1 . 阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。

Be a true runner

For me, it was normal to feel lost at the inter-camp track. Four camps of kids were ready to lead their teams to a blue ribbon and win the day. Not me. I was too little to be the leader and too skinny to be an athlete. I knew this by the time I was twelve, because my camp counselors（辅导员）and the other kids reminded me of it every chance they got. So when our camp needed a fourth runner in the two-mile race around the lake, I knew I was no one’s first choice.

I hid in the shade of a maple tree as they called the names of the runners, my body tensed as I heard a counselor call, “Fred! Where is Fred! He is in this race!” It was Barry. He spotted me under the tree. “Fred! We need a 12-year-old who hasn’t been in other events to run the two-mile!”

He gave me a push towards the starting line. Having no confidence and trying to save myself from the shame of taking the last place as four camps watched, I pleaded with him.

“But I don’t know the way around the lake!”

“You’re in. Just follow Bill!” Barry smiled.

Bill was my friend and the fastest runner in our camp. And then Barry said, “When you make it to the last stretch（最后一程）on the field, just throw your head back and run.”

At the starting line, I stood next to Bill and trembled.

“On your mark… Get set...” The gun cracked and sixteen of us took off. I stayed close on Bill’s heels, a little too close for Bill, I guess. He shouted at me, “Back off!”

I did. Two guys passed me, but I kept my eyes on Bill.

It was tiring. The distance was widening between Bill and me. We made the turn from the dusty road onto the muddy, wooded trail that would go around the lake back to the field. Through the trees, I saw Bill trip over a tree root and fall. A runner from another camp passed him.

注意：1．续写词数应为150左右；
2. 请按如下格式在答题卡的相应位置。

In a moment, Bill was up again and running.

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I didn’t know when I crossed the finish line.

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2 . 假定你是李华，昨天你校组织全体师生进行了一次消防演练活动，请为校英文报写一篇新闻报道，内容包括：1. 活动目的；2. 演练经过；3. 活动反响。
注意：
1. 写作词数应为80个左右；
2. 请按如下格式在答题卡的相应位置作答。
3. 参考词汇：evacuate 疏散，撤离   fire extinguishers 灭火器

A Firefighting Drill

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3 . 你校英语报的“中国传统文化”专栏准备招募一名英语编辑。请你写一则招聘广告，内容包括：
1.专栏简介；
2.岗位要求；
3.报名方式和截止时间。
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。

An English Editor for “Traditional Chinese Culture” Wanted

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4 . 假定你是李华，近期你校摄影俱乐部(photography club)正在征集以“中国航天”为主题的短视频。你打算邀请你校的交换生Terry一起制作，请给他写一份邮件，内容包括：
1.作品要求(双语、时长、截止日期等);
2.你对作品的设想。
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。
参汇：bilingual subtitles 双语字幕
Dear Terry,
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Yours,

Li Hua

5 . 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.

6 . 假定你是李华。你校戏曲文学社正在排练悲剧King Lear。请给你校英籍教师Mr. Robinson写一封邮件，邀请他来指导，内容包括：
1. 排练时间和地点：
2. 指导内容：人物语言等：
3. 希望他出演一个角色。
注意：1. 词数100左右：
2. 可以适当增加细节，以使行文连贯。
提示：排练—rehearse   vt.   rehearsal   n.
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7 . 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.

8 . 假定你是李华，你的朋友Peter想了解你校于十二月举办的中国传统文化艺术节。请你给Peter写封回信，内容包括：
1.举办艺术节的目的；
2.介绍你最喜欢的一个艺术节活动；
3.邀请Peter参加并告之艺术节活动的时间。
注意：1.词数100左右；
2.可以适当增加细节，以使行文连贯。
3.开头和结尾已为你写好，不计入总词数。
Dear Peter,
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Yours sincerely,

Li Hua

9 . 假设你是校学生会主席李华。你校英国外教Steve一直对中国的茶文化很感兴趣。请你写一封邮件邀请Steve参加即将在你校学生会举办的中国茶文化报告会，邮件内容包括：
1. 询问是否愿意参加；
2. 报告会时间、地点；
3. 报告会主要内容。
注意：1. 词数80左右;
2. 可以适当增加细节，以使行文连贯;
3. 结束语已给出，不计入总词数。
Dear Steve,
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Looking forward to your reply.

Yours,

Li Hua

10 . 假定你是李华，你校将举办“年轻人的教育”英语主题演讲比赛。请你写一篇参赛演讲稿，内容包括：
1.教育对于年轻人的重要性；
2.如何帮助贫困地区的学生接受教育。
注意：
1.可以适当增加细节，以使行文连贯；
2.词数80左右，开头和结尾已给出，不计入总词数。

Respected teachers and dear friends,

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Thanks for listening.