六年級上冊英語一課一練Module 9 Unit 1 Do you want to visit the UN building外研社

1、Module 9Unit 1 Do you want to visit the UN building?同步練習 選出不同類的一項( ) 1. A. visit B. America C. China( ) 2. A. that B. this C. want( ) 3. A. in B. inside C. the( ) 4. A. world B. tall C. big( ) 5. A. make B. peace C. visit 將單詞與對應的圖片連線1. zoo A.2. the Great Wall B.3. the UN C. 看圖仿照例句寫對話 Do you want to

2、visit the park? Yes, I do./ No, I don't.1. _2. _ 連詞成句1. Do want you to the UN building visit_?2. in Is China the UN_?3. got We've lots of buildings tall in China_.4. The wants to peace in the world UN make_. 閱讀并判斷正()誤(×)In China, there are lots of interesting places to go. But I want to

3、 go to Hangzhou best. Why? Because Hangzhou is a beautiful and clean city. Especially, the West Lake is the place we must visit. It is one of the most beautiful places in the world, I think. And I also want to visit Harbin. It is white and clean there, but it is cold in winter. I want to go to all t

4、he places in China. They are all fantastic.( ) 1. I want to visit Hangzhou and Harbin.( ) 2. Hangzhou is a beautiful and clean city.( ) 3. Harbin is cold in winter.( ) 4. I want to visit the West Lake because it is beautiful.( ) 5. There aren't lots of interesting places in China. 選出不同類的一項參考答案 將

5、單詞與對應的圖片連線1. A 2. C 3. C 4. A 5. B 看圖仿照例句寫對話1C 2B 3A1. Do you want to visit the zoo?Yes, I do.2. Do you want to visit the library? 連詞成句No, I don't.1. Do you want to visit the UN building2. Is China in the UN3. We've got lots of tall buildings in China與當今“教師”一稱最接近的“老師”概念，最早也要追溯至宋元時期。金代元好問示侄孫伯

6、安詩云：“伯安入小學，穎悟非凡貌，屬句有夙性，說字驚老師?！庇谑强?，宋元時期小學教師被稱為“老師”有案可稽。清代稱主考官也為“老師”，而一般學堂里的先生則稱為“教師”或“教習”?？梢?，“教師”一說是比較晚的事了。如今體會，“教師”的含義比之“老師”一說，具有資歷和學識程度上較低一些的差別。辛亥革命后，教師與其他官員一樣依法令任命，故又稱“教師”為“教員”。 語文課本中的文章都是精選的比較優(yōu)秀的文章,還有不少名家名篇。如果有選擇循序漸進地讓學生背誦一些優(yōu)秀篇目、精彩段落,對提高學生的水平會大有裨益?，F(xiàn)在,不少語文教師在分析課文時,把文章解體的支離破碎,總在文章的技巧方面下功夫。結果教師費勁,學生

7、頭疼。分析完之后,學生收效甚微,沒過幾天便忘的一干二凈。造成這種事倍功半的尷尬局面的關鍵就是對文章讀的不熟。常言道“書讀百遍,其義自見”,如果有目的、有計劃地引導學生反復閱讀課文,或細讀、默讀、跳讀,或聽讀、范讀、輪讀、分角色朗讀,學生便可以在讀中自然領悟文章的思想內(nèi)容和寫作技巧,可以在讀中自然加強語感,增強語言的感受力。久而久之,這種思想內(nèi)容、寫作技巧和語感就會自然滲透到學生的語言意識之中,就會在寫作中自覺不自覺地加以運用、創(chuàng)造和發(fā)展。閱讀并判斷正()誤(×)4. The UN wants to make peace in the world“師”之概念，大體是從先秦時期的“師長、師傅、先生”而來。其中“師傅”更早則意指春秋時國君的老師。說文解字中有注曰：“師教人以道者之稱也”?！皫煛敝x，現(xiàn)在泛指從事教育工作或是傳授知識技術也或是某方面有特長值得學習者?！袄蠋煛钡脑獠⒎怯伞袄稀倍稳荨皫煛?。“老”在舊語義中也是一種尊稱，隱喻年長且學識淵博者。“老”“師”連用最初見于史記，有“荀卿最為老師”之說法。慢慢“老師”之說也不再有年齡的限制，老少皆可適用。只是司馬遷筆下的“老師”當然不是今