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UNIT 5　LANGUAGES AROUND THE WORLD
全卷满分150分　考试用时120分钟
　　　　　　　　　　　　　　　　　　　　　　　　　
第一部分　听力(共两节,满分30分)
第一节(共5小题;每小题1.5分,满分7.5分)
　　听下面5段对话。每段对话后有一个小题,从题中所给的A、B、C三个选项中选出最佳选项。听完每段对话后,你都有10秒钟的时间来回答有关小题和阅读下一小题。每段对话仅读一遍。
1. Where did the speakers learn about the song
A.From a movie.
B.From a theater play.
C.From an English friend.
2. What will the speakers probably buy
A.A refrigerator.　　　B.A sofa.　　　C.A television.
3. What does the man say about the program
A.It has his favorite music.
B.It’s not suitable for him.
C.Children at his age love it.
4. Where is the woman probably
A.At home.　　　B.In a car.　　　C.In a hospital.
5. What is the final price of the cheapest cellphone
A.$150.　　　B.$135.　　　C.$299.
第二节(共15小题;每小题1.5分,满分22.5分)
　　听下面5段对话或独白。每段对话或独白后有几个小题,从题中所给的A、B、C三个选项中选出最佳选项。听每段对话或独白前,你将有时间阅读各个小题,每小题5秒钟;听完后,各小题将给出5秒钟的作答时间。每段对话或独白读两遍。
　　听第6段材料,回答第6、7题。
6. What is Steve going to do in an hour
A.Watch a TV show.
B.Go to the park.
C.Have dinner with his parents.
7. Where will the speakers meet tomorrow
A.At Mia’s apartment.
B.At the concert hall.
C.At a restaurant.
　　听第7段材料,回答第8至10题。
8. How long will the man’s show last
A.For 5 minutes.　　　B.For 10 minutes.
C.For 20 minutes.
9. What advice did the woman give to the man before
A.To close his eyes to be calm.
B.To pretend the people are cabbage.
C.To remember the lines from a movie.
10. What seems to be the woman’s hope for the man
A.To enjoy himself.
B.To impress the judges.
C.To make the crowd laugh.
　　听第8段材料,回答第11至13题。
11. How long is the man’s next race
A.10 km.　　　B.15 km.　　　C.18 km.
12.Where does the man turn back
A.At the zoo.　　　B.At the park.　　　C.At the lake.
13. What happened to the man last week
A.He fell off a bridge.
B.He was hit by a bike.
C.He injured his leg.
　　听第9段材料,回答第14至17题。
14. How does Cindy go to work every day
A.By bus.　　　B.By subway.　　　C.By car.
15. When does Cindy read her book
A.On her way to work.
B.When waiting to act.
C.At work.
16. What percent of the time will an actor spend on the acting
A.About 10%.　　　B.About 50%.　　　C.About 90%.
17. Why does Cindy love her job
A.For money.　　　B.For fame.　　　C.For interest.
　　听第10段材料,回答第18至20题。
18. What difficulty did the speaker have when starting to learn French
A.Grammar.　　　B.Vocabulary.　　　C.Pronunciation.
19. What did the speaker think of her French after she arrived in France
A.Poor.　　　B.Acceptable.　　　C.Excellent.
20. What is the most important in learning a language according to the speaker
A.Mastering the grammar rules.
B.Knowing a large number of words.
C.Using the language in real life.
第二部分　阅读(共两节,满分50分)
第一节(共15小题;每小题2.5分,满分37.5分)
　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　
　　阅读下列短文,从每题所给的A、B、C、D四个选项中选出最佳选项。
A
Four Cool Languages
Chinese
　　Around 1.4 billion people speak Chinese. Chinese is a tonal (声调的) language, meaning that changing the tone of just one syllable (音节) can affect a word’s meaning. Chinese writing has ancient roots, which is thought to have developed around 1400 B.C.
Arabic(阿拉伯语)
Over 370 million people speak Arabic. Written Arabic uses a cursive-style font (字体) that looks more like artworks than writing. Arabic is written from right to left rather than from left to right, making it different from many other languages.
