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Unit 4核心素养测评卷
(满分150分,限时120分钟)
选择题部分
第一部分　听力(共两节,满分30分)
第一节　(共5小题;每题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。
(　B　)1. What is the man busy doing
A. Making tea.
B. Dealing with his work.
C. Solving a math problem.
(　B　)2. What does the man mean
A. The girl should persuade her mother.
B. The girl can’t go to the party.
C. The girl is allowed to go.
(　B　)3. What does the woman ask the man to do
A. Finish the work in the study.
B. Take care of the children.
C. Clean the trash.
(　A　)4. What will the weather be like tomorrow morning 　
A. Rainy.　 B. Windy.　
C. Sunny.
(　C　)5. Why does the man make the phone call
A. To confirm his schedule.
B. To get some information.
C. To cancel his appointment.
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。
(　B　)6. How will the speakers go downtown
A. By bike.
B. By bus.
C. By taxi.
(　C　)7. What is the woman going to do
A. Withdraw some money.
B. Charge her phone.
C. Check the bus routes.
听第7段材料,回答第8至10题。
(　A　)8. Where probably are the speakers
A. In a café.
B. In a flower shop.
C. In a clothing store.
(　A　)9. What gift will Alice give to her mother on Mother’s Day
A. A card.
B. A scarf.
C. A book.
(　B　)10. What does the man think of Alice’s last suggestion
A. Just so-so.
B. Quite satisfactory.
C. A bit disappointing.
听第8段材料,回答第11至13题。
(　A　)11. What are the speakers mainly talking about
A. How to relieve anxiety.
B. How to improve memory.
C. How to communicate with others.
(　C　)12. What relation is the woman to the man
A. His classmate.　
B. His mother.
C. His friend.
(　A　)13. What does the woman remind the man to do at the end of the conversation
A. Go to bed on time.
B. Perform a song.
C. Write an article.
听第9段材料,回答第14至17题。
(　B　)14. What is the man doing
A. Teaching a class.
B. Having an interview.
C. Giving some advice.
(　A　)15. What did the woman do last week
A. She took a test.
B. She got a certificate.
C. She attended an English lesson.
(　C　)16. What leaves a strong impression on the man
A. The woman’s communication skills.
B. The woman’s listening skills.
C. The woman’s survival skills.
(　B　)17. What will the woman do next
A. Make a decision.
B. Wait for a call.
C. Apply for the position.
听第10段材料,回答第18至20题。
(　C　)18. Who is the speaker
A. A student.
B. A programme host.　
C. An office clerk.
(　A　)19. What do we know about Victoria High School
A. It has about 50% of foreign staff.
B. It has 56 years of history.
C. It never has an exchange student.
(　C　)20. Where is the speaker from
A. Finland.　
B. Spain.　
C. France.
【听力材料】
Text 1
W: Hi, Dad. Could you please help me with this math problem
M: Okay, but wait a few minutes. I’m emailing some urgent documents to my clients.
W: Alright. Let me get you a cup of tea first.
Text 2
W: Dad, my classmate Maria is throwing an overnight party at her home. Can I go
M: You can go to your mom for advice.
W: She didn’t allow it, so I’m asking you for permission.
M: Well, if your mother already said no, then this conversation is over.
Text 3
W: Richard, can you walk out of the study and mind the children for an hour when I go to the supermarket
M: Sure. I was done with my work just now. Will you take out the trash when you leave
W: Alright.
Text 4
M: Let’s go for a run in the park nearby tomorrow morning.
W: I’d love to, but heavy showers are forecast then.
M: Oh, no! But the sun shone brightly in the sky and the flowers waved in the breeze this afternoon.
Text 5
M: Hi, is that Lucy This is Bob.
W: Hi, Bob. What’s up
M: I’m sorry but I won’t be able to make it to your birthday party next Wednesday. I have to go to Shanghai on business next Monday, and I won’t be back until next Thursday.
W: Never mind. Work comes first.
Text 6
W: Let’s find a place to shelter from the pouring rain.
M: Look! There’s a bus stop. Hurry up! The bus is coming soon.
W: Wonderful. Why not take it to go downtown We can’t ride a bike now, and it seems impossible to call a taxi in such bad weather.
M: That’s true. Did you bring your bus pass
W: I’m afraid not. What’s worse, my phone is running out of battery.
M: Don’t worry. I always have some cash with me for emergencies.
W: That couldn’t be better. Now, let me take a look at the bus routes on the board here. We need to know which bus we should take.
Text 7
M: Hi, Alice. What are you doing here
W: Hi, Mark. I’m making a card for my mom while waiting for my coffee. It’s Mother’s Day this Sunday. At first I wanted to send her a bunch of flowers. But my brother told me that a handmade card was more meaningful.
M: Oh, yes, I almost forgot. You’re so sweet. I should prepare something for my mom, too. Do you have any suggestions
W: How about a silk scarf I’ve noticed your mom is stylish, and blue suits her.
M: But I got my mom a green one as a birthday gift last year. It matched her white trousers.
W: Well, let me see…Is she keen on reading If so, why not choose a book for her
M: That’s a good idea. She has a preference for science fiction. She finished reading The Three-Body Problem last month.
W: Great. I happen to know there is a bookstore around the corner, across from a convenience store. Let’s go and have a look after finishing our coffee.
Text 8
M: This will be my first time giving a presentation. I’m very nervous. Do you have any suggestions
W: Have you ever performed on stage
M: Yes, but not on official occasions. I’ve sung songs in front of my classmates in the classroom more than once.It was quite fun.
W: Okay, that experience can also be helpful. Just regard the audience as your classmates and don’t be scared of them.
M: Huh, I can try that. What about my notes I prepared many notes to help me finish the speech. I have a bad memory for articles.
W: You can use them sometimes, but I suggest you memorise the content. Otherwise, people may get the impression that you haven’t prepared well.
M: Got it. I will try to remember as much as I can. I have the whole night to do it.
W: Good, but don’t stay up unless you want to look tired.
M: Thanks, Jane. I must treat you to lunch after my presentation.
Text 9
M: What do you think are your advantages
W: Well, I get along with the kids, and I believe I can take good care of them. I’m pretty good at English, and I have got all the certificates that the position requires.
M: That’s great. The result of the written test in English you had last week shows your excellent writing skills. Then how about your English speaking and listening What’s more, the job requires good organisational skills.
W: I used to give classes in English in my last job. And I often organised after-class activities. Besides, I have learned some survival skills, like making a fire and putting up a tent.
M: Really Very impressive. You’re the person we’re looking for. Do you have any questions about the job
W: Yeah. May I ask about the salary
M: You will be paid $400 a week. We will call you with our decision within three days.
W: Okay. Thank you.
