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Unit2 单元测试卷 B
(考试时间：120 分钟 试卷满分：150 分)
注意事项：
1.答卷前，考生务必将自己的姓名、考生号等填写在答题卡和试卷指定位置上。
2.回答选择题时，选出每小题答案后，用铅笔把答题卡对应题目的答案标号涂黑。如需改动，用橡皮擦干净后，再选涂其他答案标号。回答非选择题时，将答案写在答题卡上。写在本试卷上无效。
3.考试结束后，将本试卷和答题卡一并交回。
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 ．What does the man want to know
A ．Tips on making a pie.
B ．Meanings of expressions.
C ．Problems of eating dessert.
2 ．What are the speakers mainly talking about
A ．A country. B ．The population. C ．A language.
3 ．How many languages can the woman speak up to now
A ．One. B ．Two. C ．Three.
4 ．What are the speakers mainly talking about
A ．Their work. B ．A travel experience. C ．Body language.
5 ．What are the speakers discussing
A ．A book. B ．A language. C ．A competition.
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。
听下面一段较长对话，回答以下小题。
试卷第 1 页，共 15 页
6 ．What is the woman mainly talking about
A ．A report B ．A hobby. C ．A foreigner.
7 ．What percentage of people consider it useless to learn a foreign language
A ．Around 21%. B ．Around 15%. C ．Around 35%.
听下面一段较长对话，回答以下小题。
8 ．Where does the woman come from
A ．Spain. B ．Canada. C ．France.
9 ．What language did the woman learn at college
A ．German. B ．Spanish. C ．French.
10 ．What do we know about the woman
A ．She is the same age as Alicia
B ．She wears a uniform in Canada.
C ．She will stay with Alicia’s family soon
听下面一段较长对话，回答以下小题。
11 ．What’s the relationship between the speakers
A ．Teacher and student.
B ．TV host and guest.
C ．Classmates.
12 ．What language is the woman studying now
A ．Spanish. B ．French. C ．English.
13 ．What helped the woman most in learning foreign languages
A ．Listening to the radio.
B ．Studying in the university.
C ．Traveling in these countries.
听下面一段较长对话，回答以下小题。
14 ．What is the man’s native language
A ．French. B ．English. C ．Dutch.
试卷第 2 页，共 15 页
15 ．Why did the man go abroad
A ．He intended to travel some places.
B ．He planned to study for a degree.
C ．He wanted to master a language.
16 ．What helps improve a language according to the man
A ．Practice with friends. B ．Learn from teachers. C ．Communicate with natives.
听下面一段独白，回答以下小题。
17 ．What difficulty did the speaker have when starting to learn French？
A ．Grammar. B ．Vocabulary. C ．Pronunciation.
18 ．Why did the speaker go to France？
A ．To settle there. B ．To look for a job. C ．To continue her studies.
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
“Buffalo buffalo Buffalo buffalo buffalo buffalo Buffalo buffalo” is a real sentence.
How
Let’s break it down, starting with a simple phrase:
Monkeys from Pisa bully deer from London.
OK, admittedly it’s an implausible scenario, but it’s a grammatically fine sentence. In English we
试卷第 3 页，共 15 页
can use place names as adjectives, so let’s shorten the sentence a little.
Pisa monkeys bully London deer.
Now we’ll throw in some giraffes from Paris to even the score with those mean monkeys.
Pisa monkeys, whom
Paris giraffes intimidate, bully London deer.
English is peculiar in that you can omit relative pronouns, e. g., “the person whom I love” can be expressed as “the person I love.” Let’s do that to this sentence.
Pisa monkeys Paris giraffes intimidate bully London deer.
This kind of pronoun removal can be a little more difficult to grasp when written than when
spoken. Saying the above sentence with pauses after monkeys and intimidate can help. Now we need to replace both of the verbs, intimidate and bully, with their (admittedly uncommon)
synonym, buffalo.
Pisa monkeys Paris giraffes buffalo buffalo London deer.
Again, pauses help keep the meaning in mind: Put a pause after monkeys and the first buffalo.
Now we’ll replace all the worldwide place names with the second-largest city in New York State, Buffalo. (That’s Buffalo’s tallest building, One Seneca Tower, below. )
Buffalo monkeys Buffalo giraffes buffalo buffalo Buffalo deer.
You can probably guess what the next step is. But before we replace all the animals with the
common name for the American bison, note how the capital letters in the above sentence help you keep the place names separate from the other usages ofthe word. OK, here goes:
Buffalo buffalo Buffalo
试卷第 4 页，共 15 页
buffalo buffalo buffalo Buffalo buffalo.
One last thing to note: This exceptional sentence is possible because the plural of the animal buffalo is buffalo, not buffalos, otherwise all the words wouldn’t be identical.
English is strange and wonderful!
21 ．How should we read the following sentence with proper pauses
A ．Buffalo buffalo Buffalo/ buffalo buffalo/ buffalo Buffalo buffalo.
B ．Buffalo buffalo/ Buffalo buffalo buffalo/ buffalo Buffalo buffalo.
C ．Buffalo buffalo Buffalo/ buffalo buffalo buffalo/ Buffalo buffalo.
D ．Buffalo buffalo/ Buffalo buffalo / Buffalo buffalo Buffalo buffalo.
22 ．What is the key element to make this sentence possible
A ．The relative pronouns in English can be omitted.
B ．The sentence consists of words in capital letters.
C ．The city has the same name with a kind of American bison.
D ．The word buffalo has the same form of singular and plural.
23 ．Where can you probably find this article
A ．Wandering the Earth
B．Linguistics Around Us
C．Popular Animal Science
D．English Culture Review
B
“Lei ming m ming baak ngo gong ge waa ah Do you understand what I am saying ” I stare back at the speaker blankly, my lips parted, the ideas clear in my mind but a response unable to
express itself in a language in my distant range. After an uncomfortable pause, a few words came out of my mouth, sounding forced and unnatural.
The anecdote (轶事) above is a semi-conversation I had in Malaysia years ago. A
three-week stay in Malaysia once every few years was often the best part of my summers - what
more can you ask from a food heaven But besides the family, food, and escape that Malaysia
offered, trips also brought mixed feelings of guilt (愧疚) that I just couldn’t seem to translate. For
one month every few summers, I got a taste of what it feels to be an outsider in my own culture,
试卷第 5 页，共 15 页
looking in. I was a girl lost in translation, quietly absorbing the various tongues shouted in the wet markets, and nodding along at my grandparents’ huge family dinners.
