仁爱版英语七年级上册Unit3 topic2复习 教案设计
七年级英语仁爱版上册Unit3_Topic2_SectionD_教学设计
Unit3 Topic2 SectionD 教学设计I. Material analysis本课是话题二的最后一个课时，主要活动是Grammar和Functions。
引导学生复习构词法、实义动词一般现在时的特殊疑问句及其回答，以及通过对话、听力训练、阅读训练、综合探究等活动复习和巩固Sections A~C学习的打招呼、询问职业、家庭成员、工作场所等信息的表达方式。
另外，学生将在学完本话题后，学会自行总结和归纳构词法的规律以及实义动词一般现在时的特殊疑问句及其回答，学会在实际的句子中发现语法错误并改正错误，同时还将锻炼他们听并判断、听再填空、读前猜测、读后总结的能力，提高他们用所学的词汇、句型、功能、话题进行综合探究活动的能力。
此外，在project的综合探究活动中，借助全家福，让学生以实践体验等方式来综合运用本话题所学知识，学会用英语做事情。
II. Teaching aims1. Knowledge aims能根据已学语音、音标及发音规则，正确朗读下列词汇并在实际的对话操练中加以应用：cute, play, its, love能根据本话题已学知识，自行总结和归纳构词法、实义动词一般现在时的特殊疑问句及其回答：teach—teach er, act—act or在教师的帮助与指引下，通过对话操练、听力训练、阅读训练、综合探究等活动复习和巩固有关打招呼、询问职业、家庭成员、工作场所等信息的表达方式，如：（1）—Glad to meet you.—Glad to meet you, too.（2）—What does your father do?—He is a doctor.（3）—Where does he work?—He works in a hospital.（4）—Who is the man in yellow?—He is my uncle.2. Skill aims能听懂有关询问职业、家庭成员等简单对话或叙述并完成相应的任务；能根据图文就职业、工作场所、家庭成员等基本情况的话题进行交流；能够在图片的帮助下进行阅读，理解大意、细节等，并按要求进行语言活动；能根据提示书面介绍自己或同伴的家庭成员的工作情况。
仁爱(科普版)英语七上《Unit3WhatdoesyourmotherdoTopic2》教学设计7
仁爱（科普版）英语七上《Unit 3 What does your mother do Topic 2》教学设计7一. 教材分析教材为仁爱（科普版）英语七上《Unit 3 What does your mother do Topic 2》，本节课主要讨论职业和家庭成员的职业。
通过本节课的学习，学生能够掌握相关词汇和句型，并能够运用所学进行日常交流。
二. 学情分析学生已经掌握了基本的日常英语交流，对于家庭成员和职业有一定的了解。
但部分学生可能在词汇和语法上存在困难，需要教师的引导和帮助。
三. 教学目标1.学生能够掌握相关词汇和句型，如：teacher, doctor, farmer等职业词汇以及“What does your mother do?”和“She is a teacher.”等句型。
2.学生能够运用所学进行日常交流，如询问和介绍家庭成员的职业。
3.学生能够提高英语听力、口语和表达能力。
四. 教学重难点1.词汇：teacher, doctor, farmer等职业词汇。
2.句型：What does your mother do? 和 She is a teacher.3.语法：一般现在时的运用。
五. 教学方法采用交际法、任务型教学法和情境教学法，通过设定情境、任务和互动交流，引导学生主动参与学习，提高学生的听说能力和交际能力。
六. 教学准备1.教学PPT2.词汇卡片3.录音机和录音带4.相关职业的图片或实物七. 教学过程1.导入（5分钟）利用图片或实物展示不同的职业，如老师、医生、农民等，引导学生猜测这些职业的英文表达。
2.呈现（10分钟）展示PPT，呈现本节课的主要词汇和句型，如：teacher, doctor, farmer等职业词汇以及“What does your mother do?”和“She is a teacher.”等句型。
同时，进行简单的一般现在时的讲解。
3.操练（10分钟）分组进行角色扮演，模拟日常生活中的场景，运用所学词汇和句型进行交流。
仁爱版英语七上Unit 3 Topic 2复习
show work hospital restaurant on farm teach act drive
v.给…看，出示；表明n.演出；展示 v.工作；运转n.工作，劳动 n.医院 n.餐馆 perp.在…上；关于 n.农场 v.教 v.扮演，表演 v.驾驶，开车
show work hospital restaurant on farm teach act drive
例：— What's his job? 他是干什么的？ — He is a driver. 他是司 机。
— What is Jane's job? 简是做什么的？ — She is a student.她是一 个学生。
4.Where does she work ? She works in a hospital. 她在哪工作？她在医院工作。. 由where引导的特殊疑问句是用来询问地点的，这一句型的结 构为： where + do/ does +主语+行为动词。 例：—Where do you study ? 你在哪里学习。 —I study in No.1 High School. 我在第一中学上学。 —Where does your mother work? 你妈妈在哪里工作。 —She works in a school. 她在一所学校工作。
v.给…看，出示；表明n.演出；展示 v.工作；运转n.工作，劳动 n.医院 n.餐馆 perp.在…上；关于 n.农场 v.教 v.扮演，表演 v.驾驶，开车
aunt uncle brother sofa grandparent cousin daughter
n. 婶母，伯母，姨母，舅母，姑母 n.叔，伯，舅，叔父，姑父，姨父 n.兄，弟 n.沙发 n.祖父（母），外祖父（母） n.堂（表）姐妹；堂（表）兄弟 n.女儿
仁爱版七年级英语上册Unit3Topic2教案
Topic 2 What does your mother do?Section AThe main activities are 1, 2a and 3a. 本课重点活动是1，2a和3a。
Ⅰ. Teaching aims and demands 教学目标1.(1) Learn some words about jobs:doctor, worker, driver, farmer, cook, nurse(2) Learn some other useful words and expressions:kid, glad, seat, have a seat, mother, father, parent, office2. (1)Talk about jobs:①—What does your mother do?—She is a teacher.②—What do your parents do?—They are both office workers.(2)Talk about greetings and introductions:①—Glad to meet you.—Glad to meet you, too.②Maria, this is my mom.Ⅱ. Teaching aids 教具人称代词卡片/小黑板/单词卡/教学挂图/录音机/幻灯片/教学卡片Ⅲ. Five-finger Teaching Plan 五指教学方案Step 1 Review 第一步复习(时间:10分钟)1. (教师拿出人称代词卡片，随意抽出一张呈现给大家，让学生一个接一个地用老师呈现的不同人称代词灵活地说一个句子，要快速完成。
