Unit 2 How does it feel?教案教学设计导入整理

4B Module 1 Using my five senses Unit 2

How does it feel? Materials: Oxford English (Shanghai Edition) 4B M1 U2 How does it feel?

Teaching aids: Multi-media, word cards, flash, Work sheet, etc 单元课时划分：

Theme How does it feel? 1. Preparing for the picnic (Look and learn & Listen and enjoy) 2. Talking about the things for the picnic: Whose…? (Look and say & Play a game)

Topic 3. On the beach (Say and act) 4. A story: The blind brothers and the elephant (Read a story ) 5. How does it feel? (Learn the sound & Revision)

Content M1U2 Look and learn

(Period1)

Preparing for the picnic 1. Using the key words in context e.g. hard,

soft,

rough,

smooth,

sharp,

blunt,

thin,

thick 2. Using adjectives to describe how things feel e.g.

It’s very sharp. 3. Knowing the things for the picnic Using the key words in context e.g. hard,

soft,

rough,

smooth,

sharp,

blunt,

thin,

thick PPT, etc Procedures Step Pre-task preparation Teachers’ activity

1. Warming up 2. Daily talk. What can you do summer?…

3. Create the situation Students’ activity

1. Say a rhyme 2. Ask and answer. in

3. Look at the picture of Kitty’s family

1. To learn: hard, smooth rough ,soft a. Look at the pictures of the fruit b. Answer the questions.

c. Say the sentences.

Purpose 有趣的儿歌将学生带入轻松的英语学习氛围。

由教师语言和图片创设Kitty一家要去海滩的情境，引入新授。

由去海滩准备的水果复现已学的词汇和句型，加强新旧整合。

1 Aims Language focus Teaching aids While-task procedure 1. To teach: hard, smooth rough ,soft a. Show the pictures of

the fruit b. Ask and answer How does the pineapple feel? c. Show the sentences. A: Touch the ____.

It’s_______.

B: Touch the ______.

They are______.

They are not_____. d. Show Passage 1. 2. To review :

How does it feel?

How do they feel?

a. Show some food and drinks. b. Encourage the students to ask and answer. A: Taste the_____. How does it feel?

How do they feel? B: It’s/They’re____.

c. Show Passage 2. 3. To teach:

thin, thick, blunt, sharp a. (Show a sketchbook) Ask: What else have they got? How does the sketchbook feel? To elicit: thin b. Show another book to elicit:

thick c. Compare :thin, thick, fat

d. Exercise: Read and complete

e. Show a pencil to elicit: blunt. f. A guessing game. g. Show the pictures. h. Show Passage 3.

Post-task activity 1. Show a rhyme. 2. Review the words.

3. Workbook P10. 4. Show three passages.

5. Make a dialogue.

d. Read Passage 1. 2. To review :

How does it feel?

How do they feel?

a. Look at the pictures. b. Ask and answer in pairs.. A: Taste the_____. How does it feel?

How do they feel? B: It’s/They’re____.

c. Read Passage 2. 3. To learn:

thin, thick, blunt, sharp a. Look at the picture

Answer b. Show another book to elicit:

thick

c. Compare :thin, thick, fat

d. Exercise: Read and complete. e. Read and spell the word. f. Play a guessing game. g. Look and say. h. Read Passage 3.

把单词操练整合到再构的文本中。

呈现食物和饮料的图片，鼓励学生对话并在阅读文本中巩固。

由不同厚薄的书教学thin和thick, 并通过练习让学生理解thin的不同语意，体现实用性。

由练习自然引入blunt和sharp的教学。通过游戏操练单词，并适时复习选择疑问句，

1. Say a rhyme. 2. Say the opposite words.

3. Workbook P10. 4. Read the passages and fill in the blanks. 5. Make a dialogue in pairs. 通过不同形式的练习操练词汇，并引导学生在对话活动中运用，体现语言的语用功能。

2

Assignment 1. Listen, read and copy the new words. 2. Talk about the things for a picnic. 3. Do the task on Workbook Page13 ‘A

