二级下册unit5-4

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新视野大学英语读写教程Unit_5

Key
路面很滑，加上大风，不可能骑车。
Quotation
Ideas not coupled with action never become bigger than the brain cells they occupied.
5. hook vt. (L21)
catch sth. by hook Examples
My father is hopelessly hooked by cigarettes.
Many students get hooked on computer games.
Translation
小贩的鬼把戏让他上钩了。
Key
He was hooked by the vender’s tricks.
mpeursstownaoiftt. en shakes hands.
3
1. When she smoked Marlboros and Players I hardened myself against feeling so bad; … (L7)
When she smoked Marlboros and Players I made myself become less sympathetic and less easily affected emotionally; …
8. starve of (L42)
vt. not give or not be given sth. that is needed 使缺乏；使得不到
Practice
这个地区的人们极需饮用水。这棵植物因缺乏光照而死掉了。
Key
People in this region are starved of drinking water.

高中人教版英语人教版高中必修4【教学设计】Unit 5(英语人教必修四)

Unit 5 Theme parks教材分析本单元以Theme parks 为话题，旨在通过本单元的教学，使学生了解分散于世界各地的各种各样的主题公园，学会向别人介绍某个景点的大体情况，以及计划各项活动，同时培养学生对世界及生活的热爱。

Period 1 Warming Up & Reading教学目标1. 通过对国外一些主题公园文化的了解而拓展视野，增强跨文化意识。

2. 通过热身活动了解传统意义上的公园和主题公园之间的区别。

3. 通过阅读材料了解夏威夷的一个著名娱乐文化公园。

重点难点【教学重点】1. 学习并掌握本单元重点单词和短语。

2. 阅读并理解课文和掌握文章大意。

【教学难点】阅读并理解课文Theme parks—fun and more than fun教学准备Tape recorder, Multimedia, PPT等。

教学过程Step I 新生词汇初识Ⅰ. 匹配下列单词的词性及汉语意思1．theme A．vt. 保存；保留n．保护区2．tourism B．n. 消遣；娱乐(活动)3．unique C．adj. 不同的；各种各样的4．engine D．n. 长度；长5．attraction E．n. 秋千；摇摆vt. & vi. 摇摆6．amusement F．n. 引擎；发动机7．length G．n. 题目；主题(曲)8．various H．adj. 独一无二的；仅有的9．preserve I．n. 有吸引力的事物；吸引10．swing J．n. 旅游业【答案】1－5GJHFI6－10BDCAEⅠ. 选择下列句中相对应词组的汉语意思A.非常B.根据……模仿C.熟悉D.以……而闻名E.实现F.难怪1．This restaurant is famous for its delicious dishes.2．I am familiar with the computer software they use.3．Her dream to enter the famous university came true.4．The two buildings are modelled after the same pattern.5．No wonder you can't find anybody here；they're all away at a meeting.6．I was more than happy when I heard the news.【答案】1－6DCEBFAStep II 教材语篇细研第一步速读——了解文章主题和段落大意速读P34教材课文，匹配段落大意1．Para.1A．To introduce Disneyland.2．Para.2B．To introduce theme parks.3．Para.3 C．To introduce Camelot Park.4．Para.4D．To introduce Dollywood.【答案】1－4BADC第二步细读——把控文章关键信息细读P34教材课文，选择最佳答案1．According to the passage，tourists can find Snow White and Mickey Mouse in ．A．World Waterpark B．DisneylandC．Central Park D．Camelot Park2．What's the Dollywood's main attraction?A．Its culture.B．Its country music.C．Its candy shops.D．Its wooden roller coaster.3．It can be inferred from the third paragraph that the main purpose of Dollywood is to ．A．entertain B．make profitsC．show cartoons D．educate people4．Which of the following can follow the last paragraph?A．An introduction of some other theme parks.B．Mickey Mouse in Disneyland.C．Dollywood's old wooden roller coaster.D．Something about a traditional park.【答案】1－4BADA第三步精读——能力升华接轨高考精读P34教材课文，在空白处填入1个适当的单词或括号内单词的正确形式。

