2025年人教版高二英语下册阶段测试试卷含答案

…………○…………内…………○…………装…………○…………内…………○…………装…………○…………订…………○…………线…………○…………※※请※※不※※要※※在※※装※※订※※线※※内※※答※※题※※…………○…………外…………○…………装…………○…………订…………○…………线…………○…………第=page22页，总=sectionpages22页第=page11页，总=sectionpages11页2025年人教版高二英语下册阶段测试试卷含答案考试试卷考试范围：全部知识点；考试时间：120分钟学校：______姓名：______班级：______考号：______总分栏题号一二三四五总分得分评卷人得分一、选择题(共9题，共18分)1、【题文】Havingansweredthephone，Icouldn’tbut____whatwouldhappennext．A.wonderingB.wonderedC.wonderD.towonder2、【题文】(2014·石家庄质检)IadmireStephenHawkinggreatly，whose________aboutblackholeshasagreateffectonastronomy.A.theoryB.practiceC.wayD.method3、Mr.Whiteisopposedtorepairingtheoldbuilding,andthat’s________Idon’tagree.A.howB.whatC.whenD.where4、-Sorrytointerruptyou．Pleasegoon．

-WherewasI？

-You_________youdidn"tlikegoingtocollegeinHongKong．（）A.hadbeensayingB.weresayingC.saidD.hadsaid5、Hegotuplateandhurriedtohisoffice，_________thebreakfastuntouched．（）A.leftB.toleaveC.leavingD.havingleft6、Wouldyoupleasehelpmetotaketheclothesdownstairs；Tom？