English
Around 379 million people speak English as a native language. It’s an official language in a huge number of countries.
English is the most widely spoken second language, with over a billion people speaking it to some level of competence. That means around twice as many people speaking English as a second language as those who speak it as the first language.
Italian
Nearly 68 million people speak Italian. If you play music or sing, chances are that you already know a lot of Italian because many familiar musical terms are actually Italian.
Not only will learning Italian help you pick up vocabulary, but it will also help you understand the meanings of musical terms in greater depth.
21.What is a feature of Arabic
A.It doesn’t have a cursive-style font.
B.It helps artists with their artworks.
C.It is written from right to left.
D.It is closely related to music.
22.Which is most widely used as a second language in the world
A.Arabic.　　　B.English.　　　C.Chinese.　　　D.Italian.
23.What’s the number of people who speak Italian
A.Nearly 68 million.　　　B.Around 370 million.
C.Over 379 million.　　　D.Around 1.4 billion.
B
　　Being deaf in the hearing world can lead to painful feelings of isolation(孤独).
Waitress Kelsey recently shared an experience on social media sharing site that zoomed to the top of the front page of the Internet. In her brief post, Kelsey explained that she waited tables at a bar during the evenings, and one night she noticed a deaf man sitting alone in her section.
When Kelsey isn’t working at the bar, she earns good hourly pay doing sign language interpretation(手语翻译), so she sensed an opportunity to use her skill to make this customer feel a little less alone in the world. She approached his table and began chatting with him in sign language.
When the table next to the man’s noticed their silent conversation, they asked Kelsey how long she’d been signing. They had a brief conversation about her goal of becoming qualified to interpret sign language in a medical or mental health setting. She didn’t think much about the whole exchange until the customers had left the bar and she was tidying up the tables. There, on the table of the customers who’d seen her sign language conversation with the deaf man, was a handwritten note.
“Thank you for what you did; it absolutely matters!” the note said. “Good luck with finishing your degree!” Besides that, they’d left her a $100 tip.
Kelsey was moved by the kind note, especially because she wasn’t doing anything out of the ordinary. To her, she was just conversing with someone in a language that only he understood. Yet to the deaf man and the people seated next to him, she’d bridged a gap and helped someone who probably feels lonely a lot of the time.
Kelsey shared the note on the Internet to spread more love and light in the world.
24.What do we know about Kelsey’s work at the bar
A.It is her part-time job.
B.It goes beyond her ability.
C.It requires her to work all day long.
D.It offers her a chance to learn sign language.
25.What can we infer about the deaf man
A.He left Kelsey $100 as a tip.
B.He could use sign language.
C.He found it hard to communicate with Kelsey.
D.He was a friend of the customers, next to him.
26.What did the customers next to the deaf man think of Kelsey
A.She was wasting time working as a waitress.
B.She needed to study further for a degree.
C.She should use the Internet as a tool.
D.She was so kind to serve those in need.
27.What lesson can we learn from Kelsey’s experience
A.Practice makes perfect.
B.It is never too late to learn.
C.Kindness is repaid with kindness.
D.When in Rome, do as the Romans do.
C
　　Online, English has become a common language for users from around the world. In the process, the language itself is changing. There are now thought to be some 4.5 billion web pages worldwide. Some language experts predict that within 10 years English will occupy the Internet—but in forms that will be very different to what we accept and recognize as English today.
That’s because people who speak English as a second language already outnumber native speakers. And increasingly, they use it to communicate with other non-native speakers, particularly on the Internet where less attention is paid to grammar and spelling and users don’t have to worry about their accent(口音).
Users of Facebook already socialize in a number of different “Englishes”, including Indian English, Spanish English and Korean English. While these different styles have long existed within their cultures, they’re now expanding and coming online. Technology companies are introducing newly-developed English words with products aimed at enabling users to add words that are not in the English dictionary. And most large companies have English websites, while smaller businesses are learning that they need a common language—English—to reach global customers.
