Units 1—2 Review

滿分150分；時間120分鐘。

第一部分 聽力（共兩節(jié)，滿分30分）

第一節(jié) （共5小題；每小題1.5分，滿分7.5分）

聽下面5段對話。每段對話后有一個小題，從題中所給的A、B、C三個選項中選出最佳選項。聽完每段對話后，你都有10秒鐘的時間來回答有關(guān)小題和閱讀下一小題。每段對話僅讀一遍。

1. What will John do after school tomorrow？

A. See a movie. B. Play badminton. C. Go to Grace’s house.

2. What does the woman want to be after graduation？

A. A lawyer. B. A teacher. C. A doctor.

3. What does the woman suggest the man do？

A. Get more sleep. B. See a doctor. C. Play no games.

4. What color of shirt will the man choose？

A. White. B. Black. C. Blue.

5. What is the probable relationship between the speakers？

A. Classmates. B. Teacher and student. C. Headmaster and teacher.

第二節(jié) （共15小題；每小題1.5分，滿分22.5分）

聽下面5段對話或獨白。每段對話或獨白后有幾個小題，從題中所給的A、B、C三個選項中選出最佳選項。聽每段對話或獨白前，你將有時間閱讀各個小題，每小題5秒鐘；聽完后，各小題將給出5秒鐘的作答時間。每段對話或獨白讀兩遍。

聽第6段材料，回答第6、7題。

6. Why does the woman talk to the man？

A. To cancel their plan. B. To make an invitation. C. To ask for information.

7. What does the man decide to do this evening？

A. See a band show. B. Meet his parents. C. Buy tickets online.

聽第7段材料，回答第8至10題。

8. Which family holiday does the man recommend？

A. The one on the 18th. B. The one on the 19th. C. The one on the 20th.

9. Where will the woman probably go？

A. Spain. B. France. C. Greece.

10. What can we learn about The Hotel Playa？

A. It is a five-star hotel. B. It has a swimming pool. C. It has its own beach.

聽第8段材料，回答第11至13題。

11. What did the man do yesterday？

A. He started a new job. B. He registered for a class. C. He did some shopping online.

12. What does the man want to buy？

A. Posters. B. Paintings. C. Brushes.

13. What will the woman do next？

A. Go to a store. B. Ask about a sale. C. Email the man.

聽第9段材料，回答第14至17題。

14. When can people enjoy the art exhibition？

A. On Monday. B. On Tuesday. C. On Thursday.

15. How does this year’s ballet performance differ from that of last year？

A. It’s free to watch. B. It will be at the Art School. C. There will be two performances.

16. Where will the mask party be held？

A. In the mall. B. In the concert hall. C. In the theater.

17. How much is a family ticket for The Little Prince？

A. $8. B. $10. C. $15.

聽第10段材料，回答第18至20題。

18. Who usually reads the morning announcements？

A. Timmy. B. Mr McKinney. C. Johnson.

19. Why does the speaker apologize？

A. For the library hours. B. For the homework. C. For the computers.

20. What will take place on Saturday afternoon？

A. A volleyball game. B. A basketball game. C. A baseball game.

第二部分 閱讀理解（共兩節(jié)，滿分40分）

第一節(jié) （共15小題；每小題2分，滿分30分）

閱讀下列短文，從每題所給的A、B、C和D四個選項中，選出最佳選項。

A

From learning about protecting wild animals and natural habitats to reading about the impact of recycling， picture books are perfect for showing kids how to get involved. Here are four of such books.

Thank You， Earth

The author of this book， April Pulley Sayre， has authored many award-winning books for kids， and this one is truly special. It’s written in a letter format （版式）， thanking the Earth for so many great natural moments and phenomena. You’ll find beautiful photography cover to cover， so kids can get an up close look at what they’re reading.

