小学英语4年级上测试

小学英语4年级上测试篇1

四年级英语第三单元基础知识检测

班级姓名分数

一．写出中文。

1.long hair__________ 2.short hair__________ 3.thin_______

4.strong__________ 5.quiet__________ 6.friend_________

7.music__________8.science__________9.sports_____________ 11.computer game________12.painting_______

18.teacher______19.student______

二、写出英文

1.I have a new __________.（朋友）

2.He is a__________(男孩).).学生).(A.Boy or girl?

()2.What’s his name?B.Her name is Amy.()3.What’s her name?C.A Chinese friend?

小学英语4年级上测试篇2

一、正面反拨效应理论

测试对教学和学习的影响称为反拨效应。英国语言学家把这一概念引用到应用语言学领域,特指语言测试,尤其是外语测试对相应的教学和学习产生的影响。Hughes用PPP法界定反拨效应的各个层面,认为考试的影响涉及Participants(考生、教师、教育管理人员、教材编写者、教科书出版商等)、Process(大纲制定、教材编写、教学方法、学习策略等 )和Product(学到的知识与技能)。Alderson和Wall针对反拨效应提出了15个假设,从教和学的内容、方法、顺序、进度、程度、深度等方面阐释了考试对教学的影响,包括影响的大小与范围(黄大勇,杨炳均,2002)。测试对教学有两种影响:正面影响称为正面反拨效应,负面影响称为负面反拨效应。

在2013年的四级改革前, 关于CET-4及其反拨效应的研究已有不少,这些研究主要集中在几个方面:反拨效应的实证研究;CET-4对教学的正面反拨效应;CET-4对教学的负面反拨效应;反拨效应对教师和学生的影响等。通过专家的实证研究,教育界普遍认同,CET对大学英语教学产生的正面影响远远大于负面影响,而且正面影响呈上升趋势(辜向东,2011)。改革之后, 也有少数人对新四级翻译测试的正面反拨效应进行了研究(从中国知网来看有八篇),有些取得了一定成果,有些则是浅尝辄止。由于改革实施方兴未艾,本方面的研究仍然有待于学者和教学工作者的深入研究。

二、CET-4翻译测试改革的背景

随着中外文化交流的日渐频繁, 社会对大学毕业生的英语综合应用能力水平要求日渐提高。在当前国家倡导实现中国梦的社会背景下, 中华民族的振兴不仅要依靠国家综合实力的强大, 还体现在中国文化被世界各国的广泛认知上。因此,社会人才的翻译能力尤其是汉译英的能力逐渐彰显其重要性, 甚至有人认为2013年莫言获得诺贝尔文学奖也在很大程度上归功于其作品翻译的成功。因此,要想增强国家的文化软实力, 弘扬中国传统文化在国际领域的传播,亟待大学教育提高学生的跨文化交际能力,尤其是汉译英能力。

最新公布的大学英语四级考试大纲(2006修订版)规定大学英语四级考试的目的在于准确地测量我国在校大学生的英语综合应用能力(蔡基刚,2007)。作为在全国范围内最权威的一个衡量非英语专业学生英语水平的测试, 四级考试理应从听力、口语、阅读、写作、翻译等多方面考查学生英语语言的综合应用能力。然而,囿于多种条件的限制,2005年之前的四级考试中没有汉译英题型,2005年第三次改革后的汉译英题型也仅限于考查短语和重点句型的翻译, 而且分值只占卷面的5%。这种分立型语言测试观指导下的四级考试偏重考核学生的语言知识, 无法全面考核学生综合语言运用能力和语言交际能力,考试缺乏足够的效度。相应的,翻译能力尤其是汉译英能力的训练,在大学英语实际教学中也很少得到重视,学生的翻译能力远远达不到教学大纲中要求的“使学生在今后的学习、工作和社会交往中能用英语有效地进行交际”的水准,在实际的跨文化交际中面对介绍中国特色的材料翻译时,很多人经常会出现文化失语现象。

教育部高教司对大学英语四、六级考试的要求是:“努力建设成有中国特色的、达到国际教育测量学专业标准的、与国际接轨的英语语言测试体系。”(杨惠中,2003)基于形势背景的要求和专家学者的呼吁,国家四六级委员会于2013年8月对四六级试卷结构和测试题型作出局部调整, 其中翻译由原单句汉译英调整为段落汉译英, 翻译内容涉及中国的历史、文化、经济、社会发展等,四级长度为140~160个汉字;六级长度为180~200个汉字,于2013年12月起开始施行。这次调整不仅提高了四级考试的效度,更有着深刻的社会意义,预期有效地推动大学英语教学大纲的贯彻执行, 对大学生的英语能力有着更客观准确的测量, 也将为提高我国大学英语课程的教学质量提供更好的服务。

三、CET-4翻译测试改革对大学英语教学的正面反拨效应

语言测试和语言教学是一种伙伴关系,两者相互作用、相互影响。一直以来,四级考试都是一把双刃剑。它既是检验教学效果的一种工具,又对教学起着风向标的作用。毋庸置疑,CET-4翻译测试改革对大学英语教学产生了强大的触动和冲击,也给大学英语教学工作者提出了很大的挑战。

首先,四级新题型中增加了篇章翻译,引起了大学英语教学工作者和学生对于翻译能力的足够重视。以往的四级考试中,很多学生会因翻译只占5%的比重而不予复习,常因考场建议时间只有5分钟而直接放弃做翻译测试题。旧CET-4指导下的大学英语教学,偏重听读,也强调说和写,但长期忽视学生翻译能力的培养。整个教学,无论从教材的编写、课程的设置、教学内容和练习的设计上,都很少涉及汉译英段落翻译,关于中国题材的英文输入更是处于缺失状态。实施新的四级改革后,翻译的分数权重与写作比例一样,占15%,使得不论是教师还是学生都不得不重视翻译。各大学纷纷把翻译纳入非英语专业大学英语教学的范畴, 教师开始在教学中培养学生的翻译技能并引入评估体制。可以说,CET-4中翻译测试的改革, 对教师的教学理念和学生的英语学习观都带来了一定的变化。

其次,CET-4中翻译测试改革的另一个正面反拨效应是对大学英语课堂教学的重新调整。目前,我国大学英语教学正处于一个重要的转型时期,教学要求、教学模式、课程设置和教材等都在不断调整中,并呈现出多元化倾向。翻译题型在测试中历经从无到有、从英译汉到汉译英、从短句翻译到篇章翻译的演变,也带动着大学英语课堂教学的不断调整和革新。

(一 )教学内容的调整。CET-4新题型实施前 ,各大学在非英语专业的英语基础教育阶段主要设置大学英语读写和大学英语听说两门课程。即便有的学校称之英语读写译课程,在课堂教学中也很少涉及汉译英技能的训练。教材中汉译英的比例仅为课后练习中的几道单句翻译,目的是巩固课文里所出现的重点单词和短语的应用。在实施了大学英语教学改革的院校中,只有少数院校在高级英语学习阶段设置了翻译课,但也仅仅将其设为选修课,受众面小。总体而言,在听、书、读、写、译五大技能的培养中,翻译在大学英语课堂上基本处于被忽略的地位。翻译是集语言输入于语言输出于一体的一种综合运用,同时涉及语言知识、两种文化和转化技巧。如果在课堂上不予以讲解和训练,学生的翻译能力就难以获得很大的提高。在四级实施新题型后,各个学校开始在英语教学内容上调整了翻译的权重,在课程设置无法调整的情况下,教师开始在课堂上增加了有关中国的英语材料输入,在训练技能时开始讲授翻译技巧,并设置相应的练习,给学生提供机会进行英汉、汉英互译。

(二 )教学方法的整合。随着教育教学理念的更新 ,大学英语的教学方法不断发生变化。近年来,以结构主义教学法为指导的大学英语语法翻译法逐渐退出主导地位, 取而代之的是听说法、视听法、情景法、交际教学法、认知法等。翻译测试的介入和翻译教学内容的增加, 使传统翻译法在课堂教学有一定程度的回归,并辅之以视听法、交际法。语法翻译法的特点是对语言范本进行细致、深入的分析讲解,向学生输入某种语言形式,然后让学生反复操练,以养成正确的语言习惯。不可否认,在有关中国的英语材料的输入和翻译技巧的讲解方面,传统教学法能发挥巨大作用。翻译中语言知识和技巧的掌握,很大程度上还要依赖于教学中教师带领学生反复操练, 而后进行以交际为目的的实践应用。

(三 )教学模式的优化。教学模式可理解为 :教学理念指导下,在某种教学环境中形成的教与学各要素有机结合,并形成稳定的关系及在教学过程中被验证的样板形式(萧好章,王莉梅,2007)。教学模式受制于学习目的和内容, 教学内容的更新,必然要求教师重新审视已有的教学模式是否适合。在大学英语教学改革的大背景下, 全国大学英语教学大多已开展了多媒体或网络环境等新的技术手段辅助下的英语自主学习教学模式,学生已趋向于摈弃仅仅靠教材学英语的模式,转而采取从多种媒介等接受语言输入。然而,翻译是一门复杂的综合应用技能,离开教师的导学,学生很难通过自主学习现有的非专业英语教材而获得与四级考试匹配的翻译能力。因此 ,CET-4中翻译测试的改革 , 促使大学英语教学构建一个动态立体的翻译教学新模式。翻译教学将以语言、文化、交际与认知风格的多重维度为坐标, 并根据非英语专业学生的认知特性,发挥教师不可替代的导学作用和网络技术辅学的优势,采取教师课内主导、学生课外自主相结合的交互式教学模式。