新世纪英语二年级下册Unit 5 Wonderland

Grade 2B Unit 5 Wonderland& Farmland一,教育目标:1,帮助学生从小养成礼貌待人的好习惯.2,培养小学生主动大胆地表达自己的想法.3,通过小组合作学习,培养学生与伙伴合作交流的良好心理品质.二,教学目标:(一), 基础目标:1. 通过听,说,读等多种学习方式掌握Wonderland中单词:bread , sandwich, noodle, hamburger.2. 能根据模拟或实际语境使用句型:I want….3.能尝试运用新单词和词组放入已学句型May I have…Give me…及新句型I want …说话.(二), 发展目标:1. 能认读其它的食品类单词,并能区分可数名词和不可数名词.2. 学会用本课单词和I want…整合已学句型说话,语句比较规范.(三), 能力目标:1 能根据特定的情景中用"I want…"这样的句型来表达.2 学会用学过的英语来描绘物品,并能根据不同场合自编对话.(四),情感,策略和文化等有关目标:1. 情感态度:帮助学生从小养成礼貌待人的好习惯.2. 学习策略:根据教学内容和学生的学习能力,使每个学生都能大胆发表自己的看法.3. 文化目标:快餐文化是西方人节省时间,讲求效率的一种方式.三,教学重难点:1,新单词的音,形,义,区分运用冠词a, an2,利用新学的单词组成句子.3,能掌握单词的单,复数.四,教具准备:PPT演示文稿,单词卡片五,学习情况分析:1.教材分析:本课主要教学Wonderland中的四个单词:bread , sandwich, noodle, hamburger.并整合句型I want…进行教学.其中bread这个单词学生已接触过.在教这四个名词时,复习大量的名词和动词,丰富语言训练的内容,提高学生对知识的再现率,又适当拓展了一些单词和短语,扩大语言输入量,让学生在不断的语言积累中提高语言运用能力.2.学情分析:本班学生通过一年多的学习,已积累了一定的语言,有了初步的听说能力,初步养成了认真听,大胆模仿,说话,乐于与伙伴交流的学习习惯.但由于学生表达能力,学习习惯的差异和记忆力的强弱等造成了他们对已学知识的掌握程度不同.在课上应注意教学内容的分层,给不同层次的学生创设充足的语言实践和运用的机会.通过造句,问答,情景对话等,针对不同能力水平的学生开展教学活动,让优等生吃饱,差生也能积极参与学习活动,在组员的帮助下进行语言训练,增强他们学习的自信心,3.本节课个别化教学的重点对象是:黄金鑫,蒋文生平时怕开口,咬音不够准,教师在教授发音时,多加关注;其次,对学习自控能力较弱,容易开小差,走神的孩子进行个别督促:周苏鹏,秦徐磊;关注说话能力强的学生,适当体现句型的开放性和整合性:朱珺宜,黄帝浩,陈良宇,陈怡婷,严豪杰.(A类为优等生,B类为中等生,C类为基础生.)A类学生(少数几个):学习习惯良好,学习兴趣较浓.能熟练掌握单词的音,形,义,并能结合已学句型熟练运用.担任小组里的组长职务,能较好地履行自己的职责,根据老师布置的任务,带领小组成员进行有效的小组活动.B类学生(一部分学生):学习习惯较好,学习态度端正,能正确地朗读单词,但是语言感悟能力,语言表达能力还须加强.C类学生(一小部分):虽经过大半年的学习,但还没养成良好的学习习惯,学习劲头也不足,模仿能力较差,接受较慢,语言表达能力较弱,需要在老师的点拨,指引和同学的帮助下才能完成学习任务.六.设计理念努力创设宽松愉快,开放自主的学习空间,开阔学生的视眼,激发学生的思维,真正做到寓教于乐. 充分尊重学生的生活经验和认知基础,设计生动有趣多层次的教学活动,使英语教学生活化,激发每个学生的学习兴趣.3.采用小组合作,师生合作等学习形式,提高团队精神,促进良好的师生互动.4.分层达标,通过课桌椅的摆放,"同步教,异步学"的方式,使每个学生都有所收获.七,组织形式:六人小组(异质编组)围坐式.八,教学过程:ProceduresContentsStudents' activitiesPurposePre-task preparationWarming-up.Sing a song:The students sing an English song.通过唱歌,从一堂课的开端就营造出一种轻松愉快的氛围,给课堂增添一份活力.While-task procedure1. Learn : breada Do you like picnicLet's go for. a picnic.What shall we take for the picnicLet's go to a snack bar.Present the word "bread"a loaf of breada piece of breadCan you give me a cakeRead the word and the phrases.Work in pairs to make a dialogue.通过创设情景,以旧带新,复习大量食品类的单词,引出语言,促进学生的自然交际.另外通过复习give me…May I have …句型为引出I want做些铺垫.Learn: sandwichT: What am I going to take for the picnicPlease guess:It's a triangle, It's yellow, It's soft. What's thisHow many Let's count.How muchLearn a rhymeIs it a_______Read and spell the word.Read the phrases.Say the chant开放性的情景激发学生表达欲望.多关注C类学生.用读chant巩固单词,激发学生的兴趣.3.Learn the sentence pattern:I want…Today is Jenny's birthday.从Give me a big cake. 