book 5 Unit 7dialogue

Unit 5 Do you have a soccer ball?Section AI Words presentation2.Write the names of the sports things beside the picture.II Pair work:1.Talk about the sports in pairs.A: Do you like ...?B: Yes, I do. /No, I don’t.A: Do you have ...?B: Yes, I do. /No, I don’t.2.Now, please write down the information and your partner. (下面请写下你搭档的信息) __________likes ___________, but he/she doesn’t like ___________.__________has a __________, but he/she doesn’t have a ____________.III Listening tasks:1.Listen and match the picture with the balls.2.Listen again, complete the questions and answers.1) _____ you ______ a soccer ball, Paul?_____, I ______. But my brother Alan does.2) _____ you ______ a basketball, Mike?_____, I ______.3) ______ Jane ______ a tennis ball?_____, she ______.4) ______ Dale ______ a volleyball?______, he ______. But his brother _______.3.Conclusion: Now, complete the sentences with the words in the box.1. Paul __________ a soccer ball, but his brother Alan ______ one.2. John wants to play basketball, and Mike ______ a basketball.3. Sally wants to play tennis, but Jane ___________ a tennis ball.4. Dale __________ a volleyball, but his brother ________. He and Frank will go and ______ him.IV Role-play2. Make up a similar dialogue in pairs.A: Hey, _________, Let’s play ________.B: OK!/All right.A: Do ou have the ____________?B: Yes, I do. It’s ______________.A: And where’s our _____________?B: ...(Let me get it!)(Let’s go!)V. Grammer Focus3b. Fill in the blanks with do or does.Key points:Great！意思是__________.That sounds good. 意思是_______________.句型转换：1. I have a red notebook. (改为一般疑问句并做肯定回答）______ you ______ a red notebook?______, I ______.2. He has a basketball. (改为一般疑问句并做否定回答)______ he ______ a baskeball?______, he _______.3. My teacher plays tennis well?(改为一般疑问句)_____ your teacher _______ tennis well?4.Does he have a baseball?(改为复数句)VI Complete the passage and try to retell it.Hi, I’m Jenny. I l_______ sports very much. I p______ basketball very day. I h______ two basketballs. I often p_______ it with my classmates _____________(放学后).This is my friend Cindy. We are ______________________(在同一所学校), but in different classes. She l________ sports, too. She _____________ basketball. She thinks it’s hard. She p_______ tennis every day, because it’s easy for her. She has four ______________ (网球) and a tennis racket. ______ you like sports? ___________________together (让我们一起运动吧)! The answers:1. ________2. ________3. ________4. _________5. ________________6. _________________________7. ________8. _____________ 9. ________ 10. _____________ 11. _______ 12. __________________Section BI Speaking task:1. Look at the picture in 3c on page 27, ask and answer in pairs.A: Does Bob have a ...?B: ...A: Where is/are the ...?B: It’s/They’re ...2. Now, write some sentences to describe Bob’s room.Bob’s room is ________(tidy/untidy). Look, his ______ is ________________. His _______ are _________________. He has ___________, it’s _________________. He has _________, They’re __________________.II words presentation 1. write phrases of the activities below the pictures)2. What do you think of the activities? Write the adjectives in the box under the pictures.______________________________________________________________________________________________________________________________________III Pair work:1. Ask and answer the questions in pairs.A: Do you often play computer games?B: Yes, I do. / No, I don’t. I think it’s ...2. Now, write some sentences about the activities you and your friends do in your free time.I often ________________ in my free time. I think ______________________. I don’t ______________. I think\don’t think ___________________________._________ is my friend. He/she often _____________________ in his\her free time. He\She thinks ___________________________. He\she doesn’t often __________________. He\She thinks\doesn’t think ____________________________.IV Listening tasks:1. Listen and match the activities with the opinions.2. Work in pairs, make up a dialogue to talk about what you want to do. A: Hi! ... Let’s play ...!B: That sounds ..., Besides, I don’t have ...A: Do you have ...?B: ...A: Then, let’s ...B: ...V Reading tasks:1.Read the survey results in a school magazine and complete the table.Report in complete sentences. (use and or but to connect the two sentences.)2.Read again and answer the questions.1) Do Frank and Alan go to the same school?___________________________________________________2) What does Frank think of soccer?___________________________________________________3) How does Gina like sports?___________________________________________________4) Why doesn't Wang Wei like soccer?___________________________________________________5) What sport does Wang Wei like? Why?___________________________________________________6) When does Wang Wei play ping-pong, and who does he play with?___________________________________________________VI Complete the passage and try to retell it.David and I _______________________(上同一所学校). He l_______ sports very much. He has two s_________ ball and a basketball. He a_______ plays basketballs ___________(在学校). He thinks it's r__________ for him. I like basketball, too. But I ________ play it, I only w________ it on TV. My f_________ sport is ping-pong. __________________(它对我来说很容易). I have three ping-pong balls and two ping-pong b______. ___________(课后), I play ping-pong ______________(和我的同学).The answers:1. _________________________2. ___________3. ____________4. ___________5. ________________6. ____________7. ____________8. ____________9. _____________ 10. ____________________________ 11. _________12. _______________ 13. ________________单元写作假如你是Bill, 请介绍你和你哥哥Bob的运动爱好。

广州版小学英语五年级上课文UNIT 1 What Is Our Life Like?Dialogue 1 How are the Chinese children’s lives different from their visitors’ lives?Listen, read and try to act the dialogue.Mrs Zhou: How are you, Rose? How are you , Tom?Rose and Tom: We’re fine, thank you.Yongxian: Hello, Rose. Hello, Tom.Rose and Tom: Hi, Yongxian.Mrs Zhou: Would you like to go to school with Yongxian tomorrow, children?Tom: Yes, that would be fun. What time does school start?Yongxian: At seven thirty.Rose: Oh no. I usually get up at 8 o’clock!Mrs Zhou: Yongxian always gets gets up at six thiety.Tom: Six thirty! I get up before seven thirty!Tom: What are these?Mr Zhou: They’re noodles. Do you eat noodles in London?Rose: Yes, I sometimes eat noodles at my friend Sarah’s.Tom: My mum never makes noodles.Yongxian: My mum always makes noodles!Mrs Zhou: Would you like to go shopping now and buy some Chinese toys?Rose: This evening? We usually go shopping at the weekend.Yongxian: In china the shops are still open in the evening. Mum, Dad and I sometimes go shopping after dinner.Tom: We usually go to bed at about eight thirty.Yongxian: Really? We never go to bed before nine thirty.Rose: I like the life in china.UNIT 2 How Many Terms Do You Have in a School Year?Dialogue 1 look, listen and act out the dialogue.Mrs Zhou: How many terms are there in your school year, Rose?Rose: There are four. The first term is the autumn term; the second term is the winter term; the third is the spring term.Tom: And the fourth term is the summer term.Mrs Zhou: When does the autumn term start?Rose: It starts in September and ends in December.Mts Zhou: What about the winter term?Rose: It starts in January and ends in April.Mrs Zhou: Does your spring term begin in May?Rose: Yes. And it ends in July.Mrs Zhou: So your summer term starts in July and in September. Right?Tom: Yes, Rose and I like the summer term best. We are always on holiday in summer terms.Mrs Zhou: And now you are on your holiday in Guangzhou.Rose: Yes, we are.UNIT 4 What Can They Do?Dialogue 1 look and listen. Then read and act in groups.Kangaroo: I can jump very high and very far. Can you jump?Frog: Yes, I can, but not very high.Turtle: I can’t jump.Turtle: I can’t jump, but I can swim.Frog: I can’t jump and I can swim. I can swim very fast.Kangaroo: I can’t swim.Boy: I can swim and I can run.Bird: I can’t swim, but I can fly very high.Boy: Everyone has his own gift.UNIT 5 What Can the Robot Do?Dialogue 1 look and listen. Then read and act in groups.Jiamin: Look. Sally. Is that a man?Sally: No, it’s a robot.Robot: Hello! My name’s Rob.Sally: The robot can speak English!Jiamin: Hello, Rob, can you talk with us?Robot: Yes, I can.Ben: can you walk?Robot: Yes, I can walk with my legs.Ben: Can you run?Robot: No, I can’t.Sally: can you work?Robot: Yes, I can work with my hands.Jiamin: What else can you do?Robot: I can tell stories in English. And I can sing and dance. Watch me!Children: You can sing and dance very well!UNIT 7 Let’s Go to the Flower ShowDialogue 1 look and listen. Then read and act in groups.Mum: it’s a lovely day. Let’s go to the flower show.Ben: Can I go with you?Mum: Yes,of cours.Ben: Can I talk the camera?Mum: Of course you can.Janet: Can I talk photos of flowers?Mum: sure!Janet: Look, Xiaoling is sitting on the grass under the big banyan tree. Xiaoling, what are you doing there?Xiaoling: I’m taking a rest.Janet: Can you help us take o photo?Xiaoling: Sure! Are you ready?Janet: Yes.Xiaoling: OK.Janet: Thanks.UNIT 8 We Mustn’t Pick the FlowersDialogue 1 look and listen. Then read and answer the question.Mr Chen: Line up, everyone! We’re going to the park for our lesson today!Children: Great!Jiamin: Can I leave my bag here?Mr Chen: Yes, but you’ll need your notebook and pen.Mr Chen: what’s that tree over there? Do you know?Ben: is it a banyan tree?Mr Chen: No, it’s a kapok tree.Xiaoling: And we call it the Hero Tree.Yongxian: Kapok is the city flower of Guangzhou.Janet: I see.Mr Chen: What are those flowers?Janet: I know! They’re tulips. They look like cups, don’t they?Mr Chen: Yes, they do. They grow in spring.Ben: Oh! Look at those lovely bluebells!Xiaoling: They are not bluebells. I think they’re violets.Sally: My mum loves violets. Can I pick some violets for my mum?Mr Chen: No, Sally, we can’t pick them. Everyone likes flowers. We must leave them in the park.Jiamin: Yes, so everyone can enjoy them.Sally: Oh, you’re right. We mustn’t pick the flowersUNIT 10 Where Are You Going on HolidayDidlogue 1 look and listen. Then read and act in groupsMiss White: Tomorrow is the start of the school holiday, children. Where are you going on holiday,Xiaoling?Xiaoling: I’m going to America, Miss White.Miss White: That’s fantastic, Xiaoling. How are you going to get there?Xiaoling: By plane, of course.Miss White: Where are you going on holiday, Youngxiao?Yongxxian: I'm going to Hong Kong tomorrow.Miss White: That's super,Yongxiao. How are you going to get there?Yongxian: I'm going by train.Miss White: I'm goint to Hong Kong tomorrow too. What time is your train going toleave for Hong Kong?Yongxian: At half past seven in the morning.What about yours?Miss White: At a quarter to ten.Miss White: Where are you going on holiday,Wang Lili?Wang Lili: I'm going to Xiamen tomorrow.Miss White: That's good. How are you going to get there?Wang Lili: I'm going by ship.Miss White: When will you get there?Wang Lili: At about four o'clock the next afternoon.Miss White: Where ate you going on holiday,Jiamin?Jiamin: I'm going to stay with my grandmother.Miss White: That's nice,Jiamin.How are you going to get there?Jiamin: I'm going on foot.She lives near my home.Unit 11 How are you going there?Dialogue 1 Look and listen.Then read and act in groups.Mr Chen: Jiamin, what are you going to do on your holiday with your grandmother?Jiamin: On Monday I'm going to Xiangjiang Zoo in Panyu. We’re going to see the white tigers.Mr Chen: That's good. How are you going there?Jiamin: By bus.Mr Chen: What are you going to do on Tuesday?Jinmin: On Tuesday and Wednesday we're going to stay in Shenzhen. We're going tovisit the Window of the World.Mr Chen: How are you going there.Jiamin: By train.Mr Chen: What about Thursday?Jiamin: We're going to Foshan by car for a day trip.Mr Chen: Who's going to drive?Jiamin: Uncle Ming.Mr Chen: Are you going home on Friday?Jiamin: Yes.We're going to visit Guangzhou Art Museum.Mr Chen: How are you going to get home after that?Jiamin: On foot.Mr Chen: What about Saturday and Sunday?Jiamin: We're going to stay at home.UNIT 13 They Are Going to the ZooDialogue 1 look ang listen. Then read and act in groups.Xiaoling: Janet, do you like animals?Janet: Yes, I do. My favourite animal is the panda.Xiaoling: Would you like to come to the zoo tomorrow with my family?Janet: Yes, thanks. That would be gread.Janet: We can take some food to feed the animals too.Xiaoling: But Mum always says “don’t feed the animdls in the zoo!”Xiaoling: See you tomorrow at the gate of the zoo at half past nine. Don’t forget! And don’t be late, please!Janet: OK. See you tomorrow!UNIT 14 They Are Visiting the ZooDialogue 1 look and listen. Then read and act in groups.第一段Xiaoling: Look at the monkeys！they’re running and jumping. They are funny!Janet: They are lovely, but don’t give them your banana!Xiaoling: hy not?Janet: It’s the zoo rule!第二段Janet: Look at the lion! It is strong and dangerous!Xiaoling: It is beautiful, but don’t go too near!Janet: Where is the lion from?Xiaoling: It’s from Africa.Janet: Can a lion kill a tiger?Xiaoling: Who knows?UNIT 16 Could You Tell Me the Way to the Zoo?Dialogue 1 look ang listen. Then read and act in groups.1.Tourist: Excuse me. Could you tell me the way to Guangzhou Zoo,please?2.Mr Chen: Sorry?3.Tourist: Could you tell me the way to Guangzhou Zoo, please?4.Jiamin: Yes. Turn right out of the hotel. Go straight ahead and take the first left.5.Tourist: OK. Turn right out of the hotel and then go straight ahead and take the firstleft.6.Jiamin: Right.7.Tourist: is the zoo on the right or on the left?8.Jiamin: It’s on the right. You can see it.9.tourist: By the way, is the Night Zoo near here?10.Jiamin: No. it’s in Panyu. You can take a No.26 bus to get there.11.Tourist: Thank you very much.12.13.Jiamin: You’re welcome.UNIT 17 Where Is the School Canteen?jiamin: Excuse me. I’m going to meet a friend. Could you tell me how to get to thecanteen, please?Puoil1: Yes. Turn right here and take the first left. Go straight ahead and take the third right.Jiamin: First left, straight ahead and third left.Pupil 1: No, third right.Jiamin: OK. Third right, straight ahead and third left.Pupil 1: No, come back!Jiamin: Excuse me, I’m lost. Could you tell me how to get to the canteen?Pupil 2: Yes. Go straight ahead and talk the first right, and then take the second right and the canteen is on you right.Jiamin: Thank you.第二段Jiamin: Excuse me, I’m lost. Could you tell me how to get to the canteen?Teacher: Of coure. Go straight ahead. Take the third and the canteen is on your right.Jiamin: that’s easy. Straight on, third right and the canteen is on the right.第三段Jiamin: Hi, Sally. Where’s Mike、Sally: Hello, Jiamin. Mike is at the gym. You are late.Jiamin: Oh no! How do I get to the gym.。