四、CET-4翻译测试正面反拨效应下英语教学存在的问题和相应的应对策略

在CET-4翻译测试正面反拨效应下, 大学英语教学有了很多改变,同时面临许多问题与挑战。就目前全国各大院校的教学状况而言,翻译教学中存在的问题有:缺少与新型四级相适应的大学英语教材,中国历史、经济、文化的英语输入缺乏系统性;翻译教学在整个大学英语教学中的比重难以权衡;基础教育中没有打好语言功底的学生很难短时间内在翻译能力及四级翻译成绩上有很大提高; 学生缺乏对英汉语言和文化差异的足够认识,导致翻译中母语的负迁移,等等。基于上述问题的存在,笔者通过理论研究和教学实践中的探索,提出以下应对策略和思路:

(一 )开发新的英语教材 ,实现汉英翻译教学的系统性。篇章翻译教学一直以来是大学英语教学中的一个薄弱环节,很大程度上归因于教材中缺乏相应的教学内容。翻译是一个多维度的系统概念, 涉及多种知识和认知能力的协调发展与综合应用。改革后的CET-4,其翻译测试内容涉及中国的历史、文化、经济、社会发展等。面对如此庞杂的内容,如果没有系统的语言输入,汉英翻译的教学就只能任凭教师自由发挥。新四级实施以来,大学英语教学的教材更新慢,远远没有跟上形势的要求。有的教师只能在英语精读教学中根据课文相关内容零星做点英汉文化对比和翻译练习, 有的教师则在四级考试前抽出大量时间给学生恶补翻译测试而堕入应试教育的旧圈。因此,笔者呼吁出版社尽快编制出适合目前新向标指导下的大学英语读写译教材和软件, 在选取篇章材料时分章分节加入涉及中国文化的部分, 并在练习中设计相应的汉英翻译练习,实现相关材料的系统输入和翻译技能训练。同时,教材的编写,应当注重翻译在整个英语教学中的比重,不可以偏概全,冲淡其他语言技能的培养。

(二 )教学中注重夯实语言基本功,加强语言应用能力的训练。从翻译新题型评分标准来看,要求译文行文流畅,用词贴切,少语言错误。由此可知,语言能力依然是翻译的基础,在教学中不可削弱。过去的教学中,课堂上偏重词汇、句法、语篇知识的认知,对语言知识的应用相对薄弱。导致的结果是一些学生在翻译和写作上词汇匮乏、句法混乱、句式简单,篇章内容语言错误多,缺乏逻辑性。因此,大学英语初级阶段的教学中,需加强语言应用能力的培养,以语言输入为基础,以语言输出训练为手段,夯实语言输出基本功,减少母语的负迁移,提高双语转化能力。譬如,在语篇分析之后,教师可引导学生使用课文中的高级词汇和经典句式进行段落摹写、英汉互译练习。此外,教师还需进行翻译技巧的讲解, 让学生了解基本的翻译技巧并进行应用。语言的应用不是一蹴而就的,如果平时不加强基本功训练,考试前做大规模汉英练习,其导致的结果就只能是耗时低效。

(三 )加强汉英文化对比 ,促进文化交际能力的培养。新四级反拨效应下的汉英翻译,以翻译能力为核心要义,同时提倡传播中国传统文化。翻译教学本身就是一种文化交流活动,要实现翻译教学功能的最大化, 就必须建立科学合理的文化观。长期以来,大学英语教学注重对西方文化的介绍和渗透,却很少涉及中国文化或中西文化差异的介绍。因此,新四级指导下的大学英语教学,需要培养学生对西方文化的感知能力,同时要加深学生对中英语言文化差异的理解,加强中国优秀传统文化的英语转化,从而促进跨文化交流能力的提高。鉴于目前教材中缺乏中国文化英语材料, 教师可以灵活调整教学内容,课堂上适当增加中国文化英语介绍,指导学生学习。此外,教师还可列出相关参考书目或文章,让学生自己课下阅读,然后通过写读书报告或课堂讨论进行交流。对于中西文化差异,尤其是中国文化相应表达法在英语中的缺失现象,则需教给学生如何使用意译、音译加阐释或者注释等增补策略进行有效翻译。

总之,四级考试的改革从听力、阅读、写作、翻译等多方面考查学生英语语言的综合应用能力, 适应我国高等教育国际化发展的新形势,对大学英语教学有着巨大的反拨作用。篇章翻译的新题型既是对学生综合语言应用能力的一种有效测试, 又有利于教师及时指导学生夯实语言功底、提高文化素养,进而实现对大学英语教学的有效指导。翻译包含语言输入及语言输出的综合运用,同时涉及两种语言、文化的转化与表达。CET-4正面反拨效应下的大学英语教学呈现多元化多模态的教学形式,需要出版机构、教育工作者及有关部门共同努力,构建合理的大学英语教学模式,提高学生英语语言综合能力和跨文化交际能力, 进而促进中国优秀文化在世界范围的广泛传播。

摘要：语言测试与语言教学为伙伴关系,大学英语四级考试的改革,对大学英语教学有着正面的反拨效应。四级考试中篇章翻译测试的增加,带动了大学英语教学向着培养学生英语综合能力的方向发展,大学英语教学将呈现更多模态、多样化的综合模式。本文从四级考试中翻译测试改革的背景着手,应用正面反拨效应理论,探究翻译测试改革对大学英语教学的影响,并提出一些反拨效应下,完善大学英语教学的策略和思路。

小学英语4年级上测试篇3

A）根据句意和首字母填空。

1. My mother goes out, so I have to b____ my younger brother.

2. My grandmother lives in the c____ and we live in the city.

3. China is f____ for the Great Wall.

4. He is p____ to spend time in that big city.

5. I hear that Dalian is a good place to go s____.

B）用所给单词的适当形式填空。

1. Let’s go bike ____(ride) this weekend.

2. That sounds ____(interest).

3. I’m going ____(hike) in the mountains on May Day.

4. Zhou Jielun, the famous ____(sing), is holding another concert this

summer!

5. This time I want to eat something ____(difference).

Ⅱ.单项选择

1. They are going to Europe ____ their vacation.

A. onB. inC. toD. for

2. ——How long is he staying here?

——____ two weeks.

A. ForB. InC. OnD. With

3. Going camping is more interesting than ____ a book at home.

A. readB. to readC. readingD. reads

4. ——How far is it?

——It’s about ____.

A. five-minutes walkB. five-minute walk

C. five-minute’s walkD. a five-minutes’ walk

5. Hurry up!Here ____ the bus!

A. comesB. is comingC. comeD. came

6. May I ask you ____ questions?

A. anyB. someC. aD. much

7. ——I ____ to bring my notebook.

——No problem. You can borrow some paper from me.

A. plannedB. decidedC. leftD. forgot

8. The supermarket is far from Mary’s house. So she ____ only once a

week.

A. goes sightseeingB. goes shopping

C. goes fishingD. goes hiking

9. His father came back ____ a cold March evening.

A. atB. onC. inD. after

10. There ____ a large number of students in the room, and the number

of them ____ 3,000.

A. is, isB. are, areC. is, areD. are, is

11. I don’t like this one. Please give me ____ one.

A. anotherB. otherC. the othersD. an other

12. ——How about the movie you saw yesterday?

——Some people think it’s boring, ____ think it’s exciting.

A. the otherB. otherC. othersD. another

13. Gary often goes fishing in ____ summer.

A. theB. 不填C. anD. a

14. Do you know the way ____ the People’s Hospital?

A. atB. forC. fromD. to

15. It’s about five miles ____ here.

A. awayB. away fromC. farD. far from

Ⅲ.句型转换

1. She’s babysitting her sister. (改为一般疑问句)

____ she ____ her sister?

2. I’m going with my parents. (对划线部分提问)

____ are you ____ with?

3. Do you often take a boat to work? (改为同义句)

Do you often go to work ____ ___?

4. I have a bicycle and a car. (改为否定句)

I ____ have a bicycle ____ a car.

5. There are many people there. The people speak French. (合并成一句)

There are many people there ____ ____ French.

Ⅳ.根据汉语完成下列句子。

1. 你能看见桌上别的什么东西吗？

What ____ ____ can you see on the table?

2．北京在中国的北部。

Beijing is ____ ____ ____ of China.

3．要下雨了，你最好随身带一把伞。

It’s going to rain. You’d better ____ an umbrella ____ you.

4．美国的天气怎么样？

____ the weather ____ in the USA?

5．别忘了关窗户。

____ ____ to close the windows.

Ⅴ.补全对话

A: Hello, Lin Tao!

B: Hello, Li Lei. May Day is coming. __1__ are you doing for

vacation?

A: I’m going to Tibet with my parents __2__ several days.

B: That __3__ interesting! What are you doing there?

A: I’m going hiking in the mountains.

B: __4__ is the weather there?

A: I heard that it’s very cold, __5__ it’s a very beautiful place. What

__6__ you, Lin Tao? What are you doing for vacation?

B: I’m going to Beijing to visit the Great Wall.

A: Oh yeah? Who are you going __7__?

B: My good friends.

A: __8__ __9__ are you staying?

B: For 5 days.

A: Well, have a good __10__. And show me your photos when you

get back.

B: Thanks. I’ll bring them and let you have a look.

