unit5第四课时
Unit 5 第四课时教学设计2.DOC
第四课时教学设计●○教学内容B.Let’s learn Let’s find outC.Good to know●○教学目标a．能够听、说、读、写单词：engineer，accountant，policeman，salesperson，cleaner b．能够听、说、认读：“How does he go to work？He goes to work by bike.”，并能在情景中运用。
c．了解Good to know部分的内容。
●○教学重难点①重点：掌握Let’s learn部分的五个职业名称，并能简单回答、介绍。
②难点：熟练掌握单词: engineer，policeman，salesperson●○课前准备①教师准备录音机磁带，Let’s learn部分的单词卡片。
②教师准备描述职业的词条。
③教师准备采访表格。
④学生准备单词卡片。
●○教学设计教学步骤建议与说明热身/复习（Warm-up / Review）①课前唱歌曲“My Family”。
②Make a chant如: I like singing，I am a singer. You like writing，you are a writer. He likes drawing. He is an artist. She likes acting. She is an actress.以歌曲和简单的chant的吟唱来活跃课堂气氛，同时回顾所学词汇。
呈现/操练（Presentation / Practice）①Let’s learna．Engineer（a）出示engineer的卡片，教师提问：“Look at this man. What’s he doing？What does he do？”引出新单词并领读。
（b）提问：“Who is an engineer？Do you know？”请学生说出工程师的名字。
b．Accountant（a）教师在黑板上写下：1859＋876－1634＋590并提问“Can you work it out quickly？Oh，no！But It’s easy to her，because she is an accountant.”教师出示词卡并领读。
陕旅版英语六年级上册 Unit 5 第四课时
他的爸爸在农场里。
— How was your weekend?你的周末怎么
样?
are am is were was
1. A: Where
my sunglasses, Mom?
B: I don‘t know. They
on the table just now.
2. A:
you at home last night?
Unit5 It Was Here Just Now
Part B Look and say Part C Listen and match
Order and act Read and put the things back
From the dialogue, we know Liu Zhaoyang’s father was at the same school thirty years ago. At that time, the school was small. There was a small library. And there were about six hundred students in the school. But now, there are about two thousand. It is a big school. How many students are there in our school, do you know?
— Yes, I was. 是的, 我在。
和同学互用新句型提问， 回答并写下来。
重点句型 — Where were you yesterday? 昨天你在哪里? — I was in my house. 我在我的房子里。
详解
该问句句意为“昨天你在哪里”, 是一个含有be 动词过去式的特殊疑问句, 询问过去的活动情况。 be动词过去式(was/were)要根据主语人称和数的 变化而变化。回答时也要根据句意,变化be动词过 去式的形式。
英语教案-Unit 5 Where is he-第四课时
英语教案－Unit5Whereishe－第四课时一、教学目标1.让学生能够听懂、会说、会读本单元的生词和句子。
2.培养学生在真实语境中运用本单元所学知识进行交流的能力。
3.培养学生合作学习、观察和思考的能力。
二、教学重难点重点：1.生词：where,he,she,it,is,under,on,in,bed,desk,chr,table,box。
2.句子：Whereishe/she/it?He/She/Itisunder/on/in难点：1.对生词的正确发音和拼写。
2.句子的正确运用。
三、教学准备1.教学课件2.生词卡片3.小组活动准备四、教学过程第一课时1.导入教师与学生用中文进行简单交流，询问他们是否喜欢动物，引入本课主题。
2.生词教学教师出示生词卡片，用中文解释每个生词的意思，让学生跟读并模仿发音。
教师通过图片和动作，帮助学生理解生词的含义。
3.句子教学教师出示句子卡片，用中文解释每个句子的意思，让学生跟读并模仿发音。
教师通过示范和引导，让学生在真实语境中运用句子。
4.小组活动学生分成小组，教师给出指令，让学生在小组内互相提问和回答，如：“Whereisthecat?Itisonthebed.”5.课堂小结第二课时1.复习教师通过提问和游戏，复习上节课所学内容。
2.听力练习教师播放听力材料，让学生听懂并找出关键词。
学生跟读听力材料，模仿发音。