Think and draw‘

教

学

反

思

基础性和功能性的作业，让学生在课后巩固。并为第二课时的巩固环节作准备。

板

书

设

计

M1U2 Preparing for the picnic hard --- soft

rough----smooth sharp--- blunt

thick --- thin

第一课时语篇材料：

Preparing for the picnic Kitty’s family is going to the beach tomorrow（明天）. Now they’re preparing for（准备）it. What do they have? They have some fruit. Dad likes the watermelon. Touch it. It’s hard and smooth. It’s very juicy. Mum has a pineapple. It’s rough and hard. It’s sweet. Kitty has some grapes. They’re purple and soft. Look at the cherries. They’re red and sweet. They’re Ben’s.

They have some food and drinks. Dad has some drinks. The juice is for Mum. It’s sour. The sweet cola is for Ben and the milk is for Kitty. Mum has some food. There’re some biscuits. They’re salty. There’s a loaf of bread. It’s soft and sweet. She has some sweets and chocolate too.

They have some other things. Kitty likes drawing. She has a sketchbook. It’s thin. And she has a thick pencil. But it’s blunt. Ben has a thick sketchbook and a sharp knife. He can cut the pencil with the knife. Dad has a camera. He likes taking photos. Look at the soft ball. It’s for Sam.

Content

Aims M1U2

Look and say (Period 2)

Talking about the things for the picnic: Whose…?

1. Using wh-questions to find out about ownership

e.g. Whose sketchbook is this?

Whose pencils are these? 2. Using possessive forms of nouns to show possession e.g. It’s Danny’s.

They’re Peter’s.

3. Preparing the things we need for the picnic.

Using wh-questions to find out about ownership

e.g. Whose sketchbook is this?

Whose pencils are these? PPT etc Procedures Step Pre-task

Language focus Teaching aids Teachers’ activity

1. A rhyme. Students’ activity

1. Say a rhyme. Purpose 营造英语学习氛3

preparation 2. Review the words.

3. Ask and answer.

1. To teach：

Whose…is this/that?

It’s …’s./It’s …’s...

a. Show Passage1.

b. A short dialogue to elicit:

Whose sketchbook is this? It’s Ben’s sketchbook. It’s Ben’s. c. Ask and answer: Whose…is this/that?

It’s

…’s./It’s …’s...

2. To teach:

Whose are these/those?

They’re …’s./They’re…’s…

a. Show pictures . b. Ask and answer: Whose…is this/that?

It’s …’s./It’s …’s...

Whose are these/those?

They’re …’s./They’re…’s…

3. Pole play. 4. Make a dialogue. 5. Read, ask and answer. 6. Compare:

whose& who’s

2. Say the opposite words.

3. Ask and answer in pairs. 1. To learn：

Whose…is this/that?

It’s …’s./It’s …’s...

a. Read Passage1. b. Look at the dialogue and the sentences: Whose sketchbook is this? It’s Ben’s sketchbook. It’s Ben’s. c. Ask and answer in pairs: Whose…is this/that?

It’s …’s./It’s …’s...

2. To learn:

Whose are these/those?

They’re …’s./They’re…’s…

a. Look at the pictures. b. Ask and answer in pairs: Whose…is this/that?

It’s …’s./It’s …’s...

Whose are these/those?

They’re …’s./They’re…’s…

3. Pole play. 4. Make a dialogue. 5. Read, ask and answer. 6. Compare:

whose& who’s

围，提高学生学习的积极性。

While-task procedure

运用已学的单词和再构的文本教学句型。

同桌间的对话与交流让每位学生都参与其中。

由单数过渡到复数的问答教学，并

举一反三，鼓励学生积极交流。活学活用，通过变换操练，鼓励学生自主学习。

通过小练习让学生区分whose& who’s，并准确运用。

根据Workbook P13A的内容，引导学生问答，加强实用性。

合理利用配套的练习资源。

Post-task activity 1. Workbook P10 F 2. Read and write. a. Show the flash b. Read the text on Page7 c. Fill in the blanks. 3. A survey on Workbook P13. 1. Workbook P10 F 2. Read and write. a. Show the flash b. Read the text on Page7 c. Fill in the blanks. 3. A survey on Workbook P13. Assignment 1. Listen to the tape and read the text on Page 7. 2. Finish the task on Workbook P13 ‘B Ask and answer’

4

板

书

设

计

M1U2 Talking about the things for the picnic:

Whose … is this/ that?

