1、Unit 1 My school单元检测一、画线部分发音是（T）否（F）相同（5分）( )1. A. water B. tiger C. doctor( )2. A. under B. number C. computer( )3. A. milk B. library C. like( )4. A. way B. play C. today( )5. A. bread B. teacher C. read二、选出不属于同一类的单词（5分）( )1. A. teacher B. farm C. doctor( )2. A. library B. playground C. computer(
2、)3. A. bread B. art C. music( )4. A. first B. forty C. second( )5. A. next B. in C. an三、把序号写在相应图片下面的括号里（10分）四、选择合适的答案（10分）( )1. The teachers office is on the _ floor.A. first B. one C. two( )2. Is that the gym?_A. Yes, that is.B. No, that isnt. C. No, it isnt.( )3. _ is the art room?Its on the secon
3、d floor.A. What B. Where C. How( )4. _ you have a toy car? Yes, I do.A. Are B. Is C. Do( )5. _. Wheres the library?A. Excuse me B. Thank you C. Nice to meet you五、从B栏中选出A栏句子的正确答语（10分） A B( )1. Where is the gym? A. Yes, it is.( )2. Do you have an art room? B. Its on the second floor.( )3. Is that your
4、 bag? C. Two.( )4. How many pens do you have? D. No, she isnt.( )5. Is this your mother? E. Yes, we do.六、找出错误的一项，将序号填在括号里，并在横线上改正（10分）1. Whats Classroom 2? Its on the second floor. ( )_ A B C2. How many pig can you see? ( )_ A B C3. Do you have an apple? Yes, I dont. ( )_ A B C4. Is this your book?
5、Yes, this is. ( )_ A B C5. The music room is next too the art room. ( )_ A B C七、连词成句（10分）1. is, the, library, this(.)_ 2. my, here, is, homework(.)_ 3. is, teachers office, the, where (?)_ 4. you, an, do, English book, have (?)_ 5. is, computer room, the, floor, the, second, on (.)_ 八、阅读理解，判断对（）错（）（
6、10分）We have a nice and big school. Our classroom is on the first floor. Its next to the teachers office. There is a computer on the teachers desk. There are two doors, two blackboards, four windows, ten lights, many desks and chairs in our classroom. The computer room is on the second floor. The mus
7、ic room is next to the computer room. I like my school very much.( )1. My school is small and nice.( )2. Our classroom is on the second floor. ( )3. There are two ,windows in our classroom.( )4. The music room is on the second floor.( )5. I dont like my school九、根据下面的汉语提示，填入所缺单词，完成短文。（30分）_ _（这是）our
8、classroom. Its on the _ _ （二楼）. _ _（那是）the art room. Its next to the _ _ (教师办公室). Is this the _ _(计算机房)？No, it isnt. Its the _ _(音乐教室). Is that the _（图书馆）？Yes, it is. Lets read a book. 参考答案：一、1. T 2. F 3. F 4. T 5. F二、1. B 点拨：teacher和doctor都表示职业，farm是农场，所以选B。2. C 3.A4. B. 点拨：first和second都是序数词，forty是
9、基数词。三、1. B. 2. E 3. C 4. D 5. A四、1. A 点拨：几楼，一定要用序数词，所以选first。2. C 点拨：确认的对象是物，选C.3. B 点拨：既然回答“它在二楼。”那么肯定是问“美术教室在哪里？”所以选择“Where”。4. C 点拨：既然回答“Yes, I do.”,那么肯定是“Do you？”。5. A. 点拨：Excuse me. 是你要打扰别人时的礼貌用语。五、1. B 2. E 3. A 4. C 5. D六、1. A wheres 点拨：既然回答“它在二楼”那么肯定是问在哪里。2. B pigs 3. C do4. C it5. B. next t
10、o七、1. This is the library.2. Here is my homework.3. Where is the teachers office?4. Do you have an English book?5. The computer room is on the second floor.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:
11、“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
12、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”。八、1. 2. 3. 4. 5. 九、This is our classroom. Its on the second floor. That is the art room. Its next to the teachers office. Is this the computer room? No, it isnt. Its the music room. Is that the library? Yes, it is. Lets read a book.要练说，先练胆。说
13、话胆小是幼儿语言发展的障碍。不少幼儿当众说话时显得胆怯：有的结巴重复，面红耳赤；有的声音极低，自讲自听；有的低头不语，扯衣服，扭身子。总之，说话时外部表现不自然。我抓住练胆这个关键，面向全体，偏向差生。一是和幼儿建立和谐的语言交流关系。每当和幼儿讲话时，我总是笑脸相迎，声音亲切，动作亲昵，消除幼儿畏惧心理，让他能主动的、无拘无束地和我交谈。二是注重培养幼儿敢于当众说话的习惯。或在课堂教学中，改变过去老师讲学生听的传统的教学模式，取消了先举手后发言的约束，多采取自由讨论和谈话的形式，给每个幼儿较多的当众说话的机会，培养幼儿爱说话敢说话的兴趣，对一些说话有困难的幼儿，我总是认真地耐心地听，热情地帮
14、助和鼓励他把话说完、说好，增强其说话的勇气和把话说好的信心。三是要提明确的说话要求，在说话训练中不断提高，我要求每个幼儿在说话时要仪态大方，口齿清楚，声音响亮，学会用眼神。对说得好的幼儿，即使是某一方面，我都抓住教育，提出表扬，并要其他幼儿模仿。长期坚持，不断训练，幼儿说话胆量也在不断提高。这是我们的教室。它在二楼。那是美术教室。它紧邻着教师办公室。这是计算机房吗？不，它不是。它是音乐教室。那是图书馆吗？是的，它是。咱们读本书吧。死记硬背是一种传统的教学方式,在我国有悠久的历史。但随着素质教育的开展,死记硬背被作为一种僵化的、阻碍学生能力发展的教学方式,渐渐为人们所摒弃;而另一方面,老师们又为提高学生的语文素养煞费苦心。其实,只要应用得当,“死记硬背”与提高学生素质并不矛盾。相反,它恰是提高学生语文水平的重要前提和基础。