Unit 5 Do you have a soccer ball? Learning objectives (教学目标)Analyze and rearrange teaching materials (教材分析和重组)1. 教材分析本单元以“Do you have a soccer ball?”为话题, 共设计了三个部分的内容。

Section A该部分有4个模块：第一模块围绕“Do you have a soccer ball?”这一话题展开词汇学(1a)、听力（1b）、口语（1c）训练；第二模块继续围绕“Do /Does… have a…?”进行听力（2a-2b）、口语训练（2c）；第三模块围绕“Make suggestions.”这一话题展开训练，训练形式为单词填空（3a）和角色表演谈论图画为训练形式（3b）；第四模块就“Complete the forms according to the sports club you like.”以结对活动形式进行介绍。

Section B该部分有4个模块：第一模块是词汇的学习（1a）与运用（1b）；第二模块仍然围绕(1a-1b) 的词汇进行听力训练（2a-2b）、围绕提建议进行口语训练（2c）；第三模块继续围绕“Ownership”这一话题展开有关收藏品阅读（3a）, 写作训练(3b-3c)；第四模块仍就“Ownership”这一话题以口语训练形式展开全班活动。

Self Check该部分有3个模块：第一模块以填空形式对所学词汇进行训练；第二模块以默写已学过的五个单词的形式对所学的词汇继续巩固复习; 第三模块围绕有关ownership和suggestions对话开展口语训练和写作训练。