)Example:T: meS1: He often helps me.T: theyS2: They are teachers.…2. (教师利用单词卡教学kid, glad和seat。
(完整word版)仁爱英语七年级上册unit3-topic2教案
Teaching plan for Section C, Topic 2Unit 3 Getting TogetherI. Learning Objectives:1.learn and practice the words about family members:aunt, uncle, brother, grandparent, cousin, daughter, son2. Learn other new words and a phrase:family, sofa, tree, family tree3. Learn sentences for introducing and identifying family members:This is a photo of my family.Who’s the man in black?The man in a green T-shirt is his uncle.4. Talk about and introduce the family members in the photos.II. Teaching process:Step I Lead-in and presentation1.Teacher plays the flash in 3 to lead in the topic—family members.Students learn the word “family”.2.Teacher shows a photo of her family to introduce her family members.A family tree is drawn at the same time. Students learn the new words,“grandparent”, “son”, “uncle”, “brother”, “aunt”, “daughter”,“cousin”and “family tree”.3.According to the family photo, asks and answer between the teacherand the students. For example:T: Who is the man in a black jacket?Ss: He is your father.T: Who is the man in a red jacket?Ss: He is your uncle.…Step II Practice1.Show the photo of Kangkang’s family and ask the students to tell whois Kangkang. Learn the new word “sofa”.2.Ask the students to listen to 1a, and then finish Kangkang’s familytree.3.Ask students to make up conversations in pairs after the example.4.Ask the students to finish 1b. Students are asked to read the passage in1b aloud together when the answers are checked.Step III Production1.Students take out the family photos they prepared before the class andwork in groups to discuss how to introduce the family members in the photos.2.Ask several students to show the photos they have discussed in thegroups and introduce the family members to other students.Step IV HomeworkAsk the students to write a letter to their pen friends to introduce their family.。
仁爱版英语七年级上册Unit3Topic2IhaveabigfamilySectionC学案
Unit3 Topic2 SectionC参考学案I .Learning aims and demands1).Words: aunt, uncle, brother, grandparent, cousin, daughter, son, family,sofa, tree,Phrases: a photo of ,family treeSentence pattens:(1)This is a photo of my family.(2)Who’s the young woman in yellow?(3)Who are they on the sofa?(4)I have a big family.2).Grammar.名词的所有格与in，of 的用法。
3）Learn to ask for information about your partner’s family members.II .Prep Guidance1.Listen and read.Listen to the tape of words below carefully and follow it loudly,then read them with each other,correct your pronunciation if necessary.1.Leading in.Look at these pictures and fill in the blanks with the right words afterthe examplea.Modela photo of my classroom.I have a big classroom.This is _________________. I have a big _____.b.Modelmy grandparents(my father/mother’s parents)My _____ are on the _________c.Modelmy aunt (my father/mother’s sister)The young ____ in yellow is my____d. Modelmy uncle (my father/mother’s brother)The young man ___ a green T-shirt is my____.e. Modelmy mother and IThe young woman ___ ____ is my _____.3.Read and translate.Read the conversation in 1a with your partners and translate the phrases or sentences into English.Check your answers with each other.1)一张全家福2）穿黄颜色的年轻妇女3）穿绿T恤的年轻男子4）我的表妹和我5）一个大家庭6）在沙发上4.Grammar Focus.Watch the sentences carefully.This is a photo of my family.1)family 作为一个整体时，意思是家庭，作主语是谓语动词用单数形式；如果看成家庭成员是，应理解为复数，后面的谓语动词用复数形式。
仁爱英语七年级上册unit3 topic2 教案
☆Teaching DesignUnit 3 Getting TogetherTopic 2 What does your mother do?Section AI. Teaching books Project English--- Unit3 Topic1 Section A.II. Teaching tools tape recorder, small blackboardIII. Teaching methodsTeaching as a whole, visual and situational method, and team cooperation.IV. Teaching aims and demands1. Learn words and sentence patterns about occupations.2. T alk about inviting and welcoming guests.3. Learn expressions about family members.V. Teaching ProceduresStep 1: Organization and review:1. Ask and answer, review Topic 1.1) Do you often speak English after class?2) Do you like English?3) Do you have a pet?4) Could you please tell me something about your pets?2. Creat a situation and lead to the new lesson.It's Kangkang's birthday today. He will invite some friends to his home. Would you like to go with me?3. T ask presentation.Step 2: Presentation:1. Check the preparation.1) My _____(父母) are both teachers.2) Tom's father is in the teachers' ______(办公室).3) I'm very g______ to see you here.4) The man is a d______ and the woman is a n______. Theyboth work(工作) in the hospital(医院).5) A f_____ works on a farm(农场).6) - _____ _____ _____, please.(请坐) - Thank you.7) - Tom is a nice k____. - Are you kidding? (你在开玩笑？）2. Listen to 1a and answer the following questions:1) Where are the kids?2) Who is talking with the kids?3. Listen to 1a again and follow. Imitating the pronunciation and intonation.4. Practice themselves. Make similar conversations in groups and act them out .5. Ask and answer. Lead to the new sentence pattern " What do/does ... do?" and the corresponding answers.What do I do? I am a teacher. What do you do?Write down the sentence pattern " What do/does ... do?" on the blackboard and explain its usage. Ask students to master it.Step 3: Consolidation and Practice1. Listen to 2a and answer the following questions:1) What does Kangkang's mother do?2) What do Michael's parents do?2. Follow the tape. Read 2a. And then fill in the blanks in 2b.3. Wok in groups. Make similar conversations and act them out.4. Look at the pictures in 3a. Try to make a conversation like the example in pairs. Some pairs have a show. Then listen to 3a and follow.5. Work in pairs. Let students use the example in 3b to practice conversations in pairs.Step 4: ProjectMake a survey. Complete the following table about the occupations of the group members' parents. Then let students pick a table and ask students of other groups to guess like this:A:They are ...'s parents. Guess! What do they do?B:Is his father a ... ? A:No, he isn't.B:What does he do? A:He is a ...Step5: Homework:1. Workbook, Section A.2. Review Section A and Preview Section B.VI. Teaching Introspection：Section BI. Teaching books Project English--- Unit3 Topic2 Section B.II. Teaching tools tape recorder, small blackboardIII. Teaching aims and demands1. Learn the sentence patterns about inquiring workplaces.2. Go on learning the expressions about occupations.IV. Teaching ProceduresStep 1: Organization and review:1. T ask presentation.2. Play a guessing game. Review the words and sentencepatterns about occupations in Sections A.Step 2: Presentation:1. Ask and answer according to the real situations. Master thenew word "work".I'm a teacher. What do you do? I work in a shool. Where do you study?2. Write down "Where do you study?" . Help them answer "Istudy in a school." and write down it, too.3. Read and master the new sentence patterns.4. Check the preparation. Match the occupations with the workplaces.A: farmer office worker student driverteacher doctor nurse cookB: hospital office school kitchen(厨房) farm bus Step 3: Consolidation and Practice1. Listen to 1a and answer the following questions:1) What does the man do?2) Where does he work?2. Listen to 1a again and follow it by imitating the pronunciation and intonation.3. Act 1a out in pairs.4. Read the example in 1b, then work in pairs to practice after the example. Choose several pairs to act it out according to the pictures.5. Listen to 3. Check the answer.6. Describe the four persons in the table using the information in 3. David works in Beijing. He is a doctor.7. Discuss in pairs and finish 2.8. Learn the word formation. Write down several pairs of words and let students find out the rules.work -- worker teach -- teacher drive -- driver ...9. Help students summarize the expressions about jobs and workplaces.10. Exercise:Lucy is a student. She studies _____ _____ _____. Her father is a doctor. He works _____ _____ ______. Her mother isa _______. She teaches in a high school. Lucy's grandfather(祖父) is a farmer. He works ____ _____ ____. What ____ Lucy's aunt ______? She is a nurse. She works with Lucy's father. Lucy has a uncle. He is an office worker. _____ does he work? He works in Beijing.Step 4: ProjectMake a survey. Let students survey the jobs and workplaces ofother students' parents. Finish the following table and make a report to the class.1. Workbook, Section B.2. Review Section B and Preview Section C.V. Teaching Introspection：Section CI. Teaching books Project English--- Unit3 Topic2 Section C. II. Teaching tools tape recorder, small blackboardIII. Teaching aims and demands1. Learn how to draw a family tree and describe it in English.2. Learn how to talk about family members.IV. Teaching ProceduresStep 1: Organization and review:1. Listen and learn to sing the chant in 3. Lead to family members.3. T ask presentation.Step 2: Presentation:1. Look at the photo in 1a and fill in the blanks in the following passage. Check the preparation.Look! This is a photo ____ Kangkang's _____. The youngman ____ a green T-shirt is his _____, his father's _______. The young woman in yellow is his ______. They