The increasing popularity of the Internet allows more languages to develop quickly.
“Most people actually speak several languages—it’s less common to speak only one,” says Mr. Munro. “English has taken its place as the world’s common language, but it’s not pushing out other languages.” Instead, other languages are pushing their way into English, in the process creating something new.
28.Which of the following is true about online communication
A.People need to spell exactly.
B.Grammar is not so important.
C.People need to pay attention to their accent.
D.Most English speakers are native speakers.
29.What can we infer from the text
A.We can only communicate online in English.
B.It’s impossible to find all the English words in the dictionary.
C.Some technology companies start to publish English dictionaries.
D.Smaller businesses are not allowed to have English websites.
30.What can we learn from what Mr. Munro says
A.Other languages are enriching English.
B.One can’t live well without speaking several languages.
C.English will become the only language in the world.
D.Chinese used to be the world’s common language.
31.What does the text mainly talk about
A.English is a common language around the world.
B.There are now many different language styles.
C.English is developing with the Internet.
D.Smaller businesses are learning a common language.
D
　　Tourists visiting La Gomera and EI Hierro in the Canary Islands can often hear the locals communicating over long distances by whistling—not a tune(曲调), but the Spanish language. The locals are communicating in Silbo, a whistled Spanish language.
Whistled languages are almost developed in rough, mountainous areas or in the thick forest. As a result, whistled speech can be understood up to 10 times as far away as ordinary shouting. That lets people communicate even when they cannot easily stand close enough to shout. On La Gomera, for example, a few traditional shepherds (牧羊人) still whistle to one another across mountain valleys that could take hours to cross.
Whistled languages work because many of the key elements of speech can be produced in a whistle, says Meyer, linguist of CNRS. We tell one speech sound from another by small differences in their sound frequency patterns. A long [i ], for example, is formed higher in the mouth than a long [ ], giving it a higher sound.
To language scientists, such languages are more than just a curiosity. By studying whistled languages, they hope to learn about how our brains get meaning from the complex sound patterns of speech. Whistling may even provide a chance to know one of the most dramatic forward jumps in human evolution(进化): the origin of language itself.
Despite their interest to both language experts and casual observers, whistled languages are disappearing rapidly all over the world, and some, such as the whistled form of the Tepehua language in Mexico, have disappeared. “Now you can find whistled speech only in places that are very, very remote, and have had less contact with modernity and less access to roads,” says Meyer.
Fortunately, there is still hope. UNESCO, the UN cultural organization, has listed two whistled languages, Silbo and a kind of whistled Turkish, as the world’s cultural heritage. Such attention can lead to conservation efforts.
32.What led to the development of whistled languages
A.Geographic inaccessibility.
B.Rapid increase in tourism.
C.Greater information capacity.
D.Interest of language experts.
33.Why are a long [i ] and a long [ ] mentioned in Paragraph 3
A.To show what key elements speech has.
B.To explain the differences between speech sound frequency patterns.
C.To prove the popularity of whistled languages in the world.
D.To show the disadvantages of whistled languages.
34.What might be a reason for the disappearance of whistled languages according to Meyer
A.Difficulty in understanding.　　　B.Lack of attention.
C.Expansion of other cultures.　　　D.Modernization.
35.What does the underlined word “conservation” mean in the last paragraph
A.Impression.　　　B.Experiment.　　　C.Protection.　　　D.Graduation.
第二节(共5小题;每小题2.5分,满分12.5分)
　　阅读下面短文,从短文后的选项中选出可以填入空白处的最佳选项。选项中有两项为多余选项。
　　Sometimes when we are learning a new language it can be really frightening to start speaking it with other people.　36　, as it will help us gain confidence in ourselves. Here are some great tips that can help you overcome your fear of speaking a new language.
Accept that you are going to make mistakes and learn from them.
People make mistakes all the time, especially when speaking a new language. Don’t be sad or feel disappointed if you make mistakes; it’s part of the process of improving your speaking ability. 　37　. As Albert Einstein said, “Life is like riding a bicycle. To keep your balance, you must keep moving.”
