(滿分：150分，考試時(shí)間：120分鐘)
注意事項(xiàng)：
1.答卷前，考生務(wù)必將自己的姓名、準(zhǔn)考證號(hào)填寫在答題卡上。
2.回答選擇題時(shí)，選出每小題答案后，用鉛筆把答題卡上對(duì)應(yīng)題目的答案標(biāo)號(hào)涂黑。如需改動(dòng)，用橡皮擦干凈后，再選涂其它答案標(biāo)號(hào)。回答非選擇題時(shí)，將答案寫在答題卡上。寫在本試卷上無(wú)效。
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;每小題15分，滿分7. 5分)
請(qǐng)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)。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. What des the by have t d?
A. Ck meals. B. D the dishes. C. Clean the huse.
2. Hw des the man feel?
A. Jyful. B. Shcked. C. Cnfused.
3. Where des the cnversatin take place?
A. In a garden. B. In a museum. C. In a restaurant
4. Which candle des the man decide t buy?
A. The apple and pine candle.
B. The range and walnut candle.
C. The chclate and cffee candle.
5. What are the speakers mainly talking abut?
A. Baking. B. Frying. C. Biling.
第二節(jié)(共15小題;每小題15分，滿分22. 5分)
聽(tīng)下面5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)。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分鐘;聽(tīng)完后，各小題將給出5秒鐘的作答時(shí)問(wèn)。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. What d the speakers cme t realize?
A. They have mat befre.
B. They have the same last name.
C. They were brn in the same place.
7. Where was the man’s mther brn?
A. In America. B. In Ireland. C. In England.
聽(tīng)第7段材料，回答第8、9題。
8. Wh are great lvers f tea drinking accrding t the man?
A. Indians. B. Canadians. C. Americans.
9. Which kind f tea des the man like best?
A. Lngjing. B. Pu’er. C. Olng.
聽(tīng)第8段材料，回答第10至12題。
10. What are the speakers lking at?
A. A cmputer screen. B. An album. C. A phne.
11. What dcs the first picture shw?
A. Ben wn a cmpetitin.
B. June celebrated her 16th birthday.
C. The speakers played n the beach.
12. What is the relatinship between the speakers?
A. Friends. B. Brther and sister. C. Teacher and student.
聽(tīng)第9段材料，回答第13至16題。
13. When might the birthday party be?
A. On Thursday. B. On Friday. C. On Saturday.
14. What des Judy have t d n the day f the party?
A. G t wrk. B. Take the car fr a check. C. Drive her brther smewhere.
15. Which gift will Dave give t Brad fr his birthday?
A. A hat. B. A gift card. C. A music recrd.
16 What will the speakers d n Brad’s birthday?
A. D sme sprts. B. G t the mvies. C. See a band perfrmance.
聽(tīng)第10段材料，回答第17至20題。
17. What aspect des the speaker mentin at first?
A. The twns. B. The trade. C. The buildings.
18. Hw many areas f Britain were cntrlled by the Rmans?
A. Tw. B. Three. C. Fur.
19. Which f the fllwing is the shrtest?
A. Hadrian’s Wall. B. The Great Wall. C. The Antnine Wall.
20. What is still in use tday?
A. Baths made by the Rmans.
B. Tilers made by the Rmans.
C. Rads made by the Rmans.
第二部分閱讀(共兩節(jié)，滿分50分)
第一節(jié)(共15小題;每小題2. 5分，滿分37. 5分)
閱讀下列短文，從每題所給的A、B、C和D四個(gè)選項(xiàng)中，選出最佳選項(xiàng)。
A
◆It’s time t g back t high schl.
Students are excited abut the new beginning. But fr many kids. the first day is mre abut friends than classes and maybe with gd reasn. On that day. the teacher takes attendance (考勤) hands ut bks. and describes the teaching plan. If a student hears the same things in seven classes. yu can’t blame them fr thinking it’s ging t be anther lng year. When the high schlers’ parents ask what they did in schl. it’s pretty likely that the answer will be “nthing.”
◆It desn’t have t be this way.
Kids always want exciting changes, and yu can give them a taste f hw interesting yur curse will be. One English teacher asks students t write 77 wrds abut what they want t get ut f her class. Then she reads their respnses ut lud. She keeps the respnses until the last day f the schl year when she hands them back t students s they can see if they achieved what they wanted. After encuraging kids with a year-lng game. she begins the English curse.
◆On the first day f curses
On the first day f science, a teacher gives students 30 minutes t build smething t imprve peple’s lives. A histry teacher rganizes a debate n whether Swiss cheese is better than cheddar. In math class, anther teacher puts students in grups f three and gives them six minutes t cme up with as many answers as pssible t the questin “What is math gd fr?”