It’s …‘s …

Whose … are these/ those?

They’re …’s…

whose≠who’s

教

学

反

思

第二课时语篇材料：

Things for the picnic 1. They have some other things. Kitty likes drawing. She has a sketchbook. It’s thin. And she has some thick pencils. But they’re blunt. Ben has a thick sketchbook and a sharp knife. He can cut

the pencil with the knife. Dad has a camera. He likes taking photos. Look at the soft ball. It’s for Sam.

2. M:Whose sketchbook is this?

Is this your sketchbook, Kitty?

K:No, it isn’t. My sketchbook is pink and thin.

But this one is black and thick.

M: Is this your sketchbook, Ben?

B: Yes, it is. Thank you, Mum.

Content

Aims M1U2 Say and act

(Period3) On the beach 1. 1. Using wh-questions to find out about ownership

e.g. Whose knife is this?

Whose pencils are these? 2. Using possessive forms of nouns to show possession e.g. It’s Danny’s.

They’re Peter’s.

3. Understanding dialogues about ownership and possession

4. Enjoying the life every day. Using adjectives to describe how things feel e.g. It’s very sharp.

PPT etc Procedures Teachers’ activity

1. Daily talk.

Whose…is/are?

How does/do…feel?

2. A game. 3. A rhyme. 4. Ask and answer about the beach. What can you see/ do How does/do…?

1. To present:

2. To teach: Page9 Students’ activities

1. Daily talk.

Whose…is/are?

How does/do…feel? 2. Play a game. 3. Say a rhyme. 4. Ask and answer about the beach. What can you see/ do How does/do…?

1. Listen to the teacher.

2. To learn: Page9 Purpose 通过问答、儿歌、游戏等多种形式复习，激发学生参与教学活动。

问答引入教学场景

Language focus Teaching aids Steps

Pre-task preparation While-task procedure

整体呈现教材文5

‘Say and act’

Show the flash. 3. To teach: Picture1. a. Show Picture 1 and the sentences. b. Encourage the students to act out Picture 1. 4. To teach: Picture2.

a. Show Picture 2 and the sentences. b. Encourage the students to act out Picture 2. 5. To teach: Picture 3.

a. Show Picture 3 and the sentences. b. Encourage the students to act out Picture 3. 6. To teach: Picture 4.

a. Show Picture 4 and the sentences. b. To teach:

lost-property office

c. Encourage the students to make a dialogue. A: Hello, is this your…?

B: No, it isn’t.

A: Let’s take the …to the lost-property office. C: OK. Let’s go.

1. Show the flash again. 2. Encourage the students to act out the dialogue. 3. Ask the questions. 4. Read and complete.

‘Say and act’

Watch the flash. 3. To learn: Picture1. a. Look at Picture 1 and read the sentences. b. Act out Picture 1.

4. To learn: Picture2.

a. Look at Picture 2 and the sentences. b. Act out Picture 2.

5. To learn: Picture 3.

a. Look at Picture 3 and the sentences. b. Act out Picture 3.

6. To learn: Picture 4.

a. Look at Picture 4 and the sentences. b. To learn:

lost-property office

c. Make a dialogue.

本，使学生对教学内容有初步印象。

通过阅读和表演操练和掌握文本内容。

呈现图片，让学生直观理解lost-property office的意思，并在对话操练中灵活运用。

Post-task activity 1. Watch the flash again. 2. Act out the dialogue according to the key words. 3. Answer the questions 4. Read and complete. 通过对文本语言的整合与再构，培养学生的阅读能力，增加语言实践的机会。

合理利用配套的练习资源。

Assignment 1. Listen to the tape and read the text on Page 9 2. Finish the task on Workbook P13 ‘C Think and write.’