3.角色扮演学生分成小组，教师给出情景，让学生在小组内进行角色扮演，如：“Whereisyourpencil?It'sunderthedesk.”4.小组活动学生分成小组，教师给出指令，让学生在小组内互相提问和回答，如：“Whereisthedog?Itisinthebox.”5.课堂小结第三课时1.复习教师通过提问和游戏，复习前两节课所学内容。
2.课堂活动教师出示图片，让学生用所学句型描述图片中的物品位置。
学生分成小组，互相描述图片中的物品位置。
2024年人教三年级英语上册Unit 5 The colourful world 第四课时教案
Unit 5 The colourful world 教案 第四课时How do colours help us? (B. Let’s talk ＆ Draw and say)S2: And the …?S1: Let’s draw some … and …. Step 3 Consolidation&Extension 通过观看变色龙的视频，让学生认识和了解了这一种神奇而可爱的动物。
创设情境，通过鼓励孩子们参加教室设计大赛，突出本节课主题,激发孩子们的学习兴趣。
1. Draw and role -play（1）Watch a video about chameleons, let the students know about thechameleons.（2）展示课本3张变色龙图片，询问学生是什么颜色。
T: Look at picture 1. What colour is it? Ss: It’s green and yellow.T: Look at picture 2. What colour is it? Ss: It’s red and blue.T: Look at picture 3. What colour is it? Ss: It’s brown and black.（3）PPT 出示对话图片，进行两人一组的对话练习。
S1: What colours do you like ？ S2: I like green and yellow.（4）学生自己设计变色龙，涂上喜欢的颜色，创编对话。
S1: What colours do you like ？S2: I like red and blue. What colours do you like ？ S1: I like … and …2. 让学生们参加教室设计大赛（画出教室的设计图，并和同伴用本课所学句子谈论设计的教室。
Unit 5 第四课时教学设计3.DOC
第四课时教学设计一、教学重点：1、听、说、读、写单词：engineer, accountant, policeman, salesperson, cleaner.2、句型：How does he/she go to work? He/she goes to work by ….二、教学难点：1、单词engineer, accountant, policeman, salesperson的读音和拼写。
2、动词第三人称单数的表达。
三、课前准备：1、教学过程中所需的图片（Let’s learn）、录音（Let’s learn, Let’s sing）。
2、所学表示职业的单词卡片和本课时的五张单词卡片。
四、教学过程：1、W arm up （热身）活动一：背靠背教学参考时间：2分钟（1）学生两人一组背靠背坐好，每人使用一套职业卡片和家庭成员卡片。
（2）学生A先把家庭成员和职业卡片一一对应排列好，学生B向学生A提问，如：What does your mother do? 学生A根据自己卡片的摆放位置作答，学生A根据对方的回答排列自己的卡片。
（3）问答结束，两个人的卡片摆放顺序应该相同。
两人交换角色继续游戏。
活动二：说歌谣教学参考时间：2分钟（1）教师播放第57页的歌谣录音，学生跟说。
（2）让学生说一说改编的歌谣。
2、Presentation （新课呈现）活动三：唱一唱教学参考时间：3分钟（1）教师播放Let’s sing 部分录音，学生听歌曲。
（2）让学生听第2遍歌曲，当听到I want to be ….的句子时，教师用图片解释engineer和accountant的意思。
（3）学生跟唱歌曲。
（4）让学生自编歌曲。
活动四：学单词教学参考时间：8分钟（1）教师出示工程师和会计师的图片，问学生：What does he/she do? 让学生回答出：He is an engineer. She is an accountant. 教师提示学生注意engineer和accountant前用an而不是a。
unit 5 第四课时
3. The twins are singing in the room. (对划线部分提问 对划线部分提问) 对划线部分提问 What doing ______ are the twins ______ in the room? 4. She is making cakes. (对划线部分提问 对划线部分提问) 对划线部分提问 making ______ is she _______? 5. Lucy is looking for her ruler. (对划线部分提问 对划线部分提问) 对划线部分提问 What looking for ______ is Lucy ________ ______?
• 教学反思： • 题目设计பைடு நூலகம்不仅是第五单元，还有前面的知识， 有一部分同学边学边忘，后面的练习答的不是 太好，让组长课下抽时间过关。
4.男孩子们正在池里游泳。 男孩子们正在池里游泳。 男孩子们正在池里游泳
The boys are swimming in the pool.
5.她正在等我。 她正在等我。 她正在等我
She is waiting for me.
6.我和朋友正在看书。 我和朋友正在看书。 我和朋友正在看书
I am reading with my friend(s).
