六年级上册英语一课一练unit 6 an unusual day part b 3∣闽教版（含答案）

Unit 6 An Unusual DayPart B同步练习一、抄写下面的单词或短语，并写出其汉语意思1. last _2. seat _3. fan _4. on foot _来源:学|科|网5. come here _6. take photos _二、选择正确的单词，并用适当的形式填空do read play watch1. I _ a football game last night.2. Lily _ a story book yesterday.来源:学+科+网Z+X+X+K3. I _ my homework.4. She _ some shopping yesterday.5. I _ the violin last weekend.三、对话搭配来源:ZXXK( ) 1. What did you do last night? A. Come in, please.( ) 2. Why were you late today? B. I usually play football.( ) 3. When did you go to bed? C. I got up late this morning.( ) 4. May I come in? D. I did my homework.( ) 5. What do you usually do after school? E. At twelve oclock.四、句子改错1. Why are you late today?_2. Can I come in?_3. I readed a story book last night._4. This morning he get up early._5. She doesnt have breakfast this morning._五、根据短文，判断对错Last night Li Ming did his homework. And then he watched a film. He went to bed at twelve oclock. He usually get up at half past six. But this morning he got up at half past elven. Its an hour late. So he went to school by taxi. He had some cake and milk in the taxi. He got to school late.( ) 1. Li Ming didnt do his homework last night.( ) 2. Li Ming watched a film last night.来源:学,科,网( ) 3. This morning Li Ming got up at half past six.( ) 4. This morning Li Ming went to school on foot.( ) 5. Li Ming had breakfast in the taxi.要练说，先练胆。说话胆小是幼儿语言发展的障碍。不少幼儿当众说话时显得胆怯：有的结巴重复，面红耳赤；有的声音极低，自讲自听；有的低头不语，扯衣服，扭身子。总之，说话时外部表现不自然。我抓住练胆这个关键，面向全体，偏向差生。一是和幼儿建立和谐的语言交流关系。每当和幼儿讲话时，我总是笑脸相迎，声音亲切，动作亲昵，消除幼儿畏惧心理，让他能主动的、无拘无束地和我交谈。二是注重培养幼儿敢于当众说话的习惯。或在课堂教学中，改变过去老师讲学生听的传统的教学模式，取消了先举手后发言的约束，多采取自由讨论和谈话的形式，给每个幼儿较多的当众说话的机会，培养幼儿爱说话敢说话的兴趣，对一些说话有困难的幼儿，我总是认真地耐心地听，热情地帮助和鼓励他把话说完、说好，增强其说话的勇气和把话说好的信心。三是要提明确的说话要求，在说话训练中不断提高，我要求每个幼儿在说话时要仪态大方，口齿清楚，声音响亮，学会用眼神。对说得好的幼儿，即使是某一方面，我都抓住教育，提出表扬，并要其他幼儿模仿。长期坚持，不断训练，幼儿说话胆量也在不断提高。来源:学*科*网答案：一、1. 上一个；刚刚过去的 2. 座位 3. 迷 4. 步行 5. 到这来 6. 拍照片 二、1. watched 2. read 3. did 4. did 5. played三、1-5 DCEAB四、1. are were2. Can May与当今“教师”一称最接近的“老师”概念，最早也要追溯至宋元时期。金代元好问示侄孙伯安诗云：“伯安入小学，颖悟非凡貌，属句有夙性，说字惊老师。”于是看，宋元时期小学教师被称为“老师”有案可稽。清代称主考官也为“老师”，而一般学堂里的先生则称为“教师”或“教习”。可见，“教师”一说是比较晚的事了。如今体会，“教师”的含义比之“老师”一说，具有资历和学识程度上较低一些的差别。辛亥革命后，教师与其他官员一样依法令任命，故又称“教师”为“教员”。3. readed read与当今“教师”一称最接近的“老师”概念，最早也要追溯至宋元时期。金代元好问示侄孙伯安诗云：“伯安入小学，颖悟非凡貌，属句有夙性，说字惊老师。”于是看，宋元时期小学教师被称为“老师”有案可稽。清代称主考官也为“老师”，而一般学堂里的先生则称为“教师”或“教习”。可见，“教师”一说是比较晚的事了。如今体会，“教师”的含义比之“老师”一说，具有资历和学识程度上较低一些的差别。辛亥革命后，教师与其他官员一样依法令任命，故又称“教师”为“教员”。4. get got5. doesnt didnt唐宋或更早之前，针对“经学”“律学”“算学”和“书学”各科目，其相应传授者称为“博士”，这与当今“博士”含义已经相去甚远。而对那些特别讲授“武事”或讲解“经籍”者，又称“讲师”。“教授”和“助教”均原为学官称谓。前者始于宋，乃“宗学”“律学”“医学”“武学”等科目的讲授者；而后者则于西晋武帝时代即已设立了，主要协助国子、博士培养生徒。“助教”在古代不仅要作入流的学问，