五年級上冊英語一課一練Unit 1課時2Let39;s learnAsk and answer人教PEP

課時 2一、選出下列單詞中不同類的一項。 () 1. A. them B. our C. his () 2. A. strict B. find C. funny () 3. A. Chinese B. art C. young () 4. A. are B. do C. is () 5. A. who B. what C. kind 二、根據(jù)圖片選擇正確的詞填在橫線上。 1. The clown(小丑) is so _ (strict/ funny) . He makes us laugh. 2. My music teacher is 56. He isnt _ (old/ young) . 3. Our English teacher is _ (kind/ strong) to us. We love her. 4. Mr Yu is _ (tall and strong/ old and thin) . He is 30 years old. 三、單項選擇。 () 1. _ Smith is our head teacher. Hes strict. A. MissB. MrsC. Mr () 2. _ your music teacher？ Mr Jones. A. Who B. Whos C. Whose () 3. _ she young？ No, she _. A. Is; is B. Is; isnt C. Are; arent () 4. Hes not young. Hes very _. A. funny B. young C. old 四、根據(jù)首字母補全單詞，使句子意思完整。 1. W_ is your new PE teacher？ 2. My father isnt s_. Hes very kind. 3. I like f_ teachers. 4. Our head teacher is an o_ man. 五、閱讀短文，完成任務。 Hello, Im Tom. I go to a new school in Xian. I have Chinese, maths, English, music, art and PE at school. I like Chinese. My Chinese teacher is Ms Li. She is young and kind. My PE teacher is tall and strong. He is a good basketball player. Mr Chen is my maths teacher. He is funny. My English teacher is Ms Wang. She is not young and she is very strict, but sometimes she is very nice. I like my new teachers and I like my new school. () 1. Tom is talking about his _. A. mother and father B. new teachersC. classmates () 2. _ is Toms PE teacher. A. B. C. () 3. _ is old. A. Toms English teacherB. Mr WangC. Ms Li 4. Ms Li is Toms _ teacher. She is _ and _. 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。課時2 我國古代的讀書人,從上學之日起,就日誦不輟,一般在幾年內(nèi)就能識記幾千個漢字,熟記幾百篇文章,寫出的詩文也是字斟句酌,瑯瑯上口,成為滿腹經(jīng)綸的文人。為什么在現(xiàn)代化教學的今天,我們念了十幾年書的高中畢業(yè)生甚至大學生,竟提起作文就頭疼,寫不出像樣的文章呢?呂叔湘先生早在1978年就尖銳地提出:“中小學語文教學效果差,中學語文畢業(yè)生語文水平低,十幾年上課總時數(shù)是9160課時,語文是2749課時,恰好是30%,十年的時間,二千七百多課時,用來學本國語文,卻是大多數(shù)不過關,豈非咄咄怪事!”尋根究底,其主要原因就是腹中無物。特別是寫議論文,初中水平以上的學生都知道議論文的“三要素”是論點、論據(jù)、論證,也通曉議論文的基本結構:提出問題分析問題解決問題,但真正動起筆來就犯難了。知道“是這樣”,就是講不出“為什么”。根本原因還是無“米”下“鍋”。于是便翻開作文集錦之類的書大段抄起來,抄人家的名言警句,抄人家的事例,不參考作文書就很難寫出像樣的文章。所以,詞匯貧乏、內(nèi)容空洞、千篇一律便成了中學生作文的通病。要解決這個問題,不能單在布局謀篇等寫作技方面下功夫,必須認識到“死記硬背”的重要性,讓學生積累足夠的“米”。一、1. A2. B3. C 4. B 5. C二、1. funny 2. young3. kind4. tall and strong其實,任何一門學科都離不開死記硬背,關鍵是記憶有技巧,“死記”之后會“活用”。不記住那些基礎知識,怎么會向高層次進軍?尤其是語文學科涉獵的范圍很廣,要真正提高學生的寫作水平,單靠分析文章的寫作技巧是遠遠不夠的,必須從基礎知識抓起,每天擠一點時間讓學生“死記”名篇佳句、名言警句,以及豐富的詞語、新穎的材料等。這樣,就會在有限的時間、空間里給學生的腦海里注入無限的內(nèi)容。日積月累,積少成多,從而收到水滴石穿,繩鋸木斷的功效。三、1. C2. B3. B4. C 四、1. Who2. strict3. funny4. old 五、1. B2. B3. A4. Chinese; young; kind