1 . 最近，某中学生英文报开设了“After-class Activities”的栏目，请你根据以下提示，为该栏目写一篇英文稿件，并鼓励同学们积极参加课外活动。
1. 你校开展课外活动的情况；
2. 你参加过的课外活动及给你带来的益处；
3. 为同学选择课外活动提出建议；
4. 为学校开展课外活动提出建议。
注意：
1. 词数100左右；
2. 文中不得提及人名、校名及地名；
3. 稿件的开头以为你写好（不计入总词数）。
After-class Activities
Nowadays, after-class activities are becoming more and more popular in high schools.
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2 . 听下面一段较长对话，回答以下小题。
1. What will be due on June 14th?

A．The personal data.

B．Photos for the club.

C．The after-class activity application.

2. On what day should the students hand in their photos?

A．Monday.

B．Tuesday.

C．Wednesday.

3. What will take place at the stadium?

A．The basketball club meeting.

B．Taking photos for students.

C．Filling in some forms.

4. What did the woman make a mistake about?

A．The place.

B．The time.

C．The event.

3 . Why does Alice feel excited?

A．She has won the first race.

B．She has been chosen for the race.

C．She has got a pair of running shoes.

4 .
假定你叫李华，是我校高二（2）班的学生．你在校报英语专栏看到了学校"英语文化节"的一则招募启事．
请阅读启事并写一封应征邮件。内容要点如下：
1．表明意图；2．陈述应征目的；3．说明应征条件（性格、能力等）．
注意：1)词数80左右；

2)可以适当增加细节，以使行文连贯；

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5 . 听下面一段较长对话，回答以下小题。
1. What did the man do in summer?

A．He visited his brother.

B．He went swimming.

C．He traveled to Italy.

2. What is the relationship between the speakers?

A．Classmates.

B．Teacher and student.

C．Guide and tourist.

6 . 阅读下面材料，在空白处填入适当的内容（1个单词）或括号内单词的正确形式。

What’s the one thing every child desires in school? More break time! And that’s exactly     1     four public schools are giving to students, which turns out to be beneficial to everyone. The four schools are carrying out the LiiNK program, a project that     2    (satisfy) every kid’s hunger for more rest and therefore helps encourage     3    (create), develop character and promote success.

LiiNK was inspired by Finnish approaches to     4    (learn) based on the simple concept of giving children more outside playtime. In Finland, where the learning system has been in place     5     decades, some of the students have the     6    (high) scores on global assessment(评估) tests. Instead of spending increasing amounts of time inside the classroom, they’re spending more and more time on physical activity.

Some studies discovered that traditional break actually helps students improve     7    (they) performance inside the classroom and it provides a platform for students to be able     8     (function) at their best level.

Other studies have shown that outdoor playtime decreases restlessness and tiredness, and has     9     number of benefits such as improving motor skills, developing physical fitness, and promoting social development. All the children in these schools where the program carried out are happier because of it. So the best way to make children happy and successful is to     10    (simple) let them be kids every once in a while.

7 . A report released this month found that grouping children by ability is on the rise again—teaching students in groups of similar ability has improved achievements for fast and slow learners alike—and who wouldn’t want bright kids to be able to move ahead?

But for most kids, labels (标签) applied early in life tend to stick, even if they are wrong.

Sorting school children by ability has long been controversial. In some countries, especially in Asia, school-wide tracking (分流) remains normal. Children are tested and placed in different schools that direct them toward professional or vocational careers. Movement between the tracks is rare.

School-wide tracking decreased in US schools in the 1960s and 1970s. It never died out, though. Sorting students into separate tracks for math at about junior high school age continues to be common, and other forms of tracking persist as well.

Unlike tracking, which means sorting students into separate classrooms, ability grouping happens within classrooms. When done according to the latest research, it has proven to promote achievements. Ability grouping is changeable and temporary. Within classrooms, students might be divided into different learning groups dealing with materials of different levels. Any students who master concepts can move upward between groups, and the student groups might look different from subject to subject and unit to unit. For instance, a student who stands out in language arts might be at an average or slower level in math. A student who flies through multiplication tables might need extra help with fractions. Students who lag in reading can be pulled out of the classroom in small groups for practice with a tutor until their reading improves.

Research shows ability grouping within classes has more positive benefits than tracking. However, that must be weighed against the challenges involved. In many regular classrooms, the differences between student ability levels are very big. That presents challenges for teachers and low-performing students to constantly compare themselves with students who seem to fly through school with ease.

The rigid ability groups and tracking of the past are still with us in many schools. Likely, labels are applied with more caution than in the bad old days when some teachers gave reading groups not-so-secret code names like “Bluebirds”, “Robins”, “Crows” and “Buzzards”. But kids still know.

1. Why is grouping children by ability becoming popular again?

A．Because most teachers do not like slower learners.

B．Because grouping children should be done early in life.

C．Because it is academically beneficial to different learners.

D．Because fast learners can move ahead without teachers’ help.

2. By saying “Movement between the tracks is rare.” in paragraph 3, the writer really means            .

A．tracking children is normal in Asia

B．school-wide tracking has decreased in US

C．professional and vocational careers are unrelated

D．sorted students can hardly change schools

3. The examples in paragraph 5 are used mainly to illustrate            .

A．a good language learner promises to be good at math

B．a student might join different groups for different courses

C．ability grouping benefits gifted students more than slow ones

D．ability grouping presents no challenge for those slow students

4. What might be the challenge in regular classrooms for teachers?

A．Students’ different levels.	B．Students’ low performance.
C．Constant self-comparison.	D．Application of not-so-secret code.

8 . 假如你校要举办首届英语节(English festival)，请你以学生会的名义用英语给全校师生写一封信。信的内容主要包括：

1.活动时间：2017年12月6日——2017年12月12日；

2.活动内容，如英文歌曲比赛、英文戏剧表演、西方文化讲座等；

3.活动意义。

注意：

1.词数80左右；2.可适当增加细节，以使行文连贯；

3.信的开头和结尾已给出，不计入总词数。

Dear teachers and schoolmates，

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Students' Union

9 . 假设你是育才中学的李华。你校将举办一次英语演讲比赛(speech contest)，希望某大学的外籍教师Smith女士来做评委。请参照以下比赛通知给她写一封信。

     

注意：1. 词数80左右；   2. 开头和结尾已给出；   3.可适当增加细节，以使行文连贯。

Dear Ms. Smith,
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I am looking forward to your reply.

Yours,

Lihua

10 . 假如你是星光中学的李华，学校目前正在为即将举行的“校园英语才能秀”活动征集点子，你班提出了英文电影配音大赛的建议。请用英语给活动委员会写一封80字左右的信，简要说明这个配音大赛的想法由来和意义。
注意：新的抬头与落款已给出（不计入词数）
参考词汇：英语才能秀：English Talent Show；
英文电影配音大赛：English Film Dubbing Contest
Dear committee,

We know the English Talent Show in our school is approaching.

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Yours truly,

LiHua