高2017級(jí)全景模擬試題
英 語(yǔ)
注意事項(xiàng)：
1.答題前，考生先將自已的姓名、準(zhǔn)考證號(hào)碼填寫(xiě)清楚,將條形碼準(zhǔn)確粘貼在條形碼區(qū)域內(nèi)。
2.答題時(shí)請(qǐng)按要求用筆。
3.請(qǐng)按照題號(hào)順序在答題卡各題目的答題區(qū)域內(nèi)作答，超出答題區(qū)域書(shū)寫(xiě)的答案無(wú)效;在草稿紙、試卷上答題無(wú)效。
4.保持卡面清潔，不要折疊、不要弄破、弄皺，不準(zhǔn)使用涂改液、修正帶、刮紙刀。
第I卷
第一部分 聽(tīng)力（共兩節(jié)，滿分30分）
做題時(shí)，先將答案標(biāo)在試卷上。錄音內(nèi)容結(jié)束后,你將有兩分鐘的時(shí)間將試卷上的答案轉(zhuǎn)涂到答題卡上。
第一節(jié)（共5小題; 毎小題1. 5分，滿分7. 5分）
聽(tīng)下面5段對(duì)話。每段對(duì)話后有一個(gè)小題,從題中所給的A、B、C三個(gè)選項(xiàng)中選出最佳選項(xiàng),并標(biāo)在試卷的相應(yīng)位 置。聽(tīng)完每段對(duì)話后,你都有10秒鐘的時(shí)間來(lái)回答有關(guān)小題和閱讀下一小題。每段對(duì)話僅讀一遍.
1. Hw des the girl want t g t the museum?
A. By subway.B. By bus.C. By car.
2. What has the weather been like recently?
A. Really dry.B. Really wet.C. Really cld.
3. What des the wedding hall frbid ding?
A. Thrwing rice.
B. Thrwing the pieces f newspaper.
C. Thrwing clred paper.
4. What is the prbable ccupatin f the man?
A. A plitician.B. A lawyer.C. A jurnalist.
5. Hw many liters f water did the man drink tday?
A. One.B. Tw.C. Three.
第二節(jié)（共15小題;毎小題1. 5分，滿分22. 5分）
聽(tīng)下面3段對(duì)話或獨(dú)白。每段對(duì)話或獨(dú)白后有幾個(gè)小題,從題中所給的A、B、C三個(gè)選項(xiàng)中選出最佳選項(xiàng)，并標(biāo)在 試卷的相應(yīng)位置。聽(tīng)每段對(duì)話或獨(dú)白前，你將有時(shí)間閱讀各個(gè)小題，每小題5秒鐘，聽(tīng)完后,各小題將給出5秒鐘的作答 時(shí)間。每段對(duì)話或獨(dú)白讀兩遍。
聽(tīng)第6段材料，回答第6、7題。
6. Hw des the man sund at first?
A. Nervus.B. Thrilled.C. Disappinted.
7. What clr des the wman think ld trains were?
A. Black.B. Green.C. Red.
聽(tīng)第7段材料，回答第8至10題。
8. What kind f shw des the man want t make?
A. A cking shw.B. A quiz shw.C. An interview shw.
9. Where des the man want peple t watch his shw?
A. In their ffices.B. In their hmes.C. In their cars.
10. What is the wman’s advice?
A. Picking a different gal.
B. Saving up sme mney.
C. Making his shw different frm thers.
聽(tīng)第8段材料，回答第11至13題。
11. What are the speakers mainly talking abut?
A. A clleague.B. A cnference.C. A birthday party.
12. What is the wman planning n ding first?
A. Buying a gift.
B. Ging t the hspital.
C. Picking up name cards.
13. Hw did the wman feel at Andy’s birthday last year?
A. Angry.B. Cnfused.C. Satisfied.
聽(tīng)第9段材料，回答第14至17題。
14. Why is ging t the lake a bad idea?
A. It is t small.
B. It will be t crwded.
C. It is t ht.
15. What des the wman plan t d first?
A. Prepare lunch.B. Pack the luggage.C. Make cffee.
16. Where will the man prbably get his drink?
A. At hme.
B. At the gas statin.
C. At the beach stre.
17. What des the man want t use the twels fr?
A. Lying n.B. Drying him ff.C. Giving shade.
聽(tīng)第10段材料，回答第18至20題。
18. What is the gal f the exercise?
A. T learn hw t fllw instructins.
B. T learn abut the imprtance f business.
C. T learn abut the Industrial Revlutin.
19. Which class did business managers belng t accrding t the speaker?
A. The upper class.
B. The middle t lwer class.
C. The wrking class.
20. Hw many students will be needed t be the bank and security fficers in ttal?
A. Fur.B. Three.C. Tw.
第二部分 閱讀理解（共兩節(jié)，滿分40分）
第一節(jié)（共15小題；每小題2分，滿分30分）
閱讀下列短文，從每題所給的四個(gè)選項(xiàng)（A、B、C和D）中，選出最佳選項(xiàng),并在答題卡上將該項(xiàng)涂黑。
A
Summer Prgram Guide fr Teens Pre-Cllege Immersive Prgram
Wellesley Cllege is knwn fr the thusands f accmplished wmen it has sent ut int the wrld—wmen wh are cmmitted t making a difference. Especially designed fr high schl girls, the prgram is based n Wellesley’s campus. Students will take curses and becme members f the Wellesley cmmunity.
When: July 7 - August 1
Mre Infrmatin: 781-283-2748 Yung Schlars Prgram
Open t high schl students wh have an academic average f 3.2 r better, the prgram is a great intrductin t the University f Maryland. Seminars featuring speakers in innvative（革新的） career r academic fields further enrich the learning experience. Students enjy mvie nights, activities at the students’ unin and mre.
When: July 8 - July 27
Mre Infrmatin: 301-405-7762 Zeal Adventure and Travel
We ffer tw-week and three-week lng trips t Hawaii, Alaska, Australia, Csta Rica, and Spain. All trips include 15 t 25 hurs f cmmunity service activities. Depending n yur trip f chice, yu’ll be vlunteering with sea turtles, caring fr dgs in Spain, and much mre. Every trip als includes exciting utdr activities like surfing, ice climbing and hiking.
Mre Infrmatin: 844-282-9325 Califrnia Cllege Tur
Students will visit tp schls thrughut the state n this fun-filled tur. The tur includes enjying turist attractins alng the way, including Disneyland! Alng the way, students take cllege turs, meet with admissins staff, and learn hw t make the mst ut f future cllege visits.