过渡到I want a big cake. What do you wantRead the sentences after the teacher.What do you wantI want a big cake.Work in pairs学用结合,提高语言交际能力.T: What do I want for my birthday4. Learn: noodlesa bowl of noodlesa bag of noodlestwo bags of noodlesYou want ________.Read and spell the word "noodles"I like Kangshifu noodles . And youP: I like _____ noodles.There are so many kinds of noodles.Look, these are _____ noodles.Work in pairs把单词放入句型操练,加强巩固单词(不同品牌的面)拓展语言材料,给学生更多的英语输入量.5. Learn: hamburgerIs it a sandwichWhat shape is itLearn chantCan I help youMay I have a hamburgerI want a hamburger.Read and spell the word "hamburger"Make your own chant.Make a dialogue in pairs.用读与编chant巩固单词,激发学生的兴趣.拓展语言材料,给学生更多的英语输入量. Post-task activitie-s1. Listen to the tape2. Play a game:I'm hungry. I want a hamburger. Let me find a person who wants a hamburger, too.Do you want a hamburgerYes, I do. Yeah, we'refriends. Let's buy some hamburgers together. OKPlease take out your pictures and find a person who wants the same food as you.3.Quick responseI have a hamburger and a cup of milk for my breakfast. And youWhat do the children have for breakfastPlease try to remember what do the children have for breakfast, OK Let me seewho has a good memory4. Make a dialogue.Read after the tape.Play the gameI have …_______has______.Work in groups.Choose one of the topics to make a dialogue.使乏味的语言训练趣味化,激发学生参与比赛的形式又能吸引学生注意力.(A 类或B类学生主动去交际.C类学生配合)通过画面,让学生集中注意力,然后食品消失,锻炼学生的记忆力,并在真实生活中运用语言的能力.让不同层次的学生相互合作,尽力发掘他们的潜力,学生在知识的延伸与碰撞中得到相应的提高.(教师在生生互动过程中,要多对C类学生进行关注和帮助同时对A类学生进行适时的点拨和培养)AssignmentsRead after the tape.Make some sentences with the new words..3. Make a short dialogue with the new words.针对不同的学生设计不同的作业的,也是分层教学的一大任务.说课今天我执教的是新世纪英语2B Unit5 Wonderland 中的四个单词:bread, sandwich, noodles, hamburger并整合句型I want…进行教学. 其中bread 这个单词学生已经接触过take some bread, 在教这四个单词时, 复习了大量的名词,提高学生对知识的再现率,使新旧知识融会贯通,又适当拓展了一些单词和短语,丰富语言材料,让学生在不断的语言积累中提高语言运用能力.本节课主要是给不同层次的学生创设充足的语言实践和运用的机会.首先, 我让学生唱一首关于食品的歌曲,为后续学习作铺垫,并且从一堂课的开端,就营造一种轻松愉快的学习氛围,使学生尽快进入英语学习状态.然后创设学生去野餐的情景,复习大量的食品的单词,以旧带新,通过师生对话, "Give me …"自然引入bread一词的教学,在师生的自然交流中引出新知.并且采用开放性的问题情景,读小诗,读和编chant, 情景对话等巩固四个单词,针对不同能力水平的学生开展教学活动,使学生边学边用,学用结合.在post-task activities, 我设计了play a game , Quick response, make a dialogue 三项活动,给与学生自主学习的空间,努力让语言教学走向生活,让学生学以致用,提高语言运用能力.在整个教学过程中,我着重注意了以下几点:1. 力图体现小班化教学的特点,在教学过程中体现分层教学,使不同学生得到不同发展.如在教学中我注意创设开放性的情景,问题情景,如What shall we take for the picnic What do I want formy birthday What do the children have for breakfast 等,选择答案不唯一的问题,使学生有话可说,有话想说.再如play a game 中,AB 类的学生造句子,C类的学生造词组,这样鼓励语言能力强的学生多用英语表达,语言能力弱的学生用简单的词语模仿回答,学生的回答完全显现自身的审美情趣和个人爱好,每个学生都有收获.再如,采用小组合作学习.合作学习让更多的学生参与到活动中来,AB类学生发挥他们的长处,C类学生和在课堂中难得发言的学生也在对话中扮演不可缺少的角色,借此机会在小组活动中得到帮助,操练口语,积极思考,可以让每个学生体验到成功和受重视的感觉.2. 创设语境,引出语言,促进学生的自然交际.在教学中,我创设了"Having a picnic"的语境,整体感强,另外又创设了许多问题情景,使词汇教学情景化,让学生感受词汇,理解词汇,激发想象,促进学生记忆,启发学生的思维,提高英语能力.3. Rhyme , chant, game 贯穿课堂.让低年级的学生在游戏中培养他们对英语的兴趣,发展他们的语感,即玩中学;同时让学生在朗读儿歌中体验有节奏的英语朗读韵律,使枯燥的语言训练充满动感,变得有趣,使教学过程充满童趣.如:在操练这对学生来说难度大,又枯燥乏味,我就让学生编chant , 在琅琅上口的诵读中,激发学生表达的欲望.。

