【导语】“司徒珍妮”通过精心收集，向本站投稿了5篇Unit?1?reading?2?，以下是小编帮大家整理后的Unit?1?reading?2?，欢迎大家收藏分享。
- 目录
篇1：Unit 1 reading 2
Unit 1 reading 2 Module 1 教案及反思
【学习目标】1.Master some important words and expressions.
2. To learn some expressions about school life.
【学习重难点】
To master some important new words:
Experience ;mean; attend; average; drop; prepare…
【自主预习】
一．单词过关。
1. Jumping from the flying plane is an unforgettable e___________.
2. How many people will a__________ your wedding?
3. As a student, you must show r____________ for your teachers.
4. Finally, he___________(实现)his dream by working hard.
5. All students must go to attend _____________(集会) on the first day of every week.
6. Parents must work hard to _____(赚；挣得) much money to bring up their children.
二．阅读课文完成重要短语。
1.一次令人愉快和兴奋的经历________________________________________
2. 对…很满意__________________________________________________ ___
3.比往常迟一个小时________________________________________________
4.参加集会____________________ 5.成为好朋友______________________
6. 学校的规章制度_______________7.做某事的方法_____________________
8.赢得尊重 _____________________9.得高分 __________________________
10.听起来像_________________11.举行班级聚会________________________
12.学校的规则制度_____________13.一点挑战___________________________
14.轻松自在____________________15.给家人发电子邮件__________________
三．阅读课文完成重要句子。
1.去一所英国中学读书一年对我来说是一次令人愉快和兴奋的经历.
__________________________________________________ ____________________
2.我坐在一个名字叫Diane的女孩旁边。
__________________________________________________ ____________________
3.他还告诉我们赢得学校尊敬的最好方法是努力学习并取得好成绩。
__________________________________________________ ____________________
4.当我学着怎样买菜、洗菜、烧饭时，烹饪真的是一件有趣的`事。
__________________________________________________ ____________________
5.尽管完工之后它看上去并不像一张桌子，但我还是很喜欢它。
__________________________________________________ ____________________
6.正如你文中所提的那样，我的确喜欢吃甜点。
__________________________________________________ ____________________
【合作探究】
一. Give the students 3 minutes to remember the new words in reading.
二. Learn some important words
1. experience
【基本含义】经历,体验-à__________；[n]_____________; adj.____________
【固定搭配】by experience _________________________
be experienced in ______________________
learn from experience___________________
【配套练习】
(1).他是一个有经验的老师。______________________________________________.
(2).他在教学方面很有经验。__________________________________________
2. mean
【基本含义】vt.____________ ; adj.______________;means:______________
【固定搭配】打算做……_____________________
意味着_________________________;by means of _______________________
【配套练习】
Missing a bus in some parts of London_________(mean,wait) for one more hour.
3. attend
【基本含义】_____________;attendance_____________;attendant___ ________
【固定搭配】出席会议______________ 听报告____________________
attend on _____________.
【辨析】attend; join; join in ; take part in
(1).Oh ,come on, Peter! Do _____ us in our discussion and voice your opinion.
(2).Though Liu Xiang missed the 2008 Olympic Games, he has made up his mind to __________ the next Olympic Games. (3).My brother ______the army two years ago. (4).The Smiths believe in Christ and they _________church every Sunday. 4.average 【基本含义】
1)n.平均 on the/an average
The average of 3, 8 and 10 is 7. __________________________________
His school work is well above / below (the) average. _________________
We receive 20 letters a day on average. __________________________
2) adj.
What is the average rainfall for July? _____________________________
3）v平均达到
Our mail averages 20 letters a day. _______________________________
I average eight hours' work a day. ________________________________
【配套练习】
1)你们班上女生的平均年龄是多少? _____________________________________
2)每天平均有二十个男孩出席 _________________________________________
5.drop
【基本含义】__________________________________________________ _
【固定搭配】拜访____________________ 退学________________________
给某人写信________________________
【经典例句】
(1).If a fire alarm is given, drop whatever you are doing,
and leave the building at once.
(2).Please drop me at the school gate.
(3).The temperature has dropped drastically
【配套练习】
(1).She _________the cups and some of them broke.
A. dropped B. fell C. let D. let fall
(2).Will you mind if you ________Uncle Adrian on the way home?
