四年級(jí)上冊(cè)英語(yǔ)期中試題提優(yōu)測(cè)試題 牛津譯林

1、. 期中綜合提優(yōu)測(cè)試卷 時(shí)間：100分鐘 總分值：100分 聽(tīng)力部分30分 一、聽(tīng)錄音，選出你所聽(tīng)到的內(nèi)容。10分 1.Acat Bcute ccan 2.A.mango B. grape c. pineapple 3.A.fourteen B.fifteen c.thirteen 4.A.basketball B.football c.table tennis 5.A.jump B.skate c. swim 6.A.funny B.family c.fat 7.A.try B.fly c.hurry 8.A.look B. good c.book 9.A.like B.lion c.lov

2、ely 10.A.how much B.how many c.how long二、聽(tīng)錄音，判斷各圖與錄音內(nèi)容是T否F相符。10分 三、聽(tīng)錄音，判斷所聽(tīng)句子與以下句子是T否F 一致。5分 1. Look at this elephant.1 like elephants. 2. Sam likes cakes,but Bobby likes pies. 3. Helen has some grapes,and Yang Ling has some pineapples. 4. -How many toy cars do you have,Mike? -Eighteen. 5. Tom can p

3、lay football,and Liu Tao can play basketball. 四、聽(tīng)錄音，填入所缺的單詞。5分 1A: _ that in English? B: It's a _ 2A: Is that your_？ B：No,it isn't. 3. A: Where's my crayon? B: Perhaps it's_the_case. 筆試部分70分五、從每組單詞中找出不同類(lèi)的單詞。5分 1.A.tiger B.panda C.horse D.animal 2.A.basketball B.ball C. football D.vol

4、leyball 3.A.sister B.worker C.farmer D.teacher 4.A.peaches B.bananas C.cars D.pineapples 5.A.apple B.oranges C.grapes D.watermelons六、判斷畫(huà)線(xiàn)部分讀音是否X一樣。8分 1. hot have 2. pen bed 3. cat kite 4. jump Jim 5. good book 6. fridge fly 7.here where 8. see meet七、單項(xiàng)選擇。15分 1. Wang Bing likes_very much. A. horse B.

5、horses C.a horse 2. - _you have any stickers? - Yes,I_ A. Are; do B.Do;do C.Do;are 3. -Is that_apple? -Yes,it is.It's_big apple. Aa;a Ban;an Can;a 4. Happy Birthday_you! Ato Bfor Cwith 5. - _ balls do you have? -I have twelve. A. How far B.How much C.How many 6. Look_my toy cars. They are nice.

6、Afor Bat Cafter 7. How many_ does Mike have? A. robot B.robots C.these robots 8.I have many crayons. What_you? Aabout Bfor Cand 9. Mike can play_very well. A. footballs B.football C.the football 10. Do you like_? A. skate B.skating C.skates八、單詞、短語(yǔ)與句子。22分 A看圖，根據(jù)題意填寫(xiě)單詞，完成以下句子首字母已給出。5分 B根據(jù)所給漢語(yǔ)提示完成以下句子。

7、7分 1. Yang Ling likes_狗very much. 2Let's_制作a fruit salad. 3Have a look at_我們的fruit salad. 4Su Hai likes _芒果very much. 5Look,we have_十五個(gè)toy animals. 6.May I have a_看at your toy panda? 7Here's a_玩具bike for you. C將單詞按照語(yǔ)法規(guī)那么連成句子。10分 1. he's in perhaps bedroom the. 2. the dog can very jump hi

8、gh? 3a is cat that nice 4. can play Alice the piano well very. 5. is her toy that train perhaps.九、閱讀短文，選擇正確答案。10分 This is a picture of Sue's family. Sue is a student. She is in a red dress. Her coat is blue. The man in a white shirt is Sue's father,Mr Black. He's a taxi driver. The woman

9、 is Sue's mother,Mrs Black. She has a brown hat. The boy is Sue's brother, Jim. He is in a blue jacket and black trousers. 1. Sue's coat is _ A. white B. blue C.yellow 2. Sue's father is a _. A. policeman B. taxi driver C. car river 3. Sue's mother has a _hat. A. white B. brown C

10、 yellow 4. Sue is Jim's_ A.friend B. brother C. sister 5. Jim is in a _jacket. A. black B. red C. blue 十、才能挑戰(zhàn)。10分 從括號(hào)中選擇恰當(dāng)?shù)膯卧~，并用其適當(dāng)形式填空，使短文意思完好。 hungry an after for dinner 1 school,Dan was hungry. x 一般說(shuō)來(lái)，“老師概念之形成經(jīng)歷了非常漫長(zhǎng)的歷史。楊士勛唐初學(xué)者，四門(mén)博士?春秋谷梁傳疏?曰：“師者教人以不及，故謂師為師資也。這兒的“師資，其實(shí)就是先秦而后歷代對(duì)老師的別稱(chēng)之一。?韓非子?也有云

11、：“今有不才之子師長(zhǎng)教之弗為變其“師長(zhǎng)當(dāng)然也指老師。這兒的“師資和“師長(zhǎng)可稱(chēng)為“老師概念的雛形，但仍說(shuō)不上是名副其實(shí)的“老師，因?yàn)椤袄蠋煴匦枰忻鞔_的傳授知識(shí)的對(duì)象和本身明確的職責(zé)。 He told his mom," Mom,I'm 2 . Can I have a snack 點(diǎn)心 ?" " OK," his mom said. "I'll make a hot dog 3 you." Dan ate it. But he was still hungry. He ate 4 egg and a peach. He

12、 was still hungry. Then ate some grapes葡萄 and some strawberries草莓. He was not hungry any more. Then his mom said," Dan,come to the table. It's time for 5 ."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(kāi)展,死記硬背被作為一種僵化的、阻礙學(xué)生才能開(kāi)展的教學(xué)方式,漸漸為人們所摒棄;而另一方面,老師們又為進(jìn)步學(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),“死記硬背與進(jìn)步學(xué)生素質(zhì)并不矛盾。相反,它恰是進(jìn)步學(xué)生語(yǔ)文程度的重要前提和根底。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。假如有選擇循序漸進(jìn)地讓學(xué)生背誦一些優(yōu)秀篇目、精彩段落,對(duì)進(jìn)步學(xué)生的程度會(huì)大有裨益。如今,不少語(yǔ)文老師在分析課文時(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)果老師費(fèi)力,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