Mre Infrmatin: 510-548-6612
21. What can yu d if yu attend the Yung Schlars Prgram?
A. Take part in varius utdr activities.
B. Learn the histry f Wellesley Cllege.
C. Watch films tgether with ther students.
D. Enjy sme turist attractins alng the way.
22. Which number can prvide access t vlunteering chances?
A. 301-405-7762.B. 510-548-6612.
C. 781-283-2748.D. 844-282-9325.
23. Which prgram may help students make a chice during the cllege applicatin?
A. Califrnia Cllege Tur.B. Yung Schlars Prgram.
C. Zeal Adventure and Travel.D. Pre-Cllege Immersive Prgram.
B
Several years ag, a public schl teacher was hired t visit children wh were patients in a city hspital. Her jb was t tutr them with their schlwrk.
One day, this teacher received a rutine call requesting that she visit a particular child. She was tld by the teacher n the ther end f the line. “We’re studying nuns and adverbs in Class nw. I’d be grateful if yu culd help him with his hmewrk.”
It wasn’t until the visiting teacher gt utside the by’s rm that she realized it was lcated in the hspital’s burn unit. N ne had prepared her fr that. When she walked int the rm, she fund the yung by, hrribly burned, was bviusly in great pain. The teacher felt awkward and didn’t knw what t say, but she had gne t far t walk ut. Finally, she was able t stammer ut, “I…I’m… the special visiting hspital teacher, and yur teacher sent me t help yu with yur nuns and adverbs.” Afterward, she thught it was nt ne f her mre successful tutring sessins.
The next mrning when she returned, a nurse stpped her, “What did yu d t that by?” Befre she culd finish her aplgies, the nurse interrupted her by saying, “Yu dn’t understand. We’ve been wrried abut him, but ever since yu were here yesterday his whle attitude has changed. He’s respnding t treatment…”
In fact, the by had cmpletely given up hpe and felt he was ging t die until he saw that special teacher. Everything had changed with an insight gained by a simple realizatin. With happy tears in his eyes, the little by said, “They wuldn’t send a special teacher t wrk n nuns and adverbs with a dying by, nw, wuld they?”
24. Why did the teacher feel awkward after entering the rm?
A. She walked int the wrng rm.
B. She was t eager t be successful.
C. She had n idea hw the by was suffering.
D. She was nt well prepared fr her lessn.
25. What des the underlined wrd “stammer” in paragraph 3 mean?
A. T speak with a fear.B. T speak with a pause.
C. T speak with a cncern.D. T speak with a gesture.
26. What can we infer frm the teacher’s actin f aplgizing?
A. She gt scared by the hspital nurse.
B. She was a persn f mdest persnality.
C. She thught she made the by uncmfrtable.
D. She realized she gt the usage f a nun wrng.
27. What helped the by regain hpe?
A. He felt the learning pressure frm the special teacher.
B. He believed that the teacher was expert at teaching grammar.
C. He was aware that everyne was trying their best t care fr him.
D. He realized that he was nt in s bad a situatin as he had assumed.
C
Next time yu bear Jhn Denver singing "Take Me Hme, Cuntry Rads” ---r hear the grup Spank perfrm it in the shrt filmed advertisement fr the vide game Fallut 76, which has becme a hit ver the past year r s since it came ut — keep in mind that it wasn't anywhere in West Virginia that inspired the great hit, but rather a rad in Mntgmery Cunty.
Sngwriter Bill Danff, in a 1997 article he wrte fr The Washingtn Pst in memry f Denver, wh'd just died, said he had begun writing the sng while driving t a family reunin alng Clpper Rad , near Gaithersburg. He and his future wife, Taffy Nivert, cmpleted the sng in December 1970 with Denver's help. "Back then," Danff wrte, Clpper Rad “was still a cuntry rad,"
The three first sang the sng the fllwing night at Washingtn D.C. 's The Cellar Dr, where Denver was headlining. "When we first sang the sng tgether, "Danff wrte, “it seemed as thugh the audience wuld never stp applauding. Next shw, the same thing. We knew we had a hit."
In "（Take Me Hme," his 1994 autbigraphy（自傳））Denver wrte,” In the small hurs f the mrning, smetime between Christmas and New Year's Eve, in their basement apartment in Washingtn, D, C., we wrte 'Take Me Hme, Cuntry Rads.” It became my first Number One recrd. "
N wrd n why Maryland lst ut t West Virginia in the lyrics. Perhaps "Maryland” just desn't sund like the cuntryside as its western neighbr. Mre likely, the three syllables(音節(jié)）that make up ur state's name just dn't fit； the meter the sngwriters had wrked ut.
Sme surces suggest Denver cnsidered using "Massachusetts" instead f "West Virginia". Gd thing he didn't, r crazed Red Sx fans might be singing it between matches. A sng t Massachusetts als wuld never have been named a state sng f West Virginia, a status "Take Me Hme, Cuntry Rads” has enjyed since 2014.
28.Which f the fllwing injected Bill Danff the inspiratin t write "Take Me Hme,
Cuntry Rads” ？
A. Maryland.B. West Virginia.
C. Massachusetts.D. Washingtn D. C.
29.What was the audience's reactin when they first heard "Take Me Hme, Cuntry Rads"?
A. Peple all didn't fancy its lyrics.B.Mst peple assumed that it was nisy.
C. They made bad cmments n the singers.D.They were all fascinated by it.
30.What des Para, 5 mainly cnvey?
A. Why Maryland was unused.B.Why the sng was s ppular.
C. Mre achievements f the singers.D. A new way t understand the sng.
31.What can be learned abut "Take Me Hme, Cuntry Rads” frm the last paragraph?
A. It is ppular amng Red Sx fans.
B. It is a state sng f West Virginia.
C. It earned Denver a natinal award in 2014.
D. It was played mst frequently in Massachusetts.
D
At the Wrld Ecnmic Frum last mnth, President Trump drew claps when he annunced the United States wuld respnd t the frum's prpsal t plant ne trillin(萬(wàn)億) trees t fight climate change. The trillin-tree idea wn wide attentin last summer after a study published in the jurnal Science cncluded that planting s many trees was “the mst effective climate change slutin t date”.
If nly it were true. But it isn't. Planting trees wuld slw dwn the planet's warming, but the nly thing that will save us and future generatins frm paying a huge price in dllars, lives and damage t nature is rapid and cnsiderable reductins in carbn release frm fssil fuels, t net zer by 2050.
Fcusing n trees as the big slutin t climate change is a dangerus diversin(偏離). Wrse still, it takes attentin away frm thse respnsible fr the carbn release that are pushing us tward disaster. Fr example, in the Netherlands, yu can pay Shell an additinal 1 eur cent fr each liter f regular gasline yu put in yur tank, t plant trees t balance the carbn release frm yur driving. That's clearly n mre than disaster slightly delayed. The nly way t stp this planet frm verheating is thrugh plitical, ecnmic, technlgical and scial slutins that end the use f fssil fuels.
