六年級上冊英語一課一練unit 1課時2let's learnmake a map and talk人教pep

課時 2 Lets learn Make a map and talk一、讀一讀，判斷句中畫線部分單詞是否屬于同一類，是寫“T”，不是寫“F”。() 1. The park is next to the museum. () 2. There is a pet hospital in the city. () 3. Where is the cinema? Its near our school. () 4. We can see many doctors and nurses in the hospital. () 5. There are two new libraries in the city. 二、根據(jù)句意及圖片，完成下列各題。1. I need a book . I should go to the_. 2. My grandmother feels sick . I will go to the_ with her. 3. I want to post a letter . I should go to the_. 4. I want to see a film . I should go to the_. 5. I want to borrow(借)books . I should go to the_. 【細節(jié)理解法】三、選擇填空。() 1. _，wheres the science museum? Its near the post office . A. SorryB. Thank you C. Excuse me () 2. Its_ to the post office . A. nextB. behindC. on() 3. There_ a book and some pencils on the desk . A. is B. are C. am() 4. Where is the_？I want to see some robots . A. museum B. zooC. bookstore () 5. Is your home near the school？_ A. No, its near . B. No, it isnt . C. Yes, its far . 四、根據(jù)所給圖片提示，補全對話。1. A：Is there a library in your school? B：_2. A：Where is the cinema? B：_ 3. A：Where are Amy and Chen Jie? B：_ 五、閱讀對話，將場所名稱填入圖中。A：Wheres the museum?B：Its in front of the park . A：Where is the bookstore?B：Its behind the hospital . A：Where is the library?B：Its near the hospital, and in front of the museum . 答案：一、1. T2. F3. F4. T5. F二、1. bookstore2. hospital3. post office4. cinema 5. library方法點撥：此題用細節(jié)理解法。本題中出現(xiàn)borrow(借)，所以只能去圖書館，而不是書店。單靠“死”記還不行,還得“活”用,姑且稱之為“先死后活”吧。讓學生把一周看到或聽到的新鮮事記下來,摒棄那些假話套話空話,寫出自己的真情實感,篇幅可長可短,并要求運用積累的成語、名言警句等,定期檢查點評,選擇優(yōu)秀篇目在班里朗讀或展出。這樣,即鞏固了所學的材料,又鍛煉了學生的寫作能力,同時還培養(yǎng)了學生的觀察能力、思維能力等等,達到“一石多鳥”的效果。三、1. C2. A3. A4. A5. B這個工作可讓學生分組負責收集整理,登在小黑板上,每周一換。要求學生抽空抄錄并且閱讀成誦。其目的在于擴大學生的知識面,引導學生關注社會,熱愛生活,所以內(nèi)容要盡量廣泛一些,可以分為人生、價值、理想、學習、成長、責任、友誼、愛心、探索、環(huán)保等多方面。如此下去,除假期外,一年便可以積累40多則材料。如果學生的腦海里有了眾多的鮮活生動的材料,寫起文章來還用亂翻參考書嗎?四、1. Yes, there is. 2. Its next to the science museum. 死記硬背是一種傳統(tǒng)的教學方式,在我國有悠久的歷史。但隨著素質(zhì)教育的開展,死記硬背被作為一種僵化的、阻礙學生能力發(fā)展的教學方式,漸漸為人們所摒棄;而另一方面,老師們又為提高學生的語文素養(yǎng)煞費苦心。其實,只要應用得當,“死記硬背”與提高