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

1、.Unit 2 A Visit to the ZooPart A学校 班级 学生 一、根底训练判断以下单词的划线部分的读音是否一样，一样的打“，不同的打“×。 nose home do on dog hot month honey Monday读一读，选出以下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. over there D. go

2、straight正确抄写以下词汇，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. Its a map of China.根据图意，选词填空。 Kate is the bike. Ben is the

3、 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 is a big tree in the picture. There is an elephant under

4、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_. There are some b_ under the t_.三、才能提升 根据图意，模拟范例写一写。例：There is a bag on the

5、 desk._ _ _ _ _Part B学校 班级 学生 一、根底训练根据图意，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. take a phone of the monkeys 写出以下动词的过去式。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 appl

6、e _ 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 didnt B. take a phone C. bananas D.I didWhat did you see, Ben?(2) Look, there are _under the tree.W

7、hat animals did you see ?I saw_.(3) Did you _?Yes,_(1) Did you give _to the monkeys? No,_.三、 才能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、阻碍学生才能开展的教学方式,渐渐为人们所摒弃;而另一方面,老师们又为进步学生的语文素养煞费苦心。其实,只要应用得当,“死记硬背与进步学生素质并不矛盾。相反,它恰是进步学生语文程度的重要前提和根底。阅读短文，并根据短文内容将句子补充完好。 In summer vacation I went to the zo

8、o 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. _ and 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。假如有选择

9、循序渐进地让学生背诵一些优秀篇目、精彩段落,对进步学生的程度会大有裨益。如今,不少语文老师在分析课文时,把文章解体的支离破碎,总在文章的技巧方面下功夫。结果老师费力,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为难场面的关键就是对文章读的不熟。常言道“书读百遍,其义自见,假如有目的、有方案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浸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、创造和开展。 We _many animals. I took many _in the zoo. The birds are _the lions.死记硬背是一种传