小學(xué)語文微課教案

Unit8YouFindWhatYouAreLookingfor。

Unit8YouFindWhatYouAreLookingfor

一.教學(xué)內(nèi)容：

Unit8YoufindwhatyouarelookingforLesson4

二.重點(diǎn)、難點(diǎn)

語法

Lesson4ReviseandImprove

RelativeClauses

Adoctorisapersonwhohelpssickpeople.

Ahospitalisaplacewheresickpeoplegotoseeadoctor.

Medicineisathingthatpeopletaketogetbetter.

Medicineissomethingwhichpeopletaketogetbetter.

Let’stakealook:

Thesecondsentencegivesmoreinformationaboutthefirstone:

Acarpenterisastrongperson./Acarpenterworkswithwood.

Teachersarecaringpeople./Teachersworkveryhard.

Aviolinisamusicalinstrument./Aviolinmakesbeautifulmusic.

Applesaredeliciousfruit./Applesgrowontrees.

Chinaisahugecountry./ThereareoverabillionpeopleinChina.

Beijingisafamouscity./ThereisanOlympicStadiumisBeijing.

Nowlet’scombinethesesentencesusingrelativepronouns:

Acarpenterisastrongpersonwhoworkswithwood.

Teachersarecaringpeoplewhoworkveryhard.

Aviolinisamusicalinstrumentthatmakesbeautifulmusic.(or‘which’)

Applesaredeliciousfruitwhichgrowontrees.(or‘that’)

Chinaisahugecountrywherethereareoverabillionpeople.

BeijingisafamouscitywherethereisanOlympicStadium.

Nowyoutry:

1.Ihaveasmallcalculator.Acalculatorisusefulfordoingmath.

2.Iliketovisitthecountryside.Therearemanytreesinthecountryside.

3.Iama16-year-oldstudent.Istudyveryhard.

1.Ihaveasmallcalculator_________isusefulfordoingmath.（wwW.gx86.COM 筆稿范文網(wǎng)）

2.Iliketovisitthecountryside_________therearemanytrees.

3.Iama16-year-oldstudent_________studiesveryhard.

AWorkbyYourself

Combinethesesentencesintooneusingrelativepronouns.

1.YesterdayIatepasta.PastaisdeliciousfoodfromItaly.

______________________________

2.TomorrowI’mgoingtoschool.Iwillstudyhardinschool.

______________________________

3.Afriendisagoodperson.Afriendwillalwayshelpyou.

______________________________

BWorkinPairs

Getadictionaryandworkwithyourpartnertofindthesewords:

dictionarytelescopeweightlifterarchitectparamedicoasis

laboratoryparachutecarameleggplantjungle

Whatdotheymean?Writedownthedefinitionsinyournotebook.Remembertouseadjectivesaswell!YoucanfindsomeintheWORDBANK.Usetheadjectivesbeforethenounandtherelativeclauseafterthenoun.

WORDBANK

Relativeclausesgivemoreinformationaboutnouns(people,placesandthings).

Adjectivesalsogivemoreinformationaboutnouns.

________________________________________________

Adjectivestouse:

usefulhugeexpensivestrongfamousfantasticwonderful

intelligentcaringscientificdarkpurplebraveexcitingdangerous

powerfulfastamazingdeliciousmusical

Adictionaryisausefulbookthathasmanywords.

Anarchitectisanintelligentpersonwho_________________________________________

______________________________________________________________________________.

CWorkasaGroup

Compareyourdefinitionswiththegroup.Aretheiranswersdifferent?Whosedefinitionisthebest?

三、具體內(nèi)容：

課文講解：

ListenandSpeakConversationsinContext

Warm-upWhenyoushopforclothes,whatisthefirstthingyouhaveinmind?Style?Color?Price?Orpracticaluse?

1.Jennifergoestotheshoppingmalltobuyasweater.

Salesperson:MayIhelpyou?

Jennifer:Yes,please.CanItryonagreensweater,inmedium?

Salesperson:Certainly.Thefittingroomsareoverthere.

(afewminuteslater)

Jennifer:Thisoneistootight.Doyouhavethisinabiggersize?

Salesperson:Sure,butwedon’thavethatcolor.Howaboutthisredone?

Jennifer:That’spretty.I’lltakeit.

Whatisthetopicofthisdialogue?

WhatdoesJenniferbuy?

2.Jenniferwantstocomplainaboutthesweaterthatshebought.