Ⅵ.完形填空

What do you do at the weekends? Some people like to __1__ at home. But others like to go for a walk __2__ play football. My friend Jack works hard in a factory on __3__. At weekends he always __4__ different things. On Saturdays he __5__ his car and on __6__ he goes with his family to a village by car. His uncle and aunt have a farm there. It’s not a __7__ one, but there’s always __8__ work to do on the farm. The children help with the animals and give them their __9__. Jack and his wife help in the field. At the end of the day, they are all __10__ and want to have a big meal very much.

1. A. playB. liveC. stayD. like

2. A. andB. orC. soD. but

3. A. daysB. timeC. SundaysD. weekdays

4. A. doesB. makesC. borrowsD. has

5. A. watchesB. sellsC. looks afterD. washes

6. A. MondaysB. SundaysC. SaturdaysD. weekdays

7. A. smallB. bigC. hardD. short

8. A. muchB. littleC. fewD. many

9. A. clothesB. placesC. foodD. water

10. A. tiredB. lateC. hungryD. friendly

Ⅶ.阅读理解

(A)

Many people like to travel by plane, but I don’t like it because an airport is usually far from the city. You have to get there early and wait for hours for the plane to take off and it is often late. You can’t open the window. You can’t choose the food. Planes are fast, but they still take hours to go out of the airport and into the city.

I like traveling by train. I think trains are safe. Railway stations are usually in cities. When you are late for a train, you can catch another one. You can walk around in the train and open the windows. You can see many interesting things on your way. I know it takes a little more time.

I also like cars. You can start your journey when you want to, and you don’t need to get to a railway station or a bus stop. Also you can carry many things with you in a car. But sometimes there are too many cars on the road.

根据短文内容，选择最佳答案。

1. Why do many people like to travel by plane? ____.

A. Because it is fast

B. Because it is safe

C. Because you can walk around in the plane

D. Because it is cheap

2. Which is NOT the good thing about the train? ____.

A. It is safe

B. It takes a little more time

C. You can open the windows

D. You can walk around in the train

3. If you want to take a lot of things with you, what do you take to go

out? ____.

小学英语4年级上测试篇4

Unit 4

Ⅰ. 单项选择(15分)

选择可以填入空白处的最佳选项。

( ) 1. ― Maria dances so well. Who taught her?

― Nobody. She learned by _____.

A. her B. hers C. she D. herself

( ) 2. Please join us. We need _____ actors in our play.

A. a lot B. a little C. plenty of D. a bit of

( ) 3. There are about _____ people in Hainan now.

A. eight million B. eight millions

C. eight million of D. eight millions of

( ) 4. My classmate Wang Yong always comes up special solutions ____ our math problems.

A. with; to B. with; of C. to; with D. of; with

( ) 5. ― The book on the desk is Tom’s, isn’t it?

― No, it’s _____.

A. someone else B. someone else’s

C. else someone’s D. else someone

( ) 6. There are fifty students in our class; twenty are boys and the rest_____girls.

A. are B. is C. be D. being

( ) 7. ― When will your new book_____?

― It has not been decided yet.

A. find out B. come out

小学英语4年级上测试篇5

In this unit students learn to express their activities outside the school, for example, going shopping, having a picnic , and going to the zoo. Lets discuss the three activities separately.

Lets go shopping

In this part students learn to ask for and state prices, talk about clothing, making suggestions.

Target language

Can I help you? Yes, please. What can I do for you? How much is it ?Its 70 yuan.

Grammar focus

Can/How much questions /uncountable nouns/ coutable nouns/Demonstratives: this, that, these, those

The teacher asks the students if they like going shopping. Says “Today Ill take you to go shopping.”

Section A

Teaching objectives: Students know how to ask and state prices.

Step1. Organizing the class.

1. Greetings between the teacher and students.

2. Duty report.

Step 2. Listen, read and say

This activity provides guided oral practice using the target language.

1.Call attention to the picture. Ask who are the people and where they are.. “A mother takes her daughter to go shopping. They are talking with a salesman in a store.”

2.Point out the conversation and read it with a student. Explain the meaning of “look for” if necessary.

3.The teacher takes out a piece of paper with a tall building in it. Says “This is the first floor, this is the second floor, and this is the fourth floor.” Read “fourth” for several times. And there are different sections on the fourth floor. Say “This is the clothes section, this is the trousers section, and that is books section.” Then, the teacher ask the students to read “fourth” and “section” for several times.

4.Ask the whole class to read the dialogue together, paying attention to “What can I do for you?”

Step3. Pair work

Ask pairs of students to practice together. Later ask several pairs to present their conversations to the class.

Step4. look, listen and say

This activity provides several numbers for the students to learn.

1.The teacher helps the students to review the numbers 1-10, Ask “Do you want to know more numbers in English?” Then the teacher makes use of the video to present the numbers 20, 30, 40,… and so forth. Say “There are twenty books. Twenty, twenty. ” “There are thirty trees. Thirty, thirty.” So that the students can learn these words in a context.

2.Focus attention on the numbers and ask them to read together.

3.Play a game

Ask the students to read these numbers one by one according to their seats. All the groups can have a match and see which group can get full marks. The best group can get a prize.

Step5.Listen and say

This activity asks the students to distinguish the difference between “-teen” and “-ty”.

1. First listen to the tape, asking the students to pay attention to the differences of each two words.

2. Listen to the tape again and read after it word by word.

3. Write some numbers on the Bb, and see if the students can master them well.

Step6. Listen and circle

This activity provides listening practice using the target language.

(1) listen and circle the numbers they hear in the sentences.

(2)From this part, the students can get more attention to the difference between “-teen” and “-ty”.

Step7. Read and say

This activity gives the students practice in recognizing the target language in spoken conversation.

1. Say, “Please look at the picture. The mother is buying a dress for her daughter. She is talking with the salesgirl now. Listen carefully to the recording of the conversation. Then tell me how much the yellow dress is.”

2. Play the recording the first time. Students only listen. Then ask them to find out the answer to the question“ How much is the yellow dress.”

3. Play the tape a second time. This time students read after the tape sentence by sentence. While theyre reading, they should circle some difficulties they dont know.

4. Make a brief explanation of the difficulties, such as “try on”, “off”, “on sale” and so on.

5. Ask the whole class to read this dialogue together.

Step8. Pair work

Ask the students to practice the conversation with their partners. Later ask several pairs to present their conversations to the class.

Section B

Step1. Organizing the class.

1. Greetings between the teacher and students.

2. Duty report.

. This activity provides students practice in recognizing the target language in this section.

1.Say, “When wo go into a shop, we can see many kinds of things. Now, please tell me what you can see in a shop or a supermarket?” Students may give different answers.

2.“Please look at the screen, what are these?” Students can give their answers in Chinese. Say “Youre right. Lets recognize them in English.”

3. While students are looking at the picture , the teacher plays the broadcasting of each word so that the students can follow the pronunciations of the words.

Step2.Listen and say

This activity provides listening practice using the target language.

1. Play the recording. Students listen and number the words they hear.

2. While theyre listening , move around the classroom checking on their progress.

3. Check out their listening answers. Point out some difficulties some students have.

Step3. Read and practice

1. Call attention to the picture A. Ask a student to read it to the class. Ask the whole class to read it together. Explain “What can I do for you?” “Can I help you ?” We often used by salesclerks. Guide the students to provide different answers to the questions.

2. Call attention to the picture B. Ask two students to read it aloud. After reading, ask them to focus on what the saleslady says.

3. Have students work in pairs. Ask they work together, move around the room checking progress and answering questions as needed.

4. The teacher takes out a pair of pants. Ask several pairs to come to the Bb to act their conversations out to the class.

Step4. Read

This activity provides a comprehensive reading of an ad for sale.

1. Say “Usually when we go to a supermarket, we can find some things are on sale. Thats to say, you can buy these things with less money than before. Now we are going to read an ad for sale for a food shop. Please read the ad yourselves and fill in the price tags.”

2. While theyre reading, the teacher moves around the classroom, providing help when necessary.

3. Ask students to find out the meanings of any words they dont know. They can do this by reviewing the lesson, and found out their own weak points.

4. Ask students to finish the true or false exercise for one minute. Then check out their answers.

5. The whole class read the ad together to get more attention to write an ad for sale.

Step5. Write

This activity provides a writing practice using the target language.

1 .Suppose you a shopkeeper of a clothing shop. Write an ad by yourself.

2. Ask students to think about it for a thile. Ask what they can acquire from the ad above, such as “Come and have a look.” “Theres more.” “Come and have a lood for yourself.”

3. Ask students to do this job at home. The teacher will check it the next day.

Section C

Step1. Organizing the class.

1. Greetings between the teacher and students.

2. Duty report.

.Step2. Look, read and say

This activity provides guided oral practice using the target lamguage.

1. Say “Dad is buying something in a store. Now please look at the picture,Dad is talking with the salesman Ben. What are they talking about?”

2 Call attention to the conversation on the right. Ask two students to read it to the class.

3. Have the students fill in the shopping lists according to the conversation.

4. Ask the whole class to read the conversation after the teacher, paying attention to the pronunciation and intonation.

5. Ask students to work in pairs. Have each student take a turn asking and answering the question.

6. Ask several pairs of students to act out the conversation. The teacher can provide the real things for the students to perform, like salt, eggs and milk.

Step3.Match

. 1. Ask students to match word halves.

2. While students are matching, the teacher moves around the classroom and provides help when necessary.

3. Ask some students to speak out the answers.

4.The teacher says Chinese words , and asks the students to speak English and spell each word. This activity can be done one by one.

Step4. Look, listen and say

This activity provides guided oral practice using the target language of “How much”?

1. Say “Boys and girls, when you are buying something, will you cut the price down?” “I like bargaining very much. Sometimes when I cut the price down, I feel very proud.”