_______________．（）A.NevermindB.That"srightC.NoproblemD.Let"sgo7、Inorderto__________theexactinformation,theyvisitedthevillagersfromtimetotime,aswellaspayingattentiontothemedia.A.representB.recoverC.obtainD.forgive8、-DoyouhaveMary’sphonenumber?-Sorry,_____.A.Idon’tknowB.ForgetitC.HereyouareD.Ican’trememberit.9、She"shopingherfirstperformanceintheUSwillbethefirststepontheroadtosuccess，thenshewantstotryher____inHollywood．（）A.reputationB.fortuneC.fameD.target评卷人得分二、填空题(共5题，共10分)10、Ididn’tknowIwasspellingawordoreven____wordsexisted.A．thatB．whatC．whichD．one11、_____manytimes,hefinallyunderstoodit.。A．ToldB．TellingC．HavingtoldD．Havingbeentold12、Yushuisreportedfromthedestructioncausedbytheearthquake.A.tohaverecoveredB.recoveringC.toberecoveredD.toberecovering13、Wecouldhardlybelievewhatshesaysbecausesheis________changinghermind.A.regularlyB.constantlyC.eventuallyD.steadily14、Theteacherdidn'tlike______compositionwrittenbythenewstudentbecauseitdidn'tmake_______sense.A.the;aB.the;/C.a;theD.a;／评卷人得分三、阅读填空(共5题，共10分)15、Familystructureisthecoreofanyculture.Amajorfunctionofthefamilyistosocializenewmembersofaculture.Aschildrenareraisedinafamilysetting,theylearntobecomemembersofthefamilyaswellasmembersofthelargerculture.Thefamilyprovidesthemodelforallotherrelationshipsinsociety.Throughtheobservationsandmodelingofthebehaviorofotherfamilymembers,childrenlearnaboutthefamilyandsocietyincludingthevaluesoftheculture.Familystructureandtheirinherentrelationshipsandobligationsareamajorsourceofculturaldifference.ThefamilyisthecenterofmosttraditionalAsians’lives.Manypeopleworryabouttheirfamilies’welfare,reputation,andhonor.Asianfamiliesareoftenextended,includingseveralgenerationsrelatedbybloodormarriagelivinginthesamehome.AnAsianperson’smisdeedsarenotblamedjustontheindividualbutalsoonthefamily—includingthedeadancestors.TraditionalChinese,amongmanyotherAsians,respecttheireldersandfeeladeepsenseofdutytowardthem.Childrenrepaytheirparents’sacrificesbybeingsuccessfulandsupportingtheminoldage.ThisisacceptedasanaturalpartoflifeinChina.Incontrast,takingcareofagedparentsisoftenviewedastremendousburdenintheUnitedStates,whereagingandfamilysupportarenothonoredhighly.TheVietnamesefamilyconsistsofpeoplecurrentlyaliveaswellasthespiritsofthedeadandoftheas-yetunborn.Anydecisionsoractionsaredonefromfamilyconsiderations,notindividualdesires.People’sbehaviorisjudgedonwhetheritbringsshameorpridetothefamily.Vietnamesechildrenaretrainedtorelyontheirfamilies,tohonorelderlypeople,andtofearforeigners.ManyVietnamesethinkthattheiractionsinthislifewillinfluencetheirstatusinthenextlife.FathersintraditionalJapanesefamiliesaretypicallystrictanddistant.Japanesecollegestudentsinonestudysaidtheywouldtelltheirfathersjustaboutasmuchastheywouldtellatotalstranger.TheemotionalandcommunicationbarrierbetweenchildrenandfathersinJapanappearsverystrongafterchildrenhavereachedacertainage.Althoughtherehasbeenmuchtalkabout“familyvalues”intheUnitedStates,thefamilyisnotausualframeofreferencefordecisionsinU.S.mainstreamculture.Familyconnectionsarenotsoimportanttomostpeople.DroppingthenamesofwealthyorfamouspeoplethefamilyknowsisdoneintheUnitedStates,butitisnotviewedpositively.Moreimportantisaperson’sownindividual“trackrecord”ofpersonalachievement.Thus,manyculturaldifferencesexistinfamilystructuresandvalues.Insomecultures,thefamilyisthecenteroflifeandthemainframeofreferencefordecisions.Inothercultures,theindividuals,notthefamily,isprimary.Insomecultures,thefamily’sreputationandhonordependoneachperson’sactions;inothercultures,individualscanactwithoutpermanentlyaffectingthefamilylife.Someculturesvalueoldpeople,whileothercultureslookdownonthem.(AdaptedfromR.L.Oxford&R.C.Scarcella,“AFewFamilyStructuresandValuesAroundtheGlobe”)。OutlineSupportingdetails(61)________tofamilystructureFamilystructureisofgreat(62)________indifferentcultures.lChildrenraisedinafamilywillgraduallylearnhowto(63)________inawaywhichisacceptableintheircultureorsetting.lManyculturaldifferences(64)________fromfamilystructures.ExamplesofAsianfamiliesTraditionalAsians(65)________theirlivesaroundfamily.Notonlytheindividualbutthefamilyisto(66)________foranywrongdoings.lInChina,parents’sacrificeswillprobably(67)________offwhenchildrengrowup.Childrenwillalsoprovidefortheelders.lInVietnam,it’snotfromthepersonaldesiresbutfromfamilyconsiderationsthatdecisionsoractionsaredone.lInJapan,childrenare(68)________tosharetheiremotionswithfather,thusmakingcommunicationdifficult.ExamplesoffamiliesintheUSAAmericanslaymuchemphasisonpersonalachievement(69)________offamilyvalues.ConclusionFamilystructuresandvalues(70)________indifferentcultures.(1)____​