Save the Bees

Author and illustrator Bethany Stahl has a whole series of “Save the” books， and they all have great lessons for kids. The illustrations （插圖） are fun and colorful—perfect for young animal lovers who want to learn how to make a difference. On her website， she even has links to free animated audio books， which are a great resource for parents or teachers looking for virtual story time.

The EARTH Book

Todd Parr has always done a lovely job， focusing on simple illustrations and lessons. His distinct style shines through thUOWBwn768abaLguxphM5MBCo9Q1iakCz1AvwsXoSiqM=is book， giving kids real ideas they can try in their everyday lives.

It’s a good book for even the youngest of environmentalists and perfect for families to read together. Use it to get the conversation going with little ones.

Tall Tall Tree

Describing the wildlife that lives in Northern California’s redwood forests， this book turns story time into a counting lesson as young children count all the creatures in the forests. Slightly older readers will also love reciting Anthony D. Fredericks’ playful rhyme （兒歌） all on their own and learning about the animals of the forest.

21. What makes the book Thank You， Earth different from others？

A. Its writing style. B. Its theme. C. Its cover. D. Its illustration.

22. Whose personal website can provide e-books for free？

A. Todd Parr’s. B. Bethany Stahl’s.

C. Anthony D. Fredericks’. D. April Pulley Sayre’s.

23. Which book is suitable for families to read together？

A. Save the Bees. B. Thank You， Earth. C. The EARTH Book. D. Tall Tall Tree.

B

Jules Verne was born on 8 February 1828 in the French city of Nantes. From an early age， he had a fascination with exploration and discovery. When he was six， his teacher， Madame Sambin， told him stories about her husband， who disappeared while traveling the world on a ship 30 years before. She told her class that he was like Robinson Crusoe， a fictional castaway who lived on a desert island. Verne would later write stories about similar characters.

In 1847， Verne was sent by his family to study law at a university in Paris， but he preferred to write novels， poems and plays. After graduating， he realized he wanted to write science adventure stories. This had never been done before， but Verne was sure that it would be a success. His first story， Five Weeks in a Balloon， was published in September 1862. His career lasted for more than 40 years， during which time he wrote more than 60 gripping stories.

To begin with， Verne wrote positive and optimistic books. Many of these were to be his most popular creations. Although some included fantastical elements， they were usually based on scientific facts， making them believable. These happy stories weren’t to last. As he got older， Verne became less confident in the idea that science and technology were always good for the planet. His books started to include more scientists who used technology for their own—sometimes evil （邪惡的）—purposes. Verne died on 24 March， 1905， but new books continued to be published until 1919. These stories were based on ideas Verne had written about while he was still alive， but featured new characters and plots created by his son， Michel.

In the 20th century， his books were translated into more than 140 languages. His creations have been recognized as an inspiration for many scientists and inventors. Many of the futuristic ideas from his most popular books have since come true.

24. Who had an impact on Verne’s writing？

A. Robinson Crusoe. B. His mother. C. His father. D. Madame Sambin.

25. What does the underlined word “This” in Paragraph 2 refer to？

A. Studying law. B. Adventuring over the world.

C. Writing novels， poems and plays. D. Writing science adventure stories.

26. What can we learn about Verne’s later works？

A. They covered happy elements. B. They were unbelievable stories.

C. They showed his doubt on science. D. They were partly written by his son.

27. What words can best describe Verne？

A. Talented and productive. B. Popular and caring.

C. Optimistic and generous. D. Creative and confident.

C

Math anxiety is far from uncommon， but too often， those who fear the subject simply avoid it. Research from The University of Chicago offers evidence for the link between math anxiety and avoidance.

Studying nearly 500 adults through a computer program called the Choose-And-Solve Task （CAST）， the researchers gave participants a choice between math and word problems labeled “easy” and “hard”. The easy problems were always worth two cents， while the hard pr9xGjTPZP5Lmr0VJ/+YIdp/9m1iJKJ9XXXUQv+xLJ6p4=oblems were worth up to six cents. They also informed participants the computer task would modify the questions in the process of testing based on their abilities， enabling them to handle about 70% of the hard problems.

