三年級(jí)下冊(cè)英語(yǔ)試題Unit 1Unit 2單元測(cè)試題廣東開心英語(yǔ)

20172018第一學(xué)期小學(xué)三年級(jí)開心學(xué)英語(yǔ)(第二冊(cè))單元評(píng)價(jià)練習(xí)題(一)(Unit1Unit2)Class _ Name_ No._ Mark_I 聽力部分一、請(qǐng)選出你所聽到的字母或單詞，把字母代號(hào)寫在括號(hào)里。(10分)( ) 1. A. LMN B. LNM C. RMN ( ) 2. A. that B. this C. is ( ) 3. A. red B. read C. right( ) 4. A. balloon B. blue C. book ( ) 5. A. seven B. sad C. sing ( ) 6. A. mother B. many C. monkey ( ) 7. A. color B. cake C. cookie ( ) 8. A. or B. oh C. tall ( ) 9. A. Its B. Hes C. Shes ( ) 10. A. Were B. Theyre C. Youre二、朗讀，按朗讀的順序給圖片標(biāo)號(hào)。(8分)( ) ( ) ( ) ( )( ) ( ) ( ) ( )三、聽朗讀，判斷對(duì)錯(cuò)，對(duì)的“”，錯(cuò)的打“”。(8分)( ) ( ) ( ) ( )( ) ( ) ( ) ( )四、聽問(wèn)句選答語(yǔ)，把代表正確答案的字母代號(hào)填在括號(hào)里。(10分)( ) 1. A. Its blue. B. Its an orange. ( ) 2. A. Yes, she is . B. Yes , I am . ( ) 3. A. I am five. B. I am fine , thanks. ( ) 4. A. Yes , he is . B. Yes , she is . ( ) 5. A. Yes , they are. B. Yes ,we are . 五、聽朗讀，補(bǔ)全所缺的單詞。(5分) ( ) 1. Are you ？No , Im . ( ) 2. What is this? It s . ( ) 3. tall. II筆試部分一、看圖寫單詞(8分) 二、寫出下列單詞的分寫形式。(9分)1. Were _ 2. isnt _ 3. Youre _4. Shes _ 5. Theyre _ 6. Hes _7. its _ 8. dont _ 9. Lets _三、寫出能替換畫線部分的同類單詞。(9分)1. His brother is tall.(形容詞) A. _B. _C. _2. This is a rabbit.(動(dòng)物) A. _B. _C. _3. The table is pink.(顏色) A. _B. _C. _四、選擇題。(15分)( )1. His grandmother isnt sad. Shes _. A. small B. sad C. happy( )2. Look, its _ apple. It is _.A. a , red B. an , yellow C. Hes( )3. The dog is _ . A. green. B. brown. C. blue.( )4. Are you happy? A. Im fine, thank you. B. Yes, I do. C. Yes, I am.( )5. _ is this? Its blue . A. What color. B. What. C. Who.( )6. Look. Many _. A. color B. colors C. red ( )7. _ is the hat? Its purple. A. What. B. Who. C. What color.( )8. Is this a dog? _. A. Yes, it is. B. Its yellow. C. No, it is yellow.( )9. What color do you like? _. A. Yes, I do. B. I like blue. C. I like an orange.( )10. Whats this? Its _. A. orange B. a orange C. an orange orange五、根據(jù)問(wèn)句找出合適的答語(yǔ)，并把代號(hào)填在括號(hào)里。(10分)( )1. Is that a chair? A. Its an orange.( )2. Are you happy? B. Yes, I am. Im happy.( )3. Whats this? C. Its green.( )4. What color do you like? D. Yes, it is .( )5. What color is this ? E. I like red.