have a _____. The young woman in red and the man in black are his ______.Kangkang, his ______ and his _______ are on the _____.Kangkang has a _____ family.2. According to the photo, ask and answer.1) Who is the young woman in yellow?2) Who is the little girl?3) Who are they on the sofa?4) Which one is Kangkang's mother?Step 3: Consolidation and Practice1. Listen to 1a and follow. Pay attention to the pronunciation and mark the intonation.2. Read and Check their pronunciation and intonation.3. Act 1a out in pairs.4. Finish 1b as quickly as they can. Then read it.5.Teach how to draw the family tree in English. Draw a family tree on the blackboard while talking to the students.6. Help Kangkang finish hi family tree according to the example written on the blackboard. Then make up dialogs in pairs after the example in 1c.7. Introduce Kangkang's family members to others in their groups according to the family tree.Step 4: ProjectDraw their own family trees, then write a passage to introduce their family members.Step5: Homework:1. Workbook, Section C.2. Review Section A, B and C. Preview Section D.V. Teaching Introspection：Section DI. Teaching books Project English--- Unit3 Topic2 Section D. II. Teaching tools tape recorder, small blackboardIII. Teaching aims and demands1. Learn the pronunciation rules of the consonants: /m/, /n/, / /, /l/.2. Enable students to read the short article about family, grasp the main idea, and write similar articles by themselves.3. Review how to inquire about others' occupations and workplaces, and how to respond to such inquiries.IV. Teaching ProceduresStep 1: Organization and review:1. Look at the family tree in 1c, Section C. Ask and answer to review the sentence patterns about family members, occupations and workplaces.T2. ask presentation.Step 2: Presentation:1. Listen to 2a and answer the following questions:1) How old is Peter?2) What does his mother do?3) Where does his father work?4) Is his little sister a student?5) Do his parents live with him?Step 3: Consolidation and Practice1. Practice in pairs. Finish the questions in 2b.2. Listen 2a again and follow, imitating the pronunciation and intonation.3. Mark the key words in 2a together, then retell the text according to them.4. Listen to 3 and mark True or False.5. Sum up the language points in this topic. Listen 4a and 4bafter the tape.6. Go over the consonants in the last topic. Write down somewords with the phonetic symbol /m/ on the blackboard, and write "m" with colored chalks. Let students read and conclude "m - /m/".Then teach /n/, / / and /l/ in the same way. Then Listen and read after the tape.Step 4: Project1. Give a passage about Tom's family. Let students draw a familytree for him.I have a friend, his name is Tom. He is 13 years old. He is tall.He is in a black coat and blue pants. He is a student in our school.Tom's father is 35 years old. He is strong. He is in a white T-shirt.He is an officer in Beijing. Tom's mother is beautiful. She is 35years old, too. She teaches English in our school. Their family isnot big, but they are happy.2. Finish the table in 5 according to the last passage. Then writea passage to introduce Tom's family members.Step5: Homework:1. Workbook, Section D.2. Review the whole section, prepare form the test.V. Teaching Introspection：。