6

板

书

设

计

M1U2 On the beach soft sand => take off …shoes

something hard => a key Whose key is it? => to the lost-property office

教

学

反

思

第三课时语篇材料：

(1) On the beach The sky is so blue.

The sea is so beautiful.

The sand is so soft.

So they take off their shoes.

It is a fine day. The sky is blue. The sea is so beautiful. The sand is soft. Kitty and her parents are walking on the beach. They take off their shoes. Kitty feels something hard in the sand. Oh, it is a key! Whose key is it? They ask the man over there. But it isn’t the man’s key. Then they take it

to the lost-property office..

(2) The material from the textbook on P9

Content

Aims The four blind brothers and the elephant (Period 4) 1. To learn some new words and sentences.

e.g. blind,

Here comes …

2. Using adjectives to describe how things feel

e.g. The elephant is smooth and hard. 3. How to know an animal correctly 3. Learning from the others. 1. Using adjectives to describe how things feel

e.g. The elephant is smooth and hard. 2. Understanding the story. PPT. etc Procedures Step Pre-task preparation Teachers’ activity

1. sing a song Apple tree 2. Daily Talk Do you like apples? Touch the apple. How does it feel? ……

Students’ activity

1. sing a song

2. Daily Talk

Purpose 儿歌活跃气氛的同时，为新授作铺垫。

在师生问答中，复习巩固原有句型，提高学生用英语交流的能力。

通过图片，引入新7

Language focus Teaching aids While-task procedure

A. Teach Picture 1 A. Learn Picture 1 1. Show a picture of a tree: 1. Look and answer

What can you see?

It’s a tree.

What’s under the tree?

Oh, there are four men.

2. Listen and answer my 2. Listen and look at the questions. questions How many men are there in

the picture?

Where are they now?

Are they brothers?

Are they fat or thin?

3. Say the sentence: 3. Look and say: There are ___ brothers ___

the tree. They are ___.

4.T: Yes. There are four 4. Learn the word: blind brothers under the tree.

They are thin. And they are

blind. Follow and read. blind: can’t see anything

He is blind. But he can Make a new sentence. touch the ____. It’s _____.

He is blind. But he can

touch the ____. It’s _____.

5. T: He is blind. What 5. Say the sentence. about his brothers?

They are all _____.

They can’t see, but they

can hear.

6. Try to say 6. Try to say There are ___ brothers

There are ___ brothers

___the tree.

They are ___the tree.

They are ____. They are all ____. ____. They are all ____. They can’t ___, but they They can’t ___, but they can hear. can hear.

7. What can they hear? 7.Listen and answer: Now listen. S: I can hear a dog/ / an They can hear an elephant. elephant. Today we will learn a story: Read the title The

blind brothers and

the elephant

Show the flash Watch the flash

授。

创设问题，引出故事，吸引学生注意力。

在教授blind一词时，用touch 来告诉学生盲人除了视觉外，还有触觉等感觉。

通过语段的整合，检测学生对图片1和2的理解。

8

8. To teach Picture 2 a. Look, what’s on the elephant? Yes, there’s a man on an elephant. b. Here comes a man on an elephant.

c. Ask: Can the brothers hear the elephant? Can the brothers see the elephant?

The brothers can hear the elephant, but they cannot see it.

B. Teach picture 3,4 1.T: they cannot see the elephant. So one of the brothers asks, ‘What's that?’ And the man answers, It’s the elephant. You can touch it.’ Then the four brothers all touch the elephant. One brother touches the tooth.One brother touches the leg.Another brother touches the ear.The last brother touches the tail.

2. Listen to the recording and how does the four brothers say about the elephant.

3 Act out the dialogue.

8. To learn picture 2 a. Read: a man on an elephant.

b. Learn: Here comes….

c. Listen and answer No

No.

Try to say

B. Learn picture 3,4

1. Listen, answer and read. One brother touches the tooth.One brother touches the leg.Another brother touches the ear.The last brother touches the tail.