Salesperson:Comeonin.MayIhelpyou?

Jennifer:Yes.Ihaveacomplaintaboutthissweater.

Salesperson:What’swrongwithit?

Jennifer:Itisdirtyontheback.

Salesperson:Sorryaboutthat.Doyouwanttoreturnitorexchangeit?

Jennifer:I’dlikearefundforit,please.

Salesperson:Okay.

Whatishappeninginthisdialogue?

WhatdoesJenniferhaveinherhands?

3.XiaohonghelpsJenniferbuybirthdaypresentsforhermominCanada.

Xiaohai:Whatkindofpresentsdoyouhaveinmind?

Jennifer:IwanttobuysometraditionalChinesestuff.

Xiaohong:Whatdoyouthinkofpottery?Chinesepotterymaybethebestchoiceforforeigners.

Jennifer:Well,Ithinkso,too.ButI’mafraiditmightbreakduringshipping.

Xiaohong:Oh,Ihadn’tthoughtofthat.Then,howabouttheseChinesemasks?

Jennifer:Whatafantasticidea!Mymomissuretolovethem.Thanksforyourhelp.

WhatkindofpresentsdoesJenniferhaveinmind?

WhatdoesXiaohongrecommendfirst?

Whydoesn’tJenniferwantpottery?

WhatdoesXiaohongrecommendnext?

1.Thisisa__________shop.Itsells_____shoes.

A.shoe,womanB.shoes,womenC.shoe,women’s

解析：選C。在英語中名詞做定語是常見的情況，在絕大多數(shù)情況下做定語的名詞都用單數(shù)；當(dāng)表示某事物與一個(gè)群體的所屬關(guān)系時(shí)，應(yīng)用表示這一群體的復(fù)數(shù)形式’s來表示。

2.Iamsorry.Ican’t_______yournameatthemoment.

A.thinkaboutB.thinkoutC.thinkof

解析：選C。thinkof在這里是“想起”的意思。

3.Thisisthebestfilm_________Ihave______seen.

A.which,everB.that,everC.that,never

解析：選B。在定語從句中，如果先行詞為物，且被形容詞最高級(jí)修飾時(shí)，其引導(dǎo)詞用that。

4.Oh,Ifeelsomething________onmyback.Tom,pleasegivemeahand.

A.climbB.toclimbC.climbing

解析：選C。感官動(dòng)詞后可接現(xiàn)在分詞的復(fù)合結(jié)構(gòu)。

延伸閱讀

Unit 8

teacher

PanGuiqiu

Subject

English

Time

2005-4-22

Topic

Unit8

Class

Three

教

學(xué)

目

標(biāo)

Knowledgaim

(知識(shí)目標(biāo))

1熟練掌握一些與食物有關(guān)的單詞

2學(xué)會(huì)購物,訂餐用語

Abilityaim

(能力目標(biāo))

1培養(yǎng)學(xué)生獨(dú)立,合作,探究的學(xué)習(xí)方式

2在生活中運(yùn)用英語的能力

Emotionaim

(情感目標(biāo))

讓學(xué)生通過用餐用語,來提高自己使用英的自信,并讓他們懂得,生活處處皆英語

Imporint(重點(diǎn))

Wordsandsenteces單詞與句型

Difficultpoint(難點(diǎn))

運(yùn)用句式Whatsizewouldyoulike?

Teachingisprepared

多媒體課件(computer)實(shí)物

l教學(xué)教

l學(xué)

l過

l程

教學(xué)內(nèi)容

Teacherability

(教師活動(dòng))

Studentsability

(學(xué)生活動(dòng))

Step1

Asksomewords

Lookatthecomputerandsay

words

Step2

Warm_up

SayEnglish

Sayafterme

Step3

1Ilike……

2I’dlke……

3Whatkindof……?

4whatsizeof?

Pairwok

Game

1Leadstudentssay___I’d

2usethesentencesoforderfood

Groupwork

Homework

Unit8:WhatisJohnlike?

Unit8:WhatisJohnlike?
Languagegoal
Inthisunitstudentslearntotalkaboutwhatpeoplearelike.
Newlanguage
Whosthat?ThatsMike.
Whatshelike?Hesshy.
Whatsshelike?Shesunfriendly.