Text 10
Hi, Camila. Nice to meet you. My name is Jenney Dupont. I work in the Student Affairs Office. First, I must say that I am truly glad that you and your family have chosen Victoria High School for your studies. I hope that you will not only learn a lot here, but also find good friends, have fun and adapt to life here. Next, let me introduce our school to you. Victoria High School has a 65-year history. Besides, nearly 50% of the teachers and other staff were born overseas.I am also one of them. My father is French. And I was born in Paris. Of course, my family and I all speak English, but I can also speak a little Spanish. You can always find me in the office if you get into difficulties. And now I’ll take you to your class, which once had an exchange student called Daniel from Finland. He spent eight months in this class. He said that he had warm memories and made many friends here. So I’m sure you will get along well with these cute students. OK. Let’s go!
第二部分　阅读理解(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 和 D 四个选项中, 选出最佳选项。
A
What Your Dog’s Behaviours Mean
A Straightened Tail
When you see a dog’s tail in the air, that dog probably feels very excited or confident about something. If its tail is shaky and remains up, the dog probably just feels challenged in a way. Whenever a dog is content, its tail is always level with its body. However, if the tail is hanging low, this shows some kind of insecurity.
Chewing Your Furniture
When puppies start teething, they start chewing things around. It just means that they have not been getting as much physical activity as their bodies needs. You can easily help by taking them out for a nice walk or helping them exercise in some other ways.
Tilting (倾斜) Their Heads
When you are talking to dogs, you subconsciously end up speaking in a higher pitch. The dogs tip their heads in an attempt to understand what you are saying. Dogs have a great way of reading different body language and responding to vocal cues. They recognise specific words especially those associated with treats they love or walks. A certain theory states that dogs will move their heads in that manner as a way of adjusting their ears so that they can listen better.
Raising Their Ears
When you see a dog raise its ears, just know it’s listening keenly to you. It happens when they are unfamiliar with a certain sound and trying to figure it out. So when you see this, just allow your dog to figure out things slowly for a second. After all, it’s very nice to have a dog that is observant.
(　C　)21. If a dog keeps its tail hanging low, it suggests it feels 　　　　.
A. satisfied B. thrilled
C. unsafe D. challenged
(　B　)22. What should you do if your dog is chewing your furniture
A. Tie the dog.
B. Walk the dog.
C. Feed the dog.
D. Bathe the dog.
(　C　)23. Which of the following behaviours shows the dog is listening attentively
A. Waving its tail.
B. Moving its head.
C. Raising its ears.
D. Showing its teeth.
语篇解读:本文是一篇应用文。文章主要介绍了家犬常见的四种姿势及其所表示的含义。
21. C　【解析】 细节理解题。根据A Straightened Tail部分中的“However, if the tail is hanging low, this shows some kind of insecurity.”可知,家犬尾巴低垂表示其感到不安全。
22. B　【解析】 细节理解题。根据Chewing Your Furniture部分中的“You can easily help by taking them out for a nice walk or helping them exercise in some other ways.”可知,家犬咬家具时,主人可以遛狗或带它进行其他形式的活动。
23. C　【解析】 细节理解题。根据Raising Their Ears部分中的“When you see a dog raise its ears, just know it’s listening keenly to you.”可知,家犬竖起耳朵的行为代表其在专注倾听。
B
Politicians, business bosses, and other types of leaders indeed tend to like speaking with their hands, but does the habit influence how others interpret those words To get to the bottom of it, a team of researchers from the Max Planck Institute for Psycholinguistics conducted a series of experiments on volunteers who viewed videos of people speaking with and without hand movements.
After showing the volunteers videos of people speaking under different conditions, the researchers asked them questions about what they had heard. Some conditions involved the speaker stressing different parts of words in a sentence. Other conditions involved the speaker making various types of hand gestures, such as pointing and sweeping movements. The team recorded the volunteers as they viewed the video recordings, questioning the volunteers afterward about what they had seen and heard.
Researches found that the volunteers were more affected by syllables (音节) spoken with the conjunction of hand gestures: In 20 percent of the cases, the viewers were more likely to have heard and interpreted the word spoken with a hand gesture. Interestingly, however, volunteers were 40 percent more likely to hear the wrong sound when a mismatch between the word spoken and the hand gesture occurred.
Body language expert Carol Goman said, “Studies have found that speaking with your hands really can change the view of your character. People who communicate through active gesturing tend to be considered warm, agreeable, and energetic, while those who remain still are seen as logical, cold, and analytic. In fact, a 2015 study that studied TED Talks, which posts international talks online, found that the most popular speakers used nearly twice as many gestures as the least popular speakers used.”
The research team said that their findings suggest that hand gestures are an important part of in-person communication that have a direct impact on what the listener hears. Furthermore, they suggest that our responses to hand gestures may be something we learn as we grow up.
(　B　)24. What’s the researchers’ purpose of doing the experiments
A. To examine the volunteers’ interpreting skills.
B. To test the impact hand gestures have on the effectiveness of speaking.
C. To record the volunteers’ questions for the speaker.
D. To confirm the influence hand movements have on leaders.
(　A　)25. What did the researchers find in the experiments
A. Hand movements affected what the listener heard.
B. The speaker stressed different parts of words in a sentence.
C. People spoke with different kinds of hand gestures.
D. The most popular speakers used more gestures than the least popular speakers did.
(　B　)26. What does the underlined word “conjunction” mean in Paragraph 3
A. Assistance.
B. Combination.
C. Disturbance.
D. Interpretation.
(　D　)27. What may the researchers agree with
A. Gestures can influence others’ view on ones’ personality.
B. Understanding gestures is a must in every language.
C. In-person communication helps interpret gestures.
D. Responses to gestures are learning behaviour.
语篇解读:本文是一篇说明文。文章主要介绍了研究人员通过实验发现,在谈话中使用手势与否会对听众产生很大影响。
24. B　【解析】 细节理解题。根据第一段内容可知,研究人员做实验的目的是测试手势对说话有效性的影响。
25. A　【解析】 细节理解题。根据第三段内容以及最后一段第一句话可知,研究人员在实验中发现手势会影响听者听到的内容。
26. B　【解析】 词义猜测题。根据画线词后面的“In 20 percent of the cases, the viewers were more likely to have heard and interpreted the word spoken with a hand gesture.”可知, 此处是指志愿者更容易受到与手势相结合的音节的影响,conjunction意为“结合”,与combination意思相近。
27. D　【解析】 推理判断题。根据最后一段中的“Furthermore,they suggest that our responses to hand gestures may be something we learn as we grow up.”可知,研究人员可能认同“对手势的反应是一种学习行为”这一观点。
C
Tie an Italian’s hands behind his back, and he’ll be speechless, which is an old joke in the US. However, Susan Goldin-Meadow, author of the book Thinking with Your Hands, has a rather different view.
