2025年人教版高二英語下冊階段測試試卷含答案

…………○…………內(nèi)…………○…………裝…………○…………內(nèi)…………○…………裝…………○…………訂…………○…………線…………○…………※※請※※不※※要※※在※※裝※※訂※※線※※內(nèi)※※答※※題※※…………○…………外…………○…………裝…………○…………訂…………○…………線…………○…………第=page22頁，總=sectionpages22頁第=page11頁，總=sectionpages11頁2025年人教版高二英語下冊階段測試試卷含答案考試試卷考試范圍：全部知識點(diǎn)；考試時間：120分鐘學(xué)校：______姓名：______班級：______考號：______總分欄題號一二三四五總分得分評卷人得分一、選擇題(共9題，共18分)1、【題文】Havingansweredthephone，Icouldn’tbut____whatwouldhappennext．A.wonderingB.wonderedC.wonderD.towonder2、【題文】(2014·石家莊質(zhì)檢)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評卷人得分二、填空題(共5題，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;／評卷人得分三、閱讀填空(共5題，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(經(jīng)濟(jì)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“l(fā)umpoflabour”.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(學(xué)業(yè)不良)ingroupsofchildrenintheUKis.recognizeininternationalstudies--andsuccessivegovernmentshavesoughttoaddresstheissuesinarangeofways.Readingtodogs,sofar,hasnotbeenamongthem,butifstimetolookatthestrategymoreseriously.Manychildrennaturallyenjoyreadingandneedlittleencouragement,butiftheyarestruggling,theirconfidencecanquicklydecrease—andwithit,theirmotivation.Thisbringsaboutthedestructivecycle,andthereforereadingabilityfailstoimprove.Sohowcandogshelp?Atherapeutic(療法的)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(讀寫)scholar,notedinaseminalreviewofbeginnerreadingintheUS:“Ifwewantchildrentolearntoreadwell,wemustfindawaytoattractthemtoreadlots.”Readingtoadogcancreateahelpfulbalance,supportingliteracyactivitieswhichmayseemJessappealingtoachild.Childrenhavingdifficultywithreading,forexample,needfocusedsupporttodeveloptheirunderstandingofthealphabeticcode(字母代碼).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(空巢綜合征)isafeelingofgriefandlonelinessparentsmayexperiencewhentheirchildrenleavehomeforthefirsttime,suchastoliveontheirownortoattendacollegeoruniversity.Itisnotaclinicalcondition,however,itcanaffecttheimmunesystem(免疫系統(tǒng))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(不堪重負(fù)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(多種感覺的)elementsthatprovidemeaningfulcontextstohelpcomprehension,thusexpandingthelearninggroundoflanguageandlinguistics.Researchintotheeffectoftechnologyonthedevelopmentofthelanguageandliteracyskillsvis-à-visreadingactivitiesofchildrenhasofferedevidenceforfavorableeffectsofdigital-formbooks.Astudyshowsthatdigitalreadingmaterialshavebecomecommonindevelopingcountriesinearlychildhoodclassroomstosupportengagementinstorybookswhileenhancingtheemergentliteracy(早期讀寫能力)amongchildren.E-booksarealsobeingincreasinglyusedtoteachreadingamongbeginnersandchildrenwithreadingdifficulties.Technologycanbeusedtoimprovereadingabilityinmanyways.Itcanenhance(加強(qiáng))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.評卷人得分四、短文改錯(共2題，共12分)20、假定英語課上老師要求同桌之間交換修改作文，請你修改你同桌寫的以下作文．文中共有10處語言錯誤，每句中最多有兩處．每處錯誤僅涉及一個單詞的增加、刪除或修改．增加：在缺詞處加一個漏字符號（∧），并在其下面寫出該加的詞．刪除：把多余的詞用斜線（﹨）劃掉．刪除：在錯的詞下劃一橫線，并在該詞下面寫出修改后的詞．注意：1．每處錯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.評卷人得分五、單詞辨音(共3題，共24分)22、look______展望未來；向前看。