3. --你会做玩具飞机嘛？--不, 但我哥哥会。 你会做玩具飞机嘛？ 不 但我哥哥会。 你会做玩具飞机嘛 make --Can you ______ a toy plane? but can --No, ____ my brother ____. 4. 树下有一些女孩，其中有 人在打牌。 树下有一些女孩，其中有4人在打牌 人在打牌。 Under ______ the tree, there are some girls, four of them playing cards ____ _____ are ________ ______.
4Unit_5_What_does_he_do？第四课时课件
3 E
5 A
1 C
4 B
Group work
Moral Education:社会需要不同的分工, 每一位在岗位上付出辛勤劳动的人都是值得我们尊重的.
an engineer.a cleaner. an accountant. a policeman.a salesperson.
engineer
accountant
policeman
salesperson
cleaner
What does Bob do?
He is an ….
Read and guess
artist
She sells things. ________He helps sick people. ________He teaches lessons. ________She cleans streets. ________ She draws pictures. ________
How does he go to work?
He goes to work on foot.
What does she do?
She is a cleaner.
How does she go to work?
She goes to work by bike.
What does he do?
He is a policeman.
Do you remember about the jobs?
doctor
teacher
farmer
driver
jobs
nurse
dancer
policeman
policewoman
PEP人教版六年级上英语《Unit 5 What does he do》第四课时优质课教案
PEP人教版六年级上英语《Unit 5 What does he do》第四课时优质课教案一. 教材分析PEP人教版六年级上英语《Unit 5 What does he do》第四课时主要讲述了职业相关的词汇和句型。
通过本节课的学习，学生能够掌握职业词汇如teacher, doctor, farmer等，并能运用句型“What does he/she do?”来询问他人的职业。
此外，学生还能理解日常生活中的职业场景，提高他们的实际应用能力。
二. 学情分析sixth-grade students have already acquired some basic English knowledge and communication skills. They are eager to learn and actively participate in class activities. However, some students may still struggle with pronunciation andlistening comprehension. It is necessary to cater to the individual needs of students and provide appropriate support and guidance.三. 教学目标1.Knowledge objectives:–Students can accurately understand and use the vocabularyrelated to occupations, such as teacher, doctor, farmer, etc.–Students can properly use the sentence pattern “What does he/she do?” to ask about others’ occupations and answer with “He/Sheis a …”2.Ability objectives:–Students can communicate and exchange information aboutoccupations in dly life.–Students can improve their listening and speaking skills through group discussions and role-playing activities.3.Emotional objective:–Students can understand the importance of variousoccupations in society and respect individuals from differentprofessions.四. 教学重难点1.Key point:–Mastering the vocabulary related to occupations and using the sentence pattern “What does he/she do?” to ask and answer aboutothers’ occupations.2.Difficult point:–Accurately pronouncing the words and phrases related to occupations.–Understanding and using the question word “What” in the sentence pattern.五. 教学方法1.Audio-visual method: Use pictures, videos, and audio materials to create a visual and auditory learning environment, enhancing students’ learning interest and motivation.2.Task-based language teaching: Provide students with realistic tasks to encourage them to use the target language in communication, fostering their practical application ability.3.Cooperative learning: Promote active interaction among students through group discussions and role-playing activities, enhancing their oral English proficiency.4.Positive reinforcement: Encourage and prse students for their active participation and correct answers, building up their confidence in learning English.六. 教学准备1.Prepare teaching materials: textbook, workbook, audio-visual materials, pictures, and flashcards.2.Prepare teaching equipment: projector, computer, and teaching software.3.Prepare an online platform or app for collaborative learning, if necessary.七. 教学过程1.Lead-in (5 minutes)–Use a picture or video of different occupations to arouse students’ interest and curiosity.–Ask questions like “What do you see in the picture/video?”, “Can you name some occupations?”, and “What do you think of theseoccupations?”2.Presentation (10 minutes)–Introduce the new vocabulary related to occupations, such as teacher, doctor, farmer, etc.