资源简介

中小学教育资源及组卷应用平台
沪教版八年级英语下册 Unit 6 Learning by doing 测验A卷（广州专用）【新教材】
本卷共四大题，12页，满分110分。考试用时100分钟。
注意事项：
1. 答题前，考生务必在答题卡上用黑色字迹的钢笔或签字笔填写自己的考生号、姓名。
2. 选择题每小题选出答案后，用2B铅笔把答题卡上对应题目的答案标号涂黑；如需改动，用橡皮擦干净后，再选涂其他答案标号。答案不能答在试卷上。
3. 非选择题答案必须用黑色字迹的钢笔或签字笔写在答题卡各题目指定区域内的相应位置上；如需改动，先划掉原来的答案，然后再写上新的答案，改动后的答案也不能超出指定的区域；不准使用铅笔、涂改液和修正带。不按以上要求作答的答案无效。
4. 考生必须保持答题卡的整洁，考试结束后，将本试卷和答题卡一并交回。
一、语言知识及运用（共两节；满分 25 分）
第一节 语法选择（共 10 小题；每小题 1.5 分，满分 15 分）
阅读下面短文，按照句子结构的语法性和上下文连贯的要求，从 1～10 各题所给的 A、B、C 和 D 项中选出最佳选项。
English Week is one of 1 most popular activities at Sunshine Junior High School. This year’s theme was “Cultural Exchange”, and the school prepared 2 activities for every student. All grades took part in treasure hunts, poster design, speaking competitions and English plays.
During the week, some students put on wonderful English plays and made all the costumes by 3 . The poster design competition was 4 popular than the English book fair, and most posters were about the Silk Road and Chinese culture.
Our school 5 several creative English events since last year, and this year’s English Week was the most successful one. Teachers reminded us that 6 the week began, we should get ready for different activities carefully.
We can learn plenty of valuable cultural knowledge 7 these fun activities. There are 8 chances to improve our oral（口头的）English if we take part in them actively. To make next year’s event better, we need 9 more new and meaningful activities.
These experiences tell us that learning by doing is the best way to learn English. We should 10 use what we have learned in our daily life to become better English learners.
1. A. a B. an C. the D. /
2. A. enough B. too C. so D. much
3. A. them B. their C. theirs D. themselves
4. A. more B. most C. much D. many
5. A. hold B. holds C. has held D. holding
6. A. if B. though C. before D. because
7. A. in B. on C. from D. at
8. A. few B. little C. much D. many
9. A. plan B. to plan C. planning D. planned
10. A. active B. wisely C. wise D. activity
第二节 完形填空（共 10 小题；每小题 1 分，满分 10 分）
阅读下面短文，掌握大意，然后从 11～20 各题所给的 A、B、C、D 项中，选出最佳选项。
My Experience in English Activities
I used to be poor in English and I was afraid to communicate with others in English. Last term, our school held many interesting English activities, and I decided to 11 part in them to change myself.
I first joined the English treasure hunt. All the clues were written in English, and we had to work with our 12 to find the treasure. At first, I could hardly 13 the difficult words, but my group members helped me a lot.
Little by little, I could understand more sentences and even gave some good 14 . When we found the treasure, I was so excited that I couldn’t say a word. This activity made me 15 that learning English can be very fun.
After that, I took part in the English corner every week. I kept 16 English with my classmates and teachers. My speaking skills improved quickly, and I became much 17 than before.
Now, I am not afraid of speaking English anymore. I learn new words by reading English stories and 18 English diaries. Learning by doing really 19 a lot. It makes me love English and helps me 20 many useful skills.