In America though, I am a different person. I don’t think twice about my grammar when
speaking. I don’t struggle with the words and fear that my stories won’t get through to people. So as a native English speaker, I do not have to worry daily about whether I’m judged for having an accent or whether I’m misunderstood across languages. In Malaysia, I naturally burst out “have
you eaten ” instead of recalling the Malaysian expressions “you makan already ” In Malaysia,
everything about the way I speak — my accent, intonation, sentence structure, slang — gives me away. My American-ness is seen in the way I talk, dress, and act. Maybe my face could pass for a Malaysian local, but once I open my mouth to speak I am so clearly not. It is uncomfortable and awkward, and sometimes I wonder if I did not look Asian at all would it be better, since there
would be no more language expectation for me than for a white tourist.
24 ．Which of the following can best describe the author in the anecdote
A ．Awkward. B ．Anxious. C ．Confident. D ．Upset.
25 ．What made the author feel guilty according to Paragraph 2
A ．Enjoying Malaysian food too much.
B ．Short visits causing family distance.
C ．Failing to translate dialects at markets.
D ．Cultural disconnect during family time.
26 ．What can we infer from the last paragraph
A ．The author avoids speaking in Malaysia.
B ．The author feels trapped by language.
C ．The author prefers American identity.
D ．The author’s face causes confusion.
27 ．What does the text mainly talk about
A ．Food culture in Malaysia.
B ．A girl between two cultures.
C ．Challenges from learning Malay language.
D ．Differences between American and Malaysian cultures.
试卷第 6 页，共 15 页
C
While many of us may have been away somewhere nice last summer, few would say that we’ve “summered. ” “Summer” is clearly a noun, more exactly, a verbed noun.
Way back in our childhood, we all learned the difference between a noun and a verb. With such a clear definition, it was easy to spot the difference. Not so in adulthood, where we are
expected to “foot” bills, “chair” committees, and “dialogue” with political opponents(对手). Chances are you didn’t feel uncomfortable about the sight of those verbed nouns.
“The verbing of nouns is as old as the English language,” says Patricia O’Conner, a former editor at The New York Times Book Review. Experts guess that 20 percent of all English verbs were originally nouns. And the phenomenon seems to be snowballing. Since 1900, about 40
percent of all new verbs have come from nouns.
Even though conversion(转化) is quite common, plenty of grammarians object to the
practice. William Strunk Jr. and E.B. White, in The Elements of Style-the Bible for the use of
American English-have this to say: “Many nouns lately have been pressed into service as verbs.
Not all are bad, but all are questionable.” The Chicago Manual of Style takes a similar standpoint, advising writers to use verbs with great care.
“Sometimes people object to a new verb because they dislike what is unfamiliar to them,” says O’Conner. That’s why we’re comfortable “hosting” a party, but we might feel upset by the thought of“medaling” in sports. So are there any rules for verbing Benjamin Dreyer, copy chief at Random House, doesn’t offer a rule, but suggests that people think twice about “verbifiing” a noun if it’s easily replaceable by an already existing popular verb. Make sure it’s descriptive but not silly-sounding, he says.
In the end, however, style is subjective(主观的). Easy conversion of nouns to verbs has
been part of English grammar for centuries; it is one of the processes that make English “English.” Not every coinage (新创的词语) passes into general use, but as for trying to end verbing
altogether, forget it.
28 ．What can we learn about the verbing of nouns from the first three paragraphs
A ．It is more accepted by adults. B ．It started in the 19th century.
C ．It is a modern phenomenon. D ．It originally made up 40% of verbs.
29 ．What is many experts’ attitude towards the practice ofthe verbing of nouns
试卷第 7 页，共 15 页
A ．Cautious(谨慎的). B ．Supportive.
C ．Negative. D ．Unconcerned.
30 ．What does the author think of ending the verbing of nouns
A ．Unimportant. B ．Worthwhile. C ．Impossible. D ．Practical.
31 ．What is the best title for the text
A ．Do adults accept noun verbing
B ．Should we give up noun verbing
C ．Is noun verbing a new phenomenon
D ．Are Summering and Medaling Annoying
D
Many think that language is what sets humans apart from other animals, and believe that to think, we need language. British philosopher Bertrand Russell even reported in 1948 that no
intelligent thinking can take place without language. However, a recent Nature study suggests
otherwise. It found that language and thought are two distinct entities (实体), working in separate parts of the brain. They are, in short, “far more independent than we imagined”, wrote ZME
Science.
The study, conducted by scientists from the US, explored the language-thought relationship, using two research methods. First, they studied people with global aphasia (全失语症), who have lost much of their ability to understand or speak due to damage to the left side of their brain.
However, they can still finish complex tasks. “You can ask people with global aphasia to solve
math problems or perform social reasoning tests, and as long as the instructions are non-verbal (非语言的), they can succeed,” Evelina Fedorenko, one of the study’s authors at the US
Massachusetts Institute of Technology, told ZME Science.
The researchers also used brain-imaging (脑成像) tools to study the brains of healthy
volunteers performing non-verbal tasks, like solving puzzles and planning. They found that the brain’s language areas were mostly inactive during-such activities. In other words, we generally need language to express our thoughts but we can still think without words.
So, if language isn’t necessary for thinking, then why did humans develop it Fedorenko said language serves mainly as a tool for communication. “Among most of the things that you
试卷第 8 页，共 15 页
learned about the world, you learned through language and not through direct experience with the world,” she said. By being able to share complex information through language, humans gained an evolutionary advantage.
Although language does not give rise to thoughts, past research shows that how we speak can heavily influence how we think. For example, the English phrase “he fired the gun” is usually understood as “the gun went off” in Japanese. As a result, English speakers are more likely to
focus on the person responsible for an accident than Japanese speakers, according to Psychology Today.
32 ．What does the underlined word “distinct” mean
A ．Different. B ．Dependent. C ．Exact. D ．Similar.
33 ．What can be learnt about the people with “global aphasia”
A ．They have lost all their ability to talk.
B ．They behave inactively during physical activities.
C ．They can carry out social reasoning tests following nonverbal directions.
D ．They can perform better in solving math problems than healthy people.
34 ．Why is language needed according to the text
A ．It makes human thinking possible.
B ．It benefits people to gain experience.
C ．It serves as the only tool for human learning.
D ．It enables information to be understood by humans.
35 ．What does the text mainly talk about
A ．Language shapes the way we think.
B ．Humans can think independently of language.
C ．Language and thought are completely related.
