–By the way, what’s the matter with Peter? He doesn’t look very happy?–().A、Please don't say so.B、Don't worry about it.C、He doesn’t. He is worried about his English Examination.D、Why not?

题目
–By the way, what’s the matter with Peter? He doesn’t look very happy?–().

A、Please don't say so.

B、Don't worry about it.

C、He doesn’t. He is worried about his English Examination.

D、Why not?

相似考题

1.He’s found his pen,______he?A.isn’tB.wasn’tC.doesn’tD.hasn’t

2.Peter’s jacket looked just the same as Jack’s,but it cost his. A as much twice as B twice as much asC much as twice as D as twice much as

3.3．Jack _______like baseball ________volleyball．A． don't ; orB． doesn't ; orC．don't ;andD．doesn't ;and

4.2．—What's your _______ number?—________347- 5186．A． phone ;He'sB． bike ;That'sC． phone ;It'sD． bike's ;It's

更多“–By the way, what’s the matter with Peter? He doesn’t look very happy?–(). ”相关问题

  • 第1题：

    一What's happened to Tom?

    一________ to hospital.

    A. He's been taken

    B. He'll be taken

    C. He'll take


    参考答案A

  • 第2题：

    He seldom does his homework at school on weekdays,( )he?

    A. doesn't

    B. isn't

    C. does

    D. is


    正确答案:C

  • 第3题：

    【语言素材】
    Topic: My Friends
    A: She's short and thin. She has two big eyes. She's cute.
    B: What's her name? She's short and she has long hair. She has an orange schoolbag.
    C: It's me, Sarah.
    B: Guess! He's strong and he has two big eyes. He's very friendly.
    C: It's Zhang Peng.
    B: Who's he?
    C: Wu Yifan! He's tall and thin. He has glasses.
    Dialogue
    J: Mum, I have a new friend．
    M: Really? A Chinese friend?
    J: Yes, he's very friendly.
    M: What's his name?
    J: His name is Zhang Peng.
    J: Look! He's tall and strong.
    M: Yes, he is.
    【教学目标】
    ① Knowledge objectives:
    Students can recognize, read and use some adjectives about describing friends.
    Students can master the sentence pattern: What's his name? His name is ..., He's ...
    ② Ability objectives:
    Students can introduce friends to others by practicing the sentences.
    Students can improve their ability of speaking.
    ③ Emotional objectives:
    Students can find the beauty of others and learn to cherish friendship.
    【教学重点】
    Key words: tall, strong, short, thin, friendly, quiet
    Target language: What's his name? His name is ... He is ...
    【教学难点】
    How to use these words and sentences to introduce others?
    【教学实录】
    Step 1 Warming-up
    Greet the students.
    Ask the whole class to stand up, sing and act the song "Friend Together".
    Step 2 Leading-in
    Show the pictures of two cartoon figures: Peter and Lily.
    Tell students Peter is our friend, write "friend" on the blackboard, and ask students to greet Peter. Then tell them Peter and Lily are our friends, plus "s" in the blackboard． Students read "friends" 3 times.
    Lead in today's class and write down the topic "My Friends" on the blackboard．
    Step 3 Presentation and Practice
    ① Words learning and practice
    ...
    ② Sentence learning and practice
    ...
    Step 4 Consolidation
    ...
    Step 5 Summary & Homework
    One student acts as an assistant teacher to guide all the students to read the words and sentences together.
    Ask students to finish the following homework.
    ① Listen to the tape and read the dialogue.
    ② Introduce one classmate to your parents.

    (1)教学实录中的热身环节是否合理?请简要分析。
    (2)根据新课程理念，对教师导入环节的教学方法及作用进行分析。


    答案：
    解析：
    (1)合理。让学生唱歌并且随着歌曲动起来，符合小学生的特点，有助于活跃课堂气氛，调动学生的积极性。除此之外，歌曲内容跟本节课的主题一致，有助于接下来导入活动的顺利展开。
    (2)教师在导入环节运用了直观教学法。教师展示动画人物Peter和Lily的图片．通过这样直观的教学呈现，能激发学生的形象思维，引起学生对将要学习的知识的好奇心与求知欲。在展示图片后，教师对图片上的内容做进一步的说明，接着展示了本节课的主题。一步步推进，符合学生的心理特征与认知规律。

  • 第4题：

    He () (happy) drinks cool beer every hot summer night at home.


    参考答案：happily

  • 第5题：

    根据题目要求完成下列任务，用中文作答。
    以下是某教师的课堂教学片段：
    (教师拿出若干不同颜色的礼物盒摆在桌上，然后将一个玩具汽车快速藏人其中一个盒
    子里，请学生猜玩具在哪个盒子里)
    T：Where is the car?
    S：Is it in the red box?
    T：Maybe．
    T：Now let’S see where the cat is…Look!It’s in the yellow box．(教师用PPT呈现课文人物John的照片)
    T：Look at this photo．He’s John．He’s an American boy．He lives in our city．He studies in our school．But today he’s not in the classroom．Where is John?Guess，please!
    S：Is he at home?
    T：Maybe．
    S：Is he in the supermarket?
    T：Perhaps．
    S：Is he in the park?
    T：We don’t know．Now，let’s listen to the conversation and find out the answer．
    (教师用PPT呈现问题Where is John?并播放课文录音)
    T：Where is John?
    S：He’s at home．
    T：It’s school time．Whv is he at home?
    S：He is ill．
    T：John is ill．I’ll go and see him．Would you like to come with me?
    S：Yes．
    T：Let’s go．
    (教师用PPT呈现John躺在卧室床上的画面)
    T：Yes!He is in the bedroom．What’S the matter with him?
    S：He is ill．
    (教师组织学生做游戏操练对话的重点和难点Where is…?及其回答)
    在以上材料中，教师在复习导人环节、课文教学环节、语言操练环节分别创设了不同情境，阅读后请分别对其所使用的创设方法及其在教学中的作用进行分析。


