第5课时　七年级下册　Units 9～12 课堂达标演练

1、.课堂达标演练一、用方框中所给的单词的适当形式填空。每词仅用一次，每空一词。1I dont know it will be sunny tomorrow.2 ， it didnt rain when I visited the farm.3Everyone was at the news.4Many come to the Great Wall every year.5Last vacation, my family went to the farm and I some pigs.二、阅读下面短文，在空白处填入一个适当的词，或填入括号中所给单词的正确形式。One day, while I w

2、as sitting in my car in a parking area，I noticed a young boy in front of my car.“What is the boy doing？I asked myself and looked closely.“Oh, he is picking 1. a coin from the ground.When he 2. stand up, we saw each other clearly. He was not 3. old than ten and was wearing one blue glove手套 and one br

3、own glove. His coat was too small for him.As he walked away, I saw his 4. shoe, which were too old 5. wear, I rolled down my window and called him over.I asked him 6. he needed some money. He replied, “No. Thats OK.The parking area was wet, I could tell that his 7. foot were cold because he kept mov

4、ing his weight from one foot to the other.“Please，I held out 8. fivedollar bill钞票“Its not much, but when the money is shared, it is much more 9. useI said.He took off one of his gloves and took the money from my hand. His small hand was red and cold.He smiled and went away after saying “Thank you！ t

5、o me. 10. a big smile! That smile made me feel warm in the cold winter.与当今“老师一称最接近的“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，宋元时期小学老师被称为“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那么称为“老师或“教习。可见，“老师一说是比较晚的事了。如今体会，“老师的含义比之“老师一说，具有资历和学识程度上较低一些的差异。辛亥革命后，老师与其他官员一样依法令任命，故又称“老师为“教员。“师之概念，大体是从先秦时期的“师长

6、、师傅、先生而来。其中“师傅更早那么意指春秋时国君的老师。?说文解字?中有注曰：“师教人以道者之称也。“师之含义，如今泛指从事教育工作或是传授知识技术也或是某方面有特长值得学习者。“老师的原意并非由“老而形容“师。“老在旧语义中也是一种尊称，隐喻年长且学识渊博者。“老“师连用最初见于?史记?，有“荀卿最为老师之说法。渐渐“老师之说也不再有年龄的限制，老少皆可适用。只是司马迁笔下的“老师当然不是今日意义上的“老师，其只是“老和“师的复合构词，所表达的含义多指对知识渊博者的一种尊称，虽能从其身上学以“道，但其不一定是知识的传播者。今天看来，“老师的必要条件不光是拥有知识，更重于传播知识。参考答案一

7、、1.whether2.Luckily3.surprised4.visitors5.fed语文课本中的文章都是精选的比较优秀的文章,还有不少名家名篇。假如有选择循序渐进地让学生背诵一些优秀篇目、精彩段落,对进步学生的程度会大有裨益。如今,不少语文老师在分析课文时,把文章解体的支离破碎,总在文章的技巧方面下功夫。结果老师费力,学生头疼。分析完之后,学生收效甚微,没过几天便忘的一干二净。造成这种事倍功半的为难场面的关键就是对文章读的不熟。常言道“书读百遍,其义自见,假如有目的、有方案地引导学生反复阅读课文,或细读、默读、跳读,或听读、范读、轮读、分角色朗读,学生便可以在读中自然领悟文章的思想内容和写作技巧,可以在读中自然加强语感,增强语言的感受力。久而久之,这种思想内容、写作技巧和语感就会自然浸透到学生的语言意识之中,就会在写作中自觉不自觉地加以运用、创造和开展。二、1.up2.stood3.older4.shoes5.to6.if7.feet8.a9.useful10.What与当今“老师一称最接近的“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，宋元时期小学老师被称为“老师有案可