SectionA
Additionalmaterialstobringtoclass:
picturesfromnewspapersandmagazinesforFollow-upactivity1.
Askastudenttostandinfrontoftheclass.Askstudentsquestionsaboutthisstudentusinglanguagetheyalreadyknow.Forexample,Whatshis/hername?Whereisbe/shefrom?Whatshis/heraddress?Whatshis/herfavoritekindofmusic?
Thensay,Inthisunitweregoingtolearntosaymoreaboutpeople.Writethesixnewwordsfrompage47ontheboardanduseoneortwoofthewordstodescribethestudentstandinginfrontoftheclass.Forexample,Hes/Shesfriendly.Hes/Shessmart.Usegestures,facialexpressionsand/ortranslationtoclarifythemeaningofeachstatement.Pointtoeachwordontheboardasyou
useittodescribethestudent.
1aThisactivityintroducesthekeyvocabulary.
Focusattentiononthepicture.Askstudentstotellwhatthepeoplelooklike.Theymaymentionthatsomeoneistall,hasblondhair,etc.Thenpointtoapersoninthepicture,namethekindofpersonalityheorsherepresents(smart,funny,serious,friendly,shy,orunfriendly)andaskstudentstorepeateachword.Sayasentenceortwoabouteachkindofpersonality.Shessmart.Shestudiesalot.ShegetsAsinallherclasses.
Pointoutthenumberedlistofwords.Sayeachoneandaskstudentstorepeatthesewords.,-
Thenaskstudentstomatcheachwordwithoneofthepeople.Say,Writetheletterofeachpersonnexttooneofthewords.Pointoutthesampleanswer.
Checktheanswers.
1bThisactivitygivesstudentspracticeinunderstandingthetargetlanguageinspokenconversation.
Pointtothepicture.Askstudentstoidentifythepersonalitytypeofeachperson.Forexample:Shessmart.Hesfunny.
Playtherecordingthefirsttime.Studentsonlylisten.
Playtherecordingasecondtime.Thistime,pointtothesixpeople.Askstudentstowritethenumber1nexttoBilly,thenumber3nexttoJaneandthenumber2nexttoAngela.Youmaywishtowritethesenamesandnumbersontheboardforstudentstolookatastheywork.
Correcttheanswers.
1cThisactivityprovidesguidedoralpracticeusingthetargetlanguage.
Pointtotheexampleinthespeechbubblesinactivityla.Asktwostudentstoreadit.
Say,Nowworkwithapartner.MakeyourownconversationsaboutBillyandJane.StudentAtalksaboutBilly.StudentBtalksaboutJane.
HavestudentsworkinpairsmakingconversationsaboutBillyandJane.Astheytalk,movearoundtheroommonitoringtheirwork.Offerlanguageorpronunciationsupportasneeded.
Asksomepairstopresenttheirconversationstotheclass.
2aThisactivityprovidesguidedlisteningpracticeusingthetargetlanguage.
Pointoutthechart.Readthecolumnheadingstotheclass.Thenhaveonestudentreadthelistofnamestotheclass,anotherstudentreadthelistofrelationshipstotheclass,andathirdstudentreadthelistofpersonalitywordstotheclass.
Say,Youwillheararecordingoffourconversations.Inthechart,circleallofthewordsthatyouhear.
Playthetapethefirsttime.Studentsonlylisten.
Playthetapeasecondtime.Say,Circleallthewordsyouhearinthesethreecolumns.
Youmaywanttoplaythetapeseveraltimessostudentscanfinishandchecktheiranswers.
Correcttheanswers.
2bThisactivityprovideslisteningpracticeusingthetargetlanguage.
Callattentionagaintothechart.Pointoutthelinesthataredrawnbetween"Mike","Petersbrother",and"shy"!
Say,Iwillplaythetapeagain.Thistime,drawlinestomatchthewordsthatareabouteachpersoninthechart.MikeisPetersbrotherandheisshy,solinesaredrawntoconnectallthosewords.Pleasedothisfortheotherthreepeople.
Playthetape.Studentsdrawlinesconnectingtherelatedwords.
Checktheanswers.
2cThisactivityprovidesguidedoralpracticeusingthetargetlanguage.
Pointtotheexampleinthespeechbubbles.Asktwostudentstoreadthedialogue.Showstudentshowthisdialogueconnectswiththechartinactivity2a.
Say,Nowworkwithapartner.Makeyourownconversationsaboutthechart.Youcanusesentencesliketheonesinactivity2c.
Asstudentsworkinpairs,movearoundtheroommonitoringtheirwork.Offerlanguageorpronunciatiolsupportasneeded.
3aThisactivityprovidesguidedoralpracticeusingthetargetlanguage.
Pointoutthefoursentencesnexttothepicture.Askdifferentstudentstosayoneofthesentenceseach.
Say,Nownumberthesentencessothattheymakeaconversation.Thefirstoneisdoneforyou.Thefirstlineoftheconversationis"Whosthetall,thinboywithcurlyhair?"Pleaseworkinpairs.Asstudentswork,movearoundtheroommonitoringprogress.
Afterstudentshavefinishednumberingthesentences,checktheanswer.Thensay.Nowpleasepracticetheconversation.TaketurnsaskingaboutJack.
Askseveralpairsofstudentstoreadthedialoguetotheclass.
3bThisactivityprovidesoralpracticeusingthetargetlanguage.
Callattentiontotheexampleinthechart.Askonestudenttointroduce"Anne"totheclass(Annessmartandinteresting.ShelikesmoniesandKungFu).

