,wordorder,sentence,organizationoftext-types
Usevisualclues,contextandknowledgeoftheworldtoworkoutthemeaningofanunknownwordandacompleteexpression
Writing
Useappropriateformat,conventionsandlanguagefeatureswhenwritingnon-narrativetextssuchasashoppinglist

Materials:
Student’sBook7Bpage5
Cassette7Bandacassetteplayer
Photocopiablepage3

Preparation:
Cuethecassette.MakeacopyofPhotocopiablepage3foreachstudent.

Pre-taskpreparation
Languagelearningactivity
(Thissectionaimsatprovidingstudentswithopportunitiestopractisethelanguage/vocabularyneededorbecomefamiliarwiththebackgroundforthetaskthatfollows.
1.ReviewwithstudentsthethingsKittyneedstobuyorprepareforBen’sbirthdaypartyonpages3and4oftheStudent’sBook.Showstudentssomephotosinwhichpeoplearehavingbirthdayparties.Askstudentswhatdecorationscanusuallybefoundatbirthdayparties.Listallpossibilitiesontheboard.Promptstudentsbyaskingquestions,likethis:Whatdoweblowoutonabirthdaycake?Toelicit:Candles.
2.Studentsworkinpairs.DistributeacopyofPhotocopiablepage3toeachstudent.Studentsreadthepassageandcompletetheshoppinglistindividually.Eachpairofstudentscheckseachother’sanswersbyasking:WhatelsemayKittyneedtobuy?Toelict:Shemayneedtobuysome…
3.ThepairthendiscussesandmakessuggestionsastowhereKittycanbuythethings.

Consolidation
GrammarPracticeBook7Bpage3

5
Languagefocus:
Usingadverbstoindicatetimesequenceandprocedures
e.g.First,/Secondly,/Thirdly,/Fourthly
Usingimperativestogiveinstructionsek
e.g.Bake,Add,Mix,Put,Beat,Wait,Sift

Languageskills:
Listening
Usevisualclues,contextandknowledgeoftheworldtoworkoutthemeaningofanunknownwordandacompleteexpression
Understandtheconnectionbetweenideasbyrecognizinglinkingwordsorphrases
Predictthelikelydevelopmentofatopicbyrecognizingkeywords,andmakinguseofcontextandknowledgeoftheworld
Reading
Usevisualclues,contextandknowledgeoftheworldtoworkoutthemeaningofanunknownwordandacompleteexpression
Understandtheconnectionbetweenideasbyidentifyinglinkingwordsorphrases
Predictthelikelydevelopmentofatopicbyrecognizingkeywords,andbymakinguseofcontextandknowledgeoftheworld
Writing
Planandorganizeinformationandideasbydecidingonthesequenceofcontent
Materials:
Student’sBook7Bpage6
Cassette7Bandacassetteplayer
Cookbookswithphotosandrecipes
Photosorrealiaofcookingutensils.

Preparation:
Cuethecassette.

Pre-taskpreparation
Languagelearningactivity
(Thissectionaimsatprovidingstudentswithopportunitiestopractisethelanguage/vocabularyneededorbecomefamiliarwiththebackgroundforthetaskthatfollows.
1.Bringinsomerecipesincookerybooksandcirculatethemamongstudents.Askstudentswhohavecookingexperiencetotalkaboutthefoodtheycanmakeandprovidearecipe.Writethenameofthefoodontheboard.Drawaspidergramtohelpthestudentsorganizethedifferentstepsinmakingthefooditem.Onceallthestepshavebeenlisted,writetheadverbsofsequence,e.g.First,Second,Thirday…ontheboardandasktheclasstoarrangethestepsinlogicalsequenceusingtheadverbs.
2.Reviewwithstudentstheingredientsneededformakingthechocolatecakeonpage4oftheStudent’sBook.Explainthemeaningsofsomevocabularyitems,e.g.bakingtin,siftwiththehelpofrealobjectsifpossible.AskstudentstolookatthepictureinLookandreadandmatchthemwiththesentences.

3.Studentsworkinpairstodiscusstheanswerswitheachother.Offerassistanceandguidancetolessablepairsiftheyhavedoubts.
4.Playtherecording:Lookandread.Studentslistenandfollowintheirbookstochecktheiranswers.
5.Invitepairsofstudentstocometothefronttodemonstratetheprocedureformakingachocolatecake,withonestudentreadingouttherecipestepbystepandtheotherdemonstratingtheprocedure.

Consolidation
GrammarPracticeBook7Bpage4

6
Languagefocus:
Usingthepasttensetotalkabouteventsandactivitiestothepast
e.g.LastSaturdayafternoon,wehadasurprisebirthdayparty.

Languageskills:
Listening
Identifymainideasofanewtopic
Listenforspecificinformation
Reading
Readwrittenlanguageinmeaningfulchunks
Recognizeformatandlanguagefeaturesinnarrativeandnon-narrativetexts
Skimatexttoobtainageneralimpressionandthemainideas
Writing
Planandorganizeinformationandideasbyidentifyingpurposeandaudienceforawritingtask
Developwrittentextsbywritingparagraphswhichpresentideaslogically
Reviseandeditshortwrittentextsbymakingchangestoincorrentspelling,punctationandgrammar,andaddingdetailsifnecessaryinresponsetosuggestionsfromtheteacher

Materials:
Student’sBook7Bpage7
Cassette7Bandacassetteplayer
Englishnewspapersandmagazinewithphotos
Photocopiablepage4

Preparation:
Cuethecassette.MakeacopyofPhotocopiablepage4foreachstudent.

Pre-taskpreparation
1.Reviewwithstudentstheformatofaletter.GivestudentssometimetoreadtheletterinLookandreadonpage7.explainthemeaningofthewordcaptiontostudents.ShowstudentsanEnglishnewspaperormagazineinwhichthephotosgowithcaptions.Tellstudentsthatsomepeoplewriteashortdescriptiononthebacksofphotostohelpthemremember.HavestudentslookatthepicturesinLookandread.TellthemtomatchthesentencesinPointandmatchwiththepictures.
2.Askstudentstochoosesomephotosfromtheirphotoalbumsandwritecaptionsontheback.Encouragethemtobringinthephotostoshowtotheirclassmatesandsaywhatishappeninginthephotos.

Post-taskactivity
Workbookpage4

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