教材分析Go for it!學(xué)生用書(shū)每個(gè)單元包括Section A, Section B 和 Self Check三個(gè)部分。它將話(huà)題，功能和交際巧妙地融合在一起，用一種循序漸進(jìn)的生活化的學(xué)習程序引導學(xué)生把所學(xué)的語(yǔ)言知識和實(shí)際運用結合起來(lái)。Section A 為基本的語(yǔ)言?xún)热�，并為目標句型提供分步示例和指導性練習；Section B是知識的擴展和綜合的語(yǔ)言運用，使學(xué)生能夠對已經(jīng)學(xué)過(guò)的目標句型運用自如；Self Check 供學(xué)生用來(lái)自我檢測本單元所學(xué)的語(yǔ)言知識，使學(xué)生對現階段的英語(yǔ)水平，即對本單元的語(yǔ)言目標有較為明確的認識。它的編排雖然仍以單元為單位，但是以TBL語(yǔ)言教學(xué)模式的板塊設計，為課堂教學(xué)的靈活組織留下了更大的空間。
Starter Unit 1 是Go for it!預備篇三個(gè)單元的第一單元。預備篇是為了使那些沒(méi)有英語(yǔ)基礎的學(xué)生更好地使用本套教材而編寫(xiě)的。它的主要內容為26個(gè)字母和最基本的英語(yǔ)日常用語(yǔ)。
本單元的教學(xué)內容為：
1． 學(xué)習Aa --- Hh八個(gè)字母。
2． 學(xué)習八個(gè)人名。Alice, Bob, Cindy, Dale, Eric, Frank, Grace, Helen
3． 學(xué)習打招呼的用語(yǔ)：
Hello!/ Good morning!/ Good afternoon!/ Good evening!
4． 學(xué)會(huì )問(wèn)候熟識的朋友和應答：-- How are you?
-- I’m fine, thanks. How are you? -- I’m OK.
一． 教學(xué)設計思路
Go for it!是以英語(yǔ)課程標準為依據，以培養學(xué)生的英語(yǔ)語(yǔ)言綜合運用能力為目標，每個(gè)單元的教學(xué)內容都圍繞一個(gè)話(huà)題，讓學(xué)生在完成各項任務(wù)的過(guò)程中學(xué)會(huì )語(yǔ)言，真正體現：“Learn by doing. Learn by using.” 這一教學(xué)原則。但是在Go for it!的教材上，每個(gè)單元只有一個(gè)總體的教學(xué)內容安排，既沒(méi)有具體的課時(shí)數安排，也沒(méi)有分課時(shí)的教學(xué)內容安排。所以，對教師來(lái)說(shuō)，有更大的自由度來(lái)靈活運用教材，為自己的學(xué)生來(lái)量身定做學(xué)習方案。在Go for it!教材的使用過(guò)程中教師依據自己學(xué)生的實(shí)際水平和語(yǔ)言能力，對教學(xué)內容所作的任何調整和取舍，都應該是合理的。這也更有利于個(gè)性化教學(xué)的開(kāi)展。
Starter Unit 1是該教材的第一單元，又是為初學(xué)者準備的入門(mén)單元，總體內容不多，也不是很難，關(guān)鍵是做好一個(gè)銜接工作，根據學(xué)生的認知特點(diǎn)和心理特點(diǎn)，通過(guò)多樣化的、趣味性的學(xué)習活動(dòng)，讓沒(méi)基礎的同學(xué)克服心里的畏難情緒，感覺(jué)到英語(yǔ)不難又很有趣；讓有基礎的同學(xué)更進(jìn)一步培養起對英語(yǔ)學(xué)習的興趣和自信。
Starter Unit 1教學(xué)重點(diǎn)：
Aa --- Hh的字母教學(xué)。
Hello! Good morning. Good afternoon. Good evening.
-- How are you? -- I’m fine, thanks. How are you? -- I’m OK.
教學(xué)難點(diǎn)： 課本中英語(yǔ)人名的學(xué)習和大、小寫(xiě)字母的學(xué)習及書(shū)寫(xiě)。
整個(gè)單元的內容，可分配在五個(gè)課時(shí)中完成。
第一課時(shí)：完成Section A 1a, 1b
第二課時(shí)；完成Section A 2a, 2b,2c, 2d, 3, 4a
第三課時(shí)：完成 Section A 4b, 4c, Section B 1, 2a, 2b
第四課時(shí)：完成 Section B 3a, 3b, 4, 5
第五課時(shí)：完成 Self Check and Just for Fun
二． 教學(xué)目標
A. 語(yǔ)言知識目標
1． 詞匯: Letters Aa --- Hh
八個(gè)人名 Alice, Bob, Cindy, Dale, Eric, Frank, Grace, Helen
2． 句型：Good morning. Good afternoon. Good evening.