A.drop by on B. drop in at C. drop in on D.drop out
6.prepare
【基本含义】______________ n.____________________
【固定搭配】
为某事做好准备_______________;为…..准备某物__________________
准备去做某事 ________________;在准备中_______________________
为….做准备__________________;_______________________________ _
【配套练习】
1.As the exam is coming near, the teachers are busy ____examination papers.
A. to prepare B. to prepare for C. preparing D. preparing for.
2. 她为女儿的生日准备了一个蛋糕.
__________________________________________________ ____________
三．Learn some important sentences.
1. Going to a British high school for one year was a very enjoyable and
exciting experience for me.
【配套练习】
翻译句子：在早晨读英语是很好的习惯.
__________________________________________________ ___________.
2.I was very happy with the school hours in Britain.
【固定搭配】
对……满意;________________;_______________;________________ _
乐于做某事;________________________________.
【配套练习】
翻译句子：
我对考试结果很满意。_________________________________________________.
我很乐意接受你的邀请。_______________________________________________.
3. ..., so it was difficult to remember all the faces and names.
句型归纳：___________________________./_____________________ _________
【配套练习】
1)在两天之内完成这份工作是不容易的。__________________________________.
2)你及时到达那里是很重要的。_________________________________________.
3) It was clever ________ at the decision in two minutes.
A. for him to arrive B. for his arriving C. of him to arrive D. of his arriving
4.I found the homework was not as heavy as what I used to get in my old school,
but it was a bit challenging for me. 【固定搭配】
过去常常_______________习惯做某事____________被用来________________
一点也不________________ 非常__________________
a challenging problem____________________________
【配套练习】
他对此消息一点不吃惊。_
篇2：NSEFC 高三 Unit 1 reading
Unit 1 Reading
l Have you ever heard of the Guinness Book of World Records? What is it about?
The Guinness Book of World Records is a household book and the global leader in world records. It is the world’s best ever selling copyright book. It is sold in 100 different countries and 37 languages.
l Scan the text and answer the following questions.
1. Who was Sir Hugh Beaver?
2. When was the first edition of the Guinness Book of World Records published?
3. How long was the longest moustache in the world?
4. What Guinness records were set in Urumqi and Hong Kong?
5. Who won the Tour de France in 2003?
1. He was the then director of the Guinness Brewery in 1951, who first had the idea to publish a book which could answer such questions on world records.
2. In 1955 ( by two Englishmen who were hired by the Guinness company).
3. 1.6 meters.
4. Urumqi is the remote city from the sea and the world’s largest jiaozi was make in Hong Kong.
5. Armstrong.
l According to the text, how many new records are sent in to the book each year? Are they all printed? How are they done?
60,000. No, they cannot all be printed. Instead, the editors of the book set down the records and keep track of them in other ways. They are put into different categories.
l What are the categories in the Guinness Book of World Records?
The human body, amazing feats, the natural world, science and technology,arts and the media, modern society, travel and transport, sports and games
l Besides the longest moustache, what records are mentioned in the text?
The oldest person 122 years and 164 days
The longest poisonous snake 5.71 m
Strange records 159.6 km, seconds
The largest square Tian’anmen , 40 hectares
The greatest number of hospitals China
The most remote city Urumqi,2,500 km
The largest jiaozi 480 kg in Hong Kong
The fastest average speed 7
l Who has achieved the most champions at the Tour de France?
Lance Armstrong.
l Why are his records special?
He was diagnosed with cancer but he never gave up and he went on to set the speed record.
l What types of record attempts are not allowed?
Records that are dangerous to the person who is attempting it or to others.
l Why do you think many people are interested in world records?
l Language points
1. then
a. 当时的 adj. The then Premier Zhu Rongji attended the earth summit in Johnnesburg and stressed the need for equality and fairness in the world.
b. at that time adv. I didn’t see the accident because I was reading a newspaper then.
c. Next adv. I hear a loud boom from the subway and then many policemen came.
2. settle
a. make an agreement about sth, deal with sth, arrange sth vt.
1) You should settle your affairs before you leave.
2) It’s time you settled (should settle) your problem with him.
3) We have settled that we will leave next week.
4) The nurse settled the patient by a promise.
b. Make one’s home in place vi.
c. Stay for some time 安静，安宁，settle down
1） The clouds settled over the mountain tops.
2） Wait until all the villagers settle down.
d. Settle (up) with : pay
e. Settle down to sth
3. send in 将某物寄至某处进行处理
Have you sent your application for the job?