–Use flashcards or pictures to help students recognize and pronounce the words correctly.–Expln the sentence pattern “What does he/she do?” and provide examples of how to use it.3.Practice (10 minutes)–Conduct a role-playing activity where students practice asking and answering questions about occupations.–Divide students into groups and ask them to create short dialogues using the target sentence pattern.–Encourage students to actively participate and provide guidance and feedback as needed.4.Consolidation (10 minutes)–Ask students to work in prs or groups to create a poster or presentation about different occupations.–Provide students with examples and resources to help them understand the importance of various occupations in society.–Encourage students to share their posters or presentations with the class and provide constructive feedback.5.Extension (10 minutes)–Conduct a group discussion or debate on the topic of “Important Occupations in Our Society”.–Ask students to express their opinions and provide reasons for their choices.–Encourage critical thinking and promote students’ ability to express their views in English.6.Summary (5 minutes)–Review the key points and vocabulary learned in the lesson.–Remind students of the importance of respecting individuals from different professions.7.Homework (5 minutes)-由于这是一个非常具体的教学案例，我将基于您提供的教案结构，创造一个假想的分析情境，并提供一份课堂反思。
译林英语五下教案Unit 5 Helping our parents 第四课时
译林英语五下教案Unit 5 Helping our parents 第四课时一、教材分析1. 教材背景《译林英语》五年级下册，Unit 5 Helping our parents，是这个单元的第四课时。
本节课教材涉及到的话题为“影视类商品的购买”。
2. 课文简介本篇教材是以一位小女孩Angela带妹妹去商场购买DVD为主线来展开的。
让学生在学习中了解影视类商品的购买方式，学习借钱、结账等词汇，提高学生的英语听说能力和阅读理解能力。
3. 学习目标通过本节课的学习，学生可以掌握以下知识和能力：1.学习影视类商品的购买方式；2.学习借钱、结账等词汇；3.提高听说、阅读理解等多方面英语语言能力。
二、教学步骤1. Warming up1.Show a picture of a shopping mall, ask students if they have ever been to a mall before.2.Ask students if they have ever bought DVDs or other forms of media before.2. Pre-Reading1.Ask students what they think are the benefits of going shopping with a sibling.2.Discuss with students the vocabulary that they may encounter in the reading, such as “buy”, “borrow”, “spend”, “cashier”, “receipt”, etc.3. While-Reading1.Have students read the passage silently.2.Ask students to read the passage aloud in pairs to practice their speaking skills.3.Have students answer comprehension questions about the text, such as “What does Angela buy in the store?” and “How does Angela pay for the DVD?”4. Post-Reading1.Have students create their own dialogue about buying something ata store, using the vocabulary they learned from the text.2.Ask students to share their dialogues with the class.5. Homework1.Have students write a short paragraph about their last shopping experience, using the vocabulary they learned in class.2.Ask students to practice their speaking skills by asking a family member or friend about their last shopping experience.三、教学重点和难点1. 教学重点1.学生能听懂以Angela为主角的购买DVD的故事，并理解关键信息。
人教版高中英语选择性必修三 Unit5 第四课时 Listening and Speaking
Notable works: 1 “Auld Lang Syne” written in_1_7_7_8, and set to __th_e__tu_n_e_o_f_a_t_r_a_d_it_io_n_a_l _fo_l_k_s_on_g_ 2__“M__y__L_o_v_e_is__L_ik_e__a_R_e_d__R_e_d_R__o_se_”_____________________________________ 3__“T__o_a_M__o_u_s_e_”_______ is about __a_m__ou__se_i_n__m_u_d_________________________.
First Listening
Listen to the introduction on Robert Burns and complete the notes. Born: 25 June, 1759 Nationality: Scottish Education： never went to school but from his father Occupation： national poet of Scotland Interested topics: not only big topics such as politics and love for his
1. When is the deadline for the poetry contest? 2. What does Nora mean by saying that she needs time to polish her writing? 3. Why doesn’t Pitt want to enter a poem contest? 4. What does George plan to do?
