Ⅰ 小學六年級英語知識與能力訓練 評價手冊第十一冊參考答案
你要專心聽課才知道答案，答案就是「專心聽課」
聽課就是答案，沒聽只是借口。只要認真聽講認真思考答案總會知道。
Ⅱ 小學英語教輔《知識與能力訓練.英語評價手冊》錄音內容mp3下載鏈接
http://www.szjy.e.cn/Show.asp?ArticleID=6411&ClassID=440
Ⅲ 請在深圳讀書的！英語成績好請進來！有英語《評價手冊》初三的跟要進
你應該把文章都打上來，這樣大家都可以幫幫忙！
Ⅳ 求小學英語評價手冊第10冊答案
拜託，自己做好不好，而且後面有答案哪！但我的被老師撕了！
Ⅳ 【求答案】小學六年級英語知識與能力訓練評價手冊
a b c d e f g h i j k l m n
o p q r s t u v w x y z
二. 按順序寫出所缺的大小寫字母。
f g h o p q k L M V w X
三. 判斷下列單詞劃線部分的發音是否相同，相同的用「√」，不同的用「×」，表示在括弧內。
(√)1. bike mine
(×)2. nose long
(×)3. much museum
(√)4. left desk
(×)5. hand make
四. 下面每組單詞中劃線字母的讀音有一個與其他二個不同，請將這單詞的標號填入題前括弧內。
(A)1. A. day B. bad C. have
(B)2. A. fish B. find C. give
(C)3. A. me B. see C. red
(A)4. A. glue B. run C. us
(B)5. A. phone B. plant C. four
五. 略
六. 將下列劃橫線的部分譯成英文或中文。
1. The girl is my sister. 中文：姐妹
2. Don』t smoke. 中文：吸煙
3. Here is the money. 中文：錢
4. I 學習English in a school. 英文：study
5. My bag is 黑色的。英文：black
七. 選擇單詞或片語(每個只能用一次)，將其標號填在橫線上。
<1>under <2>white <3>play cards <4>in bed <5>speak to
1. The book is <1> the bed。
2. Could I <5> Mike , please?
3. Don』t read <4> . It』s bad for your eyes。
4. It is a <2> pencil。
5. I will <3> with Mike this week
八. 根據情景選擇句子，將答案的標號填入括弧內。
(A)1. 當你想知道橡皮放在哪兒時，問：
A. Where is the eraser?
B. Where is the pen?
C. Where is it from?
(C)2. 當你提醒小明不要在房間玩球時，說：
A. Don』t read in bed, Xiao Ming!
B. Don』t be late for school, Xiao Ming!
C. Don』t play ball in the room, Xiao Ming!
(B)3. 當你想知道別人能看見幾輛汽車時，問：
A. How much is the car?
B. How many cars can you see?
C. I can see five cars。
(A)4. 當你想知道別人是否喜歡那輛綠色汽車時，問：
A. Do you like the green car?
B. What is the car like?
C. I』m looking for a green car。
(C)5. 當你想知道別人會不會騎馬時，問：
A. Can you make a bike?
B. Can you ride a bike?
C. Can you ride a horse?
(A)6. 當你想要一杯茶時，說：
A. I』d like a cup of tea。
B. Would you like a glass of tea?
C. May I have a bottle of tea?
(C)7. 當你想知道新電視機的顏色時，問：
A. Where is the new TV?
B. What』s a TV?
C. What colour is the new TV?
(B)8. 當你想知道別人是否有鋼琴時，問：
A. Have you got a dictionary?
B. Have you got a piano?
C. May I use your piano?
(A)9. 當你要了解別人是否喜歡游泳時，問：
A. Do you like swimming?
B. Do you like running?
C. Do you like pingpong?
(A)10. 當你想知道這些物品是誰的時，問：
A. Whose are these?
B. Whose are those?
C. Who are they?
九. 選擇填空，將答案的標號填入括弧內。
(B)1. I』v got a toothache. I』m going to the __________。
A. park B. dentist C. teacher
(A)2. ——May I _______ your bike?
——Sorry。
A. ride B. reading C. read
(C)3. ——Whose ruler is it?
——Maybe it』s _______。
A. Peter B. Peters C. Mary』s
(B)4. I want to find a good book. I』m going to the _______。
A. cinema B. library C. museum
(A)5. ——_____ will you do?