教材重组和课时分配Period 1 (Section A: 1a, 1b, 1c) New function presenting Period 2 (Section A: 2a, 2b, 2c, 3a, 3b, 4) PracticePeriod 3 (Section B: 1a, 1b, 2a, 2b, 2c) V ocabulary building Period 4 (Section B: 3a, 3b, 4) Integrating skillsPeriod 5 (Self Check: 1, 2, 3 & Workbook) Self CheckPeriod 6 WritingTeaching procedures and ways (教学过程与方式)Period One New function presentingLanguage goals (语言目标)1. Words & expressions: have, soccer ball, tennis, racket, tennis racket,ping–pong, volleyball, basketball, bat (P25)2.Key sentences: Do you have a ping–pong ball?Yes, I do. No, I don’t. (P25)Ability goals (能力目标)Enable the students to understand and talk about ownership and make suggestions.Emotion & attitude goals (情感和态度目标)Enable the students to form positive attitude toward sports collection and love sports, keep healthy and learn to make suggestions politely. Strategy goals (策略目标)To understand the target language by reading pictures, drawing pictures, countingnumbers, drawing a chart.Culture awareness goals (文化意识目标)People’s attitude toward sports collections is different in English speaking countries.Teaching important points (教学重点)Talk about ownership and make suggestions.Teaching procedures & ways (教学过程和方式)Step 1. Revision and Lead-inAsk one or more students to show their homework.T: In the last unit, I ask you to do a project about filling in the chart because we want to have a ball game. But we don’t know what kind of balls you have. Please ask your classmates in the group what balls he /she has. Then write down the information in the chart. Now who wants to display your project on the blackboard?T: Do you have tennis? S: Yes, I do.Second point to the others in the classroom.T: Does Wang Wei have tennis? S: Yes, he does.Third point to Li Hong in the classroom who has ping–pong ball, but no tennis.T: Do you have tennis?S: No, I don’t.T: Do you have a ping–pong ball?S: Yes, I do.T: Does Li Hong have tennis?Ss: No, she doesn’t.T: Does Li Hong have a ping–pong ball?Ss: Yes, she does.T: Today we are going to learn how to talk about ownership and make suggestions.Step 2. Listing and SpeakingAsk the students to read the picture on Page 25.T: What can you see in the picture?Ss: We can see a ping–pong ball, a ping–pong bat, a tennis racket, a soccer ball, volleyball, a basketball, a TV, a computer game.T: Ask the students to match the words with the things in the picture.Ss: Say, Number 1 is (C), tennis racket. Number 2 is (a), ping–pong ball…After checking the answers in 1a, ask the students to read aloud the new words again and again, ask and answer about them in pairs. And then play the recording again. This time students listen to conversation and circle the words they hear. And then check the answers. Students circle ping–pong bat and computer game.Step 3. Pair workAsk the students to read the example conversation. Have students repeat. And then point to the television in the illustration and substitute that word in the conversation. Have students repeat again. And then ask students to practice the conversation in pairs and remind them to use various objects from the illustration. As students practice, move around the classroom to check progress and help with pronunciation.Ask for more ideas from the students and write their ideas on the blackboard.p hone, cars, pencil case, eraser, pen, book, dictionary, watch, key, notebook, ring, sister , brother, chair, bookcase, CD, video tape, hat, desk, dresser…Show the following to the students and then ask them to practice in pairs.—Do you have a phone?—Yes, I do.—Do you have a CD?—No, I don’t.T: Now work in pairs, make conversations with the newwords in 1a and act it out around the students.Sample conversations:1. S1: Do you have a ping–pong bat?S2: Yes, I do.S1: Do you have a ping–pong bat?S2: No, I don’t.2. S3: Do you have volleyball?S4: Yes, I do.S3: Do you have a basketball?S4: No, I don’t.3. S5: Do you have a tennis racket?S6: Yes, I do.S5: Do you have a TV?S6: No, I don’t.Step 4. Homework1. Ask the students to do more practice as required in 1 c on Page 25.2. Ask the students to prepare the next period. Think about the usage of “Does she /he have…?”Period Two PracticeLanguage goals (语言目标)1. Words & expressions: does, doesn’t, let, us, let’s, play, well, sound,good, sport, we, many, club, more, class (P26)2. Key sentences:—Let’s play volleyball.—That sounds good. (P26)Ability goals (能力目标)Enable the students to make suggestions politely.Emotion & attitude goals (情感和态度目标)Train the Ss to make suggestions politely and take activity part in school sports club and keep healthy.Strategy goals (策略目标)Enable the students to match the problems and worries.Culture awareness goals (文化意识目标)Learn to how to make suggestions politely.Teaching important points (教学重点)Talk about making suggestions.Teaching procedures & ways (教学过程和方式)Step 1. RevisionBefore class, let’s have a revision. First make up a conversation with “Do you have…?”about ownership, and then in threes make up a conversation with “Do you have…? Does she /he have…?”Sample dialogues:1. S1: Do you have a soccer ball? S2: Yes, I do.S1: Do you have a basketball? S2: No, I don’t.2. S1: Do you have a computer game? S2: No, I don’t.S1: Do you have a ping–pong bat? S2: Yes, I do.S3: Does he have a computer game? S1: No, he doesn’t.S3: Does he have a ping–pong bat? S1: Yes, he does.Step 2. Listening PracticePlay the recording for the first time.T: Listen to the tape. You only listen.Play the recording for the second time. Then check the answers.T: You’ll hear the same conversation again in the picture. This time please listen for the names in the pictures, and then number the pictures (1-4).After that ask a few students to say out their answers in 2a.S1: The answers are 3, 1, 4, 2.S2: Number the pictures: 3, 1, 4, 2.Play the recording for the third time.T: You will hear the conversations for the third time. You are to match the people from activity 2a to the balls in the recording for the fourth time and then correct the answers.T: You listen to the tape and write the numbers from the pictures in 2b next to the correct balls.After doing listening, talk about the dialogue about 2b, and then ask some students to say out their answers in 2b.S3: The answers are 3, 2, 1, 4.S4: They are 3, 2, 1, 4.Step 3. Pair workLook at the things in the picture. Ask your partner if he /she has the things in 2c.Ask the students to act out the conversation in pairs.Sample conversations:1. S1: Do you have a dictionary? S2: Yes, I do.S1: Do you have an eraser? S2: No, I don’t.2. S3: Do you have a baseball? S4: No, I don’t.S3: Do you have a football? S4: Yes, I do.3. S5: Does Tom have volleyball? S6: Yes, he does.S6: Does Mike have a pen? S5: No, he doesn’t.Step 4. PracticeLook at 3a, point out the words in the box and then ask a student to read aloud the four words to the class.T: Fill in the blanks with the words from the box alone. I’m sure you’ll fill in the correct answers. And now who’ll tell me the answers? Please hand up if you know the answers. Oh, thank you, --------!S1: The answers are: 1. don’t，2. Let’s，3; have，4. soccer.T: You are right. Thank you. Now let’s practise reading aloud the conversations in pairs and act them out. And then tell the students how to make suggestions politely using “Let’s…!”For example:T: Let’s play ping–pong ball./ Let’s play tennis./ Let’s play volleyball…S: That sounds good.After finishing practising the conversations in 3a, ask the students to make conversations with their partners according to the pictures below in 3b. Ask the students to point to each one and describe each object. Show the students how to use the pairs of pictures as substitutes in the conversation.For example:T: Let’s play basketball.S: I don’t have a basketball.T: Well, let’s play football.S: That sounds good.Ask pairs of students to perform the conversation for the class and tell them how to make suggestions politely in 3b.Step 5. Writing and practiceThis activity gives students a chance to role play a conversation about sports. Students review the language of introductions, and then complete the form, introduce themselves to the coach.T: What sports do you like to play? Who are your favorite sportsmen and sports women? What sports are available at school?S1: I like to play football. My favorite sports man is Liu Xiang. Basketball and volleyball are available at our school.T: Our school has a sports Club with all the sport that you would like to play. If you would like to join the school sports club, please fill in the form with your personal information. When students have completed filling in the form, divide them into pairs.T: Wha t’s your first name? What’s your last name? What sports do you like? Do you like…? What class are you in?S: My first name is Li. My last name is . I like ping–pong ball. I’m in Class 4, Grade 7.Have students role play the conversation between a student and coach. Walk around the class and offer help where necessary.Step 6. SummaryAsk some students to sum up what we have learned key vocabulary and the target languages.Step 7. Today’s homeworkT: First make up dialogues with “ownership and make suggestions” in pairs /in groups. Next class I’ll ask you to act them out. Second, prepare for the next class P 28 (1a, 1b, 2a, 2b, 2c).Period Three New vocabularyLanguage goals (语言目标)1.Words & expressions:interesting, boring, fun, difficult,relaxing, watch, watch TV (P28)2. Key sentences: (1) Let’s play computer games.(2) That sounds interesting. (P28)Ability goals (能力目标)Enable the students to learn to make suggestions politely and responses.Emotion & attitude goals (情感和态度目标)Enable the students to learn to express their feelings about different suggestions.Strategy goals (策略目标)Enable the students to know how to express their feelings aboutdifferent suggestions.Culture awareness goals (文化意识目标)Different countries, different suggestions.Teaching important points (教学重点)Learn to how to express different suggestions and responses. Teaching procedures & ways (教学过程和方式)Step 1. Revision and word studyCheck the homework:T: Last class we asked the students to make up conversationswith “ownership and make suggestions”in pairs /ingroups. Now we’ll ask you to act them out.Point to the five words and ask the students to repeat each one,and then point to the five pictures and ask the students tomatch each picture with one of the words in section B (1a).Ask the students to write the letter of the picture on the linenext to each word.Ask the students to say out the answers. Go around the room,asking students to point to a picture and say the word that goeswith that picture. The answers are: 1. c; 2. d; 3. e; 4. b; 5. a.Step 2. Guessing the wordsThis activity makes students practise using the vocabularywords from this unit. Point to the picture in 1a and reviewthe words.T: Now please draw pictures that show somethinginteresting, boring, fun, difficult or relaxing. Please showyour pictures to some of your classmates. Everyone triesto guess the meaning.Step 3. Listening and word studyBefore playing the recording for the first time, point out thefive words in 1a above and ask a student to read them aloudto the class.Play the recording for the first time in 2a.T: Listen to the tape carefully and remember the fouradjective words you hear.Play the recording for the second time.T: Listen to the conversation and put a checkmark to the leftof each word in 1a that you hear.Ask the two students to say out their answers.Ss: The answers are: a. interesting; b. boring; c. fun;d. difficult;e. relaxing.Step 4. Listening and writingT: I’ll ask a student to read the name of each activity to theclass. And then I’ll play the tape. Listen to the tapecarefully for the first time and remember what Tony saysabout these activities. I’ll play the recording again. Thistime listen to the conversation and write the word in theblank.After listening to the tape for the second time, ask somestudents to read the same example to the class.Ss: The answers are: 1. interesting; 2. difficult; 3. boring; 4. fun.Step 5. Practice and actingBefore asking the two students to read the dialogues, listthese activities on the blackboard: play computer games,play volleyball, watch TV, play basketball.T: I’ll ask the two students to act out the dialogues, talkingabout the activities in 2b.One acts as Jenny, the other acts as Tony, move around theclassroom offering languages support and checkingprogress when the students talk about the activities. Ask afew pairs of students to perform their conversations for theclass.Sample dialogues:1. S1: Let’s play volleyball.S2: That sounds fun.2. S3: Let’s watch TV.S4: That sounds boring.Step 6. Summary1. This class we have learned how to make suggestions andresponses politely. We also have learned how to use somedescription adjectives.2. Prepare for the next class.Step 7. Today’s homework1. Make up dialogues about “Make suggestions and responses”.2. Prepare for the next lesson.Period Four Integrating skillsLanguage goals (语言目标)1. Words & expressions:has, great, collection, but, play sports,only,them, a great sports collection, tennis racket, soccer ball, onTV, everyday (P29)2.Key sentences: (1) Ed Smith has a great collection.(2) But he doesn’t play sports—he only watches them on TV.Ability goals (能力目标)Train the ability of the students about reading and writing.Emotion & attitude goals (情感和态度目标)Enable students to form wide interests and hobbies.Strategy goals (策略目标)Enable students to collect what they like.Culture awareness goals (文化意识目标)Enable students to understand different people have different interests and hobbies.Teaching important & difficult points (教学重点和教学难点)1. The plural form of noun.2. The Present Simple TenseTeaching procedures & ways (教学过程与方式)Step 1. RevisionFirst check the homework, and then ask a few pairs to act out the conversation about: Making suggestions and responses.T: Who can make up a dialogue about making suggestions and responses in pairs?S1: Let’s play football.S2: That sounds fun, but I don’t have a football.S1: Well, do you have a basketball?S2: Yes, I do.S1: Then let’s play basketball.S2: Oh, basketball is so different.S1: OK. Let’s play ping–pong ball.S2: That sounds boring. Let’s play computer game! Do you havea computer?S1: Yes, I do.S2: That sounds interesting.Step 2. ReadingBefore reading this magazine article, ask students to name everything they see in the picture (3a).T: Read the article by yourself, and then circle the vocabulary words that are about sports activities.Give examples such as a stamps collection or a coin collection.T: Please close your books, look at the overhead projector, listen to me carefully, and then fill in the blanks with the sports things in 3a. Please tell the students the answers.S1: 1. tennis racket; 2. basketball; 3. baseball; 4. soccer ball; 5. volleyballT: Y ou’re right. OK. Thank you! Pay attention to the usage of thePresent Simple Tense and the plural form of noun.Explain the usage of the grammar and some key sentences, ask the students to retell the text next class.Step 3. Reading and writingBefore reading this article, ask students to name everything they see in the picture (3b). And then read the article to the class. Ask students to look at the picture and fill in the blanks by themselves. After that, let the students correct the answers in pairs. Ask three students to write their answers on the blackboard. (The answers are: 1. baseball; 2. basketball; 3. tennis rackets; 4. volleyball.)After finishing filling in the blanks, explain the usage of the Present Simple Tense, the plural form of noun and some key words, key sentences. Ask students to recite the text (3b).Step 4. Writing and SpeakingT: After finishing learning the articles about 3a and 3b, now you write about yourself. Talk about your hobbies and interests such as:What sports do you play?What sports things do you have?What other things do you do? And so on.After a while I’ll ask some students to read their stories to the class.S1: I collect coins. I have ten American coins, five Russian coins.S2: I have a great toy cars collection. I have two Chinese toy cars, threeJapanese toy cars, four British toy cars. I play them every day.Step 5. Spoken English and writingNow look at 4 Survey, write “have,you, an alarm clock, do”on the blackboard.T: Please say the words in the correct order to make a question. Come tothe blackboard, Wang Fei.S1: Do you have an alarm clock?T: OK, you’re right. Thank you. Please write a student’s name under thequestion on the blackboard. Who can do it? OK, Yang Fan, please.S2: Li Gang.T: OK, Li Gang, please come to the blackboard. Do you have an alarm clock?Guide him to answer “Yes, I do. /No, I don’t.”S3: Yes, I do.T: Now, please write four questions like this. After that ask students to say other things they might ask. As the students complete the questions, move around the classroom checking progress and offering suggestions as needed, at the same time ask students to move around the room, asking their questions and writing in names. In this way the students learn the target language easily. Step 6. Today’s homework1. Write a story about your /his /her collection.2. Make up dialogue with “Do you have…?”3. Finish off all the exercises on the small blackboard.Period FiveLanguage goals (语言目标)1. Words & expressions: basketball, tennis racket, baseball bat, ping–pong ball,soccer ball, volleyball, interesting, boring, run, difficult, relaxing, TV2. Key sentences: (1) Do you have a ball? Yes, I do.(2) —Let’s play soccer.—That sounds good./It’s boring.Ability goals (能力目标)Train students’ writing abilities.Emotion & attitude goals (情感和态度目标)Learn to talk about ownership and make suggestions.Strategy goals (策略目标)Enable students to form wide interests and hobbies.Culture awareness goals (文化意识目标)Enable students to understand the different countries have different suggestions and hobbies.Teaching important & difficult points (教学重点和教学难点)Learn to how to talk about ownership and make suggestions. Teaching procedures & ways (教学过程与方式)Step 1. RevisionBefore class ask a few students to read aloud the stories about themselves, and then have some pairs act out dialogues about ownership. Also give students three minutes to have a free talk.Step 2. Words checkingThis activity provides a comprehensive review of key vocabulary presented in this unit.T: Now let’s go over key vocabulary in this unit. I speak Chinese, you speak English. First answer my questions one by one, and then answer my questions together. OK let’s begin.有趣的，无聊的，休闲的……篮球，网球球拍……Ss: Interesting , boring, relaxing…T: OK, so much for this. Now take out your English exercises books, write five new words in it, and then share your lists with your groups.Step 3. Reading and writingThis activity focuses on students understanding of the target language in the unit.T: Please read aloud the following sentences in 3a, and then number the sentences to make a conversation that follows the situations in the pictures by yourself.After a while, check the students’ answers. The answers are: 5, 1, 4, 2, 3, 6, 7.After checking the answers, ask the students to act out the dialogue and recite it.T: Now look at the chart on the blackboard with the names of five activities and five words at the top: interesting, boring, fun, difficult, relaxing. And then make up a dialogue talking about ownership and makingAsk two students to act out the dialogue.S1: Let’s play baseball!S2: That sounds interesting, but I don’t have a baseball.S1: …S2: …Step 4. Group workT: The class ball games will be held soon. The students in the class are training recently. Please give suggestions to your group and ask them to train after class.As you make up conversations, please use the drills “Do you have a…? /Yes, I do. /No, I don’t / Let’s… /No, it’s boring.”Step 5. Homework1. Finish off all he exercises in the workbook.2. Talk about your friends’hobbies. (play basketball /soccer ball /ping–pong ball /watch TV /play computer games /play sports every day)Period Six Writing(ppt展示)Teaching Resources (教学资源库)1.语法：(1) 名词复数的构成及读音规律：特别提醒：名词复数的不规则变化是：①只变元音字母，如：man—men, woman —women, foot—feet, policeman—policemen ②单复数形式一样，如：a fish—some fish, a Japanese —some Japanese ③其它变化，如：child—children等。