4. set down
a. write down Why don’t you set down your ideas on paper?
b. stop and allow sb to get off The bus stopped and set down an old lady.
( set up, set off, set out, set aside, set about)
5. keep track of
6. stand out
Poems by Du Fu, Li Bai and Wang Wei among others stand out in the halls of glory.
7. as引导的让步状语从句
Curious as he was, he dare not step into the cave.
Old man as he was, he began to learn English.
8. fade next to 与……相比而逊色
His shout for help faded next to the noisy machine.
9. diagnose
diagnose sb with sth= diagnose sb as having sth
10. in a row
a. one after another Children stood in a row in front of the teacher’s desk and were ready for the game.
b. In unbroken sequence This is the third day in a row that it stays so high a tempereture.
11. lead to
a. lead sb to do sth The injustice in the city and in the south led Dr King to organize non-violent demonstrations aimed at ending segregation.
b. lead to sth All of the six countries agreed that such an armament race of nuclear booms can only lead to one thing --- war.
12. be out for /to be trying, aiming or hoping to do sth
a. He was not out to change the world, yet he did.
b. Your brother is out for your blood.
c. Liu Xiang was out to win the race but not out for the record.
13. make for
a. move towards The shop made for the open sea.
b. Help to make sth possible The large print makes for easy reading.
Make+prep、pron
Make after sb(追逐，追捕), make at sb（袭击）, make off（逃走，匆匆离开）, make out （设法活下去，了解，辨认出），make up,
14. apply for
The inventor has to apply to the patent officer for a patent for his new invention.
l Homework
If you want to set a world record, what has to be done to get your record into the Guinness Book? Write down the steps in order.
篇3：Unit 2 News Media (Reading) 教案
长沙
英语
The Third Period of Unit 2 Reading
Teaching goal
1. Target Language
1) Important words and useful expressions:
headline, inform, informed, relate, talented, switch, present, reflect, effort, spiritual, AIDS, seldom, addict, social, ignore, attention, view, tolerate, affair, for once, be addicted to, suffer from, even if, draw attention to, on all sides, change one’s mind, current affairs
2) Useful sentence structure:
The editor’s job is to keep the newspaper balanced and interesting to the readers.
2. Ability goal
Enable students to talk about news and the media and learn how the news is made.
3. Learning ability goal
Students are divides into different groups. Each group member will play a different role to talk about news and media. Each group member should be involved and knows his role very well. Through these activities students should learn to be involved, co-operate and solve problems.
Teaching important points
Talk about news and media.
Teaching difficult points
How to express oneself clearly and correctly.
Teaching method
Task-based method
Teaching aids
A tape- recorder, a projector and a computer.
Teaching steps
StepⅠ Revision
1. Greetings.
T: Good morning/ afternoon, boys and girls!
S: Good morning/ afternoon, Mr./ Ms…
2. Check the homework..
Step II Presentation
1.Ask them some questions:
1) Are you a school reporter?
2) What do you do as a school reporter? If not, how about your classmates? Or do you know something about reporters?
3) Do you want to e a reporter in the future?
2. Ask students to say something about newspaper.
Hand out some newspapers to students, and get them to talk about the sections in the newspaper.
T: Now, go through the newspaper, and tell me what different sections there are in it.
S: there are many different sections, such as Home News, International News, Sports, Weather, Travel, Advertisements and so on.
T: Well done! Yesterday I asked you to surf on the Internet to find some information about news and media. Have you found any?
SA: I’ve found the style of the news story. Most news stories have a very clear style, they give the main points at the top in the headline and the leading paragraph. The body of the story then adds details, statements and comments from people involved in the story, and plus any background which the writer feels necessary.
SB: News stories are easy to understand. Most news stories have three distinct sections: the headline, lead and body. Since each of these sections repeat or expand upon the story’s main points, you get at least three chances to understand them. The opening paragraph of the news story is known as the lead. Usually, the lead will tell you what the “something happened” is. That information is generally found in the subject and in main verb of the leading sentence, so a little knowledge of the grammar of the lead will be useful.