Unit 4-5主语的翻译

⑴ We must put great emphasis on the seriousness of corruption and embezzlement among some high-ranking officials in China. ⑵ Special emphasis must be placed on the gravity of corruption and graft among some high officials in China. 5．添加主语 Eg1 缘木求鱼，虽不得鱼，无后灾。 ⑴ If you climb a tree to seek for fish, although you do not get any fish, you will suffer no subsequent calamity.
• Homework 翻译以下句子，至少给出三种不同的选择主语的方法： 1．世界恐怕从未面临过象臭氧层破坏和温室效应这么严重的污染威胁。 2．对太阳黑子的长期研究表明，它们的数目约以十一年为周期发生急剧的变化 3．中国自七十年代末实行改革开放以来，服务行业平均每年以10.9%的幅度增长。
⑵ By climbing a tree in search of fish, one will not come to harm even though one cannot get any fish. Eg2.我公司根本不需要象他这样无知狂妄的人。 ⑴ Our company has absolutely no use for an ignorant and presumptuous man like him. ⑵ Someone as shallow and conceited as him is the last person our company wants. ⑶ Shallow and conceited, he is the last person our company wants. ⑷ The last thing our company needs is someone as ignorant and self-important as him.

新人教PEP版小学四年级英语下册 Unit 5 Period 4 Part B 优质教案

新人教PEP版小学四年级英语下册Unit 5优质教案Period 4Part B Let’s talk，Let’s find out本课时为第五单元的第四课时，学习Let’s talk和Let’s find out两个环节。

Let’s talk通过萨拉和弟弟帮助妈妈整理衣物的场景呈现本课时重点句型“—Whose+可数名词单数+is this/ that? —It’s+名词性物主代词/名词所有格.”“—Whose+可数名词复数+are these/those? －They’re+名词性物主代词/名词所有格.”让学生感受其语义及语用情景。

Let’s find out为一个活动，让学生通过讨论图片中物品的主人的对话，从而巩固Let’s talk所学重点句型。

知识目标1．能够听、说二会单词：whose，mine；2．能够用句型“—Whose+可数名词单数+is this/that? —It’s+名词性物主代词/名词所有格.”询问单数物品属于谁并作答；3．能够用句型“—Whose+可数名词复数+are these/those? —They’re+名词性物主代词/名词所有格.”询问复数物品属于谁并作答；4．能够理解对话内容并能按照正确的语音、语调朗读对话。

能力目标培养学生的交际能力和口头表达能力。

情感目标教育学生要帮助父母做一些自己力所能及的事情。

教学重难点1．能够在实际情景中灵活运用句型“—Whose+可数名词单数+is this/that? —It’s+名词性物主代词/名词所有格.”；2．能够在实际情景中灵活运用句型“—Whose+可数名词复数+are these/those? —They’re+名词性物主代词/名词所有格.”。

教师创设情景，让学生在情景中运用重点句型进行交流，然后通过活动反复操练，使学生能够熟练运用这些句型。

多媒体课件、有关服装的图片、磁钉、失物招领箱。

Step 1：Warm-up1．指令活动。

小学二年级下册英语译林版 2b unit5 知识点认读

2B Unit5 认读
一、拼读下列单词
skip跳绳skate滑冰swim游泳ride骑bike自行车can 能；会
cook做饭sing唱歌dance跳舞draw画画hop单脚跳jump跳跃run跑步walk走路read读write写come来go 去play玩have有；吃；喝like 喜欢
二、认读下列词组
I can我会I can’t我不会
can’t=cannot 不会of course当然
can swim会游泳ride a bike骑自行车
play games 玩游戏go to school 去上学
like a bird像一只鸟skip with me和我跳绳
in spring在春天
三、认读下列句子
1.I can hop. 我会单脚跳。

2.Can you？你会吗？
Yes，I can. / No，I can’t. 是的，我会。

/不，我不会。

3.Of course I can. 我当然会。

4.I can’t skate. 我不会滑冰。

5.Like a bird in spring. 像春天里的一只鸟。

e and skip with me. 过来和我一起来跳绳。

7.Can you swim? 你会游泳吗?
8.I can’t skate,but I can ride a bike. 我不会滑冰，但是我会骑自行车。

人教新课标届高考一轮复习必修二Unit4Unit5 A卷

最新精品 Word 欢迎下载可修改单元训练金卷·高三·英语卷（A ）必修二 Unit 4-Unit 5注意事项：1. 答题前，先将自己的姓名、准考证号填写在试题卷和答题卡上，并将准考证号条形码粘贴在答题卡上的指定位置。

2. 选择题的作答：每小题选出答案后，用2B 铅笔把答题卡上对应题目的答案标号涂黑，写在试题卷、草稿纸和答题卡上的非答题区域均无效。

3. 非选择题的作答：用签字笔直接答在答题卡上对应的答题区域内。

写在试题卷、草稿纸和答题卡上的非答题区域均无效。

4. 考试结束后，请将本试题卷和答题卡一并上交。

第Ⅰ卷第一部分听力（共两节，满分30分）略第二部分阅读理解（共两节，满分40分）第一节（共15小题；每小题2分，满分30分）阅读下列短文，从每题所给的四个选项（A 、B 、C 和D ）中选出最佳选项。