-- How are you? -- I’m fine, thanks. How are you? -- I’m OK.
B. 語(yǔ)言技能目標
通過(guò)游戲等多種形式的學(xué)習活動(dòng)，培養學(xué)生對初學(xué)知識的聽(tīng)、說(shuō)、讀、寫(xiě)能力和靈活運用初學(xué)的日常交際用語(yǔ)的能力。
C. 情感目標
1. 激發(fā)學(xué)生學(xué)習英語(yǔ)的興趣，發(fā)揮學(xué)生學(xué)習英語(yǔ)的積極性和主動(dòng)性。
2．通過(guò)小組活動(dòng)，培養學(xué)生的合作意識和團隊精神。
3．在活動(dòng)中培養學(xué)生的思維能力和創(chuàng )新能力。
四．教學(xué)策略
1． 以趣激學(xué)：采用做游戲和猜謎等學(xué)生所喜聞樂(lè )見(jiàn)的學(xué)習形式激發(fā)學(xué)生的
參與熱情。
2． 以放促學(xué)：開(kāi)放地處理教材，插入大量有趣的圖片、增加多種趣味活動(dòng)，充分利用學(xué)生自主搜集的圖文信息，拓寬學(xué)生的視野，實(shí)現知識的整合。
3． 以任務(wù)導學(xué)：以話(huà)題為綱，以任務(wù)為主線(xiàn)，以合作交際為方式，培養學(xué)生用英語(yǔ)交流信息，獲取信息和處理信息的能力。
五．學(xué)習策略
1． 交際策略：學(xué)會(huì )與他人合作交流，并能把語(yǔ)言材料用到真實(shí)的生活中去。
2． 資源策略：學(xué)會(huì )利用多種學(xué)習資源來(lái)獲取更多的學(xué)習信息。
3． 認知策略：主動(dòng)思考（觀(guān)察力、注意力、想象力、邏輯推理能力等），大膽實(shí)踐，及時(shí)反饋。
4． 調控策略：通過(guò)課堂反饋和self-check，明確自己的學(xué)習狀況，不斷調整自己的學(xué)習策略。
六．教學(xué)過(guò)程
Period One（Section A 1a,1b）
Teaching aims:
1.識別和掌握八個(gè)人名。
2.學(xué)會(huì )早上見(jiàn)面打招呼的用語(yǔ)。
Language points.
1.詞匯：Alice, Bob, Cindy, Dale, Eric, Frank, Grace, Helen
2.句型：Hello! Good morning!
Difficulties: 八個(gè)人名的掌握
Step1. Warming-up
1.T wears a name card with an English name
on it, then points to the name card and have an
introduction.
2. Greet the whole class and help them to say,
Hello, … Good morning, …
師生初次見(jiàn)面，教師通過(guò)自我介紹和問(wèn)候學(xué)生，讓學(xué)生放輕松，消除與教師間的陌生感，開(kāi)始親近教師。
Step2. Play a game.
T gets ready for a list of English names for
boys and girls.
Play the game like this:
T says a letter, for example C, then let the Ss
tell the letters which is before and after C.
The one who says B, D first is the winner. The
winner can get a chance to choose an
English name first or he can give the chance
to his friend.
絕大多數學(xué)生都會(huì )背誦26個(gè)字母表，因此學(xué)生參與這個(gè)游戲會(huì )相當積極。通過(guò)這個(gè)游戲首先可以鍛煉他們迅速反應的能力；以英語(yǔ)名字作為獎勵，也使學(xué)生較有新鮮感，讓他們自己選擇自己的名字，使他們會(huì )更容易記住自己的名字。
Step3. Presentation.
Show a picture of a girl and give the name
under the picture, teach Alice. In the same
way teach the other seven names.