SC: I have found something about headlines. From the internet I learned there are two types of headlines. Most news stories use sentence headlines although they may be shortened by omitting certain words as you will see later. Many feature stories and some very short news stories use phrase headlines or titles which leave out the verb, here are some examples of them:
Sentence headlines:
1) Scientists Listen to Whale Hearing Via Third Ear
2) Bush’s Strength Is Also His Weakness
3) Man Complains Bad Rope Spoiled His Suicide
Phrase headlines:
1) Politician Killed in Pakistani City
2) Bush in T-shirt not for broadcast
Step III Pre-reading
T: I’m very glad you have learned a lot about news and news stories. Let’s continue the headlines. In this class we are going to learn “Behind The Headlines”. First open your books and look at Page 11. Look through the pre-reading. Look at the title and pictures. Try to guess which of the following questions the text will answer.
Suggested answers:
Various answers are possible. All the alternatives might be included in a text like this, but the students should be able to guess that the questions “Where do people read newspapers?” and “How much does a newspaper cost?” are less relevant and probably don’t belong in the passage.
Step IV Fast reading
First play the tape for students, and then students are asked to answer the following questions:
1. Are the two reporters interviewing others or being interviewed?
2. How do reporters decide what they are going to write?
Show the questions on the PowerPoint.
T: OK, so much for the pre-reading. Let’s come to the text. First look at the questions on the screens. (Students read the questions together.) I’ll play the tape of the text for you. When you listen to the tape, please try to find the answers to the two questions.
After listening to the tape, ask students to answer the questions. Then show the suggested answers on the PowerPoint.
Suggested answers
1. The two reporters are being interviewed. They are interviewees.
2. Editors and reporters will discuss what events to report, how to report them and why. Editors will listen to reporters’ ideas and give suggestions.
Step V Careful reading
Get students to read the passage carefully and answer some detailed questions:
1. What is the editor’s job?
2. What decisions do experienced editors and reporters make about what events to report, how to report them?
3. what does Zhu Lin do before he begins to write? How about Chen Ying?
4. What should reporters do before interviewing a person? What about after the interview?
5. Which of the articles that Chen Ying has written does he like best? Why?
6. What would they write about if they could write any article? Why?
7. Why is media so important?
Show the questions on the PowerPoint.
T: Well done! Now read the text carefully and discuss the questions in pairs.
This time students are asked to read the text loudly. After reading the text, the students should discuss the above questions with their partners. Several minutes later, ask some students to give their answers. The teacher will sum up the answers.
Suggested answers
1. The editor’s job is to keep the newspaper balanced and interesting to readers.
2. They make informed decisions.
3. She has to discuss the article with her editor.
4. They should contact the people to be interviewed and prepare questions.
5. He likes the article about the efforts to bring relics back to China. He likes it because it’s both news and an interesting story.
6. Zhu Lin wants to explore the mysteries in life. She would like to write about music, art, nature and the importance of spiritual fulfillment. While Chen Ying wants to write about people we seldom read about, for example people who have AIDS or who are addicted to drugs.
7.The media can often help people solve problems and draw their attention to situations where help is needed. Carefully written articles can help people become interested in important questions around the world. TV programmes and printed articles help people to learn about the other part of the world. They lead us to a better understanding if the world on all sides and to a future world where people from all countries are respected and different views and opinions are tolerated.
T: After you’ve learned a lot about the newspaper. I’d like you to complete the following diagram. Then try to explain how a newspaper is made according to the diagram.
Show the diagram on the PowerPoint.
Experienced and
discuss what to report and to report them. After they , reporters begin to work.
Reporters contact people whom
they are going to and prepare . After the interview, reporters their stories and
them to the .
The time for news-
papers has come. This is done on fast-moving printing machine.
check the writing and make any necessary .
Editors also write for
stories.
Suggested answers:
editors, reporters, events, how, make decisions;
interview, questions, write, hand/present, editor;
Editors, changes, headlines;
Printing
Go through the passage and deal with some of the language points.
T: Let’s come to details of the text. Do you find any difficult sentences to understand?
SA: I can’t understand the title “Behind the Headlines”.
T: SB, how do you understand it?
SB: I think the text tells how news stories are written.
SC: I think the text is about what an editor does, reporters’ work, how the news is made and written.
T: Quite right. The title tells us that the text is about editors and reporters’ work and how the news is made and written.
Like this, explain some more difficulties:
1) relate to stories (understand the stories)
2) A reporter begins by contacting the people to be interviewed and then prepares questions. ( Contacting the people that reporters are going to interview is reporters’ first step of work. That is to say, first they male an appointment with the people that they are going to interview, and then prepare the questions they are going to ask. After that they will write the news reports.)