“Almost everyone gestures, not just Italians,” she laughs. “Conference interpreters gesture in their little rooms, though no one is looking at them. Even people born blind gesture when they speak, including to each other. In the TV series, The Crown, Lady Diana is warned that her hands may reveal her real emotions, which could be dangerous and that they have to be tied together so she can learn to speak without gesturing.”
The gesture under discussion here is the so-called “co-speech gesture”. It is much more abstract (抽象) than symbolic gestures such as putting a finger over the lips for “Silence!” or raising a finger to mean “Great!”. Like words, such symbolic gestures are fixed within cultures (but vary between them). Instead, co-speech gestures that accompany speech are another channel of information and emotion. For example, experimental subjects are asked to watch a film in which a cat runs, but they are told to lie and say it jumped. They may do so in words—while their hands will make a running movement. The co-speech gestures are not sign languages, either. They have clearly defined words and grammar and differ from place to place just as spoken ones do.
And the co-speech gestures have great potential for practical applications. For example, teachers are encouraged both to use gestures themselves and to observe those their students make. Some students who fail in a tricky mathematics problem may gesture in a way that indicates they are on the edge of getting it; they should be taught differently from the ones whose gestures suggest that they are entirely at sea.
“Children with language delays caused by brain injuries at or around birth are likely to catch up verbally by the age of about 30 months, if they gesture as much as their peers. Those who gesture less are more likely to need early intervention,” Susan Goldin-Meadow adds. “Co-speech gesturing is not just about a lack of control. It is about thinking and communication, and is an aid to both.”
(　D　)28. What does Susan Goldin-Meadow really want to tell us in Paragraph 2
A. Lady Diana is probably an emotional woman.
B. Italians are very talkative and gesture too much.
C. It is unnatural for the blind to gesture to each other.
D. Co-speech gestures are used by all of us unknowingly.
(　C　)29. What can we say about sign languages
A. They are as abstract as co-speech gestures.
B. They are usually learned by human beings naturally.
C. They have distinctly structured words and grammar.
D. They vary from culture to culture and person to person.
(　C　)30. What does the author suggest teachers do in the passage
A. Put enough trust in students.
B. Encourage students to tell the truth.
C. Observe the co-speech gestures carefully.
D. Teach as many tricky problems as possible.
(　A　)31. What is the main idea of this passage
A. Co-speech gestures play a vital part in communication.
B. Symbolic gestures differ greatly from co-speech gestures.
C. Co-speech gestures are more difficult than sign languages.
D. Symbolic gestures have great potential for practical applications.
语篇解读:本文是一篇说明文。文章主要介绍了一种身体语言——伴随言语手势及其用途。
28. D　【解析】 推理判断题。根据第二段中的“Conference interpreters gesture in their little rooms…Even people born blind gesture when they speak, including to each other. In the TV series, The Crown, Lady Diana is warned that her hands may reveal her real emotions… ”可知,Susan Goldin-Meadow认为这种伴随言语手势是下意识的,而且所有人都会用。
29. C　【解析】 细节理解题,根据第三段中的“The co-speech gesture is not sign languages, either. They have clearly defined words and grammar and differ from place to place just as spoken ones do.”可知,手语有明确的单词和语法。
30. C　【解析】 推理判断题。根据第四段中的“For example, teachers are encouraged both to use gestures themselves and to observe those their students make…”可知,作者会建议教师细致观察学生手势,来确定学生是否真正理解而更好地分开教学。
31. A　【解析】 主旨大意题。通读全文,尤其是最后一段中的“Co-speech gesturing is not just about a lack of control. It is about thinking and communication, and is an aid to both.”可知,文章主要内容与伴随言语手势在交流中的重要作用有关。
D
Trendy “baby signing” (婴儿手语) classes established to strengthen language skills actually make little difference to children’s development, according to the new research. Researchers argued there was no evidence that the lessons—in which babies are taught simple gestures to communicate their everyday needs—enable children to talk quicker than their peers.
Baby signing is now a multi-million pound industry, with thousands of parents paying for classes, books and DVDs and teaching young children simple gestures for words and phrases, such as “milk”, “all gone” and “tired”.
Research from Hertfordshire University, however, disapproved of some claims advocating baby signing. In the research, 40 mothers were involved with their eight-month-old babies. Half of the sample was taught a list of gestures and half was not. Each baby’s development was tracked over a 12-month period. It turned out that the strategy did make mothers more responsive to their children’s non-verbal signals but failed to boost babies’ vocabulary.
Dr Liz Kirk, from Hertfordshire’s department of psychology, said, “Although babies learnt the gestures and used them long before they started talking, they did not learn the associated words any faster than the non-gesturing babies, nor did they show enhanced language development.” Although introducing baby signing could encourage parents to “think of their baby as an individual with a mind”, it was a motivating home environment where parents regularly talk to their children that worked much more effectively, researchers warned.
Some teachers and mothers were barely convinced by the findings. With baby signing becoming a big business, mothers, particularly first time mums or less confident parents, feel the pressure to follow suit and flood into the crazy rush targeted at babies.
(　C　)32. What does the research indicate about baby signing classes
A. They enjoy great popularity.
B. They help make great profits.
C. They fail to improve babies’ speaking ability. 　
D. They have no impact on the mother-child relationship.
(　D　)33. What can enhance babies’ language development according to the researchers