Although participants attempted hard word problems when promised higher monetary prizes， they rarely chose to do the same for math problems. “We found we couldn’t even pay math-anxious individuals to do difficult math problems，” researcher Rozek says.

The findings also contradict （反駁） a widely held belief that feeling anxious about math and avoiding math-related problems is rooted in being bad at math. “If you take two students good at math， the math-anxious one will do worse at math than the one that isn’t anxious.”

Such a mentality does more than stopping people from taking calculus courses or choosing a career in STEM （Science， Technology， Engineering， Math）. It can affect everyday interactions with math—like leaving a tip in a restaurant. But all is not lost. Reframing （重構(gòu)） their anxiety from negative to positive could help math-anxious people re-engage. Giving those anxious about sitting exams guidance may lead them to perform better. “Telling them if you’re anxious， this is your body getting you ready to perform and focus，” Rozek says. Another path may be to create early positive experiences around math. For example， telling stories featuring math and tackling （處理） problems around the story may be helpful.

28. What does the underlined word “modify” in Paragraph 2 mean？

A. Adjust. B. Design. C. Solve. D. Add.

29. What does the study find？

A. Math anxiety interacts with math avoidance. B. Word problems are often regarded as easier.

C. Fear of math can outweigh higher rewards. D. People underrate their mathematical ability.

30. What is a common misunderstanding about math anxiety？

A. It is the cause of math avoidance. B. It causes people to be bored of math.

C. It is a common phenomenon in life. D. It results from poor math performance.

31. What is the last paragraph mainly about？

A. Consequences of math avoidance. B. Ways to break the anxiety-avoidance link.

C. Explanations for math anxiety. D. Mental barriers to mathematical achievements.

D

After years of observing human nature， I have decided that two qualities make the difference between men of great achievement and men of average performance， curiosity and discontent. I have never known an outstanding man who lacked either. And I have never known an average man who had both. The two belong together.

Together， these deep human urges （驅(qū)策力） count for much more than ambition. Galileo was not merely ambitious when he dropped objects of varying weights from the Leaning Tower at Pisa and timed their fall to the ground. Like Galileo， all the great names in history were curious and asked in discontent， “Why？ Why？ Why？”

Fortunately， curiosity and discontent don’t have to be learned. We are born with them and need only to recapture them.

“The great man，” said Mencius （孟子）， “is he who does not lose his child’s heart.” Yet most of us do lose it. We stop asking questions. We stop challenging custom. We just follow the crowd.

Most of us meet new people， and new ideas， with hesitation. But once having met and liked them， we think how terrible it would have been， had we missed the chance. We will probably have to force ourselves to waken our curiosity and discontent and keep them awake.

How should you start？ One way to begin is to answer your own excuses. You haven’t any special ability？ Most people don’t; there are only a few geniuses. You haven’t any time？ That’s good because it’s always the people with no time who get things done. Harriet Stowe， mother of six， wrote parts of Uncle Tom’s Cabin while cooking. You’re too old？ Remember that Thomas Costain was 57 when he published his first novel， and that Grandma Moses showed her first pictures when she was 78.

However you start， remember there is no better time to start than right now， for you’ll never be more alive than you are at this moment.

32. What does the example of Galileo tell us？

A. Trial and error leads to the finding of truth. B. Scientists tend to be curious and ambitious.

C. Creativity results from challenging custom. D. Greatness comes from a lasting desire to explore.

33. What can you do to recapture curiosity and discontent？

A. Observe the unknown around you. B. Develop a questioning mind.

C. Lead a life of adventure. D. Follow the fashion.

34. What does Paragraph 6 mainly tell us to do？

A. Keep active in life. B. Try to get things done creatively.

C. Just start with no more excuse. D. Remain curious when approaching success.

35. What can be the best title for the text？

A. Curious Minds Feeling Contented B. Reflections on Human Nature

C. The Keys to Achievement D. The Qualities of Geniuses

第二節(jié) （共5小題；每小題2分，滿分10分）

根據(jù)短文內(nèi)容，從短文后的選項中選出能填入空白處的最佳選項。選項中有兩項為多余選項。

How to Learn from Your Regrets

Regret’s benefits don’t come to us by chance. 36 . Here are three steps you can take the next time you find yourself thinking carefully about your past missteps.

