人教版七年级上册Starter Unit 1 Hello!
单元复习卷（二）（分层优化版）
知识识记层（共35分）
一、词汇辨析（每小题3分，共15分）
考查定位：聚焦单元易混词汇，覆盖动作类（greet/meet、say/tell/speak）、形容词类（fine/good/OK）、疑问词类（What/How），结合日常交流、能力描述场景设置语境，考查词汇语义区分与场景适配能力，避免易混词误用（如用meet代替greet、用good描述身体状况），深化对词汇语义的精准理解。
1. We usually ________ our friends with “Hi!” when we meet them, not just stand there.（greet / meet）
2. Can you ________ this word in English I don’t know its pronunciation.（say / tell）
3. —How are you
—I’m ________, thank you. I just had a good rest.（fine / good）
4. My mother often ________ me stories before bed. They are very interesting.（tell / speak）
5. —________ is your favorite color
—Blue.（What / How）
二、短语填空（每小题3分，共12分）
考查定位：围绕单元拓展短语（make up、match...with...、practise doing sth.、as fast as you can），结合语言练习、单词学习场景设置语境，要求学生运用短语补全句子，考查短语在复杂语境中的灵活应用，确保短语搭配正确（如practise后接动词-ing形式）、语义连贯，避免短语混淆（如match...with.../connect...with...）、搭配错误（如practise to do sth.）。
1. Let’s ________ a short conversation about greetings. It’s good practice.（make up / write down）
2. You need to ________ the words with their meanings. Don’t mix them up.（match...with... / compare...with...）
3. He improves his English by ________ English songs every day.（practise singing / practise to sing）
4. —How fast can you find these words in the dictionary
—I can find them ________.（as fast as I can / as soon as I can）
三、字母大写规则应用（每小题2分，共8分）
考查定位：聚焦字母大写进阶规则（专有名词、文章标题、缩略词、节日），结合单词、句子、标题设置语境，考查大写规则的精准应用，避免书写错误（如节日首字母小写、缩略词小写），培养规范书写习惯，为后续写作奠定基础。
1. 下列单词中，首字母不需要大写的一项是（ ）
A. China B. Monday C. english D. Christmas
2. 文章标题“how to greet people”的正确写法是（ ）
A. how to greet people B. How to greet people C. How To Greet People D. How To greet people
3. 缩略词“CCTV”的含义是“中国中央电视台”，其书写规范是（ ）
A. cctv B. Cctv C. CCTV D. CcTv
4. 句子“we will have a party on new year’s day.”中，需要大写首字母的单词是（ ）
A. we B. will C. new D. year’s
第二部分 语境应用层（共44分）
一、单项选择（每小题2分，共18分）
考查定位：结合新朋友见面、电话交流、图书馆咨询等复杂场景，聚焦单元语法难点（委婉请求变体句型Would you mind... 、Could you... 、情态动词can的否定与疑问、介词辨析、代词所有格），设置选项干扰（如Would you mind/May you/Can you、by/with/in、her/hers/she），考查学生对复杂语法规则的掌握与语境适配能力，确保语法应用准确、语义表达连贯，避免句型误用（如用Can you... 代替Would you mind... ）、介词错误（如by English/with English）。
1. —________ you mind telling me your name
—Not at all. My name is David.
A. Would B. May C. Can D. Should
2. —Could you please tell me how to ________ “library” in English
—It’s “library”. L-I-B-R-A-R-Y.
A. say B. spell C. speak D. tell
3. —What’s ________ favorite food
—Her favorite food is noodles. She told me yesterday.
A. she B. her C. hers D. she’s
4. —Can he speak English
—No, he ________. He can only say “Hello”.
A. can B. can’t C. couldn’t D. could
5. —How do you learn new words
—By ________ them in sentences. It helps me remember.
A. use B. using C. to use D. used
6. —It’s time ________ go home. The library will close soon.
—OK! Let’s go.
A. to B. for C. in D. on
7. —Nice to meet you, Mr. Green!
—________.
A. How are you B. Hello! C. Nice to meet you, too D. Goodbye!
8. —________ is the boy’s name
—His name is Tom. He is my cousin.
A. What B. How C. Who D. Where
9. —You speak English very well.
—________. I practise every day.