3) are addicted to ( are habitually given to)
4) on all sides (on every side)
Step VI Consolidation
Try to retell the passage using the answers to the above questions. Students can refer to the following key words:
More than simply record-- make informed decisions--discuss with the editor/begin by contacting… (prepare questions/ask the right questions/ get people to talk)/present the material-- the efforts to bring stolen cultural relics back to China /an ordinary young woman--explore the mysteries in life/people who you seldom read about
Show these words on the PowerPoint:
Step VII Discussion
1. If you were a reporter, what would you like to write about?
2. It is important to be a critical reader. How would you “read” the following media messages?
a. TV advertisements
b. TV programmes
c. News on the Internet
d. Newspaper articles
Show these questions on the PowerPoint:
Step VIII Homework
Finish all the exercises of this period in the workbook.
篇4：牛津 高一unit 1 reading教案
Period 2 Reading
The General Idea of This Period:
This period is about the reading of the passage School Life in the UK. It will help you to learn more about school life in the UK and the differences between that in the UK and in China. Meanwhile you can learn some reading strategies such as skimming and scanning.
Teaching Aims:
Train the students’ reading ability.
Learn some useful words and expressions.
Learn more about school life in the UK and the differences between school life in the UK and in China
Teaching Important Points:
Help the students to understand the passage better.
Learn and master some important words and phrases in this period.
Teaching Difficult Point:
How to help the students improve their reading ability and understand the passage better.
How to master the important language points in this passage.
Teaching Methods:
Fast reading to get the general idea of the text.
Careful reading to understand the passage better.
Discussion to help the students understand what they’ve learned better.
Explanation to help the students master some language points.
Teaching Aids:
A tape recorder.
A multimedia.
Teaching Procedures:
Step 1 Greetings
1. Greet the whole class as usual.
2. Check their home work if any
Step 2 Reading
T: Last time we learned about some differences between Chinese and British school life. Today we are going to read a passage by Wei Hua, who once studied in the UK. She will give us some detailed information about the school life in the UK.
T: This is the first time to read a passage, so first let’s share some reading strategies:
Reading strategies: skimming and scanning
We skim a text when we want to get a general idea of what it is about. We look at the titles and headlines, the first and last sentences of paragraphs and the first and last paragraphs as well as pictures and charts to guess what the text is about.
When we want to find certain information in a text quickly, we scan the text for key words and phrases dates, numbers, etc. We do not need to read the whole text word by word.
T: Now let’s skim the text quickly and answer these questions. Hand up when you get the answers.
(T show the questions on the screen.)
1. How long did Wei Hua stay in Britain?
2. What was the name of Wei Hua’s class teacher?
3.What did Wei Hua make in her woodwork class?
Suggested answers:
1. For one year.
2. Mr Heywood.
3. A small table.
T: Now let’s read the passage again carefully to check the answers. Underline new words in the text. Meanwhile, some more questions are waiting for you.
(First go through the questions so that they know what to find out. Give them a chance to discuss with their partners if they want)
1. What time do British Schools usually begin?
2. What time do they usually end?
3. On average, how many students are there in a class in the UK?
4. Why did Wei Hua find her homework difficult at the beginning of her study in the UK?
5. On Tuesdays, what did Wei Hua do in evening?
6. What do British students usually eat after their main meal?
7. Which British city did Wei Hua go to?
(Write down the new words the students have just listed.)
(T may begin with the T/F questions orally and this is also a good time to test their listening abilities as well as their comprehension of the text.)
T: First some true or false questions. If it is false, please try to correct it.
1. Wei Hua likes the school hours in the UK.
2. Chinese schools encourage students to work hard.
3. Wei Hua ‘s favorite teacher was Miss Burke.
4. British students have fixed classroom and classmates.
5. British students can only study two languages: English and French.
6. British students eat a lot of fruit.
7. Wei Hua enjoyed playing football.
Suggested answers:
1. 9 a.m
2. 3:39 p.m
3. About 29
4. Because all the homework was in English.
5. She had an extra French class on Tuesday evening. 6. Desserts.
7. Manchester. ( You may refer to football ot the football team there. )
( You may have some links on the screen when you want to explain those useful expressions , or just explain those on the Bb listed by the students . )
Language points :
1. experience
n. [ U] He is an old teacher with much experience.
c.f. He is an experienced teacher.
n. [C] My grandfather likes to tell us about his wonderful experiences in the war time.
v. During the war time , my grandfather experienced a hard time .