“Next we are going to learn how to bargain.”

2. Ask the students to listen to the recording of the conversation. Have them find out the answer to the question, “How much is the watch at last?”

3. Play the recording again and ask students to listen carefully and repeat it sentence by sentence.

4. Ask the students to practice with their partners. Then choose several pairs to act out the conversation.

5. Say “Sometimes when we are choosing something, maybe we dont buy it if the pric is not fit for us. Then what shall I say?”

6. Play the tape and guide students to answer “Thanks anyway were just looking.”

7. Ask students to practice with their partners. As they talk to each other, move around the room checking on their progress.

Step5.Listen and say

This activity provides listening and speaking practice by using the alphabets “h” and “w”

1. Play the recording. Students listen carefully and repeat it one by one.

2. Divide the class into four groups. Each group read two words, and see which group can do the best job.

3. Play a game. Choose several students to come to the Bb. When the other students read those English words, they have to act out each word by using their body language.

Section D

Step1. Organizing the class.

1. Greetings between the teacher and students.

2. Duty report.

Step2. Listen read and say

. This activity provides listening and oral practice by using the target language.

1. Say “Do you know Mickey Mouse? Do you like it? Today, Im going to tell you something about Mickey Mouse. Mickey Mouse opens a new shop, which sells a lot of food. He sells vegetables to the earthworm, and he sells com and wheat to the ant. He is so kind that he helps the ant carry the food home. Then, a cat comes. He is not friendly. Do you want to know that happens next? Please listen to the recording, fill in the blanks and find out the answer.”

2. Play the recording. Students listen carefully and fill in the blanks.

4. Check their answers and ask several students to read the conversation out.

5. Ask students to look through the conversation an find out the questions they dont know. Teacher moves around the classroom and provides help when necessary.

Step3.Pair work

1. Ask students to act out the short play with their partners.

2. Ask several groups to come to the Bb to perform.

Step4.Grammar focus

1. Review the grammar focus. Ask students to say the questions and answers.

2. Point out that the sentence pattern “How much is /are.. ”is to ask the price. And the words “is” and “are” are used according to the singular or plural forms of the things.

3. Pay attention to the pronunciation of “$20” and so on.

4. Take out some pictures, with shoes, computers, eggs, coats, water and something else in them.

5.Ask students to guess what are countable nouns and what are uncountable nouns.

Call attention to those nouns in the textbook. Ask students to repeat each word.

Step5.Useful expressions

1. Point out that these expressions are very useful when going shopping.

2. Ask students to repeat them one by one

3. Divide the students into two groups. Have them read these expressions separately. See which group can be better.

Step6. Write

This activity provides writing practice by using target language.

1. After a short guidance, let students complete the conversations with the correct words.

2. Check students answer. Ask two pairs of students to read the conversations.

3. Have the .whole class practice the two conversations. And each pair much take turns to do this job.

Lets have a picnic

Section A

Teaching objectives: Ask students to master how to make telephone calls about invitaions and suggestions.

Language focus: whats up?

Would you like to? / Lets……

Teaching Procedures:

Step 1 : Organizing the class. Organizing the class.

1.Greetings between the teacher and students.

2.Duty report.

Step 2 : Revision

Get students to talk about “How much……?” questions by showing them some pictures with the objects and prices in them.

Step 3 : Presentation

Say “Please look at the picture. There are two children in it. They are Jane and Kangkang. What are they doing? What are they talking about? Please listen to the recording. After a while, Ill ask you to tell me the answers.”

Step 4 : Listen, read and say

1.Ask students to listen to the recording for the first time. Then answer the questions.

2.Listen to the recording again. While listening, ask students to follow it sentence bu sentence.

3.Ask the whole class to read the conversation together.

Step 5 : Work alone

1. Say “After reading, lets see when Jane is going to discuss the picnic and visit a friend, and what Jane is going to do on Sunday. Now, please look at the table. Fill in the blanks according to the conversation.”

2.While students are writing, the teacher moves around the classroom, providing help when necessary.

3.After finishing the exercise, the teacher checks their answers.

Step 6 : Pair work

1. Divide the whole class into two groups to read the conversation.

2. Ask them to practice this conversation with their partners. They should change their roles.

Step 7 : Work alone

Ask students to read Kangkangs plan and give him suggestions on the picnic. The teacher can five some advice. For example, dont forget the food and so on.

Step 8 : Pair work

1.Ask students to number the sentences to make a telephone conversation. Before doing, the teacher points out how to make a telephone call and how to make suggestions.

2.Whole the students are doing exercise, the teacher moves around the classroom to provide help when necessary.

3.Ask students to practice the conversation with their partners.

Step 9 : Practice

Say “Tom wants to go swimming on Saturday, and Mary has no plan on that day. Suppose you are Tom, and your partner is Mary. You want to invite Mary to go swimming with you. Please make a telephone call according to these information.” The teacher moves around the classroom and provide help when necessary.

Step 10 : Homework

1. Practice the conversations in this lesson with your partners.

2. You ask your friends to have a picnic next Saturday. Please write down a short conversation about it.

Section B

Teaching Objectives : Go on to learn about making telephone calls and making suggestions.

Language Focus : May I speak to ……, please?

Can I give her a message?

All right.

Teaching Procedures:

Step 1 : Organizing the class.

1. Greetings between the teacher and students.

2. Duty report.

Step 2 : Presentation

Say “Sometimes when you call your friends, but he or she is not in, and someone else receives the call. Then what will you say to her / him? Now, Id like you to listen to the conversation between Jane and Marias mother. After that, you can find out the answer.”

Step 3 : Listen, read and say

1. Play the recording for the first time, and ask the students to find out the answer.

2. Play the recording again, and ask the students to follow it.

3. Ask the whole class to read the dialogue.

4. Let the students practice with their partners.

Step 4 : Listen and write

This activity provides listening and writing practice by using the target language.

1. Say “ Please look at the table. There are six sentences for you to choose. You have to fill in the blanks by listening to the recording.”

2. Have two students to read the conversation and check if they are right or wrong.

3. Ask the whole class to read it together.

Step 5 : Pair work

This activity asks students to practice with their partners. As they talk to each other, the teacher moves around the room checking their progress.

Step 6 : Listen and follow

This activity is to train students pronunciation.

1. Ask the students to listen to the recording first, and find out some characteristics of these sentences.

2. Play the recording again, and ask students to repeat.

3. Ask some students to read, and check if they can make some progress.

Step 7 : Listen, read and say

1. Say “If you dial the wrong number, what will you do? Now, please listen to the recording. You can get the answer.”

2. Play the recording for the first time, ask students to find out something they dont know. Then help them to solve.

3. Play the recording again and ask students to repeat.

Step 8 : Work alone

This activity provides oral practice by using target language.

1. Say “There is a message for you, and you have to make a dialogue according to this information. Please practice with your partners.”

2. While students are practicing, the teacher moves around the classroom, providing help when necessary.

3. Ask some pairs to act it out.

Step 9 : Homework

1. Practice the conversations in this lesson with your partners.

2. If you call your friend Tom, but he isnt in, and his brother receives your call. Please write down a conversation between you and Toms brother.

Section C

Teaching Objective: Lead students to master present continuous tense.

Language focus : What are they doing?

Theyre having a picnic.

Whats she doing?

She is ……

Teaching procedures:

Step 1: Organizing the class.

Greetings between the teacher and students.

Step 2: Presentation

Say “When we have a picnic, what shall we do? Please look at the picture. The children are having a picnic. They are doing a lot of things here, for example, carrying water, collecting firewood and so on. Now, please listen to the recording and tick the words you hear.

Step 3 : listening

Play the recording and ask students to tick the words they hear.

Step 4 : Pair work

1. Ask two students to read the two samples.

2. Then tell the students who is Maria, Jane and Michael.

3. Ask students to do this exercise with their partners. One asks, and the other answers. For example, one student points to a girl, asks ”Whats Maria doing?“ The other students answer ”She is washing the dishes.“

Step 5 : look, ask and answer

1. Say ”There are eight pictures here, and what are they doing? Please look at the first picture, what is she doing?“

2. Ask one student to answer the question. Say ”Now, you can ask and answer like us according to these pictures.“

3. Ask the students to practice with their partners. While they are practicing, the teacher moves around the classroom and provides help when necessary.

4. Ask several pairs to act it out.

Step 6 : listen, read and understand

1. First ask students to look at the picture and listen to the recording.

2. Ask the whole class to repeat it after the recording.

3. Do some understanding problems about this passage,

4. Ask several students to repeat it.

Section D

Teaching objectives: Students can master how to practice present continuous tense.

Language focus: What are they doing?

What is she doing?

What is he doing?

May I speak to…?

Can I give her a message?

Teaching procedures:

Step 1: Organizing the class

1. Greetings between the teacher and students.

2. Duty report .

Step 2: Presentation

Say ”There is an old Mcdonald living in the forest. He is very lonely. Hed like to have a picnic with his friends .Will his friends come to have a picnic with him? Please read these pictures and then tell me your answer . “

Step 3: Look, read , and say

1. Ask students to look at these pictures and read the sentences . Then let them speak out the answer.

2. Ask several students to read the story to the whole class .

3. Have students do the role-play .

4. Ask students to look at the last picture. Asks ”What are they doing now ?“

Step 4: Group work

1. Ask students to discuss these questions. While they are discussing, the teacher moves around the classroom and provides help when necessary .

2. Ask some pairs to act it out .

Step 5: Grammar focus

1. Ask students to read these sentences.

2. Present some pictures on the blackboard . Ask ”What are they doing ? What is she doing ?“ Let students practice themselves .

