七年级英语上册Unit1一般现在时（译林出版社2012新版）

七年级英语上册Unit1一般现在时（译林出版社2012新版）
第一篇：七年级英语上册Unit1一般现在时(译林出版社2012新版) Unit 1 动词be的一般现在时（2012新版译林出版社）我们常使用动词be的一般现在时谈论事实和状态。

如：
I am from China．我来自中国。

He is 12 years old．他十二岁。

We are very happy．我们非常高兴。

注意：主语可以是人称代词，也可以是名词，动词be要与主语保持一致。

如：The little dog is very cute．这只小狗很可爱。

These apples are big and red.这些苹果又大又红。

如果主语是代词，在非正式行文中，动词be与前面主语可以缩写。

如：I am＝I'mYou are＝You'reShe is＝She'sHe is＝He's
It is=It'sWe are =We're．They are＝They're
动词be一般现在时的否定句式是在be后面加not。

如：
She is not tall．她个子不高。

They are not in the classroom．他们不在教室里。

在非正式行文中，动词is/are与not可以缩写。

如：
is not = isn't、are not = aren't.动词be一般现在时的一般疑问句式是将be提前至句首。

如：
一Are you in Grade 7?你在七年级吗？
-Yes, I am．是的，我是。

-Is Tom your classmate?汤姆是你的同学吗？
-No, he isn't．不，他不是。

注意：am与not不能缩写。

在肯定答句中，主语和动词be不能缩写。

如“Yes, he is.”不可缩略为“Yes, he's.",
第二篇：译林版七年级英语上册Unit1 This is me教案
Unit1 This is me!第 1 课时
Comic strip and welcome to the unit 教学目标 T o grasp the
words : e-dog, master, look after, good night
To learn how to greet with each other in English.To train the Ss’ love to each other and respect each other
To learn how to greet with each other.教学难点 The same as the above.教学过程: Step1
Revision Free talk.Ask the Ss to greet their partners.(Ss greet with each other.)Step2 Presentation(Ss read and find what the Ss say.)1)Show Ss a clock and say: At this time of day, how do you greet your teacher or your partner? 2)Today we are going to meet some friends at Beijing Sunshine Secondary School.This is their first English class.Open your books at Page 7 and read aloud what the Ss say.Step3 Presentation(listen and say)
Show Ss a picture & say: Look!I have two new friends.Point to Eddie, say: It’s a dog.Then Hobo: It’s an e-dog.Ask: Do you want to know his name? Say: I have an e-dog.I look after my e-dog every day.Who is his master? Step4 listen and answer Do you know? Present: master and look after T: Where’s the dog?
Play the tape and answer the questions 1.What is it?(It’s an e-dog.)2.Who is Eddie?(He is the master.)3.Who is Hobo?(He is the e-dog.)4.Do you like this e-dog/Eddie/Hobo? 5.Does Eddie like the dog? How do you know? Get some students to answer them in English.Step5 composition ask the students to write a composition Step6 Homework
Finish the exercises in the workbook.Revise the use of the Prep.in English.教学反思:1.通过情境的设置，可以激发学生的学习动机，更好地参与到课堂2.教师要多做个别指导。

第 2 课时 Reading
教学目标：1.Vocabulary : year, grade, club, music, after, wear, glasses, enjoy.2.Patterns :He enjoys playing computer games.& She is good at swimming.3.Skills: Learn to say 教学重点：The
same as the aims 教学难点：Aim 2 教学过程: Step1 Revision Revise the dialogue between Eddie and Hobo.Step2 Reading Show Ss the picture , say: Are the Ss at Sunshine Secondary School ?.They are our friends.Do you know them? Let’s meet Millie first.Li sten and read carefully.Ask: How old is Millie? Does she like reading? In the same way to learn sth.About Simon and Sandy etc.Ask the Ss to read again and finish Part B on Page 9 and Part C on Page 10.Step3 Practice Ask: What activities do his students like? Please help him to put the correct letters in the box.Step 4 Discussion 1.Ask the Ss to finish Part B2, discuss the answers with the Ss 2 Learn the language points.We know something about Millie ,Simon, Kitty, Amy, Sandy and Daniel now.Do you know more about them? Let's do the following exercises.3 Ask the students to do the exercises.Step6 homework Finish the exercises in the workbook.教学反思：给学生一些时间寻找课文中不理解的知识点，教师应有针对性讲解。