2.Listen and find the answer.

3 Act out the dialogue.

设计了一些小图片来操练Here comes….的同时, 也活跃了课堂。

通过设计四个盲人兄弟分别摸了大象的哪个部分的填空来加深对课文的理解。

学习了四个盲人兄弟对大象的理解，然后让学生来表达9

Post-task activities 1. Listen to the story 2. Read Picture 1 and 2. 3. Act out picture 3 and 4.

4. Show the passage 1. Listen to the story 2. Read Picture 1 and 2. 3. Act out picture 3 and 4.

4. Read and match

What do the four brothers say about the elephant?

Ask: Who is right? Assignment

板

书

设

计

4B M1 U 2 Read a story The four brothers and the elephant

blind

Here comes a/ an _____ 第四课时语篇材料：

(1)

It’s smooth and hard. It’s big and thick.

It’s big and soft.

It’s long and thin.

大象到底是什么的，继而上升到情感教育。

1. Listen to the tape and read the story on P10. 2. Retell the story

教

学

反

思

The blind brothers and the elephant

There are four brothers under the tree. They are all blind. They can’t see but they can hear and feel.

One day, a tall man and an elephant are coming. The man is on the big elephant. The elephant has a long nose and four thick legs.

The four brothers touch the elephant together.

One of the brothers touches its tooth and says, ‘It’s smooth and hard.’ Another brother touches its leg and says, ‘It’s big and thick.’ Another brother touches its ear and says, ‘It’s big and soft.’ The last brother touches its tail and says, ‘It’s long and thin.’

(2) The material from the textbook on P10

Content

Aims

M1U2Listen and enjoy& Learn the sounds ( Period5) 1. Using the key words and sentences to talk and write about ownership and possession 2. Identifying the pronunciation of ‘ir’

‘ur’

‘oor’ and ‘au’ in words such as skirt, purse, Laura and floor 1. Using the key words and sentences to talk and write about ownership and possession 2. Identifying the pronunciation of ‘ir’

‘ur’

‘oor’ and ‘au’ in words such as skirt, purse, Laura and floor PPT, etc Procedures Step Pre-task preparation

Teachers’ activity

Students’ activity

Purpose 儿歌活跃了气氛，复习知识。

在师生问答中复习知识，使学生能在不同语10 Language focus Teaching aids 1.Listen and enjoy 1. Listen and enjoy Some fruit is rough.

Some

fruit is hard.

Some drinks are

hot.

Some drinks are cold.

Some toys are soft.

Some

toys are hard.

I like eating and drinking, and playing in the school yard. 2. Daily talk

What fruit do you like?

How…? While-task procedure

1. Learn the sound a. The sound:

ir, ur, er

b. The sound: au, or, oor

2.Show Laura to know the words: young, slim

Ask: Who is she?

How is she? Is she…or…? 3. Show the flash for “learn the sounds’ on page11 for the students.

4. Show the rhyme.

5. Show the rhyme again.

6. Read and choose.

2. Answer questions.

境中的运用知识。

the . 1. Learn the sound a. The sound:

ir, ur, er

b. The sound: au, or, oor

2. Look at the picture and answer the questions.

3. Watch the flash for “learn the sounds’ on page11.

4. Read the rhyme in groups. 5. Read and complete the rhyme in pairs. 6.Read and choose

1. Listen and complete 2. Listen and number. a. Watch the flash. b. Exercise. 3. Workbook P11, 12 4. Workbook P8 5. More listening exercises

Exercise Ⅰ

在学会正确发音的基础上，培养学生辨音的能力，再进行发音举例。

以问题引发学生思考，并引导学生关注相关的单词。

相关的语音练习帮学生反馈学生的课堂学习效果。

Post-task activities

1. Listen and complete 2. Listen and number. a. Play the flash. b. Exercise. 3. Workbook P11, 12 4. Workbook P8 5. More listening exercises Show the listening exercises, ask the students to finish the exercises and check their answers. 通过配套的练习册和教师惊心设计的练习，帮学生巩固本单元所学的知识。

11

Assignment 1. Read the words, sentences and the story from P7-11 2. Finish the ExercisesⅡ.