广州版小学英语五年级上课文广州版小学英语五年级上课文UNIT 1 What Is Our Life Like? Dialogue 1 How are the Chinese children ’s lives different from their visitors ’ lives? Listen, read and try to act the dialogue. Mrs Zhou: How are you, Rose? How are you , Tom? Rose and Tom: We’re fine, thank you. Y ongxian: Hello, Rose. Hello, Tom. Rose and Tom: Hi, Yongxian. Mrs Zhou: Would you like to go to school with Y ongxian tomorrow, children? Tom: Yes, that would be fun. What time does school start? Y ongxian: At seven thirty. Rose: Oh no. I usually get up at 8 o’clock! Mrs Zhou: Yongxian always gets gets up at six thiety . Tom: Six thirty! I get up before seven thirty! Tom: What are these? Mr Zhou: They’re noodles. Do you eat noodles in London? Rose: Yes, I sometimes eat noodles at my friend Sarah ’s. Tom: My mum never makes noodles. Y ongxian: My mum always makes noodles! Mrs Zhou: Would you like to go shopping now and buy some Chinese toys? Rose: This evening? We usually go shopping at the weekend. Y ongxian: ongxian: In china the In china the shops are still open in in the evening. Mum, Dad and I the evening. Mum, Dad and I sometimes go shopping after dinner. Tom: We usually go to bed at about eight thirty. Yongxian: Really? We never go to bed before nine thirty . Rose: I like the life in china. UNIT 2 How Many Terms Do Y ou Have in a School Y ear? Dialogue 1 look, listen and act out the dialogue. Mrs Zhou: How many terms are there in your school year, Rose? Rose: There are four. four. The The The first first first term term term is the autumn is the autumn t erm; term; term; the second the second term term is is the winter term; the third is the spring term. Tom: And the fourth term is the summer term. Mrs Zhou: When does the autumn term start? Rose: It starts in September and ends in December. Mts Zhou: What about the winter term? Rose: It starts in January and ends in April. Mrs Zhou: Does your spring term begin in May? Rose: Yes. And it ends in July . Mrs Zhou: So your summer term starts in July and in September. Right? om: T om: YY es, Rose and I like the summer t erm best. We are always on holiday term best. We are always on holiday in summer terms. Mrs Zhou: And now you are on your holiday in Guangzhou. Rose: Yes, we are. UNIT 4 What Can They Do? Dialogue 1 look and listen. Then read and act in groups. Kangaroo: I can jump very high and very far. Can you jump? Frog: Yes, I can, but not very high. Turtle: I can’t jump. Turtle: I can’t jump, but I can swim. Frog: I can’t jump and I can swim. I can swim very fast. Kangaroo: I can’t swim. Boy: I can swim and I can run. Bird: I can’t swim, but I can fly very high. Boy: Everyone has his own gift. UNIT 5 What Can the Robot Do? Dialogue 1 look and listen. Then read and act in groups. Jiamin: Look. Sally. Is that a man? Sally: No, it’s a robot. Robot: Hello! My name’s Rob. Sally: The robot can speak English! Jiamin: Hello, Rob, can you talk with us? Robot: Yes, I can. Ben: can you walk? Robot: Yes, I can walk with my legs. Ben: Can you run? Robot: No, I can’t. Sally: can you work? Robot: Y es, I can work with my hands. Jiamin: What else can you do? Robot: I can tell stories in English. And I can sing and dance. Watch me! Children: Y ou can sing and dance very well!UNIT 7 Let’s Go to the Flower Show Dialogue 1 look and listen. Then read and act in groups. Mum: it’s a lovely day. Let’s go to the flower show. Ben: Can I go with you? Mum: Y es,of cours. Ben: Can I talk the camera? Mum: Of course you can. Janet: Can I talk photos of flowers? Mum: sure! is sitting on the grass under the big banyan tree. Xiaoling, what Janet: Look, Xiaoling i s sitting on the grass under the big banyan tree. Xiaoling, what are you doing there? m taking a rest. Xiaoling: I’I’m taking a rest. Janet: Can you help us take o photo? Xiaoling: Sure! Are you ready? Janet: Yes. Xiaoling: OK. Janet: Thanks. UNIT 8 We Mustn’t Pick the Flowers Dialogue 1 look and listen. Then read and answer the question. ’re going to the park for our lesson today! Mr Chen: Line up, everyone! WeChildren: Great! Jiamin: Can I leave my bag here? Mr Chen: Y es, but you’ll need your notebook and pen. Mr Chen: what’s that tree over there? Do you know? Ben: is it a banyan tree? Mr Chen: No, it’s a kapok tree. Xiaoling: And we call it the Hero Tree. Y ongxian: Kapok is the city flower of Guangzhou. Janet: I see. Mr Chen: What are those flowers? ’t they? Janet: I know! They’re tulips. They look like cups, donMr Chen: Y es, they do. They grow in spring. Ben: Oh! Look at those lovely bluebells! ’re violets. Xiaoling: They are not bluebells. I think theySally: My mum loves violets. Can I pick some violets for my mum? ’t pick them. Everyone likes flowers. We must leave them in Mr Chen: No, Sally, we canthe park. Jiamin: Y es, so everyone can enjoy them. Sally: Oh, you’re right. We mustn’t pick the flowers UNIT 10 Where Are Y ou Going on Holiday Didlogue 1 look and listen. Then read and act in groups Where are you going Miss White: Tomorrow is the start of the school holiday, children. on holiday,Xiaoling? m going to America, Miss White. Xiaoling: I’I’m going to America, Miss White. Miss White: That’s fantastic, Xiaoling. How are you going to get there? Xiaoling: By plane, of course. oungxiao? Miss White: Where are you going on holiday, YY ongxxian: I'm going to Hong Kong tomorrow. ongxiao. How are you going to get there? Miss White: That's super,Y o ngxiao. How are you going to get there? Y ongxian: I'm going by train. Miss White: I'm goint to Hong Kong tomorrow too. What time is your train going to leave for Hong Kong? Y ongxian: At half past seven in the morning.What about yours? Miss White: At a quarter to ten. Miss White: Where are you going on holiday,Wang Lili? Wang Lili: I'm going to Xiamen tomorrow. Miss White: That's good. How are you going to get there? Wang Lili: I'm going by ship. Miss White: When will you get there? Wang Lili: At about four o'clock the next afternoon. Miss White: Where ate you going on holiday,Jiamin? Jiamin: I'm going to stay with my grandmother. Miss White: That's nice,Jiamin.How are you going to get there? Jiamin: I'm going on foot.She lives near my home. Unit 11 How are you going there? Dialogue 1 Look and listen.Then read and act in groups. Mr Chen: Jiamin, what are you going to do on your holiday with your grandmother? Jiamin: On Monday I'm going to Xiangjiang Zoo in Panyu. We’re going to see the white tigers. Mr Chen: That's good. How are you going there? Jiamin: By bus. Mr Chen: What are you going to do on Tuesday? Jinmin: On Tuesday and Wednesday we're going to stay in Shenzhen. We're going to visit the Window of the World. Mr Chen: How are you going there. Jiamin: By train. Mr Chen: What about Thursday? Jiamin: We're going to Foshan by car for a day trip. Mr Chen: Who's going to drive? Jiamin: Uncle Ming. Mr Chen: Are you going home on Friday? Jiamin: Y es.We're going to visit Guangzhou Art Museum. Mr Chen: How are you going to get home after that? Jiamin: On foot. Mr Chen: What about Saturday and Sunday? Jiamin: We're going to stay at home. UNIT 13 They Are Going to the Zoo Dialogue 1 look ang listen. Then read and act in groups. Xiaoling: Janet, do you like animals? Janet: Yes, I do. My favourite animal is the panda. Xiaoling: Would you like to come to the zoo tomorrow with my family? Janet: Yes, thanks. That would be gread. Janet: We can take some food to feed the animals too. ”don’’t feed the animdls in the zoo!Xiaoling: But Mum always says “donDon’’t forget! And Xiaoling: See you tomorrow at the gate of the zoo at half past nine. Dondon’’t be late, please! donJanet: OK. See you tomorrow! UNIT 14 They Are Visiting the Zoo Dialogue 1 look and listen. Then read and act in groups. 第一段第一段they’’re running and jumping. They are funny! Xiaoling: Look at the monkeys！they’t give them your banana! Janet: They are lovely, but donXiaoling: hy not? Janet: It’s the zoo rule! 第二段第二段Janet: Look at the lion! It is strong and dangerous! ’t go too near! Xiaoling: It is beautiful, but donJanet: Where is the lion from? Xiaoling: It’s from Africa. Janet: Can a lion kill a tiger? Xiaoling: Who knows? UNIT 16 Could Y ou Tell Me the Way to the Zoo? Dialogue 1 look ang listen. Then read and act in groups. 1.Tourist: Excuse me. Could you tell me the way to Guangzhou Zoo,please? 2.Mr Chen: Sorry? 3.Tourist: Could you tell me the way to Guangzhou Zoo, please? 4.Jiamin: Y es. Turn right out of the hotel. Go straight ahead and take the first left. 5.Tourist: OK. Turn right out of the hotel and then go straight ahead and take the first left. 6.Jiamin: Right. 7.Tourist: is the zoo on the right or on the left? ou can see it. 8.Jiamin: It’s on the right. Y9.tourist: By the way, is the Night Zoo near here? 10.Jiamin: No. it’s in Panyu. Y ou can take a No.26 bus to get there. 11.Tourist: Thank you very much. 12.Jiamin: Y ou’re welcome. UNIT 17 Where Is the School Canteen? jiamin: Excuse me. I’m going to meet a friend. Could you tell me how to get to the canteen, please? Puoil1: Y es. Turn right here and take the first left. Go straight ahead and take the third right. Jiamin: First left, straight ahead and third left. Pupil 1: No, third right. Jiamin: OK. Third right, straight ahead and third left. Pupil 1: No, come back! Jiamin: Excuse me, I ’m lost. Could you tell me how to get to the canteen? Pupil 2: Yes. Go straight ahead and talk the first right, and then take the second right and the canteen is on you right. Jiamin: Thank you. 第二段第二段Jiamin: Excuse me, I ’m lost. Could you tell me how to get to the canteen? Teacher: Of coure. Go straight ahead. Take the third and the canteen is on your right. Jiamin: that ’s easy. Straight on, third right and the canteen is on the right. 第三段第三段 Jiamin: Hi, Sally. Where ’s Mike 、Sally: Hello, Jiamin. Mike is at the gym. You are late. Jiamin: Oh no! How do I get to the gym. 。