11. A. take B. make C. do D. join
12. A. families B. teammates C. teachers D. parents
13. A. write B. spell C. understand D. draw
14. A. advice B. messages C. news D. information
15. A. ask B. think C. hope D. realize
16. A. practice B. practicing C. to practice D. practiced
17. A. shyer B. quieter C. more confident D. more serious
18. A. writing B. reading C. copying D. watching
19. A. helps B. takes C. spends D. pays
20. A. lose B. waste C. get D. forget
二、阅读（共两节；满分 35 分）
第一节 阅读理解（共 15 小题；每小题 2 分，满分 30 分）
阅读下面短文，掌握大意，然后从 21～35 各题所给的 A、B、C、D 项中，选出最佳选项。
（A）Off-Campus Language Practice
Nowadays, many junior schools arrange out-of-school language projects for teenagers. These offline tasks allow teenagers to use the target language in real-life situations, rather than just memorizing textbook knowledge. Such lessons follow the educational idea of gaining competence（能力）through practical experience.
Youngsters are divided into small teams to complete assigned（指定的）tasks. They need to interview local people, collect useful information and share their findings with group partners. All communication must be done in the foreign language, without switching to their mother tongue casually（随意地）.
Taking part in such projects helps teenagers shake off nervousness when talking with strangers. They also improve their teamwork and problem-solving skills. Teachers point out that knowledge learned through personal experience can be kept in mind much longer than that from repeated reading.
These offline language projects greatly improve learners’ practical communication skills. They also help teenagers realize that a foreign language is mainly used for daily communication, not merely for getting high scores in exams. More educational institutions（机构）will continue to organize such meaningful projects in the future.
21. What is the biggest characteristic of off-campus language projects
A. Students only recite textbook paragraphs.
B. It pays all attention to difficult grammar rules.
C. Learners have to study alone without partners.
D. Teenagers can apply the foreign tongue in daily lives.
22. How do students complete tasks in these projects
A. By teamwork and chatting in the appointed language
B. By copying others’ results directly
C. By letting teachers finish all the work
D. By writing essays with no group discussion
23. Why do students keep knowledge longer through such activities
A. They memorize vocabulary day after day.
B. They acquire knowledge from firsthand experience.
C. They do large amounts of written exercises.
D. They only accept teachers’ textbook explanation.
24. What can we infer about the projects
A. More schools will carry out similar learning programs.
B. Most teenagers will lose interest in this way of study.
C. It contributes nothing to communicative ability.
D. Only excellent pupils can take part in the activities.
（B）School Break-Time Language Corner
Many schools set up language sharing corners during break time. These relaxing gatherings are open to all students, with no strict rules or graded assessments（评估）. Students can freely talk about daily hobbies, life stories and social topics in English.
Different from formal（正式的）classroom courses, these corners never force students to follow fixed steps. Participants can express thoughts casually without worrying about making grammar mistakes. Some teachers also join in the talks to offer proper guidance and useful learning suggestions.
Shy and quiet students gradually become outgoing in this relaxing atmosphere. They make new friends who share the same learning interests and dare to voice their opinions bravely. Their oral expressing ability develops rapidly in this free communicating environment.
Such simple gatherings create a light platform for language practice. They bridge textbook knowledge and daily interaction, making language acquisition（获得）far more enjoyable and approachable（浅显易懂的）for young learners.
25. When are school language sharing corners held
A. During daily class time
B. On weekends in city libraries
C. In students’ spare time at school
D. During official school holidays
26. Which statement is correct about the language corner
A. It has strict exam rules for all participants（参与者）.
B. Students dare not make any speaking mistakes.
C. Teachers can give proper guidance to teenagers.
D. Only top learners are allowed to join the activity.
27. What change will shy students experience in the language corner
A. They remain silent all the time in discussions.
B. They become outgoing and express ideas bravely.
C. They feel more nervous than before.
D. They refuse to make new friends at school.
28. What is the main advantage of the language corner
A. It makes formal classroom lessons unnecessary.
B. It helps students get higher exam scores directly.
C. It takes up too much students’ resting time.
D. It offers a casual platform for oral practice.
（C）Hand-Made Language Art Design
Lots of middle schools combine foreign language learning with handcraft creation. Students are required to design artistic works with linguistic elements, such as creative greeting cards, cultural poster designs and picture books. This learning method perfectly fits the idea of learning from practice.
During the creation process, youngsters need to look up related material descriptions, design pattern layouts（布局）and write logical sentences to match their works. They exchange ideas with partners and polish their expressions to make the artistic design more meaningful.