16、GladtobegreyTherecession(经济衰退)of2008-09wasremarkableinrichcountriesforitsintensity,thesubsequentrecoveryforitsweakness.Thelabourmarkethasalsobrokentherules,asnewresearchfromtheOECD,showsinitsannualEmploymentOutlook.Youngpeoplealwayssufferinrecessions.Employersstophiringthem;andtheyoftengetridofnewemployeesbecausetheyareeasiertosack.Butinpreviousperiods,suchastherecessionsofthe1970s,1980sand1990s,olderworkerswerealsodismissed.Thistimeisdifferent.Duringthefinancialcrisisin2008,andsince,theyhavedonebetterthanotheragegroups.Theresearchersfocusonmovementsin“non-employment”asashareofthetotalpopulationinthreeagegroupsbetweenthefinalquartersof2007and2012.Thismeasurehastheadvantageofincludingnotjustunemployment,wherepeoplearelookingforwork,butalsoinactivity,wherepeoplearenotseekingjobs.Whereastheaveragenon-employmentrateintheOECDhasrisenbyfourpercentagepointsamongyoungpeopleandbyone-and-a-halfpointsamong25-to54-year-olds,ithasfallenbytwopointsamongthe55-to64-year-agegroup.Whyhaveolderemployeesdonesowell?InsomesouthernEuropeancountriestheybenefitfromjobprotectionnotaffordedtoyoungerworkers,butthatdidnotreallyhelptheminpastrecessions.Whathaschanged,saysStefanoScarpetta,headoftheOECD’semploymentdirectorate,isthatfirmsnowbearthefullcostsofgettingridofolderstaff.Inthepastearly-retirementschemesprovidedbygovernments(inthemistakenbeliefthatthesewouldhelpyoungpeople)madeitcheapertopushgrey-hairedworkersoutofthedoor.Thesehavelargelystopped.Joblossesamongolderworkershavealsobeenbalancedbyfallsininactivity,reflectingemploymentpressurethatwasalreadyapparentbeforethecrisis.Olderworkersarehealthierthantheyusedtobeandworkislessphysicallydemanding.Theyarealsomoreattractivetoemployersthanformergenerations.Today’s55-to64-year-oldsaretheadvancegroupofthepost-warbaby-boomerswhobenefitedfrombettereducationthantheirpredecessors.Olderworkersnowhaveastrongermotivationtostayinemploymentbecauseoftheimpactofthecrisisonwealth.Manywillarguethatolderworkershavedonebetterattheexpenseoftheyoung.Thatviewiswrongheaded.First,itisamistakenbeliefthatajobgainedforonepersonisajoblostforanother;thereisnofixed“lumpoflabour”.Andsecond,asthereportshows,youngandoldpeoplearebyandlargenotsubstitutesintheworkplace.Theydodifferenttypesofworkindifferenttypesofoccupation:youngerpeopleareattractedtoITfirms,forexample,whereasolderfolktendtobeemployedinmoretraditionalindustries.Thereareplentyofthingsthatshouldbedonetohelptheyoungjobless,butshuntingolderworkersoutoftheworkplaceisnotoneofthem.