板

书

设

计

ir skirt thirsty girl bird nurse purple purse

her horse for short /ə:/

ur er au August autumn Laura

教

学

反

思

/ɔ:/

or oor door floor

听力材料：

Ⅰ. Listen and choose the words（听一听，选出听到的单词）：

1. Put your hand in the green bag.

2. --- How does the pear taste?

---Sour.

3. Are these pencils blunt or sharp?

4. We like playing in the school yard.

5. Who’s that lady in a long red dress?

6. Look at the fresh grapes. They are sweet, I think. (1. A

2. B

3. A

4. C

5. B

6. B) Ⅱ. Listen and choose the best answers（听一听，选出合适的应答句）：

1. Are these keys?

2. Where can you see the keys？

3. What are these?

4. Are these pencils sharp or blunt?

5. It’s warm in the sitting. Can I take off my coat?

6. Whose knives are these?

(1. B

2. C

3. A

4. A

5. A

6. C) Ⅲ. Listen and choose the correct answers（听短文，选择正确的答案）：

Eddie is a big tiger. His good friend is Danny. It’s a little mouse. Eddie is brown. Its teeth are big and sharp. Its tail is long and thick. Danny is grey. Its teeth are small but sharp. Its tail is long and thin. They like to play near the river. One day, Eddie is in a net. He is afraid. Danny can bite the net with its sharp teeth. Now they are happy. And they are playing together.

(1. B

2. B

3. C

4. A

5. B) Ⅳ. Listen and judge（听短文判断，用T或F表示）：

Alice, Tom and their mother are at a fruit shop. They want to buy some fruits. There

12

are watermelons, peaches, apples, bananas, pears and grapes. Alice likes watermelons. Her mum buys a big watermelon for her. Alice’s dad likes grapes. Mum likes grapes too. So she buys some purple grapes. They are big and round. Tom likes cherries. But there aren’t any cherries at the shop. Mum can’t buy cherries for him. They go back home. Alice is very happy. Tom is so sad.

(1. T

2. T

3. F

4. F

5. T)

ExerciseⅠ Listening Ⅰ. Listen and choose the words（听一听，选出听到的单词）：

(

) 1. A. hand

B. head

C. sand (

) 2. A. pair

B. pear

C. here (

) 3. A. these

B. those

C. their

(

) 4. A. card

B. hard

C. yard (

) 5. A. whose

B. who’s

C. who (

) 6. A. thick.

B. think

C. thin Ⅱ. Listen and choose the best answers（听一听，选出合适的应答句）：

(

) 1. A. They are our keys.

B. Yes, they are.

C. No, they’re keys.

(

) 2. A. I can see the keys.

B. They are in the sand.

C. In the sand. (

) 3. A. They are white shells.

B. it’s brown.

C. They are white.

(

) 4. A. They are blunt.

B. Yes, they are.

C. No, they’re sharp.(

) 5. A. Yes, of course.

B. Yes, you are.

C. Yes, you do. (

) 6. A. They are thick.

B. it’s Ben’s.

C. They are Ben’s.

Ⅲ. Listen and choose the correct answers（听短文，选择正确的答案）：

(

) 1. Danny is a _________ and Eddie is a ________.

A. tiger, mouse

B. mouse, tiger

C. mouse, lion (

) 2. Danny is not __________.

A. small

B. big

C. Eddie’s friend (

) 3. --- How are Eddie’s teeth?

--- They are ________________.

A. big

B. sharp

C. big and sharp (

) 4. __________ tail is long and thin.

A. Danny’s

B. Eddie’s

C. Their (

) 5. One day Eddie is in the __________

A. river

B. net

C. forest Ⅳ. Listen and judge（听短文判断，用T或F表示）：

(

) 1. Alice, Tom and their mum are at a fruit shop. (

) 2. Alice likes watermelons.

(

) 3. The green grapes are big and round.