　38　.
Once you have started speaking a new language, don’t be afraid to ask people questions about how to say or pronounce something. Most of the time people will be more than happy to help you if you have any questions.
Don’t be shy.
One of non-native speakers’ problems is being too shy to speak.　39　. Be aware that most people speak more than one language and know how difficult it is to learn a new one. Also, most people really don’t even notice if you say something wrong.
Enjoy yourself.
You are learning another language surely for some reasons, so go ahead, have fun, make mistakes and even invent new words!　40　.
A.Ask for help
B.Try to be curious
C.They are all part of the process
D.This fear of speaking a new language makes us nervous
E.This can be the biggest problem for a lot of people
F.Once you have made a mistake, correct it and carry on
G.Overcoming this fear of speaking a new language is extremely important
36.　　　 37.　　　 38.　　　 39.　　　 40.　　　
第三部分　语言运用(共两节,满分30分)
第一节(共15小题;每小题1分,满分15分)
　　阅读下面短文,从每题所给的A、B、C、D四个选项中选出可以填入空白处的最佳选项。
　　Steve and Mark were good friends. They decided to spend their vacation in Haiti. Since they couldn’t 　41　 French, they took a French wordbook with them and hoped it would help them in difficult situations.
The flight was 　42　, and the hotel was very comfortable. Each day after breakfast, Steve and Mark packed the picnic lunch and dinner and went off to visit interesting places. After a few days, the boys became 　43　 of eating picnic meals and decided to eat a big fish dinner in a good restaurant. Unfortunately, they left their wordbook in the hotel.
They　44　 the menu carefully. After ten minutes, Steve said to Mark, “I don’t understand this menu.” “Neither do I,” said Mark. “I see poison on the menu. Are they 　45　 here ” “Maybe. They even spelled poison 　46　. They spelled it p-o-i-s-s-o-n instead of p-o-i-s-o-n. But it must mean the same thing. Maybe we should go to another restaurant. I don’t 　47　 to eat something that will kill me.” But Mark was 　48　, so he said, “There is no other restaurants near here, and I’m tired of walking around the city. Let’s order something else instead. It’s 　49　 here, so the food must be good.”
The boys looked at the menu again. They finally decided to order steak,　50　 they really wanted fish. The boys just pointed to the word steak, and the waiter understood.
As they were eating, they　51　 some tourists speaking English. “This 　52　 is delicious. We’re lucky we have picked a restaurant that’s famous for its fish.”
Steve and Mark wondered what they discovered. “Famous for its fish There was no fish on the　53　!” said Mark.
Finally, Steve decided to find out what all this was about. “Excuse me, how did you order fish when it isn’t on the menu ” “Sure it’s on the menu. It’s right here. Poisson.” The boys shouted, “Poisson. That’s poison! We were 　54　 why a restaurant like this should have poison on the menu.”
The tourists　55　, and one of them said, “No. Poisson is French for fish.”
41.A.speak　　　B.inspect　　　C.teach　　　D.demand
42.A.terrible　　　B.straight　　　C.quick　　　D.excellent
43.A.tired　　　B.frightened　　　C.grateful　　　D.fond
44.A.studied　　　B.learnt　　　C.remembered　　　D.observed
45.A.familiar　　　B.crazy　　　C.confident　　　D.official
46.A.fluently　　　B.wrongly　　　C.simply　　　D.natively
47.A.want　　　B.recognize　　　C.request　　　D.recover
48.A.scared　　　B.equal　　　C.tired　　　D.endangered
49.A.active　　　B.comfortable　　　C.peaceful　　　D.crowded
50.A.since　　　B.although　　　C.unless　　　D.because
51.A.found　　　B.sensed　　　C.noticed　　　D.heard
52.A.steak　　　B.insect　　　C.fruit　　　D.fish
53.A.table　　　B.menu　　　C.show　　　D.track
54.A.determining　　　B.wondering　　　C.expressing　　　D.admitting
55.A.stopped　　　B.shocked　　　C.laughed　　　D.shouted
第二节(共10小题;每小题1.5分;满分15分)
　　阅读下面短文,在空白处填入1个适当的单词或括号内单词的正确形式。
　　When two cultures come together, the words of 　56　 (they) languages compete for survival. This took place early on in the history of English, following the Danish invasion(入侵) of Britain. The Danes spoke a language known 　57　 Old Norse, and this had many words 　58　 had a related form in Old English. What would people end up 　59　 (say) Would the Danish settlers use the Old English words Or would the Anglo-Saxons use the Old Norse ones
　60　 (actual), the Old English and Old Norse words both survived, because people gave them 　61　 (difference) meanings. This is what happened to skirt and shirt.