Explainthatstudentshavetowritewordsthatdescribetheirriendspersonalitiesandhobbies.Ask,Aretheyfriendlyornfriendly?eriousorfunny?Smartorshy?Whatsportsdotheylike?Whatdotheyliketodointheirleisuretime?Whatclothesdotheyliketowear?Whatelsecanyousayaboutthem?
Havestudentscompletethechartindividually.Astheywork,movearoundtheclassroommonitoringprogress.
Whentheyhavecompletedthechart,askstudentstointroducetheirfriendstotheirpartners.
Askseveralstudentstointroduceoneoftheirfriendstotherestoftheclass.
4Thisgameprovidesguidedlistening,speaking,andwritingpracticeusingthetargetlanguage.
Pointoutthequestionsandanswersinthespeechbubbles.Asktwostudentstoperformthedialogue.
Reintroducethequestion,Whatareyoulike?byaskingoneortwostudentsthequestionandpromptingareasonableanswer,suchas,ImseriousorImfriendly.
Readtheinstructionstotheclassorhaveastudentdothis.
Pointoutthelistofsixpersonalitytypesandthesampleanswer,Dave.Say,Nowtalktoyourclassmates.Askthequestion,"Whatareyoulike?"Getasmanyanswersasyoucanintenminutes.
Answeranyquestionsstudentshaveabouthowtoplaythegame.Remindstudentsthatyouwillstopthegameintenminutes.
Whenthegameisover,ask.Whohastennamesonyourchart?Whohastwelvenames?Continueuntilyoufindthestudentwiththemostnames.Thatstudentisthewinnerofthegame.
Askthewinnertoreadhis/herlistofpersonalitytypesandnamestotheclass.
Alternative:Ifyoudonotwantstudentstogetupandwalkroundtheclass,thenyoucanaskthemtodo?theactivitysittingdown.Theyanaskstudentssittingnearthem,"Whatareyoulike?"Thestudentwhofindsthelargestnumberofdifferentpersonalitytypesisthewinner.