D ．Humans can live without thinking and language.
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。
试卷第 9 页，共 15 页
Open a textbook for a foreign language, and one of the first things you see is an alphabet
(字母表), listing the letters used in the writing system and the sounds they represent. 36 And with that, textbooks are off to greetings, words and so on, with little further thought for
pronunciation. This is a shame. There is much more about learning a foreign accent than the
sounds that the letters on the page represent. To begin with, the similar pronunciations given in
English and French, for instance, aren’t often quite specific indeed. In French, the “p” in Paris
sounds rather different from the “p” in English, a difference often ignored in textbooks: the French pronunciation doesn’t have the strong puff (喷出) of air of the English one.
37 As with chemistry, the important thing is not just now the elements (元素) behave alone, but how they come together. Each language has rules like this, which many teachers
generally know but don't or can't explain.
Consider an easy example. All French words are stressed on the final syllable (音节).
French speakers who are familiar with a Texan city (Houston) usually call it yoos-TON, not the English HYOO-ston. The final stress is quite forceful, usually involving a higher sound.
Meanwhile, English words often have a secondary as well as a primary stress. In French, the final-syllable stress is so strong as to leave little room for any other one. 38
Another reason why people’s information is known by their accents in other languages even if they otherwise master it, is that a language’s rhythm (节奏) can be hard to fix. People’s accents differ in how they space the syllables in a sentence. Cantonese and Italian, for instance, are
“syllable-timed”: every syllable has roughly similar duration. 39 It means that stressed syllables occur on a regular basis.
English-speaking tourists sometimes find themselves speaking English with a strange mixed accent when they go abroad. 40 But as with drumming or dancing, a little clear teaching never hurts.
A ．English is “stress-timed”.
B ．Language rhythms can be copied.
C ．You should try to learn from foreigners.
D ．Teachers should teach whatever they master.
E ．This is important for unfamiliar systems, such as Russian.
F ．Even when textbooks or instructors mention this difference, the next step is often missing.
试卷第 10 页，共 15 页
G ．That’s why when French people say “Houston”, it sounds foreign to native speakers of English.
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。
As an international student studying in China, I have had the opportunity to experience the amazing culture and the Chinese language. My of learning Chinese started with a simple curiosity.
During my orientation week (迎新周), I first met Chinese. A local student kindly showed me how to some basic words and phrases. At that time, I felt excited as well as , because I was unsure about my pronunciation. I'm worried about if I would be able to
communicate. However, my first at speaking Chinese went smoothly, and I was excited to discover I could make myself .
From then on, I decided to immerse (沉浸) myself in the language and culture, seeking out opportunities to Chinese. I joined a local language school and started classes, where I met many friendly and supportive and students. Through these classes, I was
able to improve my listening, speaking , and writing skils, as well as gain a better understanding of Chinese grammar and syntax.
However, learning Chinese was not at all. The pronunciation and idioms used in Chinese can be quite challenging to , so I often had to practice hours to understand the story behind them and communicate effectively. Additionally, the cultural between
China and my home country can be unfamiliar at times, but I have learned to accept these differences.
Overall, my learning experience has been a challenging but journey. I have met many people, and with their help I have been able to develop a deeper understanding of Chinese culture and language. I predict (预测) that my Chinese learning journey will not soon, and I am excited to continue exploring this fascinating language and culture.
41 ．A．journey B ．dream C ．promise D ．interest
42 ．A ．write B ．copy C ．describe D ．pronounce
试卷第 11 页，共 15 页
43 ．A ．angry B ．proud C ．nervous D ．hungry
44 ．A ．trouble B ．attempt C ．task D ．contest
45 ．A ．remembered B ．understood C ．compared D ．respected
46 ．A ．practice B ．research C ．examine D ．hear
47 ．A ．choosing B ．giving C ．attending D ．reviewing
48 ．A ．workers B ．scientists C ．doctors D ．teachers
49 ．A ．driving B ．drawing C ．reading D ．acting
50 ．A ．easy B ．important C ．interesting D ．helpful
51 ．A ．master B ．use C ．record D ．repeat
52 ．A ．stories B ．traditions C ．attractions D ．differences
53 ．A ．rewarding B ．romantic C ．perfect D．joyful
54 ．A ．hard- working B ．kind- hearted C ．good- looking D ．strong- willed
55 ．A ．change B ．succeed C ．develop D ．end
第二节(共 10 小题;每小题 1.5 分,满分 15 分)
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。
An event marking this year’s Chinese Language Day was held on May 8 in London,
bringing 100 British students to celebrate the Chinese language and culture. The event, with the theme of“Chinese Language: A Gift Across Time and Space”, featured eight workshops
highlighting 56 (remark) aspects of Chinese culture, including characters, calligraphy, poetry, martial arts, and opera masks. The activities were intended 57 (combine)
traditional customs with modern elements, 58 (range) from woodblock printing to virtual reality experiences.
“Learning Chinese is challenging, but also 59 (incredible) fun and exciting. It has helped me understand Chinese culture, which is different from the cultures I 60
(experience) before,” says Noah, a student who has studied Chinese for almost two years at the
City of London School and celebrates Spring Festival with his family each year. He also hopes his future career path will keep him 61 (connect) to China.
Zhao Fei, minister of the Chinese embassy in the United Kingdom, says: “Language serves
试卷第 12 页，共 15 页
as 62 means for exchanging ideas and a bridge for mutual understanding.” Zhao
describes mastering Chinese 63 holding a magic key through 64 students can bridge the past and present. “We are hoping the students not just to speak Mandarin but to speak across 65 (border)” he added.
第四部分写作(满分 40 分)
第一节书信写作
66 ．假定你是李华，现准备参加暑期中学生英语演讲比赛，你在语言运用、发音
（pronunciation）和语调（intonation）方面遇到了困难。请给你的外籍教师 Mr. Smith 写封信，请他帮忙提出建议。
内容包括：1. 求助事由；2. 希望指导；3. 感谢帮助。
注意：1. 词数 80 左右；2. 可适当增加细节，以使行文连贯；3.请按如下格式在答题卡的相应位置作答。
Dear Mr. Smith,
Yours sincerely,
Li Hua
第二节读后续写
67 ．阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一个完整的短文。
I'm an English self-learner. English is not my first language. Today I’m an English teacher. I like to voice that failures are not disasters. Have faith, keep moving on and never give up. You will see your hard work pay off.
I was a slow learner when I was little. Before five, I couldn't even speak in full sentences like most other children. I seldom interacted with others. I neither cried nor went, nor got angry.