AAs the saying goes, “Without music, life would be a mistake.” Music is very important in our lives and here are four of the greatest musicians in history.Ludwig van Beethoven(1770-1827)Born in Bonn, Germany, Beethoven never held an official position in Vienna. He supported himself by giving concerts, teaching piano, and the sale of his compositions(作品). The last 30 years of Beethoven’s life were filled with a lot of hard times, the first of which was his deafness. Beethoven’s music greatly influenced the next generation of musicians.Johann Sebastian Bach(1685-1750)Bach, “the father of modern music”, was born in Eisenach, Germany. His parents died when he was nine years old, and in 1695 he went to live with his brother Johann Christoph, who was an organist(风琴手) in Ohrdruf. He stayed there until 1700. Eight years later, he moved back to Weimar, where he served as court organist for nine years. His music greatly influenced classical music.Frédéric Chopin(1810-1849)Chopin was born in Warsaw, Poland. He showed a talent for the piano at a very young age. Chopinbegan composing when he was still a child, but some of his early works have been lost. He gave his first public concert in 1818. Chopin was considered as the leading musician of his time.Franz Schubert(1797-1828)Schubert was born and died in Vienna. Unlike most of his predecessors, Schubert was not a great performer. He never had much money but he was very productive. He wrote his first masterpiece when he was only sixteen. However, he died young, before his talents had even been known. 21. Beethoven did not make a living by ________. A. teaching students B. giving concerts C. selling his worksD. doing business22. Bach worked as an organist in Weimar until ________. A. 1765B. 1707C. 1750D. 171723. What do we know about the four musicians? A. They all lived a hard life at their old age. B. They were all talented musicians. C. They became famous at a young age. D. They were all good at playing the piano.BHow do young people learn best? This is something I think about a lot when teaching foreign languages to young people. I often find that traditional teaching methods are neither always effective nor interesting for young brains to learn a foreign language.After moving to southern Italy I was lucky to have had the chance to run a private course teaching English to under 7-year-olds. I was aware that children liked to sing and enjoyed games so I wanted to use these tools to help my students develop English conversation skills. I found some fun and easy songs online, which they loved. I also found the English versions of some nursery rhymes they recognized. All of them were very interesting and helpful but students could still not have a basic conversation in English.I knew I wanted these guys to be fully immersed in the language I was teaching and I also wanted them to speak it. I was keen to give 90% of my lessons in English but I kn ew it’d be difficult to get them to speak in a foreign language they have little or zero exposure to outside our lessons, so I had to come up with a simple yet effective plan.此卷只装订不密封班级姓名准考证号考场号座位号One day I decided to prepare a simple dialogue in English, so that I could get them to sing and chant(有节奏地反复地唱) it, rather than simply getting students to repeat the phrases. I discovered that chanting some conversational sentences was the way to get students to speak in English — it worked!So when teaching English to young people now, I encourage them to make up their own songs and chants to help them remember expressions or complex sentences.24. What is the passage mainly talking about?A. How to make young learners like a foreign language.B. How to teach foreign languages to young people.C. How to run a private course in southern Italy.D. How to help the younger children with studies.25. What does the underlined word “immersed” mean in the 3rd paragraph?A. AmusedB. BuriedC. RelatedD. Informed26. How did the author feel when faced with difficulty in teaching?A. He found it impossible to teach children with little English.B. He tried to be a patient and responsible teacher.C. He realized he was unable to finish the task of teaching.D. He actually kind of discouraged and disappointed.27. What can be inferred from the passage?A. Mistakes are an important part of education.B. A teacher can never tell where his influence stops.C. A teacher should understand his students’ needs.D. Confidence is the first step on the way to success.CWhat to do if you find a sick, injured or abandoned wild animal General tipsDon’t remove an animal from its natural habitat(the animal may not need assistance, and you could do more harm than good).Check the animal periodically for 24-48 hours.Keep your distance.Young animals babiesIf you find an abandoned young animal, separated from adults or left on its own — keep cats and dogs away and limit noise.An adult may not return if it is noisy or if people are close by.Get help for a wild animalIn Ontario, wildlife rehabilitators(复健员) are authorized by the Ministry of Natural Resources and Forestry to provide temporary care to sick, injured and abandoned wildlife so it can be returned to the wild. Rehabilitators commit significant time and resources, and many seek donations to assist with their work.Every effort is made by wildlife rehabilitators to ensure wildlife in their care do not become tame(驯服).Find a wildlife rehabiltatorTo get help for a sick, injured or abandoned animal, you can contact:●an authorized wildlife rehabilitator●your local Ministry of Natural Resources and Forestry district officeHealth risksIf you come across sick or diseased wildlife and you suspect there is a public health risk(such as West Nile virus), contact your regional or local health unit immediately: Ontario Public Health Units.Public safetyIf the animal is alive and there is a public safety issue, contact your local police department.28. Which is the general solution if you find an abandoned animal?A. Leave it where it is and observe it.B. Remove it from its natural habitat.C. Stay with it and care for it.D. Pretend not to have seen it.29. Wildlife rehabilitators are devoted to .A. providing constant care to wildlifeB. making wild animals well-tameC. releasing wildlife back to the wildD. donating large sums to charity30. Who will you contact if you find a wild animal at the risk of public health in Ontario?A. Ontario Public Health Units.B. An authorized wildlife rehabilitator.最新精品Word 欢迎下载可修改C. The local police department.D. The Ministry of Natural Resources and Forestry.31. What’s the purpose of the text?A. To teach people how to train animals.B. To give advice on protecting endangered wildlife.C To call on people to raise pets.D. To introduce the animals in Ontario.DHaving a learning disability doesn’t mean you can’t learn, but you’ll need some help and need to work extra hard. If you have a learning disability such as dyslexia or dyscalculia, remember that you are not slow or stupid.Learning disabilities can be genetic(基因的). That means they can be passed down in families through the genes. But kids today have an advantage over their parents. Learning experts now know a lot more about the brain and how learning works, and it’s easier for kids to get the help they need.Dyslexia is a learning disability that means a kid has a lot of trouble reading and writing. Kids who have trouble with math may have dyscalculia. Other kids may have language disorders, meaning they have trouble understanding language and understanding what they read. It can be confusing, though. How do we tell if a kid has a learning disability? Reading, doing math, and writing letters may be tough for lots of kids at first. But when those troubles don’t fa de away(逐渐消失) and it’s really difficult to make any progress, it’s possible that the kid has a learning disability.Finding out you have a learning disability can be upsetting. You might feel different from everyone else. But the truth is that learning disabilities are pretty common. And if your learning specialist or psychologist has figured out which one is right track. Now, you can start getting the help you need to do better in school.But for this special help to really work, you’ll need to practice the new skills you’re learning. It may take a lot of efforts every day. That can be a challenge, but you can do it. Soon, you’ll enjoy the results of all your hard work: more fun and success in school.32. What do we know about the learning disability?A. It is a physical disease.B. It can be treated by doctors quickly.C. It happens to children who are lazy.D. It gets you into trouble when learning a subject.33. Children are likely to have a learning disability ________.A. if their parents have the same problemB. if they are not interested in a subjectC. if they don’t get help in timeD. if they don’t work hard34. How can you know if you have a learning disability?A. Your teacher says you are a slow student.B. You can’t make progress after hard work.C. You have trouble with some lessons at first.D. Your learning style is different from others.35. What’s the main purpose of the text?A. To find out the reasons for learning disabilities.B. To get parents to know more about their children.C. To help people know and deal with learning disabilities.D. To ask teachers to help students with learning disabilities.第二节七选五（共5小题；每小题2分，满分10分）根据短文内容，从短文后的选项中选出能填入空白处的最佳选项。