Shirt is found sometimes in late Old English (spelled scyrte), with the meaning of a short garment(衣服) worn by both men　62　 women. Skirt, from Old Norse, is known from the 1300s, and seems to have been used mainly for a woman’s garment—the lower part of a dress. But the word can also 　63　 (use) for the lower part of a man’s robe or coat.
During the Middle English period, “shirt” 　64　 (become) increasingly used only for a man’s garment, and “skirt” for a woman’s. Today, women’s clothes include shirts, and skirts are normal wear for men in many 　65　 (country). Clothing such as the T-shirt is gender-neutral(不分性别的).
56.　　　　57.　　　　58.　　　　59.　　　　60.　　　
61.　　　　62.　　　　63.　　　　64.　　　　65.　　　
第四部分　写作(共两节,满分40分)
第一节(满分15分)
　　假定你是李华,你的英国朋友 Peter 来信向你咨询如何才能学好中文。请你回信给他一些建议,内容包括:
1.参加中文学习班;
2.看中文书刊、电视;
3.学唱中文歌曲;
注意:1.词数80左右;
2.可适当增加细节,以使行文连贯;
3.开头和结尾已给出,不计入总词数。
Dear Peter,




Best wishes,
Li Hua
第二节(满分25分)
　　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。
　　It was the first week of Lily’s middle school. The bell’s ringing brought her out of her daydream. She nervously gathered her books, preparing to reach another classroom for the next new class.
Lily followed other kids and rushed into the hallway. Others walked in groups, chatted, and laughed, using the break to socialize. Lily, instead, walked alone along the wall of the hallway, with her head down. She was a shy girl, afraid to speak in front of other kids, and didn’t think others would like her.
Lily finally sat in Mr. Johnson’s Language Arts class nervously. “Welcome to Language Arts,” said Mr. Johnson. He told jokes as he talked about English. Lily forgot to daydream and laughed along with the rest of the class. “We’ll have some fun with language,” he said. “Just wait and see.”
Fun was far beyond what Lily desired. She just wanted to be like other kids—running with friends in the hallway, laughing and joking between classes. Reminded of her pimply (长粉刺的) face, she felt hopeless and disappointed.
“Take out a piece of paper,” the teacher continued, when pointing at words on the blackboard. “Write for the next thirty minutes on this topic.” Lily began writing crazily as idea after idea fought for recognition in her head. The final result was a short story about a beautiful beach house. As she wrote, she could smell the salty air, hear the crashing waves and feel the pull of the sand beneath her feet. For a moment, she forgot where she was. She was lost in the story.
“OK, pass your papers forward,” said the teacher. “Let’s see what we will have.” For the rest of the class time, the teacher read each individual work aloud. Lily originally thought it would be awkward. However, she was gradually attracted by the excitement in the teacher’s voice. “He’s actually enjoying this,” she thought. When the class would soon be over, there were still fifteen students’ papers not read, including Lily’s. Then, Mr. Johnson announced his decision, asking these students to read their works themselves in front of the class next time.
注意:续写词数应为150个左右。
　　A week later, the bell rang and the Language Arts class began again.




　　After Lily finished her reading, the applause(掌声)from her classmates continued for a long time.




