1、外研三起四年级下册Module8练习及答案一、写出下列动词的过去式。1. see _ 2. sing _ 3. have _4. go _ 5. eat _ 6. drink _7. make 8.take 9.am,is _二、汉译英。1. 坐公车 2. 吃野餐 3. 玩得愉快 4. 听音乐 5. 度过了忙碌的一天 6. 许多 7. 照照片 8. 玩游戏 三、请根据图片提示填写答案。Yesterday, we (1) lots of food. We (2) juice. We (3) a good time. 四、单项选择。( ) 1. We saw some _ in the park.
2、A. child B. children C. childs( ) 2. We _ a picnic last Sunday.A. had B. have C. has( ) 3. They sang _.A. beautiful B. beauty C. beautifully( ) 4. We went there _ bus.A. on B. at C. by( ) 5. Was it fun?Yes, it _.A. was B were C. wasnt( ) 6. Children ate some _ and drank some _.A. food; drinks B. foo
3、ds; drink C. foods; drinks五、仿照例句，改写句子。例: We often go there by bus.We went there by bus yesterday.1. I often see the children.I _ the children yesterday.2. They often walk in the park.They _ in the park yesterday.3. She often listens to music.She_ to music yesterday.4. We often sing songs.We _ songs
4、yesterday.六、Lily正在向妈妈描述上个星期日的野餐情况。请将她们的对话补充完整。A. We sang and danced. B. We went there by bus.C. Was it fun? D. Oh, you had a good time!E. They sang beautifully. F. You had a busy day! Lily: Mum, we had a picnic last Sunday.Mum: (1) Lily: Yes, it was. (2) Mum: What did you do?Lily: We saw some birds.
5、 (3) We ate some food and drank some drinks.Mum: (4) Lily: And we walked in the park. We listened to music. (5) We helped teachers too.Mum: Oh, (6) 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。如果有选择循序渐进地让学生背诵一些优秀篇目、精彩段落,对提高学生的水平会大有裨益。现在,不少语文教师在分析课文时,把文章解体的支离破碎,总在文章的技巧方面下功夫。结果教师费劲,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
6、事倍功半的尴尬局面的关键就是对文章读的不熟。常言道“书读百遍,其义自见”,如果有目的、有计划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渗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、创造和发展。参考答案一、1. saw 2. sang 3. had 4. went 5. ate 6. drank 7. made 8. took 9. was“师”之概念，大体是从先秦时期的“师长、师傅、先生”而来。其中“师傅”更早
7、则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，现在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。慢慢“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“教师”，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，“教师”的必要条件不光是拥有知识，更重于传播知识。二、1. by bu
8、s 2. have a picnic 3. have a good time 4. listen to music 5. have a busy day 6. lots of/a lot of 7. take photos/pictures 8. play games三、（1）ate （2）drank （3）had四、1-6 BACCAA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”。五、1. saw 2. walked 3. listened 4. sang六、（1）-（6）CBEDAF