Step 6: Useful expressions

1. Say ”These are very useful expressions about making telephone calls. First, Id like you to read them together .“

2. Ask students to make a telephone call to their friends according to these useful expressions .

Step 7: Pair work

1. Ask students to look at these pictures. Ask ”What are they doing ?“

2. Ask students to discuss with their partners and fill in the blanks.

3. Let students do pair work with their partners. While they are practicing , the teacher moves around the classroom and provides help when necessary .

Step 8: Pair work

1. Ask students to number the sentences to make a conversation individually.

2. The teacher checks their answers. Ask the whole class to read the conversation out.

3. Ask students to practice with their partners about the conversation.

Step 9: Homework

1. Ask students to listen and read the conversation at home.

2. Preview next lesson.

Lets go to the zoo.

Section A

Teaching Objects: Learn some new words about animal names. Students can talk about their favorite animals.

Language Focus : What animals do you like best?

Whats your favorite animal ?

Teaching Procedures:

Step 1. Organizing the class

1. Greetings between the teacher and students.

2. Duty report .

Step 2. Presentation

Say ”Please look at the picture . There are four children here. They are going to the zoo on Saturday . They are talking about their favorite animals. Please listen to the recording, then answer my questions .

Step 3. Listen, read and say

1. Play the recording for the first time. Ask students to find out the answer to the question “What are the childrens favorite animals?”

2. Play the recording for the second time .Ask students to repeat it sentence by sentence.

3. Ask students to practice this dialogue with their partners.

4. Ask some pairs to act it out .

Step 4. Work alone

1. Ask students to complete the chart themselves, according to the conversation.

2. Ask some of the students to read their answers out.

Step 5. Pair work

1. Says “What animals do you like in the zoo ? Please talk with your about your favorite animals.”

2. While students are practicing, the teacher moves around the classroom and provides help when necessary.

3. Ask some pairs to act out their conversations.

Step 6. Look, listen and read

1. Says “Look at the four children. Where are they ? What are they talking about ? Do you want to know where they are going ? Please listen to the recording, and then answer the questions .”

2. Play the recording for the first time, ask students to answer the questions above.

3. Pointing to the picture, says “Now they are in the zoo. They are asking something from a guide .Listen to the recording, then tell me what they are talking about .”

4. Play the recording for the second time. Ask students to repeat it.

Step 7. Look, listen and circle

1. Ask some students to read these animal names.

2. Play the recording, ask students to circle the animals names they hear.

3. Check their answers.

Step 8. Homework

1. Ask students to write down a dialogue about their and their friends favorite animals.

2. Finish the exercise in the exercise books.

3. Ask students to recite the dialogues in the lesson.

Section B

Teaching objectives: Train the students comprehensive ability of four skills.

Language focus: Let me help you.

Teaching procedures:

Step 1: Organizing the class

1. Greetings between the teacher and students.

2. Duty report .

Step 2: Work alone:

1. Say “Please look at these pictures. These pictures are about a story. Look at the first picture. There is a baby monkey crying. Why is he crying? Who helps him at last? Please read the story alone. Then Ill ask you to answer these questions.”

2. Ask students to read the story and finish the true or false exercise.

3. Check their answers.

Step 3: Pair work

1. Say “Its a very interesting story. Id like you to act it out with your partners.”

2. Ask students to practice the story with their partners. While they are practicing, the teacher moves around the classroom and provides help when necessary.

Step 4: Listening

1. Ask some students to read the animals names.

2. Play the recording. Ask students to number the words they hear.

3. Check their answers.

Step 5: Listening

1. Ask students to listen the conversation. Then fill in the blanks.

2. Check their answers.

Step 6: Class activities.

1. Say “Look at the picture. There are four children here. What are they doing? They are chanting. Would you like to chant like them? Lets do it.”

2. Ask students to read the chant after the teacher.

3. Ask the whole class to read it together.

4. Divide the class into several groups. Have a competition among them.

Step 7: Homework

1. Finish the exercise in their exercise books.

2. preview the next lesson.

Section C

Teaching Objectives: Let students master how to ask the time.

Language Focus: What time is it?

What is the time?

Its one oclock.

Teaching Procedures:

Step 1: Organizing the class

1. Greetings between the teacher and students.

2. Duty report .

Step 2: Presentation

Draw some clocks on the blackboard. The time is different. Says “What time is it?

Its twelve oclock. Whats the time? Its six oclock. Please look at the picture in your text books. Its time for the children to go home.

Step 3: Look, listen and say

1. Play the recording for the first time. The students just listen.

2. Play the recording again. Students repeat it.

3. Ask students to read the dialogues with their partners.

4. Ask several pairs to act it out.

Step 4: Look, listen and learn

1. Say ”Do you know how to recognize the time in English?“ There are six pictures in your books. Each picture stands for one time. Now, Lets go to learn them.”

2. Ask students to look through the six pictures to be familiar with them.

3. Play the recording for the second time. The students just listen.

4. Play the recording for the second time. The students repeat it.

5. Point to “past ” and “to”, explaining the difference between them.

6. Ask the whole class to read the time again.

Step 5: Pair work

1. Ask students to look at each picture and read the time out.

2. Ask one student read the activities out. Let every one knows what each picture stands for.

3. Ask two students to read the model. Point out the sentence pattern “Its time to do something”

4. Have the students to make conversations about each picture with their partners.

5. Ask some groups to act the conversations out.

Step 6: Listen, read and say

1. First ask students to recognize their animals.

2. Play the recording and ask students to find out the ways of asking time.

3. Play the recording again. Have students repeat it.

4. Ask students to practice the two dialogues with their partners. While they are practicing, the teacher moves around the classroom and provides help when necessary.

5. Ask some pairs to act out the conversations.

Step 7: Homework

1. Write down two conversations about the time according to part3.

2. Practice these conversations after class.

3. Preview next lesson.

Section D:

Teaching objectives:

1. Review the present continuous to consolidate what students have learned.

2. Master the pronunciations of “m, n, igh”.

3. Master the ways of expressing time.

Language Focus: What time is it?

Whats the time?

Teaching procedures:

Step1: Organizing the class

1. Greetings between the teacher and students.

2. Duty report.

Step2 : Listen.

1. Asks “What are they doing? What are they doing like?”

2. Play the recording for the first time, and students just listen.

3. Play the recording again and ask students to match the pictures with actions.

4. Check their answers.

Step3: Pair work

1. The teacher acts drinking water without any words, and asks students what she is doing.

2. Ask students to make actions, and let their partners guess what they are doing.

3. Ask some pairs to perform to the whole class

Step 4.listen and follow

1. Play the recording and ask students to repeat.

2. Ask the whole class to read these words.

3. Point out some errors they may make.

4. Point out how “igh” is pronounced .

Step 5.Grammar focus

1. Ask two students to read these sentences.

2. Write down some time on the blackboard ,and ask students to make conversation .

3. Ask some pairs to act the conversations out.

Step 6.Useful expressions.

1. Says“These are the useful expressions of this Unit .You must know how to use the them First ,please read them”.

2. Provide some expression about some sentences .For example ,point out “could you tell me the time ?” is a polite way of asking the time .

Step7.Look and answer .

1. Say “There are six picture here ,Each picture stands for one time ,Now please make some conversations according to these pictures,”

2. Ask students to practice with their partners .

3. Ask some pairs to act out ..

Step 8.sing the song

1. Play the recording ,and ask students to listen.

2. Play the recording again and ask the students to follow.

Step 9. Homework

1. Practice these dialogues with Partners after class .

2. Write down a conversation about asking the time ,with “past” and “to” being used .

3. Review the whole unit .

Unit 4 Having fun outside the School Lets have a picnic

The First Period

Ⅰ.Teaching Aims and Demands

1. Knowledge Objects

Key vocabulary.

Target language.

Oral practice.

2. Ability Objects

Listening skill.

Communicative competence.

Making telephone calls.

Making suggestions.

Ⅱ. Teaching Key Points

Key vocabulary: have a picnic, make plans, right away, be free, have to, visit, tell…about, must, first, forget, swim, Saturday, Sunday

Ⅲ. Teaching Difficulties

Target language

Whats up?

Are you free this Saturday?

Would you like to go out for a picnic?

How about…?

Lets….

Dont forget…

Ⅳ. Teaching Procedures

Step 1. Section A 1a Listen, read and say

1. Show a telephone (or draw a picture of one) to the students and say: “My telephone number is 4366783. What is your telephone number?”

2. Imitate the sound of the telephone ringing and show two pictures, saying: “This is Kangkang and this Jane. They are making a telephone call. Please listen to the tape.”

Play the tape for the students. Play it again and ask the students to repeat.

Step 2. Section A 1b Work alone.

Show the table and tell the students: This is Janes plan. Please finish it according to the conversation.

Ask two students to write down their answer on the blackboard and check the answer.

Answers:

Time Activity

Tomorrow afternoon discuss the picnic

Saturday visit a friend

Sunday go out for a picnic

Step 3 Section A 1c Pair work

Give the students a few minutes to practice the conversation and ask two pairs to act it out.

Step 4 Section A 1d Work alone

Ask the students to find out the following sentences from the conversation in 1a:

1. Would you like to go out for a picnic?

2. Then how about this Sunday?

3. Lets discuss it in our classroom…

Tell the students when we make suggestions we can use the sentences and we can also use “Dont forget…”

Get the students to read Kangkangs plan and give him suggestions on the picnic.

