Unit 5 Whose dog is it Part A

1、Unit 5 Whose dog is it Part A一、Read and choose.(讀短文 ,選擇正確答案。) Today is Sunday. Mikes family is at home. His father Mr Black is reading a book in the living room. His mother is cooking in the kitchen. His brother Tom and his friend John are playing chess in the bedroom. His grandpa and grandma are wa

2、tching TV in the living room. Where is Mike? Oh, he is in the garden. He is taking pictures. ( ) 1.Its_today. A. Sunday B. sunny C. Saturday( ) 2. Mr Black is_.A. cooking B. watching TV C. reading a book( ) 3._ is cooking in the kitchen?A. Mike B. Mikes father C. Mikes mother( ) 4.Tom and John are _

3、 in the bedroom.A. sleeping B. playing chess C. watching TV( ) 5. Mikes grandpa is in the _.A. kitchen B. study C. living room二、給以下次加ing。1.climb_ 2. eat_ 3.sleep_ 4.drink_5. jump_ 6. swim_ 7.dance_ 8.play_三、快樂(lè)二選一 ,然后再讀一讀。 1. The blue pencil is _ (my ,mine )2. This is not my dog .Its _ ( she , hers)3

4、. Whose picture are these ? -They are _( we ,ours)4. Is this _ (Amy, Amys ) desk ?5. The white cat is _ (he, his ).四、單項(xiàng)選擇。 ( ) 1. The yellow picture is _. A. mine B. my C. I( ) 2. Are these all _ ? A. our B. my C. ours( ) 3. That picture _ Beijing is beautiful. A. on B. at C. of ( ) 4. -_ dress is t

5、his ? - Its _. A. What ; Sarahs B. Whose ; Sarah C. Whose ; Sarahs ( ) 5.Look! Zoom is _ now ! A. sleeping B. sleep C. sleeps( ) 6.Theyre playing with _. A. each other B. each C. other( ) 7. Are you _ in the study ? -Yes, I am . A. reading B. read C. red 五、翻譯。1. mine_2. yours_3. hers_4. theirs_5. ou

6、rs_答案：一、15ACCBC二、1.climbing 2.eating 3.sleeping 4.drinking 5.jumping 6.swimming 7.dancing 8.playing死記硬背是一種傳統(tǒng)的教學(xué)方式,在我國(guó)有悠久的歷史。但隨著素質(zhì)教育的開(kāi)展,死記硬背被作為一種僵化的、阻礙學(xué)生能力開(kāi)展的教學(xué)方式,漸漸為人們所摒棄;而另一方面,老師們又為提高學(xué)生的語(yǔ)文素養(yǎng)煞費(fèi)苦心。其實(shí),只要應(yīng)用得當(dāng),“死記硬背與提高學(xué)生素質(zhì)并不矛盾。相反,它恰是提高學(xué)生語(yǔ)文水平的重要前提和根底。三、1.mine 2.hers 3.ours 4.Amys 5.his“教書(shū)先生恐怕是市井百姓最為熟悉的一種

7、稱(chēng)呼 ,從最初的門(mén)館、私塾到晚清的學(xué)堂 ,“教書(shū)先生那一行當(dāng)怎么說(shuō)也算是讓國(guó)人景仰甚或敬畏的一種社會(huì)職業(yè)。只是更早的“先生概念并非源于教書(shū) ,最初出現(xiàn)的“先生一詞也并非有傳授知識(shí)那般的含義。?孟子?中的“先生何為出此言也？；?論語(yǔ)?中的“有酒食 ,先生饌；?國(guó)策?中的“先生坐 ,何至于此？等等 ,均指“先生為父兄或有學(xué)問(wèn)、有德行的長(zhǎng)輩。其實(shí)?國(guó)策?中本身就有“先生長(zhǎng)者 ,有德之稱(chēng)的說(shuō)法?？梢?jiàn)“先生之原意非真正的“教師之意 ,倒是與當(dāng)今“先生的稱(chēng)呼更接近?？磥?lái) ,“先生之根源含義在于禮貌和尊稱(chēng) ,并非具學(xué)問(wèn)者的專(zhuān)稱(chēng)。稱(chēng)“老師為“先生的記載 ,首見(jiàn)于?禮記?曲禮? ,有“從于先生 ,不越禮而與人言 ,其中之“先生意為“年長(zhǎng)、資深之傳授知識(shí)者 ,與教師、老師之意根本一致。四、17ACCCAAA語(yǔ)文課本中的文章都是精選的比擬優(yōu)秀的文章,還有不少名家名篇。如果有選擇循序漸進(jìn)地讓學(xué)生背誦一些優(yōu)秀篇目、精彩段落,對(duì)提高學(xué)生的水平會(huì)大有裨益。現(xiàn)在,不少語(yǔ)文教師在分析課文時(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)果教師費(fèi)力,學(xué)生頭疼。分析完之后,學(xué)生收效甚微,沒(méi)過(guò)幾天便忘的一干二凈。造成這種事倍功半的為難局面的關(guān)鍵就是對(duì)文章讀的不熟。常言道“書(shū)讀百遍,其義自見(jiàn),如果有目的、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(tīng)讀、范讀、輪讀、分角色朗讀,學(xué)生便可以在讀中自