——I』ll play football。
A. What B. When C. Where
十. 從B欄中找出適合A欄的答語，將其標號填入括弧內。
A B
(D)1. What does he do? A. She is going to the cinema。
(C)2. What does she do? B. He is old and fat。
(E)3. What is it like? C. She is a dentist。
(B)4. What is he like? D. He is a doctor。
(A)5. Where is she going? E. It』s long and black。
十一. 每小題A、B、C三個單詞中，有一個與圖意相符，選出來將其標號填入括弧內。
(B)1. A. bag B. bed C. book
(B)2. A. cap B. cat C. car
(A)3. A. radio B. fan C. fridge
(C)4. A. nose B. mouth C. hand
(C)5. A. dentist B. worker C. teacher
十二. 每小題A、B、C三個句中，有一個與圖義相符，把這個句子的標號填入括弧內。
(A)1. A. No smoking B. No spiting C. No parking
(B)2. A. He is swimming B. He is dancing C. He is riding a horse。
(B)3. A. She is drawing B. She is reading C. She is singing。
(C)4. A. I』m closing the window. B. I』m cleaning the door。
C. I』m opening the door。
(C)5. A. I』m from Africa. B. I』m from England. C. I』m from China。
Ⅵ 知識與能力訓練英語評價手冊第十冊答案
孩子，學習可要靠自己哦！你想想，就會想出來咯。或者翻翻書，也會找到答案的哦！
抄襲本人答案是八嘎。
Ⅶ 知識與能力訓練英語評價手冊第十二冊
you can call him and say "l'd love to.but i have a lot of homework to do.i wish you enjoy yourselves at the weekend.
Ⅷ 小學一年級下冊英語知識與能力訓練評價手冊錄音誰有啊
你好，樓主。你可以看看那本書的上的網站，上那個網站咨詢一下，就行，因為那個網站就是編這本的書的那個官方，所以他們可能會有相關方面的錄音帶！
Ⅸ 深圳小學二年級英語知識能力與訓練上冊評價手冊聽力，有的請給，謝謝！可以下載的，有的給分
深圳小學二年級英語知識能力與訓練上冊評價手冊聽力沒有對外公布。
英語（英文：English）是一種西日耳曼語支，最早被中世紀的英國使用，並因其廣闊的殖民地而成為世界使用面積最廣的語言。英國人的祖先盎格魯部落是後來遷移到大不列顛島地區的日耳曼部落之一，稱為英格蘭。
這兩個名字都來自波羅的海半島的Anglia。該語言與弗里斯蘭語和下撒克森語密切相關，其詞彙受到其他日耳曼語系語言的影響，尤其是北歐語（北日耳曼語），並在很大程度上由拉丁文和法文撰寫。
英語是按照分布面積而言最流行的語言，但母語者數量是世界第三，僅次於漢語、西班牙語。它是學習最廣泛的第二語言，是近60個主權國家的官方語言或官方語言之一。
英語詞彙：
幾乎所有的日耳曼語源字匯（包括一切基本字匯，如代詞、連詞等）都相對來說更短、更非正式。法語或拉丁語源的字匯通常代表更加優雅或更能顯示專業造詣，顯得比較有知識。
但是，過多運用古拉丁語源字匯，則會被認為矯飾或刻意賣弄，而過多使用日耳曼語源的詞彙又會給人粗俗、無文化、地位低下的印象。喬治·奧威爾的文章《政治與英語》對此作了透徹的描寫。
Ⅹ 急求一篇有關「知識、技能與能力」的英語作文
Talk about knowledge, skills, ability relationship
And higher ecation and vocational ecation, compared based ecation three features:
One is technology-oriented, rather than academic type; 2 it is technology type, rather than design type;
Three is management, rather than decision-making. From these three features, vocational school
The goal should be to train students, enables the student to master certain culture, AD
Instry theory knowledge, professional skills, skilled indeed with skill
Will have to adapt to, and the ability to participate in modern social activities. In teaching after
Cheng thorough understanding and correctly handling the knowledge, skills, and abilities, the relationship
Learning knowledge, training skills and cultivating ability of throughout the teaching process
In the teaching activities, to coordinate, is advantageous in raises the realization of the goal.
A, knowledge is the precondition
From the development of knowledge and ability, knowledge is ability for the base of development.
Ability is the premise condition of knowledge development. No learning knowledge this premise,
Students on labor skill grasping is only simply imitate or "as gourd
Painting, it was the past ladle "of" apprenticeships. "has the corresponding culture,
Professional theory knowledge, again by certain training and practice, students in the skills
The process of the formation and consolidate, can through to the association and the knowledge
Comprehensive, extrapolate, one, achieve rapid and efficient, solid
Effect. Knowledge for students to learn and master the skill of the hair of formation and ability
Exhibition laid solid foundation.