仁爱版英语七年级上Unit3Topic2SectionB教学设计
一、教学目标
（一）知识与技能
1.能够掌握并运用本节课的重点词汇和短语，如“family members”, “father”, “mother”, “sister”, “brother”, “cousin”等，以及用英文描述人物特征的基本句型。
教师在布置作业时，要注意作业的量和难度，确保学生能够在课后巩固所学知识，提高英语综合运用能力。同时，鼓励学生在完成作业的过程中，积极与家人互动，将所学英语知识应用到实际生活中，实现学以致用的教学目标。
4.情感教育：结合教材内容，引导学生关爱家人，尊重他人，培养他们积极向上的情感态度。
5.教学重难点的突破：
a.采用图片、实物等直观教具，帮助学生记忆词汇和短语。
b.设计丰富的听力练习，如听录音、观看视频、模拟对话等，提高学生的听力理解能力。
c.通过讲解、示范、练习，引导学生正确运用句型和语法结构。
d.针对学生的发音问题，进行专门的语音训练，提高学生的发音准确性。
5.预习作业：预习下一课的内容，提前了解与家庭相关的其他主题，为课堂学习做好准备。
6.拓展作业：鼓励学生利用课外时间，通过网络、书籍等途径，了解不同国家的家庭文化，拓宽视野，提高跨文化交际能力。
7.情感作业：学生与家人共同完成一项家庭活动，如做饭、打扫卫生、游玩等，并记录下活动过程中的感受，培养他们关爱家人、珍惜亲情的情感态度。
（二）教学设想
1.创设情境：利用多媒体展示不同家庭的图片，让学生在真实语境中学习英语，激发学生的学习兴趣，提高他们的参与度。
2.互动教学：通过小组合作、角色扮演等形式，让学生互相介绍家庭成员，练习所学词汇和句型，提高学生的口语表达能力。
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七年级上册unit3 topic2重点词组in a school在学校in a hospita在医院in an office在办公室in a shop / store 在商店on a farm 在农场be home到家make oneself at home 请随意，别拘束。
have a seat.= sit down= take a seat.请坐.a photo of my family一张我家的相片the young woman in yellow穿黄衣服的年轻女士on the sofa 在沙发上a happy family 幸福的家a student in Grade Seven一名七年级的学生live in…居住在live with…和……住在一起look after…照顾……; 保管……重点句型⒈提问职业:⑴.What do you do? I am a doctor.⑵.What does he "she do? He "She is a doctor.⒉提问工作场所:⑴. Where do you work?I work in a hospital"school⑵.Where does he "she work ?He"She works in an office"on a farm.重点语言点1.I’m home 我到家了be at home=be in在家go home 回家2.句型：一般现在时含有助动词do/does的特殊疑问句（询问职业）What do/does +主语+do? = What +be+主语?=Whats ones job?答语：人称代词主格+be+职业3.构词法：某些动词或名词之后+er则变成从事这一工作的人work—worker farm--farmer (注意：cook 厨师cooker厨具) 练习：Work farm teach Michael1. His father works in a school,he is a _________.2.This is ________mother.3.A ________works on a farm.5.May's brother is a __________ in a factory4.在医院,学校，办公室用介词in，在农场则用介词onin a school/a hospital/an office on a farm5.句型：一般现在时含有助动词do/does的特殊疑问句，询问职业及工作场所What do/does …do? Where do/does …work?练习1.Where does your mother work?--In a h______,she is a nurse.2.My mother works in a school .She is a _____3.—What do they do? They are farmers and work on a f______.4.Office workers often w______ in the office5.---What does her p_______ do?---Oh,her father is a cook,her mother is a worker.6.辨析：in the hospital, in hospitalin the hospital 表示“在医院”，指地点概念。
可能是在医院工作，可能是看护病人in hospital 指“因生病住在医院”。
如：He is in the hospital.他在医院里。
（不一定是生病来到医院）He is ill in hospital.他生病住院。
7. Family Tree 家谱8.辨析：family, homefamily 意为“家；家庭”，用作集体名词，强调家庭的成员。
当它作整体使用，在句中作主语时，谓语动词用单数形式，此时，侧重社会群体中的一部分，意为“家庭”。
意为“家庭成员”，其在句中作主语时，谓语动词应用复数形式。
home 意为“家；家乡”，指一个人出生居住的地方，不指家庭成员，其带有感情色彩（团聚、思念），也特别强调家里的氛围和环境。
如：My family is very big. 我的家庭很大。
My family are all out. 我们全家人都出去了。
He lives in Beijing, but his home is in Shanghai. 他住在北京，但他的家在上海。
9.My parents are both office workers.我父母二个都是公务员.We all love our work..我们都喜爱我们的工作.注意:both指两者"都"; all指三者或三者以上"都"。
课堂训练( )1. My family ____ very big.A. amB. isC. areD. does分析：B 此处强调家庭整体, 故用单数is。
( )2. His father and mother ____ teachers.A. are bothB. are allC. both areD. all are分析：A both指的是两者, all指三者或三者以上, 它们要用在be动词后面, 主语是hisfather and mother，为两人, 故选A。