Unit 5-4-网页练习三

21、小皮是E&E公司的网页设计师，她要在FrontPage2000中为文本“电子邮件”创建超链，她希望用户点击“电子邮件”后，当前网页跳转到/email.asp网页中，请问下述哪个步骤是正确的？(3分)A．选择文字--〉按Ctrl+K--〉选择"超链接"--〉在URL文本框中输入：/email.asp--〉点击“确定”B．选择文字--〉点击右键--〉选择"超链接"--〉在URL文本框中输入：/email.asp--〉点击“确定”C．移动光标到文字前--〉按Ctrl+K--〉选择"超链接"--〉在URL文本框中输入：/email.asp--〉点击“确定”D．移动光标到文字前--〉按Ctrl+K--〉选择"超链接"--〉在URL文本框中输入：/email.asp--〉点击“确定”22、小皮要完成一个调查表网页，该网页是让用户在“电子邮件”、“搜索引擎”、“校园超市”、“交易大厅”、“电子银行”几个选项中选择最喜爱的栏目。

请问他可以采用下述哪些HTML完成该网页的选择功能？(3分)A．〈form method="POST" action="sub.asp"〉＜select size="1" name="D1"＞＜option selected＞电子邮件＜/option＞＜option＞搜索引擎＜/option＞＜option＞校园超市＜/option＞＜option＞交易大厅＜/option＞＜option＞电子银行＜/option＞＜/select＞＜input type="submit" value="提交" name="B1"＞〈/form〉B．〈form method="POST" action="sub.asp"〉〈input type="radio" value="V1" name="R1" checked〉电子邮件〈input type="radio" value="V1" name="R1"〉搜索引擎〈input type="radio" value="V1" name="R1"〉校园超市〈input type="radio" value="V2" name="R1"〉交易大厅〈input type="radio" value="V3" checked name="R1"〉电子银行＜input type="submit" value="提交" name="B1"＞〈/form〉C．＜select size="1" name="D1"＞＜option checked＞电子邮件＜/option＞＜option＞搜索引擎＜/option＞＜option＞校园超市＜/option＞＜option＞交易大厅＜/option＞＜option＞电子银行＜/option＞＜/select＞＜input type="submit" value="提交" name="B1"＞〈/form〉D．〈form method="POST" action="sub.asp"〉〈input type="checkbox" value="V1" name="R1"〉电子邮件〈input type="checkbox" value="V1" name="R1"〉搜索引擎〈input type="checkbox" value="V1" name="R1"〉校园超市〈input type="checkbox" value="V2" name="R1"〉交易大厅〈input type="checkbox" value="V3" checked name="R1"〉电子银行＜input type="submit" value="提交" name="B1"＞〈/form〉23、小皮设计了如图所示的网页，请问要成功设计出网页中表格，下述哪个HTML是正确的？(2分)A．＜table border="1" cellpadding="2"width="100%" height="41"＞＜tr＞＜td width="8%" height="41"rowspan="2"＞＜/td＞＜td width="92%"height="75"＞＜/td＞＜/tr＞＜tr＞＜td width="92%" height="1"＞＜/td＞＜/tr＞＜tr＞＜td width="92%" height="1"＞＜/td＞＜/tr＞＜/table＞B．〈table border="4" width="100%" cellspacing="1" 〉〈tr〉〈td width="30%" rowspan="2"〉〈/td〉〈tr〉〈td width="70%"〉〈/td〉〈/tr〉〈tr〉〈td width="70%"〉〈/td〉〈/tr〉〈/table〉C．〈table border="4" width="100%" cellspacing="1" 〉〈tr〉〈td width="30%" rowspan="2"〉〈/td〉〈td width="70%"〉〈/td〉〈/tr〉〈tr〉〈td width="70%"〉〈/td〉〈/tr〉〈/table〉D．＜table border="1" cellpadding="2" width="100%" height="41"＞＜tr＞＜td width="8%" height="41" rowspan="2"＞＜/td＞＜td width="92%" height="75"＞＜/td＞＜/tr＞＜tr＞＜td width="92%" height="1"＞＜/td＞＜/tr＞＜/table＞24、如上题图示，小皮下载/examnavigation.asp网页右下角的图片，存入C盘的pic子录下，并把它放入网页表格中，请问她应该使用下述哪个HTML语句？(2分)A．〈img border="1" src="file:///C:/pic/wljs.jpg" width="100" height="75"〉B．＜img border="0" src="file:///C:/pic/dzjy.gif" width="126" height="102"＞C．〈img border="0" src="C:/pic/dsjy.gif" width="100" height="75"〉D．〈img border="1" src="C:/pic/dzly.gif" width="100" height="75"〉25、〈html bgcolor="#00FF00"〉可以将网页底色设为绿色。

二年级英语unit five简笔

二年级英语Unit Five简笔一、Unit Five内容概述1.1 Unit Five 主要学习积极向上的主题，如身体部位的名称、形容词、动词以及一些日常用语。