There is n way that planting trees, even acrss a glbal area the size f the United States, can absrb the huge amunts f fssil carbn released frm industrial scieties. Trees d take up carbn frm the atmsphere as they grw. But this uptake merely replaces carbn lst when frests were cleared in the first place, usually lng ag. Regrwing frests where they nce grew can und sme damage dne in the past, but even a trillin trees can't stre enugh carbn t head ff dramatic climate changes this century.
In a sharp cunter argument t last summer's Paper in Science, Justin Gillis wrte in the same jurnal in Octber that the study's findings were incnsistent with the dynamics f the glbal carbn cycle. He warned that “the claim that glbal tree restratin(復(fù)原) is ur mst effective climate slutin is simply scientifically incrrect and dangerusly misleading”.
32. What d we knw abut the trillin-tree idea?
A. It was published in a jurnal.
B. It was prpsed last summer.
C. It was put frward by Trump.
D. It drew lts f public attentin.
33. What is paragraph 3 mainly abut?
A. A drawback f the tree planting strategy.
B. An example f balancing carbn release.
C. An anecdte f making a purchase at Shell.
D. A respnsibility fr pliticians and ecnmists.
34. What was Justin Gillis's attitude twards glbal tree restratin?
A. Indifferent.B. Oppsed. C. Hesitant.D. Supprtive.
35. What is the best title fr the text?
A. Cntradictry Ideas n Tree Planting.B. A Trillin Trees Cme t the Rescue.
C. Planting Trees Wn't Save the Wrld.D. The Best Slutin t Climate Change.
第二節(jié)（共5小題;毎小題2分，滿分10分）
根據(jù)短文內(nèi)容，從短文后的選項(xiàng)中選出能填入空白處的最佳選項(xiàng)。選項(xiàng)中有兩項(xiàng)為多余選項(xiàng)。
Wh can frget their first day f schl? Students cme int the classrm wndering wh their teacher will be fr the year. 36 . Intrducing yurself t thse students is a big part f that first day.
Pay attentin t yur appearance.
Dress prfessinally and make sure yu fllw any published dress cdes applying t students and staff. While yu want the students t enjy their time in yur class, yu want them t respect yu. 37 . On the first day, putting yur best appearance frward can set the tne fr the year.
Tell persnal interests and hbbies.
38 . It helps them identify with yu as mre than just a teacher. Students may be surprised yu have interests after schl. Explaining sme f yur hbbies and interests can give students the chance t interact with yu n the first day. Offering these small persnal details can make yu seem mre apprachable and will pen up t a cnnectin with yur students.
Explain classrm rules.
Getting started n the first day by als explaining yur class rules and what yur class can expect f yu is a gd way t set guidelines. Fr example, yu culd say “I’m easy-ging, but I d have sme rules that everyne must bey.” 39 .
40 .
If yu have time after yur basic intrductin, ask yur new students if they'd like t knw anything mre abut yu. After yu have answered their questins, ask the class what they have learned abut yu. Fr example, ask "What d I like t d in my free time?" By ding that, yu're reiterating yur intrductin, which makes it easier fr the students t remember yu.
A. Give name details step by step.
B. Invite questins and respnses.
C. Tell yur class a little mre abut yurself.
D. Teachers are faced with new students sitting in desks.
E. Cntinue t remain plite and psitive when speaking t students.
F. Dressing in inapprpriate clthing can be destructive in the classrm.
G. Keep thse rules easy-t-remember if yu intrduce yurself and the rules tgether.
第三部分 英語(yǔ)知識(shí)運(yùn)用（共兩節(jié)，滿分45分）
第一節(jié) 完形填空（共20小題;每小題1. 5分，滿分30分）
閱讀下面短文，從短文后各題所給的四個(gè)選項(xiàng)（A、B、C和D）中，選出可以填入空白處的最佳選項(xiàng)，并在答題卡上將 該項(xiàng)涂黑。
Liz was quite excited these days. She was ging t travel t Asia with her mm. Neither f them had 41 traveled ut f the United States befre. They were ging t 42 t Hng Kng. They wuld travel n their cruise(乘船游覽) ship t Shanghai and Beijing after 43 in Hng Kng fr three days.
“Beijing is inland, s we have t 44 abut a tw-hur bus ride t get there frm the prt. I 45 the name f the prt. Anyway, we’re ging t 46 the Great Wall, the Tian’anmen Square, and the Frbidden City. It's ging t be s 47 !” she tld her neighbr Jane.
Frm China, the cruise ship wuld g t Pusan in Suth Krea, and 48 t Tky. Frm Tky, they wuld 49 a flight back t Ls Angeles.
“The trip is ging t 50 three weeks. It's nly ging t 51 us abut $ 2,800 each if we dn’t 52 anything.” She laughed.
“I hpe yur trip is mre 53 than mine was” said Jane. “I tk a cruise t the Bahamas, 54 almst all the passengers gt 55 . I caught sme kind f disease that made me 56 fr almst three days. They 57 us a discunt(折扣) that we culd use n a 58 trip. N mre cruising fr me. That is really a pity.”
“We’ve 59 thse things,” said Liz. “Mm and I are ging t be 60 ur hands every 30 minutes, and we’re bringing surgical masks with us.” Gd preparatins may help a lt in the travel and make it a pleasant and successful ne.
41. A. everB. neverC. stillD. als
42. A. walkB. shipC. flyD. drive
43. A. tryingB. searchingC. stayingD. studying
44. A. knwB. takeC. lkD. practice
45. A. leaveB. chseC. frgetD. call
46. A. findB. rememberC. passD. see
47. A. clB. difficultC. terribleD. disappinted
48. A. sadlyB. finallyC. secretlyD. simply
49. A. makeB. missC. meetD. catch
50. A. runB. prepareC. lastD. stp
51. A. cstB. fferC. saveD. give
52. A. visitB. shpC. meetD. shw
53. A. imprtantB. cnfusingC. funnyD. helpful
54. A. ifB. becauseC. butD. s
55. A. mysteriusB. sickC. angryD. nervus
56. A. travelB. dreamC. regretD. waste
57. A. refuseB. giveC. cheatD. rder
58. A. familiarB. nrmalC. futureD. quick
59. A. heard abutB. lked frwardC. called backD. made up
60. A. watchingB. washingC. usingD. changing
第二節(jié)（共10小題；每小題l5分，滿分15分）
閱讀下面材料，在空白處填入1個(gè)適當(dāng)?shù)膯卧~或括號(hào)內(nèi)單詞的正確形式。
If yu always hate certain vegetables, yu may be mre than a picky eater. Instead, yu might be a “super-taster”, a persn 61. bitter genes (苦味基因). Thse peple wh have the “bitter genes” are 2.6 times mre likely t eat 62 . (few) vegetables than thers, accrding t a new study 63 . (present) at the annual meeting f the American Heart Assciatin.