SectionB

Newlanguage
morewordstodescribepeoplespersonalities:generous,outgoing,easygoing,moody
1Thisactivityintroducesmorekeyvocabulary.
Focusattentiononthefourpictures.Askstudentstotellwhattheyseeineachpicture.Guidestudentstounderstandthemeaningofeachwordthroughfacialgesturesand/ortranslation.
Thenreviewthefourwordsagain,addingasentenceortwodescribingeachpersonalitytype.Forexampleyoumightsay,Shesgenerous.Shegivespeoplethings.Shedoesntkeepeverything/orherselfShesagenerousperson.
Pointoutthenumberedlistofwords.Sayeachoneandaskstudentstorepeat.
Thenaskstudentstomatcheachwordwithoneofthepictures.Say,Writetheletterofeachpicturenexttooneofthewords.Pointoutthesampleanswer.
Checktheanswers.
2aThisactivityprovideslisteningpracticeusingthetargetlanguage.
Say,Youaregoingtohearaconversation.Maryistalkingwithafriend.Listentotheconversationandfluintheblanksinthechartunder"Personality".Thesewordstellwhatthepeoplearelike.
Playtherecordingthefirsttime.Studentsonlylisten.
Playtherecordingasecondtime.Thistimeaskstudentstofillinthewordsunder"Personality"thatdescribethepeoplespersonalities.
Checktheanswers.
2bThisactivityprovidesmoreguidedlisteningpracticeusingthetargetlanguage.
Say,Nowyouaregoingtoheartheconversationagain.Thistimelistentotheconversationand/illintheblanksunder"Appearance."Thesewordstellwhatthepeoplelooklike.
Playtherecordingthefirsttime.Studentsonlylisten.
Playtherecordingasecondtime.Thistimeaskstudenttofillinthewordsunder"Appearance"thatdescribewhatpeoplelooklike.
Checktheanswers.
2cThisactivityprovidesguidedlisteningandspeakingpracticeusingthetargetlanguage.
Pointtotheexampleinthespeechbubbles.Asktwostudentstoreadittotheclass.
Askstudentstoworkinpairs.Say,Usethechartinactivity2atoaskandanswerquestionsaboutthepeopleinthepicture.
Asstudentswork,movearoundtheroommonitorinprogress.
Asksomepairstopresenttheirconversationstotheclass.
3aThisactivityprovidesreadingandwritingpracticeusingthetargetlanguage.
Callattentiontotheletterandaskstudentstoreadonesentenceeachtotheclass.Asksomecomprehensionquestionstobesurestudentsunderstandthemainideasintheletter.Forexample,Whatisthegirlsname?Wheredoesshewanttogo?Howoldisshe?
Pointouttheapplicationform.Pointtoandreadthefiveheadingstotheclass.Say,Nowusetheinformationinthelettertofillintheapplicationform.Askstudentstoworkindividually.
Correcttheanswers.
3bThisactivityprovidesmorereadingandwritingpracticeusingthetargetlanguage.
Callattentiontotheapplicationform.Pointoutthatitlooksjustliketheonetheyjustfilledin.
Say,Nowreadtheinformationonthisformandwritealetterliketheletterinactivity3a.Youcanlookbackatthatletter/orideas.
Askstudentstoworkindependently.Astheywork,movearoundtheroommonitoringprogressandofferingassistancewhereeeded.
Askastudenttoreadhisorherlettertotheclass.
3cThisactivityprovideswritingpracticeusingthetarget
language.
Ontheboard,makeafive-partchartsimilartotheonesinactivities3aand3b.Include1.Name,2.Age,3.Nationality,4.Likes,5.Personality.
Say,Copythischartonseparatepaperandfillintheinformationaboutyourselfbeforeyoustartwritingtheletter.Offerspellingandpronunciationhelpwithanynewlikesorpersonalitytypesstudentswishtouseintheirletters.Writeeachnewwordontheboardandhavetheclassrepeatit.
AskstudentstoworkIndependently.Astheywork,movearoundtheroommonitoringprogressandofferingassistancewhereneeded..
Askseveralstudentstoreadtheirletterstotheclass.
4Thisactivityprovideslisteningandspeakingpracticeusingthetargetlanguage.
Readthedirectionstotheclass.
Say,Whatdoweasktofindoutsomeonesname?Guidestudentstoanswer.Whatsyourname?Writethisontheboard.Elicitmoretopicstoaskabout.
Afterward,pointtoeachofthequestionsontheboard.Askstudentstorepeateachoneafteryou.ComparetheWhatdoyoulike?andWhatareyoulike?questionsandpointoutdifferentanswerstoeach.
Askstudentstoworkwiththeirpartnerstoaskandanswerquestions.Suggestthattheyeachtakethestudentandtheteacherroleonce.
Askseveralpairstopresenttheirconversationstotheclass.

Reviewunit8
1.Question
What’she/she/FanJianqianglike?
He/Sheis----
2.Personality
Heisserious
Shefunny
GongYadongsmart
Theyarefriendly
Mysistershy
unfriendlyquiet
gentleandquietintroverted
outgoinggenerous
stingystupidmoody

Unit8Whydoyoulikekoalas?

