1 . 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。
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2 . 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.

_________________________________________________________________________________________________________________________________________________________________________________

3 . 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.

4 . Karie double-checked the words on her spelling test. If she_________100 percent, she'd win her class's First-Quarter Spelling Challenge and a brand-new dictionary. Two more _________ Q-u-i-c-k-l-y. H-o-n-e-s-t-y. Wait! She'd_________ honesty, not honestly! She erased the t-y and wrote l-y before handing in her_________.

After break, Ms. McCormack announced. “Congratulations, Karie!” The whole class erupted! She_________Karie with the dictionary with the_________on it: To Karie Carter, for her_________first-quarter score in spelling.

“Everything OK?” Mom asked as Karie arrived home. “PERFECT!” Karie shouted, carrying her cat Casper happily. “Can you spell quickly, Casper? And honestly and..” Karie's_________voice stopped. Honestly? H-O-N-E-S-L-Y! How could she tell the_________she had missed t and hadn't earned the prize?

Ms. McCormack was____________the classroom door when Karie got to school the next morning. Karie's hands trembled. She gave her____________ the spelling paper and the dictionary.“I can't keep this. I misspelled honestly.”

Ms. McCormack pushed open the door. “Come in, Karie.”____________ reading the sticker, she picked up her pen,____________the word perfect and wrote honest before handing it back to Karie. Karie's jaw____________.“I get to keep this? Honestly?” “For honestly, no,” Ms.McCormack smiled. “But for____________ , yes.”

1.

A．got

B．accepted

C．learned

D．discovered

2.

A．minutes

B．words

C．letters

D．choices

3.

A．pronounced

B．corrected

C．spelled

D．deleted

4.

A．project

B．document

C．composition

D．paper

5.

A．presented

B．assisted

C．bothered

D．impressed

6.

A．signature

B．sticker

C．essay

D．wish

7.

A．high

B．final

C．perfect

D．original

8.

A．upset

B．shy

C．joyful

D．angry

9.

A．team

B．audience

C．public

D．class

10.

A．cleaning

B．repairing

C．painting

D．unlocking

11.

A．friend

B．classmate

C．partner

D．teacher

12.

A．Quietly

B．Sadly

C．Crazily

D．Suddenly

13.

A．crossed out

B．left out

C．picked out

D．pointed out

14.

A．hurt

B．ached

C．dropped

D．broke

15.

A．enthusiasm

B．honesty

C．generosity

D．talent

5 . 听下面一段较长对话，回答以下小题。
1. What’s the girl’s trouble?

A．She can’t find a suitable job.

B．She wants to go to college but her parents don’t agree.

C．She can’t decide whether to go to university or get a job.

2. What might the girl do in the end?

A．Go to university.

B．Look for a job.

C．Study at home and depend on her parents.

6 . What is the probable relationship between the speakers?

A．Reporter and actor.

B．Manager and secretary.

C．Teacher and student.

7 . 听下面一段较长对话，回答以下小题。
1. What is the relationship between the speakers?

A．Classmates.

B．Tutor and student.

C．Mother and son.

2. What subject is the boy struggling with?

A．Math.

B．English.

C．Geography.

3. What activity is related to the woman’s job?

A．Testing.

B．Writing.

C．Teaching.

8 . What subject does the man have trouble with?

A．Math.

B．Science.

C．English.

9 . What subject is the man taking?

A．Biology.

B．Chemistry.

C．Physics.

10 . 假定你是李华，校学生会主席，学校将举行以"Stop Wasting Food"为主题的英语演讲比赛，请你用英文写一封邮件，邀请你校外教Smith先生作为演讲活动的评委。内容包括活动时间、地点和目的。
注意：
1.词数80左右；
2.可以适当增加细节，以使行文连贯。
Dear Mr. Smith,
_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________=_________________

Yours,

Li Hua