Unit 5 Whose dog is it? Part B Let’s try&Let’s talk说课稿Good morning,everyone. I’m so great honor and pleasure to stand here and share my lesson with you. I’m going to talk about PEP Book 6 Unit 5 Part B Let’s try and Let’s talk. If learning is like a voyage on the sea, students are boats and the teaching material should be this beautiful sea. only by raising the sail of teaching strategies, relying on the teaching objects lighthouse guidance, the boat can ride the wind and waves, sailing to the other side of the ideal. Please join me on this voyage.Teaching material, Students, Teaching Objects, ,Teaching Strategies , and Teaching procedures.一、说教材（teaching material）The begin with, I will talk about Teaching Material.This lesson is Part B of Unit 5, it includes two parts: Let’s try and Let’s talk. “Sam is at Chen Jie’s home. They are talking about Fido, Chen Jie’s pet. The key words are: eating, drinking water, sleeping, take...to, and play ...with. The key sentences of this dialogues are” Where is Fido?” “ Is he eating?”And the answers. Help the students understand the present continuous tense in a real situation.二、说学生Students Besides the material, students are the most important part ofa lesson.The students are in Grade 5. They have learned English for about 3 years so far. They have taken more and more interests in English. 1.They are active to share their ideas to each other. 2, They are able to discuss and work in pairs and groups. 3. And they are interested in real and familiar topics. This Unit is about animals. This is an interesting topic for children. So it’s not difficult for them to learn this lesson.三、教学目标(Teaching Objects)The Core competences of English includes 4 dimensions: Language Ability, Thinking Quality, Learning Ability, and Cultural Awareness.According to these, and after studying the teaching material and the facts of the Students, I set up the teaching objective for E words:Enable students to understand , read and role-play the dialogue.Empower students to use the key words and sentences properly.Enhance students abilities of listing, speaking and working in pairs or groups.Enrich students’ understanding about being friendly to animals.四、说教学策略Teaching StrategiesNext, I am talking about Teaching Strategies. It include : Teaching methods and learning methods.1.说教法（teaching methods）In this lesson, I will mainly use “Situational teaching method”and “Task-based teaching method” . Let the Students learn in real situations and in activities. In this lesson,PPT, blackboard and cards will be used.2.说学法(Learning methods)As a teacher , I know “teaching students to fish is better than giving them fish”. So it is more important to Teach the students how to be good language learners.Let the students pass “Observation—Imitation—Practice”to study language.Teach the students how to master dialogues and how to communicate with others.五、教学过程（teaching procedures）Now, we come to the most important part ----Teaching Procedures. I will finish the lesson in4steps.Step 1. Warming-upAfter greeting with the Students, I will begin the lesson by singing the song“walking”and do the actions together with the Students. There are some present participles of the verbs like “walking, sleeping, running ,swimming.”in the song. Then ask “What animals can you see in the video?” Tiger , rabbit, pig ...Purpose(目的意图):To train children’s memory.1.Singing can draw students' attention arouse their interest.and alsolead them to the topic---animals.Step 2. Presentation(1)新授单词和句型Ask Students Do you like animals ? I like animals ,too . With the help of the PPT, I’ll show my pet . Let Students guess,”What’s it?” Maybe a dog? A rabbit? .. It’s a lovely cat. Next I’ll show a picture, “What is he doing?” and help Students say” He is eating .” Then show another picture “Is he eating?” Help them answer,” No, he isn’t. He is drinking. Teach “sleep” as the same way. Help them find and summarize: be ad the present participle of verb show someone is doing something. Then make a chant to practice the new words and sentences. like“doing,doing , what he doing? Eating , eating , he is eating. ...Purpose(目的意图):Using these lovely pictures To rise students learning interest.Help Ss To master new words and sentence patterns in a true situation.Chant can help the Students learn the language easily and naturally.(2)Let’s tryTell Students Chen Jie has a pet too. It’s name is Fido. First , talk about the 3 pictures of this part with Students. “Where is Fido? And What’s he doing”. Play the cassette and do listing exercise. Then check the answer. Then Listen again . “Sam wants to take Fido to the park. But, he can’t. Why? Help Students answer,”Because Fido is sleep.”A moment later, someone is knocking at the door. Guess, who is coming ? Look , It’s Sam.Purpose(目的意图):Through listening test to develop the students listening ability and understanding ability . And it is naturally to lead Ss to learn the nextpart“Let’s talk”.（3）Let’s talkIn this part,I will have some task for the students. First, let the listen to the dialogue. Answer the question”Is Fido sleeping now?”, Students and give the answer quickly.”No, it isn’t.” Then I’ll give them 3 more questions. After watching the video of the text, Students talk with their partner.” Where is Fido now? He’s in the kitchen.What is Fido doing?He’s eating.Can Sam take Fido to the park?Yes, he can.Purpose(目的意图):These tasks help the students understand the dialogue. Solve the meaning of the new words “take ...to”, to train the Students ability to understand the words in the dialogue.After that, Students watch the video and repeat.Pay attention to the pronunciation and intonation.Step 3. Practice1.I will practice the students with a new training method,Dubbing.By using the video, Students dub for Sam, then dub for Chen Jie.Purpose(目的意图):I think dubbing is a new and interesting way to practise the dialogue with correct pronunciation and intonation.2.Work in groups.4Ss in a group. Then have a dubbing show. One student act Fido. So that, Students feel that Fido is a member of the family. Purpose(目的意图):this task can Develop Ss’ ability of cooperation.Step 4. DevelopmentShow the pictures, Where is Fido now? He is in the park. Sam takes Fido to the Park. They are playing in the park.A moment later, Chen Jie is calling Sam. She missed Fido. Listen to the dialogue. Then Students work in pairs. After a few minutes, Students show their dialogue.Purpose(目的意图):To get the structure ready for Ss output.To provide chance to practice target language. Help SS to learn how to communicate with others.Step 5. Show some warm pictures. And say: Animals are our friends, in many People’s eyes, pets are their family members and they are used to describe them with "he" or "she".Purpose(目的意图):Enrich students’understanding about being friendly to animals.Step 6.Homework As for homework, Students need to read and role-play the dialogue. And make the sentences by using the key words and sentences.Purpose(目的意图):1.to consolidate what they have learned in the class. 1.to meet needs of different studentsThe journey of teaching. I am the captain of the teaching journey. Text and students are my helpful buddies. Objectives and activities are my guiding stars. Let’s set off with joyful hearts.。