答案全解全析
UNIT 5　LANGUAGES AROUND THE WORLD
1.A 2.C 3.B 4.C 5.B 6.C 7.A 8.C
9.A 10.B 11.C 12.A 13.B 14.C 15.B 16.A
17.C 18.B 19.A 20.C 21.C 22.B 23.A 24.A
25.B 26.D 27.C 28.B 29.B 30.A 31.C 32.A
33.B 34.D 35.C 36.G 37.F 38.A 39.E 40.C
41.A 42.D 43.A 44.A 45.B 46.B 47.A 48.C
49.D 50.B 51.D 52.D 53.B 54.B 55.C
56.their　57.as　58.which/that　59.saying　60.Actually　61.different　62.and　63.be used　64.became　65.countries
第二部分　阅读
第一节
A
　　◎语篇解读　本文是一篇应用文,文章介绍了四种很棒的语言。
21.C　细节理解题。根据 Arabic 中的“Arabic is written from right to left rather than from left to right, making it different from many other languages.”可知,阿拉伯语的特征是从右往左写。故选C。
22.B　细节理解题。根据 English 中的“English is the most widely spoken second language, with over a billion people speaking it to some level of competence.”可知,作为第二语言使用最广泛的是英语。故选B。
23.A　细节理解题。根据 Italian 中的“Nearly 68 million people speak Italian.”可知,近6,800万人说意大利语。故选A。
B
　　◎语篇解读　本文是一篇记叙文,文章讲述了手语翻译 Kelsey在餐馆兼职时用手语和耳聋顾客交流的情景感动了邻桌顾客,邻桌顾客为其留下100美元小费的故事。
24.A　细节理解题。根据第二段第二句及第三段第一句可知,这份在餐馆的工作是Kelsey的兼职工作。故A项正确。
25.B　推理判断题。根据第三段最后一句可知,她走近他的桌子,开始用手势语和他聊天。由此可推知,那位耳聋的顾客也会手势语,故选B。
26.D　细节理解题。由第五段第一句以及第六段最后一句可知,邻桌顾客认为Kelsey为有需要的人提供服务,她做的事是有价值的,是善意的。故选D。
27.C　推理判断题。为了不让耳聋顾客感到孤独,Kelsey用手语与他交流,邻桌顾客为Kelsey留下100美元小费,这件事说明了善有善报的道理。故选C。A.熟能生巧;B.活到老,学到老;D.入乡随俗。
C
　　◎语篇解读　本文是一篇说明文,英语在网上使用频繁,在这个过程中,英语本身也在改变,专家预测10年内,英语会在网上占主要地位,但形式会与现在的英语不同。
28.B　细节理解题。由第二段第二句可知,不以英语为母语的人在网上用英语交流时,不太在意语法、拼写和口音。所以“语法不是很重要”符合文意。故选B项。
29.B　推理判断题。由第三段第三句可知,科技公司正在利用产品来推介新开发的英语单词,其产品让用户能够添加英语词典中没有的单词,所以不可能在词典中查到所有的英语单词。故选B项。
30.A　细节理解题。由最后一段最后一句可知,其他语言正在融入英语,在这个过程中创造出一些新的东西。也就是说其他的语言与英语融合,丰富了英语,故选A项。
31.C　主旨大意题。第一段指出,在网上,英语已经成为全世界用户的通用语言。在这个过程中,英语本身也在改变。一些语言专家预测在10年内,英语会占据网络,但形式会与我们现在接受和认可的英语不同;第二段说明了这种预测的原因;第三段讲了网上英语发展的现状;第四、五段讲了在互联网的助力下,各种语言飞速发展,其他语言逐渐融入英语,为英语增加新的元素。由此可以推断出,文章主要谈论的是英语随着网络而发展。故选C项。
D
　　◎语篇解读　本文是一篇说明文。文章主要介绍了口哨语的由来、特点、语言学家对口哨语感兴趣的原因以及该语言的现状。
32.A　细节理解题。根据第二段中的“Whistled languages are almost developed in rough, mountainous areas or in the thick forest.”可知,地理位置的不便促进了口哨语的发展。故选A。
33.B　推理判断题。根据第三段中的“We tell one speech sound from another by small differences in their sound frequency patterns.”可推知,第三段提到长元音[i ]和长元音[ ]是为了解释声音频率模式之间的差异。故选B。
34.D　推理判断题。根据第五段中的“Now you can find whistled speech only in places that are very, very remote, and have had less contact with modernity and less access to roads”可推知,现在口哨语只能在偏远并且现代化程度不高,路不多的地方被找到。所以在Meyer看来,现代化是口哨语消失的一个原因。故选D。
