1 . 双向细目表

第一部分：阅读
第一节 阅读理解

来源	题号	内容				测量目标
						事实细节	推理判断	主旨概括	词义判断
		文体	题材	短文 词量	试题 词量
阅读素材	21	应用文	度假胜地	461	140	√
	22							√
	23	记叙文	影评	417	111		√
	24					√
	25						√
	26	新闻 报导	爱的观念	432	169			√
	27								√
	28						√
	29						√
	30	说明文	科普	524	244	√
	31								√
	32					√
	33						√
	34					√
	35							√
4篇	15			1834	664	5	5	3	2

第二节：七选五

题号	36	37	38		39	40
考点	信息捕捉	理解推断	排除干扰项		理解推断	概括总结
词数				240

第二部分 语言运用
第一节 完形填空

来源	题号	内容	测量目标
			语境	逻辑推理	辨析
阅读 改编 (303词)	41	形容词	√	√
	42	介词短语	√		√
	43	名词	√		√
	44	形容词	√		√
	45	形容词	√	√
	46	连词	√	√
	47	名词	√	√
	48	副词	√		√
	49	动词	√	√
	50	动词	√		√
	51	名词	√	√
	52	动词	√		√
	53	动词	√		√
	54	动词	√		√
	55	名词	√	√

第二节 语法填空

题号	56	57	58	59	60	61	62	63	64	65
考点	词性转换	逻辑推理	词性转换	词性转换	理解推断	时态辨析	理解推断	理解推断	词性转换	词性转换
词数						205

第三部分 写作
第一节 应用文写作

来源	字数	内容	测量目标
原创	100词左右	假设你是李华，你所在的学校英语俱乐部要排练一场英语校园剧，请你结合下面的要点给俱乐部的主席写一封电邮，提出一些建议。 1. 排练（rehearsal）时间应该在下午的自由活动时间； 2. 应让成员们竞争扮演主角，由优胜者扮演； 3. 剧本应允许演员们商议后适当地调整； 4. 可以到养老院（nursing home）,孤儿院（orphanage）等地进行义务演出。	1、 语言运用能力和信息组合能力。 2、 运用恰当的语言表达自己的观点。 3、 用英语解决问题的能力。

第二节 读后续写   

来源	字数	内容	测量目标
语篇改编	150词左右	1. 阅读下面的材料，根据所给情节进行续写，使之构成一篇完整的短文。 2. 续写部分分为两段，每段的开头语已写好。	1. 理解所给的语篇，分析逻辑。 2. 发挥想象力和创造力，结合原文的文体特征并用合适的语言进行英语写作。

2 . 第三部分任务型阅读
Romantic novelists rarely fail to include in their writings that special moment when two strangers look into each other's eyes across a crowded room and feel the tingle of desire. Now these writings have now been validated（证实）by science, for experts have discovered that eye-to-eye contact in fact leads to a burst of activity in the reward center of the brain.
Neuroscientists at University College London asked eight female and eight male volunteers to look at photos of the faces of 40 different people who were either looking at the camera or gazing to one side.
While the volunteers looked at the pictures, they were given a scan with functional magnetic resonance imaging（磁性共振成影仪器）, which measures increased blood flows to the various parts of the brain and thus provides a "map" of cerebral activity（大脑活动）.
The volunteers were then asked to rate the attractiveness of each face, and their score was matched against the scan.
The result: when volunteer had direct eye contact with the face, there was an increase of activity in the ventral striatum（腹面纹状体）, a central part of the brain that anticipates reward or pleasure. But if the eyes did not meet, there was no activity in that brain area at all. The activity increase occurred regardless of the gender of the face in direct eye contact.
However, there was a bigger-than-usual increase if the person giving the eye was found to be attractive. Activity in the ventral striatum surged. But if the cute person gazed to one side, the ventral striatum remained dormant, apparently disappointed that the stranger was clearly not interested.
Interestingly, the ventral striatum also perked up if a plug-ugly person gazed to one side, rather than looked at the volunteer right in the eyes.

Origin of the experiment	Romantic novelists like to describe in their writings that two strangers look into each other's eyes across a crowded room and feel the tingle of desire in a special ____71____.
__72__ of the experiment	Investigate whether eye-to-eye contact ____73____ a burst of activity in the reward center of the brain.
Procedure of the experiment	◆Ask ____74____ volunteers（8 female and 8 male）to look at photos of the faces of 40 different people who were either looking at the camera or gazing to one side. ◆____75____ blood flows to the various parts of the volunteers’ brain and thus provides a "map" of cerebral activity. ◆Ask the volunteers to rate the attractiveness of all ____76____, ◆____77____ their score against the scan.
____78____ of the experiment	◆As long as the eyes meet ____79____, there must be activities in the brain area. On the other hand, there is no activity at all. ◆The activity of the brain is also ___80_____ with the people’s appearance closely.