圖畫(huà)和名字結合起來(lái)，加強學(xué)生的感性認識，有助于記憶。并為后面的游戲做好了鋪墊。
Step4.Game
Show the pictures of these eight children
as quickly as possible. Let the Ss tell the
names of these children. ( The winner can
have a chance to choose an English name.) 通過(guò)閃現頭像來(lái)測試學(xué)生對這八個(gè)人物的特征和名字的記憶，有助于鍛煉他們的反應力和注意力。
Step5. Presentation.
Show a picture with Eric, let Ss guess what
Eric wants to say to us. The answer is : Hello! or Good morning. Then help them to say: Hello, Eric! or Good morning, Eric. 通過(guò)圖畫(huà)上的場(chǎng)景讓學(xué)生進(jìn)
行猜測，滿(mǎn)足學(xué)生的好奇心，
也讓他們了解Good morning的使用。
Step6. Work on 1a.
Play the recording for the first time, Ss only listen. 先聽(tīng)后讀，培養學(xué)生學(xué)習
Play the recording a second time. Ss repeat. 英語(yǔ)的良好習慣。
Step7. Work on 1b.
Ss practice the conversations in pairs. T moves
around the classroom when Ss are practicing.
Give them some help if needed.
Ask Ss to practice greeting each other. They
can use their Chinese names if they wish.
Encourage them to use their English names if
they can. Ask them to practice using all the
different greetings taught in Activity 1a.
鼓勵學(xué)生盡可能用自己剛才得到的英語(yǔ)名字進(jìn)行操練，不會(huì )讀的可以請教老師。當然允許他們使用自己的中文名字進(jìn)行練習。關(guān)鍵是要鼓勵學(xué)生大膽開(kāi)口，愿意說(shuō)的良好習慣。
Homework
Make a name card like the teacher’s by themselves and learn how to read their
own names.
Period Two ( Section A2a-4a )
Teaching aims:
1.學(xué)會(huì )正確朗讀和書(shū)寫(xiě)Aa-Hh八個(gè)字母。
2.了解一些常用縮略字的含義。
3.鞏固所學(xué)的八個(gè)人名。
4.記住自己和同伴的英文名字。
Language points
詞匯：自己和同伴的英文名字。
Difficulties: 八個(gè)字母的正確書(shū)寫(xiě)和記住盡可能多的名字。
Step1. Warming-up
Greet all the Ss with : Hello, … or Good morning, … using their English names.
(Ask all the students to wear their name cards like T) At the same time let them repeat their names and try to remember their names.
讓學(xué)生佩戴名字卡，可以讓師生早日熟悉對方，也便于學(xué)生之間的互相了解。通過(guò)打招呼既復習了舊課，也可以讓學(xué)生正確讀出自己的名字，學(xué)會(huì )如何用自己名字與朋友交流。
Step2.Presentation
Show different letters on the slide picture
and see if they can read them. First big
letters, then small letters. 因為大部分同學(xué)對字母有些了解，通過(guò)這種方式既進(jìn)行了復習，也可以知道他們對哪些字母掌握不是很好，在后面的教學(xué)中加以注意。
Step3. Learn the letters. (Work on A 2a-2d)
1.Listen and repeat the eight letters.
1.Put all the big letters in order. 從認讀大小寫(xiě)字母開(kāi)始，先
2.Find the big letters for these small letters. 學(xué)會(huì )正確地朗讀，然后過(guò)渡
3.Listen and number the letters they hear. 到正確規范地書(shū)寫(xiě)，循序漸
4.Teach them how to write these big and 進(jìn)讓學(xué)生扎實(shí)鞏固地掌握從
small letters. Aa-Hh 這八個(gè)字母。
5.Write the small letter for each big letter.
Step4. Game.(Which letter is missing?)
Show seven big letters(from A-H) on the
slide picture, see who can find the missing
letter. Then show seven small letters.
Ss play the game in a group of four. Everyone
should get ready for two pieces of paper with
seven big letters and seven small letters. 通過(guò)這個(gè)游戲既可以培養學(xué)生的反應能力，又可以鞏固他們對字母的掌握。尤其通過(guò)四人小組游戲，既讓他們鍛煉了書(shū)寫(xiě)，又給了學(xué)生一個(gè)彼此熟悉和合作的機會(huì )。有助于以后活動(dòng)的組織。
Step5. Presentation
Show some letters and ask them to read 讓學(xué)生學(xué)會(huì )注意觀(guān)察日常
first, and then guess what they stand for. 生活中出現的一些常用縮
If they have difficulties, T can give them 寫(xiě)詞的含義，培養他們仔細
some hints. 觀(guān)察的能力。
Step6. Work on Section A 3.