“We dn’t get the taste f fd equally,” said prfessr Duffy, an expert in the study f fd taste. “It culd explain sme f the differences in ur fd 64. (prefer).”
Abut half f us can taste bitter and sweet, s we are nt especially sensitive t bitter fd. Anther 25% are called “nn-tasters”, t 65. bitter fd might actually be a bit sweeter. The rest f us are 66. (extreme) sensitive t the bitterness that sme 67. (plant) develp t keep animals frm eating them.
Fd scientists are trying t develp ways 68. (reduce) the bitterness in veggies, in the hpe that we can keep super-tasters frm rejecting vegetables. In fact, sme vegetables we grw tday 69. (be) much sweeter than befre.
We might als try t use varius cking methds, either by adding sme fat, sweetness, strng flavrs like garlic 70. rasting them, t imprve the taste f the vegetables.
第四部分 寫(xiě)作（共兩節(jié)，滿分35分）
第一節(jié) 短文改錯(cuò)（共10小題；每小題l分，滿分10分）
假定英語(yǔ)課上老師要求同桌之間交換修改作文，請(qǐng)你修改你同桌寫(xiě)的以下作文。文中共有10處語(yǔ)言錯(cuò)誤，每句中最多有兩處。每處錯(cuò)誤僅涉及一個(gè)單詞的增加、刪除或修改。
增加：在缺詞處加一個(gè)漏字符號(hào)（∧），并在其下面寫(xiě)出該加的詞。
刪除：把多余的詞用斜線（＼）劃掉。
修改：在錯(cuò)的詞下劃一橫線，并在該詞下面寫(xiě)出修改后的詞。
注意：
1. 每處錯(cuò)誤及其修改均僅限一詞；
2. 只允許修改10處，多者（從第11處起）不計(jì)分。
I’m having wnderful time here in France. Nw I’m drinking fr?ccs in ne f the pen-air café. The first day when we went n a guided tur f Paris, we saw mst f the famus sights like the Luvre, where they have an amazed cllectin f paintings, but the Eiffel Twer. Yesterday we went dwn t the Suth f France by train. It was such fast that the whle jurney was nly abut three hurs. We spend a little time in Nice and in Cannes as well, and we all real enjyed the jurney. I practiced speak my French a little and I spke them when I did shpping.
第二節(jié) 書(shū)面表達(dá)（滿分25分）
假設(shè)你是李華，你的美國(guó)朋友Jnah來(lái)信說(shuō)，想利用自己的年假來(lái)中國(guó)體驗(yàn)一下中國(guó)的傳統(tǒng)節(jié)日。在端午節(jié)、中秋節(jié)和春節(jié)中，你建議他來(lái)過(guò)哪個(gè)節(jié)？請(qǐng)你回復(fù)郵件并說(shuō)明推薦理由。可以適當(dāng)添加內(nèi)容，使文章看起來(lái)更加充實(shí)，要組成通順連貫的短文。
注意:
1.詞數(shù)100左右；
2.可以適當(dāng)增加細(xì)節(jié)，以使行文連貫；
3.信的開(kāi)頭與結(jié)尾已經(jīng)給出。
Dear Jnah,
? I'm glad t knw that yu are interested in
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. .
. .
. .
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I am lking frward t yur cming.
Yurs ,
Li Hua
高2017級(jí)全景模擬試題
英語(yǔ)參考答案
第一部分 聽(tīng)力（共兩節(jié)，滿分30分）
1—5 CACAC 6—10 BACBC 11—15 ABBCB 16—20 BACBA
第二部分 閱讀理解（共兩節(jié)，滿分40分）
21—25 CDACB 26—30 CDADA 31—35 BDABC 36—40 DFCGB
第三部分 語(yǔ)言知識(shí)運(yùn)用（共兩節(jié)，滿分45分）
第一節(jié) 完形填空（共20小題；每小題1.5分，滿分30分）
41—45 ACCBC 46—50 DABDC 51—55 ABCCB 56—60 DBCAB
第二節(jié) 語(yǔ)法填空（共10小題；每小題l5分，滿分15分）
61. with 62. fewer 63. presented 64. preference 65. whm 66. extremely 67. plants 68. t reduce
69. are 70. r
第四部分 寫(xiě)作（共兩節(jié)，滿分35分）
第一節(jié) 短文改錯(cuò)（共10小題；每小題l分，滿分10分）
第一處：wnderful前加a 第二處：café → cafés/cafes 第三處：去掉when 第四處：amazed → amazing
第五處：but → and 第六處：such → s 第七處：spend → spent 第八處：real → really 第九處：speak → speaking 第十處：them → it
第二節(jié) 書(shū)面表達(dá)（滿分25分）
Dear Jnah,
I'm glad t knw that yu are interested in traditinal Chinese festivals and want t experience ne f them.
There are many traditinal festivals in China, such as the Dragn Bat Festival, the Mid-autumn Festival and the Spring Festival. But I really hpe yu can cme and spend the Mid-Autumn Festival with me.
The Mid-autumn Festival, a special ccasin fr family reunin, falls n the fifteenth day f the eighth mnth f the lunar year.
It is t celebrate the harvest and t enjy the beautiful mnlight. On this day, the mn is said t be its biggest and brightest. It's als a day fr special fds like mn cakes.
I am lking frward t yur cming.