第 3 课时
Vocabulary
教学目标：Vocabularies: swimming, volleyball， football field, badminton, court, swimming pool, badminton court.教学重点：Aims.教学难点：The same as the importance.教学过程: Step1.Revision（say the names of the sports.）
1.Talk about sports with the class.Ask students what sports they know the English word for.Then show the real sports things for the students to learn their English names.
2.Ask some questions: What sports do you like? Do you like Playing football? Can you swim? What other sports do you like? Step2.Presentation（Ss fill in the blanks and check it.）
1.Ask students to complete Part A and check answers orally with the class.Draw this table on the small e
“swimming” as an example.Then ask students to draw the following table on the paper.Step 3 Practice(Make up the plete the sentences.)T ell students to work in pairs to complete the chart.Then ask students to make their own sentences about the sports that they have written down in the table.For example: I play badminton with a badminton racket….Ask the students to complete the sentences.Step 4 Test Ask the students to do the test paper.教学反思: 可以开展小组比赛，激发学生的热情。

第 4 课时Grammar 教学目标：1 to make positive and negative statements and ask questions with the verb “to be” To learn to use the simple present tense to talk about things.教学重点：The Simple present tense.教学难点：The same as the importance.教学过程: Step1
Revision Get the students to review “be” and prons and understand its usage.Step 2 Presentation 1.Go through the tables with students.Point out the contractions.2 Students read the sentences on their own.3.Ask students to complete the sentences in Part D.Then in pairs, Students compare and check answers.4.Get the students to read after the teacher and read in pairs.Step 3 Ask and answer 1 Go through the tables with students.2 Ask students to read the sentences in Part E.Let them use the correct forms of the verb “to be” to make positive/ negative statements and questions.3 Ask student to complete the sentences and check for correct answers and pronunciation.4 Let them read after the teacher and read together.Then ask groups of three to read the conversation.Then ask them to replace the information with their own information and read the new conversation.Step4 Learn 1.teach the students how to write a letter.2.Ask students to complete the letter in Part E, Then check
the answer in pairs.3.Ask students to read together.4.Explain : go running , be good at/ be bad at doing Step5 Homework Write a letter to a pen-friend.教学反思: 1.调动学生口语表达的热情。