。PassageoutlineSupportingdetailsTheresultoftheresearchfromtheOECDSincethe2008-09recession,thelabourmarkethaswitnessedanewchange,whereolderworkershavean____overyoungpeopleinemployment.____forbeinggladtobegrey●Somecountries____jobprotectionforolderemployees,whichyoungpeoplecan’tenjoy.Ifanoldemployeeis____,hewillbecompensatedforthelossbythecompany.●Duetotheobviousforcesbeforethecrisis,olderemployeesaremore____inseekingforjobs.●Theyareinbetter____andworkrequireslessfromtheirphysicalstrengthaswell.●Better____thantheirpredecessorsbecomesoneoftheirstrengths.●Olderworkersarenowhighly____tohaveapaidjobbytheimpactofthecrisisonwealth.SummaryIt’saridiculousideathatolderworkershave____theyoungoftheiremploymentchances.Olderworkersshouldn’tbedrivenoutoftheworkplacetomake____fortheyoung.(1)______________(2)______________(3)______________(4)______________(5)______________(6)______________(7)______________(8)______________(9)______________(10)______________17、Issuesaroundchildrenlearningtoreadarcrarelyoutofthenews,whichishardlysurprising—becomingasuccessfulreaderisofvitalimportanceinimprovingachild’slifechances.Notisitsurprisingthatreadingcreatesavirtuouscircle:themoreyoureadthebetteryoubecome.Butwhatmaycomeasasurpriseisthatreadingtodogsisgainingpopularityasawayofaddressingconcernsaboutchildren’sreading.Underachievement(学业不良)ingroupsofchildrenintheUKis.recognizeininternationalstudies--andsuccessivegovernmentshavesoughttoaddresstheissuesinarangeofways.Readingtodogs,sofar,hasnotbeenamongthem,butifstimetolookatthestrategymoreseriously.Manychildrennaturallyenjoyreadingandneedlittleencouragement,butiftheyarestruggling,theirconfidencecanquicklydecrease—andwithit,theirmotivation.Thisbringsaboutthedestructivecycle,andthereforereadingabilityfailstoimprove.Sohowcandogshelp?Atherapeutic(疗法的)presenceReadingtodogsisjustthat—encouragingchildrentoreadalongsideadog.ThepracticeoriginatedintheUSin1999.Thepresenceofdogshasacalmingeffectonmanypeople—hencetheiruseinPetsasTherapyschemes(PAT).Manyprimaryschoolsarebecomingincreasinglypressurizedenvironmentsandchildren(likeadults)generallydonotrespondwelltosuchpressure.Adogcreatesanenvironmentthatimmediatelyfeelsmorerelaxingandwelcoming.Readingcanbeanindependentactivity,butcanalsobeapleasurable,sharedsocialevent.Childrenwhoarestrugglingtoreadbenefitfromthesimplepleasureofreadingtoaloyal,lovinglistener.Childrenwhoarestrugglingtoread,forwhateverreason,needtobuildconfidenceandrediscoveramotivationforreading.Adogisareassuring,friendlyaudiencewhowillnotmindifmistakesaremade.Childrencanreadtothedog,uninterrupted;commentswillnotbemade.Errorscanbeaddressedinothercontextsatothertimes.Formoreexperiencedorcapablereaders,theycanexperimentwithintonationand“voices”,knowingthatthedogwillrespondpositively—andbuildingfluencyfurtherdevelopscomprehensioninreaders.Forchildrenwhoarestruggling,reconnectingwiththepleasureofreadingisveryimportantAsMarylynJager-Adams,aliteracy(读写)scholar,notedinaseminalreviewofbeginnerreadingintheUS:“Ifwewantchildrentolearntoreadwell,wemustfindawaytoattractthemtoreadlots.”Readingtoadogcancreateahelpfulbalance,supportingliteracyactivitieswhichmayseemJessappealingtoachild.Childrenhavingdifficultywithreading,forexample,needfocusedsupporttodeveloptheirunderstandingofthealphabeticcode(字母代码).Butthisneedstobebalancedwithactivitieswhichsupportindependentreadingandsocialenjoymentorthechildcanbecomelessmotivated.CreatingavirtuouscircleBreakinganegativecyclewillinevitablyleadtothecreationofavirtuouscircle—andsharingagoodbookwithadogenableschildrentoapplytheirreadingskillsinapositiveandenjoyableway.Researchevidenceinthisareaisratherlimited,despitethegrowingpopularityofthescheme.A2016systematicreviewof48studies—“ChildrenReadingtoDogs:ASystematicReviewoftheLiterature”byHall,GeandMills--demonstratedsomeevidenceforimprovementinreading,buttheevidencewasnotstrong.Thereclearlyismoreworktodo.butinterestinreadingto3toftohavegrownthroughtheevidenceofcasestudies.Theexample,oftengiveninthemedia,isthatofTonyNevettandhispetdogDanny.TonyandDanny’sinvolvementinanumberofschoolshasbeentransformative,notonlyintermsofreadingbutalsoinpromotinggeneralwell-beingpositivebehavioramongchildrenwithadiverserangeofneeds.So,readingtodogscouldoffermanybenefits.Aswithanyapproach,itisnotacure-awithinalanguage-richliteracyenvironment,thereappearstobelittletoloseandmuchtogain.Title:HowDogsCouldMakeChildrenBetter____。