试卷第 13 页，共 15 页
My extreme quietness made my parents wonder if I was mentally slow. But they were not sure. Actually, I have to admit that my memories of my early childhood are quite uncertain.
When I was in elementary school, I learned very slowly and was as quiet as a doll. While my teacher was teaching, my mind often would wander outside of the classroom to the
playground. The learning problems and inactive personality remained with me until I was in
Grade 5. As a fifth grader, I finally started interacting with my classmates. That was the first time in my memory that I had some friends. Most amazingly, from that time on, I became talkative,
laughing and playing like any normal child.
After heading full speed for my junior education, my learning situation got stuck in the mud again. In my country, students were arranged into different levels of classes based on their IQ test scores. For example, students with higher IQ scores were placed in the “outstanding class”;
average ones joined the “intermediate class”, and slower students were destined for the “bottom
class”. I was placed in the “bottom class” as a result of my below average IQ score. Most of my
teachers taught us using easy and slow methods because they considered us unable to learn much. Despite that, I never lost faith that I might one day succeed. As if to prove that when God closes a door, he will definitely open up a big window, a miracle occurred. That's when I discovered a
strong passion for English.
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作答，
Paragraph 1: At the age of 13, I found myself deeply interested in English.
_______________________________________________________________________________
_______________________________________________________________________________
Paragraph 2: That way, I could further expand my vocabulary.
_______________________________________________________________________________
试卷第 14 页，共 15 页
_______________________________________________________________________________
试卷第 15 页，共 15 页
1 ．B
【原文】M: Can you tell me the meaning of“piece of cake” What about “easy as pie”
W: Neither is about dessert. They are similar in meaning to “no problem”.
M: Well, have you ever made a pie There is nothing easy about it.
2 ．A
【原文】M: The current population of Egypt was over 101 million in 2020, which accounts for 1.31% of the total world population.
W: What language do people there speak
M: The national language is Arabic.
3 ．C
【原文】M: Can you speak French now
W: Not yet, but I want to learn it next term. So far I have already mastered Japanese, Chinese and English.
4 ．C
【原文】W: Matthew, do you know much about body language in countries around the world
M: Sure. I’ve picked up a few things from traveling around for work.
5 ．B
【原文】W: Henry, I heard you learning Chinese. Why did you want to learn this language in the first place
M: I saw some Chinese characters in a book last month and I was greatly attracted by them. I wanted to learn to write Chinese characters.
6 ．A 7 ．B
【原文】W: I read a report on the people who can use a foreign language, mainly English.
M: Really What’s it about
W: It’s mainly about the different attitudes people have towards the foreign language learning. About 27% of the people think a foreign language is a must in their daily life.
M: I can’t agree more. There are more and more people learning foreign languages.
W: That’s true. About 35% of the people are learning or willing to learn a foreign language.
M: As far as I’m concerned, many people, especially students, are forced to do so because of
exams.
答案第 1 页，共 14 页
W: Yes. That accounts for about 21%. There are also about 15% of the people who take foreign languages to be useless and they take no interest in them at all.
8 ．B 9 ．C 10 ．A
【原文】M: Where did you go last year
W: I went to Mexico to stay with a Mexican family for six months as an exchange student. I went to school every day and I had to wear a uniform. In Canada I don’t know anybody who wears a
uniform.
M: Where did you live
W: I lived with Alicia and her family in Mexico City. Alicia’s my age and we got on really well.
M: Did you speak Spanish before you went
W: A little. I learn Spanish and German from my father. And I selected a French course at college.
M: Did you enjoy the experience
W: Oh yes, I did. I’m really glad I went there. My Spanish got better and I made many good friends and Alicia is coming to stay with my family very soon.
11 ．A 12 ．A 13 ．C
【原文】M: Good morning. Since so many of you have asked me about how to learn a language, I thought it might be useful to take some class time today to discuss it. Betty, you speak several
foreign languages, don’t you
W: Yes, I speak Spanish and French.
M: And can you tell me what helped you most in learning these languages
W: What helped me most … Well, I studied both languages in high school, and I’m still studying Spanish here at the university, but I think that travel has probably been the most helpful to me.
M: Yes. When you live in a country where the language is spoken, it’s perfect.
W: That’s true. But whether or not I’m living in a country where the language is spoken, I also watch TV or listen to the radio in the language I’m trying to learn.
M: That’s good.
14 ．A 15 ．B 16 ．A
【原文】W: Hi, Matt. I heard you spent one year in the Netherlands when you were young. Were you working there
M: No. I was studying International Communication Management there.
答案第 2 页，共 14 页
W: Were the classes given in Dutch
M: No. Had they been given in Dutch, I wouldn’t have been able to follow the teachers at all.
W: I see. So did you make any friends during your time in the Netherlands
M: Certainly. And we all spoke to each other in English every day, so I made rapid progress in this language.
W: So your mother tongue isn’t English, is it
M: No. I was born in a city in southern France and I grew up there
W: I see.
17 ．B 18 ．C 19 ．A 20 ．C
【原文】
W: Pleased to be here today. My name’s Joan, and I’d like to share with you something
about my French learning. I still remember when I first started to learn the language I didn’t really have a problem with the pronunciation. I just had a hard time memorizing words. But I made a
great effort and soon I was scoring ten out often in all of the tests. By the time I got to university, I could do some writing and translations without much difficulty, and I actually enjoyed learning the grammar rules. Then as part of my university course I had to go and live in France for a year. As soon as I arrived, I realized I didn’t know how to order the type of coffee I liked, and trying to find somewhere to live or stay was something difficult to deal with. I called people about
information in the paper, but I had to keep putting the phone down because I couldn’t understand a word they were saying — they all spoke so quickly! I could see then that there’s no point in just
knowing words, if you can’t hold a conversation with a native speaker. The ability to speak freely is what helps you get a job, hold a conversation or just buy the things you need.