培养学生独立自主解决问题的能力。

第 5 课时
Integrated skills
教学目标：1.To extract information from an article.2.To obtain information from listening 教学重点：Extract and obtain information about Li Hua.教学难点：Complete a newsletter article.教学过程:
Step1 Revision 1.Get the students to look at a picture of Yao Ming and ask some questions: Who is he? What does he do ? Where does he work?… 2.Ss answer the questions with the picture.Step 2 Presentation.1.Tell students to look at the headline of the newspaper article and the picture.Ask:1)Who do you think the person is? 2)What does he do?
3)Which football team does he play for? 4)Which football team did he play for? 2.Point out and explain the meaning of these words: score, goal, match, team, the World Cup.3.Tell the students to read the note sheet after the teacher.Then read together loudly.4.Ask students to listen to the recorder three times, and complete the information.5.Ask students to check the answers for a class.6.In Part A3, Ss need to extract information from both the article and the note sheet.Then ask them to read after the teacher and practice reading.Step3 Speaking
1.Encourage students to revise the conversation for self introduction and the giving of personal information first.
2.Present the conversation line by line, focusing on intonation and the linking of words.Ask students to repeat complete sentences as they hear them.
3.Ask students to replace
the underlined words with their own information.4.Encourage students to expand the conversation to include more formal greetings.Step4 Homework Write a newsletter article of a famous person.教学反思:
第 6 课时
Study skills
教学目标：1.T o use everyday expressions to give instructions, make requests and give responses
2.Give instructions, make requests and give responses.教学重点：Everyday expressions 教学难点：Everyday expressions and responses.教学过程: Step1 Revision 1.Revise some useful expressions.The teacher let them guess and plays a game to the students: listen to the teacher/ listen carefully Turn to Page …/ work in pairs/ Open/ close your books…
Excuse me, what’s your name, please? Are you …? Where are you from? Are you good at English?…Let the studen ts answer them.Step 2 Presentation.1.Tell students that they need to speak English in my class, so it’s important to learn some everyday expressions.Then let them practice their own phrases they have prepared.2.Go through Part A with the students.3.Explain “borrow/ borrow from/ lend”
4.Ask students to work in pairs to exchange requests and responses as presented.Then check a row of students.Do you have an English book? Does he/she have an English book? Can I borrow your …?
Step3 Practice
1.Go through Part B.Let students guess what those sentences mean by the pictures.
2.Get students to work in pairs and encourage students to repeat whole sentences from memory.
3.Explain: I don’t understand.I’m sorry I don’t
know.I’ll start/begin.4.Tell students to learn more p hrases in order to understand what the teacher.Step 4
Homework Do the exercises in students’ workbook.教学反思:
第 7课时 Main task
教学目标：1.Learn two profiles of Millie and Daniel
2.To write about themselves
3.Introduce themselves to others confidently.教学重点：Learn to write about themselves 教学难点：The same as the importance.教学过程: Step1 Organize ideas.Tell students that the class is preparing a handbook containing a profile of each student.The final drafts of their writing will be collected to make a class handbook.Step 2 Present 1.Ask students to listen to the recorder and answer some questions about Millie and Daniel.2.Ask students to read the profiles.Tell students to underline words and phrases which they find useful in the models so that they can include them in their own writing.3.Tell students to read the outline on Page 16.Encourage students to include additional information.Step3 Practice
1.In pairs, students read, check and correct their partner’s draft.The teacher goes around the class And provides help and assistance.
2.Ask students to rewrite their personal profiles on a separate sheet of paper and add illustrations, particularly a picture of themselves.
3.Ask for volunteers to read out their profiles to the class.Step 4 Play games 1.Tell students not to include their names on the first drafts.2.Divide the class into groups of
eight.Collect the students first drafts, mix them up and then hand them out to different students within the group.3.Each student reads a personal profile, tries to guess who the write is
and returns the personal profile to the writer.Step 5 Homework Write one or two profiles of himself /herself and another person.教学反思:
第 8 课时 Checkout
教学目标：1.T o use the new grammar items and vocabulary taught in unit.2.The simple present tense.教学重点：Use simple present tense.教学难点：The same as the importance.教学过程: Step1 Revision
1.Revise some vocabulary and grammar items taught in this unit: be good at doing/ be clever at/ in the reading club/ like/love/enjoy doing/ take…for a walk/ walk home/ a member of…/ go running…
Step 2 Present
1.Tell students that they will be able to check whether they can use words they have learned earlier in the unit to make sentences.
2.Give them a time limit and finish it.
3.Let students correct themselves, or divide the class into pairs.Students correct each other’s work and write the score on the “paw”.Step 3 Have a competition
1.Tell students that they are having a competition task.Tell them if they can sort the words into the correct word families.
2.Students put the words into the correct word families.Set a time limit.Let them fill in the blanks, then ask students to say the answers.The first student who gets all the answers right is the winner.
3.Ask them to write a few more words for each column if they can.Step4 Homework 教学反思:
第三篇：新版译林三年级上册unit1、unit2教学反思
新版译林三年级上册unit1、unit2教学反思
新版译林教材有些地方和老教材有区别，比如说一些字母的书写“E”“J”等，因为思维定势，一不小心就会写错；现在三年级孩子
和以往不同，他们的知识更丰富，视野更开阔。

各种培训班，以及多媒体的普及，让他们获得了很多英语知识，所以说他们并不是零基础的。

该如何把握新教材，如何面对求知若渴的三年级孩子们，我只能一边教学，一边摸索了，下面就一二单元和大家分享一下我的一些做法。

第一、把握教材，做到心中有数。

教材是教师教和学生学的主要凭借。

根据认识过程的普遍规律和教学过程中学生的认识特点，学生系统掌握知识，一般是从对教材的感知开始，感知越丰富，观念越清晰，形成概念和理解知识就越容易，同时教材使学生在学习过程中获得的知识更加系统化、规范化，有助于对教材讲解的理解和掌握。

因此，教师应正确理解教材，准确把握教材，创造性地使用教材。

一、二单元的教学重点是会说日常用语“Hello.”“Hi.”“Good morning.”“Good afternoon.”“I’m …Are you …?”及其回答“Yes, I am.”“No, I’m not.I’m… ”；会写字母“Aa、Bb、Cc、Dd、Ee、Ff、Gg”。

相比较打招呼用语，想确定对方是否某人的句型“Are you …?”及其回答“Yes , I am.”“No , I’m not.I’m …”学生在说起来更困难些。

在教学第二单元新授句型时，我把张三说成李四，学生都觉得很好笑，被喊错名字的同学也会摇摇头，好些的还会说“No”,我顺势引导他们说出“Yes , I am.”“No , I’m not.I’m…”学生很快就理解并掌握了。