35.C　词义猜测题。画线词所在句意为:这种关注会促使　　　的努力。根据画线词所在句前文内容可知,幸运的是,还有希望。联合国教科文组织已经将两种口哨语列为世界文化遗产。所以这种关注会促使对口哨语的保护。由此推知,画线词意为“保护”,与C项“Protection(保护)”意思一致。故选C。
第二节
　　◎语篇解读　本文是一篇说明文,文章主要介绍了一些克服说新语言的恐惧的建议。
36.G　上文提到学一门新语言时,开始和别人说这种语言可能非常令人害怕,下文提到因为它会帮助我们获得自信,G项(克服这种说一门新语言的恐惧极其重要)承上启下,符合语境。
37.F　上文提到如果你犯了错误,不要难过,也不要感到失望,这是提高你的口语能力的过程的一部分。结合标题中的“make mistakes”可知本段主要在讲犯错误,F项(一旦你犯了错误,改正它,然后继续前进)切题。
38.A　此空是小标题,结合其他标题都是祈使句可知应该在A、B中选择。根据本段的“ask people questions” “be more than happy to help you if you have any questions”可知,本段在讲要寻求帮助,故选A项。
39.E　上文提到非母语者的问题之一就是太害羞而不敢开口。E项(这对很多人来说可能是最大的问题)中的“This”指代上文中的“being too shy to speak”,此处关键词是“problem”。故选E项。
40.C　上文提到你学习另一种语言肯定是有一些原因的,所以着手去学,学得开心一点,犯错,甚至创造新词吧!C项(它们都是这个过程的一部分)总结上文,符合语境。故选C项。
第三部分　语言运用
第一节
　　◎语篇解读　本文是一篇记叙文,主要讲述了两个男孩去海地旅行,由于不懂法语,他们误把法语中的“poisson”当成英语中的“poison”,认为它是“毒药”的意思,导致他们在餐馆吃饭时没能吃到鱼。
41.A　根据“they took a French wordbook with them”可知,他们随身带了一本法语字典,由此可知,他们不会说法语。故选A项。
42.D　根据“and the hotel was very comfortable”可知,and连接两个并列分句,and后提到酒店非常舒适,由此可知and前对航班的描述也应该是好的,excellent意为“极好的”,符合语境。故选D项。
43.A　根据“decided to eat a big fish dinner in a good restaurant”可知,他们想去餐馆吃一顿丰盛的鱼宴,由此可知,他们厌倦了野餐食物,become tired of doing sth.意为“厌倦做某事”。故选A项。
44.A　根据上文可知,他们去餐馆吃饭,可是他们不会说法语,又没带法语字典,由此可知他们看不懂菜单,所以这里指他们仔细研究菜单。故选A项。
45.B　根据“poison”可知,他们误以为餐馆提供毒药,由此可知,他们认为餐馆的行为是疯狂的。故选B项。
46.B　根据“They spelled it p-o-i-s-s-o-n instead of p-o-i-s-o-n.”可知,他们认为餐馆把“毒药”这个单词拼错了。故选B项。
47.A　根据“to eat something that will kill me”和生活常识可知,史蒂夫不想吃会杀死自己的东西,want to do sth.意为“想要做某事”。故选A项。
48.C　根据“I’m tired of walking around the city”可知,马克不想在城市里到处找餐馆,由此可知,他是疲倦的。故选C项。
49.D　根据“so the food must be good”可知,马克推断餐馆的食物很好吃,由此可知,餐馆里的人一定很多,是拥挤的。故选D项。
50.B　根据上文“decided to eat a big fish dinner”可知,他们本来是打算吃鱼的,由此可知,尽管他们很想吃鱼,但因为他们认为菜单上没有鱼,所以最后决定点牛排。故选B项。
51.D　根据“some tourists speaking English”可知,游客说英语应该是被他们听到。故选D项。
52.D　根据下文“We’re lucky...famous for its fish.”可知,游客觉得很幸运,因为他们选了一家以鱼闻名的餐馆,由此可知,他们认为这家餐馆的鱼很好吃。故选D项。
53.B　根据前文内容可知,他们仔细研究了菜单,发现菜单上没有鱼。故选B项。
54.B　根据“why a restaurant like this should have poison on the menu”可知,他们想知道为什么像这样的餐馆的菜单上会有毒药。故选B项。
55.C　根据文章内容可知,两个男孩误把法语中的“poisson”当成了英语中的“poison”,认为它是“毒药”的意思,这个误会使其他游客大笑。故选C项。
第二节
　　◎语篇解读　本文是一篇说明文,文章主要讲的是当两种文化融合在一起时,它们语言中的词语就会出现为生存而竞争的现象。
56.their　考查形容词性物主代词。句意:当两种文化融合在一起时,它们语言中的词语就会为生存而竞争。结合句意及空后的languages可知应填形容词性物主代词their,作定语。
57.as　考查介词。句意:丹麦人说一种被称为古诺尔斯语的语言,其中有许多单词在古英语中有相关的形式。(be) known as...意为“被称为……”。故填as。