A. Creating a quiet environment.
B. Using simple words and phrases.
C. Buying them more books and DVDs.
D. Chatting to them as frequently as possible.
(　A　)34. Why do some new mothers take baby signing classes
A. They are mainly affected by others.
B. They don’t want to be looked down upon.
C. They are persuaded by the research results. 　
D. They don’t know how to teach their children.
(　D　)35. What is the author’s purpose in writing the passage
A. To advertise baby signing classes.
B. To prove the effectiveness of baby signing classes.
C. To criticise the act of attending baby signing classes.
D. To present the new discovery of baby signing classes.
语篇解读:本文是一篇新闻报道。文章主要报道了一项最新研究结果——为高语言能力而开设的婴儿手语课程实际对儿童的语言技能发展几乎没有作用。
32. C　【解析】 推理判断题。根据第一段中的“Researchers argued there was no evidence that the lessons—in which babies are taught simple gestures to communicate their everyday needs—enable children to talk quicker than their peers.”可知,研究指出婴儿手语课程并不能提升孩子的语言发展能力。
33. D　【解析】 推理判断题。根据第四段中的“…it was a motivating home environment where parents regularly talk to their children that worked much more effectively, researchers warned”可知,父母尽可能多的与孩子交谈能够促进婴儿语言发展。
34. A　【解析】 细节理解题。根据最后一段中的“With baby signing becoming a big business, mothers, particularly first time mums or less confident parents, feel the pressure to follow suit and flood into the crazy rush targeted at babies.”可知,新手妈妈们参加婴儿手语课程主要是受到周围人的影响。
35. D　【解析】 写作意图题。根据第一段中的“Trendy ‘baby signing’ …actually make little difference to children’s development…there was no evidence that the lessons…enable children to talk quicker than their peers.”可知,作者撰写这篇文章的目的是介绍关于婴儿手语课程的新发现,即这些课程可能并没有宣传中所说的那么有效。
第二节　(共5小题;每小题2.5分, 满分12.5分)
根据短文内容, 从短文后的选项中选出能填入空白处的最佳选项。选项中有两项为多余选项。
It’s well-known by all the people to greet friends with a smile and a wave. 　36　 However, what happens if your face and body send mixed messages Would someone tend to believe the look on your face or the way you behave
Recently, scientists have dealt with these questions. They found that when a person is staring at your face, he might not believe what he sees if your body doesn’t match the feeling that your face shows. 　37　 Previous study had showed that the tone of a person’s voice can be more important than the words spoken. For example, most people are more likely not to believe a person who says in a flat voice, “I’m so excited.”
When talking about emotions conveyed by facial expressions and body language, most scientists suspected that the face was more important. To test if this was true, psychologists from the Netherlands and Boston showed people a number of pictures of isolated faces and isolated bodies that showed anger or fear. 　38　
An angry face had low eyebrows and tight lips. A frightened face had high eyebrows and a slightly open mouth. 　39　 A scared body had arms forward and shoulders square, as if ready to fight back.
These results told the researchers that mixed messages can confuse people. Even when people pay attention to the face, body language surely influences the emotion they read.
　40　 And if you want to be understood, it helps to avoid sending mixed messages.
A. Studying such mixed messages is nothing new for scientists.
B. So, your body language is important for telling people your feelings.
C. Scientists feel new to study the mixed message that puzzles people.
D. An angry body had arms back and shoulders at an angle, as if ready to fight.
E. Body language can sometimes be misunderstood in different culture backgrounds.
F. They also showed pictures where angry or scared faces were paired with angry or scared bodies.
G. When doing this, your face and body work together to show your friends that you are happy to see them.
36. 　G　　37. 　A　　38. 　F　
39. 　D　　40. 　B　
语篇解读:本文是一篇说明文。文章主要介绍了与肢体语言相关的信息和科学研究。
36. G　【解析】 考查学生对上下文的理解。空格前提到人们都知道当与朋友打招呼时,会微笑并摆手示意,空格处会提到碰到朋友时的情形。选项G“这样做时, 你的表情和身体协同工作,向你的朋友展示你很高兴见到他们”承接上文。
37. A　【解析】 考查学生对上下文的理解。根据下文中的“Previous study had showed that the tone of a person’s voice can be more important than the words spoken.”可知,科学家在之前就已经开始研究混合信息,选项A“研究这些混合的信息对于科学家来说,不是什么新鲜事”符合语境。
38. F　【解析】 考查学生对上下文的理解。空格前提到科学家已经分别展示了单独的脸部和身体图片,这些图片显示了愤怒或恐惧的情绪。选项F“他们同时又展示了愤怒或恐惧的脸部与愤怒或恐惧的身体相匹配的图片”承接上文。
39. D　【解析】 考查学生对上下文的理解。根据下文中的“A scared body had arms forward and shoulders square, as if ready to fight back.”可知,空格处会提到愤怒或恐惧时人们胳膊或肩膀的姿势。选项D“生气时的身体胳膊向后,肩膀成一定角度,好像随时准备打架”符合语境。
40. B　【解析】 考查学生对上下文的理解。根据下文中的“And if you want to be understood, it helps to avoid sending mixed messages.”可知,空格处会提到肢体语言在告诉别人情绪时的重要性,选项B“你的肢体语言对于告知别人你的感觉很重要”符合语境。
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, 从短文后各题所给的 A、B、C 和 D 四个选项中, 选出可以填入空白处的最佳选项。
Communication is an important part of any relationship. Many of us are 　41　 to share our experiences or emotions with our friends. But when it’s our turn to lend a(n) 　42　, we soon become bored or are short of ideas on how to 　43　 and offer advice.
That’s because of what researchers call “listener burnout (倦怠)”. A friend might talk to us 　44　, often complaining about the same old problems. When we offer quick advice to 　45　 the situation, we may be unconsciously trying to protect ourselves from burnout. However, good listeners 　46　 their natural tendency to solve the other’s problems hurriedly and to keep the conversation brief.
To be a good 　47　, you need to use “active listening”. It starts with the real desire to help others and think through their feelings. Don’t 　48　 things. You can start by putting your phone 　49　 and sitting close to your friend. Let your facial expressions reflect what he or she is saying. 　50　 you are able to fully understand, acknowledge the other person’s 　51　 by reflecting them back:“That must be really hard for you.” Use short words or even sounds such as “yes”, “right”, and “hmm” to 　52　 the other person to continue.
Of course, a 　53　 can be extremely hard if the other person is too critical. But don’t get defensive. Effective listeners don’t 　54　 negative criticism. Instead, they listen and understand what the person is trying to convey 　55　 responding.