第二、教法多样，激发学生兴趣。

、课堂教学是实施素质教育的主渠道。

众所周知，教学有法，教无定法，贵在得法。

英国著名教育家曾指出：“能够引起学生学习英语的兴趣的方法就是最好的英语教学法。

”由此可见，适当的教学方法是搞好英语教学的关键，也是每个英语教师所面临的重要课题。

1、好的音乐、歌曲既能给人以美的享受，又能使人振奋，催人上进。

所以，几分钟的音乐欣赏会使学生迅速进入角色，起到意想不到的效果，特别对于上午第四节课或下午课更有效。

在第一单元的教学中，我除了教唱了《Good morning.》以外，还增加了两首歌
《Good morning to you.》和《Hello!》，这两首歌旋律简单，学生学起来也不费劲，歌曲既有助于知识的巩固，有活跃了课堂气氛，可谓一举两得。

2、在课堂的一开始，我们可以通过唱熟悉的歌曲来吸引学生的注意力，而在新授过程中或者在巩固环节中我们就可以穿插一些小游戏，利用学生爱玩的特点抓住学生的心，集中学生的注意力，让孩子们在玩中学。

如“Magic eyes”“Smart eyes ”“What’s missing?”“Finding friends ”等等。

3、角色表演注重情景交际，是理解语言、真实运用、实践语言的有效途径，分角色朗读、分角色表演是我在课堂教学中常用的方法之一，小学生，尤其是起始阶段三年级的孩子活泼、好动、爱模仿、喜欢交际、喜欢表现。

我就利用他们这种心理特点，使每个学生都投入到这种活动中，让他们感受语言、学习表达，收到一定的效果。

一般来说，我都是先让学生就课文表演课文，接着再让学生模仿课文情境真实表演，特别鼓励那些有所创新的同学。

孩子们特别喜欢这种形式，尤其喜欢扮演cartoon time里的Sam 和Bobby。

第三、个别辅导，抓紧每位学生。

高尔基曾说过：“不爱孩子，就不配教育孩子。

”教师首先要对后进生倾注“爱心”，“爱”是抚平他们“心灵创伤”的“灵丹妙药”，也是促使他们形成完整学习动机的重要前提。

教师还要善于发现后进生身上的闪光点，要不失时机的激励、鼓舞他们，使他们产生强大的内动力和自信心，从而扬起学习的风帆。

我现在所教的班级里有个特殊的孩子，他小时候得过小儿麻痹，现在走路有些跛，自卑心理加上家长的放任不管，致使他在学习上不能按时完成学习任务，成绩和班级里其他学生之间相差比较大。

为了帮助他迎头赶上，除了在生活上给予他适当的关怀以外，利用课余时间我都是把他喊到身边，细心地讲解给他听，教一遍不会读就教两遍，此外我还给他安排了一个“小老师”，即他的同桌，让他遇到问题先向“小老师”请教，无法解决的来问我。

在课堂上我也适时找些机会给他展现一下，虽然他的语速较慢，但我从不会催促他，更多的是鼓励，班上孩子看到我的
态度，也不会讥笑他了。

在我的坚持下，他现在基本能按时完成学习任务了，课堂上偶尔也能举个小手，虽然和别的孩子相比，差距还是有，但看到他的点滴进步，我还是充满信心的。

三年级的孩子是可爱的，记得一个课间，班上的一个小男生伸出四个小手指问我：“老师，你知道这用英语怎么说吗？”我想：嘿，是想在我面前得瑟自己会说“four”这个单词吧！又想：难道是脑筋急转弯？我犹豫了一下，看我犹豫，小家伙更得意了。

“Four?”我问。

小家伙又弯着四个手指问：“那这个呢？”“啊？还是连环题啊？”不过确实难倒我了，看我答不上来，小家伙笑得前俯后仰，“是wonderful（弯的four）！”看着他那灿烂的笑脸，突然我觉得，这么可爱的孩子，我有什么理由不好好地教给他们知识呢？
第四篇：七年级英语课件译林版
英语课需要在上课前做好大量的准备工作，下面就是小编为您收集整理的七年级英语课件译林版的相关文章，希望可以帮到您，如果你觉得不错的话可以分享给更多小伙伴哦！
七年级英语课件译林版：What does he look like
一、教学课型：对话单词课
二、教学目标：
本节课是本单元的第一课时，它的中心任务是能对人的外貌进行简单的描述。