(

) 4. Alice’s parents like cherries.

(

) 5. Alice is happy but Tom is not happy.

13

ExerciseⅡ Reading and writing Ⅰ. Read and write（正确抄写下列单词、词组和句子，注意大小写和标点符号）：

Kitty

salty

rough

very hard

a sharp knife _____________________________________________________________ how

does

it

feel

its

smooth

and

soft

its a balloon _____________________________________________________________

Ⅱ. Look and write（根据图意，写出相应的单词，每线一词）：

(1) (2) (3) (4) (5) (6) 1. Please touch the table. How __________ it __________? 2. Look at the __________. They are not thin. They are __________.

3. --- Are the pencils __________?

5. --- __________ kites are those?

Ⅲ. Choose the best answer（选择最佳答案，将字母代号写在前面的括号内）：

(

) 1. Look __________ your sweater. Is it nice?

Ⅳ. Read and write（用所给单词的适当形式填空，每线一词）：

1. --- Whose __________ (knife) are they? --- They’re __________ (Tom). 2. Please __________ (touch) the fruit. __________ (be) it rough?

A. at

B. to

C. on (

) 2. Touch the pineapples, please. It’s big. It’s __________. A. soft

A. Who

A. and

A. Kitty

A. am

B. rough

B. Who’s

B. or

C. sharp C. Whose

C. but C. Kitty’s (

) 3. --- __________ kite is it? --- It’s my kite.

--- No, __________ sharp. --- No, it’s a __________ one. --- They are __________. 4. --- Hello. Is it a hard pillow（枕头）?

6. --- Please ___________ the toy bear __________ the bag.

--- OK. (

) 4. --- Look, are they hard __________ soft?

--- They’re soft. (

) 5. This is __________ knife. It’s new and red. B. Kitty is B. is

(

) 6. There __________some pear juice in the glass. How sweet! C. are

14

3. Look, my shoes __________ (be not) big. They __________ (be) small. 4. --- How __________ it __________ (feel)?

--- It’s bitter. 5. Are ________ (this) your rulers?

--- No, my ________ (ruler) are yellow. 6. Jill, is this _________ (you) rabbit? --- Yes, it’s _________ (I) rabbit. Ⅴ. Rewrite the sentences（按要求改写下列句子，每线一词）：

1. Those are Eddie’s T-shirts. （根据划线提问）

__________ __________ __________ __________? 2. They are my soft biscuits. （改为一般疑问句）

__________ __________ your soft ___________? 3. This is an orange glass.（改为复数句）

__________ __________ orange __________. 4. Please taste the sweet cakes. （改为否定句）

Please __________ __________ the sweet __________. 5. It is a thin pizza. （根据划线提问）

Ⅴ. Reading comprehension（阅读理解）：

Kitty is a student of Park School. She is short. She’s thin too. She can sing and dance. She can’t play basketball. She has a yellow rope. She likes skipping the rope with her friend Sue. Now she and her parents are at the beach. They are walking on the beach. The sand on the beach is yellow. It’s very soft. Kitty can take off her shoes and walk on the sand. She can run and run. She can make some sandcastles. She is very happy. Her parents like looking at her. They are very happy too.

Part 1 Read and judge（阅读短文，判断正误，用T或F表示）

(

) 1. Kitty is a short student.

(

) 2. She can’t play football.

(

) 3. She has a yellow kite.

(

) 4. She and her grandparents are at the beach.

(

) 5. The beach is not hard.

Part 2 Answer the questions（根据短文，回答问题，每线词数不限）：

1. Is Kitty fat? ________________________________________________ 2. Can she skip a rope? ________________________________________

3. What colour is the sand? _____________________________________ 4. What can she do on the beach? ________________________________ 5. Are her parents happy? _______________________________________

Ⅵ. Writing at least 35 words（请描述你喜欢的一种物品，至少35个单词，3种及以上句型。

15 ___________ ___________ __________? It’s ___________. 6. Touch your book. How does it feel?（根据实际情况回答）

先将题目补充完整。）：

My _______________

_______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________

16