1.2 单元通过图片、游戏等多种形式让学生轻松愉快地学习英语，丰富学生的词汇量，培养学生的语感，提高学生的英语表达能力。

二、Unit Five 词汇学习2.1 本单元主要学习身体部位的词汇，如head, shoulder, knee, foot等。

2.2 学生可以通过看图片、指认身体部位，用英语说出相应的单词，加深对这些词汇的印象。

2.3 可以利用歌曲、游戏等形式进行词汇教学，使学生在愉快的氛围中掌握词汇。

三、Unit Five 句型学习3.1 本单元引入了一些基本的句型，如“What can you do?”、“I can…”等。

3.2 通过图片、实物等教具，让学生用英语描述自己能做的事情，进一步拓展学生的语言表达能力。

3.3 通过游戏、表演等形式，让学生在轻松的氛围中掌握句型，提高口语表达能力。

四、Unit Five 活动安排4.1 本单元可以组织学生进行歌曲演唱比赛，通过唱歌的形式加深对词汇的印象。

4.2 可以组织学生进行角色扮演，让学生在扮演不同角色的过程中灵活运用所学的词汇和句型。

4.3 可以组织学生进行小组游戏，如“找词游戏”、“连线游戏”等，巩固所学的词汇和句型。

五、Unit Five 总结与反思5.1 通过本单元的学习，学生应该掌握了一些关于身体部位的词汇和一些日常用语。

5.2 通过多种形式的教学活动，学生的英语表达能力得到了一定的提高。

5.3 通过对本单元的总结及反思，教师可以发现学生在学习中存在的问题，并针对性地进行下一步的教学计划。

六、Unit Five 教学建议6.1 对于学生较多的班级，可以采用分组批改作业的形式，提高批改作业的效率。

6.2 对于词汇记忆较差的学生，可以采用多重形式的复习方法，如歌曲、拼图等，加强词汇的记忆。

八年级英语下册(人教版)Unit5第4课时SectionB(1a1d)说课稿

4.语法练习：设计一些填空、改写句子等练习，巩固一般现在时态的运用。
这些练习和活动旨在通过多种形式让学生在实践中运用所学知识，增强记忆和应用能力。
（四）总结反馈
在总结反馈阶段，我将采取以下方式引导学生自我评价，并提供有效的反馈和建议：
1.让学生自我总结本节课学到的知识点，分享学习心得。
2.提出开放式问题，如：“你在描述季节和天气时遇到了什么困难？如何克服？”
2.认知水平：具备一定的英语基础，能够理解和使用简单的英语句型和词汇，逻辑思维逐步发展。
3.学习兴趣：对生动有趣的学习内容更感兴趣，喜欢参与互动和合作学习。
4.学习习惯：多数学生已经养成了良好的学习习惯，但部分学生可能存在注意力不集中、学习方法不当等问题。
（二）学习障碍
学生在学习本节课之前，已经具备了一定的英语词汇和语法基础，但可能存在以下学习障碍：
（3）小组竞赛：通过竞赛活动，激发学生的竞争意识，促进他们积极参与课堂活动，提高学习效果。
这些互动方式旨在营造一个积极参与、合作学习的课堂氛围，让学生在实践中提高英语应用能力。
四、教学过程设计
（一）导入新课
新课导入是激发学生学习兴趣和吸引注意力的关键环节。我将采用以下方式导入新课：
1.利用多媒体展示一段关于不同季节和天气变化的短视频，让学生直观感受季节变化带来的不同景象。
2.随后提出引导性问题，如：“你们最喜欢的季节是什么？为什么？”让学生分享个人喜好和感受。
3.通过简短讨论，自然过渡到本节课的主题，并板书课题：“Seasons and Weather”。
这种方式可以迅速吸引学生的注意力，激发他们对本节课内容的兴趣，为接下来的学习打下良好的基础。
（二）新知讲授
在新知讲授阶段，我将按照以下步骤逐步呈现知识点，引导学生深入理解：

8A Unit 5-4 (Vocabulary)

写出下列句子的同义句：
1.He is not happy . He is unhappy. 2.Edison is not a usual man . Edison is an unusual man. 3.This isn’t an important thing . This is an unimportant thing.
Opposites
unfriendly 选词填空：Some people are ___________ ( friendly, unfriendly) to birds. They throw stones to them. unhappy Some people feel _________ (happy, unhappy) that government give poor people such small and uncomfortable _____________(comfortable, uncomfortable) flats. unsafe It is _______ (safe, unsafe) to walk on the street at night. We should keep students staying away from the unhealthy ________ (healthy, unhealthy) books.
uncommon
able

unable
opposites
If someone shows good manners to others, he is a polite person. If someone does not show good manners to others, he is not polite. If someone does not show good manners to others, he is impolite.