鲁科版小学英语五年级上册Unit 7 The Spring Festival教学设计教材分析：本单元教材选自鲁科版五年级上册Unit 7 The Spring Festival，单元主题是中国传统节日春节。

本课时是单元的第二课时，之前的第一课时是介绍春节的习俗，使用的时态是一般现在时；第三课时是介绍打算在春节做什么，使用的是时态是一般将来时；本课时是询问介绍去年春节的经历，使用的时态是一般过去时态，在文本的结尾出现了一般将来时的新年计划表达，为第三课时的情境和时态做了铺垫，因此本课时是在整个单元中是承前启后的作用。

学情分析：五年级的学生已经有了两年的教材学习经历，在英语学习中已经储备了一定的语言知识，具备了一定的语言表达能力，本教材之前的单元学习中也都有过一般过去时的文本学习，因此对于时态并不陌生，具备了一定的时态理解能力和表达基础。

教学目标：语言能力：1.学生继续巩固学习有关春节的词汇和短语2.学生能够理解文本的关键信息并初步理解如何运用一般过去时谈论过去的经历3.学生能够运用一般过去时问答的形式谈论春节的经历，并对自己的春节进行评价学习能力：学生能够通过小组合作等形式在教师任务设计的驱动下完成对文本信息的提取、理解和表达思维品质：学生能够从文本学习关联到自己的生活体验，通过分析、判断、联想、评价等形式促进学生思维的发展文化意识：继续感知中国传统文化的独特魅力，深入理解春节的内涵，of the nation，of the world教学过程：Step 1 Warm up1. Free talk and review the words and phrases about the Spring Festival2. Enjoy the video about the Spring Festival to elicit more expressions about the Spring Festival.Step 2 Presentation and Practice1. Present the 1st picture of the dialogue to elicit the topic of this lesson2. Listen and find the questions with “Did you…？” to present the key sentence patterns.Then answer the questions one by one and talk about more associated with the students themselves.3. Listen again and find what Li Ming will do this Spring Featival4. Listen and repeatStep 3 Consolidation and Extension1. Roleplay the dialogue and then talk about the pictures in Part 22. Question Time：Use the phrases on the board writing to make 4 questions with Did you…？Then ask and answer in pairs And then try to make a short report3. Talk about last Spring Festival by guessing game！4. Enjoy the teacher‘s picture book about Last Spring Festival andthen show some pictures about the moving moments during the epidemic in 2020.Step 4 SummaryEncourage the students to sum up what they have learnt in Lesson 2 Step 5 Homework1. Roleplay the dialogue2. Try to make a picture book of your last festivalBlackboard DesignUnit 7 Lesson 2 Last Spring FestivalI had a good time last Spring FestivalDid you go to your grandparents' househave a big dinnereat at homeset off firworksWe will go to my grandparents' house in the country。

Unit 5 How Does a Secretary Handle Phone Calls?本单元教学要求：1．掌握接打电话的技巧2．学写介绍信3．了解外交等相关知识Section 1 Making & Answering Phone Calls一、背景知识接打电话是秘书工作当中十分重要的一部分。

秘书的对外形象代表着公司的形象。

因此，在接打电话时应注意礼貌和高效。

首先，应尽快向对方说明自己的身份。

如果需要找人，应请对方“稍等”，如果被找的人不在，应有礼貌地给予回答；另外，打电话应使用简洁、明快、有礼貌的语言。

掌握了接听电话的礼仪，让对方在秘书亲切的话语中心平气和地谈事情。

通话结束后，对方会对公司留有极佳的印象。

二、课前提问：1．If you were a secretary, what should you know before making a phone call?2．What do you know about telephone etiquette?3．Is telephone etiquette important for a secretary? Why or why not?4．What will you say first when you are making or answering a phone call?5．If you were a secretary, how will you arrange an appointment for your boss?三、语言学习1.May I help you?我能为您做点什么？相当于Can I help you? 此句在不同地点可以解释为不同的含义：1) 在商店：—May I help you? 你想买点什么？2) 在餐馆：—May I help you? 你想吃点什么吗？3) 在图书馆：—May I help you? 你要借什么书？2.would like表示“想要”和want的意思相近，但would like的语气要婉转，常表示客气的请示或建议。

【英语试题】五年级英语第七册Book7 Unit5 Dialogue 课后练习【英语试题】五年级英语第七册book7unit5dialogue课后练习第七册第五单元课后练习对话一、请阅读第21页课文，用直线把各人想去的城市连接起来，并把相关句子补充完整。

1.韦布先生tokyo2.韦布太太paris3.珍妮特rome4.benwellington二、请根据课文选择合适的单词并完成下列句子。

1.benwouldliketogoto______________(japan/rome).2.韦伯夫人想去斯托科瓦（好/坏）的地方参观。

3.parisis___________________(morebeautiful/moreinteresting)thantokyo.4.韦伯夫人认为斯托基瓦（比巴黎更拥挤/更有趣）。

5.mr.webbwouldliketogotoa____________(colder/warmer)place.6.webthinksromeis______________________。

7.mrs.webbthinksparisandromeareso____________________(quietandclean/noisyandcr owded).8.wellingtonis_______________________。

9.mrs.webbwouldliketogoto______________(tokyo/wellington).10.benthinkswellingtonis____________________。

11.wellingtonis_____________(busier/cleaner)thantokyo.12.决定至少去上海/北京。

四、请根据中文意思，把下列句子补充完整。

1.今年夏天我们将在巴黎度假2.i______l________t______(我想)gotojapannextyear.3.伦敦是参观的好地方4.washingtonism____________b____________t______t_________(比东京更漂亮).5.我带着我的物品去温暖的地方6.guangzhouisson________a________c___________(又吵又拥挤).7.Wellingtonisquietertant____________________________8.ip_________t_____(更喜欢)gettheredone.9.这个教室i________________________________那个10.thereares______m_________b___________p__________(很多美丽的地方)intheuk.11.hehasbeentom_______________________（世界上许多城市）12.w________n________(为何不)wegotolijiangthissummer?。

新人教版七年级上册英语教案 Unit5Jump up if you hear a sport!" and hold up cards with different sports written on them。

Students should jump up when they hear the sport that matches the card.3.Review the vocabulary from the us unit。

including words like "book"。

"pencil"。

and "desk".II。

XXX1.Introduce XXX: tennis racket。

ping-pong ball。

soccer ball。

basketball。

and TV。

Show pictures of each item and say the name of the item.2.Model XXX:Do you have a tennis racket?Yes。

I do.Does he have a soccer ball?No。

XXX't.3.XXX.III。

n1.Ask students to work in pairs or small groups to create their own XXX descriptive adjectives to talk about the items they own.2.Select a few pairs or groups to share their ns with the class.XXX1.Review the XXX a game like "Simon Says" or "Teacher Says"。

五年级英语Book 5 Unit 5 Dialogue课后练习1. The robot can speak ______________ (English / Japanese).2. The robot can ____________ (walk / run) with his legs.3. The robot can _____________ (write / work) with his hands.4. The robot can tell stories in _______________ (Chinese / English).5. The robot can sing and dance very _______________ (badly / well).二、请根据中文意思，把下列句子补充完整。

1. My teacher can s___________ E______________ and C________________ (说英语和中文).2. They can t____________ w___________ u_________ (和我们谈话) after dinner.3. He doesn't want to t_____________ w__________ m__________ (和我谈话).4. My cousin can w___________ w_________ h________ l___________ (用他的腿走路).4. The little girl can r___________ w__________ h__________ l___________ (用她的腿跑步).5. We can w___________ w___________ o___________ h____________ (用我们的双手干活).6. The child can w___________ w_________ h_________ h___________ (用他的手写字).7. W___________ e____________ (其它什么的) can your father do?8. I can t____________ s____________ i_______ E_______________ (用英语讲故事).9. My friend can t___________ s____________ i_______ J______________ (用日语讲故事).10. My cousin can r________ s____________ i_____ E____________ (用英语读故事).11. My sister can s________ a______ d_________ v________ w________ (唱歌和跳舞都很棒).12. I can w_________ ____ l__________ i_____ C____________ (用中文写一封信) to my friend.13. Let's c_________ f________ o_______ t_____ o_______ h____________ (从一数到一百).14. The boy always r__________ _____ b___________ (骑车) after school.。

五年级上册英语第七单元课文五年级上册英语第七单元Unit 7 Do you want coffee or tea? 的课文内容主要围绕选择饮料展开。

以下是一个可能的课文对话内容：A: Hello! Do you want something to drink?B: Yes, I do. Do you have coffee or tea?A: We have both. Which one do you prefer?B: Uh, I think I'll have coffee today. Is it hot?A: Yes, it is. Here's a cup of hot coffee for you.B: Thank you. Do you also have cold drinks?A: Yes, we do. We have milk, juice, and coke. Would you like something cold?B: Yes, I'll have a bottle of juice, please.A: Sure, here it is. Enjoy your drinks!B: Thank you. This coffee is really good. And the juice is fresh too.A: I'm glad you like them. Can I get you anything else?B: No, that's all for now. Thanks again.在这个对话中，A和B讨论了他们想喝的饮料。

B最终选择了一杯热咖啡和一瓶果汁。

他们使用了本单元的句型和语法，如选择疑问句、肯定回答、询问冷热等。

一、单词：drink 喝;饮料 [drɪŋk]coffee 咖啡 ['kɒfɪ]tea 茶 [tiː]☆uh 嗯 [ʌh]cup 杯 [kʌp]a cup of …一杯…...milk 牛奶 [mɪlk]something 某事;某物 ['sʌmθɪŋ]cold 冷的 [kəʊld]hot 热的 [hɒt]☆coke 可乐 [kəʊk]sure 确信;肯定的 [ʃʊr]bottle 瓶子 ['bɒt(ə)l]a bottle of 一瓶…juice 果汁 [dʒuːs]glass 玻璃杯 [glɑːs]can 罐[kæn]二、语法本单元的语法重点是选择疑问句，即用“or”连接的两个或多个选择项构成的疑问句，用于询问对方在两个或多个事物中作何选择。