This creative way helps students master language points in a relaxed mood. They absorb vocabulary and sentence structures naturally while designing, instead of rote memorization（死记硬背）. Meanwhile, students’ artistic taste and creative thinking also get well developed.
Educators highly praise this kind of activity. It breaks the boundaries（界限）between language study and art education, allowing teenagers to gain knowledge and cultivate personal hobbies at the same time.
29. What do students do in hand-made language art design
A. Do science experiments in school labs.
B. Create artistic works with linguistic elements.
C. Sell handcrafts to raise money for school.
D. Memorize art words without any creation.
30. How do students learn language knowledge in the activity
A. By memorizing words again and again
B. By acquiring linguistic points in a casual creative mood
C. By finishing endless textbook exercises
D. By copying sentences from reference books
31. Besides language skills, what other ability can students develop
A. Cooking skills for daily life
B. Professional sports competitive ability
C. Artistic taste and creative thinking
D. Computer programming and repairing skills
（D）School Science Exploration with Language
Many middle schools organize science exploration activities linked with foreign language study. Students carry out simple lab observations on natural phenomena, record related steps and write analytical notes in the target language. It combines linguistic acquisition with natural science exploration perfectly.
Students choose easy research themes such as plant growth rules and water state changes. They make research plans, observe natural phenomena carefully and record data in their learning notebooks. Group members exchange views on natural principles and finish short analytical reports together.
This special activity helps learners master professional vocabulary in science. It also develops their logical thinking and ability to express professional ideas in a foreign language. Teenagers regard this way of study as practical and attractive.
Such educational activities cultivate youngsters’ scientific spirit as well. They get to use linguistic skills in real professional contexts, making language learning more useful and closely connected with real knowledge exploration.
32. What do students record during science exploration
A. Daily stories and fairy tales
B. Research steps and observed data
C. Sports results and game scores
D. Only textbook words and sentences
33. How do students finish their science exploration tasks
A. By copying analytical notes from classmates
B. By doing all the research work alone
C. By asking teachers to write all the reports
D. By exchanging views and working with group members
34. What do teenagers think of this science exploration activity
A. It is practical and appealing to them.
B. It is dull and worthless for study.
C. It ruins their interest in natural science.
D. It has nothing to do with language learning.
35. What is the main idea of the passage
A. Science exploration has nothing to do with language study.
B. Only textbook learning can help students master English.
C. Learning by practice makes language study valuable and practical.
D. Students should give up all after-school exploration activities.
第二节 阅读填空（共 5 小题；每小题 1 分，满分 5 分）
阅读短文及文后选项，选出可以填入空白处的最佳答案。
Learning English can be full of fun if proper methods are chosen. The most effective way to master a foreign language is to learn from real practice and daily use. 36 Most of them only stick to textbook recitation and exercise practice, lacking chances to use the language in real life.
Various after-school activities can serve as good platforms, such as off-campus projects, break-time language corners, hand-made art design and science exploration. 37 They can also develop teamwork awareness and creative thinking abilities.
These rich activities free students from boring mechanical learning. 38 Young learners can practice the foreign language without feeling nervous or stressed.
When knowledge is gained from practical experience, people can keep it in mind much longer. 39 They will also build up self-confidence in face-to-face communication.
Learning by doing is the key to successful language acquisition. 40 As long as learners keep practicing in real scenes, they will make steady progress sooner or later.