(　D　)41. A. afraid B. anxious
C. shy D. eager
(　C　)42. A. shoulder B. hand
C. ear D. eye
(　A　)43. A. respond　 B. explain
C. argue D. quit
(　B　)44. A. aimlessly B. endlessly
C. deliberately D. cautiously
(　A　)45. A. fix B. discuss
C. create D. describe
(　D　)46. A. follow B. display
C. form D. overcome
(　C　)47. A. reader B. partner
C. listener D. speaker
(　B　)48. A. skip B. rush
C. overlook D. postpone
(　A　)49. A. away B. off
C. out D. up
(　A　)50. A. Whether B. Since
C. While D. If
(　D　)51. A. suggestions B. purposes
C. responses D. feelings
(　C　)52. A. force B. remind
C. encourage D. convince
(　A　)53. A. conversation B. suggestion
C. problem D. lecture
(　D　)54. A. give up B. make up
C. leave out D. block out
(　B　)55. A. after B. before
C. while D. once
语篇解读:本文是一篇说明文。文章主要介绍了在人与人的交流中,人们总是渴望分享自己的经历或情感,但是却不善于当一个倾听者,文章分析了其中的原因,并就如何成为一个好的倾听者给出了建议。
41. D　【解析】 考查形容词。句意:我们许多人都渴望和朋友分享自己的经历和情感。be eager to do sth意为“渴望做某事”。
42. C　【解析】 考查名词。根据下文中的“listener burnout”可知,此处指的是倾听。lend an ear意为“倾听”,为固定短语。
43. A　【解析】 考查动词。根据下文语境可知,我们就如何对朋友的境况做出回应和提供建议没有了主意。
44. B　【解析】 考查副词。根据空格后的“often complaining about the same old problems”可知,此处作者要表达的是朋友可能会不停地向我们讲述一些事情。
45. A　【解析】 考查动词。根据空格前的“offer quick advice”可知,此处指的是提供解决这一境况的建议。
46. D　【解析】 考查动词。根据上下文语境可知,此处指好的倾听者会克服他们急于解决他人问题的自然倾向。
47. C　【解析】 考查名词。根据空格后的“active listening”并结合上文语境可知,此处是指做一个好的倾听者需要积极地倾听他人的声音。
48. B　【解析】 考查动词。根据下文中的“You can start by putting your phone 　49　 and sitting close to your friend. Let your facial expressions reflect what he or she is saying.”作者描述做一个好的倾听者的步骤可知,此处想要表达的是要慢下来,不要匆忙行事。rush things意为“仓促做事”。
49. A　【解析】 考查副词。根据上下文语境可知,此处是指把手机收起来。 put away意为“将……收起;把……放回原处”。
50. A　【解析】 考查连词。根据上下文语境可知,作为一个好的倾听者,不管你是否能够完全理解对方,你都要对对方的感受做出回应。
51. D　【解析】 考查名词。根据上文中的“think through their feelings”可知,此处指的是承认他人的感受。
52. C　【解析】 考查动词。根据空格前的“yes”“right”及“hmm”可知,此处是指倾听者应该要用简短的语言来鼓励他人继续说下去。
53. A　【解析】 考查名词。根据上下文语境可知,本文一直在讨论关于谈话的事情。此处要表达的是如果另一个人过于挑剔,谈话就很难进行下去。
54. D　【解析】 考查动词短语。句意:善于倾听的人不会抹去负面评论。block out意为“抹去(不愉快的事情)”。
55. B　【解析】 考查连词。句意:相反, 他们会在做出反应之前倾听并且明白这个人试图传达的意思。
非选择题部分
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。
Everybody knows that words can carry messages. People communicate with words. Books, 　56　 (magazine), TV, radio and films all help us to know what is going on in the world and 　57　 people are thinking about.　
Do you think you can communicate without words A smile on your face shows you are happy or 　58　 (friend). Tears in your eyes tell others that you are sad. When you put up your hand in class, the teacher knows that you want to say something or ask a question. You shake your head, and people know you are saying “No”. You nod and people know you 　59　 (say) “Yes”.　
Other things can also carry messages. For example, a sign at the bus stop helps you to know which bus 　60　 (take). A sign on the wall of your school helps you to find the library. Signs on doors tell you where to go in 　61　 out. Have you ever noticed there are a lot of signs around you and you receive messages from 　62　 (they) all the time People can have 　63　 (communicate) with others in many ways without words. For example, 　64　 artist can tell about beautiful mountains, seas and many other things 　65　 (use) his drawings.　
56. 　magazines　　 57. 　what　
58. 　friendly　　 59. 　are saying　
60. 　to take　　 61. 　or　
62. 　them　　 63. 　communication　
64. 　an　　 65. 　using　
语篇解读:本文是一篇说明文。文章主要介绍了可以传递信息的媒介。
56. magazines　【解析】 考查名词单复数。magazine是可数名词, 根据空格前的books可知,空格处应使用名词复数形式表示一类事物。
57. what　【解析】 考查宾语从句。分析句子结构可知,空格处及其后内容与前面what引导的宾语从句并列, 作know的宾语。空格处在宾语从句中作thinking about的宾语。
58. friendly　【解析】 考查词性转换。根据空格前的or可知,空格处词性需要和前面的happy保持一致。happy为形容词,故此处需填friend的形容词形式。
59. are saying　【解析】 考查动词的时态和主谓一致。根据上文“people know you are saying”可知, 空格处应使用现在进行时。
60. to take　【解析】 考查非谓语动词。空格处是“特殊疑问词+动词不定式”的结构。
61. or　【解析】 考查连词。in和out是反义词, 空格处表示进来或者出去,为选择关系。
62. them　【解析】 考查代词。分析句子结构可知,them作介词from的宾语, 指代空格前的signs。
munication　【解析】 考查词性转换。分析句子结构可知,空格处应使用communicate的名词形式communication作动词have的宾语。communication意为“交流;交往”时,为不可数名词。
64. an　【解析】 考查冠词。空格处需用不定冠词泛指一位艺术家;又因artist的发音以元音音素开头,应使用不定冠词an。
65. using　【解析】 考查非谓语动词。分析句子结构可知,句子的谓语动词为tell,空格处应为非谓语动词。主语artist 和use构成逻辑上的主谓关系,应使用动词-ing形式作方式状语。
第四部分　写作(共两节,满分40分)
第一节　应用文写作(满分 15分)
假定你是李华, 你的外国笔友Peter作为交换生下学期将到你校学习。他发来电子邮件向你询问中国日常生活中常用的一些肢体语言, 请你用英语给他写一封回信,内容包括:
1. 肢体语言的使用场景;
2. 使用肢体语言的注意事项。
注意:
1. 词数80左右;
2. 可适当增加细节,以使行文连贯。
Dear Peter,
I’m glad to hear you’ll come to our school as an exchange student next term. Since you want to learn about Chinese body language in our daily life, let me share some examples with you.
We usually greet each other with head nodding, smiles, hand shaking and so on. During the conversation, it’s good manners to have eye contact instead of staring directly at others. In class, students are required to raise their hands if they have any questions. Moreover, it’s common to see youth of the same gender hold hands or hug in public places.
I hope my introduction can be of some help to you. Whenever necessary, I’m always here to give you a hand.
Looking forward to your arrival.
Best wishes,
Li Hua
第二节　读后续写(满分25分)
阅读下面短文,根据所给情节进行续写,使之构成一个完整的故事。
It was an unusually quiet day in the emergency room. Quiet, that is, except for the nurses who were standing around the nurses’ station, complaining about having to work on Christmas Day.
I was the triage (分诊) nurse that day. Since there were no patients waiting to be seen at the time, I came back to the nurses’ station for a cup of hot cider. Just then an admitting clerk came back and told me I had five patients waiting to be evaluated. “Five How did I get five I was just out there and no one was in the waiting room,” I complained. So I went straight out and called the first name. Five people showed up at my triage desk, a pale woman and four small children in somewhat messy clothing.
“Are you all sick ” I asked suspiciously (怀疑地).
“Yes,” she said weakly, and lowered her head.
“Okay,” I replied, unconvinced, “who’s first ” One by one they sat down, and I asked the usual questions. When it came to descriptions of their symptoms, things got a little vague. A six-year-old girl had a headache, but the headache wasn’t accompanied by the normal body language of holding the head or trying to keep it still. Three children had earaches, but only one could tell me which ear was affected. The mother complained of a cough, but seemed to work to produce it.