六、根據(jù)提示，寫上適當(dāng)?shù)膯卧~。(9分)1. Please say“_”(你好)to your family.2. I like the _ (棕色的)rabbit.3. My friend is _ (矮的).4. Its very _ (熱的).5. _ _ (我)dont like noodles.6. The _ _ (鉛筆)are yellow.7. I dont like ice cream. Its _ _ (冷的).8. The girls like _ _ (動(dòng)物).9. The apple is ( 紅色的)聽力內(nèi)容及答案聽力部分：一、1. A 2. A 3. A 4. B 5.B 6. C 7. A 8. C 9. B 10. A二、1 .red 2. big 3. read 4. sad 5. hot 6. happy 7. you 8 . red pecil三、1. blue ( ) 2.tall ( ) 3.good ( ) 4.small ( ) 5.short( )6.red ( ) 7.hello ( ) 8.yellow ( )四、1. What color is this ? ( A )2. Are you happy ? ( B ) 3. How are you ? ( B )4. Is she sad ? ( B )5. Are they cold ? ( A )五、1. Are you happy ? No , Im sad .2.What color is this ? It s brown .3Theyre tall .筆試部分一、1 . you 2. tall 3. read 4.cold 5. hot 6. sad 7. small 8. pencil.二、1. we are 2. is not 3. you are 4. she is 5. they are 6. he is 7. it is 8. do not 9. Let us三、1. short cold hot 2. monkey dog cat 3. yellow red brown四、1 . C 2. A 3. B 4. C 5. A 6. B 7. C 8. A 9. B 10. C五、1. D 2. B 3. A 4. E 5. C 死記硬背是一種傳統(tǒng)的教學(xué)方式,在我國(guó)有悠久的歷史。但隨著素質(zhì)教育的開展,死記硬背被作為一種僵化的、阻礙學(xué)生能力發(fā)展的教學(xué)方式,漸漸為人們所摒棄;而另一方面,老師們又為提高學(xué)生的語(yǔ)文素養(yǎng)煞費(fèi)苦心。其實(shí),只要應(yīng)用得當(dāng),“死記硬背”與提高學(xué)生素質(zhì)并不矛盾。相反,它恰是提高學(xué)生語(yǔ)文水平的重要前提和基礎(chǔ)。六、1. hello 2. brown 3. short 4. hot 5. I 6. pencil 與當(dāng)今“教師”一稱最接近的“老師”概念，最早也要追溯至宋元時(shí)期。金代元好問(wèn)示侄孫伯安詩(shī)云：“伯安入小學(xué)，穎悟非凡貌，屬句有夙性，說(shuō)字驚老師?！庇谑强矗卧獣r(shí)期小學(xué)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(xué)堂里的先生則稱為“教師”或“教習(xí)”?？梢姡敖處煛币徽f(shuō)是比較晚的事了。如今體會(huì)，“教師”的含義比之“老師”一說(shuō)，具有資歷和學(xué)識(shí)程度上較低一些的差別。辛亥革命后，教師與其他官員一樣依法令任命，故又稱“教師”為“教員”。 7. cold 8. animals 9. red語(yǔ)文課本中的文章都是精選的比較優(yōu)秀的文章,還有不少名家名篇。如果有選擇循序漸進(jìn)地讓學(xué)生背誦一些優(yōu)秀篇目、精彩段落,對(duì)提高學(xué)生的水平會(huì)大有裨益?，F(xiàn)在,不少語(yǔ)文教師在分析課文時(shí),把文章解體的支離破碎,總在文章的技巧方面下功夫。結(jié)果教師費(fèi)勁,學(xué)生頭疼。分析完之后,學(xué)生收效甚微,沒(méi)過(guò)幾天便忘的一干二凈。造成這種事倍功半的尷尬局面的關(guān)鍵就是對(duì)文章讀的不熟。常言道“書讀百遍,其義自見”,如果有目的、有計(jì)劃地引導(dǎo)學(xué)生反復(fù)閱讀課文,或細(xì)讀、默讀、跳讀,或聽讀、范讀、輪讀、分角色朗讀,學(xué)生便可以在讀中自然領(lǐng)悟文章的思想內(nèi)容和寫作技巧,可以在讀中自然加強(qiáng)語(yǔ)感,增強(qiáng)語(yǔ)言的感受力。久而久之,這種思想內(nèi)容、寫作技巧和語(yǔ)感就會(huì)自然滲透到學(xué)生的語(yǔ)言意識(shí)之中,就會(huì)在寫作中自覺不自覺地加以運(yùn)用、創(chuàng)造和發(fā)展。