◆The new class activities
The new class activities are part f ur schl-wide mvement t imprve the first day f classes. Many teachers chse t use creative ways t encurage kids frm day ne. And all students seem t enjy the changes. Quite a few parents tld me that their kids said. “I think English(r math r bilgy r Spanish)is ging t be great!”
1. What d mst students expect t d n the first day f schl?
A. Having classes.B. Ding hmewrk.
C Attending activities.D. Meeting ld friends
2. The students will find ut ________ in English class at the end f the schl year.
A. if the teacher likes their respnses.
B. if their writing skills have imprved.
C. if they can understand the 77 wrds.
D. if their expectatins have been realized.
3. What d the teachers in paragraph 3 have in cmmn?
A. All try t imprve students’ creativity.
B. All hld discussins n teaching plans.
C. All try t create a student-centered learning atmsphere.
D. All ask students t wrk in grups and discuss any prblems.
B
Nw, I’ve talked much abut educatin. I’ve talked abut teacher’s respnsibility fr inspiring students and pushing yu t learn. I’ve talked abut yur parents’ respnsibility fr making sure yu act crrectly, and yu get yur hmewrk dne, and dn’t spend every waking hur in frnt f the TV. I’ve talked a lt abut yur gvernment’s respnsibility fr setting high standards.
But at the end f the day, we can have the mst cmmitted teachers, the mst supprtive parents, the best schls in the wrld and nne f it will make a difference, nne f it will matter unless all f yu fulfill yur respnsibilities, unless yu shw up t thse schls, unless yu pay attentin t thse teachers, unless yu listen t yur parents and grandparents and ther adults and put in (投入) the hard wrk that leads us t succeed. That’s what I want t fcus n tday: the respnsibility each f yu has fr yur educatin.
I want t start with the respnsibility yu have t yurself. Every single ne f yu has smething that yu’re gd at. Every single ne f yu has smething t ffer. And yu have a respnsibility t yurself t discver what that is. That’s the pprtunity an educatin can prvide.
And n matter what yu want t d with yur life. I guarantee that yu’ll need an educatin t d it. Yu want t be a dctr, r a teacher r a plice fficer? Yu want t be a nurse r an architect, a lawyer r a member f ur military? Yu’re ging t need a gd educatin fr every single ne f thse careers. Yu cannt drp ut f schl and just drp int a gd jb. Yu’ve gt t train fr it and wrk fr it and learn fr it.
That’s kay. Sme f the mst successful peple in the wrld are the nes wh’ve had the mst failures. J. K. Rwling’s wh wrte Harry Ptter- her first Harry Ptter bk was rejected 12 times befre it was finally published. Michael Jrdan was cut frm his high schl basketball team. He lst hundreds f games and missed thusands f shts during his career. But he nce said, “I have failed ver and ver and ver again in my life. And that’s why I succeed.”
And even when yu’re struggling, even when yu’re discuraged, and yu feel like ther peple have given up n yu, dn’t ever give up n yurself, because when yu give up n yurself, yu give up n yur cuntry.
4. The passage is prbably a ________.
A. travel jurnalB. science fictin
C. speech manuscriptD. fairy tale
5. What dcs the underlined wrd “cmmitted” in the secnd paragraph mean?
A. devtedB. cnfusedC. frightenedD. embarrassed
6. What des the passage intend t tell us?
A. Speak ften, ask seldm.
B. Spare the rd, spil the child.
C Never put ff until tmrrw what may be dne tday in ur daily life.
D. Mve ahead and fulfill ur wn educatinal respnsibilities by studying hard.
7. Which f the fllwing statements abut last tw paragraphs is true?
A. Keep n ging and never give up.
B. Actin speaks luder than wrds.
C. Nbdy knws his wn advantages.
D. Lve f and devtin t ne’s cuntry is the mst significant.
C
Grwing up, I always wanted t be an utging persn because I thught that was the way I shuld be. I was always stuck n the idea that bigger persnalities culd achieve mre. S I cnnected utgingness with success.
Hwever, I started letting g f the idea that utgingness wuld help me achieve mre when my skills as a leader were put t the test.
When I was 16, I vlunteered at a summer camp fr a week, where I led 12 fifth graders. Althugh I tried t slve prblems as they came up, it seemed there was always anther prblem fllwing.
Every night, I was suppsed t read bedtime stries, but as my campers were getting ready fr bed n Thursday, things reached a biling pint when ne camper accused (指責(zé)) anther f ruining camp fr her. After I called in a teacher, ur small wden huse was finally silent, but the hidden anger made me realize that my campers’ experience wuld becme less enjyable if I left things unslved.