3 . With alarming regularity, we read about oil tankers having accidents near land and the terrible consequences of the oil spills(泄露) on people, nature, and the environment.
Millions of dollars have been used in developing special chemicals to help dismiss the spills and to clean up the animals, beaches, and land spoiled by the oil. Unfortunately, when many of these chemicals are used, more damage is caused to the environment, especially to lives in the sea.
Of all of today’s environmental disasters, an oil spill may actually be one of the least serious. Although oil is poisonous, it is a natural material. In the end, it breaks down naturally. There are, of course, long-term effects, but it is usually more serious in the short term.
Nature by itself works better than chemical materials, but when there is a spill we demand that governments act immediately with as much hi-tech knowledge as possible. In 1967 the tanker Torrey Canyon sank off the Scilly Isles near the coast of England and spilled 120,000 tones of oil into the ocean. If you go there today, you will find it hard to see any sign that it ever happened.
Governments seem to accept the risk of transporting millions of tons of oil by ship every day so that we can fill up our cars and drive around and cause even more environmental damage. Interestingly, the biggest companies in the world produce cars, and the next biggest supply the gasoline to make them run!
We should be thinking more about reducing our dependency on oil. Governments should be encouraging research into new technologies, such as cars run by solar power(太阳能), electricity, hydrogen, and so on. Much of this research has, in the past, been held back by the oil, gas, and coal.
If the world’s millions of cars were 10% more efficient(高效的) — and the industry could easily produce cars at least twice as efficient — we would need many fewer tankers crossing the oceans each year. If this happened, the risks of oil spills would be reduced, and the air we breathe would be cleaner and fresher, too.
1. What is the passage mainly talking about?

A．Oil spills pollution.	B．What oil pollution is.
C．Oil tanker accidents.	D．How to reduce oil pollution.

2. How does the author support the idea that oil spills are not as serious as people believe?

A．By giving a description.	B．By making an argument.
C．By giving an example.	D．By drawing a diagram.

3. What does the underlined word “risk” in Paragraph 5 refer to?

A．Transportation depending more on oil.	B．Poisonous oil breaking down naturally.
C．Millions of tons of oil spilling into the sea.	D．More environmental damage being caused.

4. Which suggestion is made for reducing oil tank accidents according to the passage?

A．We should build safer oil tankers in the near future.

B．We should develop new technologies to cut oil use.

C．Tankers should not be allowed to sail near the coastlines.

D．Countries should build more oil pipelines under the sea.

4 . L
第四部分：任务型阅读(共10小题；
请认真阅读下列短文,并根据所读内容在文章后表格中的空格里填入一个最恰当的单
词。
注意：每个空格只填1个单词。请将答案写在答题卡上相应题号的横线上。
D.R.Gaul Middle School in Union, Maine, a blue-berry farming town where the summer fair finds kids competing in pig scrambles and pie-eating contests.
Gaul, with about 170 seventh-and eighth-graders, has its own history of lower level academic achievement. One likely reason: education beyond the basic requirements hasn't always been a top priority for families who've worked the same land for generations. Here, few adults have college degrees, and outsiders(teachers included) are often kept at a respectful distance.
Since 2002, Gaul's students have been divided into four classes, each of them was taught almost every subject by two teachers. The goal: to find common threads across disciplines to help students create a big picture that gives fresh meaning and context to their classwork and sparks motivation for leaning.
Working within state guidelines, each team makes its individual schedules and lesson plans, incorporating non-textbook literature, hands-on lab work and fields trips. If students are covering the Civil War in social studies, they're reading The Read Badge of Courage or some other period literature in English class. In science, they study the viruses and bacteria that caused many deaths in the war.
Team teaching isn't unusual. About 77 percent middle schools now employ some form of it, says John Lounsbury, consulting editor for the National Middle School Association. But most schools use four-or five-person teams, which Gaul tried before considering two-person teams more effective. Gual supports the team concept by "looping" classes (跟班）so that the same two teachers stick with the same teens through seventh and eighth grades. Combining teams and looping creates an extremely strong bond between teacher and student. It also, says teacher Beth Ahlholm, "allows us to build an excellent relationship with parents."
Ahlholm and teammate Madelon Kelly are fully aware how many glazed looks they see in the classroom, but they know 72 percent of their eighth-graders met Maine's reading standard last year--double the statewide average. Only 31 percent met the Maths standard, still better than the state average(21 percent). Their students also beat the state average in writing and science. And in 2006, Gual was one of 47 schools in the state to see testing gains of at least 20 percent in four of the previous five years, coinciding roughly with team teaching’ arrival.

A Classroom with Context
Problems of the school	Being a farming town, it (71)______ little in education before.
	(72)_____ education is considered less important.
	The community is relatively (73)_____ rather than open to the outsiders.
Ways of solving the problems	The division of the classes is made and students are well (74)_____.
	Individual schedules and lesson plans are (75)_____ by each team.
	A strong (76)_____ between teacher and student is established through combining teams and looping.
Signs of (77)_____	72 percent of the eighth-graders (78)_____ Maine's reading standard
	(79)_____percent higher than the state average in Maths
	The school beating the state average in writing and science
	Four of the previous five years (80)_____ at least 20 percent test gains