五年級(jí)下冊英語一課一練Unit 2 A Visit to the Zoo 閩教版

1、.Unit 2 A Visit to the ZooPart A學(xué)校 班級(jí) 學(xué)生 一、根底訓(xùn)練判斷以下單詞的劃線部分的讀音是否一樣，一樣的打“，不同的打“×。 nose home do on dog hot month honey Monday讀一讀，選出以下每組單詞中不同類的一項(xiàng)。 A. elephant B. bear C. tiger D. zoo A. behind B. beside C. hill D. under A. map B. lovely C. tall D. big A. turn left B. turn right C. over there D. go

2、straight正確抄寫以下詞匯，并在括號(hào)里寫出中文意思。robot stop monkey next to have a look on the hill over there baby ducks a map of Australia take a photo 1讀一讀，圈出與句子意思相符的圖片。 The baby elephant is lovely.23areissmallbigbesidebehindon(1) The tree is so tall and big. Its a map of China.根據(jù)圖意，選詞填空。 Kate is the bike. Ben is the

3、 tree. Sally is Kate. The elephant is _. The monkey is _. 二、課時(shí)達(dá)標(biāo) 讀一讀，選詞填空。 There _ a book next to the pen. There _ two doors in the classroom. There _ some rabbits near the tree. There _ a flag over there. 在與圖意相符的句子前的括號(hào)里畫“，不相符的畫“×。 There is a big tree in the picture. There is an elephant under

4、the tree. There are some ducks beside the lake. There are some monkeys under the tree. There are some bears next to the lion. 根據(jù)圖意，補(bǔ)全單詞。 There is a b_ on the d_. There is a baby e_ in the z_. There are some t_ next to the l_. There are some b_ under the t_.三、才能提升 根據(jù)圖意，模擬范例寫一寫。例：There is a bag on the

5、 desk._ _ _ _ _Part B學(xué)校 班級(jí) 學(xué)生 一、根底訓(xùn)練根據(jù)圖意，從方框里選擇相應(yīng)的單詞或詞組，并將其序號(hào)填入括號(hào)里。抄一抄，比一比，并在括號(hào)中寫出中文意思。monkey hungry chicken money hundred children 根據(jù)圖意選擇相應(yīng)的詞組，并將其序號(hào)填在括號(hào)里。A. two lovely monkeys B. a monkey and a birdC. take a phone of the monkeys 寫出以下動(dòng)詞的過去式。eat_ do_ are_ see_ go_ take_二、課時(shí)達(dá)標(biāo) 看圖，填入適當(dāng)?shù)膭?dòng)詞完成詞組。_ an appl

6、e _ a photo _the elephant_ straight _ left _with a dog根據(jù)圖意，選詞填空，并將序號(hào)寫在橫線上。A. two pandas B. a map C. some lions D. monkeys and tigers(1) Look, there is _over there.What animals did you see?I saw_.A. we didnt B. take a phone C. bananas D.I didWhat did you see, Ben?(2) Look, there are _under the tree.W

7、hat animals did you see ?I saw_.(3) Did you _?Yes,_(1) Did you give _to the monkeys? No,_.三、 才能提升死記硬背是一種傳統(tǒng)的教學(xué)方式,在我國有悠久的歷史。但隨著素質(zhì)教育的開展,死記硬背被作為一種僵化的、阻礙學(xué)生才能開展的教學(xué)方式,漸漸為人們所摒棄;而另一方面,老師們又為進(jìn)步學(xué)生的語文素養(yǎng)煞費(fèi)苦心。其實(shí),只要應(yīng)用得當(dāng),“死記硬背與進(jìn)步學(xué)生素質(zhì)并不矛盾。相反,它恰是進(jìn)步學(xué)生語文程度的重要前提和根底。閱讀短文，并根據(jù)短文內(nèi)容將句子補(bǔ)充完好。 In summer vacation I went to the zo

8、o with my parents. We went there by bus. We saw pandas, lions and elephants. I like pandas, I took many photos of the pandas. I like elephants, too. The lions are next to the birds. They are lovely. _ and I went to the zoo in summer vacation. We took a _to the zoo.語文課本中的文章都是精選的比較優(yōu)秀的文章,還有不少名家名篇。假如有選擇

9、循序漸進(jìn)地讓學(xué)生背誦一些優(yōu)秀篇目、精彩段落,對進(jìn)步學(xué)生的程度會(huì)大有裨益。如今,不少語文老師在分析課文時(shí),把文章解體的支離破碎,總在文章的技巧方面下功夫。結(jié)果老師費(fèi)力,學(xué)生頭疼。分析完之后,學(xué)生收效甚微,沒過幾天便忘的一干二凈。造成這種事倍功半的為難場面的關(guān)鍵就是對文章讀的不熟。常言道“書讀百遍,其義自見,假如有目的、有方案地引導(dǎo)學(xué)生反復(fù)閱讀課文,或細(xì)讀、默讀、跳讀,或聽讀、范讀、輪讀、分角色朗讀,學(xué)生便可以在讀中自然領(lǐng)悟文章的思想內(nèi)容和寫作技巧,可以在讀中自然加強(qiáng)語感,增強(qiáng)語言的感受力。久而久之,這種思想內(nèi)容、寫作技巧和語感就會(huì)自然浸透到學(xué)生的語言意識(shí)之中,就會(huì)在寫作中自覺不自覺地加以運(yùn)用、創(chuàng)造和開展。 We _many animals. I took many _in the zoo. The birds are _the lions.死記硬背是一種傳