全新主题大学英语读写译教程2 unit5-unit8 (杨俊峰魏承杰著) 长春出版社课后答案

8. layer
9. Grassy
10. gasp
IV.
1. weather-beaten 2. consume
3. overcome 4. carpeted
5. round up
6. dotted
7. drop out
8. enlist
9. let alone
10. witnessed
11. produce
Unit Five Section A
III.
1. inevitable
2. excessive
6. yields
7. token
IV.
1. charting
2. enormous
6. set aside
7. commercial
11. installed
12. revenue
3. species 8. in the name of
suffer from the high exchange rate.
X.
1. When he will be back this evening depends much on the weather.
2. Who was responsible for the accident last month is not yet clear.
3. I think what appeals to me about his painting is the colors he uses.
4. I tried to go into the parking lot, but there was a big truck in the way.
5. This novel was written 30 years ago, but till today it still packs an emotional punch on the

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突然，西蒙大叫：“一只大老鼠！”之后猫迅速的跳起，但是他跳进大袋子。他想要出去，但是他不能了。
jumபைடு நூலகம்ed into
Question: 1.What did Simon suddenly do? 2.What did the cat do? 3. Could the cat get out of the bag?
Simon Paul lives in the country.
6．Listen, read and answer.
lovely:可爱的 always :总是 come out：出来
come-came:来 see-saw:看见 do-did：助动词 put-put：放 want-wanted：想要 large：巨大的 catch：抓
西蒙看见猫在袋子里。他吃了一些奶酪，喝了一点橘汁。当天黑了之后，他手里仍然带了一大块奶酪上床。
drank a little juice
Question: 1.What did Simon eat and drink?
• 听力 • 划重点 • 讲解课文 • 跟读老师 • 分小组读
听力
听写
复习学校英语
Homework
• • • • Part6 短文回答7个问题背part6 前两段背学校英语1单元单词抄写一篇课文书法比赛
Simon is a lovely mouse. He always lives in the country. He lives in a big house. Every day after 8, he comes out to play.
西蒙是一只可爱的老鼠。他一直住在乡村。他住在一个大房子里。每天8点之后，他外出游玩。
country
Questions: 1. Where does Simon live?
2.When does he come out to play?
One day Simon came out and saw a very big black cat sleeping on the sofa. Simon didn’t like the cat. So he put a large bag over the cat’s head. He wanted to catch the big cat with the big bag.
一天西蒙外出看见一个大黑猫睡在沙发上。西蒙不喜欢猫。所以他拿了个大袋子放在猫的头上，他想要用大袋子把猫抓住。
Question: 1.Why did he put a large bag over the cat?
Suddenly, Simon shouted, ”A big mouse!” and the cat quickly jumped up, but he jumped into the big bag. He wanted to get out, but he couldn’t.
Suddenly:突然 shout-shouted：叫喊 jump-jumped：跳 can-could：能，情态动词 get out：出来
play-played:玩 eat-ate：吃 drink-drank：喝 go-went：去 a little：一点 Dark：黑暗的 a piece of cheese：一块奶酪
Simon saw the cat was in the bag. He played in the house. He ate some cheese and drank a little juice. When it was dark, he went to bed still with a big piece of cheese in his hand.