58.which/that　考查定语从句。设空处无提示词,前面是many words,“　38　had a related form in Old English”中缺少主语,由语境可知缺少的主语为many words,故推测设空处引导定语从句,先行词为many words,指物,故填which或that。
59.saying　考查现在分词。end up doing sth.意为“以做某事而告终”。故填saying。
60.Actually　考查副词。句意:实际上,古英语和古诺尔斯语的单词都保存了下来,因为人们赋予了它们不同的含义。设空处作状语修饰整个句子,应用副词,位于句首,首字母需大写。故填Actually。
61.different　考查形容词。设空处修饰其后的meanings,应用形容词作定语。故填different。
62.and　考查连词。由空前的both可知应填and,both...and...意为“……和……都……”。
63.be used　考查动词的语态。句意:但是这个词也可以用来指男人的长袍或大衣的下半部分。主语the word与动词use之间为被动关系,由空前的情态动词can可知应填be used。
64.became　考查动词的时态。由时间状语During the Middle English period可知应用一般过去时。故填became。
65.countries　考查名词复数。由空前的many可知应填可数名词的复数形式。故填countries。
第四部分　写作
第一节
One possible version:
Dear Peter,
　　I’m glad to receive your letter asking for my advice on how to learn Chinese well. Here are a few suggestions.
To begin with, it is important to take a course in Chinese, as you’ll be able to learn from the teachers and practice with your fellow students. Besides, it also helps to watch TV and read books and newspapers in Chinese. Last but not least, it should be a good idea to sing Chinese songs, because by doing so you’ll remember Chinese words more easily.
I hope you will find these suggestions helpful.
Best wishes,
Li Hua
第二节
One possible version:
　　A week later, the bell rang and the Language Arts class began again. Lily was nervous with her head down. After the other students finished reading the papers one by one, finally, it was Lily’s turn. Lily stood in front of the class, with her hands holding her paper, shaking. Seeing it, Mr. Johnson told a funny joke, which made all laugh. Feeling more relaxed, Lily began reading. She was so focused that she felt she was alone. She didn’t notice that her story soon attracted all her classmates. They were lost in her fantastic story.
　　After Lily finished her reading, the applause(掌声)from her classmates continued for a long time. Lily was shocked. When she raised her head, she found everyone staring at her excitedly. Lily finally smiled. She found everyone in the class responded to her story positively. After that class, Lily slowly lifted her head while walking. Later, she began speaking in front of people and enjoyed it. She was grateful to Mr. Johnson who believed in every student.

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