Unit 5 Whose dog is it Part A.docx

1、Unit 5 Whose dog is it Part A一、Read and choose.(读短文，选择正确答案。) 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 wat

2、ching 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、给下列次加ing。1.climb_ 2. eat_ 3.sleep_ 4.drink_5. jump_ 6. swim_ 7.dance_ 8.play_三、快乐二选一，然后再读一读。 1. The blue pencil is _ (my，mine )2. This is not my dog .Its _ ( she , hers)3. W

4、hose picture are these ? -They are _( we ,ours)4. Is this _ (Amy, Amys ) desk ?5. The white cat is _ (he, his ).四、单项选择。 ( ) 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 this

5、 ? - 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、翻译。1. mine_2. yours_3. hers_4. theirs_5. ours_

6、答案：一、15ACCBC二、1.climbing 2.eating 3.sleeping 4.drinking 5.jumping 6.swimming 7.dancing 8.playing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。三、1.mine 2.hers 3.ours 4.Amys 5.his“教书先生”恐怕是市井百姓最为熟悉的一种称

7、呼，从最初的门馆、私塾到晚清的学堂，“教书先生”那一行当怎么说也算是让国人景仰甚或敬畏的一种社会职业。只是更早的“先生”概念并非源于教书，最初出现的“先生”一词也并非有传授知识那般的含义。孟子中的“先生何为出此言也？”；论语中的“有酒食，先生馔”；国策中的“先生坐，何至于此？”等等，均指“先生”为父兄或有学问、有德行的长辈。其实国策中本身就有“先生长者，有德之称”的说法。可见“先生”之原意非真正的“教师”之意，倒是与当今“先生”的称呼更接近。看来，“先生”之本源含义在于礼貌和尊称，并非具学问者的专称。称“老师”为“先生”的记载，首见于礼记?曲礼，有“从于先生，不越礼而与人言”，其中之“先生”意

8、为“年长、资深之传授知识者”，与教师、老师之意基本一致。四、17ACCCAAA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。五、1.我的2.你的3.她的4.他们的5.我们的