新人教PEP版五年级上册英语Unit 5 There is a big bed 第四课时教案教学设计
新人教PEP版五年级上册英语Unit 5 There is a big bed第四课时教案教学设计第四课时一、课时内容教科书第52 页：Let' s learnFind and say二、课时分析本课时是义务教育灵通版（pep）学校英语教科书五班级上册的第五单元第四课时，包括Let' s learn和Find and say两部分。
其中，Let' s learn 是Find and say 的基础，Find and say 是对Let' s learn 部分的实际运用，两者相辅相成，缺一不行。
第一部分Let' s learn 是基础板块，以单词教学为主要任务和目标，呈现了五幅图片、五个单词和一组问答句型，旨在让同学学会听、说、读、写5个表示物体相对位置关系的介词和介词短语，分别是：in front of/beside/between/behind/above o这五张图片每张图片对应一个单词，描述球和狗的不同位置关系。
第一幅图描述的是球在狗的前面，引出in front of这一介词短语，含义是“在…前面"，in front of the dog,意思是“在狗的前面其次幅图展现的是球在狗的旁边，对应单词是beside, 翻译为“在…旁边”，“在狗的旁边”就是beside the dog o 第三幅图画的是一个球在两只狗的中间，引出单词between,翻译为“在…中间在两只狗的中间”就是between two dogs odogs.）老师板书:between two dogs,同时再列出几个含有between 的 短语：between two cats, between the doors, between the door and the window 提示同学between 后常跟表示两者的名词或代 词。
出示第四幅图，女生提问男生回答。
Girls ： Where is the ball?Boys ： It is behind the ball.（老师板书：It is behind the ball.）出示第五幅图T ： Where is the ball?Ss ： It is above the ball.（老师板书：It is above the ball.）设计意图：借助教科书中的插图再次熟识本课时五个单词，同时 娴熟使用本课时的一组问答句型。
人教PEP版英语五年级下册Unit5第四课时练习含答案
加油！有志者事竟成答卷时应注意事项１、拿到试卷，要认真仔细的先填好自己的考生信息。
２、拿到试卷不要提笔就写，先大致的浏览一遍，有多少大题，每个大题里有几个小题，有什么题型，哪些容易，哪些难，做到心里有底；３、审题，每个题目都要多读几遍，不仅要读大题，还要读小题，不放过每一个字，遇到暂时弄不懂题意的题目，手指点读，多读几遍题目，就能理解题意了；容易混乱的地方也应该多读几遍，比如从小到大，从左到右这样的题；４、每个题目做完了以后，把自己的手从试卷上完全移开，好好的看看有没有被自己的手臂挡住而遗漏的题；试卷第１页和第２页上下衔接的地方一定要注意，仔细看看有没有遗漏的小题；５、中途遇到真的解决不了的难题，注意安排好时间，先把后面会做的做完，再来重新读题，结合平时课堂上所学的知识，解答难题；一定要镇定，不能因此慌了手脚，影响下面的答题；６、卷面要清洁，字迹要清工整，非常重要；７、做完的试卷要检查，这样可以发现刚才可能留下的错误或是可以检查是否有漏题，检查的时候，用手指点读题目，不要管自己的答案，重新分析题意，所有计算题重新计算，判断题重新判断，填空题重新填空，之后把检查的结果与先前做的结果进行对比分析。
亲爱的小朋友，你们好! 经过两个月的学习，你们一定有不小的收获吧，用你的自信和智慧，认真答题，相信你一定会闯关成功。
相信你是最棒的！1【分层训练】2022年人教版PEP英语五年级下册Unit5第四课时练习一，给下列单词选择正确的释义。
1．his ( )A．她的B．它的C．他的2．each ( )A．各个B．教C．教练3．excited ( )A．难过的B．兴奋的C．沮丧的4．jumping ( )A．(正在)跑B．(正在)跳C．(正在)玩5．drinking ( )A．(正在)喝B．(正在)开车C．(正在)想二，选出与所给句子意义相同的一项。
A．This football is Zhang Peng’s.B．This is a beautiful picture of Beijing.C．These are my yellow shoes.D．Is this desk yours?1．Is this your desk? （____）2．The yellow shoes are mine. （____）3．This is Zhang Peng’s football. （____）4．The picture of Beijing is beautiful. （____）三，重点句子。
七年级上册 Unit 5 Fun Clubs 第四课时 Section B (3a-3c)教学设计
Unit 5 Fun Clubs一、单元学习主题本单元主题属于“人与自我”主题范畴中“生活与学习”这一主题群,涉及子主题“丰富多彩的学校生活”。
二、单元内容分析本单元分为Section A与Section B两部分,主要围绕话题“Fun clubs”展开听、说、读、写、看等语言活动。
本单元共有两个主要语篇,第一个语篇是对话的形式,讲述了腾飞、彼得和埃玛三人的才能以及想加入的俱乐部;第二个以招聘启事的形式,呈现了烹饪俱乐部、读书俱乐部和自然俱乐部的招聘条件,俱乐部功能及联系方式。
两个语篇不仅为学生传递了不同的语言知识和语篇知识,也传递了发挥个人特长并挖掘潜能的价值观。
单元主题内容结构框架见下图:第四课时Section B(3a—3c)教学目标通过本课的学习,学生能够:1.利用看、读、说、写等活动搜集、整理所需要的语言基础信息。
(获取信息)2.熟练运用目标语言谈论想创建的俱乐部及招聘条件。
(梳理整合)3.恰当运用can或can’t记录应聘者能做的事和不能做的事,招收俱乐部新成员。
(内化应用)4.对本单元所学知识进行自我评价,进一步提升自己的学习能力。
(迁移创新)语篇研读What:本课项目是成立自己的俱乐部并设计一则招聘启事。
Why:通过招聘启事的设计,提升学生综合运用本单元的目标句型的能力,培养学生的核心素养。
How:通过小组活动,学生针对相关话题发表自己的看法。