Something was wrong with the picture. Our hospital policy, however, was not to turn away any patient, so we would see them. I checked the chart after the admitting clerk finished registering the family. No address—they were homeless. The waiting room was warm.
I went back to the nurse station and mentioned we had a homeless family in the waiting room. The nurses, who had been complaining about working on Christmas Day, now felt sympathy for a family just trying to get warm on Christmas. The team went into action as much as we do when there’s a medical emergency. But this one was a Christmas emergency.
注意:
1. 续写词数应为150左右;
2. 续写部分分为两段,每段的开头语已为你写好。
Paragraph 1:
We took turns joining in the waiting room. We asked for the free meal that was offered to us in the hospital cafeteria on Christmas Day, and prepared additional food for our Christmas guests. We also needed presents, so we put together candies, fruits, and other things available from different apartments. Rushing in and out of the waiting room, our team made great efforts to hold a warm party to meet the needs of the homeless family who just wanted to stay warm on Christmas Day.
Paragraph 2:
As the family were to leave, the six-year-old came running back. She gave me a hug and whispered,“Thanks for being our angels today.”Her words, simple yet powerful, echoed in the quiet of the emergency room, a stark contrast to the earlier complaints. As she rejoined her family, they all turned to wave, their faces now lit with a warmth that had nothing to do with the physical heat of the room. It was a moment of human connection that transcended their circumstances and our roles as healthcare providers. Inside the nurses’ station, there stood a group of nurses with tears of joy in their eyes, who had a Christmas Day that they would never forget. Unit 4核心素养测评卷
(满分150分,限时120分钟)
选择题部分
第一部分　听力(共两节,满分30分)
第一节　(共5小题;每题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 is the man busy doing
A. Making tea.
B. Dealing with his work.
C. Solving a math problem.
( )2. What does the man mean
A. The girl should persuade her mother.
B. The girl can’t go to the party.
C. The girl is allowed to go.
( )3. What does the woman ask the man to do
A. Finish the work in the study.
B. Take care of the children.
C. Clean the trash.
( )4. What will the weather be like tomorrow morning 　
A. Rainy.　 B. Windy.　
C. Sunny.
( )5. Why does the man make the phone call
A. To confirm his schedule.
B. To get some information.
C. To cancel his appointment.
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. How will the speakers go downtown
A. By bike.
B. By bus.
C. By taxi.
( )7. What is the woman going to do
A. Withdraw some money.
B. Charge her phone.
C. Check the bus routes.
听第7段材料,回答第8至10题。
( )8. Where probably are the speakers
A. In a café.
B. In a flower shop.
C. In a clothing store.
( )9. What gift will Alice give to her mother on Mother’s Day
A. A card.
B. A scarf.
C. A book.
( )10. What does the man think of Alice’s last suggestion
A. Just so-so.
B. Quite satisfactory.
C. A bit disappointing.
听第8段材料,回答第11至13题。
( )11. What are the speakers mainly talking about
A. How to relieve anxiety.
B. How to improve memory.
C. How to communicate with others.
( )12. What relation is the woman to the man
A. His classmate.　
B. His mother.
C. His friend.
( )13. What does the woman remind the man to do at the end of the conversation
A. Go to bed on time.
B. Perform a song.
C. Write an article.
听第9段材料,回答第14至17题。
( )14. What is the man doing
A. Teaching a class.
B. Having an interview.
C. Giving some advice.
( )15. What did the woman do last week
A. She took a test.
B. She got a certificate.
C. She attended an English lesson.
( )16. What leaves a strong impression on the man
A. The woman’s communication skills.
B. The woman’s listening skills.
C. The woman’s survival skills.
( )17. What will the woman do next
A. Make a decision.
B. Wait for a call.
C. Apply for the position.
听第10段材料,回答第18至20题。
( )18. Who is the speaker
A. A student.
B. A programme host.　
C. An office clerk.
( )19. What do we know about Victoria High School
A. It has about 50% of foreign staff.
B. It has 56 years of history.
C. It never has an exchange student.
( )20. Where is the speaker from
A. Finland.　
B. Spain.　
C. France.
第二部分　阅读理解(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 和 D 四个选项中, 选出最佳选项。
A
What Your Dog’s Behaviours Mean
A Straightened Tail
When you see a dog’s tail in the air, that dog probably feels very excited or confident about something. If its tail is shaky and remains up, the dog probably just feels challenged in a way. Whenever a dog is content, its tail is always level with its body. However, if the tail is hanging low, this shows some kind of insecurity.
Chewing Your Furniture
When puppies start teething, they start chewing things around. It just means that they have not been getting as much physical activity as their bodies needs. You can easily help by taking them out for a nice walk or helping them exercise in some other ways.
Tilting (倾斜) Their Heads
When you are talking to dogs, you subconsciously end up speaking in a higher pitch. The dogs tip their heads in an attempt to understand what you are saying. Dogs have a great way of reading different body language and responding to vocal cues. They recognise specific words especially those associated with treats they love or walks. A certain theory states that dogs will move their heads in that manner as a way of adjusting their ears so that they can listen better.
Raising Their Ears
When you see a dog raise its ears, just know it’s listening keenly to you. It happens when they are unfamiliar with a certain sound and trying to figure it out. So when you see this, just allow your dog to figure out things slowly for a second. After all, it’s very nice to have a dog that is observant.
( )21. If a dog keeps its tail hanging low, it suggests it feels 　　　　.
A. satisfied B. thrilled
C. unsafe D. challenged
( )22. What should you do if your dog is chewing your furniture
A. Tie the dog.
B. Walk the dog.
C. Feed the dog.
D. Bathe the dog.
( )23. Which of the following behaviours shows the dog is listening attentively
A. Waving its tail.
B. Moving its head.
C. Raising its ears.
D. Showing its teeth.
B
Politicians, business bosses, and other types of leaders indeed tend to like speaking with their hands, but does the habit influence how others interpret those words To get to the bottom of it, a team of researchers from the Max Planck Institute for Psycholinguistics conducted a series of experiments on volunteers who viewed videos of people speaking with and without hand movements.
After showing the volunteers videos of people speaking under different conditions, the researchers asked them questions about what they had heard. Some conditions involved the speaker stressing different parts of words in a sentence. Other conditions involved the speaker making various types of hand gestures, such as pointing and sweeping movements. The team recorded the volunteers as they viewed the video recordings, questioning the volunteers afterward about what they had seen and heard.
Researches found that the volunteers were more affected by syllables (音节) spoken with the conjunction of hand gestures: In 20 percent of the cases, the viewers were more likely to have heard and interpreted the word spoken with a hand gesture. Interestingly, however, volunteers were 40 percent more likely to hear the wrong sound when a mismatch between the word spoken and the hand gesture occurred.