Second, training skills is the key
The so-called skills refers to people using relevant knowledge, successfully complete a
The task airframe activity way or intelligence activity way, divided into action skills
Can and intellectual skills. External action skill is the dominant skills
Can, it is muscle, body movement and kinesthetic analysis of motion coordination organ
As the characteristic. For example, students on the machine manipulation and adjust; Application neither,
File, saw process workpiece machining method of etc, are all is action
Skills. Intelligence skill is the abstract thinking activity as the leading to solve practical asked
Topic skills, is in constant activity of thinking process. Such as perception,
Imagination and thinking, etc., and for the main ingredients in thinking; Master correct thinking
Methods are the main characteristics of intellectual skills. In the proction practice intelligence skill is live
A dynamic accumulated adjust intelligence activities and experience comprehensive ability,
Intelligence skill and skill is also heavily and repeatedly in practice
In order to form and consolidated.
Movement skills and intellectual skills are closely linked, indivisible, move
For skill in itself has intelligence activities, including intelligence skills components.
If the workpiece fitter skillfully saws, file, such main is neither hand, arm, eye
Cooperate with action, but how to exact, sawing rules, place a file, full flat
The technical requirements of full pattern dominated by subjective consciousness but, have namely
Intelligence activities. Similarly, intellectual skills are also restricted by movement skills,
Many intellectual skills is often through movement skills shows.
Training skills are the key vocational schools teaching, whether theory teaching
Or proction practice teaching is to be trained and to reinforce students' skills in
In a position of prominence, establish viable skill training system, clear grade level,
Training methods and training time; The teaching process to emphasize the skill form
Cheng and laws, to students create hands-on and brain condition, by teachers
Explanation, the demonstration and student's practice and practice, and make students' skills
Can achieve coordination, proficient and perfect degree.
Three, cultivating ability is the objective
Cultivate and develop the students' ability, is the ultimate goal of vocational ecation.
Whether the study knowledge, or training skills, revolves the training students with
Prepare to participate in social activities, engaged in economic construction of ability of purpose.
In the social practice, single ability is difficult to play a role, any one
Kind of activity depends on various ability organically. So we in the teaching
Cheng should pay attention to the cultivation of students' comprehensive ability.
Vocational school students ability optimal structure should include the following basic
Elements: one is the self-ecated abilities. Vocational school student learning theory knowledge
Time is limited, train students to use of the correct way of learning, independently into
Do learning ability is necessary. Each subject teachers must pay attention to the builp in teaching
Keep students ability of using reference books skillfully; Read reference books and science and technology information
Material ability, etc. The formation of students' self-study ability lay a good for further development
Good foundation. 2 it is expression ability, refers to express their ideas in various ways
The ability of feelings and intention. Including language ability, writing power of expression,
Image expression ability, mathematical computation ability, etc. Three is the innovation ability, including
Find problems and puts forward the question ability, creative problem analysis and solving
The question ability, explore new knowledge, etc. Innovative ability is the modern green
Years upwards and pioneering the prerequisite. Four is the ability to work independently,
Applying learning theory is a reflection of the knowledge and mastery of the operation skills independently completed reality
Ability to work interstate; And there are plans to capacity, and ability of organization, self evaluation and
Self monitoring ability, etc. Have these ability is the student in the school study and go
Necessary to the society.
Whether theory class teaching practice teaching, or proction should be followed
Learning knowledge, training skills for the training and development ability of the principle of the service, primers
Guide students learning knowledge, self-conscious skills into the actual ability.
The students to become a cultural professional knowledge, proficient operation
Skills, can adapt to the society development, have the ability to participate in economic construction technology
Art talents, this is the requirements of teaching in vocational schools.