21 ．B 22 ．D 23 ．B
【导语】本文是一篇应用文。文章以一句话为例子，说明了语言学中，句子的组成和拆分的规律。
21 ．细节理解题。根据第五段的 “Saying the above sentence with pauses after monkeys and
intimidate can help. Now we need to replace both of the verbs, intimidate and bully, with their
(admittedly uncommon) synonym, buffalo. (说上面的句子，在猴子和恐吓后停顿会有帮助。现在我们需要把这两个动词 “恐吓” (intimidate)和 “欺负” (bully)都替换成它们的同义词
“buffalo” （公认是不常见的）)”可知，应该在第二个词和第五个词停顿，故选 B 项。
答案第 3 页，共 14 页
22 ．细节理解题。根据最后一段 “One last thing to note: This exceptional sentence is possible
because the plural of the animal buffalo is buffalo, not buffalos, otherwise all the words wouldn’t
be identical. (最后要注意的一点是：之所以会出现这个例外的句子，是因为动物 buffalo 的复数形式是 buffalo ，而不是 buffalos ，否则所有的单词就不一样了)” 可知，buffalo 这个单词单复数形式一样，故选 D 项。
23．推理判断题。根据第一段 “Let’s break it down, starting with simple phrase: (让我们从简单的短语开始分解它)” 以及第二段 “In English, we can use place names as adjective, so let’s
shorten the sentence a little.(在英语中，我们可以用地名作为形容词，所以让我们把句子缩短一点)” 结合全文内容对“Buffalo, buffalo, Buffalo, buffalo, buffalo, buffalo, Buffalo, buffalo”这个句子的解释与拆分可知，文章内容主要研究句子的组成和拆分规律，由此可推断这篇文章最有可能出现在“Linguistics Around Us（我们周围的语言学）” , 故选 B 项。
24 ．A 25 ．D 26 ．B 27 ．B
【导语】这是一篇记叙文。作者讲述在马来西亚因语言和文化差异感到隔阂，在美国则自如，展现其在两种文化间的挣扎与身份困境。
24．推理判断题。根据第一段“I stare back at the speaker blankly, my lips parted, the ideas clear in my mind but a response unable to express itself in a language in my distant range. After an
uncomfortable pause, a few words came out of my mouth, sounding forced and unnatural.(我茫然地盯着演讲者，嘴唇张开，脑海中的想法很清晰，但我无法用远处的语言表达出来。在一段不舒服的停顿之后，我嘴里说了几句话，听起来很勉强，很不自然。)”可知，作者在轶事场景中表现出明显的尴尬。故选 A 项。
25 ．细节理解题。根据第二段“But besides the family, food, and escape that Malaysia offered, trips also brought mixed feelings of guilt (愧疚) that I just couldn’t seem to translate. For one
month every few summers, I got a taste of what it feels to be an outsider in my own culture,
looking in. (但除了马来西亚提供的家庭、食物和度假之外，旅行也带来了复杂的内疚感，我似乎无法翻译。每隔几个夏天，我都会有一个月的时间来体验作为自己文化中的局外人的感觉。)”可知，作者的愧疚源于在家庭团聚时无法融入文化，产生疏离感。故选 D 项。
26 ．推理判断题。根据最后一段“In Malaysia, everything about the way I speak — my accent, intonation, sentence structure, slang — gives me away. My American-ness is seen in the way I
talk, dress, and act. Maybe my face could pass for a Malaysian local, but once I open my mouth to speak I am so clearly not. It is uncomfortable and awkward, and sometimes I wonder if I did not
答案第 4 页，共 14 页
look Asian at all would it be better, since there would be no more language expectation for me
than for a white tourist.(在马来西亚，我说话的方式——我的口音、语调、句子结构、俚语 ——都暴露了我。我的美国风格体现在我的言谈、穿着和行为上。也许我的脸可以被误认为是马来西亚当地人，但一旦我开口说话，我就很明显不是了。这让我感到不舒服和尴尬，有时我想知道，如果我一点也不看亚洲人，那会更好吗，因为对我来说，没有比白人游客更多的语言期望了。)”可推断，作者因语言差异无法被当地文化接纳，感到被困在两种身份之间。故选 B 项。
27 ．主旨大意题。通读全文可知，全文通过作者在马来西亚因语言和文化差异产生的隔阂，以及在美国作为母语者的自如，展现了她在两种文化间的挣扎与身份认同困境。所以 B 选 项 A girl between two cultures.(夹缝中的双文化女孩) 涵盖核心矛盾。故选 B 项。
28 ．A 29 ．A 30 ．C 31 ．D
【导语】本文是一篇议论文。文章对英语语言中“名词动用”这一语言现象展开讨论，以例子的形式介绍了一些基本的用法，主要分享了专家们对此的谨慎态度，部分人士的反对观点，以及作者认为这一现象不可遏制的想法。
28 ．细节理解题。根据第二段“Not so in adulthood, where we are expected to “foot”bills,
“chair”committees, and “dialogue”with political opponents(对手). Chances are you didn’t feel
uncomfortable about the sight of those verbed nouns. (但在成年后的生活中并非如此，在这种语境里，我们需要“支付（foot）”账单、“主持（chair）”委员会，还要与政治对手“对话
（dialogue）” 。看到这些名词用作动词的情况，你很可能并不会感到不适。)”可知，成年人对名词动用现象接受度较高。故选 A 项。
29．推理判断题。根据第四段中“William Strunk Jr. and E.B. White, in The Elements of Style-the Bible for the use of American English-have this to say: “Many nouns lately have been pressed into service as verbs. Not all are bad, but all are questionable.” The Chicago Manual of Style takes a
similar standpoint, advising writers to use verbs with great care. (小威廉姆·斯特伦克和 E.B.怀特在《文体要素》——美国英语使用的圣经中这样说：“近来，许多名词被用作动词。不是所有的都是坏的，但所有的都值得怀疑。”《芝加哥文体手册》也持类似观点，建议写作者谨慎使用动词。)”可知，专家们是怀疑地审视名词被用作动词这一现象，建议写作者谨慎使用。由此可知，他们对此持谨慎的态度。故选 A 项。
30 ．推理判断题。根据最后一段中“Easy conversion of nouns to verbs has been part of English grammar for centuries; it is one of the processes that make English “English.” Not every coinage
答案第 5 页，共 14 页
(新创的词语) passes into general use, but as for trying to end verbing altogether, forget it. (几个世纪以来，名词到动词的轻松转化一直是英语语法的一部分；它是使英语成为“英语” 的过程之一。并不是每一个新造的词都会被普遍使用，但至于试图完全停止使用动词，还是算了吧)”可推知，作者认为名词被用作动词这一现象是英语语言发展必不可少的一部分，结束这一用法是不可能的。故选 C 项。