Ss discuss and guess what these letters 通過(guò)討論解決問(wèn)題，幫助
stand for and then check the answers 培養他們的合作精神。
with the whole class.
Step7. Presentation
Show the eight names on the slide picture 通過(guò)復習所學(xué)的八個(gè)名
first and ask some to read. 字來(lái)鞏固對字母的掌握。
Then put them in order according to the 也起了過(guò)渡到下個(gè)環(huán)節
first letter. 的作用。
Step8. Work on 4a.
Listen to the tape and circle the names they 通過(guò)注意聽(tīng)培養學(xué)生的
hear. 注意力。
Step9. Practice.
In groups of four, Ss introduce their English
names first. Then practice “Good morning,… ”
to each other like the dialogue they heard
just now on the tape. 通過(guò)介紹讓小組間的成員互相了解和記住彼此的英文名字，通過(guò)模仿聽(tīng)到的對話(huà)進(jìn)行操練，加深他們對句型的理解。
Homework
1.Copy these eight big and small letters five times.
2.Find as many letters like HB, CD, BBD as they can.
Period Three ( Section A 4b, 4c, Section B 1-2b )
Teaching aims:
1.學(xué)會(huì )不同時(shí)段打招呼的用語(yǔ)。
2.學(xué)習熟識朋友見(jiàn)面的問(wèn)候語(yǔ)和應答。
3.記住盡可能多的同學(xué)的名字。
Language points:
句型：Good afternoon! Good evening!
--How are you? --I’m fine, thanks. How are you? --I’m OK.
Difficulties: 用英文名字來(lái)跟朋友打招呼問(wèn)候。
Step1. Warming-up.
1. Greet the students. 通過(guò)問(wèn)候幫助學(xué)生記憶所
2. Ss practice greetings in groups of four 學(xué)對話(huà)和同學(xué)的英語(yǔ)名字，
using their English names. 加深印象。通過(guò)匯報找到的
3. A report on “ What do these letters mean?” 縮寫(xiě)字母，既檢查了作業(yè)的
Ask some students to give their reports. 完成，又開(kāi)闊了學(xué)生的思維。
Step2. Presentation
1. Use clocks to teach morning, afternoon
and evening. Let Ss know different time
we use different words.
2. Show some pictures to help them say,
Good morning. Good afternoon. Good
evening. 使用時(shí)鐘讓學(xué)生清楚地認識這三個(gè)單詞的區別，學(xué)會(huì )在不同時(shí)段來(lái)使用它們。通過(guò)圖片的場(chǎng)景進(jìn)一步加深對這三個(gè)句子的理解和應用。
Step3. Work on 4b.
Play the tape for the first time, let Ss only
listen. Play the tape again. This time Ss put
the correct number of each conversation in
the box. 先聽(tīng)不做，讓學(xué)生培養起良好的聽(tīng)的習慣，也有助于培養他們的專(zhuān)心和注意力集中。
Step4. Work on 4c
Ss practice the conversations in pairs.
Step5. Look and say.
Show different pictures with different time
and let Ss practice the dialogue in pairs.(Use
some popular cartoon figures.) 用學(xué)生喜歡的卡通人物來(lái)進(jìn)行操練，可以激發(fā)他們的積極性，提高操練效果。
Step6. Presentation
Look at the picture and present the dialogue:
--How are you? --I’m fine, thanks. 通過(guò)圖片引出對話(huà)，可以使學(xué)生加深印象。
Step7. Work on Section B 1
First listen and then read after the tape. Ss
practice the dialogue in pairs. 先聽(tīng)后讀再操練，有助于學(xué)生循序漸進(jìn)地學(xué)習。
Step8. Work on Section B 2a-2b.
1. In groups of four or five, practice the
dialogue in 2b with their English names.
2. Play a game. Who has the most friends?
Ss move round the classroom and try to know
as many friends as they can and practice the
dialogue with them. Let’s see who has the most
friends in just three minutes. Ss should point
to the persons and tell their names. The winner
can get a present. 先通過(guò)小組活動(dòng)熟悉所學(xué)對話(huà)，然后通過(guò)游戲進(jìn)一步熟悉全班同學(xué)的名字。通過(guò)游戲培養了學(xué)生的競爭精神，當然也訓練了他們的反應能力，并有助于增強他們的交際能力。其實(shí)也是回家作業(yè)的一個(gè) 很好檢查。
Homework
Greet all the classmates after class and try to remember their English names.