( )3. Mrs. Zhang is ____ office worker.A. aB. anC. /D. the分析：B句意为“Mrs. Zhang是一位职员。
”可排除冠词the, office以元音音素开头要加冠词an，故选B。
( )4. —____ does he work?—In a hospital.A. WhatB. HowC. WhoD. Where分析：D由答语“在医院”。
可以看出是问地点，故选D。
( )5. —What does Jack do?—____A. He’s good.B. He’s fine.C. He’s well.D. He’s a student.分析：D上句是问职业, 用What do/does ... do? 故只有D选项符合题意。
( )6. Mom isn’t in today. I look ____ my little sister.A. atB. afterC. likeD. the same分析：B 本句题意“妈妈今天不在家。
由我照看妹妹。
”look after意为“照顾, 照料”，故选B。
( )7. The man in brown is ____ father.A. Lucy’s and Lily’sB. Lucy’s and LilyC. Lucy and Lily’sD. Lucy and Lily分析：C 由题意可知此处应填一形容词性物主代词，故排除B、D, 据题意两人的父亲应是同一人, 而A表示两人分别拥有的, 故选C。
( )8. —Come in (进来) and have a seat, please.—____A. Thanks a lot.B. That’s OK.C. You’re welcome.D. I’m glad.分析：A Thanks a lot. 是答谢语；That’s OK. 表示没关系；You’re welcome. 表示不用谢；I’m glad. 意为“我很高兴”。
此处是对别人的邀请表示谢意, 故选A。
( )9. Your mother’s brother is your ____.A. auntB. uncleC. brotherD. grandfather分析：B根据常识, 母亲的兄弟是舅舅, 故选B。
( )10. Tom and Kate are ____.A. brothers and sistersB. brothers and sisterC. brother and sisterD. sisters and brother分析：C 两人是兄妹或姐弟关系时的表达形式, 要用单数。
Wang Dan: Mom, I’m home. 1Mom: Welcome, Wang Rui! Glad to meet you.Wang Rui: 2Mom: Have some bananas, please.Wang Rui: 3Mom: Wang Rui, what does your mother do?Wang Rui: 4Mom: 5Wang Rui: He is a teacher.、l.G 2.F 3. A 4. B 5. D课后练习( ) 1. —Welcome, kids! Glad to meet you.—_________A. Thank you.B. We’re happy.C. Nice to meet you.D. You’re welcome.( ) 2. Mrs. Zhang is _________ office worker.A. aB. anC. /D. the( ) 3. —What’s that?—_________ a photo _________ our family.A. Its’; ofB. Its; ofC. It’s; ofD. It’s; for( ) 4. —Does your father often live _________ you, Jim? —No, he isn’t _________ home. He often goes to England.A. in; atB. with; atC. with; inD. with; /( ) 5. —_________—He’s a high school student.A. Where does he work?B. What does he look like?C. What does he do?D. Who is he?( ) 6. She is a nurse. She works _________ a hospital.A. inB. atC. onD. /( ) 7. —Who is the old man _________ brown?—Chen Feng.A. inB. ofC. onD. with( ) 8. —What do her parents do?—Her parents _________ English teachers.A. are allB. all areC. are bothD. both are( ) 9. —Who’s that in the car?—He’s my _________, my father’s brother.A. uncleB. auntC. sisterD. cousin( ) 10. Bob’s grandmother _________ his little sister at home.A.looks atB. looks likeC. looks afterD. has a look提高训练Han Mei is a nice girl. She 16 from Yunnan. 17 this picture of her family. There are 18 people in her family. 19 can see her father, her mother and her brother. Han Mei is behind (在后面) her mother, 20 we can see her. Han Mei has a 21 . It’s a nice cat. Its 22 is Mimi. Can you see 23 cat? Oh, 24 in Han Mei’s arms. Han Mei has a 25 family. She loves her family very much .( ) 16. A. comes B. come C. are( ) 17. A. Look B. Look at C. See( ) 18. A. three B. four C. five( ) 19. A. We B. They C. She( ) 20. A. but B. and C. or( ) 21. A. dog B. bird C. pet( ) 22. A. age B. name C. friend( ) 23. A. a B. an C. the( ) 24. A. it’s B. he’s C. she’s( ) 25. A. small B. big C. happy1-5 CBCBC 6-10 AACACⅢ. 16-20 ABBAA 21-25 CBCAC。