Introduction•Readingissoimportantthatissuesaroundchildrenlearningtoremainhot.But____readingtodogsbecomesanincreasinglypopularwaytoaddressconcernsaboutit.•Strugglingtoreadwilldecreasechildren’sconfidenceandmotivationandgetsinthe____oftheirreadingabilitybuilding.Benefitsofreadingtodogs•GovernmentsintheUKhaven’temployedthestrategyofreadingtodogstohelpunderachievers,whichneedsserious____inthenearfuture.Atherapeuticpresence•Readingtoadogcanhelpchildren____down,feelrelaxedandgetpleasure,fordogsareloyalandlovinglisteners.Readingtoadogcanhelpchildrenbuildconfidence,aschildrencanreadwithoutbeinginterruptedorbeing____on.•Readingtoadogcanalsocreateahelpfulbalance,makingchildren____toparticipateinliteracyactivities.Creatingavirtuouscircle•Sharingagoodbookwithadoglikelyenableschildrentoapplytheirreadingskillspositivelyandenjoyably,thoughmoreworkremainstobedoneto____it.•Morecasestudiesofreadingtodogsindicateitmight____,bothpromotingchildren'sreadinginterestandpositivelife.Creatingavirtuouscircle•Sharingagoodbookwithadoglikelyenableschildrentoapplytheirreadingskillspositivelyandenjoyably,thoughmoreworkremainstobedoneto____it.•Morecasestudiesofreadingtodogsindicateitmight____,bothpromotingchildren'sreadinginterestandpositivelife.ConclusionWithsolittletoloseandsomuchtogain,it____toreadtodogsalthoughitisnotacure-all.(1)____(2)____(3)____(4)____(5)____(6)____(7)____(8)____(9)____(10)____18、Emptynestsyndrome(空巢综合征)isafeelingofgriefandlonelinessparentsmayexperiencewhentheirchildrenleavehomeforthefirsttime,suchastoliveontheirownortoattendacollegeoruniversity.Itisnotaclinicalcondition,however,itcanaffecttheimmunesystem(免疫系统)andresultincertainpsychologicalbarriers,ifleftuntreated.Allparentsaresensitivetoemptynestsyndrome,andsomefactorscancreateatendencytoit.Suchfactorsincludeanunstableorunsatisfactorymarriage,ordifficultyacceptingchangeingeneral.Adultswhoarealsodealingwithotherstressfullifeeventssuchasthedeathofaspouse(配偶)orretirementarealsomorelikelytoexperiencethesyndrome.Symptomsofemptynestsyndromecanincludedepression,asenseoflossofpurpose,worry,stress,andanxietyoverthechild’swelfare.Manyemptynestparentspreferstayingindoors,andendupbecomingpeopleoffewwords.Parentswhoexperienceemptynestsyndromeoftenquestionwhethertheyhavepreparedadequatelyfortheirchildtoliveindependently.Emptynestparentsoftenfacenewchallenges,suchasestablishinganewkindofrelationshipwiththeirchildren,havingtofindotherwaystooccupytheirfreetime,reconnectingwitheachother,andalackofsympathyfrompeoplewhobelievethatparentsshouldbehappywhentheirchildrenleavehome.Oneoftheeasiestwaysforparentstocureemptynestsyndromeistokeepincontactwiththeirchildren.Technologicaldevelopmentssuchascellphones,textmessaging,andtheInternetallallowforincreasedcommunicationbetweenparentsandtheirchildren.Parentsgoingthroughemptynestsyndromecaneasetheirstressbypursuingtheirownhobbiesandinterestsintheirincreasedsparetime.Expertshaveadvisedthatoverwhelmed(不堪重负的)parentskeepajournal,orgobacktoworkiftheywerefull-timeparents.However,preventionisalwaysbetterthancure.Ifonechildhasmovedoutandyoustillhaveotherslivingathomewithyou,planinadvanceforthedaywhenyournestwillbeemptyofallchildren.Smallchangesmadeovertimewillmeanlessofashockwhenyourlastchildmovesout.Youmayfind,withthoughtandcarefulplanning,thattheoccasionofyourlastchildleavinghomewillofferalittlehappinesstoo,asyoucanthenimplementyourplansforanindependentlifewithyourspouse.