Yurs,
Li Hua
第一部分 閱讀理解（共兩節(jié)，滿分40分）
第一節(jié) （共15小題；每小題2分，滿分30分）
【語(yǔ)篇解讀】本文是一篇應(yīng)用文，主要介紹了專為青少年開(kāi)設(shè)的四個(gè)暑期項(xiàng)目。這些項(xiàng)目對(duì)中學(xué)生——尤其是高中生具有指導(dǎo)意義。
21.C 【解析】細(xì)節(jié)理解題。根據(jù) Yung Schlars Prgram 部分最后一句“Students enjy mvie nights, activities at the students’ unin and mre.”可知，參加該活動(dòng)時(shí)，你可以和其他學(xué)生一同看電影。故選C。
22.D 【解析】細(xì)節(jié)理解題。根據(jù) Zeal Adventure and Travel 部分第二句“All trips include 15 t 25 hurs f cmmunity service activities.”和該部分第三句中的“’ll be vlunteering with sea turtles...”可知，該活動(dòng)提供做志愿工作的機(jī)會(huì)。根據(jù)該部分末尾的“Mre Infrmatin: 844-282-9325”可得知聯(lián)系電話。故選D。
23.A 【解析】推理判斷題。根據(jù) Califrnia Cllege Tur 部分最后一句“Alng the way, students take cllege turs, meet with admissins staff, and learn hw t make the mst ut f future cllege visits.”可知，學(xué)生在該活動(dòng)中將參觀多所大學(xué)，與招生工作人員見(jiàn)面，并學(xué)會(huì)如何充分利用以后參觀大學(xué)的機(jī)會(huì)。這些活動(dòng)有助于學(xué)生了解不同的大學(xué)以及招生流程等，對(duì)學(xué) 生在將來(lái)選擇、填報(bào)大學(xué)志愿會(huì)有所幫助。故選A。
【語(yǔ)篇解讀】本文是一篇記敘文。文章講述了一個(gè)嚴(yán)重?zé)齻泻⒁驗(yàn)閷W(xué)校派了一位老師到醫(yī)院輔導(dǎo)他學(xué)習(xí)名詞和副詞而重拾求生的意念、積極配合治療的故事。
24. C 推理判斷題。根據(jù)第三段的N ne had prepared her fr that. When she walked int the rm, she fund the yung by, hrribly burned, was bviusly in great pain. The teacher felt awkward and didn't knw what t say, but she had gne t far t walk ut.(沒(méi)有人為她做好準(zhǔn)備。當(dāng)她走進(jìn)房間時(shí)，她發(fā)現(xiàn)這個(gè)小男孩被嚴(yán)重?zé)齻?，顯然非常疼。她覺(jué)得很尷尬，不知道說(shuō)什么，但她已近走進(jìn)屋里很長(zhǎng)一段距離了)可知，這位老師之前并不知道自己是要去輔導(dǎo)一位被嚴(yán)重?zé)齻哪泻ⅲ虼水?dāng)她進(jìn)入病房看到痛苦的男孩時(shí)，感到不知所措。由此推測(cè)，這位老師感到尷尬是因?yàn)樗恢佬∧泻⒌臒齻绱藝?yán)重。C. She had n idea hw the by was suffering.(她不知道這個(gè)男孩有多么痛苦)符合以上推測(cè)，故選C項(xiàng)。
25.B 詞義猜測(cè)題。根據(jù)第三段的“I…I’m… the special visiting hspital teacher, and yur teacher sent me t help yu with yur nuns and adverbs.”可知，老師在毫不知情的情況下見(jiàn)到了嚴(yán)重?zé)齻哪泻?，頓時(shí)不知所措、說(shuō)話結(jié)巴。由此猜測(cè)，劃線詞的意思是“結(jié)結(jié)巴巴地說(shuō)”。B. T speak with a pause.(說(shuō)話有停頓)符合以上說(shuō)法，故選B項(xiàng)。
26. C 推理判斷題。根據(jù)第三段的Afterward, she thught it was nt ne f her mre successful tutring sessins.(后來(lái)，她覺(jué)得這不是她比較成功的輔導(dǎo)課程之一)可推測(cè)，老師向男孩道歉的原因是，她認(rèn)為自己那天的行為和課程給孩子留下了不好的印象。C. She thught she made the by uncmfrtable.(她認(rèn)為她讓這個(gè)男孩感到不舒服)符合以上推測(cè)，故選C項(xiàng)。
27. D 推理判斷題。根據(jù)文章最后一段的They wuldn’t send a special teacher t wrk n nuns and adverbs with a dying by, nw, wuld they? (他們不會(huì)派一個(gè)特別的老師去給一個(gè)將死的孩子輔導(dǎo)名詞和動(dòng)詞，現(xiàn)在，他們會(huì)嗎？)可知，男孩本以為自己是即將要死去的人，所以不配合治療。由此推斷，他現(xiàn)在意識(shí)到自己的情況并不那么糟糕，因此改變了不愿治療的想法，重拾希望。D. He realized that he was nt in s bad a situatin as he had assumed.(他意識(shí)到他的情況并沒(méi)有想象中那么糟糕)符合以上說(shuō)法，故選D項(xiàng)。
【語(yǔ)篇解讀】本文是說(shuō)明文，文章介紹了著名鄉(xiāng)村音樂(lè) “Take Me Hme, Cuntry Rads” 的創(chuàng)作背景以及這首歌曲目前的地位。
28. A 推理判斷題。由第一段中的keep in mind that it wasn’t anywhere…a rad in Mntgmery Cunty 和第五段中的N wrd n why Maryland lst ut t West Virginia in the lyrics 可知，Mntgmery Cuntry 位于Maryland, 是該郡的Cpper Rad 激發(fā)了Bill Danff 創(chuàng)作 “Take Me Hme, Cuntry Rads.
29. D 細(xì)節(jié)理解題。由第三段中的 When we first sang the sng tgether,”Danff wrte, “it seemed as thugh the audience wuld never stp applauding 可知，當(dāng)這首歌被公開(kāi)首唱時(shí)就深受觀眾的歡迎。
30. A 段落大意題。由第五段中的Perhaps 和Mre likely 之后的內(nèi)容可知，本段主要給出了作者認(rèn)為的 “Take Me Hme, Cuntry Rads”這首歌的歌詞里沒(méi)有使用Maryland的兩個(gè)原因。
31. B 細(xì)節(jié)理解題。 由最后一段中的have been named a state sng f West Virginia可知， “Take Me Hme, Cuntry Rads” 這首歌是West Virginia 的州歌。
【語(yǔ)篇解讀】本文為一篇議論文。文章論述了作者不贊成美國(guó)總統(tǒng)Trump響應(yīng) “種一萬(wàn)億棵樹(shù)”來(lái)對(duì)抗氣候變化的倡議，作者認(rèn)為真正能解決問(wèn)題的方法是迅速地大量減少碳排放。
32. D 細(xì)節(jié)理解題。根據(jù)第一段The trillin-tree idea wn wide attentin last summer after a study published in the jurnal Science cncluded that planting s many trees was “the mst effective climate change slutin t date”.去年夏天，發(fā)表在《科學(xué)》雜志上的一項(xiàng)研究得出結(jié)論，大量種樹(shù)是“迄今為止最有效的氣候變化解決方案”，這 “一萬(wàn)億棵樹(shù)”的想法贏得了廣泛關(guān)注?？芍蝗f(wàn)億樹(shù)的想法引起了公眾的廣泛關(guān)注。故選D項(xiàng)。
