1 . The room was full of the smell of ink. It was nice, but I wondered what I was doing there. I felt butterflies in my stomach when I started calligraphy (书法) class. At that moment, I couldn’t have known that I’d just made one of the best choices of my life.

I sat down and listened to the teacher introducing the writing brush. Then it was time for me to try my hand. I took up the brush, using the correct gesture, dipped (蘸) it in the ink, and carefully wrote “one” in Chinese.

I watched the ink spread. The character I wrote wasn’t pretty at all. I lost heart. My teacher noticed my sadness and encouraged me to try as many times as possible. I dipped the brush and tried again. After I had written the word repeatedly for two hours, perhaps thousands of times, I finally made a “one” that looked neat and clear.

I walked out of the classroom with a pile of paper, seeing the sunlight fall through the spaces between the leaves to the ground, and everything seemed to shine. With the calligraphy I’d learned, I realized that I could discover the world’s beauty.

Since that time, I have been interested in calligraphy.

After nearly five years of practicing, I became quite good at it. I started to make versions of well-known poems. In the quiet room full of the smell of ink, calligraphy seemed like a bridge, which connected me to writers from centuries past. Stroke (笔画) by stroke, word by word? I touched the author’s feelings about wars, the pain of not being appreciated and difficulties in their work. I could feel their emotions — their sadness, anger and loneliness. During that time, I cherished (珍惜) my own peace and learned to appreciate my daily life.

1. How did the writer feel when she started calligraphy class?

A．Nervous.

B．Excited.

C．Relaxed.

D．Confident.

2. Which of the following can describe the writer’s experience in learning calligraphy?

A．Seeing is believing.

B．Time waits for no man.

C．Practice makes perfect.

D．Think twice before taking action.

3. How did the writer learn to cherish her daily life?

A．By creating poems of her own.

B．Through writing words from poems.

C．By reading the poems from centuries ago.

D．By learning about the writers of the poems.

2 . 听下面一段独白，回答以下小题。
1. What did John do to get high scores before the exams?

A．Had a good rest.

B．Stayed up late every night.

C．Asked his classmates for help.

2. On which night did John study Maths?

A．Monday.

B．Tuesday.

C．Wednesday.

3. What was the terrible truth for John?

A．He didn’t catch the bus.

B．He had missed the English test.

C．He was laughed at by his classmates.

3 . 假定你是李华，你校将举办以“保护文化遗产”为主题的活动，请写一封邮件邀请在你校学习的英国交换生Albert参加，内容包括：
1.活动的时间和地点；
2.活动的内容及意义。
注意：
1.词数100左右；
2.可以适当增加细节，以使行文连贯；
3.开头语已为你写好，不计入总词数。
Dear Albert,

How is everything going?

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Yours sincerely

Li Hua

4 . 上周，你和同学参加了一次研学活动（field trip）。请你为班级英语角写一篇短文，介绍这次活动，内容包括：
1.活动目的；
2.活动内容；
3.个人感受。
注意：1.写作词数应为80左右；
2.不得出现个人信息；
3.请按如下格式在答题卡的相应位置作答。

My Field Trip

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

5 . 假如你是李华，你的英国朋友Jim在抖音（Tik Tok）上看到中国校园“花式课间操（innovative exercises）”的视频很感兴趣，发邮件向你咨询。请你给他回复，要点包括：
1.“花式课间操”的内容：将传统文化元素融入课间操（such as Tai Chi, folk dance, etc.）
2.花式课间操的意义。
注意：
1.词数80左右；
2.可以适当增加细节，以使行文连贯。
Dear Jim,
__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Yours,

Li Hua

6 . 上周末，你校组织高一年级师生前往开心农场参加采摘活动。请你为校园英语报写一篇报道。内容包括：
1.农场情况；       2.活动过程；3.活动感悟。
注意：
1.词数80左右；
2.可以适当增加细节，以使行文连贯。
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

7 . 假定你是李华，上周六你校组织全体学生去希望农场进行社会实践活动。请你为校英文报写一篇报道，内容包括：
1.活动目的；
2.活动内容；
3.个人感受。
注意：
1.词数80左右；
2.可以适当增加细节，以使行文连贯；
3.不得透露考生本人所在学校及个人的真实信息。
参考词汇：社会实践social practice
__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

8 . 假定你是李华，你的笔友Bob来信表示对你校正在进行的“节约粮食”活动很感兴趣，向你询问有关情况。请你给他写一封邮件，内容包括：
1. 写信目的；
2. 你校的具体活动内容及意义。
注意：1. 词数80左右；
2. 可适当增加细节，以使行文连贯。
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

9 . 你校正在组织英语演讲活动，请你用英文发表关于学生如何保护视力的演讲，内容包括：
1.中学生视力现状；
2.保护视力的建议。
注意：1.词数80左右；
2.可以适当增加细节，以使行文连贯。
3.题目和首句已给出，不计入总词数。

How to Protect Our Eyesight?

Boys and girls,

Today, the topic of my speech is how to protect our eyesight.

_________________________________________________________________________________________________________________________________________________________________________________

10 . Some students get so nervous before a test, they do poorly even if they know the material. Sian Beilock, a psychology professor at the University of Chicago in IIIionois, has studied these highly anxious test-takers.

Sian Beilock:"They start worrying about the consequences. They might even start worrying about whether this exam is going to prevent them from getting into the college they want. And when we worry , it actually uses up attention and memory resources. I talk about it as your cognitive (认知) horsepower that you could otherwise be using to focus on the exam.

Professor Beilock and another researcher, Gerardo Ramirez, have developed a possible solution. Just before an exam, highly anxious test-takers spend ten minutes writing about their worries about the test.

Sian Beilock:" What we think happens is when students put it down on paper, they think about the worst that could happen and they reassess the situation. They might realize it's not as had as they might think it was before and, in essence, it prevents these thoughts from popping up when they're actually taking a test."

The researchers tested the idea on a group of twenty anxious college students. They gave them two short math tests. After the first one, they asked the students to either sit quietly or write about their feelings about the upcoming second test.

The researchers added to the pressure. They told the students that those who did well on the second test would get money. They also told them that their performance would affect other students as part of a team effort.

Professor Beilock says those who sat quietly scored an average of twelve percent worse on the second test. But the students who had written about their fears improved their performance by an average of five percent.

Next, the researchers used younger students in a biology class. They told them before final exams either to write about their feelings or to think about things unrelated to the test.

Professor Beilock says highly anxious students who did the writing got an average grade of B+,compared to a B- for those who did not.

Sian Beilock :" What we showed is that for students who are highly test-anxious, who'd done our writing intervention(干预), all of a sudden there was no relationship between test anxiety and performance. Those students most likely to worry were performing just as well as their classmates who don't normally get nervous in these testing situations."

But what if students do not have a chance to write about their fears immediately before and exam or presentation? Professor Beilock says students can try it themselves at home or in the library and still improve their performance.

1. What will happen to test-takers worrying too much before an exam?

A．No entry into the college.	B．More concentration on the exam.
C．An undesirable outcome of the exam.	D．Weak awareness of the exam.

2. What is strongly suggested to case test-takers' deep anxiety?

A．Making adjustments to the exam.	B．Listing their fears about the exam.
C．Sitting doing nothing before an exam.	D．Getting pressed by tho examiners.

3. What does the writer intend to tell us?

A．How to look at test anxiety.

B．How to reduce concern about the results.

C．How to contact anxiety with performance.

D．How to cope with anxiety before a big event.