To sum up, in vocational schools teaching deeply understand and correct treatment
The study knowledge, training skills and cultivating ability relationship is very necessary,
The three are different and is closely linked organic whole. In order to learn the knowledge
As the premise, and with the training skills as the focal point for the purpose, to cultivate ability, this just
Can embody the basic characteristics of vocational schools teaching
中文：
談知識、技能、能力的關系
與高等教育和基礎教育相比, 職業教育有三個特點:
一是技術型, 而非學術型; 二是工藝型, 而非設計型;
三是管理層, 而非決策層。從這三個特點出發, 職業學
校學生的培養目標應該是, 使學生掌握一定的文化、專
業理論知識, 具備熟練的專業技能, 確有一技之長, 同
時又要具有適應、參與現代社會活動的能力。在教學過
程中深入理解和正確處理知識、技能和能力的關系, 把
學習知識、訓練技能、培養能力貫穿於整個教學過程之
中, 有利於協調教學活動, 有利於培養目標的實現。
一、學習知識是前提
從知識和能力的發展來說, 知識是能力發展的基礎,
能力是知識發展的前提條件。沒有學習知識這個前提,
學生對勞動技能的掌握只能是簡單地模仿或是「照葫蘆
畫瓢」, 這無異於過去的「學徒制」。具有相應的文化、
專業理論知識, 再經過一定的訓練與實踐, 學生在技能
的形成和鞏固的過程中, 就能通過對所學知識的聯想與
綜合, 舉一反三, 觸類旁通, 達到快捷、高效、扎實的
效果。知識的學習與掌握為學生技能的形成和能力的發
展奠定了堅實的基礎。
二、訓練技能是重點
所謂技能是指人們運用有關知識, 順利地完成某項
任務的一種機體活動方式或智力活動方式, 分為動作技
能和智力技能。動作技能是以外部動作佔主導地位的技
能, 它是以肌肉、肢體動作和動覺分析器官的協調運動
為特點的。比如, 學生對機器的操縱和調整; 應用鏨、
銼、鋸等工藝方法對工件進行切削加工等等, 都是動作
技能。智力技能是以抽象思維活動為主導的解決實際問
題的技能, 是在不斷的認識活動過程中形成的。如感知、
想像和思維等, 而以思維為主要成分; 掌握正確的思維
方法是智力技能的主要特徵。智力技能是在生產實踐活
動中積累起來的一種調節智力活動和經驗的綜合能力,
智力技能與動作技能同樣是在大量地、反復地練習中得
以形成和鞏固的。
動作技能與智力技能是密切聯系、不可分割的, 動
作技能本身就有智力活動參加, 包含有智力技能的成分。
如鉗工對工件熟練地鋸、銼、鏨等主要是手、臂、眼的
配合動作, 但如何鋸得准確, 銼得規矩, 鏨得平整, 滿
足圖樣的技術要求, 卻受到主觀意識的支配, 也就是有
智力活動參與。同樣, 智力技能也受到動作技能的制約,
很多智力技能往往是通過動作技能表現出來的。
訓練技能是職業學校教學的重點, 無論是理論教學
還是生產實習教學都是要把訓練和鞏固學生的技能放在
突出的位置, 建立可行的技能訓練體系, 明確等級水平,
訓練方法和訓練時間; 教學過程中要重視技能形成的過
程和規律, 給學生創造動手和動腦的條件, 通過教師的
講解、示範和學生的反復練習與實踐, 真正使學生的技
能達到協調、熟練和完善的程度。
三、培養能力是目的
培養和發展學生的能力, 是職業教學的最終目的。
不論是學習知識, 還是訓練技能, 都是圍繞培養學生具
備參與社會活動、從事經濟建設的能力這一目的進行的。
在社會實踐中, 單一的能力是難以發揮作用的, 任何一
種活動都取決於各種能力有機結合。所以我們在教學過
程中必須注重對學生綜合能力的培養。
職業學校學生能力的最佳結構應包含以下幾個基本
要素: 一是自學能力。職業學校學生在校學習理論知識
的時間有限, 培養學生運用正確的學習方法, 獨立地進
行學習的能力是必要的。各學科教師在教學中要注意培
養學生熟練地使用工具書的能力; 閱讀參考書和科技資
料的能力等。自學能力的形成為學生進一步發展打下良
好的基礎。二是表達能力, 指用各種方式表達自己思想
感情和意圖的能力。包括語言表達能力、文字表達能力、
圖像表達能力、數理計算能力等。三是創新能力, 包括
發現問題和提出問題的能力, 創造性地分析問題和解決
問題的能力, 探索新知識的能力等。創新能力是現代青
年奮發向上、開拓進取的前提條件。四是獨立工作能力,
是反映運用所學理論知識和掌握的操作技能獨立完成實
際工作的能力; 還有計劃能力、組織能力、自我評價和
自我監督的能力等。具備這些能力是學生在校學習和走
向社會所必需的。
不論是理論課教學, 還是生產實習教學, 都應遵循
學習知識、訓練技能為培養和發展能力服務的原則, 引
導學生自覺地把學習知識、掌握技能轉化為實際能力。
把學生培養成為具有一定的文化專業知識、嫻熟的操作
技能、能夠適應社會發展、具備參與經濟建設能力的技
術人才, 這就是對職業學校教學的要求。
綜上所述, 在職業學校教學中深入理解和正確處理
學習知識, 訓練技能與培養能力的關系是十分必要的,
三者是既有區別而又密切聯系的有機整體。以學習知識
為前提, 以訓練技能為重點, 以培養能力為目的, 這才
能真正體現職業學校教學的基本特點