教学目标可细化为四个方面：
1．语言知识：正确使用下列单词和句型：
1）单词：hair, curly, straight, height, tall, medium, thin, heavy, build.2）句型：--What does he/she look like?
--He/She is tall.--What does heshe look like?
--HeShe has curly hair.．
2．语言技能：
1）学生学完本课，会描述人物外貌。

2）学生能积极思维，运用所学单词，短语及句型，结合实际生活进行灵活运用。

3．学习策略：学生通过小组活动学会与人合作，通过游戏导入提
高学生学习的兴趣。

4．情感态度：学生学会友好地描述别人的形象。

三、教学重点:
掌握怎样用本课新单词、句型来描述一个人的外貌的方法。

四、教学难点：
掌握正确运用have动词和be动词的描述人物外貌的方法。

五、教学设计：
StepI.warming up
教师活动：
教师设计一个幸运猜物的游戏，学生选中一样衣物后，后面会出现一些与课堂内容有关的简单问题,说唱或赠送一些小礼品，带领学生做完游戏，以此来调动学生的积极性，借此与学生交流沟通，消除陌生感，活跃课堂气氛。

1）跟随老师一起做幸运猜物的游戏，在六样衣物中做出一个选择。

2）通过游戏中讲衣着，找朋友等活动为下面描述外貌这个中心任务的展开做好热身准备。

设计说明：教师创设一个游戏情景，在游戏中营造课堂气氛，并设计what is your friend wearing?等简单问题来引出本节课的主题，描述人的外貌。

活动形式以师生活动为主。

Step II Present & practice
教师活动：呈现出潘长江，姚明等身高特征比较明显的人物，带领学生讲出short, tall,并用古天乐的身高引出medium height这个词。

带领学生读好medium height的发音。

然后用What do I look like? What do you look like? What does he/she look like?来让学生巩固练习medium height的发音。

教师始终不忘用What does he/she look like?的句型来问学生。

为下面学生自己能说做好铺垫。

学生活动：能看着图片中的人物，会说表示身高的几个词。

强化medium height的用法和发音。

设计说明：通过看图说话的形式，向学生呈现一些名人的图片，引出一些表示身高的词，然后让他们对身边同学的身高进行简单的描
述。

教师通过What does he/she look like?句型的提问，为下面学生做pairwork做好铺垫。

Step III Presentation
教师活动：由一个比较重的人的图片，引出heavy，并拿出thin 的人来比较，从而引出medium build.带领学生读好medium build 的发音。

学生活动：能感悟表示体重的几个词。

设计说明：通过直观的手段让学生感悟这几个表示体重的词的意义。

Step IV Pairwork
教师活动：通过呈现央视主持人的照片，让学生会说名人的身高和体重。

然后再通过说毕福剑的星光大道的节目，为下面老乐一家的出现做好铺垫。

通过描述老乐的家庭成员，让学生会用What does he/she look like?--He/She is …and …的句型来描述生活中普通人的身高和体重。

学生活动：积极参与这个活动，在谈论名人和普通人的活动中以及生生互动中逐步理解What does he/she look like?--He/She is …and …句型的适用情景，并能灵活运用该句型。

设计说明：创设情境，让学生主动参与活动，学会描述不同人的身高和体重。

Step V Present & Pairwork
1．教师用一句“Look at Le Bao.a beautiful girl has beautiful hair.”来引出不同头发的展示和句型。

She has …hair.同时板书She has …hair
2．用一张光头的图片，调动学生气氛，并追问一句：What do you think of being bald? 同时，自圆其说：I think it’s cool.I want to, but I’m a teacher, so I can’t.How about you.What do you want to have in the future?呈现一些各色漂亮的发型图片，引导学生说出，自己想要变换成什么发型？教师及时进行评价。

学生活动：
1．在老师的启发下，逐渐接受long straight hair, short curly
hair等表达方法，并在pairwork环节中，学会用What does she/he look like? She/He has…hair来谈论一些native speakers的头发。