31．主旨大意题。通读全文可知， 文章围绕英语语言中“名词动用”这一语言现象展开，首先以例子的形式介绍了一些基本的用法，然后主要分享了专家们对此的谨慎态度，部分人士的反对观点，以及作者认为这一现象不可遏制的想法。因此，B 选项“Summering 和Medaling很讨厌吗？”贴合文意，用文章中名词动用的两个典型用语 Summering 和 Medaling 来进行概括，适合作为标题。故选 D 项。
32 ．A 33 ．C 34 ．D 35 ．B
【导语】本文是一篇说明文。文章主要讨论了语言和思维的关系，指出两者是独立的，语言并非思考的必要条件，但语言在交流和影响思维方式上起重要的作用。
32 ．词句猜测题。根据第一段“It found that language and thought are two distinct entities (实
体), working in separate parts of the brain. They are, in short, “far more independent than we
imagined”, wrote ZME Science. (研究发现，语言和思维是两个 distinct 实体，在大脑的不同部位工作。简而言之，它们“ 比我们想象的要独立得多” ，ZME Science 写道)”可知，语言和思维是互相独立的，也就是二者并不相同。由此可知，划线词 distinct 意为“不同的” 。故选 A项。
33．细节理解题。根据第二段“You can ask people with global aphasia to solve math problems or perform social reasoning tests, and as long as the instructions are non-verbal (非语言的), they can succeed. (你可以要求患有全失语症的人解决数学问题或进行社会推理测试，只要指导是非语言的，他们就能成功)”可知，患有全失语症的人可以在非语言指导下完成社会推理测试。故选 C 项。
34 ．推理判断题。根据第四段“Fedorenko said language serves mainly as a tool for
communication. By being able to share complex information through language, humans gained an evolutionary advantage. (Fedorenko 说，语言主要是一种交流工具。通过语言分享复杂信息，人类获得了进化优势)”可推知，语言的主要作用是帮助人们理解和交流信息。故选 D 项。
35．主旨大意题。根据第一段“It found that language and thought are two distinct entities(实体), working in separate parts of the brain. They are, in short, “far more independent than we
答案第 6 页，共 14 页
imagined”, wrote ZME Science. (研究发现，语言和思维是两个不同地的实体，在大脑的不同部位工作。简而言之，它们“ 比我们想象的要独立得多” ，ZME Science 写道)”可知，文章主要探讨了语言和思维之间的关系，特别是语言是否是人类进行思考的必要条件。由此可知，本文的主要讲述了人类可以在没有语言的情况下独立思考。故选 B 项。
36 ．E 37 ．F 38 ．G 39 ．A 40 ．B
【导语】本文是一篇说明文，主要探讨外语学习中口音学习的关键点。文章指出教材常仅罗列字母发音而忽视深入讲解，如英法字母发音差异、音素组合规则、重音位置及语言节奏等，并通过具体例子说明掌握口音需关注多方面要素。
36 ．根据上文“Open a textbook for a foreign language, and one of the first things you see is an
alphabet (字母表), listing the letters used in the writing system and the sounds they represent. (打开一本外语教材，你首先看到的是字母表，列出书写系统中使用的字母及其代表的发音)”和下文“And with that, textbooks are off to greetings, words and so on, with little further thought for pronunciation.(紧接着，教材就进入问候语、单词等内容，很少进一步考虑发音)”可知，此处强调字母表作为语言学习基础的重要性。选项 E“这对俄语等不熟悉的语言体系很重要”符合语境。“this”指代前文的字母表，“important” 呼应教材以字母表开篇的意义，且通过 “Russian”举例说明不同语言体系的共性，逻辑连贯。故选 E。
37 ．根据上文“In French, the “p” in Paris sounds rather different from the “p” in English, a
difference often ignored in textbooks:the French pronunciation doesn't have the strong puff (喷出) of air of the English one.(在法语中，“Paris” 的“p”音和英语中的“p”音听起来有很大的不同，这一点在教科书中经常被忽视：法语的发音没有英语的那种强烈的气息)”和下文“As with
chemistry, the important thing is not just now the elements (元素) behave alone, but how they
come together.(就像化学一样，重要的不仅仅是元素的单独行为，而是它们是如何结合在一起的)”可知，此处需衔接 “教材提及单个音素差异但未深入讲解组合规则”。选项 F“ 即使教材或教师提到这种差异，下一步也往往缺失中”符合语境。 “this difference” 指代英法 “p”的发音差异，“next step missing” 对应后文 “未讲解音素组合规则” 。故选 F。
38 ．根据上文“French speakers who are familiar with a Texan city (Houston) usually call it
yoos-TON, not the English HYOO-ston.(法语使用者称 “休斯顿” 为 yoos-TON ，而非英语发 音 HYOO-ston)”可知，此例旨在说明法语重音规则（末尾音节重读）导致发音与英语不同。选项 G“这就是为什么法国人说 “休斯顿” 时，英语母语者听起来很陌生)”用 “that’s why”
总结前文法语重音规则的结果。故选 G。
答案第 7 页，共 14 页
39 ．根据上文“Cantonese and Italian, for instance, are “syllable-timed”: every syllable has roughly similar duration.(例如，广东话和意大利语是“音节计时” 的：每个音节的持续时间大致相似)”和下文“It means that stressed syllables occur on a regular basis.(这意味着重读音节有规律出现)”可知，此处需对比英语的节奏类型。选项 A“英语是 “重音节拍” 语言” 点明英语节奏特点，与前文 “音节节拍” 形成对比，且 “重音节拍” 对应后文 “重读音节规律出现” 。故选 A。
40 ．根据上文“English-speaking tourists sometimes find themselves speaking English with a
strange mixed accent when they go abroad.(说英语的游客出国时，有时会发现自己说的英语带有奇怪的混合口音)”以及下文“But as with drumming or dancing, a little clear teaching never
hurts.(但就像打鼓或跳舞一样，一点清晰明了的指导从来不会有害处)”可知，此处需解释混合口音的原因与节奏模仿相关。选项 B“语言节奏可以模仿” 既说明游客可能无意识模仿当地节奏导致口音变化，又与后文 “节奏需练习” 的类比一致。故选 B。
41 ．A 42 ．D 43 ．C 44 ．B 45 ．B 46 ．A 47 ．C 48 ．D
49 ．C 50 ．A 51 ．A 52 ．D 53 ．A 54 ．B 55 ．D
【导语】本文是一篇记叙文。文章主要讲述了作者作为国际学生在中国学习中文的经历和感受。
41 ．考查名词词义辨析。句意：我学习中文的旅程始于一种简单的好奇心。A. journey 旅程； B. dream 梦想；C. promise 承诺；D. interest 兴趣。根据后文“Overall, my learning experience has been a challenging but 13 journey.”可知，作者学习中文的旅程始于好奇心。故选 A。
42．考查动词词义辨析。句意：一个当地的学生亲切地向我展示了如何发音一些基本的单词和短语。A. write 写；B. copy 复制；C. describe 描述；D. pronounce 发音。根据后文“because I was unsure about my pronunciation”可知，一个当地的学生向作者展示一些单词和短语如何发音。故选 D。