lookdownon/upon輕視；看不起。

lookforward______期待；盼望。

look______（形勢）好轉(zhuǎn)；查閱；抬頭看。

lookupto仰慕；尊敬23、turn______對發(fā)怒；打開。

turn______出現(xiàn)；調(diào)大（音量等）

turndown拒絕；調(diào)?。ㄒ袅康龋?/p>

turn______結(jié)果是；證明是；生產(chǎn)。

turnover翻轉(zhuǎn)；移交24、breakawayfrom脫離；離開；與脫離關(guān)系。

break______爆發(fā)；突然發(fā)生。

breakthrough突破；沖垮。

breakdown出故障；分解。

breakup打碎；拆散；分裂（解體）答案參考答案一、選擇題(共9題，共18分)1、C【分析】【解析】

試題分析：句意：接了電話，我忍不住想知道接下來會發(fā)生什么。couldn’tbut后用動詞原形，意為：不得不、忍不住。又如：Theycouldn’tbutrefusehim.他們不得不拒絕他。Icouldn'tbutlaughtoseethescene.看到那一幕我忍不住笑了。故選C。

考點(diǎn):考查固定搭配的用法?！窘馕觥俊敬鸢浮緾2、A【分析】【解析】考查名詞詞義辨析。句意為：我非常崇拜史蒂芬·霍金，他的黑洞理論對天文學(xué)產(chǎn)生了很大影響。theory理論；practice練習(xí)；way方法；method方法。結(jié)合句意；選A。

答案：A【解析】【答案】A3、D【分析】31.考查連詞。分析句子結(jié)構(gòu)看出此處需要跟表語從句。agree在此處是不及物動詞，Idon’tagree是完整的句子，需要選擇一個副詞性質(zhì)詞where。句意：Mr.White反對修復(fù)這棟古建筑，而那正是我不同意之處。故選D.【解析】【答案】D4、B【分析】答案：B考查過去進(jìn)行時．根據(jù)上一句WherewasI？；是指被打斷前講到哪兒了，即打斷前正發(fā)生的動作，要用過去進(jìn)行時態(tài)，故選B．A項(xiàng)：過去完成進(jìn)行時；C項(xiàng)：一般過去時；D項(xiàng)：過去完成時．

--對不起；打斷了你．請繼續(xù)．

--我講到哪兒了？

--你在說你不喜歡去香港上大學(xué)．

解答此類問題要了解各種時態(tài)的基本含義，并區(qū)別各種時態(tài)之間的差異，了解某些時態(tài)的特殊用法，然后結(jié)合語境選擇正確答案．【解析】B5、C【分析】答案：C此處是現(xiàn)在分詞作結(jié)果狀語．由于gotuplate所以"沒吃早飯"；這是自然而然的結(jié)果，用現(xiàn)在分詞做結(jié)果狀語．而不定式也可以做結(jié)果狀語，只是表示"出乎意料"的結(jié)果．故選C項(xiàng)．

句意：他起床晚了；然后匆匆忙忙地去了辦公室，沒有吃早飯．

考查現(xiàn)在分詞作結(jié)果狀語．主要要區(qū)分開與不定式作作結(jié)果狀語的不同．現(xiàn)在分詞做結(jié)果狀語表示自然而然的結(jié)果；而不定式做結(jié)果狀語，只是表示"出乎意料"的結(jié)果．【解析】C6、C【分析】答案是C．

本題考查情景交際；A．（用于安慰）沒關(guān)系；不用擔(dān)心；B．對了．C．沒問題；D．我們走吧．根據(jù)語境，說話人同意幫忙，故選C．

--湯姆；你能不能幫我吧衣服拿到樓下？

--沒問題．

情景交際要關(guān)注從邏輯和常識兩方面綜合理解語境；在平時學(xué)習(xí)的過程中要注重積累習(xí)慣表達(dá)和一些常用的俚語．【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、填空題(共5題，共10分)10、A【分析】【解析】試題分析：考查賓語從句。本題動詞know后面有兩個賓語從句Iwasspellingaword和thatwordsexisted。后面賓語從句的句子結(jié)構(gòu)很完整，就使用that來引導(dǎo)。并且不能省略。因?yàn)楫?dāng)動詞后面喲兩個或者兩個以上的賓語從句時，第二個賓語從句的引導(dǎo)詞that是不能省略的。故A正確?？键c(diǎn)：考查賓語從句【解析】【答案】A11、D【分析】本題考查非謂語的用法。tell與主語之間的關(guān)系是被動和完成的關(guān)系，所以用havin