五年级下册英语一课一练Unit 2 A Visit to the Zoo 闽教版.doc

1、Unit 2 A Visit to the ZooPart A学校 班级 学生 一、基础训练判断下列单词的划线部分的读音是否相同，相同的打“”，不同的打“”。( ) nose home do( ) on dog hot ( ) month honey Monday读一读，选出下列每组单词中不同类的一项。 ( ) 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

2、. over there D. go straight正确抄写下列词汇，并在括号里写出中文意思。robot ( ) stop ( ) monkey ( ) next to ( )have a look ( ) on the hill ( ) over there ( ) baby ducks ( ) a map of Australia ( ) take a photo ( ) 1读一读，圈出与句子意思相符的图片。 The baby elephant is lovely.23areissmallbigbesidebehindon(1) The tree is so tall and big.

3、Its a map of China.根据图意，选词填空。 Kate is the bike. Ben is the tree. Sally is Kate. The elephant is _. The monkey is _. 二、课时达标 读一读，选词填空。 There _ a book next to the pen. There _ two doors in the classroom. There _ some rabbits near the tree. There _ a flag over there. 在与图意相符的句子前的括号里画“”，不相符的画“”。 ( ) There

4、 is a big tree in the picture. ( ) There is an elephant under the tree. ( ) There are some ducks beside the lake. ( ) There are some monkeys under the tree. ( ) There are some bears next to the lion. 根据图意，补全单词。 There is a b_ on the d_. There is a baby e_ in the z_. There are some t_ next to the l_.

5、There are some b_ under the t_.三、能力提升 根据图意，模仿范例写一写。例：There is a bag on the desk._ _ _ _ _Part B学校 班级 学生 一、基础训练根据图意，从方框里选择相应的单词或词组，并将其序号填入括号里。抄一抄，比一比，并在括号中写出中文意思。monkey ( ) hungry ( ) chicken ( )money ( ) hundred ( ) children ( )根据图意选择相应的词组，并将其序号填在括号里。A. two lovely monkeys B. a monkey and a birdC. ta

6、ke a phone of the monkeys 写出下列动词的过去式。eat_ do_ are_ see_ go_ take_二、课时达标 看图，填入适当的动词完成词组。_ an apple _ a photo _the elephant_ straight _ left _with a dog根据图意，选词填空，并将序号写在横线上。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 did

7、nt B. take a phone C. bananas D.I didWhat did you see, Ben?(2) Look, there are _under the tree.What animals did you see ?I saw_.(3) Did you _?Yes,_(1) Did you give _to the monkeys? No,_.三、 能力提升死记硬背是一种传统的教学方式,在我国有悠久的历史。但随着素质教育的开展,死记硬背被作为一种僵化的、阻碍学生能力发展的教学方式,渐渐为人们所摒弃;而另一方面,老师们又为提高学生的语文素养煞费苦心。其实,只要应用得当,

8、“死记硬背”与提高学生素质并不矛盾。相反,它恰是提高学生语文水平的重要前提和基础。阅读短文，并根据短文内容将句子补充完整。 In summer vacation I went to the zoo 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. _ an

9、d I went to the zoo in summer vacation. We took a _to the zoo.语文课本中的文章都是精选的比较优秀的文章,还有不少名家名篇。如果有选择循序渐进地让学生背诵一些优秀篇目、精彩段落,对提高学生的水平会大有裨益。现在,不少语文教师在分析课文时,把文章解体的支离破碎,总在文章的技巧方面下功夫。结果教师费劲,学生头疼。分析完之后,学生收效甚微,没过几天便忘的一干二净。造成这种事倍功半的尴尬局面的关键就是对文章读的不熟。常言道“书读百遍,其义自见”,如果有目的、有计划地引导学生反复阅读课文,或细读、默读、跳读,或听读、范读、轮读、分角色朗读,学生

10、便可以在读中自然领悟文章的思想内容和写作技巧,可以在读中自然加强语感,增强语言的感受力。久而久之,这种思想内容、写作技巧和语感就会自然渗透到学生的语言意识之中,就会在写作中自觉不自觉地加以运用、创造和发展。 We _many animals. I took many _in the zoo. The birds are _the lions.死记硬背是一种传统的教学方式,在我国有悠久的历史。但随着素质教育的开展,死记硬背被作为一种僵化的、阻碍学生能力发展的教学方式,渐渐为人们所摒弃;而另一方面,老师们又为提高学生的语文素养煞费苦心。其实,只要应用得当,“死记硬背”与提高学生素质并不矛盾。相反,它恰是提高学生语文水平的重要前提和基础。