【13題詳解】
A 主旨大意題。根據(jù)第三段Fcusing n trees as the big slutin t climate change is a dangerus diversin(偏離). Wrse still, it takes attentin away frm thse respnsible fr the carbn release that are pushing us tward disaster. 把樹(shù)木作為解決氣候變化的主要辦法是一種危險(xiǎn)的轉(zhuǎn)移。更糟糕的是，它把注意力從那些對(duì)碳排放負(fù)責(zé)的人身上移開(kāi)，正是這些人把我們推向?yàn)?zāi)難。因此，第3段主要論述了以植樹(shù)來(lái)保護(hù)環(huán)境的缺點(diǎn)。故選A項(xiàng)。
B 推理判斷題。根據(jù)最后一段In a sharp cunter argument t last summer's Paper in Science, Justin Gillis wrte in the same jurnal in Octber that the study's findings were incnsistent with the dynamics f the glbal carbn cycle. He warned that “the claim that glbal tree restratin(復(fù)原) is ur mst effective climate slutin is simply scientifically incrrect and dangerusly misleading”. Justin Gillis在《科學(xué)》雜志上發(fā)表了與去年夏天《科學(xué)》雜志公布的研究結(jié)果截然相反的觀點(diǎn)，他認(rèn)為去年夏天公布的那個(gè)研究結(jié)果是不符合地球碳循環(huán)動(dòng)力學(xué)的。同時(shí)，他發(fā)出警告：通過(guò)植樹(shù)來(lái)解決氣候問(wèn)題是不科學(xué)的，是錯(cuò)誤的，是危險(xiǎn)的，是具有誤導(dǎo)性的。推測(cè)，Justin Gillis對(duì)植樹(shù)提議是持反對(duì)態(tài)度的。故選B項(xiàng)。
C 主旨大意題。結(jié)合全文，文章論述了作者不贊成美國(guó)總統(tǒng)Trump響應(yīng) “種一萬(wàn)億棵樹(shù)”來(lái)對(duì)抗氣候變化的倡議，作者認(rèn)為真正能解決問(wèn)題的方法是迅速地大量減少碳排放，種樹(shù)的想法是不科學(xué)的，且具有誤導(dǎo)性。C項(xiàng)“植樹(shù)不會(huì)拯救世界?！狈衔恼轮髦?，適合作為標(biāo)題。故選C項(xiàng)。
【語(yǔ)篇解讀】本文是一篇說(shuō)明文。作為教師，如何在開(kāi)學(xué)第一天向?qū)W生介紹自己呢？一個(gè)成功的自我介紹可以使教師和學(xué)生之間產(chǎn)生良好的師生關(guān)系。
36.D 本句為過(guò)渡句。上文提到學(xué)生會(huì)好奇他們的老師是什么樣的人，下文提到第一天教師對(duì)學(xué)生的自我介紹是重要的，此處選擇 D 項(xiàng)“教師面對(duì)著坐在凳子上的新學(xué)生”承上啟下。故答案為 D 項(xiàng)。
37.F 本句為過(guò)渡句。上文提到你想要學(xué)生尊敬你，下文提到在開(kāi)學(xué)第一天你的外表可為一年定個(gè)基調(diào)，此處選擇 F 項(xiàng)“在教室衣著不得體會(huì)是破壞性的”承上啟下。故答案為 F 項(xiàng)。
38.C 本句為過(guò)渡句。本段主題是告訴你的學(xué)生你的興趣和愛(ài)好，此處選擇 C 項(xiàng)“更多地向?qū)W生介紹自己的情況”符合本段主題。故答案為C項(xiàng)。
39. G本句為結(jié)論句。本段主題是介紹班級(jí)規(guī)定，此處選擇 G 項(xiàng)“當(dāng)你介紹自己和班規(guī)時(shí)，要讓班規(guī)容易記”符合語(yǔ)境。故答案為G項(xiàng)。
40. B本句為主題句。根據(jù)后面語(yǔ)境中提到的“After yu have answered their questins” 可知，此段主要論述了邀請(qǐng)?zhí)釂?wèn)和回答，故答案為 B 項(xiàng)。
第三部分 語(yǔ)言知識(shí)運(yùn)用（共兩節(jié)，滿分45分）
第一節(jié) 完形填空（共20小題；每小題1.5分，滿分30分）
【語(yǔ)篇解讀】這是一篇記敘文。文章中Liz給朋友介紹自己和媽媽的亞洲之行的計(jì)劃，她們計(jì)劃乘船游覽中國(guó)的香港、上海和北京，韓國(guó)釜山和日本東京等地。
41. A【解析】考查副詞詞義辨析。句意：她們以前都沒(méi)去過(guò)美國(guó)以外的地方旅行。A. ever以前；B. never絕不；C. still仍然；D. als也。根據(jù)語(yǔ)境應(yīng)該是Liz和媽媽以前都沒(méi)去過(guò)亞洲。所以選A。
42. C【解析】考查動(dòng)詞詞義辨析。句意：她們會(huì)飛去香港。A. walk走；B. ship乘船；C. fly飛；D. drive駕車。根據(jù)上下文可知從美國(guó)來(lái)中國(guó)應(yīng)該要乘飛機(jī)。所以選C。
43. C【解析】考查動(dòng)詞詞義辨析。句意：在香港停留三天后我們會(huì)去北京和上海。A. trying嘗試；B. searching尋找；C. staying停留；D. studying學(xué)習(xí)。根據(jù)語(yǔ)境應(yīng)該是在香港停留之意。所以選C。
44. B【解析】考查動(dòng)詞詞義辨析。句意：北京是內(nèi)陸城市，我們需要從港口坐兩個(gè)大巴才能到。A. knw知道；B. take花費(fèi)；C. lk看；D. practice練習(xí)。根據(jù)語(yǔ)境是花時(shí)間坐車。所以選B。
45.C 【解析】考查動(dòng)詞詞義辨析。句意：我忘了港口的名字。A. leave離開(kāi)；B. chse選擇；C. frget忘記；D. call。語(yǔ)境是說(shuō)到由港口乘車到北京，但忘了港口的名字。所以選C。
46. D【解析】考查動(dòng)詞詞義辨析。句意：我們會(huì)去看長(zhǎng)城天安門(mén)和紫禁城。A. find找到；B. remember記??；C. pass通過(guò)；D. see看。根據(jù)語(yǔ)境要填參觀之意。所以選D。
47.A 【解析】考查形容詞詞義辨析。句意：這將會(huì)是非?？岬?。A. cl 酷的；B. difficult困難的；C. terrible可怕的； D. disappinted失望的。上文說(shuō)到要去很多地方，所以會(huì)很有意思。所以選A。
48.B 【解析】考查副詞詞義辨析。句意：離開(kāi)中國(guó)后，我們還會(huì)去韓國(guó)釜山，最后會(huì)去日本東京。A. sadly難過(guò)地；B. finally最后地；C. secretly秘密地；D. simply僅僅，簡(jiǎn)單地。根據(jù)語(yǔ)境，結(jié)束中國(guó)之行后會(huì)再去韓國(guó)，而最后會(huì)去日本。所以選B。
49. D【解析】考查動(dòng)詞詞義辨析。會(huì)趕去洛杉磯的航班。句意：A. make使；B. miss想念、錯(cuò)過(guò)；C. meet見(jiàn)面；D. catch抓住，趕上。根據(jù)語(yǔ)境應(yīng)該是坐飛機(jī)，趕航班之意。所以選D。
50.C 【解析】考查動(dòng)詞詞義辨析。這趟旅行會(huì)持續(xù)三周。句意：A. run跑；B. prepare準(zhǔn)備；C. last持續(xù)；D. stp停止。根據(jù)語(yǔ)境表示要填持續(xù)多長(zhǎng)時(shí)間。所以選C。