Instead f reading stries that night, I decided t share a gd memry I had f each f my campers. Afterwards, I invited my campers t describe their wn memries, and watching the atmsphere (氣氛) in ur huse changing as they described the gd mments in the week gave me the feeling that finding my wn ways t be a leader culd be gd enugh.
The experience made me realize that I shuld grw in my wn directin rather than frcing myself int a type that never really fit.
8. Which f the fllwing can best describe the authr?
A. Determined and critical (批判性的).
B. Creative and attractive.
C. Careful and incnsiderate (考慮不周的).
D. Cnfident and impatient.
9. What des the underlined expressin “l(fā)et g f” mean in the paragraph 2?
A. give upB. insist nC. take inD. put ut
10. Hw did the vlunteer wrk benefit the authr?
A. It made her praised by all teachers.
B. It helped her becme an utging persn.
C. It helped her understand many f the bedtime stries
D. It helped t shape her wn values and beliefs in terms f grwth.
11. What can we infer frm the passage?
A. Grwing in ur wn directins really fits better.
B. The authr’s camping experience was less enjyable.
C. Students invlved in camps can easily rise t challenges.
D. Students wh are utging are mre likely t make achievements.
D
Sme students get s nervus befre a test. They d prly even if they knw the material. Sian Beilck, a prfessr at the University f Chicag in Illinis, has studied these highly anxius test-takers. The students start wrrying abut the results. And when they wrry, it actually uses up attentin and memry resurces.
Prfessr Beilck and anther researcher, Gerard Ramirez, have develped a pssible slutin. Just befre an exam, highly anxius test-takers spend ten minutes writing abut their wrries abut the test.
The researchers tested the idea n a grup f twenty anxius cllege students. They gave them tw shrt maths tests. After the first ne, they asked the students t either sit quietly r write abut their feelings abut the upcming secnd test.
Prfessr Beilck says thse wh sat quietly scred an average f 12% wrse n the secnd test. But the students wh had written abut their fears imprved their perfrmance by an average f 5%. Next, the researchers used yunger students in a bilgy class. They tld them befre final exams either t write abut their feelings r t think abut things unrelated t the test. Prfessr Beilck says highly anxius students wh did the writing gt an average grade f B+, cmpared t a B- fr thse wh did nt.
“What we shwed is that fr students wh are highly test-anxius. wh’d dne ur writing interventin (干預(yù)), all f a sudden there was n relatinship between test anxiety and perfrmance. They were perfrming just as well as their classmates wh dn’t nrmally get nervus in these tests.”
But what if students d nt have a chance t write abut their fears immediately befre an exam? Prfessr Beilck says students can try it themselves at hme r in the library and still imprve their perfrmance.
12. What des Prfessr Beilck think f thse wh thught abut things unrelated t the test?
A. They did well in cntrlling their feelings.
B. They behaved better than mst classmates.
C. They gt a higher average grade than thse wh wrte abut their feelings.
D. They gt a lwer average grade than thse wh wrte abut their feelings.
13. Why d students feel anxius befre an exam?
A. They dn’t want t take the examinatin.
B. They fail t fcus n the upcming examinatin.
C. They can’t have a gd cmmand f what they have learned.
D. They are nt sure whether they can succeed in passing the exam.
14. Hw can we slve the prblem encuntered in the test?
A. Encuraging students t cncentrate n the test.
B. Encuraging students t study harder and harder.
C Encuraging students t sit quietly fr a mment befre the test.
D. Encuraging students t write abut their wrries befre the test.
15. What can we knw frm the last paragraph?
A. Writing abut ur wrries befre an exam can wrk a bit.
B. We can nly write abut ur wrries right befre an exam
C. The best place t write abut ur wrries is in the test rm.
D. It desn’t matter where we write abut ur wrries befre an exam.
第二節(jié)(共5小題;每小題2. 5分，滿分12. 5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)。
●Teenagers are lking fr identity.
As we search fr belnging, teenagers are lking fr their identity. They are making the physical and emtinal transitin t independence and they are cnstantly lking fr the thing that will define their lives. They are asking ___16___ in rder t understand their persnhd, eager fr the identity that will give them meaning. they want t lk t rmance. Schl, friends, ppularity, mney, technlgy, r their bdies fr that meaning.
●Teenagers want t belng.
We want acceptance, which is what we s ften search fr nline. We fear missing ut. because we never want t be the ne wh desn’t fit in. Teenagers als want t be knwn truly and lved deeply. ___17___
●Teenagers can think.