A. Such activities offer real-life contexts for language use
B. Many young learners still follow traditional study methods
C. This way makes language learning lively and worthwhile
D. Learners will no longer fear using the foreign tongue in daily life
E. Doing more written exercises is the only way to learn English well
F. Students can learn to cooperate and share ideas with partners
三、项目情境（读写综合）（共两节；满分 20 分）
第一节 项目情境（共 5 小题；每小题 2 分，满分 10 分）
阅读下方校园劳动实践活动介绍，根据右侧学生的具体行为，匹配左侧最契合的活动价值描述。将最佳选项（A-F）填入对应题号，选项中有一项为多余项。
A. Protect gardening instruments and keep them ready for daily usage.B. Cultivate young crops and help them grow healthily with careful tending.C. Work with peers to harvest crops and finish sorting tasks together.D. Keep campus green areas neat and full of life by tidying up plants.E. Track plant development and record practical growing experience.F. Learn relevant theory and finish written reports on labor practice. 41. Xu Ke sows crop seeds and nurtures young plants with daily watering and soil loosening（松土）.42. Lin Jia cleans and maintains farming tools to keep them in good condition for later use.43. Zhang Yu cooperates with classmates to pick ripe plants and sort harvests in groups.44. Chen Qi trims green belts and removes weeds to keep the campus garden tidy and vibrant.45. Xiao Rui records plant growth changes and writes down practical experience in a notebook.
41. 42. 43. 44. 45.
第二节 读写综合（共 5 小题；每小题 2 分，满分 10 分）
阅读短文，掌握大意，并回答以下问题。
Campus Science Lab Practice
Our school’s science lab practice is a wonderful activity that carries out the idea of “learning by doing”. It moves away from boring rote textbook memorization and allows students to explore science through small experiments instead of only listening to lectures.
The school science lab opens for students every Tuesday and Thursday afternoon. Teachers prepare safe and interesting small experiments, such as water cycle observation, plant cell observation and simple circuit building. Students work in groups of four, follow the experimental steps carefully, record data and discuss results with group members. They can also put forward small questions and try to find answers by hands-on tests.
This practice helps students a lot. It makes difficult science knowledge easy to understand and arouses their curiosity about the natural world. Students also learn to think independently and solve problems by themselves during the experiments.
Science teachers believe that lab practice is necessary for middle school students. It turns abstract（抽象的）science points into real experience and helps students develop a scientific attitude. This is the importance of “learning by doing” — exploring and gaining knowledge through real hands-on actions.
46. What idea does the school’s science lab practice carry out
47. When is the school science lab open for students
48. Why is science lab practice helpful for students’ learning
49. How do students finish the experimental tasks
50. What’s the importance of “learning by doing” according to the passage
四、写作（共三节；满分 30 分）
第一节 语篇填词（共 5 小题；每小题 1 分，满分 5 分）
根据下列语篇以及所给单词的首字母写出所缺单词。（每空只写一词）
Our school held a School Poetry Culture Festival last month. It was a fantastic activity to p (51) the communication of different cultures through beautiful poems. All Grade Eight students joined in it actively and had a meaningful time enjoying the beauty of poetry.
During the festival, quite a few students stood on the school s (52) and recited（背诵）poems aloud. Some shared classical Chinese poems, while others showed English poems about youth and daily life. Everyone was encouraged to be c (53) and write their own short poems, and most students gained great pleasure from creating and sharing.
At the close of the festival, our teacher drew a c (54) and told us that reading and creating poems was really w (55) the effort. She advised us to keep the hobby of reading poems and feel the beauty of language in our spare time. All of us thought highly of this activity and hoped to have more such cultural activities in our school life.
第二节 语法填空（共 5 小题；每小题 1 分，满分 5 分）
阅读下面短文，在空白处填入 1 个适当的单词或括号内单词的正确形式。
Our school’s Culture and Art Week (56) (become) the most popular activity since last term. It offers us chances to learn and practice in lively situations.
We have many kinds of activities, such as handicraft making, speech competitions and poetry sharing. (57) (learn) through practice is more interesting than memorizing knowledge alone.
Our teacher tells us that we had better not (58) (run) after each other in the activity areas because it’s dangerous.Last week, many wonderful works (59) (make) by us in the handicraft club. We also shared classic poems and stories about traditional culture.
Our headmaster says that the activity helps us improve skills and understand traditional culture better. All of us love this meaningful experience (60) (deep).
