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1、课堂达标演练.用方框中所给单词的适当形式填空，每词限用一次1I am sorry. I broke your camera by accident.Never mind. Im sure you didnt do it on purpose and it cant be helped.2Her father her off at the school gate and then drove to work. 3Because of the bad weather, there was a change of our plan.4Mark was the only student that wa
2、s to attend the meeting. 5Theyve been friends for many years and they both their friendship very much. .语法填空阅读下面短文，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。A woman liked riding a horse. One day she fell off a horse and was badly hurt. Her husband, a lawyer, sent 1. Mr Ball, a doctor. Mr Ball knew the lawyer har
3、dly paid bills and before he went into the lawyers house, he said, “Im afraid that you 2. (not pay) me if I cure your wife.”“Dont worry about it. Mr Ball.” the lawyer brought out two thousand dollars and put the money on the table. Then he said, “It wont matter 3. you cure my wife or kill her. I wil
4、l pay you this.” 4. (hear) this, Mr Ball came into the house. When he came into the womans bedroom, he found he could hardly do 5. (something). But he still did his best to save her life. Four hours later, while he 6. (operate) on her, she died.“Im sorry, sir.” Mr Ball said with a 7. (tire) look. “I
5、ve done my best, you know. Now, pay me the money, please.”“Yes, yes, sir.” the lawyer answered at once. “But can you tell me if you have killed my wife？”“教书先生”恐怕是市井百姓最为熟悉的一种称呼，从最初的门馆、私塾到晚清的学堂，“教书先生”那一行当怎么说也算是让国人景仰甚或敬畏的一种社会职业。只是更早的“先生”概念并非源于教书，最初出现的“先生”一词也并非有传授知识那般的含义。孟子中的“先生何为出此言也？”；论语中的“有酒食，先生馔”；国策
6、中的“先生坐，何至于此？”等等，均指“先生”为父兄或有学问、有德行的长辈。其实国策中本身就有“先生长者，有德之称”的说法。可见“先生”之原意非真正的“教师”之意，倒是与当今“先生”的称呼更接近。看来，“先生”之本源含义在于礼貌和尊称，并非具学问者的专称。称“老师”为“先生”的记载，首见于礼记?曲礼，有“从于先生，不越礼而与人言”，其中之“先生”意为“年长、资深之传授知识者”，与教师、老师之意基本一致。“8. can you say that？” Mr Ball was surprised and said angrily. “When I was operating on her, you s
7、aw all with your own eyes.”“Thats true. And have you cured her？”“9. (somebody) could cure her, I think.”“Well, then.” the lawyer said happily. “Why do I have to pay you the money since you neither cured 10. killed her？”参考答案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
8、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。.1.awfully2.dropped3.sudden4.chosen5
9、.value我国古代的读书人,从上学之日起,就日诵不辍,一般在几年内就能识记几千个汉字,熟记几百篇文章,写出的诗文也是字斟句酌,琅琅上口,成为满腹经纶的文人。为什么在现代化教学的今天,我们念了十几年书的高中毕业生甚至大学生,竟提起作文就头疼,写不出像样的文章呢?吕叔湘先生早在1978年就尖锐地提出:“中小学语文教学效果差,中学语文毕业生语文水平低,十几年上课总时数是9160课时,语文是2749课时,恰好是30%,十年的时间,二千七百多课时,用来学本国语文,却是大多数不过关,岂非咄咄怪事!”寻根究底,其主要原因就是腹中无物。特别是写议论文,初中水平以上的学生都知道议论文的“三要素”是论点、论据、论证,也通晓议论文的基本结构:提出问题分析问题解决问题,但真正动起笔来就犯难了。知道“是这样”,就是讲不出“为什么”。根本原因还是无“米”下“锅”。于是便翻开作文集锦之类的书大段抄起来,抄人家的名言警句,抄人家的事例,不参考作文书就很难写出像样的文章。所以,词汇贫乏、内容空洞、千篇一律便成了中学生作文的通病。要解决这个问题,不能单在布局谋篇等写作技方面下功夫,必须认识到“死记硬背”的重要性,让学生积累足够的“米”。.1.for2.wont pay3.whether4.Hearing5.anything6was operating7.tired8.How9.Nobody10.nor第 2 页