Possible answers:

Dont forget your lighter.

Dont forget two pails.

Dont forget to have a discussion at 4: 30.

Dont forget to do shopping at 5:00.

Ask a group of students to read their answers one by one.

Step 5 Section A 2 ,A 3 Pair work

1. A 2 Pair work

Ask the students to number the sentences to make a telephone conversation.

Answers: 2,5,6,8,3,4,1,7,9

Check the answers with the students and let the students practice the conversation with their partner.

2. A 3 Pair work

Show Toms schedule and Marys schedule to the students and say: Suppose you are Tom and your partner is Mary. You want to invite Mary to go swimming with you. Make a telephone call.

Step 6 Summary and Homework

1. Review some key words and target language

have a picnic, make plans, right away, be free, have to, visit, tell…about, must, first, forget, swim, Saturday, Sunday

Whats up?

Are you free this Saturday?

Would you like to go out for a picnic?

How about…?

Lets….

Dont forget…

2. Homework: Write down the conversation in Step 6 on your exercise book.

Unit 4 Having outside the School Lets have a picnic

The Second Period

Ⅰ.Teaching Aims and Demands

1. Knowledge Objects

Key vocabulary.

Target language.

Oral practice.

2. Ability Objects

Listening skill.

Communicative competence.

Making telephone calls.

Ⅱ. Teaching Key Points

Key vocabulary: wrong, be not in, give her a message, call me back, tell …about,

Im sorry to bother you. This is Kangkang.

Ⅲ. Teaching Difficulties

Making telephone calls. Take a message.

Ⅳ. Teaching Procedures

Step 1 Revision

1. Greet the students as usual and check the homework.

2. Suppose your partner is Jim. You want to invite Jim to go shopping with you. Make a telephone call. Ask two pair of the students to make a telephone call to revise Section A.

Step 2 Section B 1 Listen, read and say

1. Ask the students: “If Jim is not in and his father answers the telephone, what will you say to his father?”

Collect the following phrases:

call me back, give …a message, tell him the number, speak to etc.

Ask the students to read the new phrases.

2. Say: Jane makes a telephone call, please listen to tape and answer the questions:

Who does she want to speak to?

Who answers the telephone call?

3. Play the tape and get the students to find out the answers to the questions. Play the tape and and let the students to repeat the conversation.

3. Ask the students to read the conversation in pairs.

Step 3 Section B 2a and 2b Work alone and Pair work

1. Tell the students: You are going to listen to a telephone call but there are some sentences are missing, please listen to the tape and choose the correct sentences to fill in the blanks. Then check the answers.

2. Pair work.

Listen again and check your answers. Then practice with your partner.

Answers:

A: 2. Hello?

B: 3. May I speak to Li Ming, please?

A: Sorry, Li Ming is not here now. 4. Can I give him a message?

B: Thanks. This is A. 1. Could you ask him to give me a call?

A: Sure. 5. Does he have your number?

B: No, he doesnt. My phone number is 5563677.

A: 5563677. OK. 6. Ill give him the message.

B: Thank you.

Step 4 Section B 4 Listen read and say

1. Ask a student to make a dialogue with the teacher.

Sample:

S1: Hello. May I speak to Kate?

T: I beg your pardon?

S1: May I speak to Kate?

T: Kate? Theres no Kate here.

Ask: “Whats the matter?” Get the students to answer: S1 dials the wrong number.

2. Play the tape for the students to listen and repeat the conversation.

3. Ask the students to read the conversation in pairs and then act it out.

Step 5 Section B 5 Work alone

Show the following message on the screen and then ask the students to finish the telephone call.

First tell the students: Mary makes a telephone call to Lisa, but Lisa isnt in. Lucy answers the telephone call and she writes the message. Please finish the telephone call.

To: LisaTime: This morningMessage: Please call Mary at 58773677 Lucy

Sample:

Lucy: Hello.

Mary: Good morning! This is Mary. Is that Lisa?

Lucy: Sorry, she isnt in. Can I give a message to her.

Mary: Thanks. This is Mary. Could you ask her to give me a call?

Lucy: Sure. Whats your phone call?

Mary: My phone number is 58773677.

Lucy: 58773677. OK. Ill give her the message.

Mary: Thank you.

Step 4 Section B 3 Listen and follow

Play the tape for the students to listen and imitate and ask them to pay attention to their pronunciation and intonation.

1. Whats up? 2. Can I give him a message?

3. Thank you. 4. This is Kangkang.

4. I have to visit a friend.

Step 4 Consolidation

Revise the following sentences:

Sorry, she is not here now.

Can I give her a message?

Ill give her the message.

Could you ask him to give me a call?

Homework: Write down a telephone call and act it out with your partner.

Unit 4 Having fun outside the School Lets have a picnic

The Third Period

Ⅰ.Teaching Aims and Demands

1.Knowledge Objects

Key vocabulary.

Present continuous

Oral practice.

2. Ability Objects

Listening skill.

Communicative competence.

Ⅱ. Teaching Key Points

Key vocabulary: carry water, collect firewood, look at, wash the dishes, sing songs,

Target language: What are they doing? They are having a picnic.

Ⅲ. Teaching Difficulties

Present continuous

Target language: What are they doing? They are having a picnic.

Ⅳ. Teaching Procedures

Step 1 Revision

Check the homework. Ask two pairs to act out their telephone call.

Step 2 Section C 1a

1. Show the picture to the students and get the students to talk about the picture.

2. Play the recording for the students and tick the words they hear.

3. Check the answers.

Step 3 Section C 1b

1. Imitate the sound of the telephone ringing and show two pictures of Kangkang and Jane and present the following conversation:

A: What are they doing?

B: They are making a telephone call.

Ask the students to repeat the conversation and understand the meaning.

2. Ask the students to ask and answer according to the picture.

What is Maria doing? She is preparing food.

What is Jane doing? She is washing the dishes.

What is Michael doing? He is carrying water.

What is Marias dog doing? It is looking at the food.

Step 4 Section C 2 Look, ask and answer

1. Show the pictures and ask one student to present the dialogue as an example with the teacher.

What is she doing?

She is eating an apple.

2. Ask the students to ask and answer according to the pictures in pairs first.

3. Ask the students to ask and answer about the pictures one by one.

Step 5 Section C 3

1. Let the students look at the picture and talk about it and encourage them to use some words and phrases theyve learnt.

2. Play the recording for the students to repeat the sentences.

3. Give the students a few minutes to read the sentences and ask them to pay attention to the following words: playing, singing, flying, running, collecting.

Step 6 Section C 4

Tell the students that they are going to listen to some actions about Tom. Ask the students to listen and number the actions from 1-6.

Step 7 Summary

Revise some key words and target language:

1. carry water, collect firewood, look at, wash the dishes, sing songs,

2. What is Maria doing? She is preparing food.

What is Jane doing? She is washing the dishes.

What is Michael doing? He is carrying water.

What is Marias dog doing? It is looking at the food.

4. playing, singing, flying, running, collecting.

Step 8 Section C 5

Let the students to chant.

Step 9 Homework

Read the sentences in Section C 3.

Unit 4 Having fun outside the School Lets have a picnic

The Fourth Period

Ⅰ.Teaching Aims and Demands

1. Knowledge Objects

Review some target language in Section A-D.

Oral practice.

Present continuous.

2. Ability Objects

Communicative competence.

Ⅱ. Teaching Key Points

Key vocabulary: lonely, next, basket, listen, have a meeting, at home

Review some target language in Section A-D

Hello? This is Maria. May I speak to Jane?

Can I give her a message?

All right. Ill give her the message.

Sorry, she is not here in at home.

Could you ask her to call me back this afternoon?

What are they doing? What is heshe doing?

They are having a picnic. Heshe is washing dishes.

Ⅲ. Teaching Difficulties

Present continuous

Oral practice.

Ⅳ. Teaching procedures

Step 1 Revision

1. Show some pictures to the students and get them to ask and answer according to the pictures.

What is heshe doing?

HeShe is running.

2. Ask a few students to act and the others ask and answer according to his or her action.

Step 2 Section D 1a

1. Draw a picture and say: Look at the man. He is at home, but he is lonely and he would like to have a picnic with his friends and then have a meeting. Repeat the sentences and teach the new words and phrases:

at home, lonely, have a meeting

2. Section D 1a. Ask the students to look at the pictures and say: old Mcdonald is lonely too. He would like to have a picnic with his friends. What food can you find in the picture?

Answers: hamburgers and cakes, fish and chicken, French fries and bread

3. Play the tape and get the students to repeat. Ask the students to read the sentences.

4. Ask two group of students to act out the short story.

Step 3 Section D 1b

1. Collect some words of food and drinks that the students have learnt and ask the students to spell the words out.

fish, meat, chicken, hamburger, bread, French fries, rice, dumpling, noodle, porridge,

tea, coffee, Coke, milk, juice,

2. Divide the students into several groups and let the students discuss the questions:

Whats your favorite food?

Do you want to have a picnic with your friends?

If you do, what food do you want to bring?

Step 4 Section D 2a, 3

1. Show the sentences to the students and explain something about Present continuous.

2. Have a competition. Ask the students to make a sentence with Present continuous.

3. Section D 2a, 3 Ask the students to fill in the blanks and get four students to write down their answer on the blackboard. Check the answers.

Answers:

He is reading.

She is listening.

She is running.

They are eating.

Ask the students to pay attention to the words with -ing.

Step 5 Section D 2b, 4

1. Review the sentences. Ask the students to read the sentences and then let the students practice the sentences with their partner.

