五年级上册英语同步拓展外研社.docx

1、外研版五年级英语上册复习资料 一、常见特殊疑问句（由疑问词when、what、who、where、whose、how等引导1. When did you come back? We came back last Sunday. 2. What did you do at the weekend? I visited lots of places. 3.Where did you go last Sunday ? We went to the British Museum.4.How many bananas/oranges do you want? Six, please.5.How much

2、 cheese do you want ? Half a kilo.7.What time do you get up ? I get up at half past seven.8.What time does your school start? My school starts at 9 oclock.9.What can you do? I can sing well.11.How did you go? I went by bike.12.What do you want ? I want a skirt.13.What are you going to do? Were going

3、 to have lunch together.14.Whats the matter? I lost my bag. 15.What are we going to take? Lets make a list.二、常见一般疑问句及其回答（用yes或no来回答）1. Are you feeling sad? Yes, I am./ No, Im not.2. Did they buy ice cream? Yes , they did./No, they didnt. 3. Can we have a dog, please? Yes, we can .No, we cant.4. Did

4、you wash Linglings T-shirt? Yes, I did. No, I didnt.Did Lingling like it? Yes, she did. No, she didnt.Did he go to London? Yes，he did. / No, he didnt. 6. Do you miss China? Yes, I do. No, I dont. 7. Do you skip in the playground? Yes, I do. No, I dont.Do you walk to school? Yes, I do. No, I dont.8.

5、Do you want to play chess? Yes, I do. No, I dont.9. Do you feel tired? Yes, I do. No, I dont.10. Do you want to be in our football team? Yes, I do. No, I dont.11. Do you live in London,too? Yes, I do. No, I dont.12. Can you catch the ball well? Yes，I can. No, I cant. 13.Are you good at table tennis？

6、Yes, I am. / No, Im not.14. Is this Sams T-shirt? Yes, it is. / No, it isnt.15. Are there enough chair? Yes ,there are./No, there are16. Is he feeling sad? Yes, he is. No, he isnt.Is she feeling sad? Yes, she is. No, she isnt.17.Can she catch the ball well? Yes, she can. No, she cant.18. Can I be a

7、goalkeeper? Yes, you can./No, you cant. 三。动词第三人称单数/一般过去时1. She plays football very well.2.He plays football very badly.3. He jumps very high. 4.She runs very fast.5. Lingling wants to go to school with Amy.6. They took photos of the mountains. 7.Then we went to the classroom.8. Today I helped my gra

8、ndfather.9. I dropped my ice cream. 10.Yesterday I went to the park with sam and Amy.11.I went to the zoo by bus. 12.Sam took my T-shirt.13.Then we went by bus. 14.We bought ice creams.14.I went to the park. 15.I saw lots of places.16.I went home by bus. 17.I bought twenty-five pencils yesterday.四、T

9、here be 句型1.There are 2 books on the desk.2.There are 3 apples in the bag. 3.There is only one hat. 4.There are too many people. 五、人称代词宾格:him/her/me/them/it 1. This man is blind. He cant see. This dog helps him.2. This girl is deaf. She cant hear. This dog helps her. 3. These firemen cant find peopl

10、e. These dogs help them.4. This little girl cant swim. Her mother helps her . 六、can、cant之后用动词原形，词形不变.I can do it very well. 七表达内心感受：happy/sad/tired/bored/angry/hungry/thirsty1. Can I have some water? Im thirsty. 2. 2. Ive got a present. Im happy. 3. I lost my favourite toy. Im sad. 4. I want to eat

11、a hamburger. Im very hungry.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

12、,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。5 . Can we play chess? Im bored. 6. I played basketball. Im so tired.7 .Today I won a chess game. Now I feel happy.8. Yesterday I lost my bag. I cant find it. I feel sad.“师”之概念，大体是从先秦时期的“师长、师傅、先生”而来。其中“师傅”更早则意指春秋时国君的老师。说文解字中有注曰：“师教

13、人以道者之称也”。“师”之含义，现在泛指从事教育工作或是传授知识技术也或是某方面有特长值得学习者。“老师”的原意并非由“老”而形容“师”。“老”在旧语义中也是一种尊称，隐喻年长且学识渊博者。“老”“师”连用最初见于史记，有“荀卿最为老师”之说法。慢慢“老师”之说也不再有年龄的限制，老少皆可适用。只是司马迁笔下的“老师”当然不是今日意义上的“教师”，其只是“老”和“师”的复合构词，所表达的含义多指对知识渊博者的一种尊称，虽能从其身上学以“道”，但其不一定是知识的传播者。今天看来，“教师”的必要条件不光是拥有知识，更重于传播知识。9. I can smell some nice noodle soup. I feel hungry.10. Its raining and I cant go out to play. I feel bored.教师范读的是阅读教学中不可缺少的部分，我常采用范读，让幼儿学习、模仿。如领读，我读一句，让幼儿读一句，边读边记；第二通读，我大声读，我大声读，幼儿小声读，边学边仿；第三赏读，我借用录好配朗读磁带，一边放录音，一边幼儿反复倾听，在反复倾听中体验、品味。