51.A 【解析】考查動(dòng)詞詞義辨析。句意：持續(xù)三周，但花銷不大，如果我們不買(mǎi)東西的話。A. cst花費(fèi)；B. ffer提供；C. save救；D. give給。根據(jù)語(yǔ)境是消費(fèi)、花費(fèi)之意。所以選A。
52.B 【解析】考查動(dòng)詞詞義辨析。A. visit參觀、拜訪；B. shp購(gòu)物；C. meet見(jiàn)面；D. shw展示。根據(jù)上文可知此處表購(gòu)物、買(mǎi)東西。所以選B。
53. C【解析】考查形容詞詞義辨析。句意：朋友希望Liz的旅行會(huì)有趣而不像自己之前的旅行。A. imprtant重要的；B. cnfusing困惑的；C. funny有趣的；D. helpful有幫助的。從下文可知朋友的旅行并不愉快，所以希望Liz的旅行會(huì)有趣。所以選C。
54.C 【解析】考查連詞詞義辨析。句意：我去巴哈馬旅行，但所有的乘客都生病了。A. if如果；B. because因?yàn)?；C. but但是；D. s因此。由下文可知這里是轉(zhuǎn)折。所以選C。
55. B【解析】考查形容詞詞義辨析。句意：我去巴哈馬旅行，但所有的乘客都生病了。A. mysterius神奇的；B. sick生病的；C. angry生氣的；D. nervus緊張的。由下文的disease可知這里是生病之意。所以選B。
56. D【解析】考查動(dòng)詞詞義辨析。句意：我生病了，浪費(fèi)了三天。A. travel旅行；B. dream夢(mèng)想；C. regret后悔；D. waste浪費(fèi)。由語(yǔ)境可知因?yàn)樯?，所以有三天都沒(méi)能享受旅行。所以選D。
57.B 【解析】考查動(dòng)詞詞義辨析。句意：他們給我們可以在將來(lái)用的折扣。A. refuse拒絕；B. give給；C. cheat欺騙；D. rder命令。根據(jù)語(yǔ)境填給。所以選B。
58.C 【解析】考查形容詞詞義辨析。句意：他們給我們可以在將來(lái)用的折扣。.A. familiar相似的；B. nrmal正常的；C. future將來(lái)；D. quick迅速的。根據(jù)下文，我沒(méi)能乘船游覽，說(shuō)明折扣以后才可以用的。所以選C。
59. A【解析】考查動(dòng)詞詞組詞義辨析。句意：我們聽(tīng)說(shuō)了這件事。A. heard abut聽(tīng)說(shuō)；B. lked frward希望；C. called back回電話；D. made up彌補(bǔ)、組成。根據(jù)語(yǔ)境，此處表聽(tīng)說(shuō)某事。所以選A。
60. B 【解析】考查動(dòng)詞詞義辨析。句意：我和媽媽決定每30分鐘洗一次手。A. watching看；B. washing 洗；C . using 使用；D. changing改變。根據(jù)語(yǔ)境此處表示洗手。所以選B。
【語(yǔ)篇解讀】這是一篇說(shuō)明文，作者主要介紹了科學(xué)家關(guān)于人類味覺(jué)的新研究成果：有的人有“苦味基因”，有的人則沒(méi)有，這些人對(duì)食物的感覺(jué)不盡相同?，F(xiàn)代人們通過(guò)多種方法使蔬菜食物更為可口。
61. with
【解析】考查介詞用法，句意：你或許是個(gè)超級(jí)品味師，一個(gè)有著“苦味”基因的人。with在此處表示“有著、帶著”的意思，故填with。
62. fewer
【解析】考查形容詞的比較級(jí)，該空后有提示詞than，故此處應(yīng)將few改為其比較級(jí)，故填fewer。
63. presented
【解析】考查非謂語(yǔ)動(dòng)詞，本句 present 處及其后內(nèi)容作定語(yǔ)，修飾前面的a new study。present屬于非謂語(yǔ)動(dòng)詞，且表被動(dòng)含義（研究成果在年會(huì)上被展示、介紹），故填presented。
64. preference
【解析】考查名詞，ur后面用名詞或名詞短語(yǔ)，此處表示“我們的食物喜好”，故填preference。
65. whm
【解析】考查定語(yǔ)從句，句意：對(duì)于這些人來(lái)說(shuō)，苦味食物可能確實(shí)會(huì)有點(diǎn)甜（沒(méi)那么苦）。分析句子結(jié)構(gòu)可知，這是一個(gè)非限制性定語(yǔ)從句，先行詞是nn-tasters，因而引導(dǎo)詞為wh/whm，介詞t之后應(yīng)接whm，指代nn-tasters，在從句中作賓語(yǔ)，故填whm。
66. extremely
【解析】考查詞類轉(zhuǎn)換，副詞修飾形容詞，構(gòu)成extremely sensitive，表示程度，故填extremely。
67. plants
【解析】考查名詞單復(fù)數(shù)形式，plant在sme之后應(yīng)改為復(fù)數(shù)，故為plants。
68. t reduce
【解析】考查非謂語(yǔ)動(dòng)詞，本句已有謂語(yǔ)動(dòng)詞are trying，故reduce為非謂語(yǔ)動(dòng)詞，此處表示目的，故填t reduce。
69. are
【解析】考查主謂一致和句子結(jié)構(gòu)分析，本句主語(yǔ)部分含定語(yǔ)從句we grw tday，修飾先行詞vegetables，分析句子結(jié)構(gòu)時(shí)應(yīng)將定語(yǔ)從句整體隱去，可看出主語(yǔ)為sme vegetables，謂語(yǔ)動(dòng)詞be用復(fù)數(shù)/現(xiàn)在時(shí)形式，故填are。
70. r
【解析】考查連詞，本句中either…r…（或者……或者……）為固定搭配，表示rasting...與adding...兩者二選一的選擇關(guān)系，故填r。
第四部分 寫(xiě)作（共兩節(jié)，滿分35分）
第一節(jié) 短文改錯(cuò)（共10小題；每小題l分，滿分10分）
【語(yǔ)篇解讀】本文是一篇記敘文。文章主要講述作者在法國(guó)旅游的經(jīng)歷。
第一處：wnderful前加a 【解析】考查冠詞。雖然time不可數(shù)名詞，但在形容詞修飾time會(huì)加“a”不定冠詞，通常用來(lái)表示一段時(shí)期。故將wnderful前加a。
第二處：café → cafés/cafes 【解析】考查名詞數(shù)。ne f后加名詞的復(fù)數(shù)形式。故將café 改為 cafés/cafes。
第三處：去掉when【解析】考查時(shí)間狀語(yǔ)。分析句子可知，句中The first day引導(dǎo)狀語(yǔ)從句，句中無(wú)定語(yǔ)從句。故去掉when。
第四處：amazed → amazing 【解析】考查形容詞。修飾名詞cllectin f paintings，指物，前用形容詞amazing修飾，表示“令人驚異的”。故將amazed 改為amazing。
第五處：but → and【解析】考查連詞。這里指“那里有驚人的繪畫(huà)收藏品，還有埃菲爾鐵塔。”前后為并列關(guān)系，故所以用連詞and。故將but改為 and。
第六處：such → s 【解析】考查副詞。這里【解析】考查s + adj. + that從句，而such后接名詞。故將such 改為s。
第七處：spend → spent 【解析】考查時(shí)態(tài)。從全文可知用一般過(guò)去時(shí)。故將spend改為spent。
第八處：real → really 【解析】考查副詞。修飾動(dòng)詞enjyed用副詞形式。故將real改為really。
第九處：speak → speaking 【解析】考查短語(yǔ)。短語(yǔ)practice ding sth.練習(xí)做某事。故將speak改為speaking。
第十處：them → it 【解析】考查代詞。這里指代前文中的my French，為不可數(shù)名詞，故用it代指。故將them改為it。

錄音原文：
Text 1
M: This mnth, ur trip will be t the museum. We will take a schl bus t the Clma statin. Then we’ll take the subway dwntwn. Yes, Tammy?