(1)____​19、HowTechnologyCanHelpLanguageLearningIntelligence,accordingtoHowardGardner,isofeighttypes—verbal-linguistic,logical-mathematical,musical-rhythmic,visual-spatial,bodily-kinesthetic,interpersonal,intrapersonal,andnaturalistic.Thisisthefirstinaseriesofpoststhatexploreandunderstandhoweachoftheaboveformsofintelligenceisaffectedbytechnology-mediatededucation.Verbal-linguisticIntelligenceinvolvessensitivitytospokenandwrittenlanguage,theabilitytolearnlanguages,andthecapacitytouselanguagetoaccomplishgoals.Suchintelligenceisdevelopedbythreespecificactivities:reading,writingandinterpersonalcommunication—bothwrittenandoral.Thetraditionaltoolsthathavebeenusedtoefficientlydevelopverbal/linguisticintelligence—textbook,pencil,andpaper—aregivingwaytotechnologyinmanyschools.E-books,Internetlessonplans,onlineassignmentsandwordprocessingsoftware,orasubsetoftheabove,arenowcommoninschools.Technologyallowsadditionofmultisensory(多种感觉的)elementsthatprovidemeaningfulcontextstohelpcomprehension,thusexpandingthelearninggroundoflanguageandlinguistics.Researchintotheeffectoftechnologyonthedevelopmentofthelanguageandliteracyskillsvis-à-visreadingactivitiesofchildrenhasofferedevidenceforfavorableeffectsofdigital-formbooks.Astudyshowsthatdigitalreadingmaterialshavebecomecommonindevelopingcountriesinearlychildhoodclassroomstosupportengagementinstorybookswhileenhancingtheemergentliteracy(早期读写能力)amongchildren.E-booksarealsobeingincreasinglyusedtoteachreadingamongbeginnersandchildrenwithreadingdifficulties.Technologycanbeusedtoimprovereadingabilityinmanyways.Itcanenhance(加强)andsustaintheinterestlevelsforchildrenbyallowingimmediatefeedbackonperformanceandprovidingaddedpracticewhennecessary.Recentresearchshowsthatstudentsareabletoimprovetheirsightwordvocabulary,fluency,andcomprehensionthroughcomputer-basedreading.Technologycanalsohelpinimprovementofwritingskills.Wordprocessingsoftwarepromotesnotonlycompositionbutalsoeditingandrevisinginwaysthatstreamlinethetaskofwriting.Desktoppublishingandweb-basedpublishingallowtheworktobetakenbeyondtheclassroomintoavirtualworldthatallowsmoreconstructiveinteractions.Technologyenhancedoralcommunicationisindeedusefulinthatitallowsstudentsfromremotelocations,orfromallovertheworldtocommunicateorallythroughvideoandaudioconferencingtools.Forexample,studentsoflanguagesinAustralianuniversitiesovercometheproblemofinsufficientcontactwithnativelanguagespeakersbyusingonlineaudioandvideotoolsthatallowthedevelopmentofaural,vocalandvisual-cognitionskillsthatareimportantinverbalandlinguisticeducation.Oralgroupdiscussionsintheformofvideoconferencingcanhelpnon-nativespeakersofalanguagewithnaturallanguagenegotiationandculturalintonationsinwaysthathavenotbeenpossibleduetogeographicisolation.Computerdefinitelyaidedlanguagelearningandcomputermediatedcommunicationenhanceteachingandlearningexperiencesintheareasoflinguisticsandlanguageintelligence.AlthoughtherehavenotbeencomprehensivestudiesontheuseoftechnologiestoaidK-12English-languagelearners,therehavebeenmanyindividualcomputerprogramsandothertechnologiesthatacceleratetheacquisitionofphonics,vocabulary,fluency,andreading-comprehensionskillsandotherlanguagebuildingblocks.Title:HowTechnologyCanHelpLanguageLearning。ParagraphoutlineDetailedinformationBriefintroductiontoVerbal-linguisticIntelligence●HowardGardnerthinksthatintelligenceisofeighttypes,(1)________fromverbal-linguistictonaturalisticintelligence.●Verbal-linguisticIntelligence,(2)________ofthreeaspects,isdevelopedbythreespecificactivities.●Technologyis(3)________traditionaltoolsusedtodevelopverbal/linguisticintelligenceefficiently.●Thelearninggroundoflanguageandlinguisticshasbeen(4)________byaddingmultisensoryelementstolanguagelearning.EffectsonlanguageandliteracyskillsDigitalreadingmaterialshavebeenusedtohelpchildrenindevelopingcountriesget(5)________instorybooks,enhancingtheemergentliteracyamongthem.EffectsonreadingabilityTechnologycanenhanceandsustainchildren’sinterestlevelsbyprovidingimmediatefeedbackandextrapractice.EffectsonwritingskillsTechnologyallowsourworktobetakeninavirtualworldwithmoreconstructive(6)________.EffectsonoralcommunicationTechnologyallowsstudentstocommunicateorallythroughvideoandaudioconferencingtools(7)________geographicisolation.Conclusion●Thereisno(8)________thattechnologyenhancesteachingandlearningexperiencesconcerninglinguisticsandlanguageintelligence.●Althoughthereisa(9)________ofcomprehensivestudiesontheuseoftechnologiestoaidK-12English-languagelearners,therehavebeenothertechnologiesthat(10)________theacquisitionoflanguagebuildingblocks.评卷人得分四、短文改错(共2题，共12分)20、假定英语课上老师要求同桌之间交换修改作文，请你修改你同桌写的以下作文．文中共有10处语言错误，每句中最多有两处．每处错误仅涉及一个单词的增加、删除或修改．增加：在缺词处加一个漏字符号（∧），并在其下面写出该加的词．删除：把多余的词用斜线（﹨）划掉．删除：在错的词下划一横线，并在该词下面写出修改后的词．注意：1．每处错误及其修改均仅限一词；2．只允许修改10处，多者（从第11处起）不计分．Thesummerholidayiscoming．MyclassmatesandIaretalkingabouthowtododuringtheholiday．Wecanchosebetweenstayingathomeandtakeatrip．Ifwestayathome，itiscomfortablebutthereisnoneedtospendmoney．Butinthatcase，wewilllearnlittleaboutworld．Ifwegoonatripabroad，wecanbroadenyouviewandgainknowledgeswecannotgetfrombooks．Someclassmatessuggestwecangotoplacesofinterestnearby．Ithoughtthatitisagoodidea．Itdoesnotcostmany，yetwecanstilllearnalot．21、LastSundayafternoon,IwenttothezoowithLily.Therewaslotsofpeople.Ifoundagirlcryinthezoo.Shewaslostandshecan’tfindhermother.Wedecidedtohelpher.Itriedmybestfindthebroadcastingstationinthezoo.OnthesametimeLilyplayedwithherandlookedafterhercarefulthere.ThelittlegirlstoppedcryingandplayedwithLily.Atlasthismothercame.Thatmademefeelveryhappily.IthoughtIreallydidgoodthing.Ifeveryonehelpswitheachother,theworldwillbecomemorebeautiful.评卷人得分五、单词辨音(共3题，共24分)22、look______展望未来；向前看。