43．考查形容词词义辨析。句意：当时，我既感到兴奋又感到紧张，因为我不确定自己的发音。A. angry 生气的；B. proud 骄傲的；C. nervous 紧张的；D. hungry 饥饿的。根据后文“because I was unsure about my pronunciation”可知，作者因为不确定自己的发音而感到紧张。故选 C。
44．考查名词词义辨析。句意：然而，我第一次尝试说中文进行得很顺利，我很高兴地发现我能让别人理解我。A. trouble 麻烦；B. attempt 尝试；C. task 任务；D. contest 比赛。根据前文“During my orientation week (迎新周), I first met Chinese. A local student kindly showed me
how to 2 some basic words and phrases.” 可知，作者在迎新周上第一次尝试说中文。
答案第 8 页，共 14 页
故选 B。
45．考查动词词义辨析。句意：然而，我第一次尝试说中文进行得很顺利，我很高兴地发现我能让别人理解我。A. remembered 记得；B. understood 理解；C. compared 比较；D. respected尊重。根据前文“my first 4 at speaking Chinese went smoothly”可知，作者第一次尝试说中文很顺利，能被别人理解。故选 B。
46．考查动词词义辨析。句意：从那时起，我决定沉浸在这种语言和文化中，寻找机会练习中文。A. practice 练习；B. research 研究；C. examine 检查；D. hear 听见。根据前文“I decided to immerse myself in the language and culture”可知，作者决定学习中文，所以他会寻找机会练习中文。故选 A。
47．考查动词词义辨析。句意：我加入了一所当地的语言学校，开始上课，在那里我遇到了许多友好和支持的老师和学生。A. choosing 选择；B. giving 给予；C. attending 参加；D.
reviewing 回顾。根据前文“I joined a local language school”可知，作者去当地的语言学校上中文课。attend classes 为固定搭配，意为“上课” 。故选 C。
48．考查名词词义辨析。句意：我加入了一所当地的语言学校，开始上课，在那里我遇到了许多友好和支持的老师和学生。A. workers 工人；B. scientists 科学家；C. doctors 医生；D. teachers 老师。根据后文“and students”可知，在当地的语言学校，作者遇到了许多友好的老师和学生。故选 D。
49．考查动词词义辨析。句意：通过这些课程，我能够提高自己的听力、口语、阅读和写作能力，以及对中文语法和句法的更好理解。A. driving 驾驶；B. drawing 画画；C. reading 阅读；D. acting 表演。根据前文“improve my listening, speaking”及后文“writing skills”可知，这些课程提高了作者的听力、口语、阅读和写作能力。故选 C。
50 ．考查形容词词义辨析。句意：然而，学习中文并不容易。A. easy 容易的；B. important重要的；C. interesting 有趣的；D. helpful 有帮助的。根据后文“The pronunciation and idioms used in Chinese can be quite challenging”可知，作者觉得学习中文并不容易，因为一些发音和成语很难学会。故选 A。
51．考查动词词义辨析。句意：中文中的发音和成语很难掌握，所以我经常不得不练习几个小时来理解它们背后的故事并有效地交流。A. master 掌握；B. use 使用；C. record 记录；
D. repeat 重复。根据后文“so I often had to practice hours to understand the story behind them and communicate effectively”可知，作者经常不得不练习几个小时来理解成语背后的故事并有效地交流，所以这些东西并不好掌握。故选 A。
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52．考查名词词义辨析。句意：此外，中国和我家乡之间的文化差异有时可能不熟悉，但我已经学会了接受这些差异。A. stories 故事；B. traditions 传统；C. attractions 景点；D. differences差异。根据后文“but I have learned to accept these differences”可知，中国和作者的家乡之间有很多的文化差异。故选 D。
53．考查形容词词义辨析。句意：总的来说，我的学习经历是一段充满挑战但又很有收获的旅程。A. rewarding 有收获的；B. romantic 浪漫的；C. perfect 完美的；D. joyful 快乐的。根据后文“I have met many 14 people, and with their help I have been able to develop a
deeper understanding of Chinese culture and language.”可知，作者的学习经历是一段充满挑战但又很有收获的旅程，他得到了很多的人的帮助，更深的了解的中国的文化。故选 A。
54．考查形容词短语辨析。句意：我遇到了很多善良的人，在他们的帮助下，我对中国的文化和语言有了更深的理解。A. hard-working 勤奋的；B. kind-hearted 善良的；C. good-looking好看的；D. strong-willed 意志坚强的。根据后文“with their help I have been able to develop a deeper understanding of Chinese culture and language”可知，作者遇到了很多善良的人，因为这些人帮助了他。故选 B。
55．考查动词词义辨析。句意：我预测我的中文学习之旅不会很快结束，我很兴奋能继续探索这种迷人的语言和文化。A. change 改变；B. succeed 成功；C. develop 发展；D. end 结束。根据后文“and I am excited to continue exploring this fascinating language and culture”可知，作 者还会继续学习中文和中国的文化，所以他预测他的中文学习之旅不会很快结束。故选 D。
56．remarkable 57．to combine 58．ranging 59．incredibly 60．have experienced
61 ．connected 62 ．a 63 ．as 64 ．which 65 ．borders
【导语】本文一篇新闻报道。文章主要介绍了在伦敦举行的“ 中文日”庆祝活动，活动旨在展示中国文化的魅力，促进中英文化交流，100 名英国学生参与了包括书法、诗歌、武术等在内的文化工作坊，体验了传统与现代相结合的中国文化。
56 ．考查形容词。句意：活动以“ 中文：跨越时空的礼物”为主题，设置了八个工作坊，展示了中国文化的显著方面，包括汉字、书法、诗歌、武术和戏曲脸谱。空处修饰名词 aspects，
aspects 为名词，需用形容词作定语修饰。故填 remarkable。
57．考查非谓语动词。句意： 这些活动旨在将传统习俗与现代元素相结合，内容涵盖从木版印刷到虚拟现实体验等诸多方面。“be intended to do sth.”为固定用法，意为“ 旨在做某事” 。故填 to combine。
答案第 10 页，共 14 页
58 ．考查非谓语动词。句意：这些活动旨在将传统习俗与现代元素相结合，内容涵盖从木版印刷到虚拟现实体验等诸多方面。were 为谓语动词，空处需填非谓语动词作状语，activities与 range 为主谓关系，需用现在分词作状语。故填 ranging。
59 ．考查副词。句意：学习中文很有挑战性，但也非常有趣和令人兴奋。空处修饰形容词fun and exciting ，需用副词形式。故填 incredibly。
60 ．考查动词时态。句意：诺亚说：“它帮助我了解了中国文化，这与我以前体验过的文化不同。”诺亚是一名在伦敦城市学校学习中文近两年的学生，每年都会和家人一起庆祝春节。根据时间状语 before可知，此处表示“过去的动作对现在的影响”，需用现在完成时，主语为 I 。故填 have experienced。
61 ．考查非谓语动词。句意：他也希望未来的职业道路能让他与中国保持联系。“keep sb. connected to...”为固定用法，意为“使某人与 保持联系” ，connected 为过去分词作宾语补足语。故填 connected。
62．考查冠词。句意：中国驻英国大使馆公使赵飞表示：语言是交流思想的工具，也是增进相互理解的桥梁。means 意为“手段；方法”时为可数名词，此处表示泛指，且 means 以辅音音素开头，需用不定冠词 a 。故填 a。
63．考查介词。句意：赵将掌握中文描述为持有一把神奇的钥匙，学生们通过这把钥匙可以连接过去与现在。“describe...as...”为固定搭配，表示“将 描述为 ”。故填 as。