第三节 书面表达（共 1 题，满分 20 分）
假如你是李华，你校举办了德语实践主题活动，请你写一篇英文短文向校刊投稿，分享活动内容与收获。
提示：
1. 内容：学习基础德语日常用语、学唱德语儿歌、制作德式手工、德语情景角色扮演。
2. 收获：掌握简单德语表达、了解德国文化、提升语言实践与合作能力、感受外语学习的乐趣。
3. 倡议：积极参与外语实践活动，在实践中快乐学习不同语言。
要求：
1. 词数 100 词左右。
2. 文中不得出现真实姓名和校名。
3. 包含所有要点，可适当发挥。
参考答案
一、语言知识及运用
第一节 语法选择
1. C 2. A 3. D 4. A 5. C 6. C 7. C 8. D 9. B 10. B
1. 考点：固定结构 one of the + 形容词最高级 + 复数名词，表示 “最…… 之一”，必须加定冠词 the。
2. 考点：形容词词义辨析。enough activities 足够多的活动；too 后接形容词 / 副词，so 后接从句，much 修饰不可数名词。
3. 考点：固定搭配 by oneself 独自、靠自己；all the costumes by themselves 学生们自己制作服装。
4. 考点：比较级。句中有 than，要用形容词比较级，popular 比较级为more popular。
5. 考点：现在完成时。since last year 自从去年以来，是现在完成时标志，结构 have/has + 过去分词。
6. 考点：连词辨析。before 在…… 之前；老师提醒我们在活动开始前认真准备。if 如果，though 虽然，because 因为均不符合语境。
7. 考点：介词搭配。learn…from… 从…… 中学到……。
8. 考点：可数名词修饰。chances 是可数名词复数，many 修饰可数名词复数；few 表几乎没有，little/much 修饰不可数名词。
9. 考点：固定用法 need to do sth. 需要做某事。
10. 考点：词性辨析。修饰动词 use 要用副词 wisely明智地；active 形容词积极的，wise 形容词明智的，activity 名词活动。
第二节 完形填空
11. A 12. B 13. C 14. A 15. D 16. B 17. C 18. A 19. A 20. C
11. 固定搭配 take part in 参加活动，为固定短语。
12. 语境词义辨析。寻宝活动需要和队友合作；families 家人，teachers 老师，parents 父母不符合校园活动场景。
13. 动词辨析。起初我几乎不能理解难单词；write 写，spell 拼写，draw 画画均不符。
14. 名词辨析。give some good advice 给出好建议。
15. 动词辨析。这个活动让我意识到学英语很有趣；ask 询问，think 认为，hope 希望不符语境。
16. 固定搭配 keep doing sth. 坚持做某事，后接动名词 practicing。
17. 语境 + 比较级。英语进步后，我变得比以前更自信；shyer 更害羞，quieter 更安静，more serious 更严肃不符文意。
18. 固定搭配 write English diaries 写英语日记；and 连接并列结构，与 reading 形式一致用 writing。
19. 动词辨析。在实践中学习真的很有帮助；take 花费，spend 花费，pay 支付不符。
20. 动词辨析。帮我获得很多有用技能；lose 失去，waste 浪费，forget 忘记相反。
二、阅读
第一节 阅读理解
21. D 22. A 23. B 24. A
21. 定位第一段：青少年可以在真实生活中运用外语，而非只背课本。A 只背书、B 只关注语法、C 独自学习均错误。
22. 定位第二段：小组合作、用指定外语交流完成任务。B 抄答案、C 老师代做、D 无讨论写作均错误。
23. 定位第三段：亲身实践学到的知识记忆更久，即第一手亲身经历获得知识。
24. 定位最后一句：未来更多教育机构会举办此类活动。B 失去兴趣、C 对交流无帮助、D 只有优等生能参加均错误。
25. C 26. C 27. B 28. D
25. 定位第一段：课间语言角在学校课余时间举办。A 上课时间、B 周末图书馆、D 假期均错。
26. 定位第二段：老师会参与并给出恰当指导。A 有严格考试规则、B 不敢犯错、D 仅限优等生均与原文相反。
27. 定位第三段：内向学生变得外向，敢于大胆表达观点。A 一直沉默、C 更紧张、D 拒绝交友均错。
28. 主旨：语言角提供了轻松的口语练习平台。A 没必要上课、B 直接提分、C 占用休息时间均不符。
29. B 30. B 31. C
29. 定位第一段：学生创作带有语言元素的艺术作品。A 科学实验、C 卖手工筹款、D 只死记单词均错。
30. 定位第三段：在轻松创作氛围中自然掌握语言知识点。A 反复死记、C 海量习题、D 抄参考书均错。
31. 定位第三段：同时培养艺术品味和创造性思维。A 厨艺、B 体育竞技、D 编程维修均无提及。
32. B 33. D 34. A 35.C
32. 定位第二段：记录研究步骤和观察数据。A 童话故事、C 比赛分数、D 只记课本句子均错。