五上英语第七单元课文英文回答：The seventh unit of Book Five, Lesson Seven, tells the story of Martin Luther King Jr., an American civil rights activist who fought for equality and justice for all. The lesson includes a text, a poem, and a song about Dr. King's life and work.The text, "Martin Luther King Jr.," describes Dr.King's early life, his education, and his involvement in the civil rights movement. It also discusses his famous "I Have a Dream" speech, which he delivered at the March on Washington for Jobs and Freedom in 1963.The poem, "The Dream," is a reflection on Dr. King's dream of equality and justice for all. It expresses the hope that one day, all people will be able to live together in peace and harmony.The song, "We Shall Overcome," was a popular anthem of the civil rights movement. It expresses the determination of the civil rights activists to overcome the challenges they faced and to achieve their goals.中文回答：五上英语第七单元课文主要讲述了马丁·路德·金的故事，他是美国的一位民权活动家，为所有人争取平等和正义。

英语作文四年级下册第5单元创编对话全文共6篇示例，供读者参考篇1My Dialogue Creation AdventureHi there! My name is Emma, and I'm a fourth-grader at Sunny Hill Elementary School. In our English class, we recently learned about creating dialogues, and let me tell you, it was a thrilling experience! Mrs. Parker, our lovely English teacher, introduced us to the world of dialogue writing, and it quickly became my new favorite thing.At first, I was a bit confused about what a dialogue was. Mrs. Parker explained that it's a conversation between two or more people, written down word for word, including their spoken words, thoughts, and actions. She told us that dialogues help bring stories to life and make them more engaging for readers.Our first task was to come up with characters for our dialogue. I decided to create a conversation between a little girl named Lily and her favorite stuffed animal, a fluffy bunny named Floppy. Lily was going to ask Floppy for advice about making new friends at her new school.Mrs. Parker showed us how to format dialogues correctly, with quotation marks around the spoken words and the character's name or a descriptive phrase before the spoken text. I learned that it's essential to include dialogue tags like "said," "asked," or "exclaimed" to indicate who is speaking.Here's a snippet of my dialogue:"Floppy, I'm so nervous about starting at my new school tomorrow," said Lily, hugging her bunny tightly."Don't worry, Lily," Floppy replied in a gentle voice. "You're a kind and friendly girl, and I'm sure you'll make lots of new friends."Lily sighed. "But what if the other kids don't like me?"I had so much fun creating the conversation between Lily and Floppy. I tried to make their dialogue sound natural and realistic, just like how real people would talk. Mrs. Parker taught us to use contractions like "don't" and "can't" to make the dialogue sound more authentic.After writing the initial draft, we learned about adding descriptive details to our dialogues. These details help set the scene and provide context for the conversation. I added detailsabout Lily's bedroom, where the dialogue took place, and described her actions and facial expressions.Lily sat cross-legged on her bed, her long brown hair cascading over her shoulders. She clutched Floppy tightly, her blue eyes filled with worry."Floppy, I'm so nervous about starting at my new school tomorrow," said Lily, hugging her bunny tightly. She bit her lip, her brow furrowed with concern.Adding these details made my dialogue come alive even more!One of the most challenging parts of creating a dialogue was making sure each character had a distinct voice. Mrs. Parker reminded us that different characters should have their own unique way of speaking, based on their personalities, ages, and backgrounds.For example, Floppy, being a stuffed animal, spoke in a gentle and reassuring manner, while Lily's dialogue reflected her nervousness and insecurity about starting at a new school.Mrs. Parker also taught us about using dialogue to reveal important information about the characters and move the story forward. In my dialogue, Lily's conversation with Floppy revealedher fears and worries about making friends, setting up the plot for her first day at the new school.After several rounds of revisions and peer editing, I was so proud of my final dialogue! It was a true labor of love, and I felt like I had gained a valuable skill in creative writing.On the day we shared our dialogues with the class, I was both excited and nervous. But as soon as I started reading my dialogue aloud, I felt confident and proud of my work. My classmates seemed to really enjoy the conversation between Lily and Floppy, and they even laughed at some of the funnier lines.Creating a dialogue was not only a fun writing exercise but also taught me valuable lessons about storytelling, character development, and adding depth to my writing. I can't wait to use these skills in future writing assignments and maybe even write a short story or a play someday!If you ever have the opportunity to create a dialogue in your English class, I highly recommend embracing the challenge. It might seem daunting at first, but with practice and guidance from your teacher, you'll be crafting engaging conversations in no time.Who knows, you might even find yourself having imaginary dialogues with your own stuffed animals or toys! Just remember to have fun with it and let your creativity flow.Happy writing, everyone!篇2Title: A Day at the BeachCharacters:Jessica: A 10-year-old girlMike: Jessica's 9-year-old brotherMom and Dad: Their parentsScene 1: At homeJessica: Hey Mike, what are you doing?Mike: I'm reading a book about marine life. Look at all these cool pictures of fish and dolphins!Jessica: That's awesome! You know what would be even better? If we could see them in real life.Mike: You mean like going to the beach?Jessica: Exactly! We haven't been to the beach in ages. We should ask Mom and Dad if we can go this weekend.Mike: Great idea! Let's go ask them right now.(They find their parents in the living room)Jessica: Mom, Dad, can we please go to the beach this weekend?Mom: The beach? That sounds like a lovely idea! We haven't had a family outing in a while.Dad: I don't see why not. The weather is supposed to be nice and sunny.Mike: Yay! We can build sandcastles, collect seashells, and maybe even spot some marine animals!Jessica: This is going to be so much fun!Scene 2: At the beachDad: Alright, we're here! Who's ready for a fun day at the beach?Jessica and Mike: We are!Mom: Let's find a good spot to set up our towels and umbrellas.(They find a nice spot near the water)Jessica: This looks perfect! I'm going to go explore the shoreline.Mike: Wait for me! I want to look for cool shells and rocks.Dad: Okay, but stay where we can see you and be careful of the waves.Jessica: We will, Dad. Come on, Mike!(Jessica and Mike walk along the shoreline, picking up shells and observing the tide pools)Mike: Look at this huge shell I found! It's so pretty.Jessica: And look at all these little crabs scurrying around in that tide pool.Mike: I wonder what other creatures we might find.Jessica: Well, we won't find any if we just stand here. Let's keep exploring!(They continue walking and discover a small cove with a sandy beach)Jessica: Wow, this place is beautiful! And it's so secluded.Mike: Yeah, it's like our own private beach. Let's build the biggest sandcastle ever!Jessica: You're on! I'll start gathering sand while you look for shells and rocks to decorate it.Mike: Okay, this is going to be epic!(They spend the next hour constructing an elaborate sandcastle, complete with towers, bridges, and a moat)Jessica: There, all done! Our sandcastle looks amazing.Mike: It's a masterpiece! We should take a picture to show Mom and Dad.Jessica: Great idea! Say "beach day!"Mike and Jessica: Beach day!(They snap a photo and head back to where their parents are)Scene 3: Heading homeMom: There you two are! Did you have fun exploring?Jessica: We had a blast, Mom! Look at this cool sandcastle we built.Dad: Wow, that's very impressive! You two must have worked really hard on that.Mike: We did! And Jessica found all these neat shells too.Mom: I'm glad you enjoyed yourselves. It's getting late though, we should start packing up.Jessica: Aww, do we have to go already?Dad: I'm afraid so, but we can come back again soon. How about we grab some ice cream before we head home?Mike: Ice cream?! Yes, please!Jessica: Okay, that makes leaving a little easier.Mom: Alright troops, let's go! Thanks for a wonderful day at the beach.(They pack up their belongings and head to the car, already making plans for their next beach adventure)The End篇3My Dialogue Creation for Unit 5Hi, my name is Emma and I'm a Grade 4 student. In our English class, we are learning about how to create dialogues for different situations. Our teacher gave us an assignment to create a dialogue for Unit 5 of our textbook. I'm so excited to share my dialogue with you!The theme of Unit 5 is "At the Park". The dialogue I created is about two friends, Amy and Tom, who are spending a fun day at the park. Here's how the dialogue goes:Amy: Hey Tom, isn't this a lovely day to be at the park?Tom: Yes, it is! The weather is perfect for playing outside.Amy: I'm so glad we decided to come here after school. What would you like to do first?Tom: How about we go on the swings? I love the feeling of swinging high up in the air!Amy: Okay, race you to the swings! Last one there is a rotten egg!(Amy and Tom run towards the swing set, laughing and panting)Tom: I won! I got to the swings first!Amy: No fair, you had a head start! Alright, you can have the first turn on the swings.Tom: Yay, thanks Amy! You're the best!(Tom starts swinging back and forth, going higher and higher)Amy: Be careful, Tom! Don't swing too high or you might fall off.Tom: Don't worry, I've got this! Weeee, this is so much fun!(After a few minutes, Tom gets off the swing)Tom: Your turn, Amy! I'm a little dizzy from all that swinging.Amy: Okay, here I go!(Amy starts swinging, trying to go as high as Tom did)Amy: Whoa, this is higher than I thought! But it's really cool up here!Tom: I told you it was fun! Hey, after this, do you want to go on the slide?Amy: Sure, that sounds like a plan!(They continue playing on the swings and other park equipment for a while)Tom: Amy, I'm getting a little hungry. Should we have a snack?Amy: Good idea! I brought some apple slices and crackers in my backpack.Tom: Yummy, I love apple slices! Let's find a nice spot to sit and eat.(Amy and Tom settle down on a park bench and start eating their snacks)Amy: This is so relaxing, eating our snacks and enjoying the beautiful day.Tom: Yeah, I'm glad we came to the park today. It's been a lot of fun!Amy: Me too! We should come here more often after school.Tom: Definitely! Parks are the best places to play and hang out with friends.Amy: I couldn't agree more. Thanks for being such a great friend, Tom.Tom: Aw, thanks Amy. You're the best friend ever!(Amy and Tom finish their snacks, then go back to playing at the park until it's time to go home)That's the dialogue I created for Unit 5 about being at the park. I tried to include lots of details and conversations that kids my age would have while playing at the park with their friends. I had so much fun writing this dialogue and imagining all the fun activities Amy and Tom did together.Creating dialogues is a great way to practice our English speaking and writing skills. It also helps us think about how to have natural conversations in different situations. I really enjoyed this assignment and I hope my dialogue shows how much fun kids can have at the park with their friends.I can't wait for our next dialogue creation assignment! Writing dialogues is a cool way to be creative and practice our English. Thanks for reading my composition!篇4My Adventure at the ZooLast weekend, my family and I went to the city zoo. It was such an exciting adventure! We saw so many amazing animals upclose. When we first arrived, I was bouncing up and down because I was so eager to see the different creatures.The first place we visited was the bird aviary. There were all sorts of beautiful birds flying around freely. A colorful parrot landed on my dad's shoulder! "Hello there," the parrot squawked. We all giggled at the friendly bird. I wished I could take it home as a pet.Next, we walked over to the monkey exhibit. The mischievous little primates were climbing, jumping, and swinging from branch to branch. They made such funny noises that had me cracking up! One cheeky monkey started making faces at me. "Stop that, you silly monkey!" I laughed.Then we wandered over to see the big cats like lions, tigers, and leopards. The tiger was lazily stretching out in the sun. Suddenly, it let out a loud roar that made me jump! "Don't be scared," my mom said, "It can't get out of its enclosure." Whew, that was a relief!After that, we went to the giraffe area. The tall creatures were gracefully munching on leaves up in the trees. "Hi there, long-necked friends!" I called out cheerfully. One giraffe slowly turned its head and seemed to make eye contact with me. How cool!The next stop was the elephant habitat. The giant animals were spraying water everywhere with their long trunks. "Hey, don't get me wet!" I shouted as the elephants frolicked in their pool. An elephant flapped its huge ears at me, as if waving hello.I waved back, feeling a little silly but having a blast.Finally, we stopped at the aquarium to see the marine life. Brightly colored fish of all shapes and sizes drifted peacefully through the massive tanks. "Look at that one! It's definitely a clownfish like Nemo!" I exclaimed as an orange and white striped fish swam by. There were also sharks, rays, turtles, and dolphins putting on an amazing underwater show.After viewing all the spectacular animals, I was exhausted but exhilarated. "That was the greatest zoo adventure ever!" I told my parents. We headed home, already making plans to come back again soon. Maybe next time, I'll get to see the pandas!篇5Title: A Fun Day at the ParkSarah: Hey Emily! Guess what? My parents are taking us to the park today!Emily: Really? That's awesome! I love going to the park. We can play on the swings and slides.Sarah: Yeah, and we can also have a picnic. My mom is packing some sandwiches and fruits for us.Emily: Yum, that sounds delicious! I can't wait. What else can we do at the park?Sarah: Well, we could play catch or frisbee. Oh, and maybe we can rent a paddleboat and go around the lake!Emily: A paddleboat? I've never been on one before. That sounds like so much fun!Sarah: It is! You'll love it. We can race each other too.Emily: You're on! I'm going to beat you for sure.Sarah: We'll see about that!gigglesI'm pretty good at paddleboating.Emily: I can't wait to get there. This is going to be the best day ever!(Later, at the park)Sarah: Wasn't the drive to the park so pretty? I loved seeing all the trees and flowers.Emily: Yeah, it was gorgeous! Spring is my favorite season.Sarah: Mine too. Everything looks so alive and colorful.Emily: Ooh, look! There's the lake. Let's go rent those paddleboats!Sarah: Race you to the rental stand!Emily: Hey, no fair! You got a head start!(After renting the paddleboats)Sarah: Haha, I won that race. Now let's see who's faster on the water.Emily: You're going down, Sarah!paddles furiouslySarah:laughingNot if I can help it!paddles quickly to catch upEmily: I'm... still... ahead... of you!Sarah: Not for long!paddles harder and overtakes EmilyEmily: No way! How did you get so good at this?Sarah: Lots of practice, I guess.sticks out tongue teasinglyEmily:playfully splashes SarahYou're such a showoff!Sarah: Hey!splashes Emily back, and they dissolve into a splash fight, laughing hysterically(Later, after their picnic lunch)Emily: That was the best picnic ever. Your mom makes the yummiest sandwiches!Sarah: I know, right? I'll tell her you said that.Emily: The park looks so pretty from up here on this hill.Sarah: Yeah, it's really nice to just sit and take it all in sometimes.Emily: Do you ever wonder what it would be like to be a bird? To just fly wherever you want?Sarah: All the time! I wish I could sprout wings and soar through the sky.Emily: Me too. That would be the best superpower ever!Sarah: For sure! Maybe we could even fly all the way to...notices a butterfly and gaspsEmily, look! It's a monarch butterfly!Emily: Where? Oh, I see it! It's so pretty with those orange and black wings.Sarah: I read that monarchs migrate really far, like thousands of miles, every year.Emily: Whoa, that's incredible! I wish I could travel that far.Sarah: Me too. Just imagine all the amazing places we could see.Emily:sighs contentedlyThis really was the perfect day at the park.Sarah: It sure was.smiles at EmilyI'm glad we got to spend it together.Emily: Me too, Sarah.grins backBest friends forever!Sarah: Forever and ever!篇6My Day at the ZooSarah: Hey Jack! Did you have a good weekend?Jack: Yeah, it was awesome! My family went to the zoo on Saturday. We saw so many cool animals.Sarah: No way, you're so lucky! I've always wanted to go to the zoo. What was your favorite animal?Jack: Hmm, that's a tough question. But I think my favorite was probably the lion. He was just laying there napping in the sun, looking all big and fierce. But then he let out this huge yawn and it was honestly kind of funny!Sarah: Haha, I can picture that! Lions are pretty majestic though. I've seen them on nature shows and they seem like the kings of the animal world.Jack: They really do! The zookeeper there told us that lions are at the top of the food chain in the wild. He said a lone lion can take down a giraffe or even an elephant if it's really hungry!Sarah: Whoa, I had no idea they were that strong. An elephant seems way too big for a lion to defeat. Are you sure the zookeeper wasn't just exaggerating?Jack: I don't think so. He knew a ton about all the animals. Like, did you know that lions are the only cats that live in family groups called prides?Sarah: I didn't know that, no. I thought all cats lived more solitary lives. So does that mean all the lions at the zoo lived together in one big enclosure?Jack: Yep, exactly! There were two huge male lions that seemed to be the leaders. And then there were about six or seven lionesses lounging around with a bunch of tiny cubs running everywhere. It was really cool to see.Sarah: Aww, baby lion cubs sound so adorable! I'll have to ask my parents to take me to the zoo sometime. What other animals did you get to see?Jack: Oh man, we saw so many it's hard to remember them all. But I loved watching the monkeys swing around on the ropes and trees in their enclosure. They were going totally crazy, running and leaping everywhere.Sarah: Monkeys are funny to watch for sure. I'll never forget the time we went to the city zoo a few years ago and one of the monkeys stuck its hand out and grabbed my mom's hair! She was not impressed.Jack: Hahah, oh no! Yeah, the zookeepers said you're not supposed to get too close to the monkeys for that exact reason. They're pretty mischievous little guys.Sarah: I can imagine! Okay, what was the scariest animal you saw? Don't tell me it was the snakes...you know how I feel about snakes!Jack: Haha, you're gonna hate me...but the snakes were actually really cool! Especially this huge python they had. It was bright green and had to be at least 20 feet long!Sarah:shudderYou know I have a thing about snakes. Anything else that gave you the creeps?Jack: Well, when we went into the reptile house, there were some seriously ugly looking lizards. Like these spiky ones that I think were called Gila Monsters? They weren't very big but they looked pretty mean.Sarah: Okay, yeah, I can see those being scary. Especially if they were in an enclosed space like a reptile house. I'm gonna have nightmares about your zoo day, Jack!Jack: Haha, don't worry, there were lots of cute and fuzzy animals too to make up for it. Like, have you ever seen a red panda before?Sarah: I don't think so, no. What do they look like?Jack: They're these absolutely adorable little reddish-brown fluffy animals. They're related to raccoons, but they're way cuter in my opinion. We watched one sleeping all curled up in a tree trunk and it could not have been more adorable.Sarah: Aww, that does sound pretty cute! Okay, you've convinced me - I really need to get to the zoo sometime soon. Maybe my parents will take me for my birthday next month.Jack: You totally should! And we'll have to go together. Then you can see all the cool things for yourself. Oh, and you're going to love the gift shop too - I bet you'd go crazy over all the stuffed animal options.Sarah: Now you're just teasing me! But yeah, for sure, let's plan a zoo trip. Thanks for telling me all about your day. It seemed like you had a total blast!Jack: I really did. The zoo is the best - you get to see animals from all over the world that you'd never get to see otherwise. I'm already bugging my parents to take me back soon!Sarah: I don't blame you one bit. Anyways, I'll let you go for now. But start working on your parents about that zoo trip for my birthday, okay? A girl can dream!Jack: You got it! I'll put the full court press on them. Talk to you later, Sarah!。