W: Can ur parents drive us instead? (1)
M: N, I want us t g as a grup.
Text 2
W: I heard n the news that we’re finally ging t be getting sme rain in the next few days.
M: That’s gd news. This has been ne f the driest mnths n recrd, (2) s I’m sure the trees really need it.
Text 3
W: What a wnderful wedding that was! It will be a big task t sweep up all that litter.
M: The rules f the wedding hall say thrwing clred paper is banned. (3) Thrwing rice is OK. And even bits f trn-up newspaper are allwed.
W: That’s crazy!
Text 4
W: On the frnt page f yesterday’s newspaper, it says that yu have cme t an agreement with the Canadian gvernment. Can yu tell us mre abut that?
M: Abslutely. We have agreed t cntinue wrking tgether t imprve ecnmic relatins between ur tw cuntries. (4)
Text 5
W: Can I have smething t drink? My thrat is s dry frm ur wrkut earlier, and all I had tday was abut a liter.
M: Yu need t drink sme water then. I drink tw liters a day usually, and an extra ne when I exercise. (5)
Text 6
M: Let’s visit the steam railway tmrrw. It’s s exciting. (6)
W: Yu’re like a little by wh wants t see thse ld trains pumping ut smke and steam.
M: I lve the pwer and the size f them — but mst f all I just lve the steam. It is great t see them in actin and we can ride n ne as well.
W: Yes. I like them, t. It is like ging back t the ld days when all trains were black. (7)
M: Well, tmrrw there will be green nes and red nes, t.
Text 7
W: I understand that yu’re lking t start a shw within the next tw years. Is this true? (8)
M: Yes. I’ve always wanted t be ne f the peple yu see n televisin talking t guests abut their careers. (8)
W: Have yu thught abut ther ptins? Thse types f shws can be n many different types f media. Many hsts start ut n the radi, but nw the technlgy is better and yu can even make a shw n the Internet.
M: I want it t be the shw that peple watch while they’re eating dinner. (9)
W: That’s a gd gal, but it’ll be difficult t get yu n televisin with just that idea. I suggest yu cme up with smething that makes yu different frm the ther similar shws airing nw. (10)
Text 8 (第11題為總結(jié)題)
M: Can yu pick up the name cards fr the cnference?
W: Sure, but I need t stp by the hspital first and drp ff the card and gift we gt fr Andy. (12)
M: Of curse! I can’t believe I frgt abut that.
W: I hpe I bught him the right gift.
M: I’m sure it’s fine.
W: I hpe s, because last year I wasn’t sure if he liked the birthday gift I gt him. I bught him a Leg Star Wars set, because I verheard him talk abut it with Mary. But, when he pened it, he asked me if I thught he was a child. (13)
M: I remember that! That was funny! He was jking but yu lked s lst. (13) We just laughed at yur reactin.
W: OK, I figured he was jking, but I was nt sure. (13)
M: N, n. He appreciated it. Hw lng will he be in hspital, d yu knw?
W: A few mre days. He shuld be able t get back t wrk sn.
M: OK, great. Send him my best!
W: Will d!
Text 9
M: Let’s g fr a swim tday.
W: Hw abut ging t the lake? (14)
M: It’s t ht inland. The temperature is suppsed t reach 105 degrees tday. (14)
W: Then where shuld we g?
M: I think the cast is the best place.
W: But the beaches will be t crwded tday, wn’t they? It’s Saturday, s everyne will have the same idea as we d.
M: I knw a place that isn’t as ppular. That beach is rather small and rcky, but it will be suitable fr swimming.
W: Sunds great! I’ll pack ur bags. (15) Can yu fix smething fr lunch? We can eat n the way.
M: Sure. Cheese sandwiches are easy t eat n the rad. We can buy cld sda at the gas statin. (16)
W: I’d rather take iced cffee.
M: Yu’ll have t make it, then. I never knw hw yu like it.
W: All right. D yu want me t pack a pair f pants fr yu?
M: N, I’ll just wear my swimsuit. I can dry ff in the sun befre we leave the beach.
W: I’ll take extra twels, just in case. (17)
M: That’s gd. We can lie n them in the sun. (17)
W: And if there aren’t a lt f trees, we can hang up the twels fr sme shade.
M: Yu culd d that, but nt fr me.
Text 10
In tday’s class, we will d a rle-playing exercise t better understand what life was like during the Industrial Revlutin in Eurpe in the late 18th and early 19th century. (18) All the infrmatin yu need is in the instructin sheet in frnt f yu. First, I will need t separate the class int three grups. Each grup represents a different class during that time perid. The first grup will represent the upper class and play the rle f wners f businesses in the city. The secnd grup will represent the middle t lwer class and play the rle f business managers. (19) The third grup will represent and play the rle f the wrking class. This last grup will cnsist f different types f wrking-class families, such as single-parent families and families wh lst their parents. In additin t thse grups, I will need tw students t represent the bank and tw t represent security fficers. (20)
Each grup will have a specific set f gals they must reach by the end f class while trying t fllw city rules, like paying taxes and keeping the city at peace. Any questins?

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