33. 定位第二段：小组成员交流观点、合作完成报告。A 抄同学笔记、B 独自完成、C 老师代写均错。
34. 定位第三段：学生认为这种学习方式实用且有吸引力。B 枯燥无价值、C 破坏科学兴趣、D 和语言无关均错。
35. 主旨题：实践学习让语言学习更有价值、更实用。A 科学与语言无关、B 只有课本有用、C 放弃课外活动均与文章主旨相悖。
第二节 阅读填空
36. B 37. F 38. A 39. D 40. C
36. 后句 “他们只死记课本、刷题”，对应很多学习者仍沿用传统学习方法。
37. 后句 “也能培养团队意识”，前句衔接学会与同伴合作分享想法。
38. 前句 “活动摆脱机械学习”，衔接这类活动提供真实的语言运用场景。
39. 前句 “实践知识记得更久”，衔接学习者不再害怕日常使用外语。
40. 前句 “做中学是语言学习关键”，总结这种方式让语言学习生动且有意义。
三、项目情境（读写综合）
第一节 项目情境
41. B 42. A 43. C 44. D 45. E
41. 播种种子、浇水松土培育幼苗 → 培育作物精心养护。
42. 清洁保养农具、保持完好备用 → 保护园艺工具以备日常使用。
43. 和同学合作采摘、分组分类收成 → 同伴合作收割并分类。
44. 修剪绿化带、除草保持校园整洁 → 整理绿植保持园区整洁有生机。
45. 记录植物生长、写下实践经验 → 追踪植物生长、记录种植经验。
第二节 读写综合
46. It carries out the idea of “learning by doing”.
47. Every Tuesday and Thursday afternoon.
48. It makes science knowledge easy to understand and arouses students’ curiosity about nature.
49. They work in groups, follow steps, record data and discuss results together.
50. It is exploring and gaining knowledge through real hands-on actions.
四、写作
第一节 语篇填词
51. promote 52. stage 53. creative 54. conclusion 55. worth
51. 促进文化交流，不定式 to 后用动词原形。
52. 学校舞台朗诵诗歌。
53. 鼓励大家有创造力，be 动词后接形容词。
54. 固定短语 draw a conclusion 总结。
55. 固定搭配 be worth the effort 值得付出努力。
第二节 语法填空
56. has become 57. Learning 58. run 59. were made 60. deeply
56. since last term 现在完成时。
57. 动名词作句子主语。
58. 固定用法 had better not do sth. 最好不做某事。
59. 一般过去时被动语态，作品被制作。
60. 副词修饰动词 love，表 “深深地喜爱”。
第三节 书面表达
My Experience in German Practical Activity
I’m Li Hua. Our school recently held a German practical activity, which was a fantastic experience.
During the activity, we learned basic daily German expressions and sang lovely German nursery rhymes. We also made German-style handcrafts and joined role-plays to act out daily conversations in German. Through these activities, I not only mastered simple German expressions but also learned a lot about German culture. More importantly, I improved my language practice and teamwork skills, realizing that learning a foreign language can be full of joy.
I strongly suggest that everyone actively participate in such practical activities. Let’s learn different languages happily through practice!
21世纪教育网 www.21cnjy.com 精品试卷·第 2 页 （共 2 页）
HYPERLINK "http://21世纪教育网(www.21cnjy.com)
" 21世纪教育网(www.21cnjy.com)

展开更多......

收起↑