2．用I have…hair now.和I want to have …hair 的句型来巩固对描述头发的表达方法，灵活掌握对各种发型的描述。

设计说明：通过图片呈现的直观效果和策划学生的理想发型的话题，让学生掌握头发的表达方法和突出用has, have 描述外貌的教学重点。

Step VI Exercise 1a &1b
教师活动：
1．带领学生快速完成1a，如果有多选答案，也请学生补上。

2．用Amy’s friend is here.Let’s help her find him.这一句来请学生听录音。

3．设问：What does Amy’s friend look like?学生回答。

4．带领学生朗读2a。

学生活动：
1．仔细观察图片，把不同人的特征按要求填空。

2．听录音，读材料
第五篇：新译林英语七年级下学期阅读(提高篇)
2.What did John decide to buy for his mother? ____.完形填空
A.An expensive cage with a delicious bird in it.
B.Something much better than David's.Paris(巴黎)has a beautiful name, the City of.Do you know it means? Many beautiful
C.A perfect birthday present.buildings are lighted at.The streets are very.When youin Paris, you needn’t turn3.Why did so many people phone John? ____.your headlights(车灯)even after dark.A.They hoped to sell him the present he wanted.Paris is full of(充满)life all day and all night.But this is not the reason(原因)for its B.They wanted to wish his mother a happy birthday.beautiful name.For hundreds of years, Paris has been the centre（中心）of science and art.C.They didn't know who had put the advertisement in the
newspapers.scientists and artists have come tohere.For this reason, people it the City of Lights.()1.A.FlowersB.CarsC.LightsD.Rivers()2.A.whatB.howC.wher eD.when()3.A.noonB.nightC.dayD.evening()4.A.blackB.darkC.nois yD.bright()5.A.walkB.goC.driveD.live()6.A.offB.downC.outD.on()7.
A.only
B.other
C.any
D.another
()8.A.NoB.FewC.ManyD.A few
()9.A.studyB.driveC.playD.have dinner
()10.A.makeB.callC.buildD.find
阅读理解
（一）John, David and James were three brothers.Every year on their mother's birthday, they sent her
expensive presents.They liked to show her how rich they were.The oldest brother, John, decided to give his mother a perfectpresent.He thought it must be more
expensive than his brothers.So he put an advertisement in the newspapers: WANTED-THE PERFECT PRESENT FOR A RICH WOMAN.For many days people phoned him from all over the country.Each of them wanted to sell him“
the perfect present”.But John didn't like any of them at all.Then, less than a week before his mother's birthday, a man came to his office.He was carrying a cage
with a large bird in it.“This bird,” the man said, “can speak ten languages and sing any popular song.There's no other bird like it in the world.”With these words, he asked the bird to speak to John in French,tell him a joke in Japanese and sing a famous popular song.John was very happy.“I'll buy it.How much do you want?” John said.“One hundred thousand dollars,” the man said.This
was a lot of money, but John paid him.Then he sent the bird
to his mother with a birthday card.The day after his mother's birthday he phoned her.“Well, mother,” he asked, “what do you think of
the bird?” “Oh, very delicious, dear,” she answered.1.Why did the three brothers send their mother expensive presents? ____.A.She liked them very much.B.They wanted to show her they were very rich.C.They wanted to send their best wishes to her.4.What happened to the bird at last? ____.A.It was asked to sing popular songs every day.B.It flew out of the cage.C.It was eaten by John's mother.5.How do you think John would feel after his mother answered his telephone call?A.WorriedB.SadC.Afraid （二）One day Tony was crossing the road when he was hit by a car.He fell and broke his arm.An
ambulance(救护车)soon arrived and took Tony to a hospital.There a doctor operated on his arm.Then he put the arm in a cast(石膏).Tony couldn't move it at all.“You must keep your arm in a cast for six weeks, ”the doctor said.“ You'll be all right then.”
At the end of six weeks, Tony went back to the hospital.The doctor took his arm out of the cast.“Can you move your arm, Tony?” he asked.Tony tried to move his arm.At first it was difficult, but soon he could move it easily.”Yes, it's fine,“ he said.”Thank you very much.“
”In a few days it will be as good as new, “ the doctor said.”Just exercises it a little.“
”Will I be able to play the guitar(吉他)？“ Tony asked.The doctor smiled.”Of course you will,“ he said.”You'll have no problems.“
”That is good news,“Tony said.” Because I couldn't play it at all before.”
1.How did Tony break his arm?.A.A guitar fell on it.B.A doctor broke it.C.He was hit by a car..A.Several days.B.Less than a month.C.About a month and a half.3.As soon as the doctor took off the cast____.A.T ony could move his arm easily
B.Tony could move his arm with some trouble
C.Tony was no longer able to move his arm
.A.Exercise his arm.B.Take some e back to the hospital again.5.At last Tony became very happy because ____.A.he thought he would be able to play the guitar.B.the doctor had given him a guitar
C.the doctor had told him that he could help him。