A. No, I don’t B. Thank you C. You’re welcome D. That’s OK
二、句型转换（每小题3分，共12分）
考查定位：基于单元核心句型，设置宾语从句转换（含委婉请求）、否定句转换、同义句转换、特殊疑问句转换，覆盖语法难点（Would you mind... 引导的请求句、can的否定句、同义短语替换greet/say hello to、How do you... 句型），要求学生准确把握句型结构变化，确保转换后的句子语法正确、语义不变，提升语法灵活运用能力，避免转换后逻辑错误（如请求句语气生硬）、语法错误（如can的否定句写成can not）。
1. Can you spell your name （改为委婉请求句，用Would you mind... ）
_____________________________________
2. He can speak English.（改为否定句）
_____________________________________
3. We greet our teachers every morning.（改为同义句，用say hello to）
_____________________________________
4. I learn new words by making word cards.（对画线部分提问）
_____________________________________
三、补全对话（每空2分，共6分）
考查定位：依托“电话中询问朋友姓名与学习情况”的复杂场景，融合委婉请求、姓名确认、能力询问、时间提醒等话题，设置对话逻辑空缺，考查学生对复杂语境的理解、核心句型（Could you... / Can you... / It’s time to...）的综合运用及对话逻辑连贯性的把握，要求学生根据上下文补全对话，确保语义衔接自然、表达符合电话交流场景，避免对话逻辑跳跃（如直接询问学习情况跳过姓名确认）、句型使用不当（如用What’s your name 代替Could you tell me your name ）。
A: Hello! May I speak to Lisa
B: This is Lisa speaking. Who’s that
A: Hi, Lisa! This is Tom. 1. ________ tell me how you learn English
B: Sure! I learn by listening to English songs.
A: That’s a good idea! 2. ________ spell “song”
B: Yes! S-O-N-G, song.
A: Great! 3. ________, so I have to go now.
B: OK! Bye, Tom!
A: Bye, Lisa!
四、完形填空（每小题2分，共8分）
考查定位：依托“图书馆中咨询与帮助”的说明文，覆盖单元核心词汇（greet、spell、practise、help）与语法（Can you... / by+doing、It’s time to...），考查学生对上下文逻辑的理解、词汇搭配及语法应用能力，侧重语篇连贯性与逻辑推理，避免词汇选择错误（如用meet代替greet）、语法错误（如by后接动词原形）。
When you are in the library, you may need help. First, 1. ________ the librarian politely. You can say “Hello! Can you help me ” Then, tell them what you need. For example, “Can you 2. ________ the word ‘magazine’ ” The librarian will help you. If you want to improve your English, you can 3. ________ English books in the library. You can also learn by 4. ________ with other readers. It’s a good way to practise. Remember to say “Thank you” before you leave.
1. A. greet B. meet C. say D. tell
2. A. say B. spell C. speak D. tell
3. A. read B. reading C. to read D. reads
4. A. talk B. talking C. to talk D. talks
第三部分 能力迁移层（共20分）
书面表达（20分）
考查定位：围绕“自我介绍”主题，要求学生撰写一段60-70词的短文，包含问候读者、介绍姓名及拼写、描述问候习惯（如何问候朋友/老师）、说明英语能力（会拼写的单词、会说的句子）、表达社交期待五个要素，考查学生对单元核心知识点（委婉问候、拼写表达、by+doing表方式、can的用法）的综合运用能力，以及段落结构组织、逻辑表达的准确性，培养从句子到段落的写作进阶能力，避免内容缺失（如缺少英语能力描述）、语句混乱、语法错误（如时态错误、单词拼写错误）。
要求：1. 词数60-70；2. 包含问候、姓名及拼写、问候习惯、英语能力、社交期待五个要素；3. 语句通顺，语法正确；4. 字迹工整（书面作答时）。
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答案部分
第一部分 知识识记层
1. greet 2. say 3. fine 4. tell 5. What
1. make up 2. match...with... 3. practise singing 4. as fast as I can
2. 1. C 2. B 3. C 4. A
第二部分 语境应用层
1. A 2. B 3. B 4. B 5. B 6. A 7. C 8. A 9. B
2. 1. Would you mind spelling your name 2. He can’t speak English. 3. We say hello to our teachers every morning. 4. How do you learn new words
3. 1. Could you 2. Can you 3. It’s time to do my homework
4. 1. A 2. B 3. A 4. B
第三部分 能力迁移层
参考范文
Hello! Nice to meet you. My name is Sarah. You can spell it: S-A-R-A-H. When I meet my friends, I greet them with “Hi!” or “How are you ” For teachers, I say “Good morning, Mr./Miss...”. I can speak some English sentences, like “Nice to meet you.” and “Can you spell your name ”. I also can spell words like “book” and “pen”. I hope to make more friends and practise English together.

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