Period Four ( Section B 3a –5 )
Teaching aims:
1.學(xué)會(huì )一首英語(yǔ)歌曲。
2.鞏固本單元所學(xué)字母，單詞及句型。
3.學(xué)會(huì )將相同音素字母和單詞歸類(lèi)。
Difficulties: 學(xué)好這首英語(yǔ)歌曲及將相同音素字母和單詞歸類(lèi)。
Step1. Warming-up.
Greetings.( Let all the Ss practice with
their English names.) 復習前一課時(shí)內容，熟悉班級同學(xué)的英語(yǔ)名字。
Step2. Letter Bingo.
Play a game like this: Fill in nine blanks with
Aa-Hh. One of them can be used twice.
(Show an example on the slide picture.)
Ss should write both the big ones and the small
ones. Ss circle the letters they hear. If the
circled letters are in a row, they win. 通過(guò)學(xué)生填入字母的大小寫(xiě)復習了八個(gè)字母的書(shū)寫(xiě)；通過(guò)聽(tīng)指令圈出所聽(tīng)到的字母，既有助于培養學(xué)生的注意力又是對字母讀音的一個(gè)有效復習。加上游戲本身的趣味性，使復習字母變得不再枯燥。
Step3. Work on 3a.
Listen and draw lines between the letters
they hear. Play the tape twice. At last ask
them what they can see. ( A fish.)
通過(guò)聽(tīng)然后連線(xiàn)，讓學(xué)生帶著(zhù)好奇心去得出結果，增強學(xué)生的學(xué)習趣味性。
Step4. Work on 3b.
Match the big letters with the small letters.
Step5. Look and find the letters.
Show them a picture and ask them to
find Aa-Hh in it. 通過(guò)看圖找字母有利于培養學(xué)生的觀(guān)察力。
Step6. Work on 4.
Ss listen and repeat. Make sure Ss understand
the difference between the two ‘a(chǎn)’ sounds
and the two ‘e ’ sounds. 通過(guò)對比讓學(xué)生了解到同樣一個(gè)字母在不同單詞中的差異，學(xué)會(huì )準確區分。
Step7. Listen and sing the song
Play the tape for Ss listen first. Then sing
after the tape. At last just play the music
and let Ss sing together. Then let the boys
have a try ,then the girls. 學(xué)會(huì )這首歌曲也就意味著(zhù)掌握了本單元的重點(diǎn)句型。學(xué)歌既是一種美的熏陶，也是復習的一種有效手段。
Homework
Get ready for a picture with different letters in it.
Period Five ( Self Check and Just for Fun )
Teaching aims:
1.復習學(xué)過(guò)的英語(yǔ)歌曲。
2.鞏固本單元所學(xué)字母，單詞及句型。
3.學(xué)會(huì )將相同音素字母和單詞歸類(lèi)。
Difficulties: 將相同音素歸類(lèi)。
Step1. Warming-up
1. Greetings. 通過(guò)唱英語(yǔ)歌使學(xué)生迅速
2. Ask some students to sing the song. 進(jìn)入學(xué)習英語(yǔ)的狀態(tài)。
Step2. Look and find the letters. 既檢查了學(xué)生的作業(yè)，又
Show some students’ pictures and let Ss 有助于培養他們仔細觀(guān)察
find the letters in them. 的能力，同時(shí)也是對字母的
有效復習。
Step3. Work on 1..
Ask Ss to check all the letters and words
they know. Circle any words that they
don’t know.
Ask them to find out the meanings of any
words that they don’t know. They can do
this by reviewing lessons, asking T or asking
classmates. 通過(guò)自我檢查，讓學(xué)生及時(shí)發(fā)現學(xué)習中存在的問(wèn)題，然后學(xué)會(huì )如何去解決問(wèn)題，既培養了學(xué)生解決問(wèn)題的能力，也培養了他們自學(xué)的能力。
Step4. Work on 2.
Ask them to write five new words in their
Vocab-builders on Page 19.
In groups ask them to share their lists with
other students.
利用小組活動(dòng)讓學(xué)生學(xué)到更多的單詞。
Step5. Work on 3.