    答案：
    解析：
    (1)复习导入环节：运用实物创设情境。教师拿出若干不同颜色的礼物盒及玩具汽车等．为学生们创设了一个具体直观的具有信息差的猜测情境，复习旧知，激发兴趣。 实物情境因其本身的直观具体性，使学生看得见，摸得到，利于感受，利于理解。教师在教学过程中，向学生出示某些与教学内容相关的实物，创设实体情境，可以有效地吸引学生的注意力．激发学生的学习兴趣，提高学生的学习效率。
    (2)课文教学环节：运用多媒体创设情境。教师用PVT呈现课文人物John的照片及John躺在卧室床上的画面，呈现问题Where is John?并播放课文录音等，为学生创设视听情境。
    通过多媒体为学生创设丰富多彩、形象生动、妙趣横生的教学情境，可以充分调动学生的试听感官系统，激发学生学习兴趣，提高学生的认知能力。同时，还可以提高课堂的信息容量；缩短教学时问，提高教学效率；实现学生学习方式的多元化，利于优化课堂教学效果。
    (3)语言操练环节：运用活动创设情境。教师组织学生做游戏操练对话的重点和难点Where is…?及其回答，体现了这一创设情境的方式。
    教师结合学生情况及教学内容设计多样化的教学活动，可以有效地激发学生学习的积极性，活跃课堂气氛。

  • 第6题：

    【语言素材】
    Topic: My Friends
    A: She's short and thin. She has two big eyes. She's cute.
    B: What's her name? She's short and she has long hair. She has an orange schoolbag.
    C: It's me, Sarah.
    B: Guess! He's strong and he has two big eyes. He's very friendly.
    C: It's Zhang Peng.
    B: Who's he?
    C: Wu Yifan! He's tall and thin. He has glasses.
    Dialogue
    J: Mum, I have a new friend．
    M: Really? A Chinese friend?
    J: Yes, he's very friendly.
    M: What's his name?
    J: His name is Zhang Peng.
    J: Look! He's tall and strong.
    M: Yes, he is.
    【教学目标】
    ① Knowledge objectives:
    Students can recognize, read and use some adjectives about describing friends.
    Students can master the sentence pattern: What's his name? His name is ..., He's ...
    ② Ability objectives:
    Students can introduce friends to others by practicing the sentences.
    Students can improve their ability of speaking.
    ③ Emotional objectives:
    Students can find the beauty of others and learn to cherish friendship.
    【教学重点】
    Key words: tall, strong, short, thin, friendly, quiet
    Target language: What's his name? His name is ... He is ...
    【教学难点】
    How to use these words and sentences to introduce others?
    【教学实录】
    Step 1 Warming-up
    Greet the students.
    Ask the whole class to stand up, sing and act the song "Friend Together".
    Step 2 Leading-in
    Show the pictures of two cartoon figures: Peter and Lily.
    Tell students Peter is our friend, write "friend" on the blackboard, and ask students to greet Peter. Then tell them Peter and Lily are our friends, plus "s" in the blackboard． Students read "friends" 3 times.
    Lead in today's class and write down the topic "My Friends" on the blackboard．
    Step 3 Presentation and Practice
    ① Words learning and practice
    ...
    ② Sentence learning and practice
    ...
    Step 4 Consolidation
    ...
    Step 5 Summary & Homework
    One student acts as an assistant teacher to guide all the students to read the words and sentences together.
    Ask students to finish the following homework.
    ① Listen to the tape and read the dialogue.
    ② Introduce one classmate to your parents.
    教学设计
    根据上述案例中的教学目标要求，进行呈现和操练环节(Presentation and Practice)及巩固(Consolidation)环节的教学设计，并分别说明设计意图。
    设计要求：
    (1)呈现和操练环节应包括单词和句式的操练。
    (2)巩固环节需设计两项教学活动。


    答案：
    解析：
    Step 3 Presentation and Practice
    ① Words learning and practice
    A. Use Peter, Lily and flashcards to teach "tall, short Peter is tall" and "Lily is short". Students read them after the teacher.
    B. Teacher acts as "strong" and asks one girl to show "thin". Teacher reads them first, and then ask some students to read the words. Teacher corrects the pronunciation, especially the pronunciation of "thin".
    C. Teacher sets a scene with a video to explain the meaning of "friendly".
    D. "Voice game": Teacher reads the words in a high voice and the students have to repeat them in a low voice. Divide the class into two groups and ask them to have a competition. All the members have to read the words together for three times if someone makes a mistake.
    (设计意图：利用多媒体教学调动学生学习的积极性；师生合作示范，使学生加深对单词的直观感知；设计声音游戏，让学生全体参与，在练习中加强对知识的记忆。)
    ② Sentence learning and practice
    A. Use the new words to describe Peter and Lily. Write down the sentence on the blackboard.
    B. Ask students to listen to the tape and read the dialogue.
    Then ask them to work in pairs to act out the dialogue. Two pairs show the dialogue to the whole class.
    (设计意图：运用新单词描述人物，练习句型，锻炼学生的表达能力；两人对话练习，培养学生的合作交流能力。)
    Step 4 Consolidation
    ① Use "touch game" to practice and consolidate these adjectives. Students should touch the flashcards and read the words loudly.
    ② Students take out their pencil and paper, draw their best friends, and then work in groups to introduce their best friends to members in the group. Choose two representatives to introduce their best friends to the whole class.
    (设计意图：运用游戏巩固新知，调动学生参与的积极性，提高练习的有效性。)

相关内容