教案課件是老師需要精心準(zhǔn)備的，到寫教案課件的時(shí)候了。在寫好了教案課件計(jì)劃后，才能夠使以后的工作更有目標(biāo)性！有沒有好的范文是適合教案課件？以下是小編收集整理的“Unit8Whydoyoulikekoalas?”，希望能為您提供更多的參考。

Unit8Whydoyoulikekoalas?
一.[話題](Topic)Likeordislike
二.[重點(diǎn)詞組](KeyPhrases)
kindof
eatgrass
playwithherfriends
bequiet
intheday
atnight
eatleaves
otheranimals
三.[交際用語]
1.Whydoyoulikepandas?Becausethey’reveryclever.
2.Whydoeshelikekoalas?Becausethey’rekindofinteresting.
3.Wherearelionsfrom?TheyarefromSouthAfrica.
4.Whatotheranimalsdoyoulike?
Ilikedogs,too.
Why?
Becausethey’refriendlyandclever.
5.Mollylikestoplaywithherfriendsandeatgrass.
6.She’sveryshy.
7.HeisfromAustralia.
Hesleepsduringtheday,butatnighthegetsupandeatsleaves.
8.Heusuallysleepsandrelaxes20hourseveryday.

四.[重點(diǎn)難點(diǎn)釋義](LanguagePoints)
1、kindof有點(diǎn)，稍微
Koalabearsarekindofshy.考拉有點(diǎn)害羞。
kind還有“種類”的意思
如：各種各樣的allkindsof
Wehaveallkindsofbeautifulflowersinourschool.
2、Chinan.中國African.非洲
China和Africa都是專有名詞，首字母都應(yīng)該大寫，而且和介詞in連用。
TherearemanykindsoftigersinChina.
TherearemanykindsofscaryanimalsinAfrica.
3、friendlyadj.友好的，和藹可親的
它是名詞friend的形容詞形式，常常和be動(dòng)詞連用,befriendly。
ThepeopleinChengduareveryfriendly.
4、withprep.跟，同，和…在一起
Iusuallyplaychesswithmyfather.
注意區(qū)別與and的用法，and通常用于連接主語或賓語，連接主語時(shí)，
如果有I,I通常放在and之后，如：
MyfatherandIusuallyplaychesstogether.
Playwith“和…一起玩?！薄巴妗?br> Ioftenplaywithmypetdog.
Don’tplaywithwater!
5、day和night是一對(duì)反義詞，day表示白天或一天，night表示夜或夜晚。
通常說intheday,duringtheday,atnight。
Koalabearsoftensleepduringthedayandeatleavesatnight.
6、leafn.葉子
復(fù)數(shù)形式為：leaves,類似的變化還有：wife—wives,wolf—wolves,
knife—knives等。
7、hourn.小時(shí)；點(diǎn)鐘
hour前邊通常加上冠詞an表示“一個(gè)小時(shí)”，即：anhour。
Thereare24hoursinadayand60minutesinanhour.
8、befrom來自…
befrom=comefrom
PandasarefromChina.=PandascomeformChina.
9、meatn.（食用的）肉，為不可數(shù)名詞，表示“許多”時(shí)，使用much來修
飾，即：muchmeat
Heeatsmuchmeateveryday.
10、grassn.草，為不可數(shù)名詞，表示“許多”時(shí)，使用much來修飾，即：muchgrass。
Thereismuchgrassontheplayground.
五.語法知識(shí)
特殊疑問句通常以“what”、“who”、“which”、“when”、“where”、“how”、“howold”、“howmany”等開頭，對(duì)某一具體問題進(jìn)行提問。
　特殊疑問句的基本構(gòu)成有兩種情況：
　1.疑問句+一般疑問句結(jié)構(gòu)。這是最常見的情況。例如：
　What’syourgrandfather’stelephonenumber?
　你爺爺?shù)碾娫捥?hào)碼是多少？
　Whoisthatboywithbigeyes?
　那個(gè)大眼睛的男孩是誰？
　Whichseasondoyoulikebest?
　你最喜歡哪個(gè)季節(jié)？
　Whenishegoingtoplaythepiano?
　他什么時(shí)候彈鋼琴？
　Wheredoeshelive?
　他住在哪兒？
　Howareyou?
　你好嗎？
　Howoldareyou?
　你多大了？
　Howmanybrothersandsistersdoyouhave?
　你有幾個(gè)兄弟姐妹？
2.疑問句+陳述句結(jié)構(gòu)。這時(shí)疑問詞作主語或修飾主語。例如：
　Whoisondutytoday?
　今天誰值日？
　Whichmanisyourteacher?
　哪位男士是你的老師？
　我們學(xué)過的What/Howabout+名詞/代詞+其他？也是特殊疑問句，它是一種省略結(jié)構(gòu)。
例如：
IlikeEnglish.What/Howaboutyou?
我喜歡英語。你呢？
Whataboutplayingbasketball?
打籃球怎么樣？