Sme peple may have the steretype(成見(jiàn))that teenagers are strictly shallw thinkers. ___18___ That means the teens in yur Sunday schl class r yuth grup can understand much mre than just listening t simple stries.
● ___19___
The teen years are a time full f truble and fear can g int almst every area f life-schl wrk, friendships, church, family members, and, perhaps biggest f all, the future. Life feels very much unknwn t teenagers. S even thugh they may feel cnfident, r prmise yu they have everything planned ut, they are anxius abut life.
●Teenagers want their lives t matter.
___20___ They have studied histry and nw they’re ready t take their place in it. They’re ready t make their mark. They want t change the wrld. Finally, they want their lives t matter frever. And fr that t happen, they need the belief.
A. “Wh am I?”
B. Teenagers are afraid.
C. They lng t belng.
D. Teenagers wrries abut their future.
E. Smetimes ur parents may als make mistakes.
F. And ne f their greatest fears is that their lives wn’t matter.
G. But teenagers can actually think abut serius tpics like death and philsphy.
第三部分語(yǔ)言運(yùn)用(共三節(jié)，滿分35分)
第一節(jié)(共15小題;每小題1分，滿分15分)
閱讀下面短文，從每題所給的A、B、C、D四個(gè)選項(xiàng)中選出可以填入空白處的最佳選項(xiàng)。
They are the srt f friends wh are s ___21___ , trust each ther with their lives. If ne ___22___ , the ther is there t catch him.
They are Wellman, ___23___ legs were permanently injured nine years ag in a rck-climbing accident, and Crbett, an experienced rck climber. ___24___ , they climbed up Half Dme, the famus 2,000-ft rck in the Ysemite Natinal Park, thrugh ne f the mst difficult rutes (路線).
During the climb, Crbett ___25___ , hit in the metal spikes (尖狀物) that guided the ___26___ and climbed up. Then, after Wellman ___27___ the rpe, Crbett went dwn t remve the spikes and climbed up again. This prcess was ___28___ time and again, inch by inch, fr 13 days. Wellman’s jb was nt easy either. He gt himself up the rpe thrugh upper bdy strength alne.
___29___ , Wellman figured that he had dne 5,000 pull-ups up the rpe n the climb.
Hwever, ____30____ the tw men first met, they never talked abut climbing. “He knew that was hw I gt injured.” Wellman said. Until ne day Wellman decided that he wanted t climb again and they started ____31____ .
Their climb f Half Dme did nt ____32____. At ne pint, pieces f rck gave way (坍塌) and Crbett ____33____ quickly. Wellman lcked their rpe in place, ____34____ the fall at 20 feet. His quick actin prbably saved his friend’s life.
“Yur partner can save yur life — yu can save yur Partner’s life.” Wellman said as the pair received cngratulatins frm ____35____ . “There are real clse ties.”
21. A. clseB. psitiveC. uniqueD. generus
22. A. fallsB. escapesC. grwsD. struggles
23. A. whatB. whC. whseD. whm
24. A. TgetherB. InsteadC. RatherD. Besides
25. A. shwed ffB. tk the leadC. gt int shapeD. ate away at
26. A. kidsB. menC. rpesD. rcks
27. A. think himself thrughB. pull himself upC. cheer himself upD. bring himself ut
28. A. respndedB. repeatedC. respectedD. recgnized
29. A. PracticallyB. ObviuslyC. CmpletelyD. Ttally
30. A. whatB. whereC. whyD. when
31. A. practicingB. aplgizingC. slvingD. ignring
32. A. sht upB. g wellC. grw upD. get ver
33. A. fell dwnB. gt dwnC. calmed dwnD. brke dwn
34. A. askingB. cnsideringC. warningD. preventing
35. A. friendsB. adultsC. strangersD. leaders
第二節(jié)(共10小題;每小題1分，滿分10分)
閱讀下面短文，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。
The traditinal Chinese lunar calendar divides the year int 24 slar terms (節(jié)氣). Start f Autumn (立秋), the 13th slar term f the year, begins this year n Aug 7th ___36___ ends n Aug 22nd. Start f Autumn reflects the end f summer and the ___37___ (begin) f autumn. In China, the 24 slar terms were created ___38___ (thusand) f years ag t guide agricultural prductin. And slar term culture is still useful tday t guide peple’s ___39___ (life).
Althugh Start f Autumn indicates (表明) the start f autumn, ht weather will nt cme t ___40___ end. The perid f ht days after Start f Autumn ___41___ (call) “Autumn Tiger”. Start f Autumn is a big slar term fr farmers. It is time ___42___ (gather) crps. There is a saying. “ ___43___ it rains n the day f the Start f Autumn, a gd harvest is expected.”