教学过程设计理念:以《义务教育英语课程标准(2022年版)》核心素养为导向,以单元主题为引领,基于语篇的育人理念,体现《义务教育英语课程标准(2022年版)》“学板书设计作业设计基础型作业:Review Unit 5 and make a mind map. 实践型作业:Polish your poster about your own club. 拓展型作业:Write a report about the English class.教学反思。
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Questions: 1.Does ED Smith have a great sports collection? 2.How many tennis rackets does he have? 3. Does he have 7 baseballs? 4. Does he have 3 volleyballs? 5. Does he ing. Let’s play tennis.
Yes, I do. I have a basketball. (silence)…
3a
Read this magazine article. Circle the sports things.
Ed Smith has a great sports collection. He has 8 tennis rackets, 9 basketballs, and 7 baseballs. He has 3 soccer balls and 5 volleyballs. But he doesn’t play sports—he only watches them on TV !
以o,s,x,ch,sh结尾的加 结尾的加-es watch—watches do–does 结尾的加 ，读/z/或/iz/。 或 。
teach—teaches go—goes brush—brushes 辅音字母加y结尾的动 以辅音字母加 结尾的动 study—studies 词，变y为i，再加 ， 为 ，再加-es， fly— flies
读/z/。 。
Talk about your collection
erasers collection bags collection
tolls collection
balls
collection
stamps
collection
books
collection
Model: My collection
动词原形变第三人称单数（单三） 动词原形变第三人称单数（单三）的规则
一般情况在动词词尾加-s 一般情况在动词词尾加 在清辅音后读/s/， ，在清辅音后读 ，在 浊辅音或元音音素后读 /z/，在t后读 后读/ts/，在d后 ， 后读 ， 后 读/dz/。 。 help--helps like—likes play—plays swim—swims know—knows get—gets lost—losts eat—eats find—finds need—needs
Hi! I’m Sonia. I’m a sports lover. I play sports every day.
Sonia Hall has a sports collection.She has five baseballs , eight __________, basketballs four tennis rackets , ___________ and three __________. volleyballs She plays sports every day!
True(T) or False(F)
1.Ed has a great map collection. F 2.He has 5 volleyballs and 8 tennis rackets. T 3.He has no ping-pong balls. T 4.He likes playing sports. F 5.He only watches sports on TV. T
I have a great / big / small … collection. I have …
Homework
Write about sports and other things you have.
things
Write numbers in the boxes to make the conversation.
Yes, I do. Do you have a ball?
5
That sounds good. Do you have a tennis racket?
1 4 2 3 6 7
Let’s play soccer
I have an eraser collection. I have 4 animal erasers, 6 cartoon erasers and 12 fruit erasers. I like collecting erasers. It’s very interesting.
Different Collections
3a— SectionB 3a— Self Check
A: Let’s play computer games! B: That sounds interesting, but I don’t have a computer. A: Well, do you have a volleyball? B: Yes. A: Then let’s play volleyball. B: Oh, volleyball is so difficult… A: Ok, let’s watch TV. B: That sounds boring. Hmmm…Let’s play soccer! Do you have a soccer ball? A: No, I don’t. B: Oh, well, do you have a basketball? A: Yes, I do. Let’s play basketball! B: That sounds fun!
(Does Sonia play sports? Yes, she does. She plays sports every day.
给出相应的形式。 给出相应的形式。 Sonia Hall ____(have) a great sports has collection ____ (collect). ____(Her) has 5 She baseballs(baseball). She ___(have) 7 ____ has volleyballs (volleyball). But she doesn’t _____ ____ (not) play sports. She only watches ____ on (watch) them __ TV.