Kill the ghost.

People often say their regrets keep coming to their mind. This suggests that regrei6MIOwgT/pt+JHIfko2fusEcn6Juh3hPefm9ojgyCbo=t is like a ghost. Bring your ghost out of the shadows by making a list of your regrets. Write down why each one still bothers （煩擾） you and its bad effects. 37 .

Forgive yourself.

38 ， but sometimes you just can’t stop blaming yourself. Perhaps you dropped out of school decades ago and are constantly calculating today how much money you would be making if you had pressed on to graduation. Now is the time to declare： “I will not waste my life reliving a decision that can’t be changed.”

Collect your diploma.

Regret is like a school run by human nature. If you never experienced regret， you would keep repeating the same behaviors that led you to miss opportunities. 39 . Next， list all the ways that you can invest in your own skills and improvement right now—and get started.

Regrets may hurt. 40 ， while trying to live without them is a lost opportunity to grow. Life is a journey full of pleasures and pains. To live it well and fully means learning from every bit of it， including the mistakes， and moving forward.

A. Filling your mind with them is painful

B. After you make a mistake， life moves on

C. The ghost certainly doesn’t rule a person’s life

D. We have to seek them out on purpose to improve ourselves

E. You will find that the list is a lot less frightening than a ghost

F. If you let regret teach， you can note how you want to change your behavior

G. You choose to blame yourself for life for a poor decision you made in the past

36. 37. 38. 39. 40.

第三部分 語言知識運用（共兩節(jié)，滿分45分）

第一節(jié) （共20小題；每小題1.5分，滿分30分）

閱讀下面短文，從短文后各題所給的A、B、C和D四個選項中，選出可以填入空白處的最佳選項。

Now at some level， all moms and dads know they shouldn’t shout at kids. But if you don’t 41 or talk angrily， how do you discipline （管教）？

For thousands of years， the Inuit have 42 an ancient tool： storytelling. 43 to improve kids’ behaviors and sometimes even save their lives， oral （口頭的） stories are passed down from one 44 to the next. For example， how do you 45 kids to stay away from the ocean？ Instead of 46 ， “Don’t go near the water！” Inuit parents take a unique 47 and tell kids a special story about what’s inside the water.

At first， those stories seemed to me too 48 for little children. And my initial reaction was to 49 them. But my opinion changed after I watched my own daughter’s response to 50 tales—and after I learned more about humanity’s complex relationship with storytelling.

Oral storytelling is what’s known as a human 51 . For tens of thousands of years， it has been a key way that parents teach children about values and how to 52 . Modern hunter-gatherer groups use 53 to teach sharing， respect for others and conflict avoidance. For the Agta， a hunter-gatherer population of the Philippines， good storytelling skills are 54 more than hunting skills or medicinal knowledge.

Today many parents outsource their oral storytelling to screens， which also 55 . We learn best through things that are 56 to us. And stories， by their 57 ， can have lots of things in them that are much more interesting in a way that boring 58 don’t. Stories with a dash of danger 59 kids like magnets （磁石）. And they turn a tension-ridden activity like disciplining into a 60 interaction. So， don’t discount the playfulness of storytelling