64．考查定语从句。句意：赵将掌握中文描述为持有一把神奇的钥匙，学生们通过这把钥匙可以连接过去与现在。分析句子结构，空处引导定语从句，先行词为 key ，指物，且关系词前有介词 through ，需用关系代词 which 引导。故填 which。
65．考查名词。句意：他补充道：我们希望学生们不仅能说普通话，还能跨越国界交流。border为可数名词，此处表示泛指“ 多个国界” ，需用复数形式。故填 borders。
66 ．Dear Mr. Smith,
I’m Li Hua. I’m currently gearing up for the upcoming Summer English Speech Contest for
middle school students. However, I’ve encountered some challenges in language use,
pronunciation, and intonation, which I believe are crucial for delivering an effective speech.
I’m writing to ask if you could kindly offer me some guidance on these aspects. Perhaps we could arrange a time for a one-on-one session where you could provide me with some
personalized feedback and suggestions.
Thank you very much for considering my request. I’m looking forward to your positive
答案第 11 页，共 14 页
response and the opportunity to learn from you.
Yours sincerely,
Li Hua 【导语】本篇书面表达属于应用文。要求考生以李华的身份给外籍教师 Mr. Smith 写一封信，就自己在准备暑期中学生英语演讲比赛时遇到的语言运用、发音和语调方面的困难寻求帮助。
【详解】1.词汇积累
准备：gear up for → prepare for
遇到：encounter → meet with
挑战：challenge → difficulty
重要的：crucial → vital
2.句式拓展
简单句变复合句
原句：I’m currently gearing up for the upcoming Summer English Speech Contest for middle school students..
拓展句：I’m currently gearing up for the upcoming Summer English Speech Contest which is aimed at middle school students.
【点睛】【高分句型 1】However, I’ve encountered some challenges in language use, pronunciation, and intonation, which I believe are crucial for delivering an effective speech.（运用了 which 引导的非限制性定语从句）
【高分句型 2】Perhaps we could arrange a time for a one-on-one session where you could provide me with some personalized feedback and suggestions.（运用了 where 引导的定语从句）
67．
At the age of 13, I found myself deeply interested in English. It was the movie called Roman Holiday that attracted my attention. From then on, I watched English movies from time to time.
While watching, I followed the pronunciation, stress and intonation of speakers, which was my
great pleasure. I also tried to communicate with my teachers and classmates in English. Even if
they would make fun of me, I didn’t mind. To my surprise, I was transferred from the bottom class to the top due to my progress, which was a miracle. To enlarge my vocabulary, I read as many
stories and articles as possible.
That way, I could further expand my vocabulary. I continued to self-learn English step
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by step. I even tried to write English diaries and rewrite some famous stories, one of which was published in our school newspaper. With these achievements, I had more faith in myself.
Therefore, English was given priority when I chose my major at university. Wandering in the ocean of English, appreciating different cultures, I couldn’t be happier more. After graduating from college, I was determined to be an English teacher to share my experience in learning
English to help more students. My story proves that everyone has the ability to learn English. Success has less to do with IQ, but more to do with hard work and strong passion.
【导语】本文以时间发展为线索展开，讲述了作者是一个自学英语者，现在是英语老师，但是作者从小就有语言学习上的问题，原因是母亲在怀自己的时候吃了一些药，对作者早期的智力发育有影响，在中学的入学智力测试时，作者被分到了底层的班级，学习的东西也比较浅显，但是作者没有丧失学习的信心，作者发现自己对学习英语有很大的热情。
【详解】1.段落续写：
①由第一段首句内容“13 岁时，我发现自己对英语产生了浓厚的兴趣。”可知，第一段可描写作者如何学习英语，除了学习英语课本外，作者还额外利用英语杂志、英语节目和写英语日记来学习英语，作者最终成为了一位英语老师。
②由第二段首句内容“这样，我可以进一步扩大我的词汇量。”可知，第二段可描写作者对学习的感悟，成功和努力和坚持有关，和智商无关，作者鼓励人们在学习的时候不要丧失信心，只有这样才能赢。
2.续写线索：讲述学习过程——付出得到回报——继续学习——取得成就——成为英语老师——经验分享
3.词汇激活行为类
①吸引注意力：attract my attention/draw attention to/catch my attention
②努力去做：try to do/try one’s best to do/make every effort to do
③取笑：make fun of/laugh at情绪类
①惊奇：to my surprise/to my astonishment
②有信心：have faith in/be confident in
③非常高兴：couldn’t be happier/on cloud nine
【点睛】[高分句型 1] It was the movie called Roman Holiday that attracted my attention. (运用
答案第 13 页，共 14 页
了强调句型)
[高分句型 2] While watching, I followed the pronunciation, stress and intonation of speakers, which was my great pleasure. (运用了状语从句的省略和 which 引导定语从句)
[高分句型 3] Wandering in the ocean of English, appreciating different cultures, I couldn’t be happier more. (运用了现在分词作状语)
答案第 14 页，共 14 页

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