2. Section D 4 Get the students to number the sentences to make a conversation.

Answers: 4 Yes, this is Lucy. Please ask him to go to school and have a meeting tomorrow morning.

2 Hello! May I speak to Mr Li?

3 Im sorry. He is not at home. Can I give him a message?

6 Thank you!

1 Hello?

7 You are welcome.

5 Ok. Ill give him the message.

Step 6 Homework

Review some words and some target language in Section A-D.

Unit 7 Lets go to the zoo

Section A

Teaching aims:

1 read and understand the dialogue as a whole

2 In this section, students learn to talk about preferences and show the reasons .

Important points in teaching

1 names of animals,

2 language points

3 improve students ability of listening and speaking

Difficult points in teaching: what questions and answer.

Teaching aids: some animal cards , a tape recorder

Teaching methods: communicative method

Teaching procedures:

Step 1 Greet and review what they learned last period.

Step 2 Lead-in

Activity 1 Say to the students, “ Today we will go to the zoo to pay a visit ”and ask “what animals do you know , you should tell me in English.?” Then write the names of the animals on the right of the blackboard.

Step 3 Presentation

Activity 1 Hold up the lion card and ask:

T: Whats this?

S : Its a lion.

T: Yes, its a lion, I like lions. They are strong. And the lion is the king of the beasts.

Then show them some other animal cards to consolidate the names of the animals.

Activity 2 After that, ask students to read the words after you

Activity 3 Ask three students the question “What animal do you like best?” respectively : and then write the following on the left of the blackboard

T : “ What animal do you like best?”

S1 I like .

T What animal do you like best?“

S2 I like .

T What is your favorite animal?

S3 My favorite animal is .

Step 4 Practice

Activity 1 Say to the students:

”These are very useful structures. Now every one please find a partner and use them to make a simple dialogue “ .At the same time , you can also make a dialogue with another student to check how well he masters.

Activity 2 ask several pairs to act their dialogue out. And you should remember to try your best to praise and encourage their performance

Purpose :improve students courage and ability of speaking.

Step 5 Ask students to read the dialogue on page 93 themselves. then read together. And do the exercise of page 93.

Step 6 Explanation of the Language points.(write the following in the center of the blackboard)

1 be free :闲的，空闲的，自由的。如：Im free today.

2 What animal do you like best?=Whats your favorite animal? 这是用来询问别人喜好的句型，还可将animal 换成food, sport 等类型的词。如：

---Whats your favorite sport?

---My favorite sport is basketball.

Step 7 Ask students to look at the two pictures of page 94.and ask students to guess ”where are the students now?“ ”Who is the lady?“ then let them listen to the passage ,following the questions

1 ”When do they go to the zoo?“

2 ”How long do elephants live, fifty or sixty years?“

After the listening comprehension, ask students to read the passage by themselves and then make following sentences to lead to the language points of this passage.

1 我们谈论了许多关于大象的事。

2 一会儿之后，我们就到达了学校。

3 你每天睡多少小时？

Language points.(write the following after above language points)

1 talk about :谈论关于……如：we talk about the people we see .

2 after a while 片刻之后，一会儿之后。如：After a while, we see the panda.

3 arrive at 到达，抵达。相当于get to 如：I arrive at my home at six oclock.

4 how many +可数名词复数：多少…如：…How many apples does he eat?

Then ask students to read the passage loudly by themselves .and try their best to recite it.

Step 8 Consolidation

1 Ask some students to do some actions imitating a monkey , a horse ,a lion a tiger and a panda respectively and let others to guess what this animal is. If the student cant act out, he can also say some characteristics of this animal ,then let others to guess. In this way we review the names of the animals.

2 practice the structures in the dialogue by themselves.

Step 9 Sum up and blackboard design

---What animal do you like best? Be free: 闲的，自由的，空 king zoo---I like ... …如： Im free today.. elephant animal--- Whats your favorite animal? What animal do you like best ? beast lion---My favorite animal is … ==whats your favorite animal favorite tiger

Section B

Teaching aims:

1 read and understand the dialogue as a whole.

2.improve students ability of reading comprehension

3 improve students ability of communication

Important points in teaching :

1 To get the students to have a good understanding of the dialogue.

2 To get the students to learn to use some useful patterns.

Difficult points in teaching:

To get the students learn hoe to use the useful patterns in real situation.

Teaching aids: a tape-recorder, some pictures.

Teaching procedures:

Step 1 Greeting and Revision

Use the projector to go over the names of animals. In this activity, students compete to see who can remember the most and who can speak out the names most quickly.

Step 2 Lead-in

T: If one day, a baby monkey is lost, what will you do ? will you help him?

S : ……

T: How do you help him.?

S …

T: Very good, all of us are good students. And we are all very clever. Yes, we should help each other. Today, we will read s story t. we will see , how does Kangkang , a little boy, do ?

Purpose: lead in the topic ” Let me help you“.

Step 3 Presentation

Activity 1 :Ask students to open the book on page95. and read the story in the zoo. by themselves

Activity 2 : Discuss the exercise on page96 in pairs.

Purpose: improve students ability of reading

Activity 3 : Check the answer together

Step 4 Analyze the dialogue

Give explanation to the following structures and expressions

.1. Whats wrong with…? …… 怎么啦？…… 出了什么毛病？

如：Whats wrong with your head?

Whats wrong with her pen?

2. over there: 在那儿。

如：---Where is my bag?

.---Its over there.

3 . Here we are : 我们到了。

4. Its very kind of sb. to do sth: 某人做 ……事真是太好了。

Its very kind of him to buy me a dog.

Step 5 Practice

Activity 1 Ask students to make sentences using above patterns by themselves.

Activity 2 Ask students to read the story as fluently as possible.

Purpose: to improve students ability of speaking.

Activity 3 Ask students to act out the story with his partner. Then choose one or two to act out in the front of the class. Try your best to encourage and praise your students.

Purpose : improve students ability of acting and courage

Step 6 Listening comprehension

Activity 1 Let students listen to part2 and part3 on page96. then finish the exercise . if necessary, play the cassettes one or two more times until they can get a good marks.

Activity 2 Dont forget to check the answer.

If they didnt do well, try to encourage them not to lose heart.

T: how many do you

Step 7 Consolidation

Use the expressions and patterns in real situation.

Situation : One day , Mary sees her friend, LiMing is crying in the class. so she asks him why, and he tells her the reason, according to this situation, ask your students to make a simple dialogue between Mary and her friend, LiMing .

Sample

Mary: Hello, LiMing.

LiMing: Hello, Mary.

M : Whats wrong with you, LiMing?

L: My pen is lost.

M: Dont cry . Let me help you.

(after a while)

M: Is this your pen, LiMing?

L: No, it isnt. My pen is yellow.

M: Here it is. This is your pen.

L: Oh, yes, thank you . It is very kind of you to help me.

You can use other situations. for example, ones bag, ones book, or other things is lost. Then ask them to make dialogue

Step 8 Class activity

Chant with the students together first. then let the students chant themselves.

Section c

Teaching aims:

1) students learn to ask about and say times.

2)some useful structures and expressions :thank you all the same ; excuse me , could you tell me ... go to bed have sports have lunch

Important points in teaching:

Ability of speaking and listening

Ways of saying times

Difficult points in teaching: To get the students to learn hoe to say times

Teaching aids: a tape recorder , a projector, some cards which are drawn clocks ,a teaching clock with movable hands

Teaching procedures:

Step 1 Greeting and revision

(1)Using projector to review what they learned by asking questions.

i )Whats your favorite color?

ii)I like blue, how about you?

(2)Translate following English into Chinese, and Chinese into English .

i. How many books do you have ?

ii. How long do you watch TV every day ?

iii. 一个星期六的上午，我们去了动物园。

iv. 这个主意听起来很好。

Step2 lead-in

Use a projector to show the pictures one by one . These pictures are copied from the students book on page97and ask ”What is the time ?“ after that , teach them the new words and the ways of saying times.(write the following on the right of the blackboard)

1.采用顺读法，如：

1:45 : one forty -five

3:18 : three eighteen

2 采用逆读法，如：

1) 当分钟<30时，先读分钟+past+时钟

1:25 twenty five past one

8:19 nineteen past eight

2),当分钟=30时，

2:30 half past two

3).当分钟>30 时，先读分钟距整点差得分钟数+to+（时钟+1）如：

1:49 eleven to two

1:58 two to two

Optional activity

If students need extra practice with clock time, make a teaching clock with large, movable hands. Display the clock, placing the hands at various times from 1:00 to 12:00 and calling for students to say the clock time shown .

Purpose : consolidate the ways of saying times and make sure students can say the time as quickly as possible

Step 3 Dialogue presentation:

Activity 1 Listen with the question: Whats the time?(six oclock)

Activity 2 Ask students to read the dialogue in pairs.

Activity 3 Ask students to find out the sentence: 是该回家的时候了。（Its time to go home.）

Its time to do sth

Its time for sth .

如：Its time to go to bed.

Step 4 Dialogue practice

1 ask students to practice the dialogue

2 do part 3 pair work (imitating the model)

Step 5, Come to part 4

Activity1 Ask students to read the dialogue by themselves first .and guess the meaning of followings.

a. Excuse me, whats the time ,please?

Excuse me, could you tell me the time, please?(有礼貌的询问别人的.时间的用语)

b. Thank you all the same (当别人无法帮上你忙时,你的回答用语)

Activity 2 Ask them to read the dialogue in pairs

Activity 3 Ask them to read the dialogue in groups or between boys and girls.