In Shandng prvince peple make dumplings during the Start f Autumn ___44___ are a traditinal Chinese fd. On the day f Start f Autumn, senir members will stand in the middle f the hall ____45____ pray with family fr the harvest in autumn. Mst f the families will eat dumplings tgether n Start f Autumn day.
第三節(jié)詞匯填空(共10小題;每小題1分，滿分10分)
請(qǐng)認(rèn)真閱讀下列各題，根據(jù)所給中文提示或首字母，寫出1個(gè)語(yǔ)義通順、語(yǔ)法正確的單詞或短語(yǔ)。
46. Put simply,p________is yur natural ability that can be develped when yu try hard enugh. （根據(jù)首字母單詞拼寫）
47. The little bank was used fr sudden e________, such as the time when Christine brke her arm and had t be taken t a dctr. （根據(jù)首字母單詞拼寫）
48. Teenagers’ physical changes may result in such family ___________ (關(guān)系緊張的狀態(tài)). (根據(jù)漢語(yǔ)提示完成句子)
49. Her dctr says that she will make a full r________ in a day r tw. (根據(jù)首字母單詞拼寫)
50. In a sciety where being thin is ften seen as being beautiful, teenagers smetimes turn t e___________ methds t slim dwn quickly. (根據(jù)首字母單詞拼寫)
51. Successful peple usually have a psitive a_________ t life. (根據(jù)首字母單詞拼寫)
52. After a heated a________, we finally reached agreement. （根據(jù)首字母單詞拼寫）
53. I shuld a________ fr failing t keep my prmise. （根據(jù)首字母單詞拼寫）
54. T help set the bdy’s “clck”, please try t stick t yur sleep s___________ at the weekend. (根據(jù)首字母單詞拼寫)
55. We really ught t leave i___________ r we will be late. (根據(jù)首字母單詞拼寫)
第四部分寫作(共兩節(jié)，滿分35分)
第一節(jié)應(yīng)用文寫作(滿分15分)
56. 為了更新觀念，促進(jìn)學(xué)生養(yǎng)成良好的飲食習(xí)慣，新華中學(xué)開(kāi)展“科學(xué)飲食，健康生活”的主題活動(dòng)。假如你是校報(bào)《英語(yǔ)周報(bào)》記者李華，請(qǐng)?jiān)谛?bào)上發(fā)表一篇英文新聞報(bào)道。
內(nèi)容包括：
1.時(shí)間和地點(diǎn)；
2.師生的反響；
3.你的看法。
注意：
1.詞數(shù)80左右；
2.可適當(dāng)增加細(xì)節(jié)，以使行文連貫，但不得出現(xiàn)真實(shí)的姓名及校名；
3.標(biāo)題已經(jīng)給出，不計(jì)入字?jǐn)?shù)。
參考詞匯：
生活方式lifestyle
Scientific Diet, Healthy Life
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第二節(jié)讀后續(xù)寫(滿分20分)
57. 閱讀下面材料,根據(jù)其內(nèi)容和所給段落開(kāi)頭語(yǔ)續(xù)寫兩段，使之構(gòu)成一篇完整的短文。續(xù)寫的詞數(shù)應(yīng)為150左右。
An 80-year-ld man was sitting n the sfa in his huse alng with his 45-year-ld highly educated sn. Suddenly a crw rested n their windw.
The father asked his sn, “What’s this?” The sn replied, “It is a crw.”
After a few minutes, the father asked his sn fr the secnd time, “What’s this?” The sn said, “Father, I have just nw tld yu, it is a crw!”
After a little while, the ld father again asked his sn the third time, “What’s this?”
At this time, sme expressin f anger was felt in his sn’s tne when he said t his father with a firm reply. “It is a crw, a crw.” A little while later, the father again asked his sn the furth time, “What’s this?”
This time, the sn shuted at his father, “Why d yu keep asking me the same questin again and again, althugh I have tld yu s many times ‘IT IS A CROW’. Are yu nt able t understand this?”
A little later the father went t his rm and came back with an ld diary, which he had kept since his sn was brn.
On pening a page, he asked his sn t read the page.
When the sn read it, the fllwing wrds were written in the diary:
“Tday, my little sn aged 3 was sitting with me n the sfa, when a crw was sitting n the windw. My sn asked me 23 times what it was, and I replied t him all 23 times that it was a crw. I hugged him lvingly each time he asked me the same questin. I did nt at all feel angry but I rather felt lve fr my inncent sn.”
Paragraph 1:
After reading the diary, the sn burst int tears, feeling srry fr what he had dne t his father.
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Paragraph 2:
Feeling ashamed, the sn gt dwn t his knees befre his father.
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