Body language expert Carol Goman said, “Studies have found that speaking with your hands really can change the view of your character. People who communicate through active gesturing tend to be considered warm, agreeable, and energetic, while those who remain still are seen as logical, cold, and analytic. In fact, a 2015 study that studied TED Talks, which posts international talks online, found that the most popular speakers used nearly twice as many gestures as the least popular speakers used.”
The research team said that their findings suggest that hand gestures are an important part of in-person communication that have a direct impact on what the listener hears. Furthermore, they suggest that our responses to hand gestures may be something we learn as we grow up.
( )24. What’s the researchers’ purpose of doing the experiments
A. To examine the volunteers’ interpreting skills.
B. To test the impact hand gestures have on the effectiveness of speaking.
C. To record the volunteers’ questions for the speaker.
D. To confirm the influence hand movements have on leaders.
( )25. What did the researchers find in the experiments
A. Hand movements affected what the listener heard.
B. The speaker stressed different parts of words in a sentence.
C. People spoke with different kinds of hand gestures.
D. The most popular speakers used more gestures than the least popular speakers did.
( )26. What does the underlined word “conjunction” mean in Paragraph 3
A. Assistance.
B. Combination.
C. Disturbance.
D. Interpretation.
( )27. What may the researchers agree with
A. Gestures can influence others’ view on ones’ personality.
B. Understanding gestures is a must in every language.
C. In-person communication helps interpret gestures.
D. Responses to gestures are learning behaviour.
C
Tie an Italian’s hands behind his back, and he’ll be speechless, which is an old joke in the US. However, Susan Goldin-Meadow, author of the book Thinking with Your Hands, has a rather different view.
“Almost everyone gestures, not just Italians,” she laughs. “Conference interpreters gesture in their little rooms, though no one is looking at them. Even people born blind gesture when they speak, including to each other. In the TV series, The Crown, Lady Diana is warned that her hands may reveal her real emotions, which could be dangerous and that they have to be tied together so she can learn to speak without gesturing.”
The gesture under discussion here is the so-called “co-speech gesture”. It is much more abstract (抽象) than symbolic gestures such as putting a finger over the lips for “Silence!” or raising a finger to mean “Great!”. Like words, such symbolic gestures are fixed within cultures (but vary between them). Instead, co-speech gestures that accompany speech are another channel of information and emotion. For example, experimental subjects are asked to watch a film in which a cat runs, but they are told to lie and say it jumped. They may do so in words—while their hands will make a running movement. The co-speech gestures are not sign languages, either. They have clearly defined words and grammar and differ from place to place just as spoken ones do.
And the co-speech gestures have great potential for practical applications. For example, teachers are encouraged both to use gestures themselves and to observe those their students make. Some students who fail in a tricky mathematics problem may gesture in a way that indicates they are on the edge of getting it; they should be taught differently from the ones whose gestures suggest that they are entirely at sea.
“Children with language delays caused by brain injuries at or around birth are likely to catch up verbally by the age of about 30 months, if they gesture as much as their peers. Those who gesture less are more likely to need early intervention,” Susan Goldin-Meadow adds. “Co-speech gesturing is not just about a lack of control. It is about thinking and communication, and is an aid to both.”
( )28. What does Susan Goldin-Meadow really want to tell us in Paragraph 2
A. Lady Diana is probably an emotional woman.
B. Italians are very talkative and gesture too much.
C. It is unnatural for the blind to gesture to each other.
D. Co-speech gestures are used by all of us unknowingly.
( )29. What can we say about sign languages
A. They are as abstract as co-speech gestures.
B. They are usually learned by human beings naturally.
C. They have distinctly structured words and grammar.
D. They vary from culture to culture and person to person.
( )30. What does the author suggest teachers do in the passage
A. Put enough trust in students.
B. Encourage students to tell the truth.
C. Observe the co-speech gestures carefully.
D. Teach as many tricky problems as possible.
( )31. What is the main idea of this passage
A. Co-speech gestures play a vital part in communication.
B. Symbolic gestures differ greatly from co-speech gestures.
C. Co-speech gestures are more difficult than sign languages.
D. Symbolic gestures have great potential for practical applications.
D
Trendy “baby signing” (婴儿手语) classes established to strengthen language skills actually make little difference to children’s development, according to the new research. Researchers argued there was no evidence that the lessons—in which babies are taught simple gestures to communicate their everyday needs—enable children to talk quicker than their peers.
Baby signing is now a multi-million pound industry, with thousands of parents paying for classes, books and DVDs and teaching young children simple gestures for words and phrases, such as “milk”, “all gone” and “tired”.
Research from Hertfordshire University, however, disapproved of some claims advocating baby signing. In the research, 40 mothers were involved with their eight-month-old babies. Half of the sample was taught a list of gestures and half was not. Each baby’s development was tracked over a 12-month period. It turned out that the strategy did make mothers more responsive to their children’s non-verbal signals but failed to boost babies’ vocabulary.
Dr Liz Kirk, from Hertfordshire’s department of psychology, said, “Although babies learnt the gestures and used them long before they started talking, they did not learn the associated words any faster than the non-gesturing babies, nor did they show enhanced language development.” Although introducing baby signing could encourage parents to “think of their baby as an individual with a mind”, it was a motivating home environment where parents regularly talk to their children that worked much more effectively, researchers warned.
Some teachers and mothers were barely convinced by the findings. With baby signing becoming a big business, mothers, particularly first time mums or less confident parents, feel the pressure to follow suit and flood into the crazy rush targeted at babies.
( )32. What does the research indicate about baby signing classes
A. They enjoy great popularity.
B. They help make great profits.
C. They fail to improve babies’ speaking ability. 　
D. They have no impact on the mother-child relationship.
( )33. What can enhance babies’ language development according to the researchers
A. Creating a quiet environment.
B. Using simple words and phrases.
C. Buying them more books and DVDs.
D. Chatting to them as frequently as possible.
( )34. Why do some new mothers take baby signing classes
A. They are mainly affected by others.
B. They don’t want to be looked down upon.
C. They are persuaded by the research results. 　
D. They don’t know how to teach their children.
( )35. What is the author’s purpose in writing the passage
A. To advertise baby signing classes.
B. To prove the effectiveness of baby signing classes.
C. To criticise the act of attending baby signing classes.
D. To present the new discovery of baby signing classes.
第二节　(共5小题;每小题2.5分, 满分12.5分)
根据短文内容, 从短文后的选项中选出能填入空白处的最佳选项。选项中有两项为多余选项。
It’s well-known by all the people to greet friends with a smile and a wave. 　36　 However, what happens if your face and body send mixed messages Would someone tend to believe the look on your face or the way you behave
Recently, scientists have dealt with these questions. They found that when a person is staring at your face, he might not believe what he sees if your body doesn’t match the feeling that your face shows. 　37　 Previous study had showed that the tone of a person’s voice can be more important than the words spoken. For example, most people are more likely not to believe a person who says in a flat voice, “I’m so excited.”
