六年級下冊英語期末測試教學檢測試題 人教Pep

1、2019年春期末教學檢測六年級英語試卷注意事項1.本學科試題共4頁，滿分為100分，測試時間為60分鐘。2.答題前請用0.5mm黑色簽字筆將自己的學校、班級、姓名、準考證號填寫在答題卡指定的位置。3.本試卷的選擇題，請用2B鉛筆按“涂填樣例”將所選答案對應的方框涂黑，其它試題的答案均用黑色水筆寫在答題卡對應的區(qū)域內(nèi)。答案書寫在本試卷或草稿紙上一律無效。聽力部分（50分）一、聽錄音，選擇正確的圖片。每小題讀兩遍。（10分）1.AB 2. AB. 3.A B 4. A.B. 5.A B 二、聽錄音，選擇你聽到的單詞，并將答題卡上相應位置的選項涂黑。每小題讀兩遍。（10分） 6. A. washed

2、 B. watered C. watched 7. A. smaller B. stronger C. shorter 8. A. lamp B. loud C. camp 9. A. fall B.fell C.felt10. A. sleep B. slept C. sleeping三、聽錄音，選擇你所聽到的句子。每個句子讀兩遍。（10分）11. A. The girl wears size 34 shoes. B. The boy wears size 37 shoes. 12. A. Ann read a book yesterday evening. B. Ann saw a fil

3、m yesterday evening.13. A. I wanted to read a book but the lamp was broken. B. I wanted to saw a film but the music was too loud.14. A. The cow is tallerter than the horse. B. The horse is shorter than the cow. 15. A. The boy ate some bad fruit and didnt feel well. B. The boy ate some fresh fruit an

4、d felt very well.4、 聽對話，根據(jù)聽到的對話內(nèi)容，給下列句子排序。對話聽兩遍。（10分）A. Really? What did you do, Zhang Peng?B. I had a geat weekend.C. I read storybooks!D. I went boating and slept on Saturday.E. What about Sunday?16. 17. 18. 19. 20. 五、聽下面一則短文，將方框中的單詞或短語按順序填入短文的橫線上，使短文意思合理、完整，每空一詞，并將選項在答題卡相應的位置上涂黑。聽短文前，你有30秒鐘的時間閱讀各

5、小題。短文讀兩遍。（10分）A. went ice-skating B. played badminton C. cycling D. under a tree E. by bike Many years ago, I went to this school. I went to school 21 . I love 22 . Nowadays, many students go by bus or car. We didnt have computer games then or computers. So we often 23 in the summer and 24 in the wi

6、nter. We had a geat time. After school, I often went to the park and read 25 . It was so beautiful there.筆試部分（50分）六、選出每組中不同類的單詞。將其序號填涂在答題卡相應的位置上（10分）26. A.Internet B. hall C. gym 27. A. meter B. younger C. taller28. A. stayed B. better C. cleaned29. A. rides B. gifts C. washes 30. A. building B. dan

7、cing C. walking七、選擇填空。將其序號填涂在答題卡相應的位置上（10分）31. Lily is than Jenny. A. tall B. taller C.tallest32.There were no gym dining hall in my school three years ago. A. or B. and C. to33.We saw lots of apples, but we eat them. A. could B. cant C. couldnt34. I had a cold . A. today B. yesterday C. tomorrow35.

8、 Mikes feet are bigger than . A. I B. my C. mineA. Yes, I did.     B. Im 42 kilograms.C. Yes, I can.    D. I went there by bus.   E. I went to Beijing.八、從下面方框中找出適當?shù)拇鹫Z，并將其標號涂在答題卡相應的位置上。（共10分）36.Where did you go last Sunday? 37.How did you go

9、 there? 38.How heavy are you? 39.Did you play badmiton? 40.Can you see the flowers? 九、補全對話。用所給出的句子把對話補充完整，并將其序號填涂在答題卡相應的位置上（10分）Amy : 41 ?Mike: I went to Sanya with my family.A. Did you have a good time?B. Where did you go over the winter holiday?C. What did you do there?D. How was the beach?E. How

10、did you go there?   Amy:That sounds great! Sanya is far from here. 42 ?Mike:We went there by plane.Amy: 43 ?Mike: I went to the beach and took lots of pictures.Amy: 44 ?Mike : It was beautifulAmy: 45 ?Mike: Yes, We did, we enjoyed ourselves very much.十、閱讀理解。根據(jù)短文內(nèi)容,，判斷正（）誤（×）。（10分）Dear

11、 Sir,Our weekend at your hotel was bad. Our room was big but everything was very old. Our friend Robin cleaned our room and fixed a broken chair.My mother wanted to read a book but the lamp was small. My dad got some hamburgers from the hotel kitchen, but they were cold and tasted bad.I wanted to wa

12、tch TV but the TV didnt work. The people in Room 301 listened to loud music. I didnt sleep all night.Im sorry, but we didnt enjoy our stay very much.要練說，先練膽。說話膽小是幼兒語言發(fā)展的障礙。不少幼兒當眾說話時顯得膽怯：有的結(jié)巴重復，面紅耳赤；有的聲音極低，自講自聽；有的低頭不語，扯衣服，扭身子。總之，說話時外部表現(xiàn)不自然。我抓住練膽這個關鍵，面向全體，偏向差生。一是和幼兒建立和諧的語言交流關系。每當和幼兒講話時，我總是笑臉相迎，聲音親切，動作

13、親昵，消除幼兒畏懼心理，讓他能主動的、無拘無束地和我交談。二是注重培養(yǎng)幼兒敢于當眾說話的習慣。或在課堂教學中，改變過去老師講學生聽的傳統(tǒng)的教學模式，取消了先舉手后發(fā)言的約束，多采取自由討論和談話的形式，給每個幼兒較多的當眾說話的機會，培養(yǎng)幼兒愛說話敢說話的興趣，對一些說話有困難的幼兒，我總是認真地耐心地聽，熱情地幫助和鼓勵他把話說完、說好，增強其說話的勇氣和把話說好的信心。三是要提明確的說話要求，在說話訓練中不斷提高，我要求每個幼兒在說話時要儀態(tài)大方，口齒清楚，聲音響亮，學會用眼神。對說得好的幼兒，即使是某一方面，我都抓住教育，提出表揚，并要其他幼兒模仿。長期堅持，不斷訓練，幼兒說話膽量也在不

14、斷提高。Wu Yifan and family 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。46. Our room was small but everything was very good. 47. Robin cleaned our room and fixed a broken chair. 與當今“教師”一稱最接近的“老師”概念，最早也要追溯至宋元時期。金代元好問示侄孫伯安詩云：“伯安入小學，穎悟非凡貌，屬句有夙性，說字驚老師?！庇谑强矗卧獣r期小學教師被稱為“老師”有案可稽。清代稱主考官也為“老師”，而一般學堂里的先生則稱為“教師”或“教習”?？梢姡敖處煛币徽f是比較晚的事了。如今體會，“教師”的含義比之“老師”一說，具有資歷和學識程度