2. as : since : because
I could get up an hour later than usual as schools in China begin before 8 a. m .
I felt lucky as all my teachers were very helpful .
My English improved a lot as I used English every day .
Cooking was really fun as I learned how to buy , prepare and cook food .
3 sound link-v.
The music sounds so pleasant .
That sounds a good idea .
I hope I don’t sound as if I’m criticizing you .
It sounded like a train going under my house .
4. average
n. The average of 4, 5 and 9 is 6.
These marks are well above / below average .
On (the ) average.
We fail one student per year on average .
Adj. The average age of the students is 16 in our class .
Rainfall is about average for the time of year .
v. This car averages 40 miles to the gallon .
Meals average out at $ 10 per head .
5. attend : go to
6. earn : get something because you have done something good.
7. challenging : difficult in an interesting way that tests your ability
8. extra : more than usual
9. prepare : make something ready
10. drop : give up
11. desserts : sweet food eaten at the end of a meal .
12. Present attributive clauses and illustrate them to the students:
I sat next to a girl whose name was Diane .
Step 3 Listening and Consolidation
T:Now Let’s listen to the tape. You may follow it while listening,and please pay attention to your pronunciation.
(The teacher plays the tape for the students to listen. After that the teacher gives the students a few minutes to read aloud the passage.Meanwhile,the teacher asks the students to try to remember some details.)
T:Please turn to Page 5.Let’s do Exercise E. Complete the letter to Wei Hua using the words below.
Suggested answers:
1. experiences
2. literature
3. desserts
4. headmaster
5. different
6. life
7. preparing
Step 4 Discussion
T:Now you’ve known much about Wei Hua’s school life in the UK.From the text we know that they have a variety of subjects to choose from.You may be quite puzzled whether it is necessary for senior students to learn some of them,such as so many languages and woodwork. Here let’s have a discussion:Should students learn more languages? Why or why not?
What subjects would you like to take if you could choose? Why?
T:Use the conwersation below as an example:
A:What subjects do you like best and least?
B:I really enjoy Woodwork and Art classes,because I like making things,but I ‘m not very good at History.
A:I like English and Chinese best.Do you think we should learn more foreign languages?
Perhaps we should learn….
Step5 Summary and Homework
T:Today we’ve learned a text about Wei Hua’s experience in the UK.First we learned some reading strategies:skimming and scanning. Master these and put them into use in future while reading. Through reading we know there are many differences both in the timetable and in the curriculum.Read the passage after class and get familiar with these language points.Have a further discussion with your partners about the topic in Part F.
篇5：Unit 1 Hello Lesson 2
unit 1 hello lesson 2
备课时间2006-9-8原备课者仇守勇修改者教学目标预设1.复习上节课的内容2.帮助学生学会用英语问别人姓名，常用句子：what is your name?3.学习单词 dog 、duck4.歌曲 “ what is your name?”重、难点分析to enable students to speak loudly.教学准备pictures教学过程预设二次备课step 1 greetingsay hello or hi to studentschoose some students to greet with teacher.( 可加上姓名)step 2 introduction1. t: i am… what is your name?帮助学生理解并用 i am…回答2. read: what is your name?句子比较长，学生有难度，分解读 name, your name ,what is your name.3.选几个学生读，帮助正音。以比赛等形式调动学生学说的积极性。4.老师打着节拍，学生和着快慢介绍自己。5. 你知道老师的name 吗？想知道吗，怎么问？选学生问，齐问。6．ask and answer in pairs.7.play a game:第一个学生问身后学生，完成后第二个学生问第三个学生，传递下去，看哪一小组最快结束。step 3 wordsshow pictures , learn to say . (可作动作)act: 扮演自己最喜欢的动物，并说 i am a…老师可问他（她） what is your name?step 4 sing the song5 6 5 4 3 4 5 2 3 5hello hello what is your name? what is your name?3 4 5 5 6 5 4 3 4 5what is your name? hello hello what is your name?2 5 3 1i am peterstep 5. reading把这节课句子、单词读一读课后记unit 1 hello lesson 2 来自本网。
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Unit?1?reading?2?（推荐5篇）