When talking about emotions conveyed by facial expressions and body language, most scientists suspected that the face was more important. To test if this was true, psychologists from the Netherlands and Boston showed people a number of pictures of isolated faces and isolated bodies that showed anger or fear. 　38　
An angry face had low eyebrows and tight lips. A frightened face had high eyebrows and a slightly open mouth. 　39　 A scared body had arms forward and shoulders square, as if ready to fight back.
These results told the researchers that mixed messages can confuse people. Even when people pay attention to the face, body language surely influences the emotion they read.
　40　 And if you want to be understood, it helps to avoid sending mixed messages.
A. Studying such mixed messages is nothing new for scientists.
B. So, your body language is important for telling people your feelings.
C. Scientists feel new to study the mixed message that puzzles people.
D. An angry body had arms back and shoulders at an angle, as if ready to fight.
E. Body language can sometimes be misunderstood in different culture backgrounds.
F. They also showed pictures where angry or scared faces were paired with angry or scared bodies.
G. When doing this, your face and body work together to show your friends that you are happy to see them.
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, 从短文后各题所给的 A、B、C 和 D 四个选项中, 选出可以填入空白处的最佳选项。
Communication is an important part of any relationship. Many of us are 　41　 to share our experiences or emotions with our friends. But when it’s our turn to lend a(n) 　42　, we soon become bored or are short of ideas on how to 　43　 and offer advice.
That’s because of what researchers call “listener burnout (倦怠)”. A friend might talk to us 　44　, often complaining about the same old problems. When we offer quick advice to 　45　 the situation, we may be unconsciously trying to protect ourselves from burnout. However, good listeners 　46　 their natural tendency to solve the other’s problems hurriedly and to keep the conversation brief.
To be a good 　47　, you need to use “active listening”. It starts with the real desire to help others and think through their feelings. Don’t 　48　 things. You can start by putting your phone 　49　 and sitting close to your friend. Let your facial expressions reflect what he or she is saying. 　50　 you are able to fully understand, acknowledge the other person’s 　51　 by reflecting them back:“That must be really hard for you.” Use short words or even sounds such as “yes”, “right”, and “hmm” to 　52　 the other person to continue.
Of course, a 　53　 can be extremely hard if the other person is too critical. But don’t get defensive. Effective listeners don’t 　54　 negative criticism. Instead, they listen and understand what the person is trying to convey 　55　 responding.
( )41. A. afraid B. anxious
C. shy D. eager
( )42. A. shoulder B. hand
C. ear D. eye
( )43. A. respond　 B. explain
C. argue D. quit
( )44. A. aimlessly B. endlessly
C. deliberately D. cautiously
( )45. A. fix B. discuss
C. create D. describe
( )46. A. follow B. display
C. form D. overcome
( )47. A. reader B. partner
C. listener D. speaker
( )48. A. skip B. rush
C. overlook D. postpone
( )49. A. away B. off
C. out D. up
( )50. A. Whether B. Since
C. While D. If
( )51. A. suggestions B. purposes
C. responses D. feelings
( )52. A. force B. remind
C. encourage D. convince
( )53. A. conversation B. suggestion
C. problem D. lecture
( )54. A. give up B. make up
C. leave out D. block out
( )55. A. after B. before
C. while D. once
非选择题部分
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。
Everybody knows that words can carry messages. People communicate with words. Books, 　56　 (magazine), TV, radio and films all help us to know what is going on in the world and 　57　 people are thinking about.　
Do you think you can communicate without words A smile on your face shows you are happy or 　58　 (friend). Tears in your eyes tell others that you are sad. When you put up your hand in class, the teacher knows that you want to say something or ask a question. You shake your head, and people know you are saying “No”. You nod and people know you 　59　 (say) “Yes”.　
Other things can also carry messages. For example, a sign at the bus stop helps you to know which bus 　60　 (take). A sign on the wall of your school helps you to find the library. Signs on doors tell you where to go in 　61　 out. Have you ever noticed there are a lot of signs around you and you receive messages from 　62　 (they) all the time People can have 　63　 (communicate) with others in many ways without words. For example, 　64　 artist can tell about beautiful mountains, seas and many other things 　65　 (use) his drawings.　
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　应用文写作(满分 15分)
假定你是李华, 你的外国笔友Peter作为交换生下学期将到你校学习。他发来电子邮件向你询问中国日常生活中常用的一些肢体语言, 请你用英语给他写一封回信,内容包括:
1. 肢体语言的使用场景;
2. 使用肢体语言的注意事项。
注意:
1. 词数80左右;
2. 可适当增加细节,以使行文连贯。
第二节　读后续写(满分25分)
阅读下面短文,根据所给情节进行续写,使之构成一个完整的故事。
It was an unusually quiet day in the emergency room. Quiet, that is, except for the nurses who were standing around the nurses’ station, complaining about having to work on Christmas Day.
I was the triage (分诊) nurse that day. Since there were no patients waiting to be seen at the time, I came back to the nurses’ station for a cup of hot cider. Just then an admitting clerk came back and told me I had five patients waiting to be evaluated. “Five How did I get five I was just out there and no one was in the waiting room,” I complained. So I went straight out and called the first name. Five people showed up at my triage desk, a pale woman and four small children in somewhat messy clothing.
“Are you all sick ” I asked suspiciously (怀疑地).
“Yes,” she said weakly, and lowered her head.
“Okay,” I replied, unconvinced, “who’s first ” One by one they sat down, and I asked the usual questions. When it came to descriptions of their symptoms, things got a little vague. A six-year-old girl had a headache, but the headache wasn’t accompanied by the normal body language of holding the head or trying to keep it still. Three children had earaches, but only one could tell me which ear was affected. The mother complained of a cough, but seemed to work to produce it.
Something was wrong with the picture. Our hospital policy, however, was not to turn away any patient, so we would see them. I checked the chart after the admitting clerk finished registering the family. No address—they were homeless. The waiting room was warm.
I went back to the nurse station and mentioned we had a homeless family in the waiting room. The nurses, who had been complaining about working on Christmas Day, now felt sympathy for a family just trying to get warm on Christmas. The team went into action as much as we do when there’s a medical emergency. But this one was a Christmas emergency.
注意:
1. 续写词数应为150左右;
2. 续写部分分为两段,每段的开头语已为你写好。
Paragraph 1:
We took turns joining in the waiting room.
Paragraph 2:
As the family were to leave, the six-year-old came running back.

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