lookdownon/upon轻视；看不起。

lookforward______期待；盼望。

look______（形势）好转；查阅；抬头看。

lookupto仰慕；尊敬23、turn______对发怒；打开。

turn______出现；调大（音量等）

turndown拒绝；调小（音量等）

turn______结果是；证明是；生产。

turnover翻转；移交24、breakawayfrom脱离；离开；与脱离关系。

break______爆发；突然发生。

breakthrough突破；冲垮。

breakdown出故障；分解。

breakup打碎；拆散；分裂（解体）答案参考答案一、选择题(共9题，共18分)1、C【分析】【解析】

试题分析：句意：接了电话，我忍不住想知道接下来会发生什么。couldn’tbut后用动词原形，意为：不得不、忍不住。又如：Theycouldn’tbutrefusehim.他们不得不拒绝他。Icouldn'tbutlaughtoseethescene.看到那一幕我忍不住笑了。故选C。

考点:考查固定搭配的用法。【解析】【答案】C2、A【分析】【解析】考查名词词义辨析。句意为：我非常崇拜史蒂芬·霍金，他的黑洞理论对天文学产生了很大影响。theory理论；practice练习；way方法；method方法。结合句意；选A。

答案：A【解析】【答案】A3、D【分析】31.考查连词。分析句子结构看出此处需要跟表语从句。agree在此处是不及物动词，Idon’tagree是完整的句子，需要选择一个副词性质词where。句意：Mr.White反对修复这栋古建筑，而那正是我不同意之处。故选D.【解析】【答案】D4、B【分析】答案：B考查过去进行时．根据上一句WherewasI？；是指被打断前讲到哪儿了，即打断前正发生的动作，要用过去进行时态，故选B．A项：过去完成进行时；C项：一般过去时；D项：过去完成时．

--对不起；打断了你．请继续．

--我讲到哪儿了？

--你在说你不喜欢去香港上大学．

解答此类问题要了解各种时态的基本含义，并区别各种时态之间的差异，了解某些时态的特殊用法，然后结合语境选择正确答案．【解析】B5、C【分析】答案：C此处是现在分词作结果状语．由于gotuplate所以"没吃早饭"；这是自然而然的结果，用现在分词做结果状语．而不定式也可以做结果状语，只是表示"出乎意料"的结果．故选C项．

句意：他起床晚了；然后匆匆忙忙地去了办公室，没有吃早饭．

考查现在分词作结果状语．主要要区分开与不定式作作结果状语的不同．现在分词做结果状语表示自然而然的结果；而不定式做结果状语，只是表示"出乎意料"的结果．【解析】C6、C【分析】答案是C．

本题考查情景交际；A．（用于安慰）没关系；不用担心；B．对了．C．没问题；D．我们走吧．根据语境，说话人同意帮忙，故选C．

--汤姆；你能不能帮我吧衣服拿到楼下？

--没问题．

情景交际要关注从逻辑和常识两方面综合理解语境；在平时学习的过程中要注重积累习惯表达和一些常用的俚语．【解析】C7、C【分析】略【解析】C8、D【分析】略【解析】D9、B【分析】略【解析】B二、填空题(共5题，共10分)10、A【分析】【解析】试题分析：考查宾语从句。本题动词know后面有两个宾语从句Iwasspellingaword和thatwordsexisted。后面宾语从句的句子结构很完整，就使用that来引导。并且不能省略。因为当动词后面哟两个或者两个以上的宾语从句时，第二个宾语从句的引导词that是不能省略的。故A正确。考点：考查宾语从句【解析】【答案】A11、D【分析】本题考查非谓语的用法。tell与主语之间的关系是被动和完成的关系，所以用havin