Look at the faces and put their names in the
correct alphabetical order. See if they can
recognize them and remember their names. 從認讀名字到寫(xiě)，步步深入，讓學(xué)生充分熟悉了課本中的這八個(gè)人物。
Step6. Play a game.
Play a game called 名字蹲。Get ready
for eight big cards with eight English names
on them Alice, Bob, Cindy, Eric, Frank, Grace
and Helen. They should say like this: Helen
蹲，Helen 蹲，Helen 蹲完Bob 蹲。Bob
蹲，Bob 蹲，Bob 蹲完 Alice 蹲… 用游戲來(lái)檢查學(xué)生對已學(xué)知識的掌握情況，在輕松愉快的氛圍里，學(xué)生的積極性容易被調動(dòng)，思維容易被激活。而游戲帶來(lái)的愉悅可以讓學(xué)生更積極投入到接下來(lái)的學(xué)習中。
Step6. Work on 4.
Read aloud the words on the left. Ask Ss to
repeat. Make sure they know the distinction
between different pronunciations of the same
Letter. Ask Ss try to read the new words on
the right. T moves around the classroom and
helps Ss if necessary. Check their pronunciations. 這部分內容對學(xué)生而言有一定難度，通過(guò)朗讀，觀(guān)察讓學(xué)生自己進(jìn)行小結，歸納，有助于培養他們的自學(xué)能力。當然教師必要的指導也是必不可少的。
Step7. Just for fun.
Ask Ss to read the conversation.
Ask Ss to explain where the misunderstanding
is in the conversation. 體現了輕輕松松快快樂(lè )樂(lè )學(xué)英語(yǔ)的原則，英語(yǔ)可以在玩中學(xué)，也可以學(xué)中玩。
Homework
Think it over and try to read these words: game, race, and, dad, be, me, get, hen
Starter Unit One Good morning
聽(tīng)力部分（30％）
一．在聽(tīng)到的字母下面劃橫線(xiàn)。( 8%)
1. C G 2. A H 3. E F 4. B D
二．給聽(tīng)到的名字排序，把A, B, C等序號寫(xiě)在橫線(xiàn)上。(12%)
A. Helen B. Grace C. Bob D. Cindy
E. Alice F. Eric G. Frank H. Dale
1.______ 2. ______ 3. ______ 4. _______ 5. _______ 6. ______
三．聽(tīng)句子，選時(shí)間。(6%)
A. 10:00am B. 14:20 C. 20:15
1.____________ 2. _______________ 3. ______________
四．聽(tīng)問(wèn)句，選答句。(4%)
1. A. Hello! Dale! B. Good morning, Eric! C. How are you?
2. A. I’m fine. B. Thanks. C. Good morning.
筆試部分(70%)
五．按順序默寫(xiě)本單元學(xué)過(guò)的八個(gè)字母的大小寫(xiě)。(16%)
六．根據提示選擇正確的縮略詞。(14%)
（ ）1 電視機 A. VIP
（ ）2 硬黑筆 B. BC
（ ）3 英國廣播電臺 C. TV
（ ）4 唱片 D. BBC
（ ）5 重要人物或貴賓卡 E. AD
（ ）6 公元后 F. HB
（ ）7 公元前 G. CD
七．選擇填空。(15%)
1. – Good morning. -- ____________
A. Fine. B. Thank you. C. Good morning.
2. – Good evening, ____________. – Good evening.
A. Dale B. to Dale C. dale
3. -- ____________________ -- Good afternoon, Cindy.
A. Good afternoon, Cindy. B. Good afternoon, Eric. C. How are you?
4. -- ___________________ -- I’m fine.
A. Good morning. B. I’m fine. C. How are you?
5. _____________ is a girl’s name (女孩名).
A. Bob B. Cindy C. Frank
八．完成對話(huà)。(15%)
A: Good morning, Bob.
B: Good ______1______, Alice.
A: How ______2______ you?
B: Fine, ______3_______. ________4_______ are you?
A: I’m _______5_______.
1. A. afternoon B. hello C. morning
2. A. is B. are C. am
3. A. thank B. thanks C. a thank
4. A. How B. What C. Who
5. A. Alice B. Bob C. fine
九．將下列名字分類(lèi)。(10%)
A. Dale B. Helen C. Eric D. Alice E. Grace
Boys’ name（男孩名）_________________________________
Girls’ name (女孩名) __________________________________