Activity 4 Competition in reciting the dialogue

Activity 5 Recite the dialogue together.

Step 6 Consolidation

Use the useful expressions and structures to make dialogues. Teachers had better give some situations.

Step 7 Sum up and blackboard design

1．采用顺读法，如：1：45 one forty five next time

2．采用逆读法，如：1）当分钟<30时， oclock

2）当分钟=30时， past

Section D

Teaching aims:

1). improve students ability of listening.

2). improve students ability of other skills such as acting.

3). go over what they learned in this unit

Important points in teaching:

1). To get students to have a better listening comprehension

2). Go over the ways of saying times.

Teaching aids: some pictures, a tape-recorder, a projector

Teaching procedures:

Step 1 Greet with each other

Step 2 Revision

Activity 1.Review the ways of saying times

Activity 2 Do the exercise of page100 part 4

Activity.3 Some exercises are shown on the projector for students to check how well they have grasped in this unit .

A) 1). Are you free Saturday?

A at B in C on D of

2).--- My favorite animal is tiger, about you?

---I like monkey best.

A where B how many C how long D how

3) How can we say ”2:52“in English ?

A eight to two B eight to three

C. eight past two D eight past three

4). Elephants sleep only four hours night.

A at B in C on D with

5) Whats wrong your pen ?

A with B on C at D in

6) is very kind you to help me?

A It, for B It, of C This, of D That, of

B) Translate following sentence into English

1) --- 现在什么时候了?

--- 现在八点半了.

2) 是该上床睡觉的时候了.

3) ---对不起, 请告诉我时间好吗?

---对不起, 我没表, 我不知道.

---同样谢谢你.

Step 3 Lead- in

Activity 1 Ask students :

T: Do you want to be a teacher or an actor?

(If students say they want to be an actor, you can continue your topic )

T:” OK, Ill see how you can act. First, listen to me, then please act out what I say. “(Use a projector to show following , and then ask students to act out )

1 He is acting like a monkey

小学二年级上册数学期中测试试卷篇6

一、填空题。

1、8×5=40读作（），表示（）或（）。

2、计算8÷4=（），用到的口决是（）。 3、根据口诀三五十五可以解决的问题是（）

4、24÷4＞2×（） 16÷4＜15÷（）

5、小华今年9岁，爸爸35岁，爸爸比小华大（）岁；5年后，小华比爸爸小（）岁。

6、把10个面包分给5个同学，每个同学都分得了2个这种分法叫

7、有12个香蕉平均分给6只小猴，每只小猴分（）个；如果平均分给4只小猴，每只小猴分（）个。

8、二年级一班有22名女同学，男同学比女同学多3人，全班共有（）人。

9、二年级一班有5个红皮球，黄皮球的.个数是红皮球的3倍，黄皮球比红皮球多（）个。

二、在○里填上“＞”、“＜”或“＝”。

30÷6○6 18÷3○8 25○5÷5

12÷4○3 5○20÷4 24÷6○7

7○6÷1 40○6×5 4×2○16÷4

三、看谁做得对。

3×7+24= 25÷5+35= 15÷5×6=

24÷6+76= 12÷3×5= 3×6－10=

四、填一填。

6×（）=24 （）÷5=4（）×5=15

（）×3=4×3 9+8=30－（）6×6=42－（）

小学英语4年级上测试篇7

1. What kind of movies ______ Jack like?

A. doB. don’tC. doesD. is

2. —Does the boy have a great sports collection?

—______.

A. Yes, he isB. No, he don’t

C. Yes, he doesD. No, he isn’t

3. I think it is______interesting story.

A. ×B. aC. anD. the

4. —______ you play chess?

—Yes, I______ .

A. Can; doB. Do; canC. Can; canD. Can; read

5. The little girl can’t______ .

A. play the pianoB. play piano

C. play a pianoD. play pianos

6. Can you help me______my music?

A. toB. forC. onD. with

7. The little boy is only four, but he can______his clothes and take them off now.

A. put it onB. put onC. put on itD. put on them

8. When do you______classes______weekdays?

A. begin have; onB. begin to have； at

C. begin your； onD. begin to have； in

9. Jack’s favorite______is Tuesday because he has P.E. on that day.

A. timeB. monthC. yearD. day

10. I’m______you like green because it’s a beautiful color.

A. sorryB. sadC. sureD. not

11.______the Japanese people______English?

A. Do; talkB. Does; talkC. Do; speakD. Does; speak

12. The girls in our grade like______sports.

A. playingB. playC. playsD. to play

13. —What’s Lisa doing?

—She’s______her classroom.

A. cleanedB. cleaningC. cleanD. cleans

14. What do you do______Friday evening?

A. withB. inC. onD. at

15. Could I have______bananas, please?

Sorry, we don’t have______these days.

A. any; anyB. any; someC. some; someD. some; any

Ⅱ. 句型轉换按括号内要求改写下列句子｡每空填一词｡

1. The woman speaks French. (改为否定句)

The woman______ ______ French.

2. They are difficult physics problems. (复数改为单数)

_______ _____difficult physics______ .

3. The little girl can speak French and Japanese. (对划线部分提问)

_______ _____can the little girl______ ?

4. My favorite subject is science. (对划线部分提问)

______ ______your favorite subject?

5. He is really busy today. (改为一般疑问句)

______ ______really busy today?

Ⅲ. 补全对话从方框中选出恰当的语句填空,完成对话｡

A: Hello, Bob, nice to see you.

B: Nice to see you too, Jenny.

A: What’s in your bag? 1

B: No, there are some fruit in it.

A: What are they?

B: Let me see. Oh, they are apples, bananas, oranges and...

A: 2 I like eating tomatoes.

B: Yes, do you want one?

A: 3 How many do you have?

B: 4 You can take this red one.

A: Thanks.

B: 5

A. That sounds good.

B. And some tomatoes?

C. Three.

D. Do you like tomatoes?

E. You’re welcome.

F. Is there any food in it?

G. Are they fruit?

Ⅳ. 词汇

A. 用括号中所给单词的适当形式填空｡

1. I want the______ (three) book. Give it to me, please.

2. September 10 is______ (teacher) Day.

3. —Maria, when is the school trip?

—It’s on June______ (twelve).

4. —Is this______ (Jeff) room?

—Yes, it is.

5. —How old are you?

—I’m thirteen______ (year) old.

B. 用括号内所给动词的正确形式填空｡

A crow (乌鸦) is sitting in a big tree. She 1 (have) a big piece of meat in her mouth. “My babies will have a nice breakfast,” she 2 (think). An old fox is looking for his breakfast. He 3 (see) the crow and the meat. “How can I get that piece of meat?” he thinks.

“Good morning, Mrs Crow,” 4 (say) the fox. “How 5 (be) you?”

But the crow 6 (not say) a word.

“You have very nice babies, Mrs Crow,” says the fox. “How are they? May I see them?” Still the crow 7 (not say) a word.

“You are very beautiful, Mrs Crow. And you 8 (have) a beautiful voice, too,” says the fox. “Would you please sing a song for me?”

Mrs Crow 9 (think), “How nice Mr Fox is! I must sing him a song.” So she 10 (open) her mouth, “Caw! Caw!” Down drops the meat into the fox’s mouth.

Ⅴ. 閱读理解

(A)

This is a picture of Mr Li’s family. The man in the middle is Mr Li, the father. The woman beside him is the mother. They have two sons. The son behind Mr Li is Li Lei. He’s thirteen. The son in front of Mrs Li is Li Ming. He’s eleven. Li Lei and Li Ming are in the same school, but not in the same grade. Li Lei is in Grade Two. Li Ming is in Grade One. They’re good students.

根据短文内容,从A,B,C,D中选择正确答案｡

1. There are______people in the picture.

A. threeB. fourC. fiveD. six

2. Mr Li is______Li Lei.

A. in front ofB. behindC. onD. under

3. Mr and Mrs Li have______ .

A. one boy and one girlB. two boys

C. two girlsD. one boy

4. Li Ming is______brother.

A. Mr Li’sB. Mrs Li’sC. Li Lei’sD. We don’t know

5. —How old are Li Ming and Li Lei?

—They are______ .

A. eleven and thirteenB. thirteen and eleven

C. eleven and elevenD. thirteen and thirteen

(B)

The name of this movie is Hero. It’s an action movie. The story is about Chinese history. I like this movie very much. It’s interesting.

The name of this book is Boys in Big Trouble. It’s also a comedy in the USA. I like Tom and his friend Bob in this comedy. They are funny.

The name of this thriller is On Tuesday Night. It’s a scary and sad movie. It is about a UFO. It comes to the earth and wants to kill (杀死) us.

请你根据上面的影评及书评,完成下面的表格｡

NamesKindsDescription words

Hero ①_____②_________

Boys in Big Trouble③_____funny

On Tuesday Night ④_____⑤_________

(C)

根据短文内容,填写下面的卡片｡

Our Teacher, Lucy King

Lucy King is 30 years old. She is our English teacher. She likes her job very much because she likes her lovely students. She goes to work at seven in the morning and goes home at five in the afternoon. Her favorite color is white. She likes tennis best. Her favorite fruit is orange.

Name: 1 Age: 2 Job: 3

Does she like her job? 4 Why? 5

When does she go to work? 6

When does she go home? 7

Favorite color: 8

Favorite sport: 9

Favorite fruit: 10

Ⅵ. 书面表达

根据下面方框中所提供的信息,用第三人称写一篇介绍Kate的短文｡

性别:女年龄:13

家庭成员:父母､祖父母､姐姐､我

爱好:唱歌､跳舞