五年级上册英语书第7页对话In the seventh page of the fifth-grade English textbook, there is a lively dialogue between two children, Alice and Bob. The topic of the conversation is about their favorite activities on the weekend. This simple yet meaningful dialogue not only helps students practice their speaking skills but also encourages them to think about their own hobbies and interests.Alice starts the conversation by asking Bob what he usually does on the weekend. Bob replies that he likes to play football with his friends because it's fun and keeps him active. Alice then shares that she enjoys reading books, especially adventure stories, as they take her to different worlds. The exchange of ideas and activities highlights the diversity of interests among children and encourages themto respect each other's choices.Beyond the basic language practice, this dialogue teaches students the importance of communication and understanding. By listening to Bob, Alice learns about the joy of playing sports, and in turn, Bob gains anappreciation for the wonders of reading. This mutualunderstanding and respect for different hobbies foster a sense of inclusivity and teamwork among children.Moreover, the dialogue encourages children to explore their own passions and hobbies. It reminds them that everyone has unique interests and talents, and it's okay to embrace what brings them joy. By doing so, children can develop a positive sense of self-worth and confidence, which are crucial for their overall development.In conclusion, the seventh page of the fifth-grade English textbook offers a valuable lesson on communication, understanding, and self-discovery. Through this simple dialogue, children are encouraged to explore their interests, respect others' choices, and embrace the diversity that makes each individual unique. These skills and values are not only essential for language learning but also for life-long personal growth and success.**五年级上册英语书第7页对话的启示**在五年级上册英语书的第7页，有一段生动的对话，讲述了两个孩子爱丽丝和鲍勃之间的周末活动。