41. A. answer B. blame C. defend D. stare

42. A. relied on B. run into C. dealt with D. applied for

43. A. Organized B. Changed C. Designed D. Told

44. A. point B. season C. destination D. generation

45. A. teach B. force C. help D. show

46. A. shouting B. replaying C. recommending D. questioning

47. A. contribution B. approach C. opportunity D. introduction

48. A. complex B. old C. scary D. boring

49. A. subscribe B. avoid C. adapt D. prove

50. A. familiar B. modern C. humorous D. similar

51. A. form B. right C. characteristic D. emotion

52. A. behave B. count C. cook D. live

53. A. toys B. experiments C. videos D. stories

54. A. affected B. prized C. complained D. indicated

55. A. declines B. exists C. works D. differs

56. A. important B. available C. satisfying D. interesJ2q3ogU2rIJ8ezNVuJH6jk5WncBG5cgWOXpAd9UtqjY=ting

57. A. nature B. amount C. purpose D. variety

58. A. orders B. warnings C. statements D. performances

59. A. persuade B. inspire C. comfort D. attract

60. A. careful B. playful C. doubtful D. painful

第二節(jié) （共10小題；每小題1.5分，滿分15分）

閱讀下面短文，在空白處填入1個適當(dāng)?shù)膯卧~或括號內(nèi)單詞的正確形式。

Stand in line at any grocery store or sit in any hospital waiting room， and you see people staring at their phones， probably catching up on news or just relieving their 61 （bore）. This seems harmless enough. 62 could being on our phones affect our ability to connect with the people around us？ A new study aimed to answer that question.

Researcher Kostadin Kushlev and his colleagues asked pairs of college students， 63 were strangers to each other， 64 （come） into a small lab waiting room—either with or without their phones. They were told that the researchers were running a bit late and they needed to wait. While waiting， their faces were 65 （secret） videotaped. Afterwards， the students 66 （report） how they felt and how much they interacted with the other participants， if any.

The researchers studied videotapes of the faces of pairs who interacted， 67 （measure） how often they smiled. The 68 （result）？ People with phones exhibited fewer smiles overall. They spent 30% less of the time smiling 69 people without phones， signalling less interest in connection with others. What’s more， thirty-two participants with phones didn’t interact at all in the waiting room. These findings show that using phones in public 70 （affect） one’s interaction with others. Consequently， cellphones should be used wisely.

61. 62. 63. 64. 65.

66. 67. 68. 69. 70.

第四部分 寫作（共兩節(jié)，滿分35ZMajLmsGReT5y5bkhoBg4IxlLP0dIjtiYlz5me5AgTY=分）

第一節(jié) 短文改錯（共10小題；每小題1分，滿分10分）

假定英語課上老師要求同桌之間交換修改作文，請你修改你同桌寫的以下作文。文中共有10處語言錯誤，每句中最多有兩處。每處錯誤僅涉及一個單詞的增加、刪除或修改。

增加：在缺詞處加一個漏字符號（∧），并在其下面寫出該加的詞。

刪除：把多余的詞用斜線（﹨）劃掉。

修改：在錯的詞下劃一橫線，并在該詞下面寫出修25zecKd3zXAOFdeR6Qek18xOlk9n8WJ055hZGs4CwLQ=改后的詞。

注意：1．每處錯誤及其修改均僅限一詞；

2．只允許修改10處，多者（從第11處起）不計分。

High school is regarded as best time of my life. Besides classes and homework， there’s something more that I especial treasure. To leave school without regret， I’ll make good use of my limiting time to go over the lessons I’ve learned from. At the same time， I’d like to show my thanks to all the teacher who have given me so many help. For the purpose of improving me， I’ll ask my classmates for some advice， that may be of great value to me. Last but not least， doing some good deeds for my classmates was also my plan. With these things do， I will have no regret in my high school life.

第二節(jié) 書面表達(dá)（滿分25分）

假定你是李華，請你寫一篇文稿，講述你成長過程中的一個故事，并向你校英語報Youth的Growing up Stories欄目投稿。內(nèi)容包括：

1．簡述故事內(nèi)容；

2．發(fā)表個人評論。

注意：

1．詞數(shù)100左右；

2．可以適當(dāng)增加細(xì)節(jié)，以使行文連貫。