1 . 假定你是李华，你的英国笔友Peter对班级文化很感兴趣，他想了解你所在班级的文化活动，请你写一封Email介绍，内容如下：
1. 班级文化活动的目的；
2. 介绍不同的班级文化活动；
3. 你对班级文化建设的看法。
注意：1. 词数80左右；
2. 开头和结尾已给出，不计入总词数。
Dear Peter,
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Yours,

Li Hua

2 . 听下面一段较长对话，回答以下小题。
1. What is the notice about according to the man?

A．A holiday.

B．A volunteer project.

C．A party.

2. Who is good at playing the piano?

A．The man.

B．Julia.

C．Max.

3. Where will the speakers probably go next?

A．The library.

B．The teacher’s office.

C．The classroom.

3 . 假定你是李华,上周日你校邀请本市志愿援助疫区（epidemic-stricken area)抗击新冠疫情的周医生，为全校师生做了一场演讲，大家深受感动和鼓舞。请你就本次活动给校园英语报写一篇报道。内容包括：
1.活动时间和地点；
2.活动内容；
3.活动的意义。
注意：词数80左右。
新冠病毒Covid-19
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4 . 假如你是李华，今天参加了学校举行的中国四大名著阅读活动，请给你的英国朋友Alex写封电子邮件介绍情况，内容包括：
1. 活动内容；
2. 个人感受；
3. 期待交流。
注意：
1. 写作词数应为80左右；
2. 请按如下格式在答题卡的相应位置作答。
Dear Alex,

Learning that you are keen on Chinese literature, I have something interesting to share with you.

____________________________________________________________________________________________________________________________________________________________

Yours,

Li Hua

5 . It is that time of the year again. Up and down the country, thousands of students stay in the library, attempting to cram（ 死记硬背） the information necessary to get through finals. I am one of them — a Cambridge finalist, attempting to deal with the Oxbridge stress in the only way I know: caffeine hits and reclusion（隐遁生活）. Whether you love or hate Oxbridge, the fact that these two universities provide unique learning environments is something of a double-edged sword. On the one hand, students have access to some of the best education in the world; on the other hand, the pressure that comes with this can prove damaging to them and can’t be swept under the carpet for they have to face it eventually.

Many Cambridge students find themselves trapped in a pressure of expectation, whether this comes from their supervisors or tutors, their director of studies or even from themselves. The drive towards achievement is either the key to success or to possible serious personal issues, as Mark Phippen, head of the University of Cambridge’s Counseling Service said, “There are plenty of perfectionists in Cambridge, but it can work two ways: it can push them to accomplish and to achieve, or it can get out of hand, disabling them.”

Many students say that they can’t handle it any more while working in certain libraries which are filled with other students hard at work. The competition and paranoia（ 多 疑 ） are more common than what we realize or question: you can feel as if you are being judged for how much time you spend on Facebook or YouTube, or how little time you spend reading.

Too many students feel almost frustrated by the pressure to achieve but feel unable to speak about it. As everyone seems to be coping, they must also pretend to cope too. The only thing students have: tutors and supervisors regularly encourage students to avoid extracurricular activities, urging them to focus on their studies to such an extent that many find it hard to handle it. One current Cambridge tutor has been known for checking up on the activities of students involved in extracurricular theatre by searching for them on the camdram.net website, which details who is involved in certain plays each term — just in case it affects the student’s work output.

Problems arise when the pressure produces mental health issues. Problems have been brought to attention in articles primarily from Oxford’s Cherwell and Cambridge’s The Tab. The attention has made   the   Cambridge University Student Union set up Students Deserve Better — a campaign to handle complaints   about supervisors and tutors lacking the ability to provide proper spiritual support. “When I told   my   supervisor about my problems with anxiety and therefore about my worries surrounding the workload she was suggesting, she said that I would probably feel less anxious once the work was done,” a finalist student called Jane said. “It shouldn’t be an accepted response in one of the world’s best universities. Their responses only worsened any feelings I had concerning my final year.”

Phippen said, “At this point the exams seem like the most important thing in the world. However, two years down the line you’ll realize that the exams you did at university aren’t very important at all,   as what   then becomes more important is what you have done within those two years afterwards. Finalist exams can become depressing for students studying at any university. All you must remember is that you are not alone and you are good enough, and that a few years down the line, your ability to recount the plots of Euripides’ nineteen plays will no longer matter. So why worry?”

1. The underlined part “be swept under the carpet” in Paragraph 1 is closest in meaning to “        ”.

A．be covered up	B．be dealt with
C．be given up	D．be figured out

2. What’s Mark Phippen’s attitude towards the pressure put on the students at Oxbridge?

A．Critical.	B．Doubtful.
C．Objective.	D．Ambiguous.

3. What can we know from Paragraph 4?

A．Extracurricular activities fail to appeal to most students.

B．Some tutors and supervisors push their students too hard.

C．There is a lack of communication between students and their supervisors.

D．Some students don’t speak about the pressure because they think they can handle it.

4. What Jane said in Paragraph 5 suggests that she        .

A．didn’t get her problems across to her supervisor

B．had expected better spiritual guidance from her tutors

C．was dissatisfied with her supervisor’s delayed responses

D．was glad that Students Deserve Better was set up to help students like her

5. In the last paragraph, Mark Phippen aims to.

A．guarantee the equality of exams

B．stress the importance of exams

C．ease students’ pressure from exams

D．encourage students to perform better in exams

6. Which of the following would be the best title for this passage?

A．Oxbridge pressure: the key to students’ achievements

B．Oxbridge finals: the toughest exams in the country

C．Oxbridge graduates: the strongest competitors in the job market

D．Oxbridge success: the result of teacher-student interaction

6 . 我校英语学习社团(English Club)将举办“读名著，学英语(Read Classics, Learn English)”活动。请你代表该社团写一封倡议书，发表在校报上。要点如下：
1. 活动目的; 2. 活动内容; 3. 号召同学们积极参与。
注意：1. 写作词数应为 80 左右;2. 可以适当增加细节，以使行文连贯。
Dear fellow schoolmates,
______________________________________________________________________________________________________________________________________________________________________________________________English Club

7 . 假定你是李华，想邀请外教Peter一起参加你校组织的中国文字演变历史的讲座。请给他写封邮件，内容包括：
1. 讲座时间、地点；
2. 讲座内容。
要求：1. 词数80左右；
2. 可以适当增加细节，以使行文连贯；
3. 开头和结尾已给出，不计入总词数。
Dear Peter,
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Yours,

Li Hua

8 . 假定你是李华。6月5日是世界环境日 (World Environment Day)，你校将开展一次以“Building a better home”为题的演讲比赛。请你用英语写一篇演讲稿，内容包括:
1. 世界环境日的宗旨；
2. 你的做法；
3. 你的呼吁。
注意:
1. 写作词数应为80左右:
2. 请按如下格式在答题卡的相应位置作答。

9 . 假定你是李华。上周日你校邀请本市志愿援助武汉抗击新冠病毒的余医生，为全校师生 做了一场演讲，大家深受感动和鼓舞。请你就本次活动给校园英语报写一篇报道。内容包括：
1.活动时间和地点；       2.活动内容；       3.活动的意义。
注意：词数80左右。新冠病毒Covid-19

10 . 假定你是李华，你校下周二将邀请 Green 教授做一个关于西方礼仪的讲座。请你以学生会的名义用英文写一份通知，内容包括：
1.讲座的主题；
2.时间和地点；
3.听讲座时的注意事项。